«f***************++*+4+++++++4+4+4)| f A * * 4* + * * * * * * 4= 2>S££^ 4» 4» + + * + 4° + 4* * + 4* + * * + * + 4* * + + * 4* * 4* 4° 4* 4 * + + 4 4 4 4 I Jfllanova, This volume was presented by 4= 4 4= 4= 4* 4= J Date 4= t Villanova College VILLANOVA, PENNSYLVANIA LIBRARY L 111 Class . .'A?... 1© 03 t- v . 2 Accession 4*4*4*4*4*4f*4 4- REPORT [ Whole Number 34 £ OF THE Commissioner of Education FOR THE YEAR 1903. NO LONGER PROPERTY OF falvey MEMORIAL LIBRARY Volume 2. ..WASHINGTON: GOVERNMENT printing offic , V‘ 1905* NAtfOHAL LiBRART-Cf'EDUcSnCN U S. DEPARTMENT OF EDUCATION MAR 2 8 2013 400 MAftYLAND AVENUE S.W. WASHINGTON. D.C. 20202 CONTENTS OF VOLUME 9 M os -i i Chapter XXVI. — Courses of Study in German Schools. Page. Introduction . . . t . 1217 General regulations for Prussian elementary schools . 1219 Typical courses of study based on the foregoing regulations . . 1224 Regulations and course of study for preparatory departments of normal schools . 1233 Course of study for Prussian normal schools . 1237 Chapter XXVII.— Report on the Chilean Educational Congress and Exhibit, 1902-3. By John Vavasour Noel. Chile and education . 1243 Origin and aim . 1244 The educational congress . 1245 The international exposition of school furniture and apparatus . 1259 Closing remarks . 1272 Chapter XXVIII. — Necrology. For the United States, in 1902 . 1275 Foreign, 1802 . 1293 Foreign, 1903 . 1298 Chapter XXIX.— Sketches of Educational Benefactors and Lives Devoted to Education. By Hon. John Eaton, LL. D. Rev. Samuel Wood . 1303 Rev. Moses Halleck . 1304 Prominent principals of academies . 1304 John Swett; Rev. H. H. Willey . 1305 Rev. George H. Atkinson: Mrs. S. B. Cooper . 1305 Hon. Alexander H. Stephens; Hon. J. O. Wilson . 1306 William Henry Ruffner . 1307 Gen. S. C. Armstrong; Robert C. Ogden . . . 1308 Catherine Fay Ewing, originator of children’s homes . 1309 J. H. Thiry; Nathan Jackson Morrison; Rev. A. D. Mayo . 1310 Dorothea L. Dix; Julius D. Dreher . . . 1313 Joseph Henry and the Smithsonian Institution . . . 1314 Alexander Graham Bell . 1314 Frederick J. Campbell; Edward Minor Gallaudet . . . 1315 Col. R. H. Pratt and Indian education . 1316 Hon. Samuel J. Tilden . 1316 Stephen Girard . 1317 Daniel B. Fayerweather; William E. Dodge . 1318 William Thaw . 1319 III 2T2>*H IV CONTENTS, Page. Alexander Stuart, R. L. Stuart, and Mary Stuart . 1320 Leland Stanford . 1321 John McDonogh; John Lowell . 1322 George Peabody and the Peabody Education Fund— Barnas Sears— J. L. M. Curry . 1323 Dr. D. K. Pearsons . 1328 Andrew Carnegie . - . 1334 John D. Rockefeller . 1340 Peter Cooper; Charles Pratt; Christopher R. Roberts . 1342 Cecil Rhodes . 1343 Chapter XXX.— Miscellaneous Educational Topics. Education in America. By Hon. Joseph Choate . 1345 A good urban school organization. By Charles W. Eliot, LL. D . 1356 The expenditure for popular education justified by its results. By Charles W. Eliot, LL. D . 1362 Address of the Commissioner of Education at the dedication of the McKinley Manual Training School . 1366 Agricultural education in high schools. By Willett M. Hays . 1368 Chapter XXXI.— Biographical Notices. Emerson Elbridge White. By E. W. Coy . 1373 Alice Freeman Palmer: a memorial sketch . 1375 Frank A. Hill . 1378 Charles Ammi Cutter: a memorial sketch. By William E. Foster . 1379 William E. Dodge . 1386 Josiah Willard Gibbs . 1387 Chapter XXXII.— Statistics of City School Systems. Summary of statistics of cities containing over 8,000 inhabitants . 1391 Comparative expenditures . 1394 Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants.. 1410 Statistics of supervising officers, teachers, property, etc . 1427 Statistics of receipts of city schools . 1446 Statistics of expenditures of city schools . 1457 Summary of statistics of schools in cities and villages containing from 4,000 to 8,000 inhabitants. . 1473 Statistics of schools in cities and villages containing from 4,000 to 8,000 inhabitants . 1476 Statistics of kindergartens in cities of over 4,000 inhabitants . 1494 Chapter XXXIII.— Universities, Colleges, and Technological Schools. N umber of institutions . 1503 Courses of study . 1503 Students . 1504 Summer schools . 1504 Degrees . 1506 Property . 1507 Income . 1509 Benefactions . 1510 Summaries of statistics . 1511 Institutions conferring A. B., B. S., Ph. B., and B. L. degrees . 1539 Technical courses of study offered by universities, colleges, and schools of technology . 1547 CONTENTS, V Page. Statistics of universities and colleges for men and for both sexes . 1552 Statistics of colleges for women . 1608 Statistics of schools of technology . 1620 Chapter XXXIV.— Agricultural and Mechanical Colleges. General statement . - . 1627 Students . 1628 Property . 1628 Land grant of 1862 . 1629 Income . 1629 Endowment of August 80, 1890 . 1630 Changes in courses of study . 1631 New buildings . 1633 Summary of legislation, 1903 . 1635 Courses of study offered . 1640 Statistics . 1650 Chapter XXXV.— Professional Instruction. General statistical survey . 1673 Notes on institutions . 1674 The college course and professional schools . 1676 Dental education in America and Europe . 1677 The study of medicine in Great Britain . 1683 Results of the first examination by the State law examiners of Pennsylvania . 1685 The proper age for studying law . 1686 Miscellaneous notes . 1687 Statistical summaries of professional schools . 1691 Statistics of schools of theology . 1698 Law . 1708 Medicine . 1714 Dentistry . 1724 Pharmacy . 1728 Veterinary medicine . 1732 Synopsis of laws governing the practice of medicine in the United States . 1734 Laws governing the practice of dentistry in the various States and Territories . 1743 Chapter XXXVI.— Statistics of Normal Schools. Students pursuing teachers’ training courses . 1753 Public normal schools . 1754 Branches of instruction . 1755 Private normal schools . 1755 Statistical summaries . 1756 Colleges and universities reporting students in teachers’ training courses . 1776 Number of students pursuing certain subjects in public normal schools . 1784 Statistics of public normal schools . 1792 Statistics of private normal schools . 1804 Chapter XXXVII. — Statistics of Secondary Schools. Distribution of secondary students . 1813 Public high schools . 1815 Private high schools and academies . 1818 VI CONTENTS, Page. Statistical summaries . 1824 Statistics of public high schools . 1870 Statistics of private high schools, endowed academies, seminaries, and other private secondary schools . 2066 Chapter XXXVIII.— Manual and Industrial Training. Growth of manual and industrial training . 2139 Special and unclassified schools . 2140 Cities in which manual training (other than drawing) was given in the public schools . 2145 Statistics of manual and industrial training schools . 2154 Industrial schools for Indian children . 2166 Branches taught in schools for manual and industrial training . 2169 Chapter XXXIX.— Commercial and Business Schools. Classes of institutions giving instruction in business or commercial studies . 2191 Statistics of commercial and business schools . 2202 Chapter XL.— Schools for Nurses. Increase in the number of nurse training pupils . 2229 State laws governing licenses for nurses . 2229 Statistics of training schools for nurses . 2235 Chapter XLI.— Schools for the Colored Race. Summaries of the statistics . Teachers, students, etc., in public high schools for negroes . Teachers, students, etc., in secondary and higher schools for negroes . Professional and industrial training . Chapter XLII. — Reform Schools. Number of reform schools and inmates . . . Statistics of industrial and reform schools . Manual and industrial training in reform schools . Chapter XLIII. — Schools for the Defective Classes. Summaries of the statistics . Schools for the blind . Schools for the deaf . Branches of manual training taught in schools for the deaf . Schools for the feeble-minded . . Chapter XLIV.— Report on Education in Alaska. Distribution of the schools in Alaska . Statistics of schools in Alaska . Missionaries and mission teachers in Alaska . 2253 . CONTENTS. VII Chapter XLV.— Thirteenth Annual Report on the Introduction of Domestic Reindeer into Alaska. Page Increase of the reindeer herds . 2365 Reindeer stations . . 2367 Number, distribution, and ownership of domestic reindeer in Alaska . 2369 Reindeer an important factor in the development of Alaska . / . 2373 Cruise of Dr. William Hamilton, assistant agent . 2382 Chapter XLVI.— Education in the Philippines, Hawaii, and Cuba. The Philippines . 2385 Hawaii . 2389 Cuba . 2395 Chapter XLVIL— Current Topics. Compulsory attendance and child labor laws . 2397 Consolidation of schools and transportation of pupils . 2405 Free text-books and supplies . 2415 Temperance instruction in the public schools . 2418 Students in higher institutions in Central Europe . 24i9 Sunday school statistics of North America . 2422 Legal status of school boards in cities . 2431 Bible reading and religious exercises in the public schools . 2444 Teachers’ pensions . 2449 Regulations relating to corporal punishment . 2452 Coeducation of the sexes . 2454 Women in school administration . 2457 Salaries of school officials and teachers in cities . 2458 Benefactions to education . 2463 Statistics of Catholic schools . 2464 Foreign students in German universities . 2465 School and college enrollment in the United States in 1S02-3 . 2467 Reform of education in Roumania . 2467 Statistics of elementary education in foreign countries . . . 2472 Index . 2481 CHAPTER XXVI. COURSES OF STUDY IX GERMAN SCHOOLS." Contexts: Introduction.— I. General Regulations for Prussian Elementary or People's Schools.— II. Typical Courses of Study.— in. New Course for Preparatory Departments of Normal Schools.— IY. New Course for Normal Schools. Introduction. On account of urgent inquiries concerning the course of instruction in German schools, as ‘well as requests to publish the courses of study prescribed for elementary schools in leading German States, the following compilation has been made. The fact that in this country the courses of study for common schools generally embrace three stages — four years' primary, four years’ grammar, and four years* high school — makes it imperative to first explain that the schools of the States of the German Empire do not form homogeneous systems such as ours, but rather a series of systems. The one of these separate systems which comes nearest to our common school system is the public elementary (or people’s) school system, which accommodates a little over 90 per cent of all school children of the States of Germany. The compulsory-attendance law, in force for more than one hundred and fifty years, affects every child between 6 and 14 years of age, but it does not prescribe the nature of the school it is to attend. Hence many children qf that age attend private elementary schools, advanced city (or burgher) schools, middle schools, girls* superior schools, and a variety of secondary schools for boys. Many of such schools begin their course with the child’s tenth year of age; some reach further down, to the sixth year of age, having special preparatory classes. But the fact that a little over 90 per cent of all school-going children attend the peo¬ ple's schools makes these institutions the most important factors in the educa¬ tional activity of the state. In the smaller States of the Empire and in the large cities the object of the authorities is to gradually change this system of people’s schools, so that it may serve as the common foundation for all secondary education. The tendency is sufficiently strong for that purpose in many places in Germany. As yet, how¬ ever, Germany has no common school as we understand the term. This should never be left out of sight by the reader in comparing the following courses of study with those found in American schools. Hence, in studying some leading German courses, it is in each case necessary to know for what condition of life or stratum of society the schools are intended that follow the specific course prescribed. A few general principles and historic facts, however, may be stated which have a Articles on similar subjects in previous Reports: 1. Courses of study in graphic representations. An. Rep., 1888-89, p. 58. 2. Courses of study in history found in vogue in Europe. An. Rep., 1898-91, p. 392. 3. Courses of study in 16 German cities. An. Rep., 1891-95, p. 408. 4. Teaching civics in Switzerland, France, and England. An. Rep., 1896-97, p. 233. ed 1903 — VOL 2 - 1 1217 1218 EDUCATION REPOET, 1903. guided the authorities of all the various school systems in Germany, particularly of the elementary schools: 1. The matter of instruction for any kind of school depends wholly upon the aim of the school, and must not only be in intimate relation with it, but its various branches must be in some sort of correlation to each other to make the education which is its result complete. 2. German school education, since Luther, has always considered that religion, and in connection with it reading (including grammar and literature) and writ¬ ing (including orthography and composition) , are the foremost branches in all schools, regardless of the character of the institution in which they are taught. The only difference is in the character and amount of what is taught in these branches in elementary and advanced schools. 3. A people like the German, which has inherited an alien civilization and literature, lays much stress upon instruction in foreign languages simultaneous with that in the mother tongue: and in the schools of alien populations (such as are found near the Polish, Danish, and French boundaries) instruction in the foreign language even precedes that of German, because it is the mother tongue. But for more than a thousand years a knowledge of foreign tongues on the part of persons of German descent has been considered evidence of a secondary edu¬ cation, i. e., an education beyond the elementary stage. Hence classical and modern languages are taught in secondary schools, and often in advanced city schools which minister to local needs or the demands of a cultured society. 4. Side by side with these matters stands the group of mathematical studies, which up to the first century of the modern epoch was a prerequisite of the study of philosophy. This group has always been represented by arithmetic and geome¬ try (or mensuration) in elementary schools. Where the higher mathematical studies are taught, the school belongs to the secondary category. 5. With religion and bible stories history entered the schools as a regular study and claimed a generous share of time. 6. Realistic knowledge, not offered in the lower schools of former ages, has found an abiding place in the course of study of every elementary school in the forms of geography, natural history, and natural science, since, and in conse¬ quence of, the great epoch of discoveries, and especially since the time of Pesta- lozzi. All three branches, however, are taught in elementary schools only in their elements and without text-books, except that for geography an atlas is used. The term under which the sciences are introduced is nature study (knowledge of nature — “ Naturkunde ”). The lessons are based on objects, and the teacher fur¬ nishes all new matter, as well as terminology, orally if it is not discoverable by the pupil himself through the senses or by inference. 7. Of the so-called technical branches, penmanship is developed in connection with language studies. Special copy books are not often found, since the princi¬ ple i3 followed that calligraphy is best developed by good example on the part of the teacher and by habit, i. e., not allowing bad writing at any time. Singing has always been in the service of religion. Drawing has for a long time been mathematical. Its development into an artistic study does not date back further than the second half of the nineteenth century. Gymnastics is a branch which owes its existence to the philanthropinists (the teachers of educational institutions in Germany who followed Rousseau's principles) , and especially to the noted national upheaval during the Napoleonic era. Female handiwork is a branch which the school took over from the home in the earliest times after the Refor¬ mation. Recently other forms of domestic science for girls claim admission to the elementary school, while manual training for boys, wherever it is adopted into the course, is always an optional branch. Thus it is seen that the course is cne historically developed; not prescribed by COURSES OF STUDY IN GERMAN SCHOOLS. 1219 tlie wliiin of this or that authority or by chance. Nature study, for instance, never assumes a predominating influence over the linguistic and the mathemat¬ ical groups of branches, but merely aids them. Since the child must have some¬ thing to talk about in order to develop linguistic talent and rational thinking, observation of natural objects forms an important part of the child's work. Its senses are sharpened, its stock of ideas augmented, and its thinking power so increased that it instinctively seeks for expression of its thoughts. The division of nature study into a number of separate studies (geology, geography, meteorol¬ ogy. botany, zoology, physics, physiology, and chemistry), as is done in some places in this country, can not be found in the course of -study of any German elementary school. In the nature of the case, and owing to the capacity of its pupils, nothing but the elements can and should be taught in elementary schools; these schools are so called because they offer the elements of learning only. The course of the German elementary school having historically developed, it is reasonable to think that it will in course of time adapt itself to changed condi¬ tions of intellectual life — i. e., embrace some new branch or group of branches, or drop some. The one aim is at all times steadily kept in view — that the inner con¬ nection of all matters of instruction must be preserved, for he to whom these matters are offered is a human being, a mental unity, not a series of compartments to be filled with labeled fragments cf knowledge. The courses in the following pages are not offered with the view of showing something better than is found in this country, but simply and solely for the pur¬ pose of stating facts. Whether they suit our civilization or not; whether they fit our schools or not; whether they are adapted for copying or not is not the ques¬ tion here. They give us, however, the key to German elementary education. With this fact in view one will understand them, and judge American courses of study the better. I. General Regulations for Prussian Elementary Schools. The elementary schools of Prussia follow the regulations laid down by Doctor Falk, minister of education (October, 1872). They are translated from a work by Dr. A. Petersilie, entitled The Public System of Instruction in the German Empire and Other Civilized States of Europe.” Two volumes, Leipzig, 1897. AIM AND PURPOSES OF INSTRUCTION IN PEOPLE'S SCHOOLS. « The object of the Prussian people’s school has always been to educate the grow¬ ing generation to become pious, patriotic men and women, who are able by means of the general education and training they receive to fill an honorable position in civil society. In whatever way the relation of church to the State has been con¬ ceived, and whatever theological tendency was paramount at any period, the religiously moral education of youth has at all times been considered the fore¬ most purpose of the school; and" never have the administrative authorities of the State wavered in aiming at the high ideal — “ to sow the seeds of patriotic, reli¬ giously moral sentiment in children, so that they will become citizens whose inner worth can secure the welfare and preservation of the State. ’ ! But side by side with this exalted ideal, the requirements of practical life have not been left out of sight. In school, children are to learn how to perform duties, they are to be habituated to work, gain pleasure in work, and thus become efficient for future industrial pursuits. This has been the aim from the earliest times of popular, education in Prussia: and to this day it is plainly understood by all State and local administrative officers, as well as by all teachers and the majority of the parents, that the school has more to do than merely teach the vehicles of culture — reading, a The people’s schools are public elementary schools, attended by over 90 per cent of all school children in the State. The other 10 per cent are in advanced city schools, middle schools, girls’ superior schools, private schools, and various Mnds of bovs’ secondary schools. — Trans¬ lator. 1220 EDUCATION REPORT, 1903. writing, and arithmetic — namely, the preparation of citizens who can, and cheer¬ fully will, serve their God and their native country as well as themselves. These are the leading ideas followed by the subjoined course. ORGANIZATION AND COURSE OF STUDY OF THE PRUSSIAN PEOPLE’S SCHOOLS. (1) As people’s schools of normal conditions are considered (a) theu fully graded school, ( h ) the partially graded school, and (c) the ungraded school with one teacher only, who may divide the pupils to attend half-day schools. (2) In the ungraded or one-class people’s school, containing children of all the years of compulsory school age (6 to 14), the pupils are taught in one and the same room by one teacher. The number of such children must not exceed 80. a The pupils of the lower age are to receive twenty hours’ instruction a week, but thirty hours will be given in the middle and upper ages, including gymnastics for boys and female handiwork for girls. (3) Half-day schools. — Where the number of pupils rises above 80, or where the schoolroom is not sufficiently large for even a less number, and the appoint¬ ment of a second teacher is not immediately possible, as well as where other cir¬ cumstances make it necessary, the organization of half-day schools may be resorted to with the sanction of the authorities. There shall be given thirty-two hours’ instruction to both classes per week, or sixteen to each. (4) Schools of two teachers. — If two teachers are engaged at a school the chil¬ dren are separated into two rooms. If the number of pupils rises above 120 the opening of a third room is required; the lowest grade will then have twelve hours’ instruction per week, the middle twenty-four, and the highest twenty-eight hours. (5) Graded schools. — In schools of four or more grades the children of the lower grades are to receive twenty-two, the middle twenty-eight, and the upper grade between thirty and thirty -two hours’ instruction per week. (6) Separation of the sexes in school. — In graded schools -of more than four grades it is desirable to separate the children according to sex in the upper grades, but in schools of only two teachers the arrangement of ascending grades without regard to sex is preferable. (7) If in any school district several one-class or ungraded schools exist, a con¬ solidation into a central union school is strongly recommended. (8) Arrangement and equipment of schoolrooms. — The schoolrooms must be large enough to give each child an area of 0.6 square meter. Care should be taken to make the room light and airy, that it have good ventilation, give protection against bad weather, and be well provided with window shades. Desks and seats should be in sufficient number, and so placed and arranged that all the children in the room may sit and work -without detriment to their health. The desks should be provided with ink wells. To the proper equipment belongs also a suffi¬ cient number of hooks for cloaks, coats, and caps, etc.; also a blackboard on an easel, a wall blackboard, a platform with desk that may be locked, a cupboard for storing books, copy books, crayon, sponge, etc. (9) Necessary appliances. — For complete instruction there are required: (1) A copy of each text-book and exercise book introduced in the school (for the teacher’s desk) ; (2) a globe; (3) a wall map of the home province or state; (4) a wall map of Germany; (5) a wall map of Palestine; (6) some pictorial representations of geographical scenery; (7) alphabets in large, bold type pasted on wood slides or pasteboard for use in the primer class; (8) a violin; (9) large ruler and compasses for use on blackboards; (10) an abacus. In Protestant schools there is to be added (11) a bible and (12) a copy of the hymnal used in the parish church. For schools of more than one grade these appliances are to be multiplied adequately. (10) Lists and registers. — The teacher is required to keep the following books and registers: (1) A book devoted to school chronicles; (2) a list of pupils, their addresses, etc.; (3) a book of progress, showing the subject-matter taught each day, and (4) a list of attendance, punctuality, etc. The teacher is further required to have at hand always the course of study prescribed, a time-table, and the dis¬ tribution of subject-matter of instruction for each term. (11) Text-hooks and exercise hooks. — The appliances required of the pupil in ungraded schools or schools of two teachers are: (a) Books, to wit, a primer or a reader, a book of problems for arithmetic, a song book, and the books required for instruction in religion; (h) exercise books, to wit, a diary, a copy book for penmanship, a blank book for spelling and composition, a drawing book in the upper grades; (c) other appliances, to wit, a slate with pencil and sponge, a ruler and compasses. Subsequent ministerial orders have decreased this number to 60. COURSES OF STUDY IN GERMAN SCHOOLS. 1221 Pupils of graded schools may be required to provide themselves with brief guides for nature study and other realistic branches, also with a copy of the reader arranged for ascending grades, as well as with an atlas. For each sepa¬ rate study an exercise book is to be procured. (12) Grading of the people’s school. — The school, even the one-class school, is divided into three sections or grades in accordance with the age of the pupils and their degree of progress. In a school of four classes the middle section is repre¬ sented by two classes. In schools of six classes each section has two classes. (13) Subjects of study in the people’s school. — The subjects to be taught are: Religion, German language (speaking, reading, and writing), arithmetic and the elements of geometry, drawing, history, geography, nature study, gymnas¬ tics for the boys, female handiwork for the girls. The hours of instruction in ungraded schools for the separate subjects are as follows: Lower section. Middle section. | Upper ! section. Religion . _ . .. . . - ... . . . _ Honrs. 4 11 4 Hours. 5 10 4 1 2 2 Hours. 5 8 5 2 6 2 2 German language «. _ _ - . . . Arithmetic; geometry __ . . . . . _ _ _ _ . Drawing " . . _ __ . . . . . Realistic studies b ...... . . _ . ... _ Singing - - - Gymnastics; female handiwork. . . . _ .... .. Total _ _ _ _ 1 20 30 SO « German language includes reading, writing, spelling, grammar, composition, and literature. b Realistic studies include geography, history, elements of natural history, ana natural science. In graded schools the distribution is as follows: Lower section. | Middle | section. i Upper | section. Religion _ ... .. . _ . . . .. . _ _ Hours. 4 Hours. - ± i Hours. 4 German language « . . . . . . 11 8 8 Arithmetic _ _ . . . . . . 4 4 4 Geometry . . . . _ _ 2 Drawing. . . . . . . . .. _ .. _ 2 ; 2 Realistic studies & . . . . ... .. .. .. . . . . 6 6 (8) Singing 1 2 ! 2 2 Gymnastics; female handiwork.. . . . . 2 2! Total _ _ _ _ _ 22 j 28 30 (32) a German language includes reading, writing, spelling, grammar, composition, and literature, b Realistic studies include geography, history, elements of natural history, and natural science. In half-day schools and in schools of two teachers with three grades changes in the foregoing time-table may be made in accordance with local circumstances. [N ote. — Paragraphs 14, 15, 16, IT, 18, 19, 20, and 21 refer to matter and method of religious instruc tion. The subject is subdivided into sacred history, Bible reading, church calendar, catechism, hymns, and prayers. Then follow the rules governing the other branches of study.] 22. German language. — Instruction in German includes all exercises in speak¬ ing, reading, and writing. The latter includes penmanship, spelling, grammar, composition, and literature. These subjects must in all grades remain in organic connection (i. e. , be correlated) and as far as is possible progress in uniform steps. 23. Practice in oral expression. — Practice in oral expression requires no sepa¬ rate instruction. It prepares the way for instruction in writing and reading and accompanies it in its further development. The simplest and best-known objects form the material in the lower division, the pictures in the middle, and the pieces in the reading book in the upper division. Its formal aim is, in gradual progression, to enable the pupil to pronounce cor¬ rectly and clearly each single word and to give free expression to his thoughts in a simple sentence, the power of sure and correct expression in compound sen¬ tences, avoiding the most common mistakes in forms of words and formation of sentences and, lastly, the ability to reproduce freely and correctly imparted knowledge and to arrange and clearly state his own thoughts. 1222 EDUCATION REPORT, 1903. 24. Instruction in writing and reading. — Instruction in writing and reading is to be according to the method in use in the training college of the district. The spelling method of learning the letters is forbidden. The aim is, in the lower division, to enable the children to read correctly con¬ nected reading pieces and not only to copy but also to write for themselves short sentences; in the middle division, to read whole reading pieces, in prose and verse, in Latin and German characters, without stumbling and intelligently, to write correctly a simple dictation, and to reproduce unaided a reading piece of simple form and content. In the upper division the pupils are to be led to read at sight easily and with expression more difficult reading pieces, of which the content is not too remote from the circle of their ideas, to write dictations of this kind with¬ out a mistake, and to reproduce correctly longer reading pieces. Special hours are to be assigned for penmanship in the middle and upper divi¬ sions of a school with one or two teachers and in the middle classes of larger schools; in the upper classes of such schools it can take the form of home work. The aim of the instruction is the acquirement of a neat, clear, graceful handwrit¬ ing in all work, even in that quickly written. The results of a good instruction should be plainly visible in the pupil's note¬ books. To be recommended as context of the copies are popular proverbs and good and appropriate samples of business letters and forms. 25. Instruction in German grammar. — In the upper clashes of schools with sev¬ eral classes special hours are assigned to instruction and practice in German gram¬ mar; in the schools with one or two teachers it is combined with the rest of the language instruction. The aim of the instruction for the middle grades is a knowledge of the simple sentence and the simplest rules of etymology; for the upper division, the compound sentence and more thorough instruction in accidence and formation of words. 26. The reading book. — The groundwork of all instruction in German is the reading book. Where possible, the whole book is to be worked through. The reading book is not only to further the attainment of skill in reading, but also to lead to the understanding of the contents of the piece. The pieces are so to be selected that about thirty are treated in a year. Suitable poetical pieces (in small schools particularly the texts of songs) are to be committed to memory in all three divisions after they have been com¬ mented on. In the upper classes of larger schools the reading book is to be used to give the children examples of the chief works of patriotic (popular) poetry, and some information about the national poets, but only those since the Reformation. The selection of the reading book to be introduced is to be made from those which have a popular character and which by the whole of their contents pro¬ mote the educative purpose of the school. And among these those deserve the preference which are correct in form, and in the historical and scientific selections are not the original productions of the editors, but specimens from the best popu¬ lar works of great writers in those branches, and which are free from all political and religions bias. For schools attended by children of different denominations, as far as possible, only those reading books are to be chosen which have really no denominational character. In books already in use the pieces denominational in character are to be assigned to the religious instruction. 27. Language instruction in schools a tended by children of different nationali¬ ties. — With regard to the schools in which the children, or some of them, speak another language than German, the special regulations issued in the past or to be issued in the future are to be put in force. 28. Instruction in arithmetic. — In the lower divisions operations with concrete and abstract numbers between 1 and 100 are learned and practiced; in the middle division, the same operations with unlimited numbers, also problems in averages, reduction, and simple rule of three; the arithmetic for the upper division includes fractions (for which suitable preparation must be made in the other divisions) , their application to calculations of everyday life, and a thorough treat¬ ment of decimal fractions. In the larger schools this amount is extended in these everyday calculations to problems of a harder kind, in decimals to the extraction of square root. In the lower division, in schools with only one or two teachers as far as possible, in other schools regularly, all calculations are to be done mentally. At the beginning of a new rule in all divisions mental calculations precede those on the board. In practical applications the relation to everyday life is always to be kept in view: consequently examples with large and many-figured numbers are to be avoided, and the problems made to correspond to the actual condition of things. COURSES OF STUDY IN GERMAN SCHOOLS. 1223 By means of these problems the pupils are to he made acquainted with the existing system of weights, measures, and coinage. Arithmetic is to be regarded in all divisions as practice in clear thinking and correct speaking. Still, the ultimate aim is to enable the pupils to solve unaided, surely, and quickly, the problems set them. In all schools the instruction is to be based on a collection of examples for the pupil, to which the teacher has th§ key. 29. Instruction in geometry. — The set portion of geometry includes the line (straight, equal, unequal, parallel), the angle and its kinds, the triangle, quadri¬ lateral, regular figures, the circle and its aiding lines, and regular solids. In larger schools lines and angles are more lully treated, and, in addition, the equality and similarity of figures in elementary treatment. Instruction in geometry is to bo connected with both arithmetic and drawing. While in the latter the pupils leam to correctly observe and represent the forms of lines, surfaces, and solids, in the former they learn to operate certainly and intelligently with their measurements, to calculate the length of lines, the extent of surfaces, and the volume of solids. 30. Drawing. — In instruction in drawing all children are to be occupied simul¬ taneously and similarly, and by constant practice of hand and eye are to be so trained that they are able, with the help of ruler, scale, and compasses, to copy pattern figures on a given reduced or magnified scale and to represent geometrical views of objects of simple shape on a given scale — e. g.. the furniture of the room, garden surfaces, houses, churches, and other solids which present straight edges and large surfaces. Where this end is attained, specially gifted children may be set to draw from copies. A special regulation is issued as to drawing in larger schools. 31. Instruction in Realien. a — In the instruction in the realien the reading book is to be used to give life, completeness, and repetition to the material which the teacher, after careful preparation, presents orally and through direct observation. In larger schools special text-books may be used as well. No use is to be made of dictations; forbidden, too, is the purely mechanical committal to memory of dates, lists of kings and queens, names of countries and towns, numbers of inhabitants, names and characteristics of plants, numbers of size and relations in natural science. In geography and nature study the instruction begins with observation, which in geography is attained by means of the globe and map; in the descriptive sciences, by samples of the objects to be discussed or by good illustrations; in natural science (physics) , at least in the larger schools, by experiment. Throughout, even in larger schools, the material is to be gradually extended, proceeding from the easier to the more difficult, from the nearer to the remote. 32. History. — From the earlier German history, and from the earlier history of Brandenburg, certain biographies are to be selected; from the time of the Thirty Years' war and the Great Elector the chain of such biographies is to be continued unbroken. So far as the children are able to grasp it, the chief features of the progress in civilization are also to be dealt with. The fullness and the number of the biographies is determined by the character of the school and the amount of time devoted to this branch of the instruction. 33. Geography. — Geographical instruction is to begin with the surrormdings of the home and school; it then deals with Germany, and with the outlines of gen¬ eral geography; shape and motion of the earth, causes of day and night and of the seasons, the zones, the five oceans, the five continents, the chief states and cities of the world, the greatest mountains and rivers. The quantity of the matter will be determined by the character of the school; but in working out a course of studies it is better to limit the extent than to sac¬ rifice the clearness of the instruction and to allow it to degenerate into a mere list of names. _ 34. Object lessons in natural history, botany , etc. — This branch of the instruc¬ tion includes, besides a description of the structure and life of the human body, that of the native rocks, plants, and animals, and of foreign ones, the chief beasts of prey, animals and plants of the east, those cultivated plants of which the prod¬ ucts are in daily use in our country (cotton plant, tea plant, coffee tree, sugar cane). Of native objects, those are to be made particularly prominent which arouse special interest (1) through the services which they render to men (e. g., domestic animals, birds, silkworm, corn, spinning plants, fruit trees, salt, coal); (2) through the harm which they do to men (poisonous plants) ; (3) through the a By Realien are meant the branches which convey knowledge oireal things— actual knowledge, not merely the form of knowledge. 1224 EDUCATION REPOET, 1903. peculiarity of their life or way of living (e. g., butterflies, trichina, tapeworm, bee. ant). In larger schools such objects may not only be increased in number, but also systematically arranged and more exhaustively treated as to their use in industry. Everywhere the aim of the instruction should be to accustom children to an atten¬ tive observation and to bring them up to a thoughtful consideration of nature. 35. Natural science. — In this instruction in a school with only one or two teachers the children are to be led to an approximate understanding of those phe¬ nomena which daily surround them. In larger schools this instruction is to be extended to include the most impor¬ tant principles of the equilibrium and movement of bodies, of sound, light, heat, magnetism, and electricity, so that the children are able to explain the commoner natural phenomena and the most frequently used machines. 36. Singing. — Hymns are to be practiced alternately with popular songs. Tke aim should be to secure that each child can sing not only in chorus, but also alone correctly and surely, and that when he leaves the school he takes with him a suf¬ ficient number of hymns and songs (the words of the latter to be perfectly known by heart) as a lasting possession. 37. Gymnastics. — This instruction is given in the middle and upper divisions two hours a week, according to the regulation of October 8, 1868. It is desirable that a preliminary course should be instituted in the lower division. 38. Needlework. — Needlework should be practiced, where possible, from the middle division upward two hours a week. [Note. — A part of this Prussian elementary course is copied from Prof. A. E. Twentyman's translation, who published it as a Special Report of the English Education Department.] II. Typical Courses of Study Based on the Foregoing Regulations. It is likely that American teachers, especially in cities where the matter of instruction is minutely prescribed and divided into annual and term courses, will think that the foregoing course is not sufficiently precise, stating really only the ultimate aim in view. Yet there is deep wisdom in thus leaving the teacher ‘ ‘ to workout his own salvation; ” that is, arrange the prescribed matter in such a way as to adapt it to local circumstances, to the comprehension of his pupils, and to his own, the teacher's, convenience. All teachers being normal school or uni¬ versity graduates in Germany, they may be relied upon to have studied the course during a period of preparation lasting from three to six years, and hence may safely be granted sufficient latitude. What is here said of the teachers in Ger¬ many is to a large degree applicable to those of Switzerland and Austria proper. Hence a review of the time-tables in vogue a few years ago in a number of Ger¬ man, Swiss, and Austrian schools will bear witness to the variety of interpreta¬ tions of the outline prescribed by the State governments. The foundation for the order of study of Prussian people's schools is given in the general regulations of Minister Doctor Falk of the 15th of October, 1872, as has been stated before. The general regulations prescribe for graded schools :a Hours per week in — Lower grade. Middle grade. Upper grade. Religion . - . . . - . . Language. . . . . - . - . - . . . . ! Arithmetic - - - - - Geometry _ _ _ _ 4 11 4 4 5 4 4 8 4 2 6-8 2 2 [0] [2] History, geography, and nature study . . . . Singing . . . . . . . . — Gymnastics. . . . . . . . . - . Drawing . . . . . . Female handiwork . . . . - - . . ' Total.. . j 2 [0] [2] ! 6 2 f[0] [2] 22 28 30-32 a Where there is hut one number in a column, the statement applies to both sexes. If the number refers only to boys, a naught is added in brackets. The numbers referring to girls only are inclosed in brackets. COURSES OF STUDY IN GERMAN SCHOOLS. 1225 How this time-table was amended by subsequent ministers is seen by comparing it with the one now in force. (See p. 1221.) The original time-table of the general regulations has not been strictly adhered to in any part of the state. It is, moreover, decidedly obscure. Which years are to be included in each of the three grades it does not state. But as it is decided that if the school has four classes two shall constitute the middle, and with six successive classes two shall cover the ground of one grade, one must presume that in schools of four grades the upper grade begins with the seventh year; in schools of six grades with the fifth year. A wide scope is thus given the teacher to work out his own plan. In the former case, the middle grade embraces four years; in the latter, two; in the former, history, geography, and natural history must be begun in the second year (which has actually been attempted in several instances) ; in the latter, in the third. Typical examples of both extremes in the scales here considered are furnished by the time-table of the people's schools in Charlottenburg and the elementary schools in Wiesbaden. People's schools in Charlottenburg . Grades. « Hours per week in — VI. V. IV. HI. H. la. lb. Religion . 4 4 4 5 5 5 4 Language.. _ _ Arithmetic .... 11 [IS] 4 10 [9] 4 8 4 7 4 4 4 6 4 Geometry. . . . 2 [0] 2 [0] 2 2 [0] History ... . _ _ 2 2 2 Geography . . . . . _ 2 [1] 2 2 2 2 Nature study _ .. . . 2 [1] 2 2 4 [3] 2 4 [3] g 4 [3] Singing . . . i i i 2 Gymnastics . . 2 [0] 2 [0] 2 [0] 2 2 2 2 Drawing . 2 2 2 2 Female handiwork . [3] [3] [3] [3] [3] [5] Total _ _ 22 , » 28 28 [30] 32 32 1 30 [32] a The designation of grades in all the time-tables contained in this article is according to the North German custom (the I grade being the highest, even when the reversed designation is made use of ) . For uniformity’s sake, writing and object lessons are always included in language lessons, natural history and science are classed as nature study, and preparatory instruction for geography (study of home and environs) included with geography. Particular features are explained in footnotes. Elementary schools in Wiesbaden. Grades. Hours per week in — VIII. VII. VI. V. IV. Religion _ _ Language _ Arithmetic _ _ _ Geometry _ _ History.! _ Geography a _ Nature study _ Singing - 1 I 2 2 Gymnastics _ _ _ _ 2 Female handiwork _ [2] I [3] j [3] [4] Drawing _ _ _ _ _ _ _ 3 3 III. 4 lo r»] 2 2 2 2 [4] II. 4 9 [8} 4 [3] 2 [0] [4] Total 4 9 [8] 4 [3] 2 [0] 2 2 [3] 18 , 19 [21 J ; 22 [25] ; 24 [27] 28 [32] 31 [33] j 31 [33] 31 [32] « Each year from the first to the fourth has three hours of object lessons and home geography. The difference is very apparent. If we compare the third and fourth years in both plans we shall see the essential difference between an elementary school and a school occupied from the very start with a wholly unnatural multiplicity of studies, and beginning nearly all the branches included in the people's school cur- 1226 EDUCATION REPORT, 1903. riculmnat the same age, when the average faculty of comprehension has not been sufficiently developed. In the old Prussian provinces, particularly in those east of the Elbe River, schools of six grades predominate; they follow the “ General regulations ’ ’ rather closely. The people's schools in Danzig. Posen, Breslau, Stettin, and Halle present only unimportant differences. In Danzig, Stettin, and Halle history, geography, and natural history are taught in the third year; in Posen and Breslau instruction in history is deferred until the fourth year. In nearly every instance drawing is begun in the second year; until lately, in Berlin two special drawing lessons were prescribed even for the first year. The present time-table in communal schools in Berlin is as follows: Communal schools in Berlin .« Hours per week in — Giades. VL V. IV. III. H. I. Religion . 4! 4 4 4 4 4 Language . 11 1 9 10 [8] 4 8 8 [6] 4 8 [6] 4 Arithmetic •_ _ _ _ _ _ _ 4 4 4 Geometry. _ _ _ _ _ 1 [0] 2 [0] 2 1 [0] History.'. . . . . . ... . . Geography . . . . . . 1 2 2 2 2 N ature study . . . . . . . 2 [0] 2 2 2 3 [2] Singing _ _ _ _ _ 1 2 1 1 2 2 Gymnastics . . . . . 2 2 2 2 2 Drawing . . . . . . . 2 2 2 2 2 Female handiwork .. _ _ _ _ ! [4] [4] [6] [ft] Total . . . . . ... 22 22 28 30 [32] 30 [32] 32 a See also the article on "The elementary schools in Berlin,” published in the Report of the Commissioner of Education for 1893-94, p, 295, where the courses for 1840, 1860, 1873, and 1893 are compared. The amount of time devoted to female handiwork (formerly eight hours weekly) , the early beginning of drawing, the third hour of geometry in the upper grade, and the small number of language lessons in the upper grades of female schools are characteristic of this plan. The model hereby proposed has rarely been fol¬ lowed outside of Berlin. The following table of the people’s schools in Halle serves as a type for schools of six grades: City people's schools in Halle . Grades. Hours per week in — VI. V. IV, II. j I. Religion . . Language . . . Arithmetic . . Geometry . . . . History - Geography - Natural history — Natural science — Singing... . Gymnastics . Drawing _ Female handiwork 2 [0] 2 [0] 1 [31 [4] 4 8 4 2 2 2 2 4 8 4 2 2 2 2 2 [41 4 4 8 8 4 4 [3] 2 [0] 2 [0] 2 2 2 2 2 ru 2 2 [i] 2 [1] 2 2 2 2 2 2 [4] [4] Total 22 22 L24] 28 [32] 28 [32] 32 32 The time-tables for the people's schools of the new Prussian provinces resemble in general the plan of Wiesbaden more than that of the schools of six grades in the cities just mentioned. The people’s schools in Kiel (eight grades) begin only geography with two hours in the third year, history and nature study with one hour in the fourth year. In Altona the three lower grades have only three hours COURSES OF STUDY IN GEKMAN SCHOOLS. 1227 of religion. In Osnabriick nature study begins with one hour in the third year, geography is introduced in the fourth, history in the fifth, and geometry in the sixth year. The people's schools of Bavaria have no common order of study. That of Munich seems most' characteristic. It reflects the purpose of the general primary school most clearly, and in the upper grade endeavors to satisfy the higher claims on public instruction, as far as can be possible within the limits of a seven years’ compulsory attendance. For comparison the order of study in Augsburg is placed in juxtaposition. The course in Nuremberg is about a medium between the two, while that at Wurzburg differs widely in devoting a great many hours to religious instruction. Day schools in Munich. Hours per week in— Grades. VII. VI. V. IV. III. H. I. Religion _ _ 2 3 3 3 3 3 2 Language . ... . Arithmetic _ _ History _ . . _ _ . . 10 12 [12] ! 12 [10] ! 12 [10] 8 [7] j 8 [7] 8 [7] 6 6 6 1 6 6 6 6 2 Geography .. . . _ Nature study ! 2 2 3 2 ! 131 l' [1] Singing - .'. - ! i 1 i 1 1 Gymnastics _ _ _ Drawing ! 2 2 2 2 1 [2] [ij : !ra! ®i r2] Female handiwork. . . [2] ! [2] [3] [3] ; >] Total _ ... 21 [23] 23 [25] 26 [27] 28 [27] 29 30 30 People s schools in Augsburg. Horn’s per week in— Grades. VII. VI. V. IV. HI. H. I. Religion _ _ _ _ 3 r 3 3 4 4 4 4 Language _ _ _ 12 12 10 10 [9] 10 [9] 10 [9] 10 [9] Arithmetic _ . _ _ 6 6 6 6 [5] 6 [5] 6 [5] 6 [5] History _ . _ 1 1 1 1 Geography . . . . 1 1 1 1 Nature study 2 2 2 2 Singing.....' - i 1 1 1 1 1 1 Gymnastics. _ _ _ i 2 2 2 j 2 2 Drawing. _ _ .. _ 1 1 2 2 2 2 Female handiwork _ .. _ [2] | [2] [2] [3] [3] [3] [3] Total. _ _ 22 [24] 23 [25] 25 [27] 29 [30] 29 [30] 29 [30] 29 [30] The schools of the Kingdom of Wurttemberg are very unlike those of its neigh¬ boring state. Munich and Stuttgart in this respect present the greatest extremes to be found in German city schools. This the following table proves without fur¬ ther explanation: People's schools in Stuttgart. Hours per week in— Grades. VII. VI. V- 1 IV. HI. H. I. Religion . . . . . * 44 44 6 6 6 Language . . . . S io .1 104 13 94 94 84 94 Arithmetic . . . .. ... 3' 4 5 5 5 5 I 5' History, geography, and na¬ ture study _ . . . . 1 1 1 4 " 4 4 4 Singing _ _ 1 1 14 14 14 14 1 14 Drawing _ 2 [°] 2 [0] 2" [0] Gymnastics . _ . _ 1 14 14 14 14 Female handiwork [1] T4] 1 [4] ' [1] ' [4] [4] ' [4] Assistance . 6 [2] 5 [1] 5 [1] | 24 [2] | 24 [2] ; 24 [2] 24J2] Total . . . . 26 23 30 1 30 ; 32 32 1 ^ 1228 EDUCATION REPORT, 1903. The following regulations apply to country schools throughout the Kingdom of W urttemberg. With an aggregate number of twenty-six hours per week, one- third must be devoted to religion, including memorizing hymns and Bible texts. The remainder, as well as all hours over twenty-six, are devoted to other studies in the proportion of three-sevenths to language, two-seventlis to arithmetic and mensuration, and two-sevenths to history, geography, nature study-, and singing. Teachers for a long time have endeavored to reduce the one-third devoted to the study of religion, but without apparent success. In Saxony and the Thuringian states under its direct influence there exist two or three kinds of people's schools. We shall here consider only the lower people’s or district schools and the burgher schools, which in many places pursue the same course as intermediate people's schools or advanced schools elsewhere. In Leip¬ zig the advanced and district male schools follow exactly the same course; the female schools present few differences. In Dresden the deviations are greater. District schools in Dresden. Hours per week in — Grades. VIII. VII. VI. V. IV. III. II. I. Religion _ _ 4 times, 40 As in VIII ... 3 3 4 4 4 4 minutes. Language . . 10 times, 30 _ do _ 10 9 9 8 7 G minutes. Arithmetic _ 8 times, 30 6 times, 40 4 4 4 4 4 [3] 4 [3] minutes. minutes. Geometry . 1 2 2 History 2 [1] 2 2 2 Geography . . 4 time3, 40 3 times, 40 2 2 2 L 2 2 2 minutes. minutes. Natural history and nat¬ Object les¬ Object les¬ 2 [1] 2 3 3 3 ural philosophy ... _ sons. sons. Singing _ .. . 1 2 [1] 1 1 2 [1] 1 [2] Gymnastics 2 [0] 2 2 2 2 L Drawing _ . 2 [1] 2 [1] 2 [1] 4 [2] French (optional) _ _ Female handiwork . [2] [4] [4] [4] [4] [4] [4] Total... . . . 18 18 [20] 20 [24] 24 28 [30] 28 [30] 30 1 80 In the first year of burgher cr advanced schools and district or elementary schools in Leipzig, the sessions number only sixteen hours per week in the first four years of elementary schools; in Zwickau they number twelve, fourteen, eighteen, twenty-two (girls twenty-three) hours, and in advanced schools twelve, sixteen, twenty-two, twenty-four (girls twenty-six) hours. The conditions pre¬ vailing in the Thuringian states resemble in essential points these of Saxony; in some states, as in Weimar, the Prussian model has been followed. The special features of the course of study in the people’s schools in Baden are officially defined. Elementary embraces sixteen, advanced instruction twenty-six to thirty hours. In the latter case, three are devoted to religion, nine to ten to language, four to five to arithmetic, two to singing, six to seven to history, geog¬ raphy, and nature study. Communities are allowed to establish advanced people’s schools in place of or in connection with the people’s schools required by law. Mannheim furnishes an instance of the first case. The city besides supports advanced people's and girls’ schools, likewise designated “advanced people’s schools; ” in them, however, French is a compulsory study, whereas in the other people's schools foreign languages are optional. COURSES OF STUDY IN GERMAN SCHOOLS. 1229 Advanced people' s schools in Mannheim. Grades. Hours per week in— VIH. VII. VI. V. IV. III. II. I. Religion . Language . Arithmetic . Geometry . 3 91 6 3 111 6 3 12 [9] 6 ! 13 [91] 5 3 11 4 1 [0] 2 1 1 2 [1] 1 [2] [4] 3 11 4 1 2 2 1 1 2 [1] [4] 3 8 [9] 4 1 m 2 2 1 2 [1] 4 ra 3 1 m 1 [I] 2 2 1 2 4 [2] [41 History . . 1 [0] 2 [11] 2 [0] Geography - - Nature study . Singing. - - Gymnastics . Drawing _ _ - 2 [1] 2 [1] 2 [0] Female handiwork _ Total . . - ... . [3] [4] 181 20] 28 [24] | 28 [25] 28 [31] 28 [31] 30 [31] 29 [32] The course of study in Hessia is almost identical with that of Prussia prescribed in the “ General regulations,” particularly in the amount of time given to reli¬ gion and in the early special study of history, geography, and nature study. But a radical deviation in the Hessian regulation prescribes fewer hours for the first two years, and divides graded schools into four instead of three grades, thus pav¬ ing the way for schools of eight grades. People's schools in Hessia. Grades. Hour’s per week in — IV. First division. Second division. III. - II. I- 'Religion . . . . 2 2 4 4 4 Language . . . . Arithmetic . . . . . . . . 8 2 10 4 9 4 8 4 8 4 Geometry. . . . . . . . . 2 History, geography, and nature study ... 2 6 6 7 Singing _ _ _ _ _ 1 2 2 2 Gymnastics . . . . 7 _ 1 [0] 2 [0] 2 [0] 2 [0] Drawing . . . . . . Female handiwork . . [1] [21 [2] [2] Total . . . . 12 20 27 j 28 31 The time-tables for people's schools in Worms, Mayence, and Darmstadt show that this course is far from being strictly followed. People's schools in Worms. Hours per week in — VIII. VH. Religion . J 2 Language _ j 15 Geometry _ _ I . History . . . Geography _ J _ Nature study . . . Singing _ _ Gymnastics _ _ Drawing _ Female handiwork . 2 14 5 [2] 1 [0] [2] Total 22 [24] 23 [24] Grades. VL V. IV. 1 III. II. L 4 4 4 4 4 4 9 9. 8 1 8 8 8 4 4 4 4 4 2 [4] 2 4 2 [4] 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 2 2 2 2 2 2 2 [0] 2 [0] 2 2 2 2 2 2 2 2 [2] [2] [2] [2] [2] [2] 27 27 28 [30] 28 [30] 31 1 31 In Mayence the eighth and seventh grades have each three, the other grades each five hours of religion. Schools in the middle and minor states of north Germany incline to those of 1230 EDUCATION REPORT, 1903. Prussia. Tlie conditions of the city schools of the two Mecklenburgs are identi¬ cal with those of the provinces east of the Elbe River. Rural schools are consid¬ ered only the beginnings of educational institutions. Oldenburg, the capital, has schools of eight grades; Bremen and Lubeck follow the example of the new prov¬ inces of Prussia. In Brunswick Saxon influences prevail. We select only three s^hco.s from the different states. People's schools in Zerbst (Anhalt). Hours per week in — Grades. VI. V. IY. i HI. H. I. Religion . . . . . . 11 2 I 2 3 ! 4 4 Language _ _ _ _ _ 8' 8 8 9 8 8 Arithmetic _ 3 4 4 4 3 3 Geography _ D 2 2 2 2 2 History _ _ _ ! 2 2 2 Nature study _ 1 2 Geometry « _ _ _ Singing _ _ 1 1 1 1 * 2 • i l 2 Drawing . . . ! 1 1 Gymnastics a _ _ _ Female handiwork . . . w [4] M | [4] [4] ] W Total _ _ _ _ 15 [19] ; 17 [21] IT [21] i 1 20 [24] 24 [28] j 24 [28] a Gymnastics are exercised after school hours. Geometry is taught in connection with arithmetic. Both sexes are instructed together from the sixth to the third grade; in the second and first or upper grades they are separated. City people' s schools in Lemgo ( Lippe ). Grades. Hours per week in- YI. IY IH. H. Religion . Language . . Arithmetic. . . . Geometry . . . . . History, geography, nature study Singing . . =. - - Gymnastics . . . Drawing . . . . Fruit-tree cultivation . . . It U Total _ _ _ _ _ _ _ ! 15 26 10 4 ! 29 30 30 People's schools in Hamburg. « Hours per week in — Grades. YU. ! VI. Y. IY. HI. n. I. Religion . Language . . . . Arithmetic . . Geometry . . . 2 13 5 [4] : 2 13 5 [4] 2 ! 10 5 [4] i h] 1 [0] 2 2 2 2 2 2 [1] 3 2 [0] 2 2 ![2] h\ ! 2 6 [T] 4 [3 lt0) 2 1 [2] 2 5 [0] [6] 1 1 2 [0] 2 5 [3] 1 [2] Ti History . . . . . Geography . _ 1 2 2 2 [1] i 2 [0] ■ Nature study Singing . . j Gymnastics. . . . j Drawing . . . English _ _ 2 [1] i 2 [0] l 2 2 [11 2 [Oj Female handiwork . Total . . . . 1 [4] [4] | [4] [6] 26 26 28 1 32 32 32 32 a The school board of Hanover has prepared a course in which the following radical changes are proposed: The seventh grade should receive eighteen hours in summer and twenty in win¬ ter: the sixth grade twenty -four: the fourth grade thirty. The other grades retain the same number. Some studies suffer the following alterations: Religion is not studied in the seventh grade and is limited to two hours in the other grades; language is much further advanced; female handiwork is limited in the intermediate and omitted from the two lower grades. COURSES OF STUDY IN GERMAN SCHOOLS. 1231 The people's schools of Alsace and Lorraine differ widely. Mulliausen has schools of eight; Strassbnrg of six. five, and fonr grades. Particulars may be omitted, since they would scarcely enhance the value of this statement. The course of people's schools and the arrangement of studies in Austria and in some Swiss cantons appears desirable. Furthermore, from an American point of view, their time-tables correspond better to the purpose of common schools than most German tables presented in the foregoing. People's schools in Vienna. a Grades. Hours per week in — (a) Common people’s schools. (6) Burgher schools. V. i iv. 1 IH. H. I. HI. H. I. Religion. .. 1 i 2 2 1 2 2 , 2 Recitation.. . 12 12 11 11 [8] 4 [3] 8 [6] 6 6 ! 4 Arithmetic.. . _ .. 3 4 4 [3] 4 [3] 4 [3] 4 [3] 4 [3] 1 m Nature study . I 3 4 [2] 5 2 Geography and history _ 1 2 j 3 | 0 | | 3 Geometry . . . . 1 3 [1] | 4 [3] 1 3 [1] [ 4 [3] 1 I E9 Drawing and outlining 1 1 2 3 Singing _ _ 1 1 1 1 I 1 i LJ Gymnastics . _ ... 1 [0] L3] i ro] [3] 2 [0] | [3] | 2 [0] [3] 2 [0] [3] ; 2 9 Female handiwork . . W | [4] [6] Total _ _ _ 18 [20] 20 [22] 23 25 [24] 26 [24] ; 29 [27] 30 [27] j 30 [28] a Further information is given by tbe short but excellent pamphlet On Management of People’s and Continuation Schools in Leipzig and Vienna, which is a report of an inspection undertaken by order of the Diesterweg Institute by H. Yietz, Frankfort on the Main. Moritz Diesterweg, 1893. People's schools in Basel. Grades. Hours per week in — Religion _ _ Language _ French _ Arithmetic _ Geometry _ History. I . . . Geography _ Nature study _ Drawing . . Singing _ Gymnastics _ Female handiwork Total _ Primary school. IV. III. II. IV iltfi] if dl] \£m 13 8 [6] 5 [1] 5 [4] 1 I 1 [4] 20 [22] i 23 [24] ; 25 [27] I - I [4] U [0] n [2] 2 [1] L5] 20 [30] 29 [30] Grammar school. III. II. [5] [5] 30 6 [5] 6 2 [0] 2 2 2 [1] [6] 6 M 3 [4] 3 [0 [2 2i [2] 3 [2] ! [i] [6] 30 [32] i 30 [32] The foregoing tables invite comparison in very different directions. The aim of education in the lower grades is defined by the earlier or later introduction of history, geography, and nature study, and by the latitude given to religious instruction. As the addition of new studies signifies in most cases the existence of a course in the sciences, it is of importance that the beginning and extent of these studies be for some schools presented synopticallv. This has been attempted in the following table, which, however, only includes schools for boys. ° a The study of home geography, when preparatory to geography, is included, while elementary object lessons are not included. 1232 EDUCATION REPORT, 1903. Hours per week in so-called realistic studies ( history , geography, natural history, and science) in German people' s schools. Cities. First year, a Second year. Third year. Fourth year. Fifth year. Sixth year. Seventh year. Eighth year. GERMANY. a 6 8 6 8 8 g Bellin'. . 4 6 7 Kiel . _ 2 4 g g 8 Hanover 2 5 6 6 ■ 8 g 7 Osnabriick . 1 4 g 8 W iesbaden . . 3 3 6 6 6 6 Munich . 2 2 5 8 Augsburg - . . 2 4 4 4 4 Stuttgart . 1 1 1 4 4 4 4 4 Miilhausen 4 6 6 7 Dresden . . . 2 4 6 6 7 7 Liibeek . . . . 2 3 5 6 6 Mannheim _ _ 3 4 5 5 6 6 W orms 6 6 6 6 7 Oldenburg 1 4 5 6 g 8 Altenburg . . 6 6 6 7 7 Hamburg . 5 6 6 8 9 9 AUSTRIA AND SWITZER¬ LAND. Vienna . 2 3 6 8 9 Basel . . 1 1 3 4 6 8 Zurich. . . . 4 4 4 6-7 6-7 «In this and the following table the years of the course are mentioned, since the grades, not being uniform, would give no adequate idea. In schools of six grades the grade corresponds to the period from the sixth to the eighth year; in schools of seven grades, to the period including the seventh and eighth years. The tables, arranged accordingly, will speak for themselves. The numbers in the columns signify the number of hours per week. Number of hours per week devoted to religion in German people's schools. Cities. First year. Second j year. Third year. Fourth 1 year. Fifth year. Sixth year. | Seventh year. Eighth year. GERMANY. Berlin «. . . . . . 4 4 4 4 4 4 4 4 Altona.. . 3 3 3 4 4 4 4 4 Hanover . . 3 4 4 4 4 4 4 4 Wiesbaden _ 2 3 3 4 1 4 4 ! 4 4 Gladenbach (Wiesbaden,) 2 4 4 4 4 4 4 4 Brobrick ( Wiesbaden) b _ 4 4 4 4 5 5 5 5 Hagen (Westphalia) . 4 4 5 5 5 5 5 5 Nuremberg . . . 2 2 2 3 3 3 2 Augsburg . 3 3 3 4 4 4 4 Stuttgart. . . . 41 41 41 6 6 6 6 Dresden . 2f 2§- 3 3 4 4 4 4 Leipzig c._ . . . . 2 2 4 4 4 4 4 . 4 Zwickau c _ _ _ _ [2] 2 3 4 4 4 4 Mannheim d . . . 3 3 3 3 3 3 3 3 Darmstadt e _ _ 2 2 4 4 4 4 4 4 Mayence . _ 3 3 5 5 5 5 5 5 Parchim (Mecklenburg) _ 3 4 4 4 5 5 5 5 Oldenburg . . . .] 1 2 2 [3] 3 3 3 3 3 Brunswick . . . . 3 3 3 3 4 4 3 3 Meiningen.. .. . . . . 2 3 [2] 4 4 4 4 4 4 Altenburg . . 1 2 3 4 4 4 4 4 4 Arnstadt . 2 2 3 4 5 6 6 6 Zerbst . . n 2 2 3 4 4 4 4 Liibeek . . . . 2 2 2 2 3 4 4 4 Hamburg . 2 2 2 3 3 2 2 2 Lemgo . . . . 2 2 4 5 6 6 6 6 Miilhausen . 3 3 4 4 4 3 3 3 Munich 2 2 3 3 3 3. 2 AUSTRIA AND SWITZER¬ LAND. Vienna . 1 1 2 2 2 2 2 2 Basel 3 [2] 3 [2] 2 2 2 2 Zurich. . 2 2 L J 2 2 2 2 2 2 a The same in Danzig, Stettin, Posen. Breslau, Halle, Kiel, Osnabriick (Protestant schools), Bielefeld, Cassel, New Brandenburg, and Mecklenburg-Strelitz. b The same in Duisburg. «In Leipzig religion begins in the second quarter of the first year; in Zwickau religious instruction is prescribed for either sex; and in the second year none for boys. Bible history is commenced with object lessons. d Like those in Prussia, the schools of Mannheim have only two hours for religion. Choral singing is included in religion and omitted from singing. e The same in Worms. COURSES OF STUDY IN GERMAN SCHOOLS. 1233 A second factor of paramount influence in the plan or course of study, as the foregoing examples show, is religious instruction. There is a great difference in the fact whether people's schools have six or seven hours of religion in the upper grade or two, as in Munich and Hamburg, or whether it be omitted altogether, as in Basel. Whoever examines this table will be convinced that opinions in the German Empire greatly vary on the subject of the amount of religious instruction necessary. As far as it affects the subject a thoroughly frank explanation of this point is therefore permissible. The following table shows that preparatory departments of intermediate and secondary schools for girls differ essentially in this as in many other points, although the true cause may not be found in the facts them¬ selves. Course of advanced female schools in Prussia. Hours per week in— Lower grades. Intermediate grades. Upper grades. IX. VIU. VII. VI. | V. IV. m. H. j I. Religion. . . ... - 3 3 3 3 3 3 2 I 2 j 2 Language _ _ _ 10 9 8 5 1 5 5 4 4 French _ 5 j 5 j 5 , 4 ! 4 1 4 English . . . . 1 1 4 4 Arithmetic . . . _ 3 j 3 i 3 1 3 | 3 3 i 2 I 2 2 History _ _ _ 2 2 2 2 1 2 Geography.- _ - ... 2 | 2 j 2 2 2 1 2 2 Natural science . . 2 2 2 2 1 2 i 2 Drawing ... _ 2 2 2 2 "Writing . _ _ _ 3 2 1 2 l 2 Female handiwork ... 2 ] ^ ! 2 2 2 2 1 2 Singing . . . . . 2 i 2 2 2 | 2 2 Gymnastics _ _ _ 2 j 2 2 ! 2 2 2 2 2 2 Total _ _ 18 1 20 22 j 28 30 i 30 30 j 30 30 For the purpose of comparison with people’s schools the lower grades suffice. As a rule, only two hours of religion are prescribed for preparatory classes of secondary schools for boys. The entire number of hours varies between sixteen and twenty-two per week. The upper grade very rarely has more. The course of intermediate schools prescribed by Minister Doctor Falk allows three hours of religion for the three lower and two for the three upper grades. The study of home geography is added to elementary branches only in the third year. History and nature study are reserved for the fourth year. HI. Regulations and Course of Study for Preparatory Departments of Normal Schools. The preparatory departments of normal schools are never under the same roof with the normal schools, but have their own buildings, usually some 10 or 15 miles away in another community, but they are the feeders of normal schools; about 60 per cent of all normal school students are graduates of the preparatory schools. The other 40 per cent are recruited from secondary schools. Recently the minister of education, who, in absence of a school law, administers the edu¬ cational affairs of the Kingdom, revised the course of study of these feeders to normal schools. His order reads: Berlin, July 1, 1901. The subjoined course of study for preparatory schools is to take the place of the course dated October, 1872. In using this new course the annexed methodical instructions are to be followed. It has been found a necessity to make the organi¬ zation and course of the preparatory institutions more uniform, and thus secure everywhere throughout the Kingdom an equal preparation for normal school stu- ed 1903 — vol 2 - 2 1234 EDUCATION REPORT, 1903. dents. Especially necessary seems a more definite relation of the aim of their instruction to that of normal schools. The course prescribed is intended for three years, and in connection with that prescribed for normal schools is considered an organic whole. The preparatory institution builds its work upon the basis of knowledge transmitted in the elemen¬ tary school and the general culture that school has developed. It becomes the duty of the normal school afterwards to round out the instruction thus given, to prepare its students for practical professional work in the schoolroom. « The course of the preparatory institution is in its general features based upon the course of the elementary schools. Where in any branch the same matter i3 prescribed, as in biblical history, catechism, history, and geography, this advanced school should insist upon greater depth and organic correlation of knowledge. Since it is to be assumed that the preparatory school will receive its scholars from various institutions, hence will not be uniformly prepared, it should be the object of the first year's work to promote uniformity in capacity, in order to establish a firm basis for subsequent work. For this purpose it is deemed unavoidable to repeat the matter taught in several branches (in arithmetic, geometry, orthography) in the upper grades of the elementary school, but to treat these branches with the view toward the manner in which they are to be taught later on by the students themselves. The course of study of the normal schools is based upon that of these prepara¬ tory schools. The normal school must presuppose the knowledge transmitted by tlie preparatory school and upon this basis build its work. Generally speaking, the normal school is not to go over the ground of the preparatory school any more than the preparatory school can be allowed to anticipate the course of the normal school by invading its course of study. Of the matter heretofore taught in the normal schools in the first and second year a considerable part has been transferred to the preparatory school, so far as it is adapted to the comprehension of the younger age of the preparatory students. By this means the normal school has been enabled to concentrate more energy upon professional studies, such as pedagogy, religion, language, and history, and to increase the amount of actual trial teaching and practice in training children. The normal school has thus gained more time for thorough treatment of real nor¬ mal school work. In the preparatory school some branches are to be taught with a view toward making it unnecessary to take them up as new branches in the normal school, such as biblical history, catechism, hymns, elementary grammar, elementary arithmetic, ancient history, natural history. In the normal schools proper the actual instruction in mathematics, natural history, and geography is closed at the end of the second year. The third year is utilized in giving only the methodology of these and all other branches. Students unable to pass the examination for promotion at the close of the second year in any one branch are required to stay another year in the second class, because it is essential that they have the necessary knowledge before didactics and methods are taken up.- [Note. — Here follow regulations concerning partial examinations, which are here omitted.] The course of study in religion has been framed with the approval of the State religious authorities. The provincial school authorities are required to have the detailed courses of study in other branches brought in harmony with the follow¬ ing and submitted for approval. [Note. — Other immaterial regulations concern¬ ing the beginning of the new courses are here omitted.] Introduction of new text-books is subject to approval of the State authorities. The Minister of Worship, Education, and Medical affairs, Studt. COURSE OF STUDY IN PREPARATORY SCHOOLS. I. Religion — (A) Protestant; (B) Catholic. [This is here omitted as not germane to American schools. The only item necessary to state is that four hours a week are devoted to instruction in religion in the first and second years, but only three hours in the third year.] II. German language. First year (5 hours a week). — Reading: Model selections in p»rose and poetry. Stories (such as fables, fairy stories, sagas, legends) and lyric poetry. Grammar: fl A condition of admission to these preparatory schools is that the student shall have completed his fourteenth vear of age. Three years of study in these schools will cause the students to be 17 or 18 years old before they can enter the normal school. COURSES OF STUDY IN GERMAN SCHOOLS. 1235 The simple sentence, nonn, adjective, numeral, and pronoun. Composition: Easy description and representation of matter taught during lessons, and of things observed or events experienced. Exercises in orthography are to be connected with composition, and one lesson a week is to be devoted to rules of orthography. Second year (5 hours a week). — Reading: Ballads, romances, lyric poetry, pop¬ ular, secular, and church poetry; prose, historical, geographical, and natural his¬ torical. Grammar: Compound and complex sentences, the verb, conjunction, preposition, adverb, and other parts of speech. Composition: Home work on given topics and ready composition in class on matter of lessons. Every fortnight a composition is to be submitted for correction. Third year (5 hours a week). — Reading: Ballads and romances, idyls, lyric poetry, especially of native poets; Schiller's Lay of the Bell, dramatic poetry, Wilhelm Tell, prose, historical selections, description of characters, landscapes and culture epochs. Grammar: Etymology completed, syntax completed, origin and derivation of words. Composition: Topics to be selected from the matter gone over during the week’s lessons; one independent composition every three weeks, two class compositions every week. III. Foreign languages. (A) FRENCH. First yeo,r (3 hours a week) . — The proper pronunciation in a brief course in pho¬ netics; reading; acquisition of a moderate vocabulary; regular conjugation of avoir and etre, indicative mood; written and oral exercises in connection with the reader and grammar; exercises in orthography. Second year (3 hours a week) . — Vocabulary to be enlarged; conjugation of verbs and auxiliary verbs, conjunctive mood; declension of nouns and adjectives; com¬ parison; numerals; written and oral exercises in the use of French; exercises in orthography. Third year (3 hours a week). — Vocabulary enlarged and phrases committed to memory; necessary irregular verbs conjugated and thoroughly memorized; pro¬ nouns; written and oral exercises as in first and second years; French conversation. (B) ENGLISH. First year (3 hours a week). — Proper pronunciation as in French; reading; acquisition of a moderate vocabulary; etymology of regular forms; written and oral exercises in connection with the reader and grammar; exercises in orthography. Second year (3 hours a week). — Like the course in French, only irregular forms in grammar. Third year (3 hours a week). — Same as in French, only in grammar the auxil¬ iary verbs, infinitive, gerundium, participle, and the correct use of the tenses; English conversation. IV. History. First year (2 hours a week). — A review of German history to the outbreak of the Thirty Years’ war (1618). Second year (2 hours a week). — German history continued to the present, espe¬ cially Brandenburg and Prussian history. Third, year (3 hours a week). — Chief events of Greek and Roman history, -with especial consideration of matters promoting progress in civilization and culture. General review at close of course. V. Mathematics. (A) ARITHMETIC. First year (3 hours a week). — Review of fundamental rules with whole num¬ bers; decimal and common fractions; proportion; percentage (increase and decrease in taxes, duties, etc.); ratios (in alloys, compounds, nutriment in food, and similar practical applications). Second year (3 hours a week). — Continuation of percentage and business rules (interest, profit and loss, discount); partnership and alligation; insurance (espe¬ cially problems relating to old-age pensions, accident and life insurance); stocks, bonds, and drafts. Third year (3 hours a week). — Introduction into algebra, fundamental rules with whole quantities and fractions; proportion; equations of the first degree with one unknown quantity. General review. 1236 EDUCATION REPOET, 1903. (B) GEOMETRY". First year (2 hours a week). — Problems with lines and angles, the triangles. Second year (2 hours a week). — Problems with parallelogram, trapezoid, regu¬ lar polygon, and circle. Third year (3 hours a week). — Similarity of rectilinear figures; problems with different figures, including regular polygons; problems with circles. General review. VI. Natural science. First year (2 hours a week). — Plants: Seed plants at home, with easily com¬ prehended construction. Animals: Mammals. Second year (4 hours a week). — Plants: Seed plants with complicated construc¬ tion. Animals: Birds, reptiles, amphibious animals, and fishes. Physics: Simple phenomena of solids, fluids, and gases; general qualities of bodies; elements of mechanics. Third year { 4 hours a week). — Plants: Important foreign culture plants; spore plants; systems of classification; exercises in classifying plants. Animals: Mol- lusks, articulata, worms, echinoderma, plant animals, prehistoric forms. Physics: Phenomena in mechanics; sound. General review. VII. Geography. First year (2 hours a week). — Form, size, and motions of the earth; longitude and latitude; distribution of water and land; horizontal and vertical articulation of the earth's surface; comprehensive knowledge of globe and maps. The native province; physical (that is, topographical) and political geography of Germany. Second year (2 hours a week). — Physical and political geography of all the countries of Europe and America. Third year (2 hours a week). — Physical and political geography of Asia, Africa, and Australia. The German colonies. General review. Map sketching and drawing in all three classes. VIII. Calligraphy. First year (2 hours a week). — Gothic and roman script in genetic succession of letter forms. Figures and rythmic writing. Second year (4 hours a week). — Exercises in penmanship in continued practice, both in gothic and roman script. Third year (1 hour a week). — Exercises in rapid penmanship; blackboard practice. IX. Drawing. First year (2 hours a week). — Free-hand drawing of flat forms from the hori¬ zon of the pupils, especially nature forms. A part of the class draws the exercises ordered on the blackboard. Second year (2 hours a week). — Free-hand drawing of objects of utility and nature forms (leaves, fruit, shells, etc.), with shadow. Drawing of flat forms on blackboard, also from memory. Exercises in matching colors with natural objects (autumn foliage), butterflies, tiles, textile stuffs, etc. Practice in sketching. Third year (2 hours a week). — (a) Free-hand drawing continued from second year. (£>) Instrumental drawing, after elementary exercises in the use of drawing implements; geometrical representation of simple bodies in ground plan and elevation. X. Gymnastics. Each of the three grades must have gymnastic exercises three hours a week, of which, in winter, one may be utilized for skating; in summer, during suitable weather, for games. First year. — Same exercises as prescribed for elementary schools. Second andthird years. — Extension of gymnastics and the use of appliances not specifically prescribed for elementary schools. Where opportunity offers, exer¬ cises in swimming should be added. XI. Music. (A) VOCAL, MUSIC. Each of the three grades one hour a week. About thirty of the popular church hymns and folk songs, the latter at first in one part, later in two parts. All sing- COURSES OF STUDY IN GERMAN SCHOOLS. 1237 ing is to be clone from notes. With every hymn or song, key, tempo, intervals, pauses, as well as pronunciation, breathing, expression, or phrasing should be dis¬ cussed. Every singing lesson is to be opened with exercises in singing scales, chords, and striking notes; the latter will prepare the students for ready note reading. For all the students whose voices are not in transition one hour a week should be employed in choir singing; hymns and songs of several parts for mixed choir; the compass of the male voices, being limited at this age, should not be strained, and the voices of all the students carefully watched. (b) violin. The students are to be divided into sections according to their talents in instru¬ mental music, each division to have a lesson of one hour a week. Exercises accord¬ ing to the violin school introduced as a guide, besides hymns and popular airs. The object in view during the three years of the course is to enable the students to play the most frequently used major and minor scales in the first position and in moderate tempo, some hymns and songs from notes and from memory without gross errors. Attention should be given from the beginning to correct position of the violin, easy handling of the bow, secure position of the fingers, and the pro¬ duction of pure tones, also to expressive play and observation of correct tempo. (C) PIANOFORTE. The students are to be divided into sections according to their talents in instru¬ mental music, each division to have a lesson of one hour a week. Exercises accord¬ ing to the piano school introduced as a guide, and the book of etudes used. The object in view during the three years’ course is to enable the students to play all major and minor scales with correct fingering, easy etudes, sonatinas, and sonatas, and play from notes simple piano pieces without previous practice. Attention is to be given to memorizing modulations. All pieces practiced are to be discussed with reference to key, tempo, pauses, intervals, composition, fingering, and expres¬ sion. From the beginning the teacher must insist upon correct position of hand and fingers, good touch, prescribed fingering, and correct tempo in playing. (d) organ. Students of no pronounced talent for music are to be excluded from this study. Organ playing is taught only during the third year, each division to have a lesson a week. Elementary manual and pedal exercises according to the organ school introduced; easy hymns and preludes; practical exercises in connection with har¬ mony. Attention is to be paid to correct fingering and proper position of feet in pedaling, also upon well-connected play and correct tempo. The students are to continue the practice until they can play four-part music of hymns from notes and play simple offertories and preludes .from memory. (e) theory op music. From the Theory of Harmony, the text-book prescribed, the student should learn the different keys, tempos, signs of expression, intervals, and the relation of the various keys to each other; also memorize all major and minor scales. Dur¬ ing the first year no especial lessons in theory are necessary, inasmuch as all the elementary parts of the theory of music may be taught in connection with sing¬ ing and violin and piano playing. During the second year the students are to have one lesson a week devoted to the theory of music, so that they may verify in theory the experiences made in the practice of music. The third-year class also is to have a special lesson in theory of music, to wit: In harmony, law of forma¬ tion of chords, knowledge of sharp and flat triads, as well as of the chief seventh chord in their various positions and transitions. Each item of theory is to be illustrated by examples on the keyboard and pedal. IV. Course of Study for Prussian Normal Schools. [Note.— Admission to normal schools is free to graduates of the preparatory schools, the course of which is found preceding this. The age of admission is about 18 years; the course is one of three years.] I. Pedagogy. (A) THEORY OF EDUCATION. First year (3 hours a week). — General instruction in psychology and logic and their applications in didactics and methods. 1238 EDUCATION REPORT, 1903. Second year (3 licurs a week). — Theory of education; history of education dur¬ ing second semester. Third year (3 hours a week). — Continuation of history of education up to the present time. School organization, hygiene, management, and regulations. Advice in regard to further study after graduation. (b) training in school practice. Second year. — In connection with model lessons in the practice school given by the practice teachers the students of the normal school are given opportunities all through the year to give lessons which they have prepared, and they receive instructions as to how to proceed. Third year. — All the students of this third grade are intrusted with giving les¬ sons and acting as class teachers in the practice school throughout the year. Each student has to have from four to six hours a week of independent teaching. Two hours a week are to be devoted to model lessons prepared beforehand, and lessons given by the students are criticised with reference to their success, management, discipline, etc. Besides these two other model lessons are to be given in the differ¬ ent branches by the practice teachers, in which didactics or methods are exempli¬ fied. The normal students also are required to attend the lessons given by their colleagues according to previously determined rotation. The practice and special teachers are to familiarize the students with the methods used in each branch of study. II. Religion. (A) PROTESTANT— (B) CATHOLIC. [This subject is here omitted as not germane to the American secular school. Each of the three grades has from three to four hours’ instruction in this branch, chiefly for the purpose of giving the students skill in teaching Bible history, catechism, history of the church, prayers, and hymns.] III. German language and literature. First year (5 hours a week). — Introduction to the Nibelungen and Gudrun songs, the Germanic cycle of sagas, and the epic and lyric poetry of chivalry, in connection with selections from the literary reader. Hermann and Dorothea. Selections from Homer and from modern epic poetry. To be read: Goetz and the Maid of Orleans. Prose reading: Orations; selections from history and from the history of civilization, art, and literature; descriptions of natural scenery and ethnographical accounts; essays and letters. Grammar: Phonetics and enuncia¬ tion; German dialects. Composition: One every three weeks at home, two in class. Second year (5 hours a week). — The most notable personages in the German literature of the sixteenth and seventeenth centuries, in form of biographies with specimens of their works. Also biographies of Klopstock, Lessing, Herder, Goethe, and Schiller, and a study of their leading works in the light of their time. Odes of Klopstock. Goethe’s and Schiller’s lyric poems. Dramas: Minna von Barnhelm and Egmont. Prose reading as in first year, and in addition selec¬ tions from Dichtung und Wahrheit, Goethe’s letters, and Lessing’s fables. Review of the historical development of the German language; change in the meaning of words. Home compositions once a month. Two compositions in class. Third year (3 hours a week). — The most notable contemporaries of Goethe and Schiller in connection with their works and their time. Some of the noted mod¬ ern poets in biographies and in connection with the reading of their works. The German folk song. Dramas: Wallenstein; one drama of Shakespeare. Prose reading, preferably Herder’s and Schiller’s prose works. Home compositions once a month. Two compositions in class. Methods of teaching: One hour a week throughout the year. IV. Foreign languages. Instruction in foreign languages is confined to French or English. Two hours a week are devoted to this branch. In schools where Latin has been an optional study it mav be retained. In this case the students may dispense with French or English. COURSES OF STUDY IN GERMAN SCHOOLS. 1289 (A) FRENCH. First year (2 hours a week) . — Review and completion of etymology; the posi¬ tion of words; the use of tenses. Reading: Simple stories in prose; easy poems. Written and oral exercises to be given in connection with reading matter as far as possible. This holds good for all three grades. The vocabulary gained in the preparatory school is to be increased and enriched by idiomatic phrases. Second year (2 hours a week). — The uses of moods: infinitive and participles; declension and words governing cases. Reading: Prose authors of modem times; poems. Third year (2 hours a week). — Syntax completed and reviewed. Reading: Some historians of modern times; poems. (B) ENGLISH. First year (2 hours a week). — Continuing the work of the preparatory school; conjunctive mood. Syntax of article, noun and adjective. Reading: Easy stories in prose: poems. Written and oral exercises; repetition and extension of vocabu¬ lary and phraseology. Second year (2 hours a week). — Ssuitax of pronoun and adverb. The most important preposition. Reading: One historian of modern times; poems. Third year (2 hours a week). — Review and completion of syntax. Reading: Prose authors of modem times; poems. V. History. First year (2 hours a week). — German history to the close of the Thirty Years’ war. Consideration of the history of foreign nations so far as it is of importance for the comprehension of German history. Second year (2 hours a week1 . — German, especially Brandenburg-Prussian, his¬ tory from the close of the Thirty Years' war (1648) to the Congress at Vienna (1815). History of foreign countries with special reference to Germany, as in first year. Tli ird year (3 hours a week) . — Modem history, from 1815 to the present. Intro¬ duction into modern legislation and public law in Germany and Prussia. Meth¬ ods of teaching history. YI. Mathematics. (A) ARITHMETIC AND ALGEBRA. First year (3 hours a week). — Powers and roots, logarithms, equations of the first degree with several unknown quantities. Second year (3 hours a week). — Equations of the second degree. Arithmetical and geometrical progressions. Compound interest, computing revenues, annu¬ ities, etc. Third year (1 hour a week). — Methods of teaching arithmetic and geometry. (B) GEOMETRY. First year (2 hours a week). — Proportionality of straight lines and similarity of figures. Stereometry. Second year (2 hours a week). — Continuation of stereometry; construction of algebraic formula?; trigonometric functions and computation of plane figures. Third year (1 hour a week). — Methods of teaching mathematics. VII. Natural Sciences. First year (4 hours a week). — (a) Natural history: Botany, theory of plant forms and cellular tissues; biology of plants. Zoology, theory of forms and tis¬ sues; the most important phenomena of life in animals. Structure and functions of the human body with reference to hygiene, (b) Physics, complex phenomena of solid, liquid, and gaseous bodies. Theory of heat; meteorology; magnetism, (c) Chemistry and mineralogy, metalloids, light metals. Secondyeeir (4hours a week) . — (a) Physics, theory of light; electricitju ( b ) Chem¬ istry and mineralogy, metals; minerals most important in the formation of the earth’s crust; kinds of soil; mineral important for industry and technology; impor¬ tant facts of organic chemistry and technology; knowledge of food stuffs. Third year (1 hour a week). — Systematic exercises in tests and observation of facts and changes. 1240 EDUCATION REPORT, 1903. VIII. Geography. First year (3 hours a week). — The principal features of general physical geog¬ raphy: The earth as a whole; its crust (history of the earth); reciprocal relations between land and sea; the watery covering; the atmospheric envelope; review of the world of plant life; animal and human life. Political geography.: Europe out¬ side of Germany; the continents outside of Europe. Sketching maps. Second year (2 hours a week). — Political geography; commercial geography and world commerce: mathematical geography; instruction in cartography and practice in map drawing. Third year (1 hour a week). — Methods in teaching geography. IX. Drawing. First year (2 hours a week) . — (a) Free-hand drawing: Representation of simple natural and art forms (tools, implements, vessels, plastic ornaments, architec¬ tural detail) with light and shadow; drawing of simple articles of use on the blackboard, also from memory; painting with water colors of vessels, vases, nat¬ ural flowers, twigs, fruit, etc.; exercises in sketching. (6) Instrumental draw¬ ing: Geometrical representation of simple bodies after models from different points of view, with sections and working drawings. Second year (2 hours a week). — (a) Free-hand drawing: Representation of com¬ plicated natural and art forms with light and shadows; free perspective exer¬ cises in representing parts of a room, of the schoolhouse. etc.; drawing of plastic natural forms on the blackboard, also from memory; painting with water colors of utensils, vessels, natural flowers, twigs, fruit, etc.; exercises in sketching. (5) Instrumental drawing: Subjects as in first year; in addition, the elements of shade construction and perspective. Third year (1 hour a week). — Continuation of exercises of second year. Meth¬ ods of teaching drawing, and utilization of blackboard in other branches of study. X. Gymnastics. Each grade is to receive instruction in gymnastics three hours a week, according to the guide prescribed for elementary schools. One hour is to be devoted to gym¬ nastic games or sports; in winter, to skating. In the third year one of the three hours is to be utilized in giving theoretic instruction in gymnastics. First year and second year. — Calisthenics and military exercises, with or with¬ out weights; exercises on parallel and horizontal bars, ladders, and springbock, the horse and trapeze; popular games. Third year. — Physical exercises with special reference to requirements for ele¬ mentary schools; knowledge of safety measures and aid in accidents. Where occasion offers, exercises in swimming should be given. XI. Music. (A) VOCAL (OXE HOUR A WEEK IX EACH GRADE). First year. — Continuation of elementary exercises for formation of voice; har¬ monizing voice registers; striking notes correctly; learning to sing, with and without notes, hymns and folk songs, the latter both in one and two or three part music; exercises in solo singing; description of the vocal organs and meas¬ ures for preserving the voice. Second year. — Vocalizing and solfeggios; continued learning of hymns and folk songs; exercises in solo singing; instructions regarding the teaching of singing; model lessons. Third year. — In alternate hours: (a) Solo singing; methods of music instruc¬ tion; essentials of the history of music, especially the development of hymns and folk songs; the most important forms of vocal music. (6) Choir singing, mixed chorus arranged with soprano and alto voices of younger pupils in the model school; exercises in beating time and leading choruses. Besides the fore¬ going exercises in mixed choir singing there should be arranged male choruses con¬ sisting of normal school students alone. Four-part music, such as hymns, litur- gic choirs, psalms, motettes, secular songs, especially folk songs and patriotic hymns. COURSES OF STUDY IK GERMAK SCHOOLS. 1241 (b) violin. The students are to be graded according to their skill. Each division receives instruction one hour a week. The book of exercises introduced is to be com¬ pleted. Hymns and folk songs are to be memorized and duets practiced. The higher grade is to be instructed to use the second and third hand positions on the instrument. More advanced students should be held to play sonatas by Haydn, Mozart, and other classic composers. For each division a separate hour for class practice is to be set aside. Also exercises in trios and quartets, and, where occa¬ sion offers, in limited string orchestra pieces, as well as a combination of violin and organ music may be attempted. (c) PIANO. Piano playing must remain a private affair in the normal srhool, but pronounced musically talented students, if otherwise well advanced, should be given oppor¬ tunity for further development and practice. (D) ORGAN. As in other musical studies, the students are graded according to their skill in performing. Each division receives one hour instruction a week. The prescribed “ organ school ” or text-book is to be used according to each student’s ability and progress. Preludes by old masters in appropriate gradation are to be practiced; the more talented of the students may proceed to the intricate preludes and fuges of J. Seb. Bach; continuation of hymn playing, playing in trios, transposition from one key into another. Each student must memorize the hymns he has learned to play. All exercises in the theory of harmony must be secured by prac¬ tice. The senior class, aside from the foregoing thorough instruction, should attempt the following tasks: Playing the liturgy by memory; exercises in inde¬ pendent modulation; invention of interludes and hymn preludes; also register practice. (e) theory of music. Pirst year (1 hour a week).— Augmented and diminished triads; chords of the seventh and the ninth; application of the knowledge of harmony gained in har¬ monizing hymns and brief interludes; first attempts in harmonizing melodies. Second year (1 hour a week). — Constant practice in the application of harmonic material and its application; analysis of harmonized hymns and organ pieces. Third year ( 1 hour a week) . — Conclusion of the theory of harmony and modula¬ tion; harmonizing hymns and popular airs. The student should be enabled (1) to harmonize completely in four-part music any hymn of which the melody alone is given, (2) to transcribe hymns and airs from mixed choir to male choir or vice versa. Attention is to be paid to two or three part music for children’s chorus; invention of simple preludes and interludes; the ancient church-music keys; construction and care of the church organ. Some instruction may be given in the most important forms of instrumental music (orchestra work) . XII. Instruction in agriculture. During the first and second years the students are to be given instruction in agriculture one hour a week; in summer, principally in a practical manner; in winter, theoretically. The subject should include the working and improvement of the soil, the planting of important staples and plants of the truck garden, also the nursing and care of fruit trees and ornamental flowers (these to be confined to the customary garden flowers); if possible, also, the treatment of silkworms and bees. All this work should be done in a manner which will enable the stu¬ dents, after they have been appointed as principals in rural schools, to act in these matters with comprehension and forethought and to teach in rural continuation schools; hence instruction should be given in profitably managing a school gar¬ den. The subject of agriculture naturally varies in the different provinces of the Kingdom, since local practical needs determine the character of the instruction. The necessary complement to this instruction is found in the lessons in natural history. 1242 EDUCATION REPORT, 1903. Time-table. [Numbers signify full hours per week.] Subjects. Preparatory school. Normal school. First year. Second ! year, j Third year. First year. Second year. Third year. . i 1 3 3 3 a 4 4 Practice in teaching . . . . .. _ 4-6 Religion . . . . . 4 4 3 3 4 b 3 German language . . ... . 5 5 5 5 5 r>3 Foreign languages _ _ _ _ 3 3 3 2 2 2 History . . . 2 2 3 2 2 2 Mathematics _ _ _ _ _ _ 5 5 5 5 5 cl N atural science . . . . . 2 4 4 4 4 Cl Geography . . . 2 2 2 3 2 Cl Penmanship . . _ . 2 2 1 Drawing . . . . . 2 2 2 2 2 1 Gymnastics . . . . . 3 3 3 3 3 b 3 Music d . . . . 3 4 5 4 4 4 Agriculture 1 1 Total . . . . 34 37 37 38 38 33-35 a Contained in the lessons of the separate subjects. b One for methods. c For methods. cl For each division of class and one hour for practice and chorus work. CHAPTER XXVII. REPORT ON THE CHILEAN EDUCATIONAL CONGRESS AND EXHIBIT, 1902-3. By John Vavasour Noel. I.— CHILE AND EDUCATION. The educational system of the Republic of Chile has a well-merited reputation, not only among the neighboring States, but in Europe as well and in the United States, where a deep interest is taken among educators in the effort of that pro¬ gressive country to enhance and strengthen its intellectual development. In 1813, three years after the overthrow of Spanish rule, the young Republic created the National Institute and promulgated a law which was the basis of the present administrative supervision of the people’s education. The compulsory primary-instruction law was enacted in 1860 and followed in 1879 by a decree which established and organized secondary and superior education. In harmony with the -system generally adopted by the Latin- American Repub¬ lics, education is in Chile under the care and direction of a special department of the public service, namely, the ministry of public instruction, and under the guid¬ ance of a council of public instruction. There are two sections — that of primary instruction, and the section in charge of higher, secondary, and special instruc¬ tion. The elementary and normal schools and some specified industrial schools depend upon the first-named subdivision of the ministry; all other public educa¬ tional institutions are in charge of the second. The University of Chile is naturally the seat of learning and includes schools of law, engineering, medicine, fine arts, and theology. The National Institute is an important and well-organized school of secondary instruction, with an attend¬ ance of 1,200 pupils. The Pedagogic Institute is another establishment which has graduates all over Central and South America, whose diplomas are highly consid¬ ered. As the name implies, its object is to train and mentally equip those who intend to make teaching their life work. There are 30 lyceums of secondary instruction for males, with a total attendance of 6,200; 12 lyceums for females, with 1,300 pupils; 1,500 elementary schools, with 116,000 pupils of both sexes, and 6 normal schools for the education of primary-school teachers. Those classified under the heading of special instruction are a conservatory of music; a commercial 'institute; schools of fine arts, agriculture, mining, and arts and trades; an insti¬ tute for the blind and deaf-mutes; professional schools for females, and several industrial schools. The State devotes large sums to education and maintains these numerous establishments in a state of high efficiency, supplying the people with every opportunity to improve their mental needs without expense to them. The Chilean constitution guarantees freedom of instruction, and there are in consequence numerous private colleges and schools, among them the Roman Catholic University, with courses in law and engineering; manual training schools and asylums, as well as 450 primary schools, with 27,000 pupils of both sexes. The Academy of War and the Military School for Sergeants and Corporals are 1243 1244 EDUCATION REPORT, 1903. under the direction of the minister of war; the Naval Academy and the training ship General Baquedano report to the minister of the navy, while the schools of mines, agriculture, arts and trades, and the professional schools for females depend upon the minister of industries and public works. II. — ORIGIN AND AIM. On October 14, 1901, an expository note was addressed to the minister of public instruction by the organizing committee of the Chilean Educational Congress and Exhibit. It said in part: Pursuant to an invitation by the rector of the university, a number of pro¬ fessors in the various branches of the department of public instruction of this country and many others in analogous occupations gathered with the purpose of organizing for the coming year a general educational congress and a scholastic exhibit for the display of the apparatus used by other countries as well as ours in the pursuit of instruction. You can not fail to realize the influence for good which such a step will exer¬ cise toward our young institutions. If it be true that of recent years our methods of teaching have improved by completing and enlarging the curriculum of sec¬ ondary and higher education, by installing new chemical laboratories, and by amplifying in general scientific and practical knowledge, on the other hand new interests and demands due to the development of our social life have arisen which our present pedagogic organization can not meet and to which the latter must be molded in such a form as will best suit the necessities of trade and the exigen¬ cies of our culture in general. The study of such problems by persons of the necessary qualifications, as well as those who will gather at this congress, will doubtless shed a clear light on the present condition of our educational methods and suggest direct and conservative reformatory steps. To this same purpose does the projected exposition tend. Our professors and teachers will have an opportunity to study therein all the technique of pedagogy that is available for the communication of knowledge. Our own school material and apparatus are limited, and the types of other nations will give us an opportunity to enlarge it and perfect it. This extract is quoted for the purpose of giving a general idea of the aims of the projectors, who sought to arouse the interest of the Government. The note was signed by Diego Barros Arana and Manuel Barros Borgono, as presidents of the organizing committee, and by Enrique Matte Yial, Luis Espejo V., Octavio Maira, and M. A. Ponce as general secretaries. The project met with the hearty approval of the Government and the earnest interest of the minister of public instruction. Steps were immediately taken and subcommittees formed whose aim it was to prepare the various subjects to be discussed. Six divisions or sections were created: (1) Primary or elementary instruction. (2) Secondary instruction. (3) Higher and professional instruction. (4) Special and practical instruction. (5) Hygiene, construction, and school furniture. (6) School material and apparatus. The educational congress opened its session December 25, 1902, and closed on January 1, 1903, a period of seven days. During that time the subjects prepared by the first five sections were discussed, a detail of which is given below. The sixth section had charge of the exhibits from many parts of the world of school apparatus, school furniture, and all that appertains to appliances for text or demonstrative purposes, of which full details are given further on. The exhibit was inaugurated on December 14, 1902, and closed on the 18th of January following. THE CHILEAN EDUCATIONAL CONGRESS. 1245 III. — THE EDUCATIONAL CONGRESS. The opening session of the educational congress took place cn December 25, 1902, at the university building amid imposing ceremonies and in the presence of a numerous concourse of State officials and leading educators of Chile. His excel¬ lency the minister of public instruction, Senor Don Jose Domingo Amanutegui Rivera, as representative of the Government, declared the sessions open, and said in part: Concerning practical instruction, it may be said that Chile is merely on the eve of implanting the same and making it available for all social classes. It is well understood that ‘‘general instruction ” is sufficient preparation for the ordinary duties of man. Modern life, however, has developed numerous occasions which place individual initiative to work where the stimulus and guidance of practical or technical knowledge are needed. The occasion is propitious for this congress, in view of our present and future economic needs, to give this important subject spe¬ cial attention and to suggest such steps as will tend to stimulate methods of edu¬ cation on those lines and adapted to this country’s special needs. Senor Don Diego Barros Arana, honorary president of the congress, then deliv¬ ered an interesting address, of which the opening paragraph is here quoted: The congress the opening of which we celebrate to-day is not a merely per¬ functory performance. The gathering of the teachers from all parts of the Republic, the display of the instrumentalities of instruction, and the preparation of hundreds of papers on many subjects all fulfill a clear and definite object, two¬ fold and of indisputably beneficial effect. It is as if a balance were to be struck of the condition of our education and, in a certain fashion, of our intellectual culture, of the difficulties overcome, of the progress reached, and of the improve¬ ments which our experience suggests to harmonize with our highest patriotic aspirations and efforts and sacrifices thereby imposed. It has also been deemed advisable to study the progress and improvement in this respect of other and more advanced nations, by which we may adapt that which most suits our necessities and requirements. Senor Don Luis Espejo Yaras, secretary of the congress, in closing the cere¬ mony with appropriate words, thus referred to the distinction between general and special education: ? It is not possible to confuse general education, which has for its aim the har-~ monious training of the mind, with special education, which develops only speci¬ fied faculties. % The first makes of man an element or part of progress and general happiness, ! prepares him for the widest and fullest adaptability in his social sphere, and gives him, therefore, a mass of theoretic knowledge which defines his relation to the world and his species. The second applies to special departments of human activity and to but a part thereof, supplies the individual with the necessary weapons for his defense in the struggle for existence, serves the arts and industries, regulating and divulging at the same time the scattered principles of practical knowledge. One is disinterested, complete, and uniform; the other is clearly utilitarian, partial, and heterogeneous. Space forbids a detailed account of the debates and papers read. In conse¬ quence the subjects discussed by the several divisions are hereby given, with extracts from some of the more striking remarks. FIRST SECTION. 1. Reform of the organic primary instruction law of the 24th of November of 1860. The crea¬ tion of a council for this branch. Graduation of primary schools. Stability among the teachers. 2. Means to enlarge the sphere of obligatory primary instruction. 3. Organization of Sunday and evening classes for adults, with suitable programme. 4. Methods by which to obtain a bet¬ ter attendance among children of the lower grades. Proletariat schools. 5. Statistics, census and school map of the Republic. 6. Revision of the programme or curriculum of normal and primary schools. 7. Physical and moral education. 8. Development of knowledge of hygiene. Crusade against alcoholism. 9. Manual training. Elementary knowledge of practical applica- 1246 EDUCATION REPORT, 1903. tion in schools of either sex. 10. Reform in the orthographic system adopted by decree of Sep¬ tember 5, 1894. 11. Instruction in domestic economy in girls’ schools. 12. Encouragement of savings in schools. SECOND SECTION — SECONDARY INSTRUCTION. Fundamental matters.— 1. Reforms concerning secondary instruction in Chile. and other coun¬ tries. 2. Hours of study. 3. Supervision over private educational establishments. 4. The mat¬ ter of examinations. 5. On the subject of bachelorships. 6. Concerning the advisability of establishing a course of higher studies in the “humanities.” 7. Pensions for professors. 8. General plan relating to the salaries and promotions of professors. The rewards. S})ecial matters relating to this section. — 1. Changes and reforms in the curriculum. 2. Adjust¬ ment of hours and time-tables. 3. Supervision of State lyceums. 4. What methods might be emploved to interest the families of pupils in the general work of instruction and education? 5. Pensions for professors abroad. 6. Fundamental or basic books which should be placed in the lyceum libraries. 7. Should all the lyceums of secondary instruction be of the same grade? 8. Concerning the best method for scholarships in the lyceums of secondary instruction. 9. Relating to whether it is desirable to have absolute uniformity of courses in the lyceums of equal grade throughout the State. 10. Manner of practically applying scientific knowledge in the secondary grades. 11. Should a secondary instruction office of supplies be established? 12. Review of methods of instruction in modern languages for the last twenty-five years. 13. The teaching of modern languages in Chile since 1890. 14. Text-books. 15. Languages. 16. Philosophy, literature, history, and geography. 17. Natural, mathematical, and physical science. 18. Administration, internal regulations, and education in general. THIRD SECTION — SUPERIOR INSTRUCTION. 1. Reform of the educational law of January 9, 1901. 2. Establishment of the super intendency of national education referred to in paragraphs 144 and 145 of the constitution. 3. The need of founding new special careers or professions, such as notaries, technical inspectors, chemists, electricians, veterinaries, nurses, etc. 4. The need of a polytechnic school. 5. Advisability of codifying the laws on education. G. Extension and generalization of university (college) instruc¬ tion. 7. Special courses for doctors of law, hygienists, sanitary engineers, and military surgeons. 8. The creation of a medical tribunal (protomedicates). 9. Subdivision of the humanity course from the fourth year in order to assist those taking up mathematics. 10. Conditions under which the special - of professorship should be established. 11. Equivalence and uniformity of grades and titles in Latin- American countries. 12. Advisability of regulating by law pensions abroad and scholarships at home. 13. Establishment of fine art schools independent of the university. 14. System of examples adaptable to higher and professional instruction. 15. A systematic reorganization of the university. 16. Grant of subsidies or pensions to encourage special professions. 17. Titles of competency for administrative responsibilities. • FOURTH SECTION — SPECIAL AND PRACTICAL INSTRUCTION. 1. A superior organization following a law of technical instruction, which, through supplying the needs of the latter, facilitates its progressive development. Should a special faculty be established for this instruction, or should it depend upon a special directive council? 2. To assure an improvement in primary instruction, that it may serve as a basis for special instruc¬ tion. 3. The most suitable method by which to obtain this in pinvate schools. 4. Advantages that might be obtained by including in primary and secondary instruction such knowledge as might stimulate an inclination to industrial careers or tendencies. 5. The best way to teach agriculture in establishments of primary and secondary instruction. 6. Establishment and devel¬ opment of manual training and drawing in primary and secondary grades to prepare for indus¬ trial and agricultural specialization. 7. Manner of increasing the number of those who take advantage of the present agricultural, mineral, commercial, arts and trades, fine arts, and other schools. 8. Establishment of professional technical courses in primary grades, in work¬ men’s night schools, or in schools held on Sunday. 9. The establishment of technical schools which, starting from the primary grades, shall teach mechanics (theoretic and applied), chem¬ istry, electricity, drawing, mechanical construction, applied geometry, and other branches of practical utility. 10. The institution of short commercial courses, comprising bookkeeping, etc. 11. How to increase attendance at male and female professional schools. 12. Schools for indus¬ trial and decorative art. 13. Night or Sunday schools, to disseminate industrial, agricultural, mineral, commercial, and artistic knowledge, and in which studies undergone in special schools devoted to these subjects may be perfected. 14. Lectures in school buildings to farmers on the subject of agriculture and allied branches. 15. Practical traveling courses in industries relat¬ ing to agriculture, such as dairies, canning, etc. 16. School savings banks to induce the habit of saving, and to encourage excursions at home or abroad in search of technical knowledge. 17. Appointment of inspectors of technical instruction, who, in harmony with local boards, shall THE CHILEAN EDUCATIONAL CONGRESS. 1247 encourage this form of instruction, especially that of technical knowledge for the skilled arti¬ san. 18, Improvement of instruction in agriculture on a par with the superior grade. 19. Establishment of a polytechnic institute. 20. A high school of commerce. 21. A special chair of technical instruction in the pedagogic institute. 22. The founding of an institution to comprise: (a) A library of reviews and publications, containing the most advanced and complete infor¬ mation applicable to the arts and industries; (6) an industrial and commercial museum; and (c) a bureau of information, for the publication of consular reports from Chilean or other consuls abroad, and to furnish the data and information required by commerce and industry for the extension of trade. 23. Establishment of popular libraries, containing local papers and prin¬ cipal reviews as well as books of current interest. 24. Systematic legislative aid to and encour¬ agement of clubs and societies which may aim to furnish legitimate amusement, promote tem¬ perate and economic habits, and supply practical knowledge to the workingman. 25. Reforms necessary in military schools in order that obligatory military service instructors may exert a beneficial educational influence on the masses. 26. Advantages of adapting gymnastic exer¬ cises to the demands of military instruction. FIFTH SECTION — HYGIENE, CONSTRUCTION, AND SCHOOL FURNITURE. 1. A report on the present hygienic condition of public schools in general. 2. Hygiene in industrial schools. 3. Hygiene of internes. 4. School physicians. 5. Light in schools. 6. 'Writ¬ ing and printing of texts. 7. Baths. 8. Furniture. 9. Construction and architecture. 10. Heat¬ ing and ventilation. 11. Sewerage and closets. 12. Education or training of the organs of the senses. 13. Physical education. 14. School hours from the view point of mental strain. 15. Hygienic condition of the schools of the Society of Primary Instruction. Some of the more notable papers. The following addresses represent the authoritative views and evince the high aims, perfect understanding of the subject, and public spiritedness of Chilean educators, and are a suitable testimony of the high standard of education desired in the Republic of Chile. At the session of December 27, 1902, Dr. Manuel Barros Borgono,® rector of the State University and professor of surgical clinics in its faculty of medicine, read a paper entitled THE REORGANIZATION OF THE UNIVERSITY. In I860 an eminent French publicist began one of his writings with the follow¬ ing epigram, written in bold tjrpe: “ The people having the best schools are the foremost people; if not to-day, they will be so to-morrow." This axiom, which has not lost its truth or luster with years, and which should be in the minds of all such as in Chile think of our country's future, evinced not only by its clean- cut laconism a thinker’s prophetic intuition, but there was embodied as well a patriotic warning and an efficacious corrective. He meant to say to his countrymen: "We must not be so proud of our recent military triumphs, or of glory won in Russia and Italy, for there is an active poi¬ son undermining our social organism beneath the apparent greatness of our mate¬ rial progress. Six; hundred thousand children attend no school, and a third of our males 20 years old can not read. The prestige of our great schools is les¬ sening and our university has lost its ancient splendor. At our side a danger¬ ous rival is arising, who considers the education of her children the first and unavoidable duty; who has raised high the standard of her schools and universi¬ ties; who worships her wise men as we worship ours of the sword, and who made public instruction the keynote of her organization and future greatness. Let us change our ways unless we court defeat. ’ ’ The reactionary government and frivolous society of the second French Empire were deaf to the sensible warnings of that patriot, and cruel experience proved later that "the destinies of peoples are indiscernible and unknowable, and the fortunes of war do not cause defeats, but only prove them," and that moral and intellectual supremacy must be maintained if material supremacy is desired. The schoolmasters, as was said at the time, were not those who triumphed at Reichshoffen and Sedan. They did not construct that formidable machinery7 of a Recently deceased. See p. 1274. 1248 EDUCATION REPORT, 1903. war and its ironlike structure, nor did they make of the art of war an exact science. The glory of the day belongs chiefly to that vast number of wise men who in all parts of Germany delved into science and its practical applications. Foremost it belongs to its universities, which from the day Fichte besought them to undertake the moral regeneration of the nation became, while centers of learning, the home of the most ardent patriotism, laboring without rest to elevate the German soul by education. They were the real palladium which made the German-hosts invinci¬ ble, and though the patriots of 1813 believed that without the University of Berlin there would have been no war of independence, its thinkers of to-day rightly believe that the universities have been the real founders of national unity. Thus it was understood by France. Her wounds but healed, and before build¬ ing her army, when the reconstruction began, it was judged that the first effort should be to raise the standard of her higher education. Correcting former errors, education was decentralized, thus increasing the sources of work and progress. New faculties of physical and biological sciences were created in several cities and some splendid buildings were erected. To realize practical aims their cabinets, museums, and laboratories received donations, and their libraries were enriched. Original investigation was encouraged. Special superior schools were established. National associations were formed to make general the study of science. It was believed that all the live forces of the country should be applied to the service of the work of public salvation. If I have recalled to memory this well-known historical proceeding and sought as an example the German universities, it is not because I believe that they alone influenced the general culture of that nation, but because I believe it would be difficult to find clearer proof as to how educational institutions may grasp the soul of a people and raise it to a great destiny. It is for us to study the causes of the latter and to discover, if possible, the secret of their success, and to draw therefrom inspiration to guide us toward our better¬ ment and improvement. I have no foolish fancy that it would be possible or sufficient for us to follow the rules and regulations which govern those universities, or to humbly copy their programmes of study and general courses, or that by changing the outside or front of our institutions that we could by this act effect a sudden and miraculous change in our intellectual development. There is in this problem an important factor which can not be neglected — national character or instinct, a complex product of innumerable and varied influences, cosmologic and ethnographic, acting for thou¬ sands of years, an indestructible seal, the active imprint of an education of centuries. Aside from this element there are other conditions which have contributed powerfully toward the influence which German universities have wielded. In effect, how could German intellectuality have given a free rein to its powerful faculties, to its proverbial painstaking industry, to its penetrating analytical spirit, and its high mental concentration, if, oppressed by a dominating and overwhelm¬ ing theocracy, it had been obliged to yield to the latter's exigencies and to tempo¬ rize with its errors? How could the teachers of Germany have devoted their entire lives to study and teaching if instead of being provided with the means to a com¬ fortable and smooth existence they had been obliged to risk the chances of an uncertain livelihood? How could they have effected such prodigies of investiga¬ tion and learned criticism if an intelligent and wise administration had not placed at their disposal the necessary works and material for reference? How, finally, could they have fulfilled their patriotic and civilizing mission if their people, see¬ ing in them the guardians of its freedom and the most powerful cause of its prog¬ ress, had not protected them in a loving atmosphere of veneration and sympathy? German university influence is due, therefore, to several converging forces: To Lutheranism, which as the more tolerant of the subdivisions of reformed religion and faithful to its founder's doctrine, proclaimed free science when it created freedom of thought; to the financial independence of its professors; to a powerful and intelligent control by wise men and thinkers; to a generous and thoughtful Government; and, lastly, to that social prestige which professors and their fami¬ lies enjoy. Therefore not only have these universities exercised an influence on the desti¬ nies of their own country, but they have caused the eyes of all cultured people to look toward Germany, and send thither their scholars and masters, who have copied from these German institutions. The University of Berlin has become like that of Paris in the thirteenth century — the learned world's center of attrac¬ tion and the most powerful seat of intellectual activity in the Western World. In America especially has this beneficial influence been felt. Before now THE CHILEAN EDUCATIONAL CONGRESS. 1249 Anglo-American universities had not exercised important influence on the world’s intellectual movement. Public men in the United States of America, in an erroneous fashion, have devoted their attention principally toward popular edu¬ cation, neglect ng higher culture for the directing classes. It may be said that secondary education hardly existed; and in their universities, influenced if not controlled by the various religious sects, “ students were nourished with ecclesi¬ astic pap instead of genuine thought,” as White expressed it, “ and the ideas of great thinkers like Darwin, Spencer, Draper, and Huxley were kept from them with great care.” In their schools of medicine nearly all instruction was limited to theoretic les¬ sons on determined scientific points and a slight clinical experience. By their facility of admission, the shortness of the course, and the examining leniency these schools had become the center of attraction for those who sought not real knowledge at the universities, but merely wanted to be able to display a pompous title. Concerning education an extraordinary reform has taken place among this great people during the last thirty years. All branches have made wonderful improvements Without losing the practical and experimental tendencies of secondary education, on the contrary by strengthening them, it was deemed, notwithstanding, that its principal function is the gradual and simultaneous development of the mind, and in consequence the preliminary step of all higher education. Its universities have taken a new lease of life. Harvard, Yale, Johns Hopkins attract attention in the scientific world, and appear to be destined to be the center of a powerful intellectual movement. In that country so absolutely commercial, in the home of “ trusts,” the gold of millionaires is not hoarded in vaults or made to satisfy the insane vanity of display or to give vent to egotistic or petty instincts, but is utilized for magnificent creations of high social importance. Its great capi¬ talists — among the first Mrs. Phoebe Hearst, who has shouldered the responsibility of creating the University of California at an estimated cost of $40,000.000 — have spent vast sums to endow colleges with what is needful for their present develop¬ ment. Brushing aside inherited prejudices and guided by a peerless eclecticism, the directors of education have sought everywhere for the elements necessary for progress. They called specialists of all classes; have built immense laboratories with the most improved appliances; have endowed their libraries with treasures of scientific and literary bibliography; and. finally, they have amply provided for the material needs of the professors, in order that the latter may devote them¬ selves freely to study and the university care of the pupils. Imitating the emi¬ nently educational tendencies of the English universities, not only have they pro¬ vided for intellectual stimulus, but they have given attention to physical and moral culture, which education in the real sense demands. Besides the establish¬ ment of colossal gymnasiums, where the students are trained to all classes of physical exercises, they are also encouraged to form temperance societies and other associations for moral betterment which are peculiar to that country. The location of these colleges, generally away from the great centers; the devo¬ tion of the entire time to education in its different phases; the debating societies, where scientific and literary questions of interest to all are discussed, and in which the professors take part — these features are all favorable, with such a community of sentiments, ideas, and scientific methods, to a unity of interests among students, and give university life in the United States special and marked characteristics. Frequent intercourse among students of the different classes has the advantage of giving them a more harmonious conception of human knowledge as well as a greater range of vision, and avoids one of the greatest evils of modern education, what Auguste Comte called “ anarchic specialism” (especialismo anarquico). Let us glance rapidly at the part taken by our universities in the development of national culture, to study afterwards what changes may be introduced in har¬ mony with the demands of scientific progress, and which may assure us a bright future. I hardly need recall our first university, that of San Felipe, pitiful remnant of obsolete Spanish universities, which, like the offshoots of an ancient tree, bore neither flowers nor fruit. Furthermore ,*e$pcaticva' therein was routinary and elementary, diplomas were sold without, hesitation , find the .proceeds of these sales went to purchase gifts for the ne^yulqjrs oi khe'Kingdotn./ «Tn those days the power o f the church was supreme afid the text-books required Jjfcs Approval. An eccle¬ siastical representative alwaysSpresided at the examinations' of d@ot°rs to repress all heretical doctrines. ed 1903— vol 2-X-3J 1250 EDUCATION REPORT, 1903. Happily for our continent, those intrusted with organizing the new university were men of high intelligence and rich culture, who were familiar with the great in¬ tellectual homes of the world, where they had been able to appreciate the impor¬ tance of those institutions in relation to the future of nations. The names of Bello and Egana will therefore be always identified with our national university and ever remembered with that admiration and respect due to worthy public servants. Bello’s vigorous initiative, the truly encyclopedic variety of his learning, his staggering power of assimilation, his scientifically organized mind, and his refined literary culture were all qualities the beneficial influence of which was immedi¬ ately felt in our young organization. He drew to him all minds, and, guided and stimulated by him . a numerous group of young men devoted themselves to the study of letters and our national history. Their efforts were assisted by emi¬ nent professors who came from Europe. Medicine and engineering received the practical and experimental direction which they require; jurisprudence, which he (Bello) enriched with a monument worthy of his name, began to be taught, not as a dry compilation of arbitrary dispositions, but as a harmonious and complete whole, and in all branches of learning the fruits of that glowing spirit appeared. The University of Chile soon gained merited repute and was considered the great¬ est intellectual center in Latin America. Since that period the succeeding administrations in the Government of Chile have cooperated toward its aggrandizement, it remaining for the liberal admin¬ istrations to give it powerful help. Notable changes have been made, and thanks are due to the patriotic and intel¬ ligent initiative of many public men, among whom stands foremost the illustrious professor to whom Chilean intellectuality will erect a statue. Costly buildings have been erected; considerable sums have been spent to endow collections and laboratories; all the assignments have been made which the several faculties deem necessary; eminent professors have been engaged abroad, who brought us the precious tribute of their talent and wisdom; for thirty years many students have been sent to Europe to perfect themselves, and, lastly, all reforms thought to favor the progress of science have been introduced into the curriculum and programmes. This does not imply that all reforms have been carried out and all needs sup¬ plied. On the contrary, there are yet many demands to be satisfied and many innovations to be introduced, because the least observant may note that the results so far realized are not in proportion to the efforts made to obtain them. It is true the lawyers, engineers, doctors, pharmacists, architects, etc., who come from our halls possess a superior amount of knowledge and are therefore better prepared for the exercise of their respective professions: it is equally true that the pedagogic institute, considered justly a branch of the university, molds professors who generalize the new methods of instruction and scatter those healthy educational seeds throughout the Republic. It is irrefutable that these facts, whose result is a general diffusion of light and a powerful influence on the happiness and prosperity of the country, are a more than ample justification for those efforts. But it is not less true that the strictly national literary and scientific productions are inferior, in proportion, to those obtained before, with more meager results. I speak in a general sense, knowing also that works of great merit have been pro¬ duced— efforts that go beyond our frontier and are a notable evidence of original and powerful minds. What is the cause of this apparent inferiority? Why are our efforts toward the advance of the sciences, the high function of universities, fruitless? This can not be attributed to intellectual incapacity. Human progress is not exclusively due to those brilliant spirts which, like luminous meteors, appear from time to time leading the unknown way. Science is to-day as never before the result of collective work. All may contribute to this silent work of testing and proving fixed laws, and of experiments and patient analysis which are the fruitful source of all great discoveries. It can not be attributed ever to the fact that Chilean thought may have been restrained or coerced in its free scope by dogmatic or theological impositions. The founders of our independence, in breaking the ties that bound us to the mother country, brushed aside musty -traditions and gave us moral and political liberty. In consequence ; various efforts t6. restore a lost control have always been quickly suppressed. ' " ." ;i / Those who formed our present organic status and started the university on its new way, impressed with the belief that liberty is the primary basis of culture and of the progress" of science, made the absolute independence of the teacher of higher education1 amply secure. It is highly creditable that this great principle should haVe “been upheld' in Chile when even now in other cultured lands dis- THE CHILEAN EDUCATIONAL CONGRESS. 1251 tingnislied professors are dismissed for inculcating doctrines that conflict with the religious tendencies of the country. * * * And if no obstacles have been put in the way of intellectual labor — if, on the contrary, the laws have favored its free development — and if the constitutional authoi ities have cooperated efficaciously toward the creation or reorganization of our schools, why, may I ask again, are our own original efforts so unimportant? The explanation for this phenomenon lies in various causes of different charac¬ ter which have had a simultaneous influence. The general tendencies affecting our educational methods, the defective organization of our corps of teachers, the university not sufficiently autonomic . and the lack of resources are the various reasons, in my judgment, which explain why our scientific production has not been greater or more varied. The university does not fulfill its primordial mission if it limits itself to the propagation of things already known, and if it does not, above all, try to fortify such knowledge and contribute by its own original efforts toward science in gen¬ eral. Herein lies precisely the distinction between secondary and higher educa¬ tion. The first develops the faculties of the mind and furnishes simultaneously a certain form of knowledge, while the second, above all, develops those faculties in the line of personal investigation. Able professors and learned men are doubt¬ less desirable and necessary, but the real intellectual wealth of the country lies among the scientists. To give instruction in such a channel it is not sufficient to suppress the method of memory commitment, which unfortunately has not totally disappeared; nor is it enough that the teachers, with well-prepared lessons, should expound the text of their various assignments, studying its many phases or discussing the several theories possible before developing their own opinion. Neither is it sufficient that professors in science, taking advantage of their well-supplied laboratories, should make numerous demonstrations concerning the exactness of laws and their prac¬ tical application. Nothing can take the place of personal effort. ” No one is sure of that which he does not do himself,” said a Greek philosopher twenty-three cen¬ turies ago. This axiom should be placed in all our schools and be the basic prin¬ ciple of our education. Those who have attended the fine European universities know the importance given to such a system. In a laboratory, as soon as the pupil knows the object and use of the various instruments and appliances, he is intrusted with some experiment which may afford a personal and original inves¬ tigation on his part. This does not imply that practical instruction is absolutely lacking in our uni¬ versity, yet even though such a tendency has been observed of late years it is far from having a sufficient importance. Several distinguished professsors have made worthy efforts to stimulate tendencies to investigation among their pupils. The lack of early preparation in this method of teaching has proved, however, a great stumbling-block. Children must from their earliest years accustom themselves to do things for themselves. Practical scientific instruction must begin early and follow with manual training as a chain, the links of which shall be the work in wood or metal, to reach the point of delicate experiments in physics or physiology. No one will be a good investigator unless he be able to supervise the construction of an appliance or to manufacture it himself. * * * I shall now refer to a matter which I consider of vital interest, namely, univer¬ sity autonomy. The present law gives this body a relative independence in that which concerns the appointment of its members, the establishment of new depart¬ ments, the making of new regulations, and the changes in the curriculum, and further establishes that the university funds shall be administered by the council of public instruction. In reality the university has little control over its econom¬ ics, for. as a matter of fact, even though it establishes its chairs it does not endow the professorships nor adjust their budgets. Its initiative is subject to the good or ill will of a minister and depends upon the result of negotiations with members of the council or Congressmen. It is also influenced by the more or less prosper¬ ous condition of the public treasury, and sometimes by purely political occur¬ rences which cause matters of vital interest to be delayed or neglected. This lack of resources disturbs the organization, and it is therefore sometimes necessary to wait for years before being able to meet urgent demands or obligations contracted. It is time that the supreme Government should think of a remedy for these evils, creating a university fund to promptly supply all unprovided-for needs, including those that might not have been cared for on account of temporary dis¬ turbances in the national budget. As we have not among us men like Peabody, Vanderbilt, and Johns Hopkins, who give fortunes to colleges, it remains for the National Government to remedy from general funds this lack of private endowment. 1252 EDUCATION REPORT, 1903. Grants of land at present of little value, or national credits or property, to-day in hands of others, and in addition a university fee for examinations and titles, might be the basis of an important fund which would relieve higher education from the anxieties of the future. This suggestion would doubtless meet the opposition of those who hold it antidemocratic to impose taxes on anything that should be within the reach of all fortunes. Notwithstanding, in this as in many other things, we have passed the limits of prudence. As I understand it, Chile is the only coun¬ try where higher education is given gratuitously. It is also an exclusive privilege and an old practice that the treasury pays the national professors when foreign professionals are examined in order to practice in this country. Differences of wealth are adjusted by special concessions to be established for each individual case. This is the practice in American colleges which can not be charged with an aristocratic tendency and where higher education is very costly. The same things occur at the University of Buenos Ayres; this body receives considerable assistance from the State, which, added to the fees and the interest on university property, is sufficient to cover all expenses. It will be of interest to know that the total of the fees there collected would be sufficient to care for the present expenses of our university. All these measures tending to improve the style and condition of our education may be introduced without the need of modifying our organic law. However, to strengthen the university influence, to fortify its teaching body, it would be need¬ ful to make changes which, while not disturbing fundamental principles, would allow an adaptation toward the newer tendencies. In my opinion the change which would have the greatest effect would be the creation of substitute professorships. Our education law recognizes only two classes of professors — the ordinary and the extraordinary. The first have all the prerogatives, and in exchange are the only ones whose services are regulated; the others have but slight exactions in case they- desire the privilege of a vote in the councils of the faculty. Their part in the work, their educational action, do not follow any methodical plan. It is not therefore strange that the results obtained, to the present, have not been in proportion to the number and ability of those pro¬ fessors who, with varying assiduity, have desired to participate in the work of education. Substitute professors would have a more stable position. Their number would not be indefinite, but would depend on the ordinaries. Among their number the supplementary (suplementes) professors might be appointed. Vacancies could be filled, and they might be placed in charge of complementary or rehearsing classes. They would, by right, take part in the examinations, and would give public lec¬ tures with the object of spreading the elements of superior education among all social classes. Thus they would powerfully help in the difficult task of education. If, in addition, it were held that an original work should be an indispensable con¬ dition to admission to a professorship, then by this a method would have been found for the forming of competent teachers, and, in addition, works of investi¬ gation would have been stimulated. If, with this or other objects in view, our organic statute should be altered, it would so furnish an opportunity to modify the studies. It would be an advan¬ tage, in any event, to introduce technology in our higher education and create a course in mechanical and industrial art, though I do not believe that this would have a decisive influence, as it matters little how studies are classified. The great development of such knowledge and its importance toward the progress and happiness of a people demand attention. Such an incorporation would not be uncommon in university practice. It has taken place at American universities and in the new one at Brussels. Our university was founded during a period of great scientific change and before the present modern classification was adopted. The nomenclature of the studies appears to-day incomplete, obscure, and somewhat anachronic. Who may deter¬ mine, for instance, what is embraced in the course of philosophy and humanities? Philosophy, which atone time denoted all known science, is considered to-day not as a science, but as its soul, and is, according to Spencer, “ knowledge fully united.” It treats of the actual condition of the sciences, of their mutual relations and inter¬ change by which to reach the total or general knowledge of all things. That which was until recently taught among us under the name of philosophy, after which the corresponding course was named, was a conglomeration of knowledge appertaining to various sciences — psychology, embodied nowadays with biology, as concerning the cerebral processes, and even the condition of conscience, and with sociology in so far as it refers to the evolution of ideas; logic, which is allied to mathematics, and also considered by some as an independent science; morality, a part of social science; and, lastly, theodicy, which treats of first causes, the THE CHILEAN EDUCATIONAL CONGRESS. 1253 domain of the unknowable. As much might be said of the humanities. Some understand this designation to apply only to letters, others to the dead languages, and there are those who believe that the sciences are the truly modern humanities. Why not therefore change this ancient appellation to * ‘ Lett rs and fine arts?’ ’ The name of the chair of law and political sciences might be advantageously changed to that more comprehensive one of chair of “ social and political sciences,” and that of the chair of medicine and pharmacy, devoted only to the art of healing, would gain by the change to “ biological sciences.” In this fashion our university would contain the following chairs: Mathematics, astronomy, physics and chemistry, biology, social and political science, letters and fine arts. There might be yet other changes in the law to suggest, but I must not infringe on the subjects whose elucidation has been intrusted to distinguished members of this congress. I have reached the end of my task, gentlemen, and I beg you will pardon me for having engaged your minds and attention for so long a time. It is for you to decide now if I have had the fortune to interpret your sentiments, and if my ideas deserve your approval. I am sure that, if this be so, a new and bright future will be opened for our uni¬ versity. It will not then be a walled and narrow place, with the making of pro¬ fessional men for its only object, but a temple open to the worship of science and letters, where all thought may find echo, all inspirations, courage, and all bril¬ liancy a home. Thus should a university be, thus our fathers desired it; not a pale priestess keeping alive the sacred fires in solitude, but an august and glorious goddess scintillating with learning and light! Senora Maria Espindola de Munoz, the distinguished principal of the Young Ladies’ American Lyceum at Chilian, Chile, delivered the following address on the subject of INTELLECTUAL AS WELL AS PRACTICAL EDUCATION FOR WOMEN. I wish to raise my humble voice at this majestic gathering of learning and science, not to make a brilliant speech, but to call the attention of the honorable Congress of Education to a subject of real importance, which, notwithstanding the many subjects discussed, has not been worthily considered. I do not pretend to be able to point out all the needed remedies, but I trust I may be heard with sympathy in view of my object, which is to contribute to the full measure of my efforts toward the formation of woman’s individual character. How may this be obtained, if it has been possible but recently to raise one’s voice concerning suit¬ able education and instruction for women? How many conflicting ideas and principles have appeared and been suggested in order to solve the problem? It is not long ago that people believed that women should be able to read in order to read ‘‘certain books;” later she was allowed to learn how to write and read, with some restrictions; still later she was allowed to grasp a “little more” knowledge, but not as much as her companion, man. This last condition has been amply proven by the fact that in the discussions on secondary instruction it has not been possible to discuss in common the sub¬ ject of education of both sexes, because the standard of female instruction is much inferior. I need not go into details, gentlemen, to prove the sad results which come from an intellectual inequality between man and woman, and this is quite natural. To expect of woman that she should intellectually understand her mate and share with him his great ideals, tastes, and opinions is analogous to the likelihood of a peasant having the aristocratic manners of those born and raised in a cultured and refined atmosphere. How may poor woman realize that there is wisdom lacking in her companion, if the latter soars in higher mental regions where she can not follow owing to the limited horizon of her mind? Ah! sad fate of poor woman! Born to be man's companion, endowed with the same intellectual faculties and the same rights, she finds herself without the sap of education, and notwithstanding all her efforts to make her companion happy and maintain her place with dignity, it can not be done, because they have placed her in a lower mental sphere. How different would woman’s condition be if we gave as much to our daughters as we do to our sons! They would not be, as to-day, with rare exceptions, sub¬ servient slaves and ardent defenders of prejudices which oppress the spirit and curtail liberty, but, on the contrary, they would be as a bright light shedding the 1254 EDUCATION REPORT, 1903. gleam of truth from the home to society, from society to the nation, and from the nation to humanity. We would not see her, as to-day, disdaining work, for it is a nearly universal understanding that man alone must work to support the home, and that woman may quietly secure the benefits of his struggles and sacrifices. Up to the present, woman has consumed more than she produces, and is therefore a charge on the home. If woman, like industrious and economical man, produced more than she con¬ sumed, there would be plenty in all the homes and the great problem of social economy would be solved, which can never be until woman takes her place in the matrimonial partnership. But how much effort will it not cost to propagate the beautiful idea of work, the only possibility, with education, by which to make of woman an independent being, useful to herself and society? The undertaking will be arduous, but we must not be faint if we seek to put woman in her place in the field of knowledge and among the duties of humanity. Aleta Jacobs, the first young woman in Holland to secure the degree of doctor, said: “As long as woman is dependent from an economic standpoint all civic, political, and social privileges are worthless to her.’’ According to this principle woman's economic education will be of the greatest consequence to her happiness. I would say in conclusion: 1. Woman should be educated in the same degree as man in order to choose her life companion with freedom of judgment and be able to suitably fulfill her duties in the home. 2. She needs a practical education in order to be independent, to serenely face the difficulties of life, and be an active factor in the public and private wealth. Let us pledge ourselves, gentlemen, to carry out such a noble undertaking, which will result in political and social comfort, much happiness for our daugh¬ ters, the wives of to-morrow, and many pleasant hours for the founders of our homes. Let us join actual work to intellectual grace, either in man or woman, and we shall thus remove obstacles that to-day darken many dreams of happiness. Let us remember the words of an English writer: “ Work and science shall be masters of the world.” Dr. Manuel J. Barrenechea. a well-known physician, who is considered an authority on hygiene, read the following paper on HYGIENE IN THE SCHOOLS. I have been honored with the charge of studying and expounding before this distinguished audience the subject of ‘’hygiene in our educational establishments, its present condition, and the improvements which might be introduced.” This statement of the subject in itself evinces its great importance, and simi¬ larly denotes its extent and the many difficulties attendant upon its proper pre¬ sentation. Had I been a school physician for some years, a post which has yet no place in the mechanism of our school system, notwithstanding its pressing need, or if I had been a hygienic or school inspector I would not only have had the opportunity to make daily notes of the violations of the fundamental laws of hygiene which are met with at every step, but at the same time I could have sug¬ gested the most desirable means of improvement in matters of such great moment. The elucidation of such a great problem can not be done under the conditions which to-day exist. The basis of the great and grand edifice of scholastic hygiene can not be laid until the foundations have been placed. Up to the present no care has been taken, it may be said without exaggeration, in the construction of school buildings, begun in a small way, to apply therein the fundamental principles of hygiene, without which all done is basically wrong. The above stated is to exculpate me if on this noteworthy occasion, with a lim¬ ited fund of facts and knowledge, I appear before you merely and simply to give a synopsis of what may be called in Chile scholastic hygiene. The hygiene of the sight, our main consideration, and which doubtless occupies the first place among the various problems to be solved by hygienists when the building of schools is discussed, is in our country underestimated and not treated as a question of importance. “ Of all the human senses,’’ says Helmholtz. “ the eye has been considered the most precious of gifts and the most admirable mani¬ festation of nature’s creating power.” Poets and orators have sung its praises and philosophers have considered it the representation of organic force. Physi- THE CHILEAN EDUCATIONAL CONGRESS. 1255 cists have attempted to imitate it as the incomparable model for optical apparatus. Loss of sight is, next to that of life, the most severe loss that we can experience. A. von Graefe said: “ Der voile Werth des Auges ist versenkt in das stunime Sehnen derer die es einst besessen und verloren haben.” All the value of the eyesight sinks into the dumb longing of those who once possessed and have lost it. And Herman Cohn adds to these words, ‘‘Therefore should the authority of science be understood as pledged to protect this admirable organ from all injury.” These quotations are sufficient to emphasize the great importance of the hygiene of the eye. Such learned men as Helmholtz, the modem Newton, who formulated the laws of refraction and optics; Yon Graefe, the creator of modem oculism; and Cohn, the learned Breslau professor, who may be justly styled the creator of eye hygiene — such eminent masters. I repeat, are sufficient of themselves to give our subject that value which my unauthorized voice does not. The principle aim of hygiene of the eye is to prevent myopia or nearsighted¬ ness, avoiding or counteracting the causes that tend to produce it. I had occasion to state in a pamphlet which, under the title of * 4 Experiments on scholastic myopia,” I read before the first Latin- American medical congress, at Santiago in January, 1901, that of 366 scholars of the National Institute, whom I examined one by one, 14.48 per cent were afflicted with nearsightedness, and in another 8.75 per cent conditions were favorable to its development and traces of it could be found. Of these cases 83.9 per cent were due to heredity, and the balance, 66.1 per cent, traceable to work or study under bad conditions of light, that is, conditions that could have been avoided or prevented. The reasons that contribute toward the development of myopia should be con¬ sidered also. Among them is the forward inclination of the head, which by its position causes a compression of the vein of the neck, and thus produces an excess of blood in eye globe. Light is a principal element in near-by work. Therefore in proportion to its deficiency is the object closer to the eye, and in consequence all those conditions take place which lead, separately, to a strain in the adjust¬ ment, convergence, and muscular compression of the optic nerve. Similarly, bad light in schools leads to various eye diseases which might be readily avoided if the buildings were hygienically designed. Curvature of the spine is also found with frequency in schools wherein the principles of hygiene have been neglected. School furniture and desks should be so constructed as to prevent the child from giving his shoulders a defective posi¬ tion, or from inclining the head forward in an exaggerated way. These defects must be corrected early or it will be impossible to do so later. This curvature of the spine brings on later “lordosis,” with which many people in this country suf¬ fer. It is not a result of the rickets, a disease which fortunately does not exist in Chile, but is a vicious conformation resulting from the habitual position of chil¬ dren studying under bad conditions. While these topics are of leading interest, there are as well other more general conditions which must be taken into consideration to avoid catarrhal affections, so frequent among children, especially in the upper respiratory organs, and which arise from bad or defective ventilation and heating or their total absence; also from the assembling of a large number of pupils in a small room defectively built, and, lastly, on account of the lack of neatnes or cleanliness which is found in some schools. To these afflictions may be added those which attack the entire organism. They give children nearly constant pain and are hard to eradicate, especially if they become chronic, a condition easily developed, especially in case of ills not very painful. I refer, gentlemen, to those well-known “plagues ” familiar under the names of rheumatism, anemia, and chloro-anemia, scrofula, and tuberculosis. If hygiene does not come to the assistance of those poor children who have had the misfortune to have been attacked by any of these ills, they will become the victims later of those “ ‘ monsters ’ : which destroy their weak and fragile consti¬ tutions by degrees. In educational establishments we observe with regrettable frequency what is known as “constitutional weakness the condition of a constitutional organ¬ ism (though acting normally and in response to the usual physiological laws ) in which the equilibrium is nearly lost and normal functions are interrupted or broken, which creates a pathologic condition or disease. Its causes, which hygiene can readily avoid, are many: Temperament, somewhat due to heredity, and especially to lack of exercise and the solitude in which many children are kept; in some cases poor food; in other instances overcrowding, foul air. and corporal punishment, which latter embitters character and depresses the soul. There are other conditions also, gentlemen, such as accidents occurring at industrial schools, which can not be mentioned in this generalization, as well as 1256 EDUCATION REPORT, 1903. endemic and epidemic diseases, which find such a favorable foothold in a child’s delicate condition. I previously stated that school hygiene was not known among us; that its gov¬ erning rules had not been observed at all, even in the recently constructed build¬ ings for educational purposes. But it is not sufficient that, in order to be believed, I should make statements of such serious character; it is needful, in order to sus¬ tain my contention, that I present serious arguments and prove it by- facts. Dr. Ricardo Davila Boza, sanitary inspector of the council of hygiene, has pre¬ sented to the hygiene division of this congress an interesting work on the present sanitary conditions of the primary schools of Santiago. He visited the 89 schools of this city and took notes, also preparing a review on each school and every visit. There we find the following data: “ It is to be noted [he says, speaking of the space covered by schools] that while the ground embraced seems quite sufficient and even more than so. in truth it is not. The excess is generally a stable yard or garden, which can not be frequented the greater part of the year on account of the muddy condition of the soil, due to the effects of rain or irrigation. It may therefore be assumed that all schools demand more space, and that in half of them at least the crowding is intolerable, there being from 1 to 6 square meters per scholar.” Further on he adds: “The summary of which is that 25.8 per cent of public school pupils are literally crowded on top of each other and that barely 41.5 per cent have sufficient space and comfort.” The majority of the buildings are old, some truly ancient, few of recent con¬ struction. In female schools 18 are classed as old and 9 as new; of coeducational schools 15 as old and 2 as new, and in male schools 18 as old and 3 as new. By old buildings are meant those upon which time and weather have made inroads, excluding those that have been repaired and given an appearance of youth. Thus 57.3 per cent of the schools are conducted in old and sometimes half-ruined build¬ ings, 26.9 per cent in fairly suitable homes, and but 15.7 in buildings less than fifteen years old or of recent construction. The class rooms vary naturally in proportion to the number of scholars. It can be stated that, in general, schools that by their appearance and name of palace schools are understood to have been erected to fulfill such requirements are lacking in the size and number of class rooms required. Concerning the height of the class rooms Dr. Davila Boza finds that 41.5 per cent are not sufficiently high (that is. 4 meters or less) and 17.9 per cent of satis¬ factory height (5 meters or more). Respecting light, the writer referred to finds that in 39.4 per cent of cases the proportion of light area is not less than a minimum of 1 to 5 — “a low proportion for any light area, which reveals a gre .t wrong that needs to be remedied, because it is not meet to oblige 60 per cent of the attendants to use their eyes in places not sufficiently lighted. Be it observed in addition that there are rooms, hardly less than prison cells, with light areas less than 1 to 10 and 15, and even some as low as 1 to 42.5.” This instructive address closes with data of a purely local character. Senor Joaquin Cabezas, secretary of the section devoted to the school exhibit, read a most opportune paper on PHYSICAL EXERCISE AND ITS INFLUENCE ON EDUCATION. In the discussions among the various sections of the congress there has been an unanimity of opinion in reference to the important bearing of physical exercise in relation to the education of the young and in recognizing its great influence toward development of moral force, will power, bodily vigor, and on the normal and forceful function of all faculties. W e all know that movement is as imperious a necessity and demands as much attention as starvation and thirst, and that the lack of it begets a general state of nervous excitement which can only be overcome by exercise. No live animal deprived of movement can escape the consequences of bodily suffering; savage beasts, when confined, are constantly moving restlessly in their cages, while domestic animals, after being shut in for some time, when freed show by their brusque movements and wild racing how nervous energy has accumulated in their limbs dormant. In all species, but especially in the human species, do young beings show with much vehemence the need of movement. Nature, a careful mother, has endowed them with an innate force which leads them constantly to satisfy such an impera¬ tive need. THE CHILEAN EDUCATIONAL CONGRESS. 1257 The attitude of children. — During the first years fathers have but little need to concern themselves in order to follow the counsels which Spencer, the English philosopher, gives in his book entitled “ Education.” The mind is in swaddling- clothes, and the parents’ chief concern is to have them grow and increase in weight. With the passing of years they and their friends are always interested to know whether the youngsters can read, write, or count, or if he be capable of memoriz¬ ing whatever is taught him. Of the body no one thinks, unless some bodily ail¬ ment attacks the child. This neglect is greater in the large centers than in the country. City life and its occupations lead parents to neglect the physical education of their chi dren; public squares and gardens are generally crowded, and the young ones therefore lack playground. As a result they remain at home the greater part of the day, playing alcne and in silence. Mothers usually endeavor to keep things in such a state, lessening the child's instinctive tendency and suppressing its natural impulse to jump, run, or cry out, and they deem themselves lucky if by threats or prom¬ ises they can silence the little tyrant's natural inclinations. • Children need exercise. — At 5 years of age the kindergarten helps the youngsters out, though even then the rule of silence begins and the child is told to 4 4 keep quiet.” The strict compliance with this rule is important from the teacher’s standpoint, but such severe discipline is disastrous from a hygienic view, not on account of the submission it teaches, but by reason of the constant repression of that youthful ardor which is a precious safeguard in insuring functional activity and lays for life the basis of the child's health. The schoolboy ends by accustoming himself to discipline without great suffer¬ ing. and with it has been stilled the heretofore imperious need of exercise. His attitude and position must in all cases be “correct,” and the ideal of a correct position is immobility. Instead of taking advantage of short recesses in order to exercise his muscles, the boy prefers those pleasures having with them the least amount of physical exercise. Some of them on reaching this stage of physical depression become avid readers and devour all books within their reach; others employ their time in drawing or painting. The parents, who are always build¬ ing great hopes on their children, attach much importance to the artistic tendencies of their offspring, and do not realize that this devotion to the fine arts and aesthetics is but a pretext to allow them to remain quietly in their seats and avoid anything that entails physical effort. During this time the moral health of the child is as much affected as the phys¬ ical. His will has lost its energy. He becomes more sensitive and with a more vivid imagination. Deformation of character. — The juvenile population of our schools may be divided into three classes: The children weakened by lack of exercise; those who are indifferent or unemotional, and they are in the majority, and, finally, the tur¬ bulent and incorrigible, who are the only ones, by the way, whom discipline can not subjugate. A notable majority has therefore given way to the pressure which, from earliest years, has been effected by their parents and teachers, the first by making them play in silence, and the second by constant admonitions to keep quiet in the class rooms and move no part of the body. Another important reason for the indiffer¬ ence displayed by our scholars is the custom of appointing young men. recently graduated, to care for the youngsters during their studies and walks. They have no knowledge of children and are empowered to punish them at will for the slightest cause. Gymnastic classes. — Education avails itself of several means to develop the child’s mind. There is only one. however — gymnastics — to develop the body and stimulate energy, will power, and abnegation"! Under good conditions that would be sufficient, but as the case is to-day it is decidedly lacking in amplitude. Only two hours a week are devoted to it in the lyceums for boys, excepting the lower grades, which have half an hour daily. In the girls’ lyceums, notwith¬ standing the statement during one of the sessions of the congress that physical education was there well provided for, we may observe that in the budget for 1902, which ended yesterday, there are, for instance for Santiago, salaries charged for ten hours of instruction in lyceums with six and eight classes or grades, which means an average of a little more than half an hour a week for each pupil. Pri¬ mary schools have about an hour weekly, and in the private schools physical edu¬ cation is in a still more lamentable condition. In addition to the meager time allowed, I must add the undesirability of using the recreation time and of placing pupils in small and unsuitable places and yards, 1258 EDUCATION REPORT, 1903. lacking apparatus or any possibility of making these exercises attractive and inter¬ esting in order to counteract the previous six hours of mental strain. A bad system. — It is readily understood that we have not given physical educa¬ tion the attention it deserves in order to serve as a counterbalance for the student’s mental work and thus exercise a salutary influence on his general education. On the other hand, the above-mentioned causes do not tend to inspire interest for physical exercise in the child or heighten its educational importance. Its neglect adds to its lack of prestige, as it is really to be classed among the voluntary studies and not necessary for promotion from year to year. I state that gymnastics belongs to the voluntary branches, not because the council of public instruction says so, but because it is so as a matter of fact, for it is a rare case indeed that the parents of children physically weak do not obtain exemption from gymnastic classes. “Complete education,'* as Doctor Espejo said in his masterly speech at the inaugural session of the congress, “ should unite in one all ideas, sentiments, and mutual aspirations, all the forces of human nature, to make them useful for the benefit of order and social progress.” If we desire to comply with this require¬ ment of modern education, we must give physical culture the same care and attention that is given to the intellectual development of students, and we must impress the latter with the fact that there are other duties and demands besides theoretic teaching. It is essential that the youth should early be impressed with the idea that in order to defend others he must learn how to defend himself ; also that man needs courage and presence of mind, in addition to strength, in order to overcome the many difficulties which are constantly met with in life. He must keep before him the undeniable fact that, with the scientific knowledge and moral teachings given to him by his masters, he must have iron strength in a vigorous and healthy body that will act as his willing slave. Influence of teachers. — The youth will not realize these truths unless he hears them from his teachers constantly. The latter should, all of them, be zealous of the prestige of every one of the studies taught. Unfortunately there are teachers in the so-called scientific branches who, like the scholars, look upon physical train¬ ing with indifference and disgust. And that is readily understood, because they have perhaps never attended a gymnasium, or at least since they left the school desk. Their only exercise consists in their walks from their home to the school. The State itself contributes toward the general belittling by looking upon the teachers of this art as inferior to the others officially. They are paid but two- thirds of the salary paid to other teachers, forgetting that the individual who would be an instructor in gymnastics must possess, as any other educator, positive scientific knowledge, without which he could not obtain a diploma. He must have a good constitution as well, and take very gx>d care of himself in order to maintain that physical condition which is absolutely necessary in his calling. Needed reaction. — It will be seen that evidently we have neglected physical cul¬ ture, but there is yet time for action in order to rectify those evils which I have superficially mentioned. Yesterday the committee on hygiene approved a series of resolutions for the correction of those evils which have interfered with the proper teaching of phys¬ ical culture in Chile. I would also say with much enthusiasm that the distin¬ guished rector of our university has seen fit to approve of said reforms, and, fur¬ thermore, that there exists a resolution of the board of public instruction favoring daily classes in this branch. I would say once for all that I do not advocate that physical culture should be given greater importance than intellectual development, but I plead for a just equilibrium between the body and the mind. Let us have proper curriculums, organize walking tours, make bathing obligatory upon all children, give plenty of room as playground and proper gymnastic apparatus, and we will not have sacri¬ ficed to the pressure of the examinations the physical necessities of refreshing and cleansing the skin, of breathing the pure air of fields and mountains, of giving the brain the vivifying nervous excitation of pleasure, and finally of furnishing the muscles with the work which their development demands. At the closing session of the congress, January 1, 1903, Dr. Barros Borgono reviewed the work done, briefly, as follows: If we were to characterize the physiognomy of this congress we might state that its tendencies were essentially organic. The great majority of those who were present at the general sessions, as well as those who took part in the debates of the different sections, have manifested this tendency in unmistakable form. The dominant idea seems to be that nothing is gained by the anarchistic specializa- THE CHILEAN EDUCATIONAL CONGRESS. 1259 tion of studies at an early age; on the contrary, there is a marked advantage, in that which concerns the educational effect on the mind, in devoting some years to teachings which develop the child’s faculties, and in not giving said studies a utilitarian tendency, except when they do not conflict with the primordial object of secondary education. Notwithstanding, there have been contrary opinions in this congress, that is, with separatistic tendencies, advocating for special instruc¬ tion a life completely apart. Said instruction should have from the first an inde¬ pendent and autonomous existence, and have no other object but to turn out specialists as fast as possible. I do not pretend to interpret movements or criticise doctrines which may be the result of careful reflection, but it might, however, be opportune to refer to an opinion expressed and analyze it. Some have thought to see or notice among those in charge of the general education of the country a marked dislike toward special or technical instruction, and it has been feared that, if left in their hands, such instruction might run the danger of being suppressed. Such fears are not justified. On the contrary, as one of our most distinguished professors said, the superior council of public instruction, even though it was attempted to remove from its jurisdiction this branch of education, which belongs to it by law, has evinced a desire and intention to create technical institutes, and by forming prac¬ tical courses, annexed to several lyceums, it has helped to disseminate valuable knowledge in the branches of mining, agriculture, and commerce. * * * Another marked characteristic of this congress has been the importance given to the education of women, and, further, the part which distinguished foreign teachers, and our native teachers as well, took in the debates. The exquisite good taste of the latter, their sagacious remarks, and their cultured forms of expression have brought to view a new phase of the Chilean woman, and have proved that, in addition to being endowed with charming domestic virtues, she has the necessary qualifications for an educatress. * * * The men to whom the popular vote has intrusted the mission of directing the destinies of the people should keep present the following sentiment expressed years ago by the eminent American jurisconsult and educator, Horace Mann. He said: ‘ ' In our country and time no one is worthy of the honored title of statesman unless the practical education of the people occupies the first place in his admin¬ istrative programme. He may be eloquent, be learned in history, diplomacy, and jurisprudence, and this would be sufficient in many other countries to aspire to the high rank of statesman; but unless his words, aims, and efforts are * * * devoted to education he could not become an American statesman." In officially declaring the congress closed. Senor Don Diego Barros Arana, its honorary president, said: In declaring the plenary sessions of this assembly closed. I am glad to be able to say that by the number and character of those present, by the number and value of the papers read on nearly all subjects relating to public education, and by reason of the splendid success of our scholastic exhibit, the Educational Con¬ gress of 1902 has exceeded in every way the hopes of its promoters. This congress will mark an epoch in the history of the development of our culture ; this success will encourage the determination in most of us to hold periodically such meetings as this, which has held us to together for eight days in the name of the most noble interests of Chile. To which effect I suggest that another congress be held in September, 1905. to be organized by the present board and by Messrs. Yicente Reyes. Osvaldo Renjifo, Manuel-Ejidio Ballesteros. Alejandro Bertrand, Agustin Edwards. Pedro Bannen, Domingo Amunategui Solar. Carlos T. Robinet, Ventura Carvallo Elizalde, Rafael Sanhueza Lizardi, and the inspector-general of primary instruction. Dr. Barros Arana's suggestion, as well as the names proposed, met with uni¬ versal and hearty approval. IV. — THE INTERNATIONAL EXPOSITION OF SCHOOL FURNITURE AND APPARATUS. This branch of the congress, comprising the sixth division, was solemnly inau¬ gurated on December 14. It was held at the “ Quinta Normal de Agriculture,'’ a building on the outskirts of Santiago used as an exposition edifice and originally 1260 EDUCATION REPORT, 1903. constructed for an agricultural exhibit. In addition, there were a number of temporary pavilions erected in the beautiful gardens attached to the “ Quinta.” His excellency the minister of public instruction, Sen or Don Jose Domingo Amunategui Rivera, made an appropriate address at the inaugural ceremonies. The chairman of the organizing committee of this section, Senor Jose Abelardo Nunez, also made a speech, in which he outlined the general aim and scope of the exhibit. The first thing that attracted the attention of the visitor to the exposition was the glass gallery, or crystal pavilion. In this vast hall a valuable collection of school material and apparatus had been installed. The most important exhibit in this pavilion was that of the English firm of Hume & Co. and of the foreign exhibits under its care. It included apparatus for the teaching of drawing, geography, and mathematics, wood carving and wood¬ work for schools; also object-lesson charts, kindergarten material, pedagogic works, and school benches. As subagents for Rogers & Co. this firm had charge of the exhibits of John G-. Rogers, Glasgow, Scotland; Thomas Nelson & Sons, Edinburgh; Blackie & Sons, Glasgow; Bennet Furniture Company, Scotland, and Charles & Dibble, Glasgow. Next came the Thomas Trading Company, with toys for children, benches, and school furniture; the Pedagogium of Rio Janeiro; the General Board of Normal Instruction of Mexico, with a varied exhibit of scholastic material; firms belong¬ ing to the French syndicate of school apparatus; several Swiss houses, and others, who all presented interesting and varied exhibits. Attention was especially attracted toward the displays of the Santiago College, the Catholic kindergarten, the Proletariat School, the bibliographic section, the Suplementeros School, the general board of the navy, and to the “German Library ” of Jose Ivens. In the main building the exhibit of the American School Furniture Company, of the United States, was unquestionably the most modern and complete of its character. It represented the latest improvements and models of school benches and school furniture and apparatus. This company sent a special representative to Chile, and had also charge of an exhibit of the Faber pencil. The Central Supply Company, of Chicago; the Prang Educational Company; the American Book Company, and Silver, Burdett & Co., all from the United States, had suit¬ able exhibits, every one of which received first or second prize. Other exhibits that attracted attention were those of the Swiss firm of Payot & Co.; the Lausanne Agricultural Institute; the blind asylum and the department of public instruction of Lausanne; the Federal topographic office of Berne; the departments of public instruction of Berne, Geneva, and Neuchatel, and the Fed¬ eral interior department of Berne. The firm of Hardy exhibited gymnastic apparatus, as well as maps, charts, and books, while Arellano & Perez displayed wall charts for instruction in vertical handwriting. Mr. Carlos E. Porter, the present director of the review entitled “Natural History,” director also of the Museum of Valparaiso and member of several foreign scientific societies, exhibited interesting printed matter and several oil paintings illustrative of animal history, which were highly appreciated and were given prizes. In the Paris pavilion there were a number of valuable and instructive exhibits: Gleisner & Co. displayed complete scientific cabinets for the teaching of physics, chemistry, and mineralogy in lyceums and normal schools. Messrs. Pein & Co., as the agents of various German firms, showed a very well-arranged collection of insects and reptiles in alcohol. Don Carlos Monery contributed a fine horizontal map in relief of that portion of Chile between the twenty-first and twenty-seventh degrees. Messrs. Pedro Charpin, Julio Molina, and Carlos Iraarrazaval, pupils at the Academy of War, exhibited a relief map of San Bernardo and its neighbor- THE CHILEAN EDUCATIONAL CONGRESS. 1261 hood. A relief map of Switzerland, with its attendant photographic reproduc¬ tion, was an exhibit and greatly admired. The same may be said of a splendid and economical collection of geographic and cosmographic globes, also a splendid collection of fossils, geological maps, and certain specimens of mountain ore. This display was by the firm of H. Minot, of Switzerland. On the second floor of tlie Paris pavilion there were also a number of firms who exhibited apparatus to impart knowledge of physics, mechanics, and air naviga¬ tion, and especially chemistry and natural history. The Swedish pavilion drew attention on account of the practical and economic character of its exhibits. Several of the exhibits were by colleges and public offices of Sweden, which made interesting displays. The Radiator machine is worthy of mention, as it furnished excellent butter within two minutes. Another attractive feature was the fact that Swedish young ladies, dressed in their national costume, served ice cream and other refreshments, prepared according to the cus¬ tom of their country. The money thus secured will be devoted to the Protective League of Poor Students. In the Picadero there were exhibits from some public schools and lyceums, from the normal school, the Professional School, the School of Fine Arts, the Young Ladies’ Lyceum, the School of Arts and Trades, the schools of the societies of public instruction in Santiago and Valparaiso, the Goyenechea School, the Infants’ Protective Society, and the School of Mining. The various sections drew attention on account of their bewildering variety. The professional school and the lyceums for girls, fiscal or subsidized, displayed beautiful work, which gave evidence of a great concentration of effort. A fine display of handwork was greatly commented upon. It was the result of the effort of Miss Brijida Walker, the principal of the School of Application, an annex of the Teachers’ Normal, of Santiago. Don Gaspar Moll, a professor in the Male Normal School, contributed a valuable collection of models in plaster. The primary schools and the lyceums were not well represented; that is, not in proportion to the other institutions. In closing, it is pleasant to say that the exhibit of school apparatus was a great success. It has stimulated the downhearted and been like a draft of wine to the promoters of the congress. Classification of the exhibits at the congress. GROUP i. Models of writing desks, etc. Models of special benches, etc. Tables, etc. School furniture for the deaf and dumb, the blind, kindergartens, etc. Special furniture for schools for the deformed, and apparatus for correcting deformities, acquired or inherited, etc. Models of teacher’s desk and chair, etc. Models of blackboards, etc. Special slates for drawing, etc. Wooden or metal easels and stands, etc. Shelves or bookcases, etc. Noiseless clocks for class rooms, etc. Curtains and blinds; sample of material employed in their manufacture, etc. Material of daily use in school, etc. Ink, inkstands, pens, penholders, etc. Copybooks, etc. White and colored chalk, erasers, rules, squares, compasses, wood, or metal, etc., for geometrical drawing. 1262 EDUCATION REPORT, 1903. GROUP II. — MATERIAL AND APPARATUS DESIGNED AS AIDS IN TEACHING. FIRST DIVISION— READING AND WRITING. Object-lesson sheets for beginners. Reading charts for the deaf and dumb. Apparatus for teaching reading to the blind. Movable alphabets for beginners in reading and writing. Material for public and school libraries. SECOND DIVISION. Wall sheets and pictorial illustrations used in teaching modern languages. THIRD DIVISION— GEOGRAPHY. Globes. Terrestrial globes. Globes in relief. Geological globes. Geographical icall maps. Series of physical, political, and physical-political maps, etc. Series of maps in relief. Cosmography. Celestial, sidereal, and planetary globes, illustrating celestial regions. Maps and charts to illustrate the movements of the heavenly bodies, origin of the seasons, phases of the moon, etc. Apparatus and instruments for astronomical observations. History. Historical wall maps. Historical hand atlas. FOURTH DIVISION — MATHEMATICS. Ball frames. Weights and measures. Calculating machine. Rules and tables. Geometry. Material for teaching stereometry, etc. Wire models with colored threads to show the most important lines and sections in the study of the property of bodies. Perspective and project ive. Apparatus, solid or otherwise, for the teaching of projections and perspective in secondary and technical schools. FIFTH DIVISION— NATURAL HISTORY. Natural-history cabinets for use in primary, secondary, and science and art schools. Skeletons and anatomical specimens of man and animals, formed of any kind of material. Animals preserved in spirits or otherwise. Collections of insects and other arthropods fixed on corks by pins; shells, mollusks, etc. Collections of plants, fruits, seeds, and woods. Pictorial wall sheets and charts on anthropology, zoology, and botany; animal and vegetable geography; zoology; and paleontology. Apparatus and instruments for the teaching of vegetable physiology and the demonstration of the secondary growth of trees. Material for microscopy, school lenses, etc. Cabinets of minerals, rocks, and fossils for the study of mineralogy and geology; mineralogical collections and the principal industrial products derived from them. SIXTH DIVISION— PHYSICS AND CHEMISTRY. Apparatus of precision and demonstration for physics and chemistry. Apparatus used in demonstration in all experiments in physics and chemistry. Price of the cabinets not to exceed £1,000 and £200, respectively. Apparatus for making the most elementary experiments in physics and chemistry in high schools. Price of these cabinets not to exceed £150. Small cabinets for primary schools. Price about £8. SEVENTH DIVISION— TECHNICAL EDUCATION. Elementary agriculture schools. Plans of buildings and lands forming practical schools of agriculture. Wall diagrams, plans, models, tools, implements, etc. THE CHILEAN EDUCATIONAL CONGRESS. 1263 Agricultural colleges. Plans of buildings and lands forming agricultural colleges. Wall maps, diagrams, apparatus, models, cabinets, implements, and tools for teaching agricu) ture, climatology, etc. Schools of mines. Plans and designs for a practical mining school. Wall maps, diagrams, models, implements, tools, and cabinets. Text-boots and works of reference. Mining: Synoptic tables of statistics. Advanced technical instruction. Wall maps, charts, diagrams, plans, models, apparatus, cabinets, and implements to illustrate lessons for civil, mining, railway, hydraulic, and agricultural engineers, for architects, etc. Text-books and works of reference. School of fishery. Plans of building and dependencies, wall sheets, etc., showing the different kinds and classes of hooks, natural and artificial baits, nets, etc. Specimens of the different implements employed in this industry. Schools of commerce. Special furniture for these schools; wall pictures illustrating commercial products, commercial geography, bookkeeping, commerce, etc.; calculating machines. EIGHTH DIVISION— DRAWING. Collection of models for drawing, etc. Sets of drawing cards and geometrical projections. Models and casts, etc. NINTH DIVISION— MTJSIC. Wall sheets and charts, etc., for musical notation, etc. Aids for teachers and musical instruments — violin, harmonium, piano, etc. TENTH DIVISION— GYMNASTICS. Implements and apparatus required for a gymnasium for kindergartens, and for elementary, secondary, and normal schools; materials for school sports and pastimes. ELEVENTH DIVISION— MANUAL TRAINING. Froebel exercises. Complete set for kindergarten. Boxes of blocks, movable alphabets, and numerals. Cardboard work. Models, diagrams, and specimens of material and tools required. Carpenti~y. Benches and tools. Cases for models and tool chests, etc. Metal working. Benches, tools, and appliances required. Needlework. Models for teaching. Appliances, etc., for the practical teaching of sewing; furniture and tools. Artificial flower work. TWELFTH DIVISION— SCHOOL HYGIENE. Hygiene. Pictorial wall sheets and diagrams of the human body, the organs and their functions; foods and food stuffs; alcoholism. Drainage. Models of dry wells; hygienic closets. Drinking {or potable) water. Plans and models of wells and filters for school use and dwelling-houses; sand filters, beds for water purification. 1264 EDUCATION REPORT, 1903. School building. Ventilation; apparatus for fixing on the tops of ventilators. Mechanical ventilators moved by hydraulic, electric, or other power. Heating. Lighting. GROUP III. — STATISTICS AND ANTHROPOLOGY. Specimens of school registers of admittance, attendance, progress, etc. Anthropometric apparatus. GROUP IV. Literature and the science of education. Text-books; works of reference. LIST OF EXHIBITORS AND PRIZE WINNERS. ENGLAND AND SCOTLAND. Glasgow: John C. Rogers. Blackie & Sons. Charles & Dibble. Edinburgh: Thomas Nelson & Sons— Teaching material. First prize for models of drawing, modern style. Vegetable kingdom. Second prize for a royal portfolio of plants. Geography, history, and cosmography. First prize for geographical profile maps. Mathematics, physics, and chemistry. Honorable mention for wall plates with diagrams for physical apparatus. Bennett Furniture Company. London: Philip- Comparative anatomy. Honorable mention for life-size anatomical charts of the human body. AUSTRIA-HUNGARY . Vienna: Ed. Holzel— Geography, history, and cosmography. First prize for a collection of historical charts. G. Frey tag & Berndt — Geography, history, and cosmography. First prize for geographical relief maps. Frederick Sperl. Carl Gerol’s Son- Vegetable kingdom. First prize for wall charts of natural history. Comparative anatomy. Second prize for geological charts. A. Pichler’s Widow & Son- Teaching material. First prize for the collection of kindergarten material. Anton Shroll & Co. UNITED STATES OF AMERICA. Boston: Silver, Burdett & Co. New York: E. Faber and the American Furniture Company — Furniture. First prize for school desks. Geography, history, and cosmography. First prize for spring map holders. American Book Company. Berlitz & Co. Brattleboro: E. P. Carpenter Company. Chicago: Central School Supply Company — Comparative anatomy. First prize for graphical illustration of the human anatomy. Prang Educational Company. DENMARK. Copenhagen: N. C. Rom. Pedagogic Museum. Aksel Mikkelsen— Manual training. First prize for benches and tools for manual training. Radiator Company. THE CHILEAN EDUCATIONAL CONGRESS. 1265 H. Minot: Mineral kingdom. SWITZERLAND. First prize for the collection of minerals and fossils for use in the lyceum. Geography, history, and cosmography. First prize for wall maps of Switzerland and relief and profile maps in chalk. Geography, history, and cosmography. First prize for geological models. Fotoglobe & Co. : Geography, history, and cosmography. First prize for photochromo collection. Payot & Co. A. Mauchain. Vouga & Co. Berne: Federal topographic office. Neuchatel: Department of public instruction. Geneva: Society for the Construction of Physical and Mechanical Instruments— Mathematics, physics, and chemistry. First prize for their exhibit. Department of public instruction. Federal department of interior. Lausanne: Blind asylum. Agricultural institute.' Department of public instruction. MEXICO. General direction of normal instruction: Teaching material. First prize for their display. BRAZIL. Rio Janeiro: Pedagogic institute — Teaching material. First prize for their display. FRANCE. Paris: Forest (French syndicate)— Geography, history i and cosmography. Second prize for terrestrial and celestial globes. Emilie Deyrolle Sons (French syndicate) — Vegetable kingdom. First prize for wall charts. Geography, history, and cosmography. Second prize for collection of insects and alco¬ hol preparations. Comparative anatomy. First prize for natural preparation of the human body. Comparative anatomy. First prize for zoological plates. Central Society of Chemical Products (French syndicate). Radiguet & Massiot (French syndicate)— Mathematics, physics, and chemistry. First prize for projection apparatus. Monrocg Brothers (French syndicate). Ch. Delagrave (French syndicate) — Mathematics, physics, and chemistry. Second prize for a metric and scientific compendium. Suzanne & Havez (French syndicate) — Furniture. First prize for artificial slates and slated cloth. Geography, history, and cosmography. Second prize for mute geographical maps. A. Dubourguet (French syndicate). Emile Chouanard (French syndicate). Armand Colin Library. Th. Bouret (widow). Eugene L’Echevin. French syndicate for teaching material— Teaching material. First prize for their exhibit. Ierohidraulic General Company- School hygiene. First prize for “ Salvator v apparatus for the sterilization of water. Boniette & Manguin — Vegetable kingdom. First prize for wall charts. Nerick Maison— Mathematics, physics, and chemistry. First prize for microscopes of the faculty of medicine. Gouesnon & Co. ED 1908 — VOL 2 - 4 1266 EDUCATION REPORT, 1903, SPAIN. Barcelona : Antonio J. Bastinos. ITALY. La Spezia: Juan Bautista de Pozzo. ARGENTINA. Buenos Ayres: Leon Bugnot. SWEDEN. E. C. Ekstrand: Gymnastics. First prize for apparatus for gymnastics and material for school sport. Manual Training Society: Manual training. First prize for furniture and apparatus for teaching weaving. Inspection of primary instruction: Furniture. First prize for drawing desks and wall charts apparatus. Furniture. First prize for schoolroom letter file. Vegetable kingdom, gecond prize for wall charts of natural history. Vegetable kingdom. Honorable mention for a scholastic herbarium. Manual training. First prize for the Lundin method of instruction in sewing. Manual training. First prize for manual-training furniture and appliances. GERMANY. Bonn: Dr. F. Krantz — Mineral kingdom . First prize for collection of minerals and rocks for the crystallographic and geological models, and for microscopical preparations. Geography, history, and cosmography. First prize for geotectonics and geologic reliefs. Carl Georgi. Halle: Wilhelm Schliicter— Animal kingdom. First prize for his zootomical and biological exhibit. Herman Gesenius. Berlin: Doctors Benninghoven & Sommer- Comparative anatomy. Second prize for specimens of the human body. C. P. Goerz. Pein & Co. Car & Chun (Inh. Bernh. Fahreg. ) — Geography, history, and cosmography. First prize for geographical maps. Brendel— Vegetable kingdom. First prize for specimens of various plants. Natural History Institute- Animal kingdom. First prize for alcohol preparations. Dresden: Unger & Hoffmann. C. C. Meinhold Sons— Comparative anatomy. Second prize for zoological charts. J. Dreverhoff . Markneukirchen: G. & A. Klemm. Wilhelm Schlosser. Leipzig: Adolph Henze. F. E. Waechsmuth— Vegetable kingdom. First prize for wall charts of cultivated plants. Geography, history, and cosmography. Second prize for historical charts and portraits of celebrated men and women. Comparative anatomy. First prize for zoological charts. Wagner & Debes— Geography, history, and cosmography . First prize for geographical wall maps and text- atlas of universal geography. E. A. Seemann— Geography, history, and cosmography. First prize for fine arts wall charts. Steingraber Verlag. F. A. Brockhaus. F. E. Bilz. Renger’sche Verlagshandlung. THE CHILEAN EDUCATIONAL CONGRESS. 1267 Miinchen: George D. W. Coll we y. Mey & Widmeyer. Leutschau: Julius Greschik. Linden-Hanover: Aug. Niederkron. Danzig: A. W. Kafemann. Esslingen: J. F. Schreiber — Vegetable kingdom. First prize for natural history wall charts. Comparative anatomy. Second prize for human anatomy charts. M. Herbeger. * Frankfort: Carl Jiigel’s Veriag. Giessen: Emil Both. Heidelberg: Julius Groos. Altenberg: H. A. Pierer. Cassel: Th. G. Fisher & Co. — Mineral kingdom. First prize for paleontological flakes. Geography, history, and cosmography. First prize for human race charts. Comparative anatomy. First prize for anatomical charts. Freiburg: B. Herder. * Stuttgart: C. Bopp. H. Freitag. Wilhelm Effenberger— Teaching material. First prize for the collection of drawing models by various authors. Julius Hoffmann. Karlsruhe: J. Bielefeld. Darmstadt: Frommann & Morian. Hamburg: J. Kagerah. Connewitz : Wilhelm Kleinn. Hanover: Gunther Wagner. Fred. Marx & Co. Mainz: B. Schott’s Sons. Frankfort-on-the-Main: J. D. Sauerlander. Kesselring Veriag. Elberfeld: Ed. Loewenstein. Velhagen & Klasing. Ravensburg: Otto Maier. CHILE. Santiago: Mauricio Gleisner & Co. German Library of Jose Ivens. Carlos Reiche Institute National. Internado National. Thomas Trading Company. Tlardy. Eiener & Co. Erasmos Arellano and J. Caupolican Perez. Berlitz School. 1268 EDUCATION REPORT, 1903. Santiago — Continued . Juan de la C. Seguel. Franz Schierwanger. Okar Gotz & Co. Carlos Brandt. Guillermo Kupfer. Roca and Cruz. The American Company. Santiago College. Carlos R. Trarrazaval, Julio Molins, and Pedro Charpon. Carlos Monerry. Miguel R. Machado. Antonio Bazzani & Co. Adolfo Schlack & Co. Manuel Jesus Perez B. Jose Jesus Perez M. Avaristo Molino and Jose Jesus Perez. Holtzen Jorje. Kindergarten Santiago. Kindergarten Catholic. Escuela de Asilo de Ninos Suplementeros. General Inspection of Primary Instruction. German College. Jose Guache Bickel. Tomas Mesias. Joaquin Cahezas. Hume & Co. Fabricio Perea Pulido. Francisco de Beze. Marcelino Larrazabol W. Daniel Aeta A. Manuel Retamal Balboa. Francisco Prochle and Mardaques Yanez. Guillermo Martinez. Isaias Venegas M. Juan Zanzani Parisini. Edleimira Cortez G. Victoriano de Castro G. Francisco Riveros Gamallo. Guillermo Haassler. Manuel A. Ponce. Anibal Echeverria Reyes. National Conservatory of Music. ‘ ' Suplementeros 1 ’ School . Commercial Institute. Fabrile Society of Protection. Santiago Pedagogical Institute. Lyceum Miguel Luis Amunategue. Fine Arts School. Santiago Pedagogic Lyceum. Male Teachers’ Normal School. Deaf and Dumb Institute. Blind School. Society of Primary Instruction with the following schools: Francisco Olea. Night School Luis Consino. Francisco Arriaran. Arts and Trade School. Female Teachers’ Normal School. Girls’ Professional School. Amelio Mari lo N. and Mario Rodrigues. Girls’ Lyceum No. 1. Girls’ Lyceum No. 2. Girls’ Lyceum No. 3. Girls’ Lyceum No. 4. College of Carmen. French College for Girls. THE CHILEAN EDUCATIONAL CONGRESS, 1269 Santiago — Continued. American Lyceum for Girls. Artistic and Industrial Lyceum for Girls. Isabel De-Bran de P. Lyceum. La Ilustracion Lyceum. Santa Catalena Lyceum. Santa Ceresa Lyceum. Santa Margerita Lyceum. Military School. League for the Prevention of Tuberculosis. Workmen Protection Work Shops. National Fertilizer Committee. Proletante School. Engineers’ School. Agricultural Institute of Chile. Protection Society for Infancy. Victoria Prieto Lyceum. Carlos Graf. Valparaiso: Carlos E. Porter. E. Hernandez. Valparaiso Lyceum. Mariantile College. Primary Instruction Society. Professional School for Girls. # Lyceum for Girls. Cauquenes: Manuel Rojas L. Cauquenes Lyceum. Lyceum for Girls. San Filipe: Francisco P. Morals O. San Filipe Lyceum. Lyceum for Girls. Combarbola: Jose Varela R. Talea : Fidel Pinochet Le-Brun. “ Miguel Luis Amanategui ” College. Lyceum for Girls. Molina: Gustavo Calvo and Arturo Corvalan. Temuco: Peblo Hold. ' Tomas Guevara. Temuco Lyceum. Serena: Alfonso Vera. Vargas. Enriqueta Combis de Valencia. Serena Lyceum. Female Teachers’ Normal School. Linares: Linares Lyceum. Professional School for Girls. Constitucion: Constitucion Lyceum. Chilian: Chilian Lyceum. Male Teachers’ Normal School. American Lyceum for Girls. Lebu: Lebu Lyceum. Copiapo: Schools of Mines. Copiapo Lyceum. Curico: Curico Lyceum. Lyceum for Girls. 1270 EDUCATION REPORT, 1903. San Fernando: San Fernando Lyceum. Professional School for Girls. Rengo: Rengo Lyceum. Antofagasta : Antofagasta Lyceum. Tacna: Tacna Lyceum. Lyceum for Girls. Vandivia: N orrnal School of the South. German School. Ancud: Ancud Lyceum. Quillotta: Quillotta Lyceum. Iquique: Iquique Lyceum. Professional School for Girls. Municipal Laboratory. Lyceum for Girls. Girls’ Institute. Concepcion: Professional School for Girls. Lyceum for Girls. “ Santa Filomena ” Lyceum. Contulmo: Gotthold Tzsizabren. PRIZE WINNERS: NATIONAL SECTION. SCHOOL ARCHITECTURE First prize. — Architectural section of the public works department, for plans of school buildings. First prize. — Primary Instruction Society of Santiago, for their building, “Francisco A. Olea School.” Second prize.— Primary Instruction Society of Valparaiso, for their buildings of primary schools. CONSTRUCTION MATERIAL. First prize— Roca & Cruz, for their stone pavements. First prize.— Jose Jesus Perez, for his parquetry of rational timber. SCHOOL FURNITURE AND TEACHING MATERIAL. First prize. — General inspection of primary instruction, for their type of schoolroom of third degree. First prize.— Military School, for their exhibit. First prize— Catholic Kindergarten, for their kindergarten furniture. First prize.— Bazzani & Co., for their primary school folding benches. First prize— Temuco Lyceum, for an Araucanian ethnographic collection. First prize— Prof. Dr. J. M. Enrique Z., for his apparatus of high pressure. Mrs# prize.— Alberto Bentell, for his apparatus for physics and chemistry. First prize .—National Institute, for a collection of dissected Chilean birds. First prize.— Otto Burger and Bernardino Quijada, for a collection of mollusks preserved in alcohol. First prize. — Carlos Reiche, for an herbarium and botanical map and geography of Chile. First prize. — Vicente A. Palacios, for his wall charts of Chilean plants. First prize.— Gothold Izechabran, for a collection of Chilean timber. First prize. —Adolfo Schlach & Co., for a school aquarium with plants and fishes of Chile. First prize. — Gaspar Moll and G. Sanger, for models in plaster for drawing. First prize. — Santiago League for the Prevention of Tuberculosis, for preparations against tuberculosis. First prize. — Carlos Irarrazaval, Julio Molina, and Pedro Charpin, for relief map of San Ber¬ nardo. First prize. —Carlos Monery, for a relief map of part of the Chilean territory. Second prize.— Ancud Lyceum, fora collection of products of Chiloe Island for the demonstration of natural history. THE CHILEAN EDUCATIONAL CONGRESS. 1271 Second prize of encouragement. — Absalom Onel, for an insect and Coleopterus collection. Second prize— Miss Elisie M. Stockton, for models for demonstration in the kindergarten. MEN’S LYCEUM AND MILITARY SCHOOL. First prize— National Institute, for the work of scholars. First prize. — Military School, for school work and the arrangement of their studies. Second prizes. — Applicacion Lyceum, Valparaiso Lyceum, Curico Lyceum, Temuco Lyceum, “Miguel Luis Amanategui” Lyceum, Constitution Lyceum, La Serena Lyceum, Copiapo Lyceum, Santiago German College, for school work. Honorable mention.— Rengo Lyceum, Iquique Lyceum, San Fernando Lyceum, Chilian Lyceum. GIRLS’ LYCEUM. First prizes. — Santiago Girls’ Lyceum No. 1, Santiago Gilds’ Lyceum No. 2, Santiago Girls’ Lyceum No. 3, Valparaiso Girls’ Lyceum. Second prizes.— Iquique Girls’ Institute, Cauquenes Girls’ Lyceum, Santiago “La Ilustracion” College. Honorable mention. — Talca Girls’ Lyceum, Chilian American Lyceum, Santiago Mrs. Le Brun de Pinochet College, Santiago Girls’ French College. NORMAL SCHOOLS. First prize. — Santiago Normal School for Female Teachers, for the collection of their work and for exhibition of hand work. First prize.— Chilian Male Teachers’ Normal School, for written work, drawings, and collection of models in plaster. First prize.— Santiago Male Teachers’ Normal School, for written work and material for teach¬ ing stereometry. SPECIAL INSTRUCTION. First prize.— Arts and Trades School, for their exhibit. First prize.— Engineers’ School, for their exhibit. First prize.— Agricultural Institute, for teaching material and for their organization. First prize.— Commercial Institute, for their exhibit. First prize. — National Fertilizer Committee, for their agricultural teaching. First prize.— Evaristo Molina A., for wall charts demonstrating bookkeeping. First prize.— “ Radiator ” Society, for their apparatus and machines for the separation of cream. Second prize— School of Fishery, School of Pilots, School of Mines, for their exhibits. PROFESSIONAL SCHOOLS. Santiago Professional School. First prize.— Shirt section, Artistic Embroidery section, White Embroidery section, Corset sec¬ tion, Weaving (machine or hand) section, Hat section, Flower section, Lace-work section. Bookkeeping and Arithmetic section, Drawing section, Methodology section. Second prize— Linen section, Tailoring section. Honorable mention.— Painting and Pyroengraving section. Valparaiso Girls' Professional School. First prize.— Linen section, Artistic Embroidery section. Second prize— Fashion section, White Embroidery section. Honorable mention. — Shirt section, Drawing section. Conception Girls’ Professional School. Conception Girls' Professional School. First prize. — Tailoring section. Second prize. — Flower section. Honorable mention. — Corset section. Linares Girls' Professional School. Honorable mention— Linen section, Fashion section, Tailoring section. San Fernando Girls' Professional School. First prize .—Hand or machine weaving. Honorable mention.— Fashion section, White Embroidery section, Tailoring section. NIGHT SCHOOLS. First prize.— “ Luis Cousino” Night School of the Santiago Primary Instruction Society. Second prize— Night schools: Benjamin Franklin, Benjamin Davila, Manuel Rodrigues. 1272 EDUCATION REPORT, 3903. PRIMARY SCHOOLS. First prize. — Santiago Girls’ Superior School No. 1, for collective work and particularly for pasteboard work. First prize— Santiago Girls’ Superior School No. 5, for pasteboard and flower work. First prize. — Canete Girls’ Superior School, for collective work. First prize.— Santiago “Francisco Arriaran” School, for collective work. First prize . — V alparaiso “ Goyenecha School,” for pasteboard work. First prize.— Valparaiso “ Federico Yarela School,” for collective work. First prize.— Valparaiso Girls’ Superior School No. 1, for pasteboard work. First prize. — V alparaiso Girls’ Superior School No. 3, for collective work. First prize.— Caupolican Girls’ Superior School, for collective work. First prize— Santiago Girls’ Elementary School No. 33, for collective work. First prize.— San Felipe Coeducational School No. 5, for collective work. First prize. —Santiago Coeducational School No. 19, for collective work. Encouragement prize.— Santiago “ Suplementeros ” School, for work of practical utility. .Encouragement prize. — “Proletariate” School, for work of practical utility. First prize.— Santiago College, for kindergarten work. First prize.— Catholic Kindergarten, for pupils’ work. First prize. — Santiago Young Men’s Superior School No. 1, for herbarium and written work. First prize. — Santiago Girls’ Superior School No. 6, for collection of preservations in alcohol. Encouragement prize. — Don Onofre Herrera, for pasteboard exercises, combined with binding. First prize. — Don Luis Flores andLeopoldo Morales, for a series of twenty -five models for teach¬ ing pasteboard work. Second prize. — Castro Girls’ Superior School, for collective work. Second prize. — Santiago Girls’ Elementary School No. 34, for hand work. Honorable mention. — Carlos Barientosof, the Valdivia German School, for charts demonstrating history and geography. Honorable mention. — Aurelio Murillo and Mario Rodriguez, for wall charts of Chilean history. Honorable mention.— Santiago Elementary School No. 24, for collective works. Honorable mention.— Santiago Elementary School No. 34, for collective work. Honorable mention— Los Anjeles Girls’ Superior School, for collective work. Honorable mention. — Temuco Coeducational School No. 1, for collective work. Honorable ment ion .—Caupolican schools, for collective work. Honorable mention.— Santiago Girls’ Superior School No. 2, for linen cloth. Honorable mention.— Santiago Girls’ Superior School No. 9, for linen cloth. Honorable mention— Linares Girls’ Superior School, for collection of insects. MANUAL TRAINING. First prize. — Night School of Drawing of the Fabril Protection Society; Santiago Young Men’s Superior School No. 3; Santiago Young Men’s Superior School No. 6; “Francisco A. Olea” School of the Santiago Primary Instruction Society; “ Sarmiento School ” of the Valparaiso Primary Instruction Society. Second prize. — San Felipe Superior School. Honorable mention. — Santiago Elementary School No. 11; Santiago “Suplementeros School.” GYMNASTICS. Honorable mention. — Don Federico Reich & Sons, of Santiago. V. — CLOSING REMARKS. A careful perusal of the subjects discussed by the Educational Congress, the speeches delivered, and the papers read will give a clear insight into the status of education in the Republic of Chile. There is a spirit of criticism in some of the addresses, which is but due to a laudable desire to reach an ideal condition, and the observations are evidently made in that spirit. It would be impossible to meet the requirements of all, and with the progress of civilization and the con¬ stant development of new educational ideas no country can be expected to be immune from criticism or should be unreceptive to suggestions. The information which appears in the first section on the subject of educa¬ tional facilities in Chile is an irrefutable evidence that that country is well pro- THE CHILEAN EDUCATIONAL CONGRESS. 1273 vided with the paraphernalia of instruction. No effort has been spared by the National Government to give the people the benefits of knowledge. It is a well- known fact that a degree from the University of Chile or from the famous Peda¬ gogic Institute is accepted without question as a desirable qualification in any of the Latin-American countries. In 1901 the Government spent 8,000,000 Chilean pesos ($2,225,000) for public instuction, which, in proportion to the population, over 3,000,000 inhabitants, gives a fair per capita. There is evidently a difference of opinion among Chilean educators concerning the importance of what they term “ special, or practical, education.” A division, the fourth, it wi 1 be noted, was devoted to this interesting theme, and a glance at the subject-matter discussed will show how fully the matter was ventilated. Dr. Manuel Barros Borgono, the president of the congress, in his masterly paper, a work of genius, gives a lucid review of the situation, as far as it concerns higher education: while Senor Espejo Varas, the secretary of the congress, makes a clear analysis of the difference between general and special instruction. It is evi¬ dent that the consensus of opinion, as gleaned from the debates of the congress, is that some steps should be taken to give the people, or proletariat, a more prac¬ tical education. The complaint is made that the ‘ ‘ sons of the people ' ’ receive a theoretic education, which, though it is the necessary basis to a higher education, does not give their brain that knowledge, or their hands the cunning, which they will require to earn their daily bread. The more radical advocate a separate sys¬ tem of schools. They believe that those aspiring to the letters, arts, or sciences may begin their mind training in the present channels, namely, by acquiring gradu¬ ally and assimilating theoretic knowledge of priceless value later, and that the youth whose condition of life and circumstances have destined him for hard and unemotional work should be fitted for his task in a special manner, not by special courses later, but from the days of elementary lessons. The Diario Ilustrado in its issue of December 27, 1902, during the sessions of the congress, treated the question of practical education in its editorial columns. It said in part: We can not agree to the idea that the sons of the people, who upon leaving school must handle the plow or use the chisel, should be taught as if they were to follow an ascending scale, which beginning with geography and ancient history ends in the study of oratory, the higher calculus, anatomy, and chemistry. Another feature of this gathering relates to the part taken by several distin¬ guished Chilean ladies in favor of a higher education for their sex. A pleasant reference was made thereto by Dr. Barros Borgono in his remarks at the closing of the sessions. The remarks of Senora Maria Espindola de Munoz, quoted in this report, not only demonstrates the fact that in general women in Chile have not been the recipients of much thought, as far as higher education is concerned, but seem to show an inclination on their part, if Senora Espindola really represents their views, of becoming more independent, and, if possible, self-supporting. It is curious and interesting to note this, especially in view of the reactionary tend¬ ency in the United States, and the somewhat well-founded belief that the lower¬ ing of wages in many occupations of life has been considerably occasioned and its equilibrium disturbed by the competition of women. No one will question the wisdom of the suggestions concerning higher education; for, to use Senora Espin¬ dola ‘s words: How different would woman's condition be if we gave as much to our daughters as we do to our sons. They would not be as to-day, with rare exceptions, subser¬ vient slaves and ardent defenders of prejudices which oppress the spirit and cur¬ tail the liberty, but, on the contrary, they would be as a bright light shedding the gleam of truth from the home to society, from society to the nation, and from the nation to humanity. 1274 EDUCATION REPORT, 1903. Doctor Berrenechea's treatment of the important subject of school hygiene received well-deserved attention. His observations were mostly of purely local character, but they are replete with wisdom and might be applied to other coun¬ tries with equal justice. The all-important phase of the care of the eyesight and the danger of an improper position seem worthy of consideration. Senor Cabezas will find ample support for his theory concerning physical cul¬ ture if he investigates, as he no doubt has, the progress which the latter has made in the United States during the last ten years. He presented his subject in a very clear manner and his deductions are couched in the light of conviction. It is sad to have to record the death of Dr. Barros Borgono, which took place shortly after the congress adjourned. He was taken ill before the ending of the sessions, and was, in fact, unable to speak at the closing day of the scholastic exhibit. In him Chile not only loses the rector of its university, but a physician and surgeon of international fame and a great public man. Doctor Barros had a long and distinguished career. As a young man he dis¬ played such talents in his chosen vocation that the Government, pursuant to a wise policy, sent him abroad to study medicine. He returned a graduate of the Paris Medical College, and having perfected himself in the new and revolutioniz¬ ing methods of surgical practice, then just introduced by Doctor Lister, was of great assistance to his country during the war against Peru and Bolivia by giving efficient medical assistance under the new antiseptic treatment and care. After the war he was placed in charge of the surgical clinic at the university and began a career full of distinction and success. In later years he devoted his entire atten¬ tion to teaching, and was instrumental in raising the standard of instruction, especially instruction in medicine. The educational congress of 1902 owed its existence to a small group of public- spirited educators, among whom the names of Senor Don Diego Barros Arana, Don Manuel Barros Borgono. Don Luis Espejo Yaras, Don Jose Abelardo Nunez, Don Claudio Matte, and Don Joaquin Cabezas are in the foremost rank. To these gentlemen and to many others credit should be given for the success of the undertaking. It is quite likely that, following the suggestion made by Senor Barros Arana in his closing remarks, there will be held another congress in 1905, as the belief is growing that there should be some sort of a congress held every year or two, in view of the great educational advantages proceeding therefrom. In the last two sessions held the committee of the educational congress agreed to begin the publication of minutes, conclusions, speeches, and reports of the con¬ gress and of a complete description of the school exhibit. This work has been placed in the hands of Senor es Jose Abelardo Nunez. Joaquin Cabezas, and Domingo Villalobos. Senor Cabezas will assist Senor Nunez in preparing the matter refer¬ ring to the exhibit, and Senor Villalobos will have charge of the general work of the congress. The work is already in press and will soon be published with illustrations. The Chilean educational congress was of great importance, not only to Chile but to other South American countries, and gave an excellent opportunity for the study of educational questions. CHAPTER XXVIII. NECROLOGY. I. — United States. 1902. Adams, Charles Kendall, died in Redlands, Cal.. July 26. Born in Derby, Vt., January 24, 1835. Graduated at the University of Michigan in 1861; studied in France, Germany, and Italy; became assistant professor of history in the University of Michigan, and full professor when Doctor White retired to Cornell; in 1893 accepted the presidency of the University of Wisconsin; his eminence in historical subjects was recognizad at Ann Arbor during his serv¬ ices at Cornell and the University of Wisconsin. He was president of the Ann Arbor Historical Society, and author of Democracy and Monarchy in France, Manual of Historical Literature, British Orations, and Christopher Columbus. He was editor of the second edition of Johnson's Cyclopaedia. Aiken, Miss Katherine, died July 17. Born in South Yarmouth, Mass.; con¬ ducted the Ladies’ Seminary in Stamford, Conn., forty-one years, and was author of Mind Training. Allen, Timothy Field, M. D., died in Hew York City in December. Born in Westminster, Vt., April 24, 1837; was a graduate of Amherst, 1858; received from Amherst the degrees of A. B. , A. M. , and LL. D. , and from the Philadel¬ phia Medical College the degree of M. D. He was also a Fellow of the Acad¬ emy of Sciences; was dean of the Hew York Homeopathic College. Archibald, Rev. George D., D. D., died in Covington, Ky., September 25. Born in Washington County, Pa.; was a graduate of Washington and Jeffer¬ son College, 1847. Had various pastorates. Was two years president of Hanover College; one year president at Wilson, Pa.; one year professor at Wooster, Ohio; thirteen years professor in Danville Theological Seminary. Axtell, S. J., died in Kalamazoo, Mich. Graduate from Brown University. Was president of Leland University, Hew Orleans, from 1878 to 1882. Was president of Central College, Pella, Iowa, 1889 to 1890. For the past twelve years was professor of Greek in Kalamazoo College. Baldwin, Rev. Stephen Livingston, died in Brooklyn, July 28. Bom in Somer¬ ville. H. J., 1835. Early became a missionary and was noted as the first pub¬ lisher of the Bible in the Chinese language. Barrows, Rev. John Henry, D. D., died in Oberlin, Ohio, June 3. Bom in Medina, Mich., July 11, 1847. Graduate of Oberlin College, 1867, and later at Yale, Union, and Andover Theological seminaries. For three years was engaged in missionary and pastoral work in Kansas; was five years pastor of Congregational Church in Lawrence, Mass., and fourteen years of the First Presbyterian Church in Chicago. He became a favorite public speaker. He accepted the lectureship of comparative religion in the University of Chicago. After a series of lectures abroad and at different places in this country he was elected president of Oberlin in Hovember, 1878. He accepted the appointment and remained there until his death. He was the author of several works, among them The World’s Parliament of Religions, which body he helped to organize and over which he presided. 1275 1276 EDUCATION REPORT, 3903. Beardshear, William Miller, educator, died in Des Moines. Iowa, August 5. Born in Dayton. Ohio, November 7, 1850. Was for a time a soldier and studied at Oberlin, Ohio. In 1881 elected president of Western College, Toledo, Iowa, where he served until 1889. when he became superintendent of the public schools of the city of Des Moines. After two years he was elected president of the Iowa State College of Agriculture, where he remained until his death. His illness prevented his serving as president of the N. E. A. He was appointed one of the Indian commissioners. Bell, Charles J. , died in Somerville, Mass. . June 3. Born in Somerville in 1855. Graduated from Harvard in 1876. For twelve years was professor of chem¬ istry at Johns Hopkins and at the University of Pennsylvania. Bell, David Charles, died in Washington, D. C., October 28. Bom in Scotland in 1817, and belonged to a family distinguished for their cultivation of the voice. His father, Alexander Bell, was the inventor of a method for remov¬ ing impediments in speech. He was the author of well-known works on the improvement of the voice. He received his education mostly at the Uni¬ versity of Edinburgh. Bierstadt, Albert, artist, died in New York February 18. Born in Germany January 7, 1830. Did much to familiarize Americans with interesting scenery. Bocher. Ferdinand, died in Cambridge, Mass.. June 8. Born in New York August 29, 1832. Was of French descent. He had taught at Washington University, also at the Massachusetts Institute of Technology. Was pro¬ fessor of French at Harvard. Bouqtjillon, Rev. Thomas, died in Belgium. Born in Brussels. Was for a long time professor at American Catholic University. Boursaud, Rev. Edward S., S. J.. died in Frederick, Md. From 1884 to 1887 was president of Boston College. Brantley, John J., died in Macon, Ga., June 12. Was for thirty-five years pro¬ fessor of languages in Mercer University, Georgia. Breckenridge, W. A. . died in Massachusetts, August — . Born in Palmer, Mass. , May 12, 1831. He taught in several places and became principal at Newark, N. J., where he continued over thirty years and was greatly respected. Broun, Dr. William Leroy, died in Auburn. Ala., January 22. Born in Vir¬ ginia. Taught in several institutions at different times in Mississippi. Ten¬ nessee, and Georgia, and was elected president of the Alabama Polytechnic Institute. Brown, C. N., civil engineer, died March 6. Born in Brown County, Ohio, March 21, 1858. Graduated at the Ohio State University, 1830. He became professor of civil engineering. Brown, Miss Susan Dod, philanthropist, died in New York City October 10. Born in Mendham. N. J., February 1, 1812. Supported several missionaries. Gave to Princeton University Albert Dod Hall and David Brown Hall, cost¬ ing, it is believed, $200,000. She also gave to Lincoln University the Mary Dod Chapel. Bryant, John Howard, brother of the poet, died in Princeton, Ill., January 14. Born in Cummington, Mass., July 22, 1807. Was devoted to the education of the children of the neighborhood. Buck, Alfred Eliab, diplomatist, died in Tokyo, Japan, December 4. Born in Foxcroft, Me., February 7, 1832. Was a college graduate. Was principal of Lewiston, Me., high school and later superintendent of the public schools of Lewiston. Served throughout the war. Was elected to Congress in 1869. In 1897 was appointed minister to Japan by President McKinley, which posi¬ tion he held until his death. NECROLOGY. 1277 Burt. Miss Sarah M., died October, in Springfield, Mass. For twenty-five years she tanght in the public schools of Northampton. She then became principal of a girls’ school in St. Augustine, Fla., where she remained six years, after which she went to Boston and was president of the Domestic Science work. Carleton. Isaac Newton, Ph. D. , died August 8, at Bradford, Mass. Born there June 10, 1832. Graduated from Dartmouth in 1859. Became teacher at Andover, principal of Peabody and Medford, and was principal of the State Normal School at New Britain, Conn.; later became principal of a private school and so continued until he died. Was twice president of the American Institute of Public Instruction and prominent in philanthropic and religious organizations. Carlton, Charles, educator, died in Bonham, Tex., February 13. Born in Eythome, Kent, England, August 21, 1821. In 1854 went with his parents to Toronto, Canada. Was a seaman several years. Worked on a farm in Fre- donia, N. Y. While farming studied for the ministry and graduated in 1849 at Bethany College. West Virginia. Was pastor of several churches, also taught. In 1867 he removed to Bonham, Tex., where he established the Bon¬ ham Seminary, a coeducational school, but which later, under the name of Carlton College, became an institution only for women. Was one of the lead¬ ers in the organization of the American Christian Missionary Society. Clark, Edward, architect, died in Washington, D. C., January 6. Bom in Phil¬ adelphia in 1802. Was associated with Thomas U. Walters in the extension of the Capitol and, on the latter’s resignation in 1865, succeeded him as archi¬ tect of the Capitol, supervising the erection of the Washington Monument and the construction of the Library of Congress. Was one of a number to report, with Commissioner Eaton, on the sanitation of the schools and aided in giving plans for the schools in Alaska. Clark, Edward W. Was noted as the joint founder of the Chair of Assyriology at an expense of $100,000. Clark, Heman, died in New York September 7. Bom in Ohio. 1839. He was educated at Hiram College and was a teacher. Clarke, William, died in Portland, England. Born in Scotland in 1841. He was known for the manufacture of thread. He left a large number of bequests to American institutions, from 8600 to 81.000 each. Cooley, Edwin, died in Kansas City, Mo., August 31, aged 71. Bom in Sunder¬ land, Mass.; graduated from Amherst; member of the Sheffield Scientific School in Yale University: taught in Marion. Iowa, Leverett, and Amherst; superintendent of schools at Savannah, Ga., under the charge of the Freed- men's Bureau, 1865-66; principal of an academy at Gallipolis, Ohio. 1870-1873; established a scholarship in Knox College, Hlinois, in memory of a daughter. Corey, Mrs. Florence E., died March 23, in New York. Born in Syracuse, N. Y. It is believed that she was the first woman in this country to devote her¬ self to the designing of figures in carpets, and she became a practical designer for carpets, wall paper, woolens, and silks. In 1881 she taught in the Cooper Union and acted as president and treasurer for the school of Industrial Art and Technical Design for Women, New York. Corrigan, Bishop Michael Augustine, died in New York May 5. Bom in Newark, N. J., August 13, 1839. Graduate of St. Mary's College, 1859. Was for a time professor of dogmatic theology at Seaton Hall and president until his consecration in 1876, when he resigned in favor of his brother. Cushing, Joseph Mackenzie, A. M., died November 23, 1902, at Baltimore. Was bora there December 15, 1835. Graduated at Harvard in 1855, and became a member of the book and publishing house in Baltimore established 1278 EDUCATION REPORT, 1903. by his grandfather in 1810. Was chairman of the committee on education of the State constitutional convention in 1864, and formulated the first general public school system of Maryland; joined in founding the Baltimore Associa¬ tion for the improvement of the colored people; was member of the State board of education; director of the State school for the blind; member of the State Board of Charity Organization Society, and was president of the Mary¬ land Institute for the Promotion of the Mechanic Arts. Cutler, Henry Stephen, died December 5. Bom in Boston October 7, 1824. Prominent as a teacher of music. Choir master for Trinity Church. Made doctor of music by Columbia University. Dame. Lorin L. . died in East Medford, Mass. .January. Born in Newmarket, N. H. , March 12, 1838. Graduate of Tufts College in 1860. Taught one year in Braintree. Was trustee of. Tufts College in 1870. Resigned from the high school in Nantucket to take charge of the Stoneham school until he was elected principal of the Medford High School, Daniels, David H., teacher, died in Brooklyn, December. Born at East Med¬ way, Mass. , in 1827. Was forty years connected with the elementary schools of Brooklyn as teacher and superintendent. Daniels, F. W.. native of Winchester, Mass. Well known for his interest in education and for his bequest of $32,500 to Dartmouth. Darling, E. R., died in Waterbury, Vt., May 5. Born in Corinth, Vt., July 4, 1851. Graduate of Dartmouth, 1878. Established a school for boys on Maple¬ wood farm. Davis, John, died in Lowell, Mass.. March 11. Born in Hubbardston March 4, 1831. Graduate of Dartmouth, 1859. Principal of high school at Quincy, Mass., 1860-61, and later a lawyer. Davis, Mrs. Spencer, died in Somers, Mass., July. Bom October 28, 1816. Was daughter of Deacon David Cady. Was educated under Mary Lyon. Was successful as a teacher, and her interest in education never waned. Dean, John Ward, librarian, died in Medford, Mass., January 22. Born in Wis- casset , Me. , March 13, 1815. His great service was rendered in connection with the secretaryship of the Historical and Genealogical Society. Important his¬ toric publications were made under his supervision. Dexter. Dr. James E., died in Washington, D. C., June 17. Born in New York. Taught for some time in Rochester and Palmyra. W as prominent as an army surgeon and appointed by Grant as commissioner to the Centennial. Dickerman, Lysander, Egyptologist, died in Boston, Mass. , December 13. Born in Bridgewater, Mass. . in 1830. Graduated at Brown University in 1851 and at Andover Theological Seminary in 1856. Was ordained in Congregational Church and held pastorates in Massachusetts and New Hampshire until 1869, then studied two years in University of Berlin. Spent much time in travel and became well versed in Egyptology. Among his publications were The Egyptian Deities, The Hittites of the Bible. The Favam. and Mariette Bey's Monument of Upper Egypt. Eastman, Joseph, died June 8. Was one of the organizers and professor of Cen¬ tral College of Physicians and Surgeons, Indianapolis, Ind. Eggleston, Edward, died in Joshuas Rock, Lake George, N. Y., September 3. Bom in Vevay, Ind. , December 10, 1837. Delicate health prevented his enter¬ ing college, but by private study he acquired a liberal education. Became a Methodist minister; also circuit rider. Was general agent for the Bible Society, and pastor of several churches in Minnesota. Was for six years asso¬ ciate editor of The Little Corporal, a juvenile periodical, of which Miss Emily Huntington Miller was chief editor. Later he edited the Sunday School Teacher in Chicago. Was an organizer of Sunday school teachers’ institutes. NECROLOGY. 1279 Was contributor, under the name of Penholder,” to the New York Inde¬ pendent. In 1870 became literary editor of that paper. In 1871 was chief editor of Hearth and Home. His first book was The Hoosier Schoolmaster, published in 1871, which has been translated into several European languages, and has had a great sale in this country as well as abroad. He wrote many other books of fiction, which were well received, as well as histories of our own country. He edited Christ in Art and Christ in Literature. He received honorary degrees from several colleges. English, Thomas Dunn, author, physician, lawyer, died in Newark, N. J., April 1. Born in Philadelphia, Pa. , June 29, 1819. Graduated in medicine at Penn¬ sylvania University in 1839, but began the study of law. Was editor of a paper and publisher of a literary magazine. He was author of the song Ben Bolt, which was set to music by Nelson Kneass. Was Democratic Congress¬ man from New Jersey. Deeply interested in education. Fairchild, James H., D. D., LL. D., died in Oberlin March 19. Born in Stock- bridge, Mass. , November 25, 1817. Graduate of Oberlin in 1838. W as twenty- thre3 years president of Oberlin and succeeded Charles G. Finney. While president of Oberlin his brother Henry was president of Berea College, Ken¬ tucky, and his brother George T., of Kansas State Agricultural College. He was ordained to the ministry. Was tutor in Oberlin from that time until 1866. Held in turn chairs of languages, mathematics, moral philosophy and theology. In 1866 was elected president of the college. He had traveled much abroad and was a broad-minded, scholarly, and progressive man. He was the author of several books. Feehan, Bishop Patrick Augustine, died in Chicago July 12. Born in Tippe¬ rary, Ireland. He graduated at Maynooth College, and soon after came to the United States. Was appointed president of the Seminary of Carondelet, St. Louis. In 1865 was made bishop of Nashville. In 1880 was chosen arch¬ bishop of Chicago. During his administration he created nine new parishes in Chicago, founded a college of the Christian Brothers, a convent and refuge of the Sisters of the Good Shepherd, and two orphan asylums. He introduced into his diocese several sisterhoods, all of which he placed in charge of acade¬ mies and parochial schools. Fenger, Christian, died in Illinois March 7. Born in Denmark November 30, 1840. He practiced medicine in Copenhagen, where he received the degree of M. D. He served in the Franco-Prussian war. Went to Egypt as a member of the sanitary council. Was appointed surgeon of the Kalifa quarter, Cairo. He came to this country and in 1880 became curator of the Rush Medical College Museum, and in 1884 professor of clinical surgery at the same college. Fernald, Orlando Marcellus, educator, born about 1835. Fitted for college at Phillips Exeter Academy, and was instructor there for several years. Graduated at Harvard in 1864. Was principal of Exeter High School for a time. Became classical master at Springfield, Mass., High School. In 1872 became professor of Greek at Williams College and so remained until his death. Foster, Mrs. Rebecca S., benefactor, died in New York City February 21. Born about 1842. After the death of her husband, in 1890, she gave herself to work in the Tombs, the city prison of New York, where she was called “ The Tombs’s Angel.” She was much esteemed by judges, lawyers, and all who had busi¬ ness in the criminal- courts building. Fowler, Joseph S., died in Washington, D. C., April 1. Bom in Steubenville, Ohio, August 31, 1820. Graduate of Franklin College, 1843, and was four years professor of mathematics there. Was admitted to the bar in Kentucky and practiced there until the civil war, when he removed to Hlinois. In 1862 1280 EDUCATION REPORT, 1903. he returned to Tennessee. Was made comptroller of the State and took an active part in its restoration to the Union, and was elected to the United States Senate in 1866 and was one of the seven who voted against the impeach¬ ment of Johnson; and from 1866 lived in Washington until his death. Fremont, Jessie Benton, author, died in Los Angeles, Cal., December 27. Born in Virginia, 1824. Was the daughter of Gen. Thomas H. Benton, of Missouri. Was educated at Georgetown Seminary. At 15 years of age married John Thomas Fremont, lieutenant in the Corps of Topographical Engineers. Removed to California a few years later and returned to Washington in 1850, when Mr. Fremont was elected to the United States Senate. She entered with great ability into the plans and purposes of his public career when he was United States Senator and when general in the Army as well as when he was candidate for the Presidency. After his death she was well known as writer for papers and magazines; was also author of The Story of the Guard, A Year of American Travel, Sketch of Senator Benton, and The Will and the Way Stories. Gallatin, Albert H., M. D., died in New York City, March 25. Born in New York, 1839. Graduate of New York University. Served in the civil war. Was professor of chemistry in New York. Gallaudet, Thomas, clergyman, died in New York City, August 17. Born in Hartford, Conn., June 3, 1833. His father, Rev. Dr. Thomas H. Gallaudet, founded in Hartford, in 1817, the first school for deaf mutes in America, and Doctor Gallaudet of the N ational Deaf Mute College was his brother. He estab¬ lished the Gallaudet Home in New York City for aged and infirm deaf mutes, and devoted his life to these unfortunates. Gilmour, Neill, died in Ballston, N. Y. For one term was superintendent of schools for the State of New York and later register of land office at Bismarck, Dak. Goff, Emmett, died in Madison, Wis. Professor of horticulture in University of Wisconsin. Gold, Rev. Wm. J., died January 11. Born in 1847. Was professor in Western Theological Seminary. Goucher, Mrs. Mary C., philanthropist, died in Alto Dale, Md., December 19. Was interested in educational and church work and was a strong advocate of education for women. She married Rev. John F. Goucher, inherited $1,000,000, and .used time and money with her husband in establishing the Woman’s College of Baltimore, a well-known institution under the Methodist Church. She and her husband established nearly a hundred missions in India. Gray, Horace, LL. D., died in Nahant, Mass., September 15. Born in Boston, March 24, 1828. Graduate of Harvard. In 1864 was appointed associate jus¬ tice of the supreme court of Massachusetts. In 1873 became chief justice. In 1882 was appointed associate justice of the United States Supreme Court, from which position he resigned a few weeks before his death. Hall, Mrs. Caroline M., died in July. She gave for the education of freedmen and Alaskans under the auspices of the missionary societies. Ham, Charles H. , died in Paterson, N. J. , October 16. Born in Canterbury, N. H. , January, 1831. Practiced law in Chicago. From 1871 to 1886 was appraiser of the port of Chicago, and was member of the Board of General Appraisers. Was interested in the School of Manual Training in Chicago, and labored for reform in public school education. Was author of books on manual training and Ten Minute Sketches. Hayes, John J., died in.Milton, Mass., February 1. Born in Boston. Was edu¬ cated at the Boston grammar schools and at Phillips Exeter Academy and Bridge- water Normal School. Was popular as a public reader. Was for two years NECROLOGY. 1281 instructor in Cornell University in oratory and elocution, and later occupied a similar position at Harvard, where he remained eleven years, until stricken with paralysis. Heckman, Rev. George C., D.D., LL.D., died in Reading, Pa., March 5. Born in Pennsylvania January 3, 1825. Graduate of Lafayette (1845) and Princeton Theological Seminary (1848). He held several pastorates. Was for a time president of Hanover College. Helmuth, William Tod, died in New York City May 15. Bom in Philadelphia, Pa., October 80, 1833. Graduate of the homeopathic college in Philadelphia, in 1853. In 1855 became professor of anatomy in same college. In 1859 organ¬ ized the College of Homeopathic Physicians and Surgeons at St. Louis, and was made its dean and professor of surgery. In 1869 was president of Amer- can Institute of Homeopaths. In 1869 was made prrofessor of surgery in the New York Homeopathic Medical College and Hospital. W as author of numer¬ ous medical works. Hervey, Dwight B., died in Mount Vernon, Ohio, January 21. Born in 1836. He was formerly president of Granville Female College at Martinsburg, and of Pennsylvania State Normal School. Hills, Mrs. Elizabeth, died in South Framingham August 2. Was a large contributor to beneficent purposes. Among her gifts was $25,000 to the Hills Library. Hirst, Rev. Dr. A. C., died in Omaha, Nebr., in July. Was president of the Methodist Pacific University. Hoadley, George, died in Watkins, N. Y., August 27. Bom in New Haven, Conn. Graduated at Western Reserve College. Studied law and was admit¬ ted to the bar in 1847. In 1851 was elected judge of superior court of Cincin¬ nati. In 1858 was judge of the new superior court. Was one of the counsel which successfully opposed compulsory reading of the Bible in public schools. Was professor in Cincinnati Law School, 1886-87, and governor of Ohio 1883-1885. Hoffman, Eugene Augustus, Episcopal clergyman, died near Plattsburg, N. Y., June 17. Born March 21, 1829. Was educated at Rutgers College and Har¬ vard University and studied in thd General Theological Seminary. Served various churches as rector from 1855 to 1879. In 1879 was appointed dean of the General Theological Seminary, which office he held until his death. His estate was valued at $15,000,000, and he was called the wealthiest clergyman in the United States. He was very liberal to the institution under his charge, and gave largely in other benefactions. Holbrook, Martin Luther, hygienist, died in New York City August 12. Born in Mantua, Ohio, February 3, 1831. Was educated at Ohio University. Became interested in medicine and hygiene and went to Boston to study. Was associated with Dio Lewis in the introduction of hygiene and physical culture into the public schools. Assisted in the editing of medical books, and was the author of Hygiene of the Brain and Cure of Nervousness, and other works. Holden, Leonard P., died in Boston May 4. Gave to the trustees of the Boston . Public Library a fund to create a department for Emanuel Swedenborg's works, to be known as the “ Holden Nazarene Fund.” Holland, Joseph Bassett, died in Galesburg, Ill., February. Bom at Fayette¬ ville, Vt., July 10, 1803. Graduate of Dartmouth, 1858. Was principal of the Westfield (Mass.) Academy, and demonstrator at Hanover and Harvard. Was the first American elected to the British Economic Association. He served during the civil war and later devoted himself to the work of publisher. ED 1903— vol 2 - 5 1282 EDUCATION REPORT, 1903. Hooper, - , died in New Philadelphia. Ohio, July 29. Graduate of Jefferson College, 1856. Founder of medical department of Arkansas State University. Howard, Francis E., died August 12. Was president of Howard Seminary, Bridgewater. Mass. , which was founded by his father. Huesman, George, pomologist, died in Napa, Cal., November 6. Born about 1827. Was for three years professor of pomology and forestry in the Uni¬ versity of Missouri. He founded with Parker Eri the American Pomological Society. Was author of several books on viticulture and horticulture. Humphreys, Willard, educator, died in Princeton, N. J.. September 26. Born in New York. 1867. Was educated at the Brooklyn Polytechnic Institute and at Berlin and Heidelberg and graduated at Columbia University in 1888. From 1892 to 1894 was professor of Latin at Princeton University, and later became head of the German department. Hunnewell, Horatio Hollis, philanthropist, died in Wellesley. Mass., May 20. Born in Watertown, Mass., July 27, 1810. Was educated in Watertown and Paris, France. He gave Wellesley its town hall, library, and wooded park. Hyatt, Alpheus, LL. D., naturalist, died in Cambridge, Mass., January 15. Born in Washington, D. C.. April 5, 1838. Graduate of Lawrence Scientific School, Harvard, Mass., in 1862. Served in the civil war; became captain. Studied under Agassiz. In 1867 settled in Salem and became one of the cura¬ tors of the Essex Institute and a founder of the Peabody Academy of Sciences. In 1870 was elected to the chair of zoology and paleontology in the Massachu¬ setts Institute of Technology, which he held for many years. Also taught in the Boston University. Was manager of the Teachers’ School of Science. Had charge of the laboratory of natural history at Annisquam, Mass. In 1881 became curator of the Boston Society of Natural History. Was one of the originators of the American Society of Naturalists and president of its first meeting. W as the author of numerous scientific works. Jameson, Ephraim Orcutt, at Boston, November 9, aged 70. Bom in Dunbarton, N. H. Graduated from Dartmouth, 1855. Supervisor of Emerson College of Oratory, 1894-1902. Jelks, James T., died in Hot Springs, Ark., June 24. Graduate of the Univer¬ sity of Nashville, and was professor in Barnes Medical College, St. Louis, Mo. Johnson, John B., educator, died in Pier Cove, Lake Michigan, June 20. Born in Marlboro, Ohio, June 11, 1850. Graduate of the University of Michigan, 1879, with the degree of civil engineer. In 1883 became professor of civil engineering in Washington University. In 1898 was made dean of the college of mechanics and engineering in the University of Wisconsin. Secured for the university a building valued at $100,000 and engineering apparatus valued at $40,000. Conducted a large testing laboratory in St. Louis in which all United States tests were made. Superintended index department of Journal of the Association of Engineering Societies. Was author of works on surveying. Johnson, John H., died in Morristown May 20. Born at Littleton. Morris County, N. J., October 28, 1820. Studied in the College of New Jersey. Was principal of the academy at Upperville, Fauquier County, Va. ; in Newark, N. J.; Blairstown Presbyterian Academy, New Jersey, and Morris Academy. Jones, Frank, died October 10, in Maplewood, near Portsmouth, N. H. Was possessed of considerable wealth and bequeathed $40,000 to public institutions. Jones, J. Lewis, died in Columbia, S. C. Bom at Knoxville, Tenn. Was a clergyman, but was best known as an educator, serving for five years as presi¬ dent of the college at Columbia and in laboring generally for the cause of education. Kedzie, Robert C., chemist, died in Lansing, Mich., November 7. Born in Delhi, N. Y. , January 23, 1823. Graduate of Oberlin, 1846, and at the med- NECROLOGY. 1283 ical department of University of Michigan in 1851 . W as for two years surgeon in the civil war. Resigned in 1863 to become professor of chemistry in Mich¬ igan Agricultural College, where he remained until 1901, when he was made professor emeritus. In 1867 was a member of the Michigan legislature. Was four years president of the State board of health. Was president of various health associations. Kendrick, Adin A., educator, died in Alton, Ill., April 7. Born in Ticonderoga, N. Y., January 5, 1836. Was educated at Granville Academy and Middle- bury College, Vermont. Was graduate of theological department of University of Rochester. W as president of Shurtleff College from 1872 to 1894. W as dean of the school of divinity from 1899 nntil his death. Kerney, Charles, died in Decatnr, Ill. . Angust 1. Was a deaf mnte and teacher of deaf mutes. Lane, Dr. Levi Cooper, eminent surgeon, died February 19 at San Francisco. Born in 1833. Was the founder of the Cooper Medical College and the Lane Hospital. Lee, John Stebbins, D. D., LL. D., at Canton, N. Y., September 18, aged 82. Born in Vernon, Vt. Graduated from Amherst. Principal of Mount Caesar Seminary, Swanzey, N. H., for one year. Studied theology with Rev. Hosea Ballou. First president of Tufts College; principal of Melrose Academy. West Brattleboro, Vt., 1847-1849; assistant editor of the Christian Repository, 1851- 1852; principal of Green Mountain Liberal Institute, South Woodstock, Vt., 1852-1857; principal of the college department of St. Lawrence University, Canton, N. Y., 1859-1868; professor of Latin and Greek, 1866-1868; professor of ecclesiastical history and biblical archaeology in the theological department of the same; author of several books; received the degree of D. D. from Buchtel College and that of LL. D. from Tufts College. Leeds, Albert Ripley, chemist, died in Philadelphia, Pa , March 13. Born there June 27, 1843. Graduate of Harvard University, 1865. Was appointed professor of chemistry in Philadelphia High School, and in 1866 to the same chair in Franklin Institute, Philadelphia Dental College, and Haverford Col¬ lege. The arduous work required by the three professorships was too much for him. His health failed and he was forced to resign, and spent two years of travel in Europe. On his return he organized the department of chemistry at Stevens Institute of Technology. Was president of the American Chem¬ ical Society and secretary of the New York Academy of Sciences. He pub¬ lished 42 papers on chemistry. Lippman, Morris J., iron manufacturer, died April 24, 1902, in St. Louis, Mo., aged 77. Was member of the board of education of St. Louis for sixteen years. Long, Dr. A. L., died in Liverpool July 28. Born in Washington, Pa., in 1832. In 1855 graduated from Alleghany College, Meadville, and from the Theolog¬ ical Seminary in Concord in 1857. In the same year he was appointed mis¬ sionary to Bulgaria. He settled in Shumla, where he began the study of the language. In 1859 he removed to Tirnova, where he opened a mission. In 1863 removed to Constantinople, where he was given the superintendency of the whole mission. It was here he became associated with Doctor Riggs in the translation of the Bulgarian New Testament, to be published by the Brit¬ ish and Foreign Bible Society. In 1866 returned to New York to superintend the stereotyping of the New Testament in the Slavonian and Bulgarian lan¬ guages. After two years in this country he returned to Constantinople, where he became professor of natural science at Roberts College. His influence over leading Bulgarians and young men of that country seeking an education was extraordinary. 1284 EDUCATION REPORT, 1903. Lorixg, Charles G., died in Prides Crossing, Mass., August 20. Born in Bos¬ ton, 1828. Graduate of Harvard, 1848. Served in the civil war. Resigned July, 1865. Was bre vetted major-general. Became trustee and curator of the American Museum of Fine Arts 1873, which office he held until his death. Lothrop, Thomas, died in Buffalo, N. Y. , August 7. Born in Provincetown, Mass., April 16, 1836. Graduated in medicine at the University of Michigan in 1858. Was at one time superintendent of schools in Buffalo, and at time of his death was president of the board of trustees of State Normal School. Lyon, William Heath, died in Brooklyn July 12. Born in New York October 18, 1819. Was devoted to the industrial education of the Indian and was appointed by General Grant to the Indian Commission. McKee, Rev. John Lapsley, D. D. , died in Danville, Ky. Born in 1827. Graduate of Centre College, 1850. Was professor there and for a time its president. His daughter is president of Oxford College. Manning, Robert, died February 17 in Salem, Mass. Born there July 18, 1827. Librarian of the Massachusetts Historical Society. Marquand, Henry G., died in New York City February 26. Born there April 11, 1819. Was interested in architecture. Gave much time to the Metro¬ politan Museum of Art, and at one time was its president. He gave a chapel and, with Robert Bonner, a gymnasium to Princeton University, and founded and endowed the Free Public Library at Little Rock, Ark. Maxwell, Henry W., philanthropist, died in Bay Shore. Long Island, N. Y., May 11. Born in Brooklyn December 7, 1850. President of Long Island College Hospital and the greatest benefactor of the institution. He equipped three industrial schools in Brooklyn, erected a dormitory for nurses, and established a clinic for the college. Merrill, Moses, died in Boston, Mass., April 26. Born in Methuen, Mass., 1833. Graduate of Harvard, 1856. Taught two years in Cambridge, Mass. From 1858-1879 was master of Boston Latin School, and was the head master from 1879 to 1901. Miller, Alfred Brashear, educator, died in Waynesburg, Pa., January 30. Born in Brownsville, Pa., October 16, 1829. Graduate of Waynesburg Col¬ lege in 1853. Was professor of mathematics there 1853-1858; president 1858- 1899. Was lecturer before teachers’ institutes and summer schools. Mitchell, Henry, engineer, died in Boston, Mass., December 11. Born in Nan¬ tucket, Mass., September 16, 1830. Was educated at the normal school, Bridgewater, Mass. In 1869 was professor in the Institute of Technology, and of the Agassiz School of Sciences in 1873. In 1851 entered the service of the Government as civil engineer. He filled several important offices. Morgan, Thomas J., LL. D., died in Ossining, N. Y., July 13. Born in Franklin, Ind., August 17, 1839. Was educated at Franklin College. Was for a short time superintendent of schools in Atlanta, HI. In 1862 he entered the service as first lieutenant of the Seventieth Indiana Volunteers, which was com¬ manded by Benjamin Harrison, and served until the close of the war, leaving the Army as brevet brigadier-general. He organized three colored regiments and commanded the first colored brigade of the Army of the Cumberland. After the war he studied theology. Was pastor of a church in Brownville, Nebr., one year, and later was principal of the Nebraska State Normal School. From 1874 to 1881 was professor of homiletics and church history in Chicago Theological Seminary. In 1881-1883 was principal of the normal schools at Potsdam, N. Y., and at Providence, 1884-1889. Was appointed Commissioner of Indian Affairs by President Harrison and held the office until 1893, when he became corresponding secretary of the American Baptist Association, and so continued until his death. NECROLOGY. 1285 Morton, Henry, Ph. D. , LL. D. , D. Sc. , died in New York May 9. Born there May 11, 1836. Graduated at the University of Pennsylvania in 1857. Studied law, hut soon gave it up to lecture on chemistry and physics in the Episcopal Academy of Philadelphia. In 1863 was professor of chemistry in Philadel¬ phia Dental College. In 1867-68 was professor of physics and chemistry in the University of Pennsylvania, and in 1869 held the chair of chemistry there. In 1870 resigned his connection with Franklin Institute, where he had been resident secretary, and accepted the presidency of the Stevens Institute of Technology, then about to be organized in Hoboken, N. J., and held this office until his death. He gave of his own means over $150,000 to the institute, especially for the prosecution of studies of light and sound. The investiga¬ tion of several eclipses was made under his direction. His eminence in science was recognized by several societies. He was the successor of Prof. Joseph Henry in the Light-House Board. Munde, Paul Fortunatus, died in New York City February 7. Born in Dresden, Saxony, September 7, 1846. Graduated from the Harvard Medical School in 1866 and went to Germany. Served in the Bavarian army as battalion sur¬ geon and in the Franco-Prussian war. In 1872 returned to the United States, and was professor of gynecology at the New York Polyclinic and at Dartmouth College. Was president of the New York Obstetrical Society. Newton, Horatio Danforth, died in East Boston January 14. Born in Truro, Mass., February 12, 1853. He graduated from the Chatham High School in 1871 and from Bridgewater Normal School in 1876. He taught four years in the grammar school at Provincetown, Mass. , four years in Taunton, Mass. , and four years had charge of the Morse school, Somerville, Mass. Was submaster of the Emerson School, East Boston, from 1890 until 1900, when he became master of the Franklin School. Osborne, Virginia, died in New York City February 7. Founder of Bellevue Hos¬ pital Training School for N urses. W as actively identified with charitable insti¬ tutions in New York City, including the city mission and the cooking school. Osmun, Thomas Embley, died in New York October 26. Born in Montrose, Ohio, February 26, 1834. Graduated from Oberlin College, and later spent six years in Paris and Berlin studying medicine and languages. He returned to the United States in 1859. Was teacher of elocution and devoted his life to the teaching of pure English. He wrote several books on the subject: “ The Orthoepist,” “ The Verbalist,” and “ Some Ill-Used Words.” Packard, Joseph, D. D., died in Alexandria, Va., May 3. Born in Wiscasset, Me. , December 23, 1812. Graduate of Bowdoin College in 1831. Was professor at Bristol College 1834-1836. Was professor of sacred literature in the Epis¬ copal Seminary of Virginia from 1837 to 1890. During that time dean for fifteen years. Was a member of the American Committee on the Revision of the Bible, 1872-1885. Paine, Levi Leonard, died in Bangor, Me., May 10. Born in Holbrook, Mass., October 10, 1832. Graduate of Yale, 1856, and at its theological seminary, 1861. Was dean of Bangor Theological Seminary from 1870 until his death. Was author of several books. Palmer, Mrs. Alice Freeman, Ph. D., L. H. D., LL. D., educator, died in Paris, France, December 6. Born in Colesville, N. Y., February 21, 1855. Grad¬ uated from the University of Michigan in 1876. Was appointed teacher of Greek, Latin, and mathematics at Lake Geneva, Wis., where she remained a year. In 1877 was principal of high school at East Saginaw, Mich. Was pro¬ fessor of history at Wellesley and president in 1882, and so continued until 1887, when she married George Herbert Palmer, professor of philosophy in Harvard University. From 1892 to 1895 was dean of the woman’s department 1286 EDUCATION REPORT, 1903. of the University of Chicago and member of the Massachusetts State board of education until her death. (See Chapter 31.) Palmer. Benjamin M., died in New Orleans. La., May 28. Born in Charleston, S. C., January 25, 1818. Graduate of the University of Georgia, 1838, and at Columbia Theological Seminary, 1841. Held pastorates in Savannah, Ga., Columbia. S. C.. and New Orleans, La. Was professor of church history, 1853-1856. Was director of Tulane University and Columbia Theological Seminary. Palmer, Francis A., died in New York City November 1. Born there in 1812. He was president of the Broadway Savings Bank. He gave liberally of his wealth to educational and charitable purposes. To the Palmer Institute he gave $500,000; to the Starkey Seminary, Eddytown. N. Y., $500,000, and to Palmer College, La Grande, Iowa, $30,000. Pangborn, Zebina K., died in Hillburn, N. Y., November 1. Born in Peacham, Vt., July 31, 1829. Graduate of the University of Vermont, 1850. Taught school for a short time and later was principal of two academies in Vermont. Turned his attention to journalism and was successively elected editor of the Worcester Daily Transcript, Jersey City Evening Journal, and other papers. Parker, Col. Francis Wayland, LL. D., died in Pass Christian, Miss., March 2, where he had gone for his health. Born in Bedford, N. H., October 9, 1837. At six years of age his father died and he was bound out. He attended the district school and Mount Vernon Academy. At 17 years of age he taught at Boscawen, N. H. , for $15 per month, a school numbering 50 to 75 pupils. In the civil war he won his way to the rank of lieutenant-colonel. In 1868 resumed teaching, adopting from Mr. and Mrs. Avery of Cleveland some of their improved methods. In 1871 he went to Berlin to continue his education and became noted as the author of the Quincy Method of Teaching. He was then employed as supervisor in Boston, whence he was called to the position of normal school principal, where his reputation was greatly extended. Mrs. Emmons Blaine selected him to direct the plans for her benefactions to edu¬ cation. (See Chapter 4, Report of 1902.) Patterson, Calvin, died in Brooklyn, N. Y., January 27. Born in Clarendon, N. Y., July 2, 1847. Graduate of Albany Normal Institute in 1867 and later at Rochester University. Taught in Rochester and Buffalo. Was two years professor of mathematics in New York State Normal School. Was principal of a grammar school in Brooklyn. In 1888 was superintendent of public instruction in Brooklyn. From 1888 until his death was principal of the Girls’ High School. He established the first evening sessions of the public schools of Brooklyn. Perkins, William Oscar, composer, died in Boston, Mass., January 13. Born in Stockbridge, Vt., May 23, 1831. Graduated at Kimball Union Academy, New Hampshire, 1853. Well known as instructor in music and composer. Taught in Boston. Organized there the first vocal quartette. His published works number 60 volumes. Philbrick, Mrs. Ann P., died in Danvers, Mass., July 29, 1901. Born in Danvers August 4, 1818. Taught with much public approval before she married John D. Philbrick, in 1843, in whose educational work she deeply sympathized, and toward which she contributed very fully, and during the last part of his life did his writing. Philbrick, John Dudley, died March 24 at Dorchester, Mass. Born in Candia, N. H., August 11, 1861. Graduated at Dartmouth, 1885. Taught in the Bigelow School at Boston and in the Hart School. South Boston. Pierce, Miller, died in Ocala, Fla., February 19. Born in Pennsylvania Octo¬ ber 6, 1831. Graduate of Waterville Academy, now Colby University. Was NECROLOGY. 1287 for thirteen years president of Rutgers Female College. With two others he organized the Army Ambulance Corps and directed its work during the cam¬ paign on the James under General McClellan. Piper, Alexander. Lieut. Col., died in New York February 21. Born in Penn¬ sylvania May 11, 1829. Brevetted in the war. Was for a time assistant instructor at West Point. Pollock, Mrs. Louise, kindergartner, died in Skyland, Va., July 23. Born in Berlin, Germany. Dr. W. T. Harris, United States Commissioner of Educa¬ tion, speaking of her early life, said the word “ evangel” was more appro¬ priate than “pioneer.” She taught for a time in Boston, but during the last years of her life in Washington, where she was well known. Porter, Miss Sarah, died in Farmington, Conn., February 23. Born there August 17, 1813. She was the daughter of Rev. Dr. Noah Porter and the sister of President Porter, of Yale. She will be remembered as the founder and long active head of the famous school for girls at Farmington, Conn. Poston, Charles D., died in Phoenix Ariz., January. Bora in Harding, Ky., 1822. Was superintendent of Indian affairs, and gave the name Arizona to the Territory. Powell, Maj. John W., Ph.D., LL.D., geologist, died in Haven, Me., December 23, where he had gone for a rest. Born in Mount Morris, N. Y., March 24, 1834. His early life was devoted to the study of minerals and fossils. Enlisted in the ranks in the civil war and reached the rank of lieutenant-colonel. W as appointed to the professorship of geology in the Wesleyan University, and later was professor in the Normal University. He investigated the Colorado Canyon and became Director of the United States Geological Survey, greatly increasing its efficiency and leading in those studies of the arid lands which resulted in Congressional appropriation. In 1892 the French Academy awarded him the Cuvier prize for the greatest scientific service of the year. In 1880 was elected to the Academy of Sciences. A meeting of the scientific men of Washington was held, at which they expressed their loss of “ a loyal friend, a devoted public servant, a daring explorer, and an original contributor to the sum of human knowledge. ’ ' Rafferty, William A., died in San Felipe, P. I., September 13. Bom in New Jersey February 16, 1842. Graduate of West Point, 1865. Became colonel of the Fifth Cavalry. Was assistant instructor of cavalry tactics for a time at West Point. Randolph, James Curry, died in Louisville, Ky., November 1. Born near Har- rodsburg, Ky., December 7, 1830. Graduate of Centre College. 1852, and was professor of mathematics there for nearly twenty years. Reed, Thomas B., died in Washington, D. C., December 7. Born in Portland, Me., October 18, 1839. Graduate of Bowdoin, 1860. Taught the next four years while studying law. Practiced in Portland, 1876-1899. Was member of Congress and was Speaker of the House. Reed, Walter, died in Washington. D. C. Born in Virginia in 1851. Grad¬ uate of the medical department University of Virginia. Was professor of bacteriology and pathology in the Columbian Medical College, of Wash¬ ington. In 1893 was appointed curator of the Army Medical Museum in Washington. Richardson, Dr. George Mann, died in July. Was member of the faculty of LelandjStanford University, California. Rideout, Reuben A. , died in Boston February 23. Born in Garland, Me. , Novem¬ ber 30, 1834. Graduate of Bowdoin College, 1861 . Taught in Maine, Monson, Mass., and for twenty years was principal of the High School in Everett, Mass. Was greatly respected. 1288 EDUCATION REPORT, 1903. Robinson, Dr. Gilman P., died in Atlanta, Ga. Professor of diseases of children in the Atlanta College of Physicians and Surgeons. Rogers, Miss Rhoda, died in Boston July 19. Left large bequests for education and charity. Rood, Ogden N., died in New York November 12. Bom in Danbury, Conn., February 3, 1831. Graduate of Princeton, 1852. Took a master's degree at Sheffield Scientific School. In 1854-1858 studied at the universities of Munich and Berlin. On returning to the United States was appointed to the chair of chemistry and physics in Troy University, where he remained until 1863, when he became professor in Columbia University, where he remained until his death. Rouss, Charles B.. died in New York March 3. Bom in Woodsboro, Md., Feb¬ ruary 11, 1836. Presented a physical laboratory to the University of Virginia and a bronze group by Bartholdi. Runkle, John D., died in Southwest Harbor, Me., July 8. Born in Root, N. Y., October 11, 1822. Graduate of Lawrence Scientific School, 1851. Was mathe¬ matical editor. Lectured widely, introducing the Russian idea of physical training. Was professor at the Boston Institute of Technology from the first, except when he was president. Ruthrauff, J. M., died May 6. Was president of Wittenberg College. Sampson, William Thomas, naval officer, died in Washington, D. C., May 6. Bom in Palmyra, N. Y., February 9, 1840. He early showed fondness for books. Asa boy earned money by odd jobs. Through the interest of W. H. South wick, Congi^ssman E. B. Morgan in 1857 appointed him to the Naval Academy. He devoted his attention to the regular studies and in his senior year was made adjutant of the battalion. In 1864 was appointed instructor. His life was saved when his ship was sunk in Charleston Harbor. Was appointed lieutenant-commander in 1866, and in 1869 assistant instructor in physics. In the autumn of 1874 was sent a third time to the Academy and given the position as the head of the department of physics. In 1878, under Prof. Simon Newcomb, was sent to observe the eclipse. In 1879 was appointed assistant superintendent of the Naval Observatory. In 1884 represented the United States in the council to establish a prime meridian and common sys¬ tem of time. In 1885-86 was superintendent of Newport Torpedo Station. In 1886 was member of the international marine conference and same year was made superintendent of the Naval Academy. In 1889 was made captain; then became commander of the San Francisco, which was two years on the Pacific coast. In 1892 was made superintendent of the Naval Gun Factory, and 1893-1897 was Chief of the Bureau of Ordnance. Every gun built for the Navy was built under his supervision. When he had completed his term in this last position was offered the position as Chief of the Bureau of Navigation, but refused it. Was made chief of the court of inquiry as to the destruction of the Maine. After Admiral Sicard had retired, Sampson was put in his place in command of the squadron with the rank of acting rear-admiral and selected the New York as his flagship, and under the Navy directed the operations of the squadron until the battle of Santiago was fought, on his plans as specific¬ ally detailed for the several commanders. Having had an appointment with General Shatter, commander of the army, when the appearance of the Spanish fleet was discovered, he reversed his vessel and took part in the battle, which was fought under his orders, and the country will always credit the victory to him. Schaeffer, Rev. E. L., died in Portland, Oreg.,May 19. For ten years was senior master of the Bishop Scott Academy, Portland, Oreg. Schmidt, Ernest L., Ph. D., died in Burlington, N. J., November 28. Born in Prussia October 8, 1819. Made teaching his profession. NECROLOGY. 1289 Scott, George Robert White, D. D.. Ph. D., died in Berlin, Germany, Septem¬ ber 13, aged 60. Born in Pittsburg, Pa. ; graduated from Middlebury College, 1864, and Andover Theological Seminary, 1867; studied at Tubingen Uni¬ versity; member of the New Hampshire board of education; trustee of the New Hampshire State normal school, of Dow Academy, New Hampshire, and of Jaffna College, Ceylon; member of the American Historical Association; director of the General Theological Library in Boston; a corporate member of the American Board of Home and Foreign Missions; received the degree of D. D. from Middlebury and Olivet College, 1883, and that of Ph. D. from Berlin University. Scribner, William M., penman, died in Chicago, Ill, Born in Waterbury, Me., 1824. He lived many years in Boston. Took an active part in educational work in the West. Was widely known as author of a system of penmanship copy books which bear his name. Scudder, Horace E.,died in Cambridge, Mass., January 11. Born in Boston, October 16, 1838. Graduate of Williams College, 1858. Taught in Brooklyn three years and then devoted his time to editorial work, writing much for young readers. His books fill a long list. Seibert, George C., died at sea September 9. Born in Wetter, Hessia, Germany, February 25, 1828. Studied in Germany and became private instructor in Wiesbaden. Was two years professor at a gymnasium at Baken. Was teacher at Hagerstown, Md., and later professor of systematic theology at Bloomfield, N. J. Seward, Theodore F. , died in Orange, N. J. , August 30. Born in Florida, N. Y. , January 25, 1835. Was devoted to music. Introduced the tonic-sol-fa system. Skillman, Dr. H. M., died in Lexington, Ky., March 21. Born in 1816. For¬ merly professor in Transylvania Medical College, and for fifty-seven years was practicing physician. Skinner, William, manufacturer, died in Holyoke, Mass., February 28. Born in London, England, 1824. Built a gymnasium for the Moody Northfield school and was a frequent benefactor of Vassar, Smith, and Mount Holyoke colleges. Smith, A. L., died in Appleton, Wis., August 12. Born in Middletown, Conn., April 5, 1833. Graduated 1854 at Wesleyan University. For a time was professor in United States Naval Academy. Was for five years president of the university and for many years professor of mathematics there. Speare, Alden, died in Pasadena, Cal. Bom in Vermont October 26, 1825. His benefactions were large, including $100,000 to the Boston University and a library to Chelsea, Vt. , his native town. Stanton, Elizabeth Cady, died in New York City October 26. Born in Johns¬ town, N. Y., November 12, 1815. Finished her education at Miss Willard’s Seminary, Troy, N. Y. Married in 1840. She began the woman-suffrage movement, and was known for her numerous addresses and articles in favor of woman suffrage. Steele, Rev. George McKendree, died in Kenilworth, Ill.. January 14. Born in Strafford, Vt., April 13, 1823. Graduate of Wesleyan University, Middle- town, Conn., 1850. In 1863 was chosen president of Lawrence University, Appleton, Wis., where he remained until 1879, when he became principal of the Wesleyan Academy, Wilbraham, Mass. On account of poor health he left there in 1892. From 1892 to 1898 he resided in Auburndale, Mass., doing educational work in Lasell Seminary and in literary pursuits, publishing a number of books. 1290 EDUCATION REPORT, 1903. Stevens, B. F., bibliographer, died in London. England, March 5. Born in Bar- net, Yt. , February 19. 1833. Was agent for the United States Bureau of Education in London. As purchasing agent he had great opportunity for gathering manuscript and data of great value. Stockbridge, Rev. Winfield Scott, died in Glencarlyn, Va., October 15, aged 61. Born in Byron, Me.; graduated from Bates College, 1667, and from Bangor Theological Seminary, 1869; principal of Lapham Institute, Rhode Island. 1875-1880; taught at Woonsocket. R. I., 1880-1881: superintendent of the Industrial Home School, a government institution, Washington, D. C., 1881-1889. Stone, Admiral B.,LL. D.. died in Springfield. Mass., September 5. Born in Piermont, 1ST. H.. August 14, 1820. Took a partial course at Dartmouth. Was for a long time teacher in New Hampshire and Maine, and for fifteen years superintendent of the public schools of Springfield. Swan, Robert, principal of the Mayo boys’ school and later of the Winthrop, Mass. , school for girls, for over forty years. He led the way in introducing industry in the schools. Mrs. Hemmenway furnishing the means: and when, in 1880, Hon. Alpheus Hardy offered funds for teaching cooking, he was ready to supervise the work. Tenney. Rev. Dan, D. D., died in San Diego. Cal.. October 24. Born in Chester, N. H.. December 16, 1816. Took the classical course at Dartmouth and studied at Lane Seminary under Dr. Lyman Beecher. Was pastor at Oxford, Ohio: Lawrence and Boston, Mass. Was called back to Ohio to superintend Presbyterian home mission work. Founded Oxford College for Women, toward the endowment of which he raised over $70,000. Terrett. Rev. Dr. William R., died in Clinton, N. Y., June 12. Bom in New York City July 19, 1849. Graduate of Williams College in 1871, and from Princeton Theological Seminary in 1874. Was pastor of churches at America, Dalton, and at Saratoga Springs. N. Y. Since 1889 had been professor of American history and constitutional law at Hamilton. Was well known as preacher and lecturer. Thayer, J. B., died in Cambridge, Mass. Born in 1822. Graduate of Harvard in 1852. Practiced law in Boston until 1873, when he was made Royall professor of law at Harvard. In 1884 was Weld professor. Thompson, Bishop Hugh Miller, died in Jackson, Miss., November 18. Bom in County Londonderry, Ireland, June 5, 1830. Came to this country in 1836. Received a common school education in Caldwell. N. J., and graduated at Nashotah Theological Seminary 1852. Was rector of churches in Portage, Wis.: Milwaukee. Chicago, New York City, and New Orleans. From 1860 to 1870 was professor of church history at Nashotah Seminary. For seven years was editor of the Church Journal in New York. In 1887, on the death of Bishop Green, became bishop of Mississippi. Published a number of books. Tilden. Dr. J. Newell, a distinguished physician and educator, died at Peeks- kill, N. Y., July 10. Graduate of the Syracuse University and of Long Island College Hospital. Served as surgeon in the civil war. The last years of his life had charge of the Peekskill Military Academy. Toon, Gen. Thomas F. . died in Raleigh, N. C. , February 19. State superintendent of instmction of North Carolina since 1900. Torrey, Rev. Henry Augustus, LL. D., died in Beverly, Mass., September 20. Bora there January 8, 1837. Graduated at the University of Vermont, 1838. Graduate of the Union Theological Seminary, 1864. Was pastor in Ver- gennes, Yt. In 1864 was made professor of intellectual and moral philosophy in the University of Vermont, where he remained thirty-four years. He was a fine English scholar and a graceful public speaker. NECROLOGY. 1291 Tousley, Orson, died July 23. He bequeathed $70,000 to Williams College, Wil- liamstown, Mass. Was once superintendent of Minneapolis schools. True, Rev. Benjamin O., D. D., died in Lakeport, N. H., July 18. Born at Plainfield, N. H., December 17, 1845. Prepared for college at Kimball Union Academy. Graduate from Rochester Seminary in 1870. From 1881 until his death was professor of church history at the same seminary. Tuckerman, Rev. Louis Bryant, M. D., M. A., died at Cleveland. March 5, aged 52. Born in Rome, Ohio; graduated from Amherst; received the degree of M. D. from Long Island Hospital College; appointed professor of physiology in the medical department of Wooster University in Cleveland. 1882. Urso, Camilla, violinist, died in New York January 20. Born in Nantes. France. She began the study of the violin at 6 years of age, and a year later appeared in concert as soloist. Her success was great and she was called a prodigy. She studied three years at the Paris Conservatoire, practicing ten hours a day. At 11 years of age she left the Conservatoire and played in concerts in Paris before the Societe Polytechnique and the association of musical artists, and her playing called forth the greatest admiration among musicians and critics. In 1852 she came to this country with the Germania Society, creating a great sensation in musical circles. The next season she played in six of Madame Albonr s concerts, and in December, 1853, became the violin soloist of Madame Sontag’s concert company. Before she was 20 she married Frederic Luere, and for several years did not appear in public; but on playing at a concert in New York in 1863 she was greeted so enthusiastically that she decided to resume her professional career. She was considered the most wonderful woman violinist ever heard. At her funeral her famous violin was placed on her coffin. Van Allen, Theo. F. C., died in Albany, N. Y., October 28. Born in Albany County, N. Y., 1861. Graduated from Albany Medical College, 1883. Later was clinical professor in that institution. Vanbenschoten, John C., LL. D., died January 17 at Middletown, Conn. Born December 15, 1827. Graduated from Hamilton College, 1856. Was for thirty- nine years head of the department of Greek at Wesleyan University. Vertrees, Woodford, died in East Nashville, Tenn., October 22, aged 76. Was one of the founders of the medical department of the Tennessee University, and was for twenty -five years professor of materia medica. Villard, Henry, died in Dobbs Ferry, N. Y. , in November. He left large bequests for educational and charitable purposes in this country and Germany. Warren, George William, organist and composer, died in New York March 16. Born in Racine, Wis., in 1829. Was for many years professor of music at Columbia University, New York. In 1887 received the degree of doctor of music. Was for thirty years organist at St. Thomas Episcopal Church. New York City, and in 1900 retired as organist emeritus. Waterhouse, Dr. Sylvester, died in St. Louis in February. Born in Barring¬ ton, N. H., September 15, 1830. Graduated at Harvard Law School, 1858. Taught at Antioch College and at Washington University. Webster, Claudius B., M. D.. died in Concord September 7. Born in Hampton, N. H. , December 10, 1815. Graduate of Dartmouth in 1836. Was principal of the Female Academy at Norwich, Conn., for fifteen years. Was surgeon in the Army during the civil war. Was appointed by General Grant consul to Sheffield, England, which position he held for sixteen years. He gave lib¬ erally of his means to education. Webster, Rev. Hezekiah, died in Rochester, N. Y., November 1. Born in Sen- nett, N. Y., March 31, 1849. Graduated at Hamilton College in 1873. Was one year at Auburn Theological Seminary, then taught three years in Roberts 1292 EDUCATION REPORT, 1903. College, Constantinople, Turkey, returning to this country in 1872 and gradu¬ ating next year from Auburn Seminary. Was seven years at Fairview, Pa., as pastor. Webster, James W. , died in Malden, Mass. , November 2, 1901. Born in Concord, N. H., 1832. From 1864 to 1870 was master of the Emerson School, Boston. From 1870 to 1883 master of the Hancock School. From 1883 until his death was teacher in the Bowdoin School, Boston. Wenckebach, Carla, educator, died in Boston, Mass., December 29. Born in Hildesheim, Germany, February 14, 1853. Studied in the universities of Zurich and Leipzig. Taught in England, Belgium, Russia, and New York, and in 1883 became professor of German in Wellesley College, where she remained until her death. With her sister, Helen W. Wenckebach, she was the author of several books on the German language and was editor of Ger¬ man literary works, including a collection of German songs. She was one of the most distinguished German instructors in the United States. She wrote a number of German books. Westgate William Francis, died in Haverhill, N. H. , April 23. Born at Enfield, N. H., July 5, 1852. Was superintendent of schools. Wetherbee, Dr. Isaac J. , died in Dorchester, Mass., June 24. Born in South Reading, Vt., March 19, 1817. Graduate of Baltimore Dental College in 1850. Studied for the ministry and held pastorates in Kittery, Me., and Charles¬ town, Mass., but on account of ill health gave up the ministry and studied dentistry. Was twenty-five years president of the Boston Dental College. W as professor there of operative dentistry for fifteen years. Wheeler, David H., died in July. Was two years superintendent of schools of Carroll County, Ill. Professor of Greek and literature at Cornell College, Iowa, for four years. Was five years United States consul at Genoa, Italy. Eight years professor of English literature in the Northwestern University, and for seven years editor of The Methodist. For nine years president of Alleghany College. Was author of a number of books. White, Emerson E., A. M., LL. D., died October 21. Born in Mantua, Portage County, Ohio, January 10, 1829. Spent his boyhood on a farm and attended the district school — three months in winter and three in summer, and from 10 to 16 years of age only three months in winter. At 17 he taught a winter school in a neighboring district. Taught one year in Mount Union Academy. Doctor Mahan, in his effort to build Cleveland University, called to his aid Doctor White as instructor in mathematics. At first he took charge of one of the Cleveland grammar schools, when he was called to accept the position permanently. He entered the Cleveland University and soon took extra work as instructor in mathematics. Later was appointed principal of a new gram¬ mar school. Four years later was appointed principal of the Central High School, Cleveland. Was very successful as teacher. In 1856 was appointed superintendent of schools at Portsmouth, Ohio. Here he introduced reforms in teaching far in advance of the prevailing methods. Early in 1861 removed to Columbus to take charge of the Ohio Educational Monthly, which he con¬ ducted for fifteen years. In 1863 was appointed State commissioner of common schools of Ohio. In 1876 was called to the presidency of Purdue University, Lafayette, Ind. He resigned in 1883 and removed to Cincinnati to engage in literary work. Was five years superintendent of Cincinnati public schools. In 1863 was president of Ohio Teachers’ Association; in 1872 president of National Educational Association; in 1884-85 president of the National Council of Education. His text-books were much used. It was said that his Elements of Pedagogy, issued in 1886, was the ablest treatise on the sub¬ ject written by an American. His Art of Teaching, published in 1901 , excelled NECROLOGY. 1293 all others in the favor with which it was received. He was much in demand as a lecturer on educational subjects, being called by some “the Wendell Phillips ?! on the subject. In 1866 he read before the superintendents a paper advocating the establishment of a national bureau of education, and he was named chairman of the committee to memorialize Congress, with the result that the Bureau was established. (See Chapter 31.) Whitehead, William R., died in Denver, Colo., October 13. Born in 1822. Graduated in medicine from the University of Pennsylvania in 1853. Was one of the founders of the medical school of the University of Colorado. Williams, Rev. William George. LL. D. , died in February. Born in Chillicothe, Ohio, February 25, 1822. By dint of hard work he made his way through Old Woodward College, graduating with honor at 22 years of age. The same year was elected professor in San Augustine College, Texas, and principal of the academic department of Ohio Wesleyan University. Arriving in Dela¬ ware, Ohio, he, with only one professor and an assistant, formally opened the institution in the basement of the old Mansion House. In 1850 became full professor of Latin and Greek, which position he held for fourteen years. In 1864 he went out as chaplain of the One hundred and forty-fifth Ohio Volun¬ teers. Returning from the Army he found his place filled, but was given the chair of Latin and literature. In 1872, by virtue of a bequest from the late Mrs. Eliza Chrisman, a new chair was created, and he was appointed acting professor of biblical literature, and to this was added in 1873 the chair of Greek. His scholarship was much respected. Wilson, Rev. John Henry, died at Oden, Mich., August 15, aged 93. Born in Boston; graduated from Williams College, 1836; taught at Auburn, N. Y., four years; principal of Auburn Female Seminary; taught the classics and natural sciences in Munro Collegiate Institute, Elbridge, 1ST. Y., and at, Farmers College, Cincinnati, Ohio. Wolfe, Rev. A. R., died in Montclair, N. J., October 6. Born at Mendham 2ST. J., September 6, 1821. Graduate of Williams College in 1844 and from Union Theological Seminary in 1851. In 1859 opened the Hillside Seminary for Young Ladies, at Montclair, N. J., where he remained for thirteen years, until failing health compelled him to close it. Woods, George Worth, medical director and rear-admiral United States Navy, died in San Francisco June 10, aged 64. Well known in Army and Navy cir¬ cles, and frequent contributor to literature. Zakrzewska, Dr. Marie E., died in May. Bom in Germany. Was the founder of the New England Hospital for Women and Children, Boston, Mass. Was devoted to her work. II. — Foreign. 1902. Arendt, Dr. Rudolf, died April 15 at Leipzig, aged 74. Professor of chemistry in university and very prolific writer on chemical subjects. Bach, Leonhard Emil, died February 20 at London, aged 53. Professor of music and composer and musical director of note. Bartels, Dr. Friedrich, died October 25 at Gera, aged 65. Principal of school at Gera. Author and compiler of very popular text-books. Basedow, M. P. Friedrich, died March 12 at Adelaide, Australia, aged 73. Teacher of German school and editor of a German paper in Australia. Baumgart, Dr. Max, died January 20 at Berlin, aged 52. Author of works con¬ cerning the organization and management of German universities. 1294 EDUCATION REPORT, 1903. Benningsen, Dr. Rudolf yon, died August 7 at Hanover, aged 76. Founder of the German National Society, president of the province of Hanover, member of Reichstag, leader of the Liberals. Beringer, Hans, died April 23 at Berlin, aged 65. Founder of the Society for Prevention of Cruelty to Animals in Germany, a teacher in the city schools, later Bavarian telegraph inspector. Bibl, Rudolf, died August 2 at Vienna, aged 70. Teacher and organist in Stephen's Cathedral; noted choir leader. Bielschowsky, Dr. Albert, died October 21 at Berlin, aged 56. Distinguished author on “ Goethe and his works.” Billig, Friedrich, died October 26 at Erfurt, aged 74. Teacher in normal school, compiler of musical text-books. Bodenstein, G. H., died April 12 at Brunswick, aged 79. Teacher in normal school and noted as organist. Bohringer, Rudolf, died March 1 at Grimma, aged 74. Principal of normal school. Borchers, E., died March 23 at Goslar, aged 70. Noted mining expert. Brambach, Karl Joseph, died June 20 at Bonn, aged 69. City director of music, prolific composer of choir music and oratorios. Brenner, Ludwig von, died February 9 at Berlin, aged 69. Composer of note and the moving spirit in arranging popular concerts and entertainments for the masses. Budinger, Dr. Max, died February 23 at Neustadt, aged 74. Professor of history in Zurich, noted historian. Cramer, Dr. Eduard, died January 19 at Berlin, aged 39. Professor of hygiene in Heidelberg. Dornbluth, Dr. Friedrich, died November 15 at Rostock, aged 77. Counselor of medicine, author of School Hygiene, Cause and Spread of Cholera, The Senses of Man, and other noted books. Dummler, Dr. Ernst, died September 11 at Friedrichroda, aged 72. University professor of history, chairman of editorial committee of “ Monumenta Ger¬ manise historica;” author of other works on historical subjects. Durdik, Joseph, died June 30 at Prague, aged 65. Professor of philosophy in university and author of numerous works on philosophical subjects. Elben, Dr. Eduard, died August 9 at Stuttgart, aged 79. Teacher and editor of Suabian Mercur. Eulenberg, Dr. Hermann, died October 3 at Bonn, aged 88. Medical councilor in Prussian ministry of education; authority on questions of hygiene; author of many works on medicine and hygiene. Ficker, Dr. Julius von, died July 10 at Innsbruck, aged 76. University pro¬ fessor of law; prolific writer on history of law. Friedrich, Wilhelm Georg Ernst, Prince of Prussia, died May 2 at Berlin, aged 76. Wrote, under the nom de plume “ G. Conrad,” dramatic works of value, chiefly on historical subjects. Fritzsch, Ernst Wilhelm, died August 13 at Leipzig, aged 62. Editor of a musical weekly. Fruh, Joseph Albrecht, died July 8 at St. Gall, aged 61. Professor of cantonal school; author of text-books on geography. Gerhardt, Dr. Karl, died July 21 at Gamburg, Baden, aged 69. University professor of medicine; author of text-books on children’s diseases. Giebe, A., died May 24 at Leubus, aged 66. School councilor in Dusseldorf; author of manuals of school management. Gildemeister, Dr. Otto, died August 26 at Bremen, aged 79. Teacher, editor Weser Gazette, senator, and mayor of Bremen. NECROLOGY. 1295 Goldberg, Cato Maximilian, died January 14 at Christiania, Norway, aged 66. Professor of mathematics. Gossler, Gustav von, died September 29 at Danzig, aged 64. Prussian minis¬ ter of education from 1881 to 1891; later president of the province West Prussia. Habicht, Dr. Victor, died May 19 at Darmstadt, aged 80. General superintend¬ ent of synod of Hesse; promoter of religious education. Halben, Johann, died February 18 at Hamburg, aged 73. Principal of city normal school, member of Parliament, president national teachers’ associa¬ tion; authority on school legislation. Heldreich, Theodor von, died September 7 at Athens, Greece, aged 80. Director of botanical gardens at Athens. Author of Herbarium Graecum. Hertz, Dr. Wilhelm, died January 8 at Munich, aged 67. Noted poet and dramatist. Hettner. Dr. Felix, died October 12 at Treves, aged 51. Custodian of the pro¬ vincial museum of history; author of archaeological works on Roman occupa¬ tion of Treves. Hirsch, Miss Jenny, died March 10 at Berlin, aged 73. Promoter of the woman's cause, author of numerous pamphlets, and editor of a woman’s paper. Hofmann, Hans Karl Johann, died July 16 at Tabarz, Thuringia, aged 60. Com¬ poser of German songs, operas, and choir music. Hohenstein, A., died April 25 at Brandenburg, aged 64. Teacher, president of provincial teachers’ association. Honig, Fritz August, died March 12 at Halberstadt, aged 54. Noted teacher of gymnastics and promoter in the press of physical culture. Humperdinck, Georg, died April 28 at Poppelsdorf , near Bonn, aged 79. Prin¬ cipal of normal school; author of history of literature and text-books for high schools. Ihne, Dr. Wilhelm, died May 21 at Heidelberg, aged 81. Professor of history and authority on Roman constitution. Jordan, Richard, died February 9 at Charcas, aged 44. Translator from Span¬ ish into German; dramatist. Jost, Eduard, died March 15 at Neustadt, aged 64. Librarian of note; author of romances and novels. Judassohn, Salomon, died February 1 at Leipzig, aged 71. Professor of music, composer of Theory of Harmony, General Bass, Canon and Fugue, and other standard works. Kading, D., died September 30 at Bromberg, aged 85. Teacher, the Nestor of teachers in Posen. Known as “ Father Kading.” Kirchhoff, Dr. Albrecht, died August 20 at Leipzig, aged 75. Editor of History of German Book Trade. Kleist, Fritz, died March 16 at Magdeburg, aged 67. Teacher of drawing; pro¬ moter of drawing in the lower schools. Klughardt, August Fr. Martin, died August 3 at Dessau, aged 55. Leader of orchestra in theater at Weimar; composer of symphonies and piano pieces. Kneebusch, Dr. Karl, died December 17 at Dortmund, aged 53. Director of city continuation schools; inspector of drawing instruction in Westphalia. Koberlin, Dr. Alfred, died February 6 at Neustadt, aged 40. Professor of his¬ tory and author of History of Civilization. Kostlin, Dr. Julius, died May 13 at Halle, aged 76. Professor of theology; mem¬ ber of the consistory; prolific writer on theological subjects. Krause, Dr. Albrecht, died November 10 at Hamburg, aged 64. Rector of St. Catharine Church; author of books on philosophy; attempted a popular pres¬ entation of Kant’s Critique of Pure Reason. 1296 EDUCATION REPORT, 1903. Kreutzer, Ludwig, died April 11 at New Kralen, aged 69. Well-known teacher of rural schools and successful author of juvenile books. Krones, Franz Xaver, Ritter von Maschland, died October 17 at Graz, aged 77. University professor of history; author of Manuals of Austrian History. Kruse, Dr. Heinrich, died January 12 at Btickeburg, aged 87. Professor in gym¬ nasium at Minden; since 1855 editor of Cologne Gazette. Kugler, Dr. Max, died May 24 at Berlin, aged 70. Ministerial councilor in the department of education, chief of elementary school section. Highly honored for his administration of the Prussian schools. Kurschner, Joseph, died July 29 at Gotha, aged 49. Author of a German year¬ book similar to Who is Who in England or America? and numerous other compilations. Landesmann, Heinrich, died December 4 at Brunn, aged 81. Prolific writer of fiction. Nom de plume, “Hieronymus Lorm.” Lauser, Dr. Wilhelm, died November 11 at Berlin, aged 66. Editor North Ger¬ man Gazette; author of books of travel. Leyendecker, Ernst, died February 6 at Cologne, aged 48. Founder of the first German commercial school for girls. Limpricht, Gustav, died October 20 at Breslau, aged 68. Teacher; noted bota¬ nist; wrote a Flora of Germany, Austria, and Switzerland. Lucius, Dr. Ernst, died December 2 at Strassburg, aged 50. University pro¬ fessor of theology and prolific author. Luthardt, Dr. Christoph Ernst, died September 21 at Leipzig, aged 79. Uni¬ versity professor of theology and philosophy. Author of numerous works on philosophy, ethics, and theology. Mahly, Dr. Jacob, died June 18 at Basel, aged 74. Professor of literature in university. Mahraun, Ludwig, died September 17 at Hamburg, aged 65. Director of city normal school; school superintendent. Mandelkern, Dr. Salomon, died March 24 at Vienna, aged 56. Distinguished writer on Hebrew theology; author of Russian text-books. Marian, Hans, died May 28 at Leipzig, aged 45. Author of Illustrated History of Music of the Nineteenth Century and other works. Oechelhauser, WTlhelm, died September 25 at Dessau, aged 82. Founder of the German Shakespeare Society; author of books on Shakespeare’s dramas. Oelsner, Mrs. Elise, died February 8 at Breslau, aged 66. Author of The God of the Nineteenth Century and The Efforts of Women in Science and Art. Pawlowski, J. N., died January 28 at Zoppat, aged 86. School principal and writer on subject of provincial history. Pfleiderer, Dr. Edmund, died April 3 at Tubingen, aged 60. Professor of phi¬ losophy and very distinguished writer on philosophical subjects. Pinkepank, George, died October 20 at Hildesheim, aged 75. Teacher and editor of a daily paper. Piutti, Karl, died June 17 at Leipzig, aged 56. Professor in conservatory of music; composer of sacred music. Polle, Konrad Friedrich, died March 6 at Dresden, aged 72. Professor in gym¬ nasium, author of text-books of science. Preiss-Laudien, Mrs. Henriette, died July 23 at Charlottenburg, aged 70. Author of popular juvenile books. Rebling, Gustav, died January 9 at Magdeburg, aged 81. Professor of music and composer of sacred and secular music. Rehling, Rudolf, died January 28 at Vienna, aged 39. Teacher and editor of Freie Deutsche Schule. NECROLOGY. 1297 Ribbeck, Dr. Waldemar, died June 4 at Berlin, aged 72. Principal of classical high school: editor of many classical text-books. Rontgen, Johann Paul, died October 20 at Aix-la-Chapelle, aged 53. Teacher in deaf-mute asylum; author of books on the psychology of deaf-mutes. Ropke, August, died August 4 at Brunswick, aged 74. Teacher in Hanover; noted botanist. Sachsse, Julius Edmund, died October 15 at Borna, near Leipzig, aged 63. Teacher in normal school; musical director and composer of note. Schafer, Dr. Julius, died February 10 at Berlin, aged 79. Professor of music in University of Breslau; fertile composer, author, and critic. Schaarschmidt, Dr. Friedrich, died June 13 at Boblingen, aged 39. Professor in Dusseldorf Academy of Fine Arts: author of History of Art During the Nineteenth Century. Scheffer-Boichorst, Dr. Paul, died January 17 at Berlin, aged 59. Professor of history in University of Giessen; noted writer on historical subjects. Schiller, Dr. Hermann, died June 11 at Leipzig, aged 63. Superior school councilor in Hesse, principal of gymnasium, author of text-books of history Schlie, Dr. Friedrich, died July 21 at Kissingen, aged 63. Authority on fine, arts; director of art museum at Schwerin. Schmidt, Miss Auguste, died June 10 at Leipzig, aged 69. School principal, editor of a woman’s journal, and president of the German National Associa¬ tion of Women. Schroder, Ernst, died June 17 at Karlsruhe, aged 61. Professor of mathe¬ matics in polytechnicon; author of mathematical treatises. Schwanert, Hugo, died October 18 at Greifswald, aged 74. University professor of chemistry: author of text-books for laboratory work. Selenka, Emil, died January 21 at Munich, aged 60. Professor of zoology and biology; author of numerous books on biology, and editor of a biological journal. Sigel, Dr. Albert, died October 13 at Stuttgart, aged 62. Teacher of natural sciences, hygiene, and anthropology; director of children's hospital. Simar, Dr. Hubert Theophilus, died May 24 at Cologne, aged 67. Archbishop of Cologne, formerly professor of dogmatics and apologetics at Bonn. Stein, Karl, died November 2 at Wittenberg, aged 76. Organist, teacher, and professor of church music; composer of note. Storck, Joseph, died March 27 at Vienna, aged 72. Founder of modern Austrian industrial art museums, editor of technical journal for industrial art. Swoboda, Dr. Adalbert, died May 19 at Munich, aged 74. University profes¬ sor, author of Forms of Faith, Critical History of Ideals, and several very popular works on art. Thieme, Otto, died September 6 at Krippen, aged 54. Principal of normal school at Dresden, State inspector of drawing; author of popular text-books of drawing. Tollin. Dr. Henry Nathanael, died May 11 at Magdeburg, aged 63. Author of historical works on the church reformers and the Huguenots. Trauleer, Dr. Oskar, died March 14 at Tubingen, aged 55. Professor of history and author of historical essays. Trautenberger, Dr. Gustav, died June 25 at Briinn, aged 66. Author of History of Protestantism in Austria. Virchow. Dr. Rudolf, died September 5 at Berlin, aged 81. University profes¬ sor, director of pathological institute, councilor of medicine, member of city council, and Reichstag, author of Liberty of Science in the Modern State, and many other epoch-making works; discoverer of cellular pathology. ed 1903 — vol 2 - 6 1298 EDUCATION REPORT, 1903. Voight, Fr. A. Ernst, died December 5 at Berlin, aged 59. School superintendent in Berlin. Wallenhauer, Gotthilf, died January 27 at Rudolstadt, aged 67. School prin¬ cipal, writer of text-books and song collections. Weidling, Friedrich, died February 22 at Berlin. Noted publisher. Weidner, Dr. Andreas, died February 16 at Dortmund, aged 63. Principal of a classical high school, author of numerous Latin text-bcoks and commen¬ taries. Weske, R., died September 6 at Konigsberg, aged 83. Teacher, and for many years editor of a Prussian school journal. Wolff, Hermann, died February 3 at Berlin, aged 57. Director of music and editor of Neue Berliner Musikzeitung. Wullner, Dr. Franz, died September 7 at Braunfels, aged 70. Chapel master in Berlin, leader of symphony concerts, author of books on choir music, com¬ poser, and successful teacher of music. Zahn, Friedrich, died September 8 at Regensburg, aged 73. Bavarian school statistician and editor of a school journal. Zangemeister, Dr. Karl Fr. William, died June 8 at Heidelberg, aged 65. Pro fessor of history and author of historical works of note. 1903. Arnold, Wilhelm Heinrich, died January 29 at Leipzig, aged 56. Was princi¬ pal of a noted girls’ school at Leipzig and associate editor of the Allgemeine deutsche Lehrerzeitung. Askenasy, Dr. Eugen, died August 24 at Sulden (Tyrol, Austria), aged 58. Professor of botany in university, Heidelberg. Behrens, Dr. Wilhelm, died December 24 at Gottingen, aged 60. Authority in microscopic investigation methods; editor of a journal devoted to microscopic technology. Bellermann, Dr. Heinrich, died April 10 at Berlin, aged 71. Teacher in class¬ ical high school, composer of oratorial music: also author of books on musical subjects. Berdrow, Otto, died February 6 at Stralsund, aged 41. Teacher and copious writer on history of literature and biographies. Berendt, Dr. Martin, died January 31 at Berlin, aged 54. Author of philosophic works on Spinoza and on pessimism. Biedermann, Dr. Woldemar Baron von, died February 6 at Dresden, aged 96. Privy school councilor in Saxony; author of works on Goethe. Bienemann, Dr. Friedrich, died September 22 at Freiburg i. B. , aged 65. Writer on subjects from the time of the Reformation in the German Baltic provinces of Russia. Blaser, Dr. Julius, died February 11 at Zofingen, Switzerland, aged 44. Teacher in secondary school; author of Methods of Composition. Bohl, Dr. Eduard, died January 24 at Vienna, aged 67. Professor of theology in university and author of a general treatise of pedagogy. Bougier, Dr. Gustav, died September 13 at Constance, aged 74. Pastor in Con¬ stance; writer on literature and religious observances. Bruck, Heinrich, died November 5 at Mavence, aged 72. Professor of theology in theological seminary at Bingen. Carus, Dr. Julius Victor, died March 10 at Leipzig, aged 80. University pro¬ fessor of zoology; translator of Charles Darwin’s works. Cornelius, Dr. Karl, died February 10 at Munich, aged 84. Professor in univer¬ sity; member of the German parliament at Frankfurt; author of numerous historical works. NECROLOGY. 1299 Cremer. Dr. Hermann, died October 4 at Greifswald, aged 69. Professor of theology in university. Curtze, Prof. Maximilian, died January 7 at Thorn, aged 66. Teacher in high school and editor of the new edition of Copernicus's works. Dalmer, Dr. L.. died May 21 at Gudersleben, aged 42. Professor of theology at Greifswald. Dieck: rhoff, Dr. Wilhelm, died December 15 at Berlin, aged 68. Professor and veterinary surgeon; author of works on rinderpest and pathology for vet¬ erinary surgeons. Dieterici, Friedrich, died August 17 at Berlin, aged 82. Professor of philos- phy and logic in university: author of works on philosophy and religion. Dietlein, Hermann Rudolf, died July 16 at Halle, aged 80. School principal at Schafstadt; author of the most popular schoolbooks used in Germany. Duboc. Dr. Karl Julius, died June 13 at Dresden, aged 74. Author on histori¬ cal and ethical subjects, and advocate of woman's rights. Engelien. August, died June 21 at Berlin, aged 71. School principal in Berlin; author of popular text-books on grammar and composition. Falb, Rudolf, died September 30 at Berlin, aged 65. Editor of scientific journal Syrius: author of works on ethnography, geography, philology. Friedlander, Dr. Ernst, died January 1 at Berlin, aged 62. He was privy state archivarius and a chronicler of universities. Gebeschus, Miss Ida, died May 9 at Weimar, aged 55. Author of Musical Antol- ogies, History of Music, Northern Sagas, etc. Gosch, August, died April 8 at Lichterfelde near Berlin, aged 70. Professor in art academy for over forty-five years; teacher of drawing in high schools of Berlin. Grasberger, Laurentius. died January 23 at Wurzburg, aged 73. Was pro¬ fessor of pedagogy and classical philology in university; noted writer on edu¬ cation in antiquity. Grimm, Dr. Julius Otto, died December 7 at Munster, aged 78. Teacher and composer. Grimmich, Dr. Virgil, died August 14 at Prague, aged 42. Rector of German University at Prague; author of handbook of philosophy and education. Hagemann, Georg, died December 6 at Munster, aged 70. Professor of \ hi- losophy in university; author of works in which the Darwinian theory is controverted. Hamburger, Dr. Meyer, died June 9 at Berlin, aged 65. Professor of mathe¬ matics in the technological university at Charlottenburg-Berlin. Heeremann, Dr. Clemens A. , Baron von, died March 23 at Berlin, aged 71. Min¬ isterial councilor; writer on art subjects. Hefner- Alteneck, Jacob Heinrich, died May 19 at Munich, aged 92. Director of Bavarian National Museum; prolific author on art subjects. Heipfl, Ferdinand, died September 9 at Munich, aged 72. Attorney at law; writer on social and religious subjects. Kendell, Robert von, died April 26 at Hohenlubichow. in Neumark, aged 79. Ambassador of Germany at Constantinople and Rome; historical writer of great note. Kewitsch, Karl Theodor, died July 18 at Berlin, aged 69. Teacher in normal school at Berent; founder of German musical journal. Kirchner, Theodor, died September 18 at Hamburg, aged 79. Director of royal music school at Wurzburg. Klopp, Onno, died August 9 at Vienna, aged 81v High school teacher in Osna- brfick: prolific writer on English historical subjects. 1300 EDUCATION REPORT, 1903. Krause, Ernst (Carus Sterne) , died August 24 at Eberswalde, aged 64. Noted writer on evolution; editor of Kosmos. Labitzky, August, died August 21 at Reichenhall, Austria, aged 71. Teacher and musical composer. Lahrssen, F.. died October 21 at Hude, aged 82. Compiler of school laws and a school Bible. Lazarus. Dr. Moritz, died April 10 at Meran, aged 79. University professor of philosophy at Berlin; author of numerou; works on philosophy and history of literature and education. Linnartz, W., died August 23 at Aachen (Aix la Chapelle), aged 71. Director of school for the deaf and dumb. Lipp, Alban, died September 10 at Aibling, aged 37. Teacher and composer. Lipschitz, Dr. Rudolf, died October 7 at Bonn, aged 71. Professor of mathe¬ matics in university. Loffler, J. H. , died April 15 at Possneck, aged 70. Author of historical romances and juvenile literature. Lohmeyer, Julius, died May 24 at Charlottenburg-Berlin, aged 68. Editor of Deutsche Jugend. The most popular writer of juvenile literature in Germany of late years. Martin, Wilhelm, died May 6 at Cassel, aged 60. Teacher; president of Hessian Teachers’ Pension Association. Meinecke, Gustav, died April 10 at Berlin, aged 49. Editor of German Colonial Gazette, catechism for emigrants; he suggested the establishment of a Ger¬ man colonial museum. Mohl, Heinrich, died October 14 at Cassel, aged 71. Professor of mathematics in Cassel; surveyor and geologist. Mommsen, Theodor, died November 1 at Charlottenburg-Berlin, aged 86. Pro¬ fessor of history in University of Berlin; author of epoch-making works on Roman history; secretary of Royal Prussian Academy of Sciences. Morle, D., died May 9 at Gera, aged 75. Teacher and for over thirty years sec¬ retary of the German National Teachers’ Association. Moser, Gustav von, died October 23 at Gorlitz. Army officer; adjutant of Prince Wilhelm; prolific writer of comedies, most of which went over the English and American stages. Mothes, Dr. Oskar, died October 4 at Dresden, aged 75. Royal councilor of architecture; author of books on architecture of the Middle Ages. Muhlbacher, Dr. Engelbert, died July 17 at Vienna, aged 60. Professor of his¬ tory in university. Musiol, Robert, died October 19 at Fraustadt, aged 57. Editor of Lexicon of Music. Nokk, Dr. Wilhelm, died February 13 at Karlsruhe, aged 71. Was minister of education, worship, and justice in Grand Duchy of Baden. Nolopp, Werner, died August 12 at Magdeburg, aged 70. Teacher and musical composer. Oppel, Dr. Karl, died May 11 at Frankfort, aged 87. School principal at Frank¬ fort; copious writer on educational and historical subjects. Papperitz, Dr. Robert Benjamin, died September 29 at Leipzig, aged 77. Teacher in high school and professor in conservatory of music at Leipzig. Pecht, Friedrich, died April 24 at Munich, aged 89. Writer on art subjects, history of art, art at the Chicago exposition. Pfluger, Dr. Ernst, died September 30 at Berne, Switzerland, aged 57. Profes¬ sor in university; inventor of charts to determine color-blindness. Ruckauf, Anton, died September 19 at Alt-Erlaa, aged 48. Composer; teacher of music at Vienna. NECROLOGY. 1301 Ruland, Dr. Karl, died August 24 at Bonn, aged 65. City school inspector at Miinchen-Gladbach . Saul, Dr. Daniel, died October 8 at Jugenheim, aged 49. Editor Frankfort Gazette; promoter of education of idiots. Schaeffle, Albert E. Fr., died December 25 at Stuttgart, aged 72. Professor of political economy; also author of works on that subject. Schasler, Dr. Max, died June 13 at Jena, aged 84. Author of philosophical works on art and aesthetics; editor of art journal. Schiller, Karl, died July 3 at Aicha, aged 68. Teacher in model school at Prague; author of local historical works. Schmid-Monnard, Dr. F. , died November 10 at Halle, aged 46. Author of- a work on school hygiene. Schmidt, Dr. Alexis, died February 24 at Berlin, aged 85. Philosopher of note; author of Apology of Metaphysics, and other works. Schmidt- Canabis. Richard Bogul. , died November 11 at Berlin, aged 65. Author of numerous popular books of fiction. Schneider, Dr. Oskar, died September 8 at Dresden, aged 62. Teacher in high school at Dresden; writer on ethnography, geography, and zoology. Schulze, Hermann, died May 5 at Braunschweig, aged 60. School inspector; author of text-books and guides for teaching language. Schultz, Dr. Hermann, died May 15 at Gottingen, aged 67. University professor of theology at Basel, Switzerland. Schurtz, Dr. Heinrich, died May 4 at Bremen, aged 40. Custodian of museum in Bremen; author of Catechism of Ethnology. Seyffarth, Dr. L. W., died October 26 at Liegnitz, aged 74. Pastor at Liegnitz; editor of Prussian Teachers’ Gazette and editor of Pestalozzi’s works. Siegfried, Dr. Karl, died January 8 at Jena, aged 73. Rose from the gym¬ nasium at Gubeu and Magdeburg to the professorship of theology at Jena. Great authority in Greek texts and copious writer on Old Testament sub¬ jects. Sittard, Joseph, died November 24 at Hamburg, aged 57. Noted writer on art subjects, especially on music. Sitto, Kamillo, died November 15 at Vienna, aged 60. Founder and editor of an architectural paper, Der Stadtebau; famous architect. Sommerbrodt, Dr. Jul. W. Ewald, died January 6 at Breslau, aged 90. Director of classical high schools in Silesia, later provincial school councilor in Sleswick. Steinhauser, C., died March 13 at Muhlhausen in Thuringia, aged 80. Teacher and music director, composer of popular airs, and author of methods for teaching geography. Trost, Karl, died May 9 at Berlin, aged 64. Teacher: author of Socialism and Social Politics, Goethe and Protestantism, and many other works. Waldmann, Dr. Franz, died May 14 at Schaff hausen, aged 56. Principal girls’ school; author biographies of historical personages. Weidemann, Dr. Albert, died May 24 at Meiningen, aged 97. Privy councilor and chief of the school system of the duchy of Saxe-Meiningen. Wittstock, Albert, died January 16 at Leipzig, aged 66. Noted educational writer on subjects of philology and literature; was court councilor of Saxony. Wolf, Hugo, died February 22 at Vienna, aged 43. Author of Italian and Span¬ ish song books; composer of several operas and oratorios. Zumpe, Hermann, died September 4 at Munich, aged 53. Teacher in Weigsdorf, pupil of Wagner, chapel master at Stuttgart, musical director at Munich, noted composer. CHAPTER XXIX. SKETCHES OF EDUCATIONAL BENEFACTORS AND LIVES DEVOTED TO EDUCATION. By Hon. John Eaton, LL. D., Formerly United States Commissioner of Education. Rev. Samuel Wood. Rev. Moses Halleck. Prominent principals of academies. John Swett. Rev. George A. Atkinson. Mrs. S. B. Cooper. Hon. Alexander H. Stephens. Hon. J. O. Wilson. William Henry Ruffner. Gen. S. C. Armstrong. Robert C. Ogden. Catherine Fay. J. H. Thiry. Nathan Jackson Morrison. Rev. A. D. Mayo. Dorothea L. Dix. Julius D. Dreher. Joseph Henry. Alexander Graham Bell. Frederick J. Campbell. CONTENTS. Edward Minor Gallaudet. Col. R. H. Pratt. Hon. Samuel J. Tilden. Stephen Girard. Daniel B. Faverweather. William E. Dodge. William Thaw. Alexander Stuart. R. L. Stuart, and Mary Stuart. Leland Stanford. John McDonogh. John Lowell. George Peabody, Barnas Seal's, J. L. M. Curry. Dr. D. K. Pearsons. Andrew Carnegie. John D. Rockefeller. Peter Cooper. Charles Pratt. Christopher R. Roberts. Cecil Rhodes. REV. SAMUEL WOOD. Care of education was one of the characteristics of the New England clergy. Many of them who came to this country from England had received a training at Oxford or Cambridge. The New England clergyman in those days might be austere in his manner, but he was thoughtful and careful of the instruction imparted to the young. The clergy were members of school committees and became trustees of academies as they sprung up to furnish advanced instruction. In many instances they received students into their own families. The most noted of this type, perhaps, was the Rev. Samuel Wood, D. D. , of Boscawen, N. H. , who was the instructor of both Daniel Webster and his brother Ezekiel. His zeal for education was only excelled by his sacrifice for it. Doctor W ood left no definite record of his educational work during his long life. He was bom in 1752, in Connecticut, graduated at Dartmouth, and died in Boscawen in 1836. His library was used by his students and others. It was his library in which Daniel Webster found books that he devoured. He led in the founding of Bos¬ cawen Academy. With his own hands, after the manner of the times, he shaved the shingles for it, and Ezekiel Webster gave it the bell. After his death great 1303 1304 EDUCATION REPORT, 1903. effort was made to find the exact number that he had instructed in his house. One man believed it was 80 that he had fitted for college. Mr. Coffin, the historian of the town, had no definite data upon the subject, but after forty years of inquiry I found that Doctor Bouton, pastor of the church adjoining that of Doctor Wood, one of the most careful historians in the State, had said, in a discourse before the historical society some three years before Doctor Wood's death, that Doctor Wood had instructed personally in his own house 155 young men, of whom 105 entered college, 40 or 50 the ministry, 20 the law. and 7 or 8 medicine. This seems to me safe to put down as correct. REV. MOSES HALLECK. Another remarkable example of the educational work done by New England clergymen, in addition to their pulpit and pastoral labors, is found in the life of the Rev. Moses Halleck, of Plainfield, Mass., where he began to preach in 1790 and remained till he died, July 17, 1837. Mr. Halleck was born in Brook Haven, in New York, February 16, 1760, served several months in the war of the Revolution, worked on his father's farm, and graduated from Yale in 1783, and studied theology. After his settlement, finding his salary too small, he began to take students into his family and had under his instruction in all 274 young men and 30 young women. Fifty of the young men became clergymen. John Brown and the poet Bryant often were counted as among his pupils. William Allen, also his pupil, became eminent in the Ameri¬ can Tract Society work, editing the American Messenger, the Child's Paper, and its other publications. He also published a life of his father, of Harlem Page, and of Jonathan Edwards. He wrote several tracts, one of which reached a cir¬ culation of 380,000. Another pupil, Gerard, became a journalist, establishing the Telegraph in Boston in 1824, which was merged in the Boston Recorder. In 1827 he became part owner of the New York Observer. In 1828 he was associated with David Hale in publishing the Journal of Commerce. He and his partner in 1828 sent schooners down the bay to intercept European arrivals and obtain the earliest news, and for the same purpose, that of obtaining the Washington news, they ran, in 1833, a relay of horses from Philadelphia to New York, thus promot¬ ing the enterprise now so common in other ways of obtaining the earliest news. PROMINENT PRINCIPALS OF ACADEMIES. During the period of the development of the academy there were those who gave their lives to the work of directing this sphere of education. The generation is still on the stage of action that will recall such instances as that of Dr. S. H. Taylor, of Andover; of Dr. Cyrus S. Richards, of Kimball Union Academy, Meri¬ den, N. H., where he was thirty -six years principal. It is believed that he fitted more young men for college than any other man of his period, yet the academy had only a small endowment, perhaps $40,000, from the family whose name it bore. It is of interest to know that Mrs. Kimball was originally Miss Chase, and was of the kindred of Chief Justice Chase, and heartily shared with her husband in the gift for the foundation of the academy. Of a somewhat similar type was Dr. Hiram Orcutt. He was principal at dif¬ ferent periods at Hebron, N. H., Thetford, Vt., North Granville and Glenwood, N. Y., and later at Lebanon, N. H., and West Brattleboro, Yt. At none of these academies did he have the benefit of an endowment. He not only inspired young people greatly to advanced studies, but he aided them pecuniarily. At Thetford he fitted more than one hundred young men for college. Dr. C. P. F. Bancroft, who has recently died, was one of those whose personal influence was eminently successful in drawing students to him and to this grade of instruction. He was a veritable Doctor Arnold in this sphere of educational work. SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1305 JOHN SWETT. To John Swett the Pacific coast is specially indebted for the intelligence of its rising generation. He was born in Pittsfield, N. H., July 31, 1830, and educated in that State. He went to California in 1852 as a mariner. He carried with him an educational outfit, with a knowledge of sound principles and methods of instruction gained from William Russell, that noted instructor under whose tui¬ tion he had taken up the methods of instruction approved in his normal school. He became superintendent of instruction in California in 1863. and later assistant superintendent of schools in San Francisco, and teacher of the high school and normal school, and author of various works on education. Doctor Swett may be credited with the giving of the compulsory form to the first school law of the State of California, which has done such remarkable service in various communities of the State, which would have lagged behind without the compulsory provision. This provision did not relate to personal attendance at school, but it provided for the local issue of the writ of mandamus in any commu¬ nity where the provisions of the law in - the matter of election or other features were not obeyed. The call of a single citizen was sufficient to secure its effective operation. REV. H. H. WILLEY. In the early days in California a different type of effort is to be credited to Rev. H. H. Willey, D. D. A graduate of Dartmouth, he was deeply imbued with the conviction of the importance of a college, and in addition to his pastoral duties he began to agitate the subject and solicit private benefactions for a college on the coast. The rush for money-making prevailed around him; fortunes were small; collections were limited. The East, to which he looked, was only responsive to a limited degree. Among those who received his appeals with more or less indiffer¬ ence, but in whose minds his urgency may not have been considered in vain, there may be mentioned Messrs. Stanford and Clark, who were later themselves the founders of universities. Mr. Clark lived to see his millions furnishing the founda¬ tion of a successful university at Worcester, Mass. Leland Stanford and his wife consecrated a fortune of $30,000,000 to the establishment of a unversiity at Palo Alto, Cal., in the name of their son, Leland Stanford, jr. REV. GEORGE H. ATKINSON. Rev. George H. Atkinson, D. D., of Portland, Oreg. , was of another type of these promoters. When called upon he was ready to draw up the earliest law, first for the Territory and second for the State, of Oregon. As the towns grew up he not only contributed to the form of local ordinances promotive of common school systems, but he was especially thoughtful of the academy, the high school, and the college, and was instrumental in securing money from the East for this purpose. The University of Forest Grove and Whitman College could hardly have existed without him. He conceived the idea of securing from proprietors, when they laid out their villages here and there in the Territory, lots assigned to churches and schools. Before the provision for State supervision he kept the Commissioner of Education at Washington advised, and in touch with him sug¬ gested administrative and legislative steps. MRS. S. B. COOPER. Mrs. S. B. Cooper, of San Francisco, Cal., a Christian lady of talent and culture, became for the Bureau of Education the reporter of local educational conditions. In her studies and reports she became interested in the kindergarten which had been established and was conducted by Mrs. Wiggin and Miss Smith. Mrs. 1306 EDUCATION REPORT, 1903. Cooper was a native of New York and formerly a teacher in a Georgia family, but otherwise was not experienced as a teacher save as the head of a Sabbath school class of 700 pupils. She was a lady of large views of the elevation of society and of appreciative philanthropic mind. She was enabled to see and present for her¬ self and represent to others the function of the kindergarten and its proper place in our system of education. Her appeal was made to a group of wealthy and appreciative ladies. Among those who are best known are Mrs. Stanford and Mrs. Hearst. Her solicitations were successful in securing money for current expenses for a system of kindergartens, and. in addition, a permanent fund of $500,000 for their continued support. The concurrence of circumstances which led to the establishment of kindergar¬ tens on the Pacific coast is suggestive. Miss Emma Marwedell. a German lady who had been well trained in normal kindergarten methods, both in theory and practice, offered her services to introduce kindergarten methods on the Pacific coast. The Commissioner of the Bureau of Education aided her in securing transportation and overcoming other difficulties. She enlisted worthy young ladies in her enterprise. Among the earliest to accept her training were Miss Smith and Mrs. Wiggin. the latter of whom became especially noted as the author of Patsy ’’ and other stories. Mrs. Cooper saw what they were accomplishing, and became convinced of the power of the kindergarten for the elevation of all classes in the community by the right training of early childhood, and especially gave herself to the exploitation of the Golden Gate Kindergarten. Her reports were circulated throughout the States and her advice was asked from Hawaii and other distant lands. She was in constant communication with the Commissioner of Education on educational methods. The expenses of the Golden Gate Kinder¬ garten were met by private gifts, but in connection with Mrs. Cooper's efforts these kindergartens became especially helpful in securing for this form of instruc¬ tion a legal recognition in a large number of our municipalities. HON. ALEXANDER H. STEPHENS. Few who knew the Hon. A. H. Stephens in the public positions of Vice- President of the Confederacy, Member of Congress, and governor of the State of Georgia are familiar with his special interest in promoting education. During one of his last years of service in the National House of Representatives, Mr. Stephens said to the writer that he had educated, or aided in educating, upward of 50 young men. Almost every year since he had been admitted to the bar he had one or more at college. He was for the education of the colored race to the extent of their ability. He had been opposed to the law which, before the aboli¬ tion of slavery, prohibited their education. He held that we should fulfill the demands of the Divine ordinance with regard to these people. He recalled that the legislature of Georgia in 1859 came within one vote of allowing the negro to be educated in that State. HON. j. O. WILSON. During the period of transition from slavery the beneficent labors of various individuals were conspicuous for their wisdom. The citizens of the national capi¬ tal, and, indeed, of the country at large, are especially indebted to the wise labors of J. Ormond Wilson. A. M., for the good results of the free schools of the Dis¬ trict of Columbia. J. Ormond Wilson was bom at Royalston, Mass., in 1825; graduated at Dartmouth in 1850; studied law and was admitted to the bar in Washington in 1853. He had a successful experience as a teacher and became prominent i i the revival of education in 1861. The absence in those days of national legislation had left the schools to the indifferent action of the citizens of Washington and Georgetown and the county court of the District. To an out- SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1307 sider, this control would seem to be confusing. The University of Georgetown prospered, as well as various private institutions and schools of lower grade. The Columbian University entered upon its conspicuous career. The few teachers were prominent for their eminence. It is recalled that President Jefferson took special interest in the public schools: but little, however, can be said in com¬ mendation of their merits until the special revival of interest in 1861. Then, when Congress began to legislate for the white schools, those of Georgetown, those of Washington, and those of the county were each under a different manage¬ ment. The building at the corner of Fourteenth and G streets, erected for the President’s stable when Jefferson occupied the White House, was afterwards transformed for the use of the schools and was one of the best schoolhouses in the District of Columbia. Legislation for colored schools after the act of emancipa¬ tion constituted still another series of school organizations, or boards, for the .direction of the education of colored children. The absence of schoolhouses, the variety of boards in control of the schools, the prevalence of race prejudice, civil opposition, the transition from municipal to Congressional legislation, together with the activity of extreme sentiments for and against common schools, rendered the administration of school affairs a responsibility of extreme delicacy, demanding the greatest moderation and wis¬ dom. These necessary characteristics Mr. Wilson possessed to a marked degree. He was wise in his opinions and principles and methods of education, and espe¬ cially wise in leading the schools forward without a burst of opposition. Progress was rapid, and each subject was so justified that the public confidence agreed and gradually sustained each advance. The number of noble men who contributed to the cause increased, but all freely gave special credit to Mr. Wilson. There was little school legislation, municipal or Congressional, upon which he did not have shaping influence between the time at which he entered upon his responsi¬ bilities and when he retired. As early as 1875 normal classes were established in penmanship and drawing; in 1876 the Girls’ High School was established, and two years later the Boys’ High School. In 1879 books and magazines were provided for supplementary reading, and two years later sewing, cooking, and other fea¬ tures of industrial training were introduced into the county schools in spite of the fact that there was no provision of money for the extra expense. A library for each school was started. In 1861 there were in the schools 50 teachers and less than 4,000 pupils; in 1885, when Mr. Wilson resigned, there were 565 teachers and 32,000 pupils. The old and unfit schoolhouses had given place to new ones, well adapted to modem principles and methods. His school management made the schools of the city an honor to the nation. In supplying funds for building schoolhouses and school expenses he came natu¬ rally to devise and carry through the plan of dividing all expenses of the District between the General Government and the District. WILLIAM HENRY RUFFNER. William Henry Ruffner, LL. D., was born in Lexington, Va., in the year 1824. His father was founder of Presbyterianism in his locality, and was president of Washington College (now Washington and Lee University) , and was distinguished for his advocacy of the gradual abolition of slavery in Virginia. His son, a scholar of mark, especially in the direction of geology, became chaplain of the University of Virginia in 1849. For a time he devoted himself to the ministry and to geology in the field, the latter for his health. In 1870 he was elected superintendent of public instruction for the unformed system of education in Virginia. The diffi¬ culties to be encountered would have paralyzed a less able or less resolute man. Two unhomogeneous races were to be provided for, and public sentiment had been formed against public schools. He has been fitly designated the Horace Mann 1308 EDUCATION REPOET, 1903, of the southern school system. He wrote, he traveled, he lectured, he devised laws which were passed. He retired from his office in 1882, having planted a sys¬ tem of public schools firmly in the administration of his State. His character was of the highest order and everywhere he won respect. Many a young common school teacher, whose mental horizon had been narrowed by the limitations of that period of poverty and struggle, found new life and freedom from a course of lectures by Mr. Ruffner. and physical geography became to her, as well as to her pupils, a new subject, with fuller meanings and larger aims. After retiring from the office he CDntinued his investigations in geology, and added important contributions to his scientific reports. He was especially helpful in founding the Agricultural College and the Miller Industrial School in Albemarle County. From the beginning of his administration he had pleaded for the professional training of teachers, making the State and county institutes very effective, and always, when possible, giving them dignity and force by his presence and teach¬ ing. and exerting his influence in favor of the establishment of normal schools by the State. His efforts had their natural results. A State female normal school was first established at Farmville, and he was elected by acclamation first prin¬ cipal. and its organization left entirely in his hands. Under his wise, upright, and efficient management the success of the school was phenomenal, until he resigned and again took up scientific work in the department of geology. GEN. S. C. ARMSTRONG. Among the typical contributions to education in the South is that of Gen. Samuel C. Armstrong, who was born on the island of Maui. Hawaii, January 30, 1839. His father, a missionary, Rev. Richard Armstrong, was minister of public instruction for the Hawaiian Kingdom, and until he left the island for his educa¬ tion at Williams he was in close touch with all the features of his father's work as minister in elevating the natives. After his college course he joined the Army as captain and was mustered out of the service with the rank of brevet brigadier- general. Employed by Gen. O.O. Howard, of the Freedmen's Bureau, he was assigned to the care of “ contrabands *' gathering about Hampton, where General Butler had first treated these runaways as ‘ ‘ contraband of war. ' ’ G eneral Arm¬ strong began to apply the principles and methods with which he had become familiar with his father. He recognized the benefits of higher education and endeavored to join with it the training of the hand. He organized the Hampton Normal and Agricultural Institute, aiming, in his plan of training head, hand, and heart, to establish an institution for the education of colored teachers, in which the idea of self-help was fundamental. It has been said of him that he was an educational genius; that he had a rare combination of unaffected piety, practical philanthropy, and hard-headed business ability. He traveled widely and spoke much, educating the public mind to the great duty incumbent upon it. He did not shrink from the annual duty of soliciting and securing $60,000 to $70,000 for his institute; indeed, he was rather disposed to delay or put off the solicitation of permanent funds, willing to make the sacrifice of educating the public mind. Among the results of his efforts may be mentioned the establishment of the insti¬ tution at Tuskegee, Ala., by Booker T. Washington. ROBERT C. OGDEN. Robert C. Ogden, a successful merchant, becoming president of the board of trustees of Hampton and seeing the educational situation, aided in setting in motion a large movement for the general improvement of education in the South, acting in person with a group of sympathetic men of eminence, every one of whom carries weight and influence wherever known. Mr. W. H. Baldwin, jr., SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1309 president of the Long Island Railroad Company, is president of this organization. The last trip of Mr. Ogden, with his body of coadjutors, was to Athens Uni¬ versity, Georgia, where they were received by the governor and other gentlemen with like minds. Mr. Rockefeller has joined them with a gift of $1,000,000, and. it is understood, others are ready to cooperate with their means. The result can not fail to be far-reaching with its benefits. CATHERINE FAY EWING, ORIGINATOR OF CHILDREN’S HOMES. Children’s Homes throughout the country have attracted deserved attention as child-saving institutions. They not only save life; they educate to usefulness. The Ohio law is simple. It was enacted in 1866, and in 1871 thirty-seven homes were organized under it. They were established and conducted by counties and intrusted to the care of three trustees by the county commissioners. All neglected or destitute children, not insane, imbecile, or affected by contagious diseases, are received into them on proper certificate. The effort is to make the homes for them all that the word implies. From these homes they are committed to fami¬ lies. At first when the children were placed in families the officers did not follow them with care systematically. Now they inspect each child annually under an amendment to the law made in 1889. These beneficent homes originated with Mrs. Catherine Fay Ewing. Mr. Fay, her father, in the early history of Marietta College, moved with his family from Westboro, Mass., where Mrs. Ewing was born. He came to the neighborhood both to aid the struggling college and to give his sons the benefit of its advantages. Miss Catherine Fay became a teacher and after a time a missionary to the Indian Territory. She says that in the fall of 1858, while laboring as a missionary among the Choctaw Indians, a physician called upon her and asked her to visit a poor family where the mother, a New England woman of culture and refinement, had died leaving 5 small children. These little ones he had committed to his care, and he was trying to find homes for them, their drunken father having deserted them. He wished her to adopt a beautiful little girl 2 years old, and she longed to do it; but she was a poor teacher, hundreds of miles from home and it seemed impracticable. The little one was taken by a man and his wife who soon after began to sell whisky to the Indians. One day there was a drunken fight, and the child was thrown down the steps of the house and killed. This affected Miss Fay so deeply that the determination was made in her mind to have a home of her own where she could care for such orphan and homeless children. After this time every effort was directed to that object; every dollar was laid away with care for this purpose. She taught two years in Kentucky, and with the money bought 15 acres of land about 10 miles from Marietta. There was a house of two small rooms on the land. About this time she received two legacies, from an uncle and aunt, and began at once to build a larger house. Her plan was to adopt poor children and support them herself. She went to the county infirmary and found 26 children associated constantly with older people, many of them of the vilest character. This was more than she could bear. She wanted to take th m all, but she could not hope to support so many by her own efforts. She went to the directors of the infirmary and asked them to let her take them at $1 per week. The first few weeks were very hard ones, and the trustees of the district school refused to allow the children to attend school because they were paupers, and they were unwilling to have their own children associate with them, although after a law¬ suit she obtained permission to send them to school, but the children were taunted and made unhappy by being treated as poorhouse children. After the war for the Union broke out many soldiers’ children were added to the number in her care. At one time she had 35 of these, and she felt that they deserved 1310 EDUCATION REPORT, 1903. something better from their country than had been provided, and became exceed¬ ingly desirous that the effort might be entirely separated in name and in fact from the poorhouse, and have a distinct appropriation for its use. In 1864 she conferred with the commissioners about the expediency of applying to the legis¬ lature to bring this change about. The bill was presented that year, but failed. In 1865 it was again presented and rejected, but in 1866 it became a law; so the plan which she at first thought of only as a relief to her own Children's Home became in the course of Providence the means of planting homes in the different counties of the State. J. H. THIRY — INSTRUCTION IN THRIFT. Our education is sometimes indebted for important features to outside agencies. A recent contribution of this character has been the establishment of school sav¬ ings banks by J. H. Thiry in Long Island City, N. Y. Coming to his new home with some personal familiarity with these institutions in Europe, in 1885 he began to interest his neighbors in the system. They gave him their approval of the principles and methods, which he explained. It was seen how instruction in methods of saving of even small amounts cultivated the habit, and, in many instances, would save from want and lead to the establishment of those habits of economy and thrift essential to the accumulation of competency. NATHAN JACKSON MORRISON. Among the promoters of education Nathan Jackson Morrison, D. D., LL. D., illustrates a type. He was bom in Franklin, N. H., November 25, 1828, near the birthplace of Daniel Webster. His parents were of the same sturdy class as those of the great statesman. Idleness had no place in his early life. In the district school he pushed beyond the usual elementary studies and prepared for a course in Dartmouth College, where he graduated in 1858. He taught to pay his expenses while at Oberlin preparing for the ministry of the Congregational Church. For a time he taught Greek at Olivet Institute (or College) , Michigan. At that time the college had no endowment and only a dormitory for young men and the beginning of a building for young ladies. His aptitude for management and the collection of funds was soon manifest. Buildings were erected and an endow¬ ment secured, and attendance increased until he resigned in 1872. His attention was attracted to the educational situation in southwest Missouri, where he saw the need of a Christian college, and led to the establishment of Drury College. Mr. S. F. Drury furnishing a portion of the funds. He organized the college, and remained president until January, 1888., having supervised the erection of buildings, attended to the purchase of lands, secured professors, and obtained means for the college amounting to over $350,000 and a library number¬ ing 20,000 volumes. The campus embraced 40 acres. The city and region of the country shared in this college prosperity, together with the public school system. After retiring he was for a time professor at Marietta College, where he raised the money for a new building. Again called to college administration, he took charge of the college at Wichita, Kans. . which he successfully brought forward in its educational work. He is one of a large type of promoters of education whose labors have been beset with many embarrassments, but who have been successful in planting colleges and academies on our frontier. REV. A. D. MAYO. The Ministry of Education, by Rev. A. D. Mayo. LL. D. . is one of the most unique benefactions. It is his own work and that of those who, in the most informal way, cooperated with him. The Doctor did not come to it without SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1311 preparation. He was bom on the 31st of January. 1823, in Warwick. Mass. He studied at Deerfield Academy and Amherst College, and in 1846 entered the Uni- versalist and afterwards the Unitarian ministry. He was in charge of the Inde¬ pendent Christian Society at Gloucester, Mass.. eight years. Then, from 1854, he was two years at Cleveland, Ohio, where he became especially interested in the improved methods of work when Hon. Andrew Freese was supeiintendent and E. E. White, LL. D.. teacher. He lectured extensively upon educational subjects on the Western Reserve. From 1856 to 1863 he was pastor in Albany. N. Y. Here he had seven years' use of the State Library, aided by the suggestions of the libra¬ rian, Doctor Holmes. His interest in education was deepened and his observa¬ tions extended as he became familiar with the work that Mr. Page did before his death in the State normal school and that of Doctor Steams in the female academy. His services were not only called for by those interested in education, but he spoke extensively and with great effect for the cause of the Union. His mind was alert on all the essential questions that agitated the public. In 1862-63 he became pastor in Cincinnati, Ohio, and was soon made a member of the school board, and by his able and brilliant advocacy of the Bible in public schools became known throughout the country. His close proximity to the seat of the civil war brought before him all the great questions involved in a manner to arouse him to the utmost effort for their solution. Whatever else might be attempted, he was most profoundly convinced of the supreme part that education must perform in establishing order, peace, and prosperity in the future. In 1872 he moved to Springfield, Mass., as pastor of the Church of the Unity; and until he resigned in 1880 his labors as an educator were in requisition as a member of the board of education of the city and as a lecturer throughout the State in the employ of the State board of education. His love of educational work, his profound belief in its beneficence to mankind in all personal duties and in all social, civil, and reli¬ gious relations; the eloquence with which he presented its many phases, united to secure for his labors the most wide and hearty recognition. His readiness and effectiveness as a writer were also called into requisition. He had observed exten¬ sively and studied carefully the movements of American thought and activity. In the valley of the Ohio he met with multitudes of refugees from the colored and white population of the Southwest. Unable, from imperfect health, to join the ranks of the Union Army, his attention was all the more concentrated on the issue of the conflict and the long period of rehabilitation of southern society that followed changes so radical through so large a share of the area of the Union. In all this experience and observation he confesses that an irresistible impres¬ sion was forcing itself upon his mind that in some way a providential ‘ • call might come to him for useful service in this stage of the great revolutionary epoch. It was not as a teacher or a representative of any ecclesiastical body or as a Government official that he desired to go to the southern people. It seemed to him that there was a place in this vast enterprise of educating the children and youth of those States for a friendly private citizen of the United States who might go on a labor of love to all the people of the South, and, -with the exception of teaching, organizing schools, and becoming an “agent " of any kind, serving as a “man of all work” in a field so extensive and attractive. With these earnest hopes and fixed plans he visited Washington, consulted with the United States Commissioner of Education, with President Hayes and his estimable wife, and with the numerous statesmen from the North and South. The idea found unex¬ pected reception. Friends on the one hand furnished means and on the other opened the way. He made his first visit South in 1880, the funds being raised in the main by Rev. E. E. Hale, D. D. For six years, in addition to his speaking, he was the efficient editorial writer of 1312 EDUCATION REPORT, 1903. the New England Journal of Education. Of liis publications largely circulated may be mentioned “ The South at School;” “National Aid to Education;” “ The City of Washington: A National University;” “Last Words from the South;” “ The South, the North, and the Nation Keeping School;” “ The New Education in the South;” “The Normal School in America;” “Governor Butler and the Schools of Massachusetts;’’ “ The Common School and Common Morality;” “ The Academy, Old and New;” “A Southern Graded School;” “American Brains in American Hands;” “ The Educational Situation in the South;” “A New Version of the Children in the Wood:” “Southern Women in the Recent Educational Movement in the South.” The singleness of his aim to promote education, the fullness of his informa¬ tion upon the most advanced methods, and his happy manner of presenting all phases of his subject united to make him welcome to all classes. He had a mes¬ sage for all, and all heard him gladly — the dwellers amid all the advantages of libraries and institutions of learning in the cities and those shut out of these advantages in the country districts; also teachers, members of other learned professions, and those engaged in the various industrial pursuits — farmers, mechanics — together with children and youth in Sabbath schools and churches of every denomination, and youth in every grade of instruction from the kindergar¬ ten to the university. His visits have carried cheer and instruction to private and public schools, whether for the white or for the black. He has, by special request, visited nearly all of the institutions maintained by northern charity for colored youth in the South. -His messages have had something for everyone, whether high or low. who sought an education. Institutions of all grades for whites have counted it a privilege to entertain him and gain wisdom from his addresses. Many places he has visited several times, with increasing welcome. He has done much to remove unfounded prejudices and to aid in the overcoming of the inherent difficulties of the situation and in lodging arguments where they will be repeated for generations. He has visited and labored in the cause of universal education in thirty-five States of the Union and in the District of Columbia. An important feature of his work is the Sunday preaching, generally upon topics connected with education, in churches of every denomination which are open to the occupation of clergymen outside of their own body. In the South, with the exception of personal entertainment and to some extent of transportation, this ministry has been “ a labor of love.” In doing this work for nineteen years Doc¬ tor Mayo has traveled more than 75,000 miles; has delivered more than 4,000 pub¬ lic lectures; preached 800 times in churches in nearly all parts of the country, and has visited nearly all the leading colleges and great numbers of academies for both races in all the Southern States, with especial reference to the establishment of the common school system everywhere. The amount of writing done far exceeds that of the ordinary city clergyman connected with his professional ministry. More than 100 addresses have been printed, often reprinted, and with the aid of the daily press, as well as numerous pamphlet editions, have probably reached a circulation of 1,000,000 copies. Three “Circulars of Information,” of the United States Bureau of Education, with other matter furnished, have reached a circulation of 100,000 copies. This ministry has been carried on during these years at an expense of not less than $60,000. For several years the American Unitarian Association furnished a portion of the yearly fund as a tribute to the common school work in the South, as the ministry has always been unsectarian , though thoroughly Chris¬ tian in the broad American sense that the common school is at once a school of morality and practical religion. At least two-thirds of the entire fund has been collected yearly by the contributions of the friends of education, chiefly in the New England States, with the entire personal earnings of Doctor Mayo applied to SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1313 the same use. This appropriation is no longer made and the only support of this ministry is by the contributions of its friends and the earnings of Doctor Mayo from literary labors connected with education. The work was never more promising than at present, and the interest of its supporters does not seem to abate. He has helped many in the South to see more clearly the theories and practice of the North in education. He has also done great service in conveying to the public mind of the North his varied and inter¬ esting views of the struggle for education in the South. His ministry is calcu¬ lated to arouse the deepest sympathy and most hearty approval of all those engaged in uplifting that whole section of the country, and thus doing their utmost to unite the entire land in one effort to aid the children and perpetuate a united and happy nation. DOROTHEA L. DIX. Miss Dorothea L. Dix, bom at Hampton, Me., April 4, 1802, was preeminent in educating the people of the United States in the care of the insane and in the supervision and direction of the nurses in the war for the Union. She early devel¬ oped a strenuous character in caring for her family. In her experience as teacher of a Sunday school class for women in the East Cambridge House of Correction after the services she found a few insane persons confined in rooms which were not heated. In securing stoves for the rooms she was obliged to bring the case into court. She made such a report of overcrowding and filth and the nonsepara¬ tion of the innocent, the guilty, and the insane, old and young, as, with the assist¬ ance of Doctor Howe and Charles Sumner, secured a correction of these abuses. She traveled throughout the Union and led to the establishment of the several institutions for the insane in the different States. Her influence was felt the world over. Her labors for the Union and in the administration of the organiza¬ tion of nurses are hardly less important than her services for the insane. She died July 17, 1887. JULIUS D. DREHER. Roanoke College, Virginia, presents an illustration different but suggestive, from others more noted. The college is located in the old town of Salem and is under the auspices of the Lutheran Church. The founder had deep religious convictions for its necessity. It is one of the smaller colleges , but one of solid merit and of special inter¬ est. Its growth since the war shows the happy results of uniting resources, even if none of them are large. To this result no small contribution has been made, in the effort to establish a college which overcomes prejudice and takes large and just views of human affairs, by the labors of Julius D. Dreher, Ph. D., who is a native of South Carolina, where his home was located, in the track of Sherman's army. Returning from the war he earned the necessary money and graduated from Roanoke in 1871 and was at once called to teach there. He received the usual “A. M.” three years later and the “Ph. D.“ from Williams in 1881. In 1878, when not quite 32 years of age, he was elected president of Roanoke. The college had inadequate buildings and a small attendance, a debt, and little or no endowment, but a history of heroic strength, especially under the twenty- three years of the presidency of the devoted and able Doctor Bittle. President Dreher at once set about, through the United States Bureau of Education, to become acquainted with the larger institutions of superior instruction in the country. The location of the college was favorable on account of the moderate prices charged there. He therefore set about to make its advantages and necessities known in other communities and other States. Prices were kept down: students were increased; to the open welcome offered by the college, the Indian, the Jap¬ anese, and the Korean responded. Slowly, by the unremitting efforts of the ed 1903— vol 2 - 7 1314 EDUCATION REPORT, 1903. president, funds came mostly in moderate amounts from Virginia, New York, Phila¬ delphia, and New England toward current expenses, for the erection of build¬ ings, and for endowment. Men of national reputation responded to the spirit of the college. President Dreher has manifested hearty sympathy with all of the efforts for the advancement of education in his section, generally writing and speaking of the work going on among the blacks as well as the whites. •JOSEPH HENRY AND THE SMITHSONIAN INSTITUTION. The great name of Joseph Henry and the Smithsonian Institution have been so long associated in the public mind that few stop to think that the whole vast influence which has brought the two into such close association is due to a bene¬ faction to education. James Smithson was an Englishman who died in Genoa, Italy, the 27th of June, 1829. At his death it was found that his will read: “ I bequeath the whole of my property to the United States of America to found at Washington, under the name of the Smithsonian Institution, an establishment for the increase and diffusion of knowledge among men.” After due process there were turned over to the United States from the legacy in all $650,000. An act of Congress was passed establishing the Institution pro¬ vided for, August 10, 1846. Joseph Henry was early elected the Secretary or administrative officer of the Board of Regents of the Institution. The officers of the Institution included the President of the United States, the Chief Justice, and specified members of the Senate and House of Representatives, to be elected in each case as provided. It was early announced to be the object of the Regents to assist men of science in making original researches, to publish them in a series of volumes, and to give a copy of each publication to every first-class library on the face of the earth. In addition to a general work in aiding research, the “Smithsonian” has organized a great museum, both historical and scientific, which has become asso¬ ciated with the capital at Washington and is an object of universal attraction to visitors. In addition to all other activities of the Smithsonian, it is also the medium of a system of exchanges between the Government of the United States and other Gov¬ ernments of the world. In this great function of the promotion of exchanges it has been reported that 1,175,000 packages have been already handled, including not less than 24,000 separate cases. Joseph Henry, so closely associated with the Smithsonian, was born at Albany, N. Y., 17th of December, 1797. He was educated at the common school and at the free academy, where he early became professor. In 1832 he was elected pro¬ fessor at Princeton, from which place he came to the service of the Smithsonian. ALEXANDER GRAHAM BELL. The name of Bell has become specially associated with the opportunities for improved education among the deaf. Several generations of this name have aided to contribute to the results now so generally recognized, the most eminent of which before the public to-day is Alexander Graham Bell. LL. D., the inventor of the telephone. His grandfather, Alexander Bell, of Edinburgh, was a noted instructor in elocution and the author of several works on this subject. His son, Alexander Melville Bell, carried these studies in the management of the vocal organs still further, and in 1842 announced the formulation of a new theory of articulation and vocal expression. Slowly his theories received consideration. In 1868 he gave his first course of lectures in the United States before the Lowell Institute, Boston, Mass. His son, Alexander Graham Bell, the inventor of the telephone, was born March SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1315 8, 1847. and gave himself specially to the development of the system of physical speech. He settled in the United States as a teacher of deaf mutes. In 1867 he specially began to study the problem of conveying articulate sound by electric currents, and after years of research and experiments completed the telephone in 1876. His studies and labors have greatly enlarged the education of the deaf and dumb. These people throughout the world are the beneficiaries of his efforts. Doctor Howe did wonders in developing the intelligence of Miss Bridgman. Mr. Bell has the satisfaction of seeing these remarkable instances increase in number. Helen Keller, deaf, dumb, and with but a single sense in full development, is proceeding with wonderful results in the acquisition of knowledge as a member of the regular class of her college. FREDERICK J. CAMPBELL. An international contribution to the promotion of education has occurred in the life of Dr. Frederick J. Campbell, a native of Tennessee and principal of the Nor¬ mal College for the Blind, London. Dr. Frederick J. Campbell was born in Franklin County, Tenn., October 9, 1834. While nt play a sharp acacia thorn pierced one eye. Inflammation and bad management resulted in total blindness of both *eyes. By a curious but interesting struggle the lad went on persistently with his education, there being no institution for the instruction of the blind at the beginning in the State, and completed his preparation for life. He won rec¬ ognition for his efforts in the State of Tennessee, the State of Wisconsin, and the State of Massachusetts, and by the aid of Charles Sumner and Dr. S. G. Howe went to Germany for the relief of his health and the advancement of his educa¬ tion. and on his return to the States stopped in London, where, by chance, as it were, he became acquainted with the condition of the London blind poor, who were dependent on the charity of others. Dr. T. It. Armitage, who had already done so much for the blind, awakened his interest in their welfare, and the result was the foundation of a normal college. Doctor Campbell succeeded in interesting the most eminent persons in the British Empire. The entire blind population of the realm are continuing to receive benefits from his labors. An enrollment of 160 in the school is now reported. Doctor Campbell gives weight to the declara¬ tion that a practical education is a blind man's capital. The blind of the world are his debtors. EDWARD MINOR GALLAUDET. The name of Edward Minor Gallaudet has become specially associated with benefactions to education, not by the gift of money or new processes, but by the conservation of well-known and well-established conditions and efforts. His father, Dr. Thomas Hopkins Gallaudet, who is accredited as the founder of deaf- mute instruction in America, was born in Philadelphia December 10,1787, the son of Peter Wallace and Jane Hopkins Gallaudet. He went to Europe and brought thence to -this country what was there known about the education of the deaf mute. His son, E. M. Gallaudet, Ph. D. and LL. D., by a wise course in conserva¬ tion of the interest in this subject, has succeeded in establishing at Washington the only deaf-mute college in the world, and carrying it forward with the aid of the Congress of the United States to the present time, winning more and more the cordial support of the students of this subject. His contributions to literature have been well received and are effective for his purposes. At different times his testimony has been required in Europe in its bearing on this subject. It is not surprising that this silent class throughout the United States look up to him with gratitude for his effective labors. The Emperor of Brazil, like many other for¬ eigners visiting our shores, became greatly impressed with this development of instruction. 1316 EDUCATION REPORT, 1903. COL. R. H. PRATT AND INDIAN EDUCATION. The change of sentiment with reference to the education of the Indian has been brought about by a great variety of causes. When the movement was commenced by General Grant in this direction, the United States Treasury was appropriating for Indian education about $20,000 a year. The efforts of General Grant turned public attention in the direction of the wiser efforts of Washington. He advised kindly, honest treatment, and efforts for education. The result is Indian wars are disappearing. Industry in a variety of forms is making a large number of Indians self-supporting. Over $2,000,000 are paid out of the Treasury for Indian schools. The Indian is no longer feared as a savage, but begins to be a part of our Chris¬ tian civilization. Toward this result the Indian Industrial School at Carlisle, under Col. R. H. Pratt (afterwards General), together with corresponding efforts at Hampton, led the way. The Colonel found the secrets of his lesson in the care of a hundred or so Indian murderers committed to his custody at St. Augustine, Fla. There, in their confinement, they began to have their eyes opened to the advantages of the ways of the white man, and sought to be taught further in his methods. These separate efforts wisely proclaimed the plan to be such as to pre¬ pare the way eventually for their own termination and the education of the Indian with the whites for the same citizenship by the same methods. HON. SAMUEL J. TILDEN. The question, “ Shall I give my money that I have accumulated and intend for the good of my fellow-men while I am alive, or shall I leave it in my will to be so used after my death? ” is a question that occasions many persons of wealth great anxiety. Bearing on this question, the facts connected with the will of Hon. Samuel J. Tilden are most instructive. He was a lawyer and an economist of great eminence. His life had been devoted to the study, consideration, and prepa¬ ration of papers affecting property. No one was considered more astute in this direction. When he died, he desired to devote his property to a great public serv¬ ice for the benefit of the millions in the metropolis of his beloved country. His will was so prepared, but it did not stand the tests of the courts. The following statement from Hon. John Bigelow gives the facts. Fortunately for Mr. Tilden’s memory and for the public, a portion of his heirs have come to the rescue of his great purpose, which was apparently to be defeated. Estate of Samuel J. Tilden, New York, June 15, 1892. Gen. John Eaton, Washington, D. C. > Dear Sir: I have your favor of the 26th of February before me, together with your “ Special inquiry No. 1,” dated January 30. I have been hoping to be better able than I am now, even, to answer your questions, but have decided to send you such information as I have rather than delay further. Instead of filling out your printed “special report"' I give the information herein, following, however, the order of your printed questions. 1. Institution, name, location: The Tilden Trust, city of New York. 2. Property: Estimated at about $2,000,000. Of this, about one-half is in railroad stocks and bonds, and something over $400,000 in iron mines — these investments being a portion of the property left by Hon. Samuel J. Tilden. Most of it yields an income. The income of the Tilden trust at present, prior to making any invest¬ ment in library plant, may be stated approximately at $80,000 per annum. 3. Form of investment found safe and profitable: The trustees of the Tilden trust are content to hold high-class railroad securities. They also believe that bond and mortgage on real estate, when well secured, is a desirable form of investment. 4. Condition of gift and management: No supervision of property and funds required other than by the trustees. 5. Losses: None. 6. Sources of property: The property of the Tilden trust was formerly the prop¬ erty of Samuel J. Tilden. It was obtained by a compromise with Mrs. Laura P. SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1317 Hazard, who claimed (as legatee under the will of her grandmother, who was Mr. Tilden’s sister) that Mr. Tilden died intestate as to the chief part of his estate, and that she was entitled to one-half of the property not disposed of according to law in his will. By this compromise, made some months prior to the final decision of the court of appeals. Mrs. Hazard received $975,000, and the Tilden trust became entitled to the remainder of any sum to which she might be adjudged to be enti¬ tled as heir at law of Mr. Tilden or legatee of her grandmother, Mrs. Mary B. Pelton. Touching “limitations ” of gifts, the experience of the Tilden trust indi¬ cates the wisdom of making gifts, in this State at least, absolute, especially if it is a gift by will. 7. Losses in settlement of wills: The only experience the Tilden trust has thus far had is that indicated in the above statement. No settlement was reached by the Tilden trust with the other heirs at law. If the purpose of Mr. Tilden as set forth particularly in the thirty-fifth clause of his 'mil had been upheld by the appellate court, the Tilden trust would have had for its library and educational work more than twice the sum it now has. Mr. Tilden's plan has, to that extent, been obstructed and crippled. The thirty-fifth clause of the will was declared void by four judges out of seven in the appellate court. The other three agreed in an opinion sustaining the will. Out of eleven judges who have passed on this question since Mr. Tilden's death in August, 1886, five have written or signed opinions in favor of sustaining the will and six have declared the will to be void as to the thirty-fifth clause, this being the clause directing the incorporation of the Tilden trust and providing for its endowment. Yours, respectfully, John Bigelow. STEPHEN GIRARD. Stephen G-irard was born in Bordeaux, France, May 20, 1750, and died Decem¬ ber 20, 1831, at the great age of 82, in Philadelphia, with which city his charities will always associate his name. He was married June 6, 1797, to Miss Mary Lund, who, after contributing to his home life for eight years, became melancholy and, in time, hopelessly insane. His life went on absorbed in business with little outside aid to the best aspirations until its close, and then the city was surprised by find¬ ing that his gifts, by will and otherwise, amounted to $7,500,000. In addition to other special trusts for which he carefully provided he gave a fund for a college for orphans, which in 1891 amounted to $15,000,000. His gifts may be said to have given shape to the large gifts which followed in the benefactions of Wharton, Drexel, and Williamson, of the same city. Mr. Girard rose early and worked late. He spent little on clothes and for his daily needs. He wrote a friend, “ I do not value fortune: the love of labor is my highest ambition. ' ’ Among his leading characteristics was a fondness for chil¬ dren, horses, dogs, and birds. His most noted gift is that which resulted in the college. He said in his will, “I have been for a long time impressed with the importance of educating the poor, and of placing them, by the early cultivation of their minds and the development of their moral principles, above the many temp¬ tations to which through poverty and ignorance they are exposed, and I am par¬ ticularly desirous to obtain for such a number of poor, male, white orphan chil¬ dren as can be trained in one institution a better education as well as a more comfortable maintenance than they usually receive from the application of public funds. ' ‘ One injunction connected with his will has often been supposed to indicate his opposition to religious instruction. This, it is claimed, was illegal and immoral, derogatory and hostile to the Christian religion, but on appeal to the supreme court of his State it was decided that there was nothing in the will inconsistent with the Christian religion or opposed to any known policy of the State. The will says: “ I enjoin that no ecclesiastical missionary or minister of any sect what¬ ever shall ever hold or exercise any station or duty whatever in said college, nor shall any such persons ever be admitted for any purpose or as pastor within the premises appropriated to the purposes of said college. * * * In making this restriction I do not mean to cast any reflection upon any sect or person whatsoever, but there is such a multitude of sects and such a diversity of opinions amongst them that I desire to keep the tender minds of orphans who are to derive advantages from this bequest free from excitement of clashing doctrines that sectarian con¬ troversies are so apt to produce. My desire is that all instructors and teachers in the college shall take pains to instill in the minds of the scholars the purest prin- 1318 EDUCATION REPORT, 1003. ciples of morality, so that on an entrance to active lives they may, from inclina¬ tion and habit, evince benevolence to their fellow-creatures, and love of truth, sobriety, and industry.” DANIEL B. FAYERWEATHER. There was not a little surprise in the public mind that the estate of Daniel B. Fayerweather was distributed in aid of a considerable number of institutions. Few had a conception of his possessions, and comparatively few apprehended what was in his mind to do with his funds. Daniel B. Fayerweather died in New York City November 15, 1890; was born in Connecticut in 1821. He served an appren¬ ticeship with a farmer, and at its termination learned the shoemaker’s trade at Bridgeport. He worked at this trade until prostrated with “ shoemaker’s colic,” when he bought a tin-peddler’s outfit and began tramping in Virginia. Where he could not sell for cash he took hides in payment. On the restoration of his health he resumed his trade in Bridgeport. He remained there until 1854, when he entered the employ of Hoyt Brothers, leather dealers. In 1870 he entered the firm under the title of J. B. Hoyt & Co. This firm was afterwards changed to Fayerweather & Ladew. Mr. Fayerweather was noted in financial circles for strict commercial rectitude; he was retiring and economical in habits, but always ready to assist deserving charities. Outside the circles of business acquaintances and personal friends he was but little known. The strategic distribution of his bequests is accounted for by the advice of the eminent Doctor Hitchcock, with whom Mr. Fayerweather is known to have consulted. Legal questions that have been raised render any final statement of the distri¬ bution of his funds, until final action of the court may be considered, unsafe. The following bequests may be specified with some measure of safety: $25,000 to the Presbyterian Hospital; to St. Luke’s Hospital, $25,000; $25,000 to the Eye and Ear Infirmary; $10,000 to the Woman’s Hospital; $10,000 to the Mount Sinai Hospital, all in New York City, making a total of $95,000. He gave to Yale $200,000, and to the Scientific School $100,000; $200,000 to Columbia College; $200,000 to Cornell University; $100,000 to Williams College; $100,000 to Dart¬ mouth College; $100,000 to Wesleyan University; $100,000 to Rochester Univer¬ sity; $100,000 to Hamilton College; $100,000 to the University of Virginia; $100,000 to Lincoln University; $100,000 to Hampton Institute; $100,000 to Maryville College; and $50,000 each to the Union Theological Seminary and La Fayette College, Marietta College, Adelbert College, Wabash College, and Park College, a total of $2,100,000, or, including New York City, $2,195,000. The payments out of the residuary estate amounted, up to July, 1900, to the sum of $2,200,000, with an additional payment of $100,000 to the Northwestern University, making in all total payments to July 1, 1900, of $4,495,000. The experience in the settlement of estates under wills has furnished many admonitory instances. The American public mind and the action of the courts represent a strong tendency to treat wills with consideration. Under the statutes the will becomes law. Everywhere there is a disposition to regard its terms most rigidly and to follow its directions most explicitly. The action of legislatures and of courts has followed a similar line of exactness with reference to trusts. There has been a determination to find out the significance of trusts and to follow its direction undeviatingly. The wholesome results in these directions are an honor to the country. They may be counted among the most beneficent judg¬ ments. WILLIAM E. DODGE. William E. Dodge was born September 4, 1805, at Hartford, Conn. In 1821 he became the subject of deep religious convictions and ever after took an active-part in religious efforts. June 24, 1828, he married Miss Melissa Phelps, a daughter of Anson G-. Phelps, of New York City, and they together constituted a home SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1319 consecrated to the best purposes and highest aims. Ever after the home and the church were the centers of his thought. His business ventures prospered. At the outset he became attentive to the wants of others, and was always active in philanthropic work which appealed to him. He shared his large operations. He was active in building and managing various railroads, but withdrew from those that were disposed to disregard the Sabbath. Be took a prominent part in the management of missionary enterprises, especially in foreign countries, and became a trustee of the Oahu College, Honolulu, Hawaii, and of the Bible House, in Constantinople, Turkey. He was treasurer of the Protestant College, at Beirut, Syria, for twenty years. He was strenuous in the advocacy of temperance, and took active part in the great organizations promotive of the circulation of the Bible and the establishment of Sunday schools, and in the advancement of the great work of the Young Men's Christian Association. He was widely known by his aid to students preparing for the gospel ministry, and he left in his will $50,000 for the advancement of this work. He was especially zealous in his efforts for the colored people. His gifts to colleges were widely distributed, and many college enterprises had reason to be thankful for his timely aid. as is well illustrated in the case of Lin¬ coln University, Oxford, Pa., and Maryville College, Tennessee. No exact record was kept of his many gifts. They were said to have reached no less a sum than $100,000 in a year. It is said of him, appropriately, that his supreme and final reputation will be that of a philanthropist. A man of wider charity has been rarely known, or one who worked along so many lines and did so much, unaided and unseen. No form of human want or weakness, no possibility of benefit to others in soul or body, seemed alien to him. He served in the ranks, and was never weary of welldoing. Benefactions so diversified, so lavish, so incessant, and yet so graciously bestowed, his city has seldom, if ever, witnessed. His sons, Hon. William E. Dodge and D. Stuart Dodge, D. D. , responsive to the influences of the home which he established, are following his example, and, in cooperation with his widow, are emphasizing the great opportunities and the use of wealth as occasion offers, in accordance with the principles which guided his life. WILLIAM THAW. Of a somewhat similar type was William Thaw, of Pittsburg, Pa., who endeav¬ ored to acknowledge the obligation owed by those who have wealth to those who have not, and sought to advance the interests of all classes of society. Like Mr. Dodge he believed that his church had provided ways for service to his fellow- men, and gave largely in support of religious organizations, churches, and col¬ leges, and was especially active in promoting the disposition to give on the part of other men of means. He was cut off in the midst of his usefulness, and there was found, after his death, a record of some of his benefactions, of which the following is a specimen: Park College _ $20,000 j School of Design _ $5,000 Berea College _ 7,400 j Oberlin College . . 5,200 Yale College _ 6,000 Maryville, Tenn _ 25,000 Wabash College _ 2,000 j Berea College _ 5,000 Worcester University _ 5,000 Maryville _ 5,000 Western University of Pennsyl- ! Jamestown, N. Dak - 1,000 vania _ . 175,000 j Western University of Pennsyl- Observatory, Allegheny _ 30,000 vania _ 100,000 Biddle University _ 2,500 His widow has manifested a purpose to use the fortune left her in the same dis¬ criminating way. 1320 EDUCATION REPORT, 1903. ALEXANDER STUART, R. L. STUART, AND MARY STUART. The Stuart brothers and Mrs. R. L. Stuart were examples of those who give from deep religious conviction of duty. R. L. Stuart was born in New York July 21, 1806, and died December 12, 1882. He was married to Mary, daughter of Robert MacRae, who survived him, dying in 1891. Alexander was born December 22, 1810, never married, and died December 23, 1879, leaving his property to his surviving brother, who, unable to fully satisfy his mind upon the details of specific gifts, left his property to his widow. The result illustrates her meri¬ torious disposition of the family property as well as that of the two brothers, who were in business together fifty-one years. All the parties in interest evidently acted together and in harmony. Remarkable adherence to sound principles in the distribution of wealth marks the gifts of the Stuarts from those first made, when the three were alive, until the last named in the last will and testament of Mrs. Stuart. The wisdom characteristic of the family giving when the two brothers were alive, shows no abatement in the distribution made after their death by Mrs. Stuart alone. They were earnest Presbyterians, but gave much outside of their own communion. It was said at the time of the death of Alexan¬ der Stuart that Mr. James Lennox and R. L. Stuart were the largest donors to the cause of Presbyterian missions. The paper on which the first Stuart gift was made was found and preserved. It was one of $500. Scarcely a deserving charity can be named to which they did not contribute, and to many of them their gifts were princely. As early as 1852 they gave nearly $14,000, and up to the death of Alexander had given $1,391,000, not one dollar of which inured to their per¬ sonal advantage, however slightly. R. L. Stuart afterwards, during the years he survived, gave away $1,500,000. Mrs. Stuart also gave freely while she lived, and left what remained of the estate to be divided according to the directions of a carefully prepared will. The example of the Stuarts should tell no less for good than the beneficence of their specific gifts. A study of their book of gifts would be most instructive. They gave small as well as large gifts. How earnestly they sought so to give as not to pauperize! How often their own workmen were remembered! Their giving as well as their gaining was regarded as a duty. Their relation to Princeton was specially suggestive. They were not of its alumni, but they seemed to feel a special responsibility for supplying its funds. Were the need of a small addition of land, or a carpet for a room, or a light made known , the Stuarts were ready to be among the special friends to furnish the required funds. A similar illustration is found in the history of the Green and Marquand fami¬ lies. The occupancy of the presidency by Doctor McCosh may be considered of importance, and in no small degree due to the Stuarts and to those who were connected with them. A gentleman deeply interested in the grant to missions in Mrs. Stuart’s will has made the following analysis of its provisions: I. Bequests to institutions and societies in the United States: 2 colleges _ _ $125, 000 1 theological seminary _ 300, 000 6 boards of societies of home missions, including city missions _ 630, 000 1 board of education _ 80, 000 1 board of church erection _ 300, 000 1 board of publication _ 80, 000 1 board of ministry relief and one minister _ 90, 000 2 Bible societies _ _ 385, 000 2 tract societies _ 160, 000 SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1321 I. Bequests to institutions and societies in the United States — Continued. 11 hospitals and dispensaries _ $680, 000 1 industrial school _ 5, 000 12 homes for the aged, sick, etc _ 960, 000 1 society for the prevention of cruelty to children _ _ 80, 000 1 society for the prevention of cruelty to animals _ 25, 000 1 society for the suppression of vice _ _ 5, 000 Total _ $8,905,000 II. Bequests for work outside of United States, board of foreign mis¬ sions, which carries on 7 colleges, 7 theological seminaries, 45 hos¬ pitals and dispensaries, 6 industrial schools, 12 boards of education, 12 boards of church erection, 12 boards of publication _ $300, 000 The Presbyterian Board of Foreign Missions has at least twelve countries where it operates. It is no figure of speech to say that it controls boards of education, church erection, and publication in each. It may be justly added that each mission is a society for the prevention of cruelty to children and the suppression of vice. On the other hand, it is fair to allow that one-fourth of the funds of the American Tract Society and one-third of the funds of the American Bible Society are spent in foreign work. LELAND STANFORD. The Leland Stanford benefactions to education have a history apart by them¬ selves. A gift was bestowed in part while the benefactors were living, and in part the bestowal was made by will. Mr. and Mrs. Stanford appear to have joined alike in the great benefaction which took form, as understood by the pub¬ lic, at the time of the death of their son, Leland Stanford, jr., for whom the university at San Jose, Cal., is named. In 1848 Mr. Stanford married the daughter of Dyer Lathrop, sheriff of Albany County, N. Y. , whose father was an officer in the war of the Revolution. In his youth Mr. Stanford shared the labors on his father’s farm. At the age of 20 he began to study law. A fire destroyed his library and upset his plans, so that he joined his brothers in California, and in a branch business developed unexpected business ability. In 1860 he interested himself in politics. Prior to his service as governor, he had been chosen president of the newly organized Central Pacific Railroad and devoted himself with great energy to its construction. His invest¬ ments and plans were successful. The story of his triumphs is well known. When he and his family, in 1884, were in Florence, Italy, his son was taken ill with typhoid fever, and died in spite of the most tender and skillful care. The following incident greatly impressed Mr. Stanford: While he was watching by his boy’s bedside, wearied out, asleep, he dreamed that his son said to him, “ Father, do not say you have nothing to live for; you have a great deal to live for; live for humanity, father.” While he was thus dreaming the child died. The consequences of his death to Mr. Stanford were greatly feared, but his mind turned strongly to this dream, and he and his wife joined their thoughts and pur¬ poses in consecrating their fortune to the establishment of the Leland Stanford Junior University. Before doing this they had become distinguished for their collections in art and their gifts to education. Mrs. Stanford had given $100,000 to the Albany memo¬ rial in New York as a token of her affection for the place of her birth. They had given largely in various directions in aid of education. Mrs. Stanford was an especially strong supporter of the Golden Gate Kindergarten under Mrs. Sarah B. Cooper, giving at one time $100,000 to the fund. The joint consecration of their remaining fortune to the university has been steadily carried forward to the pres- 1322 EDUCATION REPORT, 1903. ent. Mr. Stanford was not controlled by the gratification of any ambition, or by the triumphs of politics; and his wife, with equal devotion to the university, has, for its benefit, ignored all luxuries and all other ambition. The president of the university, David Starr Jordan, LL. D., states that the amount bestowed by the family may be put down as $30,000,000. In his address, opening the university, Mr. Stanford said: Mr. President and faculty and students of the Leland Stanford Junior Univer¬ sity, I desire to say that the few remarks I am about to speak are for Mrs. Stan¬ ford as well as for myself, for she has been my active and sympathetic coadjutor and is cograntor with me in the endowment and establishment of this university. In its behalf her prayers have gone forth that it may be a benefactor to humanity and a blessing. It is through education that the best future of men is to be ascer¬ tained and attained. The Creator has not given men rational wants without giv¬ ing the means of supplying them. Men have only to apply their labor intelligently and learn to control the natural forces that surround them to have at their com¬ mand all the comforts'of life. Man's true happiness is to be attained not merely by satisfying his physical wants, but in the development of his intellectual, moral, and religious natures. It is through the development of these that the high stand¬ ard which the Creator has made possible is to be reached, and when this standard is attained the result will be the establishment and general practice of the golden rule and the relation of greatest happiness. I hope, therefore, that you will keep before you the highest possible standard, that you will strive to attain it, and fully realize that its attainment is the object of education. JOHN m’donogh. John McDonogh was born in Baltimore, Md., in December, 1779. He received a fair education, and at the age of 17 became a clerk in the mercantile house of William Taylor, where he received a thorough business training. At the age of 21 he removed to New Orleans, where he always resided until he took up his residence at McDonoghville. When Christ Church was organized in 1805 he was made one of the first vestry¬ men. He wrote his noted rules for his guidance March 2, 1804. In 1850 he said: It will be permitted me to observe that I am and have long been convinced that the first, most imperative, and sacred duty which each and every govern¬ ment on the earth is bound to perform (and which rulers and legislators can not avoid the performance of, but are under the heaviest responsibility to Heaven to perform) . is better provision by law for the education of every child within the limits of their respective governments. To that effect parents and guardians of youth should be made, under heavy penalties, to send their children to school, supported (under a system of general taxation on real estate) at the sole expense of the Government. The benefits of his estate were divided between Baltimore and New Orleans. In New Orleans the fund has been devoted to the erection and equipment of schoolhouses. These houses number 28, and in them have attended over 70,500 pupils annually. There still remains some $200,000 of this fund. In Baltimore the money was expended for the erection of a reform school. The magnificent results of Tulane University are due to the benefactions of a gentleman, who, born and reared elsewhere, gained his wealth in the city of New Orleans. JOHN LOWELL, JR., AND THE LOWELL FREE LECTURES. The system of the Lowell free lectures in Boston furnishes an illustration of an important benefaction to education. Mr. Lowell not only inherited wealth, but noble qualities.. Death invaded his happy home; he found himself without a family, possessed with large wealth for the time, and gave about $250,000, or one- half of his property, “ to found and sustain free lectures * * * for the pro¬ motion of the moral, intellectual, and physical instruction and education of the SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1323 citizens of Boston.” Some male descendant of John Lowell, his grandfather, was to hold the office of trustee. Said Mr. Edward Everett: The idea of a foundation of this kind, on which, unconnected with any place of education, provision is made, in the midst of a large commercial population, for annual courses of instruction by public lectures, to be delivered gratuitously to all who choose to attend them, as far as it is practicable within our largest halls, is, I believe, original with Mr. Lowell. I am not aware that among all the munificent establishments of Europe there is anything of this description upon a large scale. None of the fund was to be invested in buildings. The citizens of Boston rejoice in his beneficence to this day. GEORGE PEABODY AND THE PEABODY EDUCATION FUND— BARNAS SEARS — J. L. M. CURRY. The name of George Peabody is conspicuously and indissolubly associated with benefactions to education. His life may be said to have been devoted to business and to the distribution of his fortune. In the energetic application to the accu¬ mulation of his estate, his gifts were not such as to point to so large benefactions at the last. Indeed, the habit of giving extensively came late, but when he began to distribute his fortune he exercised all the skill and wisdom which he practiced in its accumulation. George Peabody was born in Danvers, Mass., February, 1795, and died in Lon¬ don, November 4, 1869. He was apprenticed at the age of 11 to Sylvester Proctor, who kept a country store in Danvers. In 1811 he went to Newburyport and joined his older brother, David, in a dry-goods and draper shop. He went subsequently in the same year to Georgetown, D. C., where he became the commercial assist¬ ant of his uncle. He remained with him two years, and then became a partner of Elisha Riggs in a wholesale draper business. In 1815 the house was moved to Baltimore and branches were opened in Philadelphia and New York. In 1827 he went to London on business and soon after established himself there as a mer¬ chant and money broker in the firm of Peabody & Co. In the distribution of his wealth he was considerate of those related to him. The great lines of benefaction which he originated are still proceeding with such efficiency that hardly a report at any date can be made that shall be fully ade¬ quate to the situation before some new development will require restatement. In the midst of his many benefactions his gifts of homes for the London poor should not be overlooked. These homes are large four-story buildings covering an entire square and inclosing an open court which is used as a playground for the children and for gardens. The buildings are good, substantial edifices with all the up-to-date modern improvements for ventilation and cleanliness. The halls and corridors are well lighted and furnished with iron traps into which all dirt and rubbish is swept, and dropping to the ground floor is carted away, thus allowing no accumulation of filth. The top floor is used as a laundry and for baths. The building is divided off into apartments of from one to three rooms according to needs. Each is furnished with water free of charge, and gas can be obtained at the cost of the occupant. A nominal rent is charged in order to keep up the fund and pay necessary expenses. The plans are arranged so that not only will the buildings be kept up, but others added as circumstances warrant. Much might be said of Mr. Peabody’s gifts to education. Anyone contemplat¬ ing bestowing money upon similar objects may well study the letters in which he presents his gifts. How these benefactions at interesting and important centers encourage research and reading, extend the boundaries of knowledge, and multi¬ ply its possessions, may be traced to the history of the institutions established and aided at Thetford, Danvers, Andover, Salem, Georgetown, Kenyon, Harvard, 1324 EDUCATION REPORT, 1903. Yale, and Baltimore. He gave nothing to pauperize. All his gifts take into mind the principles in which gifts to mankind do the most good. “ Schools,” he said, “ could do hut little good for the industrious poor of the English metropolis until they were better housed.” His penetrating glance fastened at once upon the spe¬ cial need of the capital, and, in supplying the remedy, his head and heart united in doing the very best that could be done. The lofty purpose which occupied his mind in his gift in aid of education in the South is indicated in his letter dated Washington, D. C., February 7, 1861, and addressed to Hon. Robert C. Winthrop, of Massachusetts; Hon. Hamilton Fish, of New York: Right Rev. Charles P. MacHvaine, of Ohio; Gen. U. S. Grant, of the United States Army; Hon. William C. Reeves, of Virginia; Hon. C. Clifford, of Massachusetts; Hon. William Aiken, of South Carolina; William M. Evarts, esq., of New York; Charles Macalester, of Pennsylvania; Hon. William A. Gra¬ ham. of North Carolina: George W. Riggs, esq., of Washington, D. C.; Samuel Wetmore, esq., of New York; Edward Bradford, esq., of Louisiana; George N. Eaton, esq., of Maryland, and George Peabody, esq., of Massachusetts. The name of Admiral Farragut was originally included, but was omitted from the printed list and afterwards inserted. His heart was moved to the educational needs of those portions of our beloved country that had suffered from the destruc¬ tive ravages and no less disastrous consequences of the civil war. He says, “With my advancing years my attachment to my native land has but become more devoted.” He believed in a glorious future, united and prosperous; but to make this prosperity more than superficial our moral and intellectual develop¬ ment should keep pace with our material growth. He says, “How difficult it will be for the almost impoverished people, for some years, without aid, to be able to effect such progress in education as every loyal citizen of his country must earnestly desire.” He remarks, “ I feel most deeply therefore that it is the duty and privilege of the more wealthy of our nation to assist those less fortunate. ; ’ He speaks of his gifts as a discharge of his responsibilities1 in the matter. He gives the fund, the income of which, in the discretion of the board of trustees, is to be used for the promotion and encouragement of the moral and intellectual training of the more destitute portions of the South and southwestern States of our Union, adding, “ My purpose is that the benefits shall be distributed among the entire population, without other distinction than their needs and the opportunities of usefulness to them.” In making this gift he modestly says, “I am aware that the fund derived from its care can but aid the States which I have wished to benefit in their efforts to diffuse the blessings of education and morality. ; ’ But who ever before, it may be remarked, had ever seen private individuals aiding States or who can comprehend the significance of this aid? It was easy to see that a multiplicity of questions would confront the board. The situation was without parallel. There were no precedents to guide them. None of the States contemplated, had ever established, or conducted a vigorous system on improved lines for universal education of the whites. The very exist¬ ence of negro slavery would be threatened by the instruction of slaves. Laws with severe penalties had been enacted against teaching persons of negro descent. The best work had been done in colleges and universities for the education of young men. In some sections special attention had been given also to the educa¬ tion of young women, but the war had generally closed these institutions for a considerable period and often destroyed their property and the funds of every character devoted to education. What a spectacle to contemplate! The situation was further complicated by questions growing out of the emancipation of the negro. Race prejudices were naturally excited. General instruction for whites had been previously given those families that could pay for it. Now the vast property in slaves had gone, and poverty reigned in place of affluence. Who could SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1325 pay as before? Should not this God-given aid go to those who most likely would prize it? Shall it not be limited to the whites? Shall it not be limited to the sons and daughters of gentlemen now impoverished? Had these limitations been adopted, although the results of the gift would have been beneficent and of great consequence, how far short they would have fallen of what has been accomplished! Mr. Peabody had favored the advancement of knowledge among all classes. He had said that his intention was that the benefit should be distributed among the entire population without distinction. Fortunately, there were in the board not only those who knew the situation in the South, but Mr. Winthrop and others who were familiar with the past work done in education in the entire country. The best sentiments before the war and after it were represented. All sought to find out the best way to secure the best results. Fortunately, Mr. Winthrop was in touch with the work of Dr. J. D. Philbrick, superintendent of the Boston schools, and Dr. Barnas Sears, secretary of the State board in Massachusetts and president of Brown University, and he sought their suggestions. At the meeting of the Peabody board March 20, 1867, Doctor Sears was elected their agent. He was believed to have the best general collection of works on education to be found in this country. His familiarity with foreign systems of education and his consummate administrative wisdom were at once brought to the command of his board. In Massachusetts, in succeeding Horace Mann as secre¬ tary of the board of education, he had been enabled, with peculiar success, to put in operation the improved ideas of education which Mr. Horace Mann had in his eloquence and his writing advocated for the benefit of the people. Without Mr. Sears's skillful direction of affairs very much of Mr. Mann’s advocacy would have evaporated. He realized the sublime responsibility to which he was called and gave himself wholly to the carrying out of the trust. He immediately began his studies and became acquainted with the wants of the States and the men who were trying to meet them. How often he was an angel of light! The children and youth were everywhere, money was wanting for their education, often the sentiment neediul for the sacrifice required to secure it was missing. In how many cases the situation seemed hopeless until Doctor Sears arrived with his message and the Peabody money, and thus a clear way appeared to have schools and means to aid in paying teachers. Hopes sprung up; unexpected efforts were made; sac¬ rifices followed. Sometimes common schools were unpopular, or the coeducation of boys and girls, or the instruction of the blacks, or the hours of attendance, or uniformity of text-books, and many other things that were essential to school work. There would be divisions and arguments. It was early desired to limit gifts to centers of population — villages and cities — in the well-founded belief that if good schools were conducted in these centers the country districts would seek similar benefits according to their circumstances. Perhaps all of the force of Doctor Sears's logic and persuasion in public addresses and private appeals, together with the efforts of the best friends of education, would fail to secure the action in the village or city, but when the Doctor’s offer of aid, as he so often declared it, of $100 to a village that would secure or raise $800 and establish free schools on the union graded or improved plan for the bene¬ fit of all children of school age, was made, all opposition or indifference would vanish. Hope would be created, action begun, and shortly the schools, perhaps imperfectly housed and furnished at first, would begin their work, gather and train children, make their own argument, convince the public, and set in motion a course of school administration to go on improving while our free institutions endure. Under the establishment of common schools , in how many southern cities and villages would this general disposition be substantially true? How much oppo¬ sition was quieted. How much affirmative action, even to great personal sacrifice, was secured. In how many instances the highest essential character was imparted 1326 EDUCATION REPORT, 1903. by the young men and young women who became impoverished by the war and who became devoted and successful teachers. In the distribution of aid from the fund every opportunity was seized to advance and improve the qualifications of the teachers. Money was given to aid in the establishment of normal schools and to secure attendance upon them. Institutes were promoted and aid given to secure for them the best instruction. At first they were held for days and then prolonged to a month, giving many a teacher a start in pedagogical acquisition, destined to go on as long as they remained in the profession. Year by year the school attendance increased, the qualifications of the teachers advanced, better houses were built, better text-books were intro¬ duced, better methods of instruction prevailed, the amount of money appropriated by the States was larger. The schools yielded their fruit in the improved charac¬ ter of the young, and public sentiment became better satisfied and more positive in demanding efficiency in educational work and the people were more cordial in bearing the taxation necessary. As the policy of towns and States became fixed in favor of the support of common schools the Peabody trustees began to consider the means of continuing their aid in the most effective way, and it was decided less and less to bestow upon towns and cities and more and more to con¬ centrate upon the promotion of qualifications of teachers. This was done by offering to join with some State that would cooperate in establishing normal schools of high order, to gather young men and young women for examination and meet their expenses by appropriation from the Peabody fund. Tennessee accepted this offer, the buildings and property of the university at Nashville, guarded and saved from the ravages of war by the excellent chancellor, Rev. J. Berrien Lindsey, M. D., D. D., LL. D., were offered and accepted, the chancellor bearing no small part in bringing about the result. Doctor Sears from the first had been indefatigable in his labors, travels, and addresses; he had written much also for the press to enlighten public sentiment. Every officer and teacher in the great revival of learning found in him a very appreciative friend and tower of strength; but his labors told upon his health, and he died at Saratoga Springs July 6, 1880, as the teachers of the country were gath¬ ering at their annual meetings. All felt that a great educator had fallen. The history of his life should be cherished by all friends of universal education. Born in Sandisfield, Mass., November 19, 1802; graduated at Brown University in 1825, from Newton Theological Seminary in 1829; he was pastor two years at Hartford, Conn.; then professor at Hamilton Literary and Theological Institution; after¬ wards at Madison, and later at Colgate, where he remained until he went to Ger¬ many, where he assisted in inaugurating Baptist churches. Returning to America he became professor at Newton Theological Seminary and later its president. In 1848 he was elected secretary of the board of education of Massachusetts, where he remained until 1855, when he became president of Brown University, doing there some of his best work as educator; from that position he resigned to accept the agency of the Peabody fund, as above. Naturally at the outset of the work under the Peabody trust the question arose, Shall the aid be rendered to the impoverished families of culture possessed of wealth in time of peace, or shall the aid be bestowed for the benefit of the estab¬ lishment of common school systems of education? The question was fundamental and most serious. The necessity in all directions was very great. Doctor Sears’s view was clear and positive that the aid should be rendered in cooperation with the establishment of systems, State and local, and, as it eventuated, General Grant's vote determined the action in favor of school systems. What could be done to fill Doctor Sears’s place? Who was the man for it? The Peabody trustees felt their special responsibility, but they were relieved by the suggestion left by Doctor Sears. The situation was greatly changed. The prin- SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1327 ciple on which the trust was administered was accepted. In a sense the consti¬ tutions and laws of the South had adopted improved ideas of public education. In a general way the best principles in the organization of schools were sustained by the people and the best methods of instruction were favored by the teachers. Among the teachers and officers was a large body of people who had undertaken school teaching as a profession. General Lee had become president of a col¬ lege. These teachers were everywhere seeking the best for the schools, but there were many perils to encounter. Questions of race and taxation embarrassed the administration. It was specially important that the agent should be in accord with what had been done, and thus familiar with the best plans in education, and at the same time be able, with the least distrust, to continue the policy of the trust and carry with him public sentiment in spite of any reactionary measures that might be broached here and there. All appeared to agree with Doctor Sears that the Hon. J. L. M. Curry, LL. D., of Richmond, was the man. He was born in Liberty County, Ga., June 5, 1825. His family removed to Talladega, Ala., in 1838. He graduated at the University of Georgia in 1843 and Harvard Law School in 1845. He was a private in the Texas Rangers in the Mexican war in 1846. He was elected in 1847 to the legislature of Alabama. In 1853, 1855, and 1856 he was a Democratic legislator. He had no opponent to his election to Con¬ gress in 1857, and was reelected, serving until 1861, when, with other Alabama Representatives, he resigned. He represented Alabama in the Provisional Con¬ federate Congress and in the First Confederate Congress. In 1864-65 he served in the Confederate army as lieutenant-colonel of cavalry under Lieut. Gen. Joseph E. Johnston. When the war closed he was ordained and became a Baptist min¬ ister. In 1866 he became president of Howard College, in Alabama, and was pro¬ fessor of constitutional law, philosophy, and English literature in Richmond College in 1882-1885. Since he assumed the Peabody agency no ground has been lost in the work of the fund. No one has thought that any other man, could carry on the work so well. His support of the measures of peace have been as ardent as his support of the efforts to establish the Confederacy. The excellence of his character, his large and varied learning, his ability as a writer, his personal familiarity with the South, and the general public’s confidence in him united to give the greatest effectiveness to his labors. No one has spoken so many times to the various Southern State legislatures as he has done; no one could find encouragement from him who has wanted to go back to the things that have been forever laid aside. He threw his efforts always in favor of the best things for the South. He could speak to all from a Southern standpoint with great plainness. He was appointed minister to Spain, and later he was commissioned by President Roosevelt to con¬ vey our sentiments to the inauguration of the new King of that country. Since President Hay good, of Georgia, retired from the agency of the Slater fund he has also been agent of that important trust, so thoroughly in accord with the Peabody plans and efforts. So wise has been the manner of administering the Peabody trust that had the amount expended been many times as great and the whole business bestowed on education without condition and without efforts, the results would have been far less than those which have been attained. Thus it will be said that the manner of administration has done more than the money itself. The gifts of Mr. Peabody have been enumerated as follows: To the State of Maryland, for negotiating the loan of $8,000 _ $60, 000 To the Peabody Institute, Baltimore, Md. , including accrued interest-. 1, 500, 000 To the Southern education fund _ 3, 000, 000 To Yale College _ 150, 000 To Harvard College _ _ _ 150, 000 1328 EDUCATION REPORT, 1903. To Peabody Academy, Massachusetts _ $140, 000 To Phillips Academy, Massachusetts _ 25, 000 To Peabody Institute, at Peabody, Mass _ 250, 000 To Kenyon College _ 25, 000 To Memorial Church at Georgetown, Mass _ 100, 000 To the Homes for the Poor in London _ 3, 000, 000 To libraries in Georgetown, Mass. , and Center, Yt _ ! _ 10, 000 To Kane's arctic expedition _ 10, 000 To different sanitary enterprises _ _ 10, 000 To unpaid moneys advanced to uphold the credit of the States _ 40, 000 Total _ 8,470,000 In addition to the above, Mr. Peabody made a large number of donations for various public purposes, ranging from $25,000 to $100,000 and extending back as far as the year 1835. The amount of property left by him at his death is estimated at about $4,000,000 in value. With the exception of a few bequests in the -will, this amount was directed to be distributed among his relatives, including one brother, one sister, and fourteen nieces and nephews. On his last visit to this country he divided among them $1,500,000, and the property left at his death was to be dis¬ tributed in the same proportion as was awarded by him in that gift. In the selec¬ tion of the objects of his bequests he consulted specially with his wdsest friend; the scope of his views is to be noted, as well as the fact of the relation of the object selected to something in his experience. His life was divided between America and England, between the North and the South, and so was his fortune. He did not forget his kindred, nor did he expend his fortune on them. He took care of the management of it, sure that he was putting it in the right place. He did not tie his gifts up with embarrassing restrictions. He appeared to devote to the disposition of his fortune the same acumen as had characterized him during its accumulation. DR. D. K. PEARSONS. Conspicuous in the history of the private gifts to education is the name of Dr. D. K. Pearsons, of Chicago. He has been a worthy example of those giving with care. He has not given impulsively or inconsiderately. He has been obliged to negative many appeals. He has not only been considerate of the character of the men who have made appeals to him. but considerate of the conditions which they represent. He has acted on a principle of giving which is worthy of all commendation. It is best, perhaps, that his story should be told in his own way and his own language. Called upon somewhat unexpectedly to fill a gap in a conference, in answer to the question, ‘’What to do with money; how to use it?” he made the following statement: In order to illustrate my subject so that you may clearly understand it. I shall introduce several object lessons. I am going to take you on a long journey to see the places where we make use of money. I shall also bring in a little history, incident to the places we are to visit. I shall be under the necessity of frequently using the pronoun “I.” An old man, approaching fourscore years, has the right to make himself the hero of every story he tells. I am going to tell you what I have done, for a particular object, not because I am proud of it or vain about it — neither do I pose as a benevolent man. remember that. I am a thrifty and frugal old man. I have labored nearly eighty years to make money, and I have made it, and honestly, too. The statement may seem strange to you, that I do not pose as a benevolent man. I have no benevolence in me — not a particle. I am the most economical, close- SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1329 fisted man you ever put your eyes on. You can see it in my face — it is there. I do not think I ever foolishly spent but $20 in my life, and then I was ashamed of myself. I never went to a horse race, or a football game, or a baseball game, over which our students all over the country are making such consummate fools of themselves, and, by allowing which, the presidents and faculties are making idiots of themselves. 1 am doing all that I am doing on business principles. After working hard and practicing rigid economy for seventy years to lay up money. I said to myself: ‘ * What am I going to do with this? I can not carry it out of the world in my dead hands. Coffins were not made to carry money in. I have got to leave it; that’s the way to look at it. Now, what shall I do with it? ” I looked around Chicago and helped to build a hospital; helped two theological seminaries with $3,000 or $4,000; helped the Young Men's Christian Association and the city missionary society and other institutions. But that did not satisfy me. I wanted to help the poor boys and girls of our country. I wanted to lay up something for them to live on while getting an education. I had been deprived of a college education through poverty, and I wanted to fix it so that these boys and girls, the sons and daughters of wage-earners, could have the privilege of a college close to them — so that they could get a liberal education. For this purpose I turned my attention to 16 different colleges. I did not start a single one, and I never will; we have enough of them. All we need to do is to build up what we have. There are about two places in America where they have need of a college to-day — one is Montana and the other is Oklahoma — and some time they will have them, too. We want to make the colleges we have better; give them endowment so that they can enlarge their curriculum, pay their teach¬ ers. and meet the exigencies of the time. So I looked around, and traveled some, too. Mind you: this was business; no benevolence in it at all. What shall I do with that money — find places for it where it will elevate, where it will be used for God and humanity? OLIVET COLLEGE. Now I will take you on the journeys I have made. Let us begin right here in Michigan. I received a letter from President Sperry, of Olivet College, 12 pages long. Sperry is a good fellow. What did he say? That letter was a declara¬ tion in equity; it was a regular “leader." It ran about as follows: “ You came into Michigan a few days ago and bought 16,000 acres of timber land and paid for it. You took that magnificent pine timber out of Michigan and converted it into money and you left nothing behind but the bare, white, sand dunes, that will produce only such things as chokecherries. Timber will never grow there again. Now, in equity, return some of that money to Michigan. 5 ’ I replied: “You raise $75,000 in Michigan — you can not go all over the world to raise it, but raise it here in Michigan — and I will give you $25,000,” and he said, “It is a bargain.” He was in my office the other day and said he had it all except $20,000. Thus Olivet College is about to stand up $100,000 better off; and with this endowment the efficiency of the college will be greatly increased. Nothing will give me more pleasure than to make out that check for $25,000 for President Sperry. BELOIT COLLEGE. But before we start on our long journey, let me, by way of reminiscence, men¬ tion one incident from personal experience. In 1851 my wife and I took our first trip to the West. Our destination was Janesville, Wis. We passed through Michigan on a strap rail, and traveled to Elgin, Ill., which was the terminus of the railroad, and there we took a muck wagon to our destination, passing through Beloit. We traveled through cold and mud — rich mud, too — but on reaching Beloit there was a river. Our horses had to swim the river, and we had to stand on the seats to get over. We stopped at a little wooden tavern to rest. Beloit was but a small hamlet then. When we started on for Janesville one of those big, burly fellows who always get into a new country climbed into the wagon for a ride. As we drove along we saw a brick building going up, and I asked the man, “ What are they doing here?” “ Why, they are some Yankee cranks building a college.’’ he answered. That rather hit me. When they call me a Yankee I take off my hat and bow, and when they call me an old Puritan I make three bows. On the way to Janesville that man cursed everything that was good, and I stood ed 1903 — vol 2 - 8 1330 EDUCATION REPORT, 1903. up for Christian education the best I knew how. When we got to Janesville I shook my fist in his face and said, “‘Old fellow, I am going West, and in a few years I am going to get rich, and when I do I am going to help lift up these col¬ leges that these ‘ Yankee cranks ’ are building up." I had my eye on Beloit at that time. Time went on and my 70 years rolled by, and nine years ago I be., an. The first proposition I made to Beloit College was this: “I will give you $100,000 if you will raise $100,000.” (I make everybody work a little, and that is the right way to do.) In six weeks they raised that $100,000 and I had to draw my check. I was so well pleased, and the institution was such a grand character-building institution, that I went to work and built them a science hall, the finest in the West. It cost me $60,000 in cash. But I wasn't quite satisfied with that, so the next year, seeing that the boys had to pay from $3.50 to $4 for their board, I built them a dormitory costing $25,000. Now the boys can live on $1.50 a wee!:. I wasn't quite satisfied with that, for they were good fellows, so I said, "Look here, you haven’t got quite money enough; you want more endowment; you want better professors. Now, you raise $150,000 and I will give you another $50,000.” So last commencement President Eaton stepped in and said: " Here is $150,000 in cash — not Kansas mortgages; no sand dunes, no swamp lands, but cash.” So I gave him my check for $50,000, and that closed the deal. They established coeducation, and that pleased me. They were going to have the girls come in, but they had no cage to put them in. I said, “ Get to work and build the finest building you can for 75 girls, and be sure you get a good many Mary Lyons and Frances Willards among them.” So I gave them $30,000 for a beautiful dormitory, and it is now occupied by 65 young ladies. That was a very pleasant thing to do and I am rather proud of it. You needn't tell me I am a good fellow — I know I am. Nine years ago there were about 60 students in Beloit College and about 100 in the academy; now they have more than 80 in the freshman class and more than 200 each in the college and academy. That is the difference between the situation then and now. DRURY COLLEGE. Now, let us go down into Missouri. There is a college down there called Drury College, situated in Springfield, in the Ozark Mountains. Missouri was a slave State a few years ago, and they were not awake to the subject of education. They have waked up now. Drury College was started by a missionary named Drury, from Olivet. They struggled along for a few years in debt, begging, their teachers not paid, and all that. I said to them, “ You raise $150,000 for endow¬ ment (I make all do something) and I will add $50,000 to that sum.” They went to work and raised it quite readi.y. Now the college is full to overflowing. So I told them the other day, “ You go to work now and put up a college building. Build a good one, with some rooms for the sciences separate from the others. Build it to cost $50,000. You put in $25,000 and I will cover it with another $25,000.” The president is working on the proposition now. COLORADO COLLEGE. Now let us travel 1,000 miles to Colorado Springs. About thirty years ago I camped one summer with the Ute Indians, where there was nothing but a little hamlet. A missionary started an academy and college there , and he worked and dug and toiled, but they did not get along well. By and by there came along the right fellow, a bright, smart young fellow by the name of Slocum, and I had confidence in that young man. I believed that he could make the college worth something. I said to him: “ Slocum, you raise $150,000, and I will pay you $50,000 down.” He thought awhile and finally said he could not do it. There were rich men all around there — 12 millionaires on one street in Colorado Springs. What are they saving their money for? Saving it to ruin their boys and girls and carry them to destruction. I said to them: “Work three years, if necessary, to raise $150,000.” They sent me a bound book, and in that book there were 1 ,000 names — the names of all the individuals who had contributed toward that $150,000. I have it now. I always require such a list. And then I required from the three best business men of Colorado Springs evidence that they had raised the $150,000 and had the money in hand. No getting around it. Everybody must come right up to the business mark. Now what have they? They "have a crowd of students. They come 300 miles, with their packs on their backs, from the mountains and the plains, and they crowd in there, eager for an education — and they get it. SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1331 PACIFIC UNIVERSITY. Now, let us go about 600 miles farther. Let us go to the Pacific coast, about 20 miles from Portland, to a place called Forest Grove, where George Atkin: on. an old schoolmate of mine in Vermont, went fifty years ago. He traveled around by Cape Horn, and was six months in getting there. As soon as he was properly settled he started an academy and in a few years a college, and that has had the same trouble all the way through — in debt, teachers not paid, people sick of being begged for the college. I wrote President McClelland and said: “ In memory of George Atkinson, my old schoolmate, and in memory of Mr. Marsh, who was president for many years and died there, I will give you $50,000 if you will raise $100,000." They undertook to erect a college building, and they got it about so far and then stopped. I said: “How much money will it take to complete that building?" They replied, “ Fifteen thousand dollars." I sent them a check for $15,000, and they put that building in fine shape. They held a jubilee in July, and I have a detailed account of what took place there. They are about the happiest people on the face of the earth. Now, is that not a good way to use money? If you can find any better I should like to have you tell me about it. But we must hasten on. WHITMAN COLLEGE. Let us go 300 miles east and we come to Walla Walla. What is the history of that college? Marcus Whitman, one of the greatest missionaries and one of the noblest men that ever walked the earth, went there in 1842 with his wife. Theirs was the first wagon that ever crossed the mountains. They settled there among the Indians. He had an Indian school and it was prosperous and flourishing. It was no man's land at that time. No one knew whether the British or the Americans owned it. There was a magnificent empire up there, comprising Washington, Oregon, and Idaho, and that shrewd and patriotic Marcus Whitman saw that it was a country of great value, with its mighty forests, its fertile plains, its lofty mountains, its mineral treasures. In the dead of winter he, with his pack mule and guide, traveled 4,000 milJs to Washington, D. C, When he got there his hands and face were frosted, but his head was all right. He went before President Tyler, and found that Webster was about trading the whole country off for some fisheries off the coast of Nova Scotia. Whitman said: “ I am not here for office: I am here to tell you that that is a magnificent country, and it belongs to the United States, and we must hold it." ‘■Oh," replied Webster, “it can never be settled; there is not even a wagon trail." “ I have taken a wagon over the mountains, and I took my wife along with me, and so I know what I am talking about. I came here for the purpose of saving that country," said Whitman. The next spring he took more than 1,000 people from St. Louis, Mo., and Illi¬ nois, and 1,000 cattle with him over the mountains to settle in that beautiful country. The enemies of civilization were jealous of that smart man, and they incited the Indians to kill him. They did kill him, but he left another missionary behind — a man by the name of Eels. The best monument to be erected to Marcus Whit¬ man was to build a college in his name, and such a college was built, costing $16,000, a very ordinary building. After struggling along for a few years they were completely stranded — mort¬ gage for $15,000. I had written them that I would give them $50,000 if they would raise $150,000. They did not make a move. A man came into my office one day and said his name was Penrose, the president of Whitman College. He said they were $13,500 in debt, and that there was a mortgage on the building, and that he didn't see how it was possible for them to raise $150,000. “And," said he, “ we can't live without it.” I then sat down and wrote a check for $13,500. “ Now,” said I, “ send that out and pay the teachers and clean it all up.” That was four years ago last June. They had then about 40 pupils. Now what are they doing? They have 10 capable young men who are professors. They have one young man, a professor of elocution and oratory, who eight years ago was a sheep herder on the plains of Utah. His father and mother were Mormons. He came to Illinois and educated himself and took the first prize in the interstate ora¬ torical contest, a $100 prize. You will also be glad to know that they have the $200,000 endowment and are getting 7 per cent for it there. They have gathered in about 250 young men and women, some from Idaho and some from Montana. Yet they are poor, they must be educated, and they must have a home where they can live very cheaply. I 1332 EDUCATION KEPOKT, 1903. believe students can live, with a good dormitory, on $1.50 a week, or about that amount. Yet they need more buildings. The good people of Washington built a monument of granite to Marcus Whitman on the ground where they buried him. Now I propose to build a monument. I shall put up a building 180 feet long and 60 feet wide and two stories high, with all the appliances and appurtenances of a first-class college, as a monument to Marcus Whitman. Now, do not suppose I am going to build that building without those rich fellows out there doing some¬ thing. They have got to contribute. The condition is that they must build the dormitory for these poor boys who come in from the mountains and plains, where they can live cheaply, and they must do this before I begin the monument. And they will do it, for they have noble men and women in that fair State, and it is going to add 5 per cent of value to every acre of property to have that monument right there in the center of Walla Walla. Now, do you suppose I am going to let those rich fellows hug their money and let the poor boys and girls starve while acquiring an education? No: they must do their part and become the constituency of the college. I would like to say a great deal more about Whitman College. I like it. I like it because it is educating a class of boys and girls who could not be educated with¬ out it. They could not get the money to go off to college; so they need it right there. These boys and girls are going to be the bone and sinew of America by and by. If you would know more of this old Christian hero, Marcus Whitman, and the grand work he did for the cause of Christianity and patriotism, read Doctor Nixon’s book, ‘'How Marcus Whitman Saved Oregon.” It will incite and encourage young Americans along the best lines of thought. BEREA COLLEGE. Now let us go down to Berea, Ky.. among the foothills of the Cumberland Mountains. In this region of the South there are 5,000,000 or 6,000,000 mountain whites, of Scotch-Irish blood — grand, good blood — noble men and women, although ignorant, with large families of children growing up in ignorance and idleness. Berea College was started many years ago. I went down there to the commence¬ ment four years ago, and was never so much interested in all my life; I will guarantee that there were 3,000 horses hitched on the campus, and 5,000 people there from the mountains. They are mountain whites. I am a mountain white, and I was once as poor as they are, and as ignorant. I am from the mountains away up in Vermont, where they have to shovel snow about five months in the year. When I announced that I would give them $50,000, if they would raise $150,000, I never saw anything like it. Those old mountaineers wept, they were so happy. There is something to these hardy old mountaineers. Do you know that they turned the tide of battle in the civil war? They stood like a wall of adamant in the midst of the conflict between the North and the South, and all their sympathy and bravery were on the side of the North. Do you know that the men who planted the flag on Lookout Mountain were these very mountaineers? They were. They are brave people. SCHOOLS IN THE SOUTH. I took a trip last winter to Asheville, N. C., and looked over the educational situation in the South. I want to tell you something, and I would tell Mason if he were here. The colored people of the South to-day are better cared for in the matter of education than are the mountain whites. They have excellent schools, and they are making great progress. And now I will tell you one thing more, and that is that during the next twenty years you will hear appeals for the moun¬ tain whites of Kentucky and Virginia ringing out from the pulpit and the press. They deserve an education. They deserve much more from us for whom they have done so much. This is a subject that is going to be agitated for the next twenty years, and I am going to do all I can for those brave mountaineers. But let us not lose sight of that endowment for Berea College. I got a letter from President Frost the other day. and he said. 4i I now have within $20,000 of the S150.000.” He is going to get that, and I am going to give him a check for $50,000 about the 1st of January. He is going to get it, because those old anti¬ slavery men are not all dead, and they have money to put in that very institution that is equally for the mountain whites and the blacks together. MOUNT HOLYOKE COLLEGE. Let us now journey to the northeast 1,000 miles. I am only going to speak of one more of the 16 colleges in which I am personally interested. These are sam- SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1333 pies, and tlie rest are like them. We are to stop at a beautiful place. South Had¬ ley, Mass. Here was founded the first female college ever erected in this country, one that has done more good and had a wider influence in the world than any other like institution under the sun. Holyoke has circled the globe with women's colleges. About a hundred years ago Mary Lyon was born, in an obscure town in western Massachusetts, of poor parents. Most men and women of worth and influence come from poor parents — from wage-earners, from poverty. Poverty is a bless¬ ing in disguise. Standing here to-day, I am thankful that I was born in poverty and that I had to hustle, while the chilly winds of adversity blew around me. Mary Lyon’s parents died and she was left alone. She then did housework for her brother, who lived on a farm. She spun and wove and made coverlets and sold them, and got enough to go to Ashfield Academy. That girl had visions, but she was not visionary — not a bit of it. She saw through the mist and clouds that overhung the grandest country in the world and the noblest people in the world. The mist was that a female should not be educated. I knew Mary Lyon. I saw her at work laying the first foundation of her magnificent institution. I once asked an old man why he did not help Mary Lyon. “ Why,” said the old man, “it is of no use sending girls to college; it will spoil them for servants. They won’t be worth a cent for servants if they go to school.-’ That darkness, that mist, hung over New England like a pall, and Mary Lyon was the heroine who could look through it and see the stars beyond. This cen¬ tury has not produced another woman like Mary Lyon. There have been a great many women, but Mary Lyon stood far above them all. What did she want? She wanted an institution where the daughters of poor men could get an education on a very small amount of money. She went to work. She begged the lumber and the brick. She went among the farmers. I was practicing medicine within 5 miles of her and I used to meet her in her travels around, and sometimes she was disheartened, and although I was poor as Job’s turkey then, I said to myself, “ If I ever get anything ahead in the world the first thing I take up will be such work as Mary Lyon is doing. ' ’ Mary Lyon was very kind to me. There were a good many Vermont girls at that school and I used to go up there to console the girls for their absence from their native mountains, and she used to let me in every time, and I prized her very highly. Mary Lyon is dead, but the college she founded still lives. They were without any endowment four years ago, and I wrote them: “ I will give you $50,000 if you will raise $150,000,” and they went to work and got half of it. Two years ago last September that building that Mary Lyon built to accommodate 400 girls took fire and burned up, turning the girls into the street. Out of those 400 girls only 5 went home. The farmers and the people there said: “We will take care of you,” and they did take care of them, and they kept the school intact. That building was consumed, and while its embers were still red hot I tele¬ graphed to Williston: “Fifty thousand dollars to build up Mount Holyoke.” What a turn that was! They had sunk into despair and despondency, when all at once light flashed upon them. That was the old institution founded by Mary Lyon, and it has risen again. Now Holyoke has five of the finest dormitories in the country and the most magnificent administration building, as a memorial of Mary Lyon. I got a letter to-day from the treasurer, saying: “ We are now going to have in addition, to the building, a new gymnasium.” At the last commence¬ ment I sent my check, and they have now $200,000, thus completing the endow¬ ment. They are going to be the best and the grandest institution in this country. 1 have tried to illustrate my subject, “ What to do with money.” I have given you a few pages of personal history to show you what one man of long experience believes is the right way to use money. I shall continue to prove my faith by my works. I hope many will do likewise. This is my text: The lights of liberty, religion, and education are kindred fires, kindled at the same celestial altar, nurtured by the same ethereal aliment: together they were born and together they must expire. The sacrilegious hand that would extin¬ guish the one must quench the more than Promethean heat of the other. Our fathers caught these blended lights from the skies. Long may it be our happy lot to walk in the beams of their effulgence, till the night of time shall settle upon the world, and the lights of liberty and religion and education are lost in the blaze of eternity. 1334 EDUCATION REPORT, 1903. SOME OF HIS GIFTS. In ten years, between 1890 and 1900, Doctor Pearsons gave away $2,500,000 of his fortune. Some of his gifts are as follows: Lake Forest University _ $125, 000 Beloit College _ 295 , 000 Knox College, at Galesburg _ _ 100, 000 Chicago Theological Semi¬ nary _ 280, 000 McCormick Theological Semi¬ nary ... _ 50, 000 The Presbyterian Hospital, of which Doctor Pearsons is president of the board of trustees _ 70,000 The Chicago Young Men’s Christian Association _ 40, 000 Drury College, Springfield, Mo _ 100, 000 Yankton College, South Da¬ kota _ 100,000 Colorado College, Colorado Springs _ 100,000 Fargo College, Fargo, N. Dak. 50, 000 Mount Holyoke Seminary _ 150, 000 The Chicago Art Institute _ $15, 000 Berea College, in Kentucky . . 100, 000 Marietta College _ _ _ _ _ _ 25, 000 McKendree College _ 25,000 Grand Prairie Seminary, Onargo, ni _ 20, 000 Whitman College _ _ _ 1 20 , 0 00 Pacific University, in Oregon. 60, 000 Pomona College, in California . 50, 000 Bradford (Yt.) Public Library 2, 000 Presbyterian board of missions 20,000 First Presbyterian Church, Chicago _ 10, 000 Olivet College, in Michigan .. 25,000 Fairmont College, Kansas _ 50,000 Carleton College, Northfield, Minn _ 50,000 Chicago City Missionary Soci¬ ety _ 12, 000 Anatolia College, in Turkey.. 20,000 The balance of the $2,500,000 which Doctor Pearsons has given up to this time was in smaller amounts, many of them given so quietly that no one but the recip¬ ients know of them. At one time Doctor Pearsons had $150,000 loaned to needy students at 3 per cent. ANDREW CARNEGIE. This name has become familiar with all interested in benefactions to education, but its full significance will not be realized if his great and numerous gifts are separated from the story of his life. Fortunately this can be given in his own words, as published in the Youth’s Companion. He said: It is a great pleasure to try to tell the readers of the Youth’s Companion How I served my apprenticeship as a business man. ’ ' But there seems to be a question preceding this: “ Why did I become a business man?’' I am sure that I should never have selected a business career if I had been permitted to choose. The eldest son of parents who were themselves poor, I had, fortunately, to begin to perform some useful work in the world while still very young in order to earn an honest livelihood, and was thus shown even in early boyhood that my duty was to assist my parents, and, like them, become as soon as possible also a "bread¬ winner” in the family. What I could get to do, not what I desired, was the question. When I was born my father was a well-to-do master weaver in Dunfermline, Scotland. He owned no less than four damask looms and employed apprentices. This was before the days of steam factories for the manufacture of linen. A few large merchants took orders and employed "master weavers,” such as my father, to weave the cloth, the merchants supplying the materials. As the factory system developed the hand-loom weaving naturally declined, and my father was one of the sufferers by the change. The first serious lesson of my life came to me one day when he had taken the last of his work to the merchant and returned to our little home greatly distressed because there was no more work for him to do. I was then just about 10 years of age, but the lesson burned into my heart, and I resolved then that “ the wolf of poverty ” would be driven from our door some day if I could do it. SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1335 BETTER FOR OUR BOYS. The question of selling the old looms and starting for the United States came up in the family council from day to day. It was finally resolved to take the plunge and join relatives already in Pittsburg. I well remember that neither father nor mother thought the change would be otherwise than a great sacrifice for them, but that “‘it would be better for our two boys.” In after life, if you can look back as I do, and wonder at the complete surrender of their own desires which parents make for the good of their children, you must reverence their memories with feelings akin to worship. Arriving in Allegheny City, four of us — father, mother, my younger brother, and myself — father entered a cotton factory. I soon followed and served as a “ bobbin boy,” and this is how I began my preparation for subsequent appren¬ ticeship as a business man. I received $1.20 a week, and was then just about 12 years old. WAGES $1.20 PER "WEEK. I can not tell you how proud I was when I received my first week's earnings. One dollar and twenty cents made by myself and given to me because I had been of some use in the world. No longer entirely dependent upon my parents, but at last admitted to the family partnership as a contributing member and able to help them. I think this makes a man out of a boy sooner than almost anything else, and a real man, too, if there be any germ of true manhood in him. It is everything to feel that you are useful. I have had to deal with great sums. Many millions of dollars have passed through my hands. But the genuine satisfaction I had from that $1.20 outweighs any subsequent pleasure in money-getting. It was the direct reward of honest manual labor; it represented a week of very hard work — so hard that but for the aim and end which sanctified it slavery might not be much too strong a term to describe it. For a lad of 12 to rise and breakfast every morning, except the blessed Sunday morning, and go into the streets and find his way to the factory and begin work while it was still dark outside, and not be released until after darkness came again in the evening, forty minutes’ interval only being allowed at noon, was a terrible task. HE DREAMS. But 1 was young and had my dreams, and something within always told me that this would not, could not, should not last; I should some day get a better position. Besides this, I felt myself no longer a mere boy but quite "a little man.” and this made me happy. A change soon came, for a kind old Scotchman who knew some of our relatives made bobbins and took me in his factory before I was 13. But here for a time it was even worse than in the cotton factory, because I was set to fire a boiler in the cellar and actually to run the small steam engine which drove the machinery. The firing of the boiler was all right, for fortunately we did not use coal, but the refuse wooden chips, and I always liked to work in wood. But the responsibility of keeping the water right and of running the engine and the danger of my mak¬ ing a mistake and blowing the whole factory to pieces caused too great a strain, and I often awoke and found myself sitting up in bed through the night trying the steam gauges. But I never told them at home I was having a ‘ ; hard tussle. ' ’ No, no; everything must be bright to them. This was a point of honor, for every member of the family was working hard except, of course, my little brother, who was then a child, and we were telling each other only all the bright things. Besides this, no man would whine and give up ; he would die first. There was no servant in our family, and several dollars per week were earned by ‘ ‘ the mother ' ’ by binding shoes after her daily work was done. Father was also hard at work in the factory. And could I complain? PROMOTION. My kind employer, John Hay — peace to his ashes! — soon relieved me of the undue strain, for he needed some one to make out bills and keep his accounts, and, finding that I could write a plain schoolboy hand and could ” cipher,” I became his only clerk. But still I had to work hard upstairs in the factory, for the clerk¬ ing took but little time. 1336 EDUCATION REPORT, 1903. THE BLESSING OF POVERTY. You know how people moan about poverty as being a great evil, and it seems to be accepted that if people had only plenty of money and were rich, they would be happy and more useful, and get more out of life. As a rule, there is more genuine satisfaction, a truer life, and more obtained from life in the humble cottages of the poor than in the palaces of the rich. I always pity the sons and daughters of rich men who are attended by servants, and have governesses at a later age, but am glad to remember that they do not know what they have missed. They have kind fathers and mothers, too, and think that they enjoy the sweet¬ ness of these blessings to the fullest, but this they can not do, for the poor boy who has in father a constant companion, tutor, and model, and in his mother — the holy name — his nurse, teacher, guardian angel, saint, all in one, has a richer, more precious fortune in life than any rich man’s son who is not so favored can possibly know, and compared with which all other fortunes count for little. It is because I know how sweet and happy and pure the home of honest pov¬ erty is, how free from perplexing care, from social envies and emulations, how loving and how united its members may be in the common interest of supporting the family, that I sympathize with the rich man's boy and congratulate the poor man’s boy; and it is for these reasons that from the ranks of the poor so many strong, eminent, self-reliant men have always sprung and always must spring. If you will read the list of the ‘ ‘ Immortals who were not born to die ’ ’ you will find that most of them have been born to the precious heritage of poverty. It seems nowadays a matter of universal desire that poverty should be abol¬ ished. We should be quite willing to abolish luxury, but to abolish h:nest, industrious, self-denying poverty would be to destroy the soil upon which man¬ kind produces the virtues which enable our race to reach a still higher civiliza¬ tion than it now possesses. HE BECOMES A MESSENGER BOY. I come now to the third step in my apprenticeship, for I had already taken two, as you see, the •'cotton factory*’ and then the “bobbin factory.” and with the third — the third time is the chance, you know — deliverance came. I obtained a situation as messenger boy in the telegraph office of Pittsburg when I was 14. Here I entered a new world. Amid books, newspapers, pencils, pen and ink, writing pads, a clean office, bright windows, and a literary atmosphere, I was the happiest boy alive. My only dread was that I should some day be dismissed because I did not know the city; for it is necessary that a messenger boy should know all the firms and addresses of men who are in the habit of receiving telegrams. But I was a stranger in Pittsburg. However, I made up my mind that I would learn to repeat successively each business house in the principal streets, and was soon able to shut my eyes and begin at one side of Wood street and call every firm to the bottom. Before long I was able to do this with the business streets generally. My mind was then at rest upon that point. HE LEARNS TO TELEGRAPH. Of course every ambitious messenger boy wants to become an operator, and before the operators arrived in the early mornings the boys slipped up to the instruments and practiced. This I did, and was soon able to talk to the boys in the other offices along the line, who were also practicing. One morning I heard Philadelphia calling Pittsburg and giving the signal ‘ 1 Death message.” Great attention was then paid to “ death messages,” and I thought I ought to try to take this one. I answered and did so, and went off and delivered it before the operator came. After that the operators sometimes used to ask me to work for them. Having a sensitive ear for sound, I soon learned to take messages by the ear, which was then very uncommon. I think only two persons in the United States could do it. Now every operator takes by ear, so easy it is to follow and do what any other boy can — if you only have to. This brought me into notice, and finally I became an operator and received the — to me — enormous recompense of $25 per month — $300 a year. BEGINS FOR HIMSELF. This was a fortune; the very sum that I had fixed when I was a factory worker as the fortune I wished to possess, because the family could live on $300 a year SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1337 and be almost or quite independent. Here it was at last. But I was soon to be in receipt of extra compensation for extra work. Tlie six newspapers of Pittsburg received telegraphic news in common. Six copies of each dispatch were made by a gentleman who received $6 per week for the work, and he offered me a gold dollar every week if I would do it, of which I was very glad indeed, because I always liked to work with news and scribble for newspapers. The reporters came to a room every evening for the news which I had prepared, and this brought me into most pleasant intercourse with these clever fellows; and besides I got $1 a week as pocket money, for this was not considered family revenue by me. I think this last step of doing something beyond one's task is fully entitled to be considered “ business.” The other revenue, you see, was just salary obtained for regular work, but here was a ‘ * little business operation ’ ’ upon my own account, and I was very proud, indeed, of my gold dollar every week. The Pennsylvania Railroad, shortly after this, was completed to Pittsburg, and that genius. Thomas A. Scott, was its superintendent. He came to the telegraph office to talk to his chief, the general superintendent, at Altoona, and I became known to him in this way. OFFICIAL CLERK. When that great railway system put up a wire of its own, he asked me to be his ‘ k clerk and operator. ” So I left the telegraph office — in which there is great danger that a young man may be permanently buried, as it were — and became connected with the railways. The new appointment was accompanied by a — to me — tremendous increase of salary. It jumped from $25 to $35 per month. Mr. Scott was then receiving $125 per month, and I used to wonder what on earth he could do with so much money. I remained for thirteen years in the service of the Pennsylvania Railroad Com¬ pany, and was at last superintendent of the Pittsburg division of the road, suc¬ cessor to Mr. Scott, who had in the meantime risen to the office of vice-president of the company. HIS FIRST BUSINESS INVESTMENT. One day Mr. Scott, who was the kindest of men, and had taken a great fancy for me, asked if I had or could find $500 to invest. Here the business instinct came into play. I felt that as the door was opened for a business investment with my chief, it would be willful flying in the face of Providence if I did not jump at it, so I answered promptly: “ Yes, sir; I think I can.” “Very well,” he said, “ get it. A man has just died who owns 10 shares in the Adams Express Company, which I want you to buy. It will cost you $60 per share, and I can help you with a little balance if you can not raise it all.” Here was a queer position. The available assets of the whole family were not $500. But there was one member of the family whose ability, pluck, and resource never failed us, and I felt sure the money could be raised somehow or other by my mother. Indeed, had Mr. Scott known our position he would have advanced it himself; but the last thing in the world the proud Scot will do is to reveal his poverty and rely upon others. The family had managed by this time to purchase a small house and paid for it in order to save rent. My recollection is that it was worth $800. The matter was laid before the council of three that night and the oracle spoke. ' ‘ Must be done. Mortgage our house. I will take the steamer in the morning for Ohio and see uncle and ask him to arrange it. I am sure he can. ’ ’ This was done. Of course her visit was successful. Where did she ever fail? The money was procured; paid over; 10 shares of Adams Express Company stock was mine, but no one knew our little home had been mortgaged “to give our boy a start.” Adams Express stock then paid monthly dividends of 1 per cent, and the first check for $10 arrived. I can see it now, and I well remember the signature of “ J. C. Babcock, cashier,” who wrote a big “John Hancock ” hand. The next day being Sunday, we boys — myself and ever-constant companions — took our usual Sunday afternoon stroll in the country, and sitting down in the woods I showed them this check, saying, “ Eureka! We have found it.” 1338 EDUCATION REPORT, 1903. HE BECOMES A CAPITALIST. Here was something new to all of ns, for none of us had ever received anything but from toil. A return from capital was something strange and new. How money could make money, how, without any attention from me. this mysterious golden visitor should come, led to much speculation upon the part of the young fellows, and I was for the first time hailed asa " capitalist.” You see I was beginning to serve my apprenticeship as a business man in a satisfactory manner. A very important incident in my life occurred when, one day in a train, a nice, farmer-looking gentleman approached me, saying that the conductor had told him that I was connected with the Pennsylvania Railroad, and he should like to show me something. He pulled from a small green bag the model of the first sleeping car. This was Mr. Woodruff, the inventor. Its value struck me like a flash. I asked him to come to Altoona the following week, and he did so. Mr. Scott, with his usual quickness, grasped the idea. A contract was made with Mr. Woodruff to put two trial cars on the Pennsylvania Railroad. Before leaving Altoona Mr. Woodruff came and offered me an interest in the venture, which I promptly accepted. But how I was to make my payments rather troubled me, for the cars were to be paid for in monthly installments after delivery, and my first monthly payment was to be $217.50. “ YOU ARE ALL RIGHT.” I had not the money, and I did not see any way of getting it. But I finally decided to visit the local banker and ask him for a loan, pledging myself to repay at the rate of $15 per month. He promptly granted it. Never shall I forget his putting his arms over my shoulder, saying. “ Oh, yes, Andy; you are all right.’’ I then and there signed my first note. Proud day this, and surely, now, no one will dispute that I was becoming a “ business man.’’ I had signed my first note, and, more important of all — for any fellow can sign a note — I had found a banker willing to take it as “ good.” My subsequent payments were made by the receipts from the sleeping cars, and I really made my first considerable sum from the investment in the Woodruff Sleeping Car Company, which was afterwards absorbed by Mr. Pullman — a remark¬ able man who is now known all over the world. Shortly after this I was appointed superintendent of the Pittsburg division, and returned to my dear home — smoky Pittsburg. Wooden bridges were then used exclusively upon the railways, and the Pennsylvania Railroad was experimenting with a bridge built of cast iron. I saw the wooden bridges would not do for the future and organized a company in Pittsburg to build iron bridges. BEGINNING AS A MANUFACTURER. Here again I had recourse to the bank, because my share of the capital was $1,250 and I had not the money; but the bank lent it to me, and we began the Keystone Bridge Works, which proved a great success. This company built the first great bridge over the Ohio River, 300 feet span, and has built many of the most important structures since. This was my beginning in manufacturing, and from that start all our other works have grown, the profits of the one works building the other. . My ‘‘ appren¬ ticeship " asa business man soon ended, for I resigned my position as an officer of the Pennsylvania Railroad Company to give exclusive attention to business. I was no longer merely an official working for others upon a salary, but a full- fledged business man working upon my own account. BE YOUR OWN MASTER. I never was quite reconciled to working for other people. At the most, the railway officer has to look forward to the enjoyment of a stated salary, and he has a great many people to please. Even if he gets to be president he has sometimes a board of directors who can not know what is best to be done: and even if this board be satisfied, he has a board of stockholders to criticise him. and as the prop¬ erty is not his own he can not manage it as he pleases. I always liked the idea of being my own master, of manufacturing something, and giving employment to many men. There is only one thing to think of, manu¬ facturing, if you are a Pittsburger, for Pittsburg even then had asserted her SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1339 supremacy as the “Iron City,” the leading iron and steel manufacturing city in America. So my indispensable and clever partners, who had been my boy companions. I am delighted to say — some of the very boys who had met in the grove to wonder at the $10 check — began business and still continue extending it, to meet the ever¬ growing and ever-changing wants of our most progressive country year after year. MUST CONTINUE TO GROW. Always we are hoping that we need expand no further; yet ever we are finding that to stop expanding would be to fall behind, and even to-day the successive improvements and inventions follow each other so rapidly that we see just as much yet to be done as ever. When the manufacturer of steel ceases to grow he begins to decay, so we must keep on extending. The result of all these developments is that 3 pounds of fin¬ ished steel are now bought in Pittsburg for 2 cents, which is cheaper than any¬ where else on the earth, and that our country has become the greatest producer of iron in the world. And so ends the story of my apprenticeship and graduating as a business man, which it has given me great pleasure to tell the readers of the Youth’s Com¬ panion. * * * Good-by, my young friends. Always yours, Andrew Carnegie. It is to be regretted that there is so great difficulty in making an accurate state¬ ment of the large amount of moneys he has given. According to an authorized list published in the spring of 1902, the total of his donations is $67,212,923. Mr. Carnegie has changed his method of giving. Instead of continuing to give away large sums to single cities, he has adopted the plan of giving away amounts much smaller in size and then increasing the number of recipients accordingly. In the history of Mr. Carnegie's gifts it will be found that he is careful of the conditions likely to assure the continuation of care and provision after generations pass away. The following is the recapitulation of Mr. Carnegie's gifts, according to the list referred to. In some cases Mr. Carnegie may not remember what was given, or makes no statement, because the entire amount of the gifts has not been decided: Canada _ _ $876, 500 Cuba _ 252,000 England _ 420,000 Ireland _ 65,500 Scotland _ 13,078,750 United States _ 52,270,173 Miscellaneous gifts, Great Britain _ 250, 000 Grand total _ _ _ 67, 212, 923 CARNEGIE INSTITUTION. The Carnegie Institution has been recently formed as a result of the benefac¬ tion of $10,000,000 by Mr. Carnegie. To the trustees designated to receive and administer this benefaction Mr. Carnegie said, when they came together: I beg to thank you deeply for so promptly, so cordially aiding me by acceptance of the trusteeship. A note from the President congratulates me upon the high character — indeed. I may say the extraordinary character — of the trustees. Such are his words. I believe his estimate has been generally approved throughout the wide boundaries of the United States. My thought was to fulfill the expressed wish of Washington by establishing a university here, but a study of the question forced me to the conclusion that under the present conditions were Washington still alive, with his finely balanced judgment, he would decide that, in our genera¬ tion at least, such a use of wealth would not be the best. One of the most serious objections, and one which I could not overcome, was that another university might tend to weaken the existing universities. My desire was to cooperate with 1340 EDUCATION REPORT, 1903. all educational institutions and to establish what would be a source of strength and not of weakness to them , and the idea of a W ashington university or anything of a memorial character was, therefore, abandoned. The greatness of the gift, the high aims of its donor, and the eminent character of the trustees have served to create in the public mind the greatest expectations as a result of this gift. The board of trustees, organized in Washington under the general law of incorporation, has elected as president the eminent Daniel C. Gilman, LL. D., whose experience at Yale and Oakland, as well as his member¬ ship of important educational bodies, testifies to his efficiency, as does his long time of service as president of Johns Hopkins University. His service at Johns Hopkins in administering the great trust there confided in him enabled him not only to meet the public demand in furnishing college instruction, but to develop a postgraduate university which took rank among the first in the country. JOHN D. ROCKEFELLER. John D. Rockefeller was born in Richford, Tioga County, N. Y., July 3, 1839. In 1853 his family moved to Cleveland, Ohio, where, at the age of 14, he united with the Erie Street Baptist Church. The family, the school, and the church were the centers in which his character was formed. In his home pru¬ dence and economy prevailed; the Christian virtues were cultivated. Time was not wasted . At 9 years of age he was raising turkeys and loaning the money at 7 per cent. The alertness of his life began to be developed. In the church he was careful to attend the services not only upon the Sabbath, but midweek also, and he sought to stimulate others to fulfill religious obligations, especially to pay off a church debt. In school he came under the influence of such teachers as Miss Chamberlain (afterwards Mrs. Lyon) , Prof. E. White, Prof. Andrew Freese, teacher and super¬ intendent. W ith these teachers the unfolding of his character became indicative of his future career. Finding that his circumstances demanded his leaving school before the high-school course was finished, he found difficulty in securing the employment desired, and so anxious was he to have an opportunity for work that he engaged with Messrs. Hewitt & Tuttle without the assurance of a definite amount of pay, but only that he had an opportunity to try. He accomplished the tasks assigned him so well that he received some $4 per week for the time employed. The next year he won a reward of $25 per month, and at the end of fifteen months was given the position of bookkeeper and cashier at $500 per year. Before he was 19 he had decided to undertake business for himself, and, with a few hundred dollars of his own, aided with $1 ,000 loaned by his father, for which he paid 10 per cent, he launched out. trusting to his industry, his energy, and Divine favor. He enjoyed no advantages but those afforded to like effort in the same community. Before he had begun to control capital largely he needed a small loan , which the banker, Mr. T. P. Handy, accorded him in his confidence of what he had already done and on the promise he gave. He met his obligations faithfully and adopted the habit of living within his income. Nothing was allowed to come within his observation which he did not question for some lesson for himself. He early found out that what he was to be must come out of his own ability and attainments and opportunities afforded him. His qualities were early manifested; he discriminated between the real and the false. He early became superintendent of his church Sunday school and remained in that responsibility thirty years. His fondness for children was very manifest. His own experience had taught him how it might be used. It is unfortunate that there is no more in literature to indicate more of the growth of his mind and of his methods of business and principles which he has adopted. He early began to appreciate the efforts to secure cheap lighting — SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1341 illumination. Crude petroleum was offensive to the smell. He saw what was needed, and out of his school chemistry he was aided in devising methods of purifying the crude oil. saying to one of his teachers, I think I can relieve this substance of its offensive smell.” His efforts were successful. Whale oil was disappearing from the market; the new substance was soon widely demanded by the trade; fabulous results followed his efforts. At the age of 25 Mr. Rockefeller married the daughter of H. B. and Maria Spelman, Miss Laura C. Spelman, with whom he had become acquainted in school as a girl of excellent sense and refinement and marked scholarship, with like home training as himself. As his income increased he began to use it according to the fundamental prin¬ ciples upon which his character was based. At first his benefactions were limited to his church denomination, but later his gifts have been freely bestowed outside of his church limits in aid of worthy objects. His methods of giving may be said to be discriminating. In order to quicken the gifts of others, he often promised a half of what was called for if others would give the other half. In this way he has added greatly to the benefactions for different objects. No effort is made here to trace the variety of his gifts. There has been a natural recognition of relations. A worthy teacher who married a minister receives unannounced annual gifts together with a house for her residence. In a multitude of unseen ways like these has his aid been bestowed on worthy objects. Unostentatiously he pays the expenses of a reunion of his school associates. Mr. J. G. W. Coles, president of the chamber of commerce, when announcing Mr. Rockefeller's gift to the city of Cleveland, remarks: t> His modesty is equal to his liberality, and he is not here to share with us this celebration. The streams of his benevolence flow largely in hidden channels, unseen and unknown to men, but when he founds a university in Chicago, or gives a beautiful park to Cleveland, with native forests and shady groves, rocky ravines, sloping hillsides and level valleys, cascades and running brooks and still pools of water, close by our homes, open and easy of access to all of our people, such things can not be hid. They belong to the public and history, and the gift itself is for the people and for posterity.” A considerable number of citizens afterwards called at the Rockefeller resi¬ dence, and in response to their expressions of gratitude Mr. Rockefeller said: “ This is our centennial year. The city of Cleveland has grown to great propor¬ tions and has prosperity far beyond any of our anticipations. What will be said by those who come after us when, one hundred years hence, this city celebrates its second anniversary and reference is made to you and to me? Will it be said that this or that man had accumulated great treasures? No; all that will be for¬ gotten. The question will be, What did we do with our treasures? Did we or did we not use them to help our fellow-men? This will be forever remembered.” He has appeared to discover the possibilities of Chicago as a great center of civ¬ ilization in need of a great university to lift its interests. He is said to have reached the amount of $15,000,000 in his gifts to that institution. Among other benefactions may be mentioned his gifts of $200,000 to medical research; at one time to Brown University, $500,000, besides smaller sums; Mount Holyoke Col¬ lege, $50,000 for a hall of residence and $2,000 for a skating rink; Granville University, $200,000; Yassar College, for general endowment, $25,000; for a build¬ ing for recreation, $100,000; for Strong Hall, $35,000; for Davidson House, $110,000, besides several thousand dollars for sundry objects connected with the college; for Spelman Seminary, Atlanta, which bears the name of his wife’s father, nearly $285,000, and during the last year a loan of over $94,000; Barnard College, $250,000; Columbia University, $100,000; Horace Mann School, $50,000; Tuskegee, $10,000; Rochester, $100,000; Newton Theological Seminary, $150,000; Des Moines, $50,000; Wellesley, $100,000; and in aid of education in the South recently, $1,000,000. 1342 EDUCATION REPORT, 1903. It is of interest that the training of the family is yielding resnlts like those dis¬ played in his own character. His son, a graduate of Brown University, is already walking in the ways of his father, and the whole house enlists in the plan of bene¬ factions which he is working out and which is promising more than is already accomplished. PETER COOPER. Peter Cooper was born in the city of New York February 12, 1791. His check¬ ered fortune is well worthy of study. His school privileges were limited, but every opportunity was carefully improved. Before his seventeenth year he had tried his hand at various pursuits, when he was able to attend school at half-day sessions for about a year. His investments in Baltimore began in 1830, when he built the locomotive engine called the “ Tom Thumb." which was followed later by the construction of the “ Best Friend,’' sometimes called the first built in the United States for actual service. He contributed especially to the laying of the Atlantic cable. At an early period after his success in business was assured, Mr. Cooper con¬ ceived the idea which eventually gave to the world the Cooper Institute, destined “ to be forever devoted to the advancement of science and art in their application to the varied and useful purposes of life.” Under this general description there were developed rare opportunities for skillful instruction. The institution was a new departure in education. CHARLES PRATT. The Pratt Institute, Brooklyn, has won wide attention for furnishing an all¬ round education, giving instruction in letters and industry, both practical and theoretical. Its founder, Charles Pratt, was born at Watertown, Mass., October 2, 1830. His father, a native of Malden, a skilled and successful cabinetmaker and influential citizen, was unable to furnish his son more than an ordinary opportunity. From boyhood he won his way by skillful and faithful attention to his opportunities. His motto was, “ Waste neither time nor money.” Fortune favored his plans and investments, and he found many ways to be of service to others, who. like himself, were making their own fortunes. He put on the mar¬ ket the Astral oil and is said to have made good terms with the Rockefellers. His deep interest in education was early manifested, and he became one of the trustees of the Adelphi Academy, and for a time president of its board. His gifts altogether to the Adelphi are put down at $200,000; existing institutions, how¬ ever, did not answer to the immediate demand of his mind, and he began the study¬ ing out of opportunities which would satisfy his judgment. The Cooper Union seemed to be his model, but his studies included opportunities in Europe and in this country, and resulted in the institute, which is acknowledged to have adap¬ tations specially meeting the public want, and furnishing a study well worthy of the attention of educators and those who are giving money for the establishment of institutions of their own. Mr. Pratt arranged by law for the continuance of the administration in his own family, as well as for the support of its administration from his fortune. CHRISTOPHER R. ROBERTS. Christopher R. Roberts, a successful merchant in New York City, was consci¬ entiously disposed to give a percentage of his income to beneficence. How many students he aided in the preparation for the ministry it was never possible to ascertain exactly; one young man is known to have been the one hundred and twenty-fifth of the group that received his aid. Mr. Roberts's efforts to establish SKETCHES OF EDUCATIONAL BENEFACTORS, ETC. 1343 an institution in behalf of the South at Lookout Mountain did not succeed, but his effort in behalf of education in Turkey resulted in establishing Roberts College. This college is the controlling influence in shaping the new civilization at this gateway for the dissemination of instruction throughout Asia. CECIL RHODES. The will of Mr. Cecil Rhodes, an Englishman, a resident of South Africa, illus¬ trates the possibilities of these benefactions. It is said to distribute $70,000,000. It is believed to insure from its conditions a great international result. It pro¬ vides for scholarships at Oxford, England, for a residence of English-speaking students. It provides for American students $1,500 per year for three years. In the election of a student to one of these scholarships regard is had, first, to his literary and scholastic attainments; second, to his fondness for or success in many out-door sports, such as cricket, football, and the like; third, the qualifications of manhood, such as truth, courage, devotion to duty, sympathy for and protection of the weak, kindliness, unselfishness, and fellowship; fourth, his exhibition dur¬ ing school days of moral force of character and instincts to lead and take an interest in his schoolmates, for these latter attributes will likely in future life guide him to esteem the performance of public duties as his highest aim. CHAPTER XXX. MISCELLANEOUS EDUCATIONAL TOPICS. CONTENTS. Education in America, by Hon. Joseph Choate. A good urban school organization, by Charles W. Eliot. The expenditure for popular education justified by its results, by Charles W. Eliot. Address of the Commissioner of Education at the dedication of the McKinley Manual Training School, Washington, D. C. Agricultural education in high schools, by Willett M. Hays. EDUCATION IN AMERICA. [Inaugural address delivered August 1, 1903, by Hon. Joseph Choate, United States ambassador to the court of St. James, at the opening of the Oxford University course of summer lectures.] In responding to the flattering invitation of the vice-chancellor to open this course of summer lectures by an inaugural address, it was with no presumption on my part that I could say anything that would instruct the instructors or educate the educators. He would be a vain man indeed who would dare to come to Oxford with any such idea as that. The only service that I can render is to open the way for those public-spirited and self-denying teachers who for the coming month will guide your studies by unfolding the rich stores of their ample learning. In casting about for a subject — if I required a subject for this occasion — I appealed to the tried experience of the secretary, who kindly suggested that as tbe principal course of the season was to be upon the Middle Ages, I should take that vast subject for my theme. But America has no place in the Middle Ages. I see by the programme that the year 1485 is assigned as the terminus of that period of modified darkness, but surely there must be a mistake of seven years, for Columbus did not discover America till 1492. Then it was that there was a new creation — a new adjustment of the little world which we inhabit. Up to that time one-half of the earth was still waste and void. It had been lost since the beginning of time. It was buried in that darkness which was upon the face of the deep; but the spirit of God moved upon the face of the waters and opened the new hemisphere to the yearning eyes of the brave Genoese — and again He said, “ Let there be light,” and there was light. But however you may bound the Middle Ages, America contributes nothing to the studies and discussions which await you. I have carefully examined your programme, and find not the remotest allusion to the Western Hemisphere. From ocean to ocean, from the North Pole to the South, it was — except for the barbaric civilization of Mexico and Peru — a trackless wilderness, whose wild inhabitants afforded no lessons for modem society, unless, indeed, it be for that very minute section of it on either side of the water, the mere sportsmen — who do nothing but sport — for they spent their whole lives through the entire Middle Ages in hunting, shooting, fishing, and canoeing. There never was such splendid sport, although nothing ever came of it but mere sport. They were indeed our leisure class, the only leisure class America ever had — dating back to an unknown ed 1903— vol 2 - 9 1345 1346 EDUCATION REPORT, 1903. antiquity, certainly before the Conquest, perhaps before the flood. Possibly our Pilgrim and Puritan Fathers took warning from their example when they resolved to found a new civil society which should consist, like More’s Utopia, of working classes only, and established the Commonwealth on the gospel of hard work, as it continues to this day. And so, perhaps, after all, America in the Middle Ages has contributed something to the sources of modern history. I will therefore, if you will allow me, confine myself to the very modest endeavor to give you a mere glimpse of education, of universities, and university extension in America, which may suggest to you their relation to the same great things in this country without exposing me to the peril of commenting at all upon matters purely domestic here. A breeze from the West may sometimes be at least refreshing. For one hundred and thirty years from the great discovery, while England was advancing by leaps and bounds, while Erasmus and Colet and More were doing their momentous work for the revival of learning in England, while Elizabeth’s marvelous reign was perfecting the English language and literature, culminating in Shakespeare and Bacon — the whole Western Hemisphere remained undisturbed and undeveloped, except as the boundless enterprise and ambition of Spain invaded its tropical regions, and the energetic rivalry of Jacques Cartier and his successors led them to explore the St. Lawrence as the pioneers of New France. The first great act of the English colonist after the landing of the Pilgrim Fathers at Plymouth in 1620, and the more important Puritan emigration under Endicott and Winthrop in 1628-29 was the first and a very signal example of uni¬ versity extension — the foundation of Harvard College as a nursery of godly min¬ isters for the service of the colonies. The new college was the direct child of Cambridge; the leaders of the colony were Cambridge men, with a very little Oxford leaven, and John Harvard, born in Southwark and baptized in St. Saviour’s Church, who gave his name, his library, and the half of his fortune to the new foundation, was a graduate of Emmanuel, the distinctly Puritan college at Cam¬ bridge. Its nurture and discipline were all drawn from Cambridge sources, and for the first few decades it was a small counterpart, but in extreme poverty and littleness, of one of the colleges of the ancient university from which it sprang. While the colonies still formed an integral part of the British Empire, 8 more colleges were founded after the same type, of which Yale, Pennsylvania, Prince¬ ton, and Columbia still maintain their ascendancy. As their limited and very scanty endowments would permit, these all followed the English types exemplified in Oxford and Cambridge. They rendered great service to the colonies and the Empire by training men, according to the approved classical and scholastic model, for the learned professions and for public life, and adequately answered the very moderate demands of the community for higher education. It was nearly two centuries from the foundation of Harvard, in 1636, before the inadequacy of the universities to supply the intellectual needs of the world and to lead its advancing movements was suspected, and another generation still before it was fully found out and exposed. So long as they were only expected to furnish for the service of the nation the necessary supply of lawyers, doctors, and ministers, of teachers, scholars, and public men, and to lead and promote the growth of its literature — the old routine, the old curriculum of the colleges and universities embracing Latin, Greek, and mathematics, with a little philosophy, metaphysics, and history, were supposed to constitute the essential elements of the higher education which had sufficed for many generations. But a new era was at hand. Probably there never has been such a revolution in social and civil life as was produced by the application of steam and electricity to the practical use and service of man, which began in the lifetime of men stand¬ ing here to-night, and ushered in an epoch of material development and progress EDUCATION IN AMERICA. 1347 sucli as the world never witnessed before and which has by no means reached its culmination yet. The growth of the population of the United States from 10,000,000 to 80,000,000, the reduction of a virgin continent to their use, the crea¬ tion of a vast system of transportation by railroads that occupied every corner and reached every town in the country, the adaptation of all the applied arts to the construction, equipment, and decoration of public and private buildings, the rapid advance of science, the multiplication of inventions, the unparalleled growth of manufactures, and the consequent extension of commerce and trade — all com¬ bined to create a new and enlarged civilization which had outgrown the old colleges and universities and threatened to leave them out, or at any rate far behind. This rapid and unbounded material and intellectual progress demanded and employed an amount and variety of education and brain power which neither their numbers, their resources, or their system of training enabled the old univer¬ sities to furnish. Probably a very small proportion of this mighty work which characterized and marked the nineteenth century had been done or devised by the graduates of our old institutions of learning. While they had been filling the professions, the halls of legislation, the great public offices, the chairs of the teachers and men of letters, the nation had looked for and found a great army of men of brains and men of action to attend to its construction, its transportation, its manufactures, its commerce, and business of every kind. It was found then that our higher education must be adapted to this startling and violent change in our national life, and that if our colleges and universities wouM hold their own they must greatly increase their numbers, change their methods, and assume new and closer relations with the people whom they still aspired to instruct and lead. In the first place, their numbers were multiplied. At the beginning of the cen¬ tury there were only 26 colleges and universities in the whole territory of the United States, and many of these were in an infant and undeveloped state. They are now numbered literally by hundreds, bringing the higher education home to the people everywhere, many of them richly endowed, most of them furnishing to the youth of the surrounding community an adequate and varied training adapted to qualify them for business and for any public or private duty to which they may be called, although it may be far below the standard now set by Har¬ vard or Columbia, Yale or Princeton. These new colleges were not all on the same model, but afforded a wide choice of courses of study to suit the varied necessities of a greatly diversified community. With the exception of a few of the older States which were already well pro¬ vided with them by private means, each State in the Union has, by the use of public funds and lands, created a State university; and it has been the laudable ambition of several of our multimillionaires to create universities by the generous application of portions of their vast fortunes. It has been interesting to see how by this means powerful and most useful institutions of learning could be created all at once, as it were. I mean, of course, in a very few years. Of these, the Uni¬ versity of Chicago, founded in 1892, endowed chiefly by the generosity of one man, now numbering over 3,000 students and with an equipment approximating to that of its oldest sisters, is the leading example and compares favorably with the best. The origin and foundation of the Stanford University, which owes its entire endowment to the lavish generosity of Mr. and Mrs. Stanford, is full of pathetic interest. Traveling in Europe, they had the unspeakable misfortune to lose their only child, a youth of great promise, Leland Stanford, jr. Returning to America, they considered how they might best perpetuate his beloved memory, and con¬ ceived the noble idea of creating a great university that should bear his name to a distant posterity. They were not much versed in university traditions and had no special knowledge as to how to create an institution of learning. But they 1348 EDUCATION REPORT, 1903. cherished and fostered the happy idea that had come to them. They consulted the best experts that could be found. They visited Harvard and Yale and studied their history and methods, estimated the cost and value of their entire plants, and concluded that by an original investment of $5,000,000 and a further five millions for equipment and maintenance they might bring into existence a school of learn¬ ing that should rank with the best, and worthy of their highly honorable purpose. They put their noble design into immediate execution, and on a splendid estate in one of the most beautiful regions of California erected buildings that would be quite worthy of Oxford or of Cambridge, and in a very few years the Stanford University took its place among the valuable seats of learning in the United States, richly endowed and equipped, commanding the services of distinguished professors and instructors, and thronged with many hundreds of students. Not only has it received the liberal amounts originally designed, but Mrs. Stanford, sur¬ viving her husband, has actually devoted to it the whole of their vast fortune, and thus they have indeed created a university which will be a lasting monument not to their lost son only but to their own unstinted benevolence. The Johns Hopkins University in Baltimore is another magnificent instance of private endowment and is unique in its character among American universities. It is mainly a post-graduate institution and embraces schools of law, medicine, science, and agriculture, and is a nursery of original research, publishing from time to time the results of researches of professors and students. It has well fulfilled the hopes expressed for it by Mr. Huxley in his splendid address at its opening in 1876. By far the most signal advance in university extension yet made in America is the latest in date — the creation of the Carnegie Institute of Research at Washing¬ ton, with an endowment of $10,000,000, to be devoted absolutely to original research. Whoever believes that there is no more truth to be found, no new law of nature to be discovered, may as well join the ranks of those deluded ones who believe that the end of the world is at hand. So long as ideas rule the world this institute will occupy a foremost place among institutions of learning and bring lasting fame to its generous founder. I ought not to pass from this part of my subject without a reference to the source from which some of our oldest and most prominent universities, like Harvard and Yale and Columbia and Princeton, derive the means of their maintenance and development to enable them to meet their ever-increasing needs and the enlarged demands of the present day. They receive no aid from the public funds; they have been built up and sustained by private contributions, and their increased means of usefulness are chiefly due to the loyalty and gratitude and generous enthusiasm of their own graduates and their friends, which are found to be an unfailing support. It has come to be a common saying that no rich graduate can live or die without giving something to his university. It goes without saying also that technical, professional, and trade schools of great importance and value and in considerable numbers hold a high place among our modern educational establishments. The Massachusetts Institute of Technology stands at the head of the whole system of technical education in the United States. It is primarily a school of industrial science; at the same time it finds room for the humaner studies. Mr. Mark, whose essay on ‘'Education and industry in the United States’* has been published by the board of education, says of it: * Over and above the engineering courses of various kinds there are courses in architecture, chemistry, biology, physics, geology; and there is a general course for those students who wish to secure an education based upon scientific study and experiment but including a larger amount of philosophical study in history, economics, language, and literature than would be consistent with the technical requirements of other courses. EDUCATION IN AMERICA. 1349 Lord Bacon says that every man owes a debt t:> his profession, and many of these technical, commercial, and professional schools in America owe their high character, their great success, and their munificent endowment to the loyalty and zeal of men who, without such advantages, by sheer force of brains and character, have succeeded in their various callings. Every man is naturally proud of the profession, business, or art in which he has himself succeeded, and it is to the eternal honor of many of our captains of industry that they manifest their grati¬ tude by thus smoothing the footsteps to success of those who would follow where they have led. The Drexel Institute in Philadelphia, the Pratt Institute in Brooklyn, the Armour Institute in Chicago, are conspicuous examples of the generous sympathy of successful men with the struggles and necessities of those who come after them. The founders, Mr. Drexel, Mr. Pratt, and Mr. Armour, were very active and prominent men of business. Magnificent success had crowned their own efforts, and each of them determined to leave a memorial that should bear his own name and spread through a wide circle the benefits of his great fortune. Nothing is more natural than that the founders of such institutions should desire to attach their own names to them, and so enjoy a certain earthly immortality — a privilege that can not fairly be denied to them. They cherished ideals and aspirations far nobler than the material success which had come to them. One couplet of the Psalm of Life had for them a practical meaning: Lives of great men all r emind us We can make our lives sublime, And departing leave behind us Footprints on the sands of time. There are no more enduring memorials than these ‘ ‘ footprints on the sands of time.'5 It was a “ footprint on the sand that, by the aid of the magic touch of De Foe's genius, has immortalized the name of a naked savage on a desert island; and geologists tell us that the surface of the earth is marked with ‘ ‘ footprints on the sand that have lasted for countless ages, and are to-day as distinct and clear as when they were first implanted. What better footprints, what nobler memo¬ rial can any man leave behind him to give his name to one of these new creations which shall carry the light of knowledge to the youth of distant generations? a You will perfectly well understand that our older universities began as single colleges, devoted to a strictly academic course; but as time went on there grew up about them and under their government professional schools, each with its own and separate special faculty, of which the president of the university was the head. Taking Harvard only as an example, it has its schools of divinity, medicine, and law, each distinct from and independent of the old academic department, Har¬ vard College proper. For admission to each of them something equivalent to a degree of bachelor of arts already obtained is in general required. So widespread is the repute of these schools that students resort to them from all parts of the country, bearing the diplomas of the most approved colleges, and we now hear that certain eminent English jurists are advising their sons to go over to the Harvard law school as the best foundation for legal studies. a Since this address was delivered Columbia University in New York has announced the remarkable gift by Mr. Joseph Pulitzer of $1,000,000 to establish a school of journalism, with a promise of an additional million when its success has been tested and proved— a notable example of what I have said as to the sympathy of successful men with the profession or business by which they have risen. Mr. Pulitzer himself is "a striking iiistance of a man, who, by sheer dint of his own personality, brains, and eneygy , has his >vay,;ap, from the very lowest round of the ladder to a very conspicuous pLi-cs nfcapng journalists, -> Hiff foundation is intended and is well calculated to raise the average standard of ability, morals, and manners in the profession from which his great fortune ha‘s*c*ome to him. 1350 EDUCATION REPORT, 1903. Harvard also maintains under the supervision of its faculty of arts and sciences a scientific school crowded with students, upon whom, after a full course of study, it confers the degree of bachelor of science. It also maintains under the same supervision a graduate school, which is yearly growing in strength and impor¬ tance, and is already one of the most interesting departments of the university. It provides advanced courses of study for the graduates of Harvard and other approved colleges, and enables them to qualify for the higher degrees in arts, science, and philosophy. Thus have we endeavored to accomplish the first and not the least important part of our university extension by increasing the number of our schools of learn¬ ing and enlarging and varying the branches of knowledge and instruction to which they are generally or specially devoted. No adequate idea can be formed of the importance and utility of this enlarged system of universities, colleges, and professional and technical schools without a knowledge of the broad and firm foundation on which they rest — the common schools of the United States, which from the beginning have been the peculiar care of the people. It is not too much to say in this regard that education has been the chief industry of the nation. The constitution of the State of New York declares that the legis¬ lature must provide for the maintenance and support of a system of free common schools wherein all the children of the State may be educated. And this is but a single application of the general policy that each State owes to all of its children of both sexes, an education at the public expense up to the point at which they may be able to sustain themselves in the struggle of life. Without this it was deemed that our institutions, resting as they do upon universal suffrage, could not be safe or enduring. According as the condition in life of its parents permits, every child may, without expense to them, pass through the successive grades of primary, grammar, and high schools, and be prepared not merely for its narrow vocation in life, but also for the discharge of that public duty which the possession of the suffrage involves. Of course only a small proportion of the children of the State can avail them¬ selves of the full benefit of secondary education provided, and a much smaller per¬ centage can advance to a university training; but, in the aggregate, education is so generally diffused among the people that the average laborer, mechanic, farmer, or clerk knows much more than enough to qualify him for his narrow and pecu¬ liar occupation, and can understand and act with some intelligence upon the pub¬ lic questions on which he is called upon to vote. Upon this broad and deep foun¬ dation our universities rest; out of it they have grown, and with it they form one entire and coordinated system upon which a government depending wholly upon the sum of public opinion of all its citizens may safely abide. It is difficult to present the simplest statement of the magnitude of our common school system without seeming to be guilty of gross exaggeration. According to the latest available statistics, the whole number of pupils enrolled exceeds 16,000,000, of whom 15,500,000 are in the primary and grammar schools and 600,000 in the high schools and academies. It was to these common schools that the nation looked, when the universities failed, for the supply of that brain power, energy, and enterprise which the making of the nation demanded. From this great mass the accidents of birth, fortune, and circumstance select the few, about 120,000 in all, who can avail themselves of the college and university train¬ ing. But the combined intellectual force of the country is in the common schools, and out of it by a process of natural selection have been eliminated the effective genius, talent, and faculty which the .exigencies of the age required for the expansion of modern- life. To these in ‘chief measure we owe the engineers EDUCATION IN AMEKICA. 1351 the inventors, the mechanicians, the practical scientists, who have directed onr material development. In the same way those who have read that fascinating book, Smiles's Lives of British Engineers, must have been struck with the fact that men who did so much for the making of England for the most part enjoyed but little of the advantage of the higher education, but sprang from the people and seemed, by the mere force of natural faculty, to educate themselves for their great and responsible works. But, school or no school, college or no college, genius will work its way to the front. A single word more about our common schools, to me always a fascinating sub¬ ject. Of the teachers, whose numbers amount to about half a million, it is safe to say that much more than two-thirds are women, who here find a field of useful¬ ness and honor which lies at the foundation of our national prosperity and dis¬ tinction. By general consent the conscience, the sympathy, and the superior patience of women are deemed to qualify them in the highest degree for the wise and tactful instruction of the youth of both sexes. At any rate, with us their general employment as teachers has proved a complete success. I freely acknowledge my great obligations to the accomplished and faithful women who taught in the common schools of Massachusetts which it was my good fortune to attend. But since that remote day the scientific training of women in the fine art of teaching has advanced in a sort of arithmetical progres¬ sion in normal schools, in colleges for women which fairly rival in dignity and equipment the best colleges for men, and in such institutions as the College for the Training of Teachers in the city of New York. So that to-day great numbers of women, thoroughly qualified for the service of the State in the common schools and even in higher education, are to be found in all parts of the Union, and they exercise a widespread and powerful influence in elevating, refining, and human¬ izing the youth of the nation. But however much we may multiply the number of our seats of learning, we can not adapt them to the demands and exigencies of modern life without a wide and radical departure from the ancient curriculum, which aimed only at qualify¬ ing youth to prepare for certain limited professions or to take part in the admin¬ istration of public affairs. Whatever special calling a man is to follow after leaving the university he ought to start with a generous and liberal education, such as every gentleman should have. But if we want our universities to fill the full measure of their usefulness in the grand action of the world of to-day and to be responsible for the leaders in such great occupations as those of the engineer, the architect, the manufacturer, the merchant, the banker, the railroad president, the journalist, the man of science, and those who apply science to the useful arts on the grand scale upon which those callings are now pursued, can not some system be evolved on a broader scale than that which prevailed in all the universities before this tremendous expansion of modern life began? Can we not attain the desired object of a liberal education upon which we insist for them all without binding them all down to that system of training which once sufficed for candi¬ dates for the older professions, for public service, and for the cultivated life of the leisure class? Can not a scheme be devised which will enable every man who enters the university to get the most out of himself, to begin to prepare for the life occupation for which he is best fitted, and to serve the community by the best exercise of the faculties with which he is by nature endowed? These questions have been answered in the United States by the adoption of the second form of university extension to which I have referred the broadening and expansion of the courses of instruction, and by the introduction of the open door of the human mind into the university curriculum. What is known as the elect¬ ive system, which was practically unknown fifty years ago, has now, against 1352 EDUCATION REPORT, 1903. great opposition and in the face of inveterate prejudice, been steadily gaining ground, and promises to prevail in our principal seats of learning. President Eliot, who is well entitled to be called the author of this system in the United States, explains it thus: The state of society at large under freedom is perfectly illustrated by the con¬ dition of things in a university where the choice of studies is free and every stu¬ dent is protected and encouraged in developing to the utmost his own gifts and powers. In Harvard University, for example, thousands of students enjoy an aim .st complete liberty in the selection of their studies, each man being encour¬ aged to select those subjects in which he most easily excels and consequently finds most enjoyment and most profit. It is not, however, to be supposed that because this wide liberty of choice is allowed to the individual student a less amount of work is required of him; on the contrary, a full and equivalent measure of study is prescribed and exacted as under the old system, and the same degree is given for both. I would not undertake to judge how far such a system could be adopted with wisdom or success under the totally different social conditions which prevail here, but a glance at the programme of this eleventh summer meeting, prepared by the delegacy for the extension of teaching, would seem to show that it has already made considerable progress, and I believe that at Oxford there is practical freedom of choice for each student, without regard, of course, to degrees or honors. You must not suspect for one moment that Harvard or any of the other Ameri¬ can universities which have adopted the elective system are being converted into technical schools or commercial colleges. Far distant be the day when the first step in that direction shall be taken. On the contrary, they adhere rigidly in their academical course to the orthodox theory that special study for professional or business life should be postponed till a broad and general education has devel¬ oped the faculties and character, and that only upon such a foundation can edu¬ cation in specialties safely rest. But many men have many gifts and different faculties. They are not all run in one mold or all capable of making the most of themselves by studying the same things. The old classical course is still always open to all who desire to follow it, and is maintained in a high degree of excel¬ lence. No preferential tariff is imposed on the humaner courses; an equal amount of duty and performance is exacted from the others, and the modern languages, natural history, science, and the many other studies that have been added to the curriculum are accepted only as equivalents and substitutes for the more ancient requirements. You are too familiar with the other forms of the university extension, in which the United States have faithfully followed the lead of Oxford and Cambridge, to require me to enlarge upon them. Chautauqua, with its 10,000 students; the fourth quarter, or the summer term, at the University of Chicago, where academic work goes right on throughout the year (forty-eight weeks) like any other business, drawing students and professors from nearly all the other American universities; the Harvard and Columbia sum¬ mer schools, each gathering hundreds of students from all parts of the United States and from foreign lands; the splendid and effective work done by the Exten¬ sion Society, of Philadelphia, are but examples and illustrations of what is going on for the promotion of higher education in many parts of the country. Among them all the Chautauqua summer assemblage has done more than any other to stimulate and satisfy the desire for knowledge and an earnest purpose to acquire something like a university education among those to whom fortune denied a regular college training. You should read Mr. Herbert B. Adams's account, of which I can only give you an abstract. It is really a university itself in session for the summer months, with schools of English language and litera¬ ture. of modern languages, of classical languages, of mathematics and science, of EDUCATION IN AMERICA. 1353 pedagogy, of religious teaching, of music and the fine arts, of expression, of phys¬ ical education, of domestic science, and of practical arts, instructed by learned professors and by volunteers from the educated men and women of the land, and attended by thousands from every State and from foreign parts. It is really the pioneer of summer schools, having held its regular sessions for nearly thirty years, and has constantly increased in the extent and power of its influence. It lays out courses of home study and reading for four years. ‘ * W ork begun under compe¬ tent direction at Chautauqua may be continued at home, by correspondence with the head of the ' school ’ throughout the year.’’ In very rare cases, after very search¬ ing tests and examinations, such work may be rewarded by the degree of bachelor of arts or bachelor of science, which the regents of the University, the highest educational authority of the State of New York, are empowered to confer. The number of local reading circles in all parts of the country inspired and guided from Chautauqua in the last twenty years has been about 10,000, and its total enrollment of readers in that time has been about a quarter of a million. This is really bringing higher education home to the people in earnest. Chautauqua stands for hard study and high thinking, and its votaries are almost entirely the people of plain living. It is hard to measure its influence and power for good. President Roosevelt, who has long been known as a historical lecturer and writer, visited the assemblage in 1899, when he was governor of New York. Welcomed by 10,000 people in the great amphitheater, he said that he came to preach the gos¬ pel of intelligent work, that this Chautauqua did not come by chance, that it was the result of years of hard work, and that now there is no institution more fraught with good to the nation than this. The regents of the University of the State of New York have had great success in promoting extension lectures in connection with the State library at Albany, with the combined aid of traveling libraries, traveling pictures, extension lectures, and State examiners, all working harmoniously and efficiently together under one central guidance at Albany. The library is the great foundation of extension work in New York. To bring books to the people, to teach them what books to read and how to read them, and to bring the best books within their reach, in connection with the living voice of the lecturer, is the cardinal object and means of stimulating the love of study and the thirst for knowledge. In some of the States, notably in Massachusetts, traveling librar'es are hardly needed, and not even a Carnegie library is to be found. In that State, which consists of 350 townships, all but five had, at last accounts, established each for itself a free public library open to the use of all citizens, and maintained at the public expense; but even in such States, what to read and how to read it are still very serious questions, upon which great light ought to be shed by the summer lectures. Emerson, whose name has been on all tongues lately in connection with the centennial of his birth, and who was one of the greatest readers of his time, and got more out of his reading than almost any other man, laid down some cardinal rules for his own selection of books. Be sure [he says] to read no mean books. Shun the spawn of the press on the gossip of the hour. Do not read what you shall learn without asking in the street and the train. The scholar knows that the famed books contain first and last the best thoughts and facts. In the best circles is the best information. “ The three practical rules," he says, which I have to offer are: 1. Never read any book which is not a year old. 2. Never read any but famed books. 3. Never read any but what you like." Thus out of tens of thousands of books that issue from the press every year, he would let the world first winnow for him the chaff from the wheat, and from the hundreds of good books that were so eliminated he would have each student select for himself what his own necessities and his own 1354 EDUCATION REPORT, 1903. taste required. At all events, one of the greatest services which yonr lecturers can render is to guide you in the choice of the books in your selected course. But enough of our American methods. By substantially the same means the two countries are pursuing the same end of popularizing the higher education, of bringing it home to the people^ and securing its benefits not only to those whom fortune or circumstance enables to spend four years at the university, but to that vastly greater number whose thirst for knowledge and desire to make their working lives more useful and more happy lead them to seek and avail themselves of the great privileges which the various methods of the university extension supply. To continue in after life the delights and profit of those studies which the great majority of university men leave behind them when they take their degrees, to extend them in generous measure to the less fortunate, who have had to enter upon the struggle of life without them, and to apply the systematic methods of college training to many general and popular subjects, for which no place is found in the established curriculum, are the three great objects which these and other summer courses of lectures and reading have successfully attained. To come for these high purposes to Oxford, this most ancient seat of education known to the English race, about whose venerable halls and libraries, quadrangles and walks, cluster all the history, traditions, and memories of many centuries of learning and study, whose very air is redolent of knowledge and wisdom, seems to me to be the highest reward and privilege of the earnest seeker after truth. One supreme advantage you enjoy, which will make the month you spend here more rich and profitable than a whole year to the ordinary university student. He who comes here because he is sent, because it is the fashion to come, because his parents know not what else to do with him in the four years which separate youth and manhood, carries away, I fear, very little to show for his time. But you who are in dead earnest, who come because you can not stay away, and with the firm resolve to make the most of the opportunity, will go home bearing your sheaves with you and fruits of study which will enrich and gladden all your days. Upon one thing I must especially congratulate you — the presence of women on an absolutely equal footing in attendance upon all the courses that are offered here. Here in conservative Oxford, and in the summer school of Harvard, which on other occasions equally ignores the idea of coeducation, these men and women, earnest and ardent seekers after truth, sit on the same benches, hear the same lec¬ tures, pursue the same studies, and live the same lives while this ideal month lasts. The young daughter of Somerville or Girton, of Radcliffe or Barnard, who is in search of more light and the higher life, finds here her full and equal opportunity. And this brings me to the last point I wish to make, that these summer meet¬ ings are not only an opening of the doors of the university to those who have been shut out, not merely an exchange of learning between different universities and colleges and schools, but they constitute a real international exchange of knowl¬ edge and opportunity. I see in this audience visitors from all the continental nations, all bound on the same glorious errand, and, what I rejoice in still more, men and women from my own country who, having acquired what our own uni¬ versities had to give, have crossed the seas for the sole purpose of spending a month in this congenial company, in these sympathetic and inspiring surround¬ ings. in this Oxford, the historic and perpetual home of the scholar. It is such intercourse as this— the exchange of ideas, of sentiments, of hopes and aspirations — that will be of priceless benefit to both countries. Cecil Rhodes, that great Englishman — “great empire builder.” as the Times calls him: great citizen of the world, as I prefer to call him, for so his will attests him— with the most comprehensive and exalted view of the unity of the race to which he belonged, has pro dded that henceforth forever there shall at all times be at Oxford 100 American youth, selected from all the States, here to receive and EDUCATION IN AMERICA. 1355 enjoy and to carry home the best fruits of her nurture and instruction which this ancient nursery of scholars and wise men has to bestow. We shall try to give you our very best — picked men on whom no opportunity will be wasted, men who will be ambitious to win your highest honors and rewards — and I am sure they will carry home with them what is of more value than all that — a better knowledge of our own country and of yours, a better understanding of the rela¬ tions which should exist between them, a more generous sympathy of race with all who speak the English tongue. And now will not some rich American — there are plenty of them who could do it without feeling it; I could name scores of them — will not some broad-minded and patriotic American respond to Mr. Rhodes’s challenge, and in his lifetime, now, straightway, make a similar and equal provision for 100 young Britons — English. Scotch, and Irish — to be maintained at all times at such universities in the United States as they may select, the best men you can give us, who would study England from the American point of view, while they are studying America from the English point of view, and learn that the two peoples, in spite of their different methods and usages, are very much alike and in pursuit of the same ends and objects? I know both peoples pretty well now, but I do not know which country or which set of young men would be the greater gainer by the exchange. I am sure that it would put an end forever to that provincial spirit which still lingers on both sides, and especially among the young men of both sides, and would establish an endless chain of intercourse and sympathy which it would be to the perpetual interest of both countries to preserve. What I mean by the provincial spirit which still exists among the young men of both countries is that national prejudice bom of intense love of country which refuses to see or believe that anything can be done quite as well abroad as it is at home, and which looks with condescension and patronage upon the best efforts and achievements of other nations. This prejudice, though traceable to a very noble motive, does certainly stand in the way of the highest national development, and I know of no cure for it so effectual as would be the constant interchange of stu¬ dents in large numbers between the great universities of the two nations, and if the movement lately inaugurated for a more intimate relation and interchange of ideas and students between the universities of English-speaking countries is to proceed in earnest, the universities of the United States must not be left out. In a matter so vital and far-reaching as education, on which the supreme inter¬ ests of both nations so absolutely depend, England and the United States can not stand apart. They must each study the methods, motives, and results of the sys¬ tems pursued by the other, and in a spirit of generous rivalry strive each to pro¬ mote the moral, intellectual, and spiritual welfare of its own people, being sure that in so doing they will best advance the cause of civilization and cooperate for the general welfare of mankind. I know of no more notable compliment ever paid by one to the other than when your board of education published last year, for the information of the British public, in its special reports on educational subjects, those two great volumes upon education in. the United States — so expressive of the sympathy and interest of this kindred people in all our experiments, mistakes, and successes — and you may be sure that all the friends of education in America, including every intelligent and public-spirited citizen, are watching with equal sym¬ pathy and attention the great work which is being done here in the same direction. If the moral courage and intellectual achievements of the English race the world over are to keep in advance, or even to keep pace with its material and industrial progress, it can only be done by maintaining at its highest level the standard of education on both sides of the water, and especially by extending the higher edu¬ cation as broadly as possible among the men and women of both countries. And 1356 EDUCATION REPORT, 1903. so I say, let us stand together and learn from each other and help each other all that we can. As Mr. Lowell well said: “ The measure of a nation’s true success is the amount it has contributed to the thought, the moral energy, the intellectual happiness, the spiritual hope, and consolation of mankind.” The more strenuously we contend for that success the stronger and warmer will be our friendship, our sympathy, and our mutual confidence and respect. A GOOD URBAN SCHOOL ORGANIZATION. [The following article by Charles W. Eliot, LL. D., President of Harvard University, was originally delivered as an address before the Public Education Association of Philadelphia in January, 1904. It was revised by President Eliot for publication in Volume LVI, No. 2882, of the Independent, from which it is here reprinted.— Editor.] The subject assigned to me is the most important educational subject now under discussion before the American people; because the people are coming to live in cities, and the urban schools will henceforth educate a large proportion of Ameri¬ can children. The problem is how to manage well the public schools of a great city. In what I have to say I shall confine myself to things which have actually been done in our country. I propose to report how a good urban school system might be planned, organized, and carried on, because experience already shows what the elements of a good system are, and how they may be successfully com¬ bined and carried into practice. I propose to stick close to facts already estab¬ lished. The fundamental question is the constitution of the school board. How should a board of education be constituted? In general, the school committee or board of education in American cities to-day is the outgrowth of conditions which existed when the cities were small towns. The small- town method, of course, fails to work well, as is perfectly natural. Let us then start with the question of how many persons should the board of education consist? In the first place, it should unquestionably be a small number. To my thinking the perfect number is 7. Let me use an actual case in illustra¬ tion, for I want to deal with facts — with things achieved. I have belonged for thirty-five years to the oldest educational board in this country, the prime govern¬ ing board of Harvard University. It is called “The President and Fellows of Harvard College. ’ ’ It consists of 7 men; and I believe I am justified in saying that its achievements commend it as a safe example to follow. It has had more than two hundred and fifty years of successful experience, and the results of its labors are in plain sight. It is better to have an odd number of members, because, as a rule, the deciding number is larger by one when the number of members is odd. A satisfactory board can undoubtedly be made up of 7, 9, or 11 men; because we already see good boards organized with those numbers. Seven is ideal, because 7 men can sit around a small table and talk business in a conversational manner. They can talk together in a quick, simple, direct way, with absolutely no oratory, and no talking to the gallery or to reporters — just plain business talk, with specific proposals in view, and under the guidance of a chairman who knows the business and urges it on. How should this small board be selected? There may be cities in which appoint¬ ment would be safer than election, because the method of election has long been used with bad results; but I should say that, in general, slow replacement by elec¬ tion at large had proved to be the safest and most acceptable method. We have had various experiences on this subject in our country; but out of them all has emerged this best way — election at large, one member at a time or two at a time, A GOOD URBAN SCHOOL ORGANIZATION. 1357 and each member reeligible once, but not more. If we imagine a board of 7 men in a city where municipal elections take place every year, one member will be chosen every year, and each man will serve seven years and be reeligible for another term of seven years, making fourteen years of continuous service. Then should come a break in the member’s service. The break is expedient, however much the city wishes to reelect a man whose services have been very valuable. The majority of the members every year should be men of experience in the busi¬ ness of the board; and that result will be secured by the long term of service. It may be desirable to reelect a man for a third term; but there should be a break of at least one year before he is so reelected. What sort of men should be members of this board? There should be no salary. The time and labor of the members are to be given freely to the children and the city. Clearly then only men of public spirit should be chosen. Public spirit is the very first qualification for membership in a board of education; and the next qualification is judgment, or good sense. How can this quality be secured? It can be secured by selecting only men who have been distinctly successful each in his own walk of life. Success in whatever honorable business a man has under¬ taken is evidence that there is good quality in the man. Next he must have some appreciation of the importance of the office to which he has been elected, some conception of the magnitude of the task, and of the far-reaching effects of the service he can render. This ordinarily means — there will, of course, be excep¬ tions — that he must have children or grandchildren of his own and a love for children, and that he must have some vision of the splendor of the work. That is the kind of a man the school board needs. His quality is obvious. What chance has a city of getting one or two such men a year by election at large? That will depend on the good sense and good feeling of the voters, and on the existence of some disinterested nominating body. There is a possible alternate to the method of election at large — namely, appoint¬ ment by the mayor or by the judges; but election at large is preferable to appoint¬ ment, because the mayor would probably appoint political' partisans, and the judges ought not to have such a function imposed on them. There is a school board, organized on the principles I have described, which has been in successful operation for several years — the St. Louis board of education. It is larger than one would wish. It numbers 12 men, elected biennially, four at a time. I believe it to be the best board of education in the United States. It has demonstrated its high quality, and has worked well in practice. I therefore feel that the method of election at large in small groups has borne the test of experience. The next question in regard to the urban school system is that of resources — how much money shall it have, and on what plan shall its money be raised? Next to the quality of the school board that is the most important question of all. There is a best way — namely, to appropriate by law to the use of the board a cer¬ tain percentage of the city’s total valuation for purposes of taxation. In some of our cities taxes are levied on real and personal property, in others only on real property; in either case the legislature must fix the percentage. How adequate the results will be will of course depend on the discretion of the legislature. In the State of Missouri the legislature lately raised the amount of school money for St. Louis from 4 mills on each dollar of valuation to 6 mills at a single blow — that is, they added 50 per cent to the income of the school board of St. Louis by a single act. Now, that is a remarkable performance on the part of a State legisla¬ ture, and an extraordinary proof of the confidence of the legislature in the effi¬ ciency and honesty of the board. The act was passed because the board had demonstrated its ability to use the additional funds judiciously. It had proved its worth. The school board of St. Louis in the first year made use of only 1 of the 2 additional mills. 1358 EDUCATION REPORT, 1903. Now, what are the advantages of this method? The board knows that the valu¬ ation of the city increases from year to year, and that the annual increase can be predicted with a good deal of exactness. They can look ahead and say “Next year we shall have so much, the year after so much, and so on.” They can pre¬ dict their own resources. It is indispensable that the annual resources of the schools should grow with the growth of the city and of its valuation. When in one of our great cities 60,000 children were unable to find room in the schools one September, except to attend partial sessions at abnormal hours, the board could only say “We did not know how much money would be at our disposal. We could make no plans in advance.” In this respect St. Louis has given us an admirable example. Knowing the number of children they would have to accom¬ modate in the schools, and knowing the districts which population was leaving and the districts which were filling up, they set about buying schoolhouse sites in the suburban parts of the city while land was cheap. They said, just as a private individual says, “ There is a cheap bit of land fit for our uses. We will buy it now, because we know we shall need it later.” They are always on the alert. This shifting of population is characteristic of American cities. They are all liable to lose population at the center, while suburban districts are becoming more thickly populated all the time; therefore, school sites should be bought outside of the city, directly in the path of the outflowing population, and should be bought before the price of land has risen. Centers of habitation change, but the schools do not move with them. Yet these phenomena can be predicted, and our school boards should be able to act with this sort of foresight. If the school board were not dependent on councils, but had its own financial department and its own resources, it could anticipate its own needs. Whatever form of school board be set up in an American city, it will not be able to do its work well unless it can predict its income. Knowing its income, a board can say, “ It costs so much to maintain the schools we have; next year there will be so many more children, and so much more money at our disposal. We can build two manual training high schools within two years, and three new grade schools a year in the suburbs. ” There will always be growing funds to meet growing needs. The next question about a school board is, what its functions or duties should be — what it should undertake to do. The ideal board of 7 men should, in the first place, decline all executive service. Nothing executive should be within their functions. It should be their work to determine the general policy of the school system. They should create and fill their own executive offices, direct expenditures, and settle questions that arise in the carrying out of their policy. I know by experience that these occupations would be quite enough for any board of education. They would take as much time and thought as an unpaid board should be expected to give to the city. This limitation of function would be a new departure for most American cities. Most school committees attempt to per¬ form executive functions through subcommittees on high schools, books, supplies, teachers, janitors, etc. Thus, Boston has a school committee of 24 members, which divides itself into numerous subcommittees, all of which attempt executive functions. This is the traditional method. Now, it is obvious that even a well- chosen, fortunately constituted school committee will probably contain no experts on these difficult matters. Let us take the average subcommittee on books as an example. The subcommittee on books ought to know what books are used in the schools, what better books are needed and why, and what books are on the mar¬ ket. They ought to be able to understand the wishes and needs of the teachers in regard to the books they are forced to use. I should think a city unusually for¬ tunate whose subcommittee on schoolbooks consisted of a banker’s clerk, a black¬ smith. and a wholesale grocer, none of which estimable callings can be said to fit a man for the difficult function of selecting text-books for schools. It would be A GOOD URBAN SCHOOL ORGANIZATION. 1359 as rational for a c ity to confide to such a committee the building o" a bridge, or the laying out of a park, or the superintending of its hospital. In these days all executive work should be in the hands of experts. The man who ought to direct the purchasing of books for a city's schools is the man who comes in contact with teachers, school children, and schoolbooks every day of his life. The first duty of the new school board is to appoint its chief executive officers. How many should they be? St. Louis has shown the way. There should be four executive officers — first, a superintendent of instruction; secondly, a superintend¬ ent of buildings; next, a superintendent of supply, and. lastly, a superintendent of finance and accounts. Each of these officers should report to the board at fre¬ quent intervals, and should prepare an annual report of his work, to be printed and distributed to the public with the annual report of the board itself. I need not say that every man should be an expert who understands thoroughly the par¬ ticular business he is going to do. In regard to this organization St. Louis has shown the way. They have had several years' experience of this system, and its good results are conspicuously in evidence. Let us first examine the functions of the superintendent of instruction. The organizing of the twelve grades of instruction is an exceedingly complex piece of business; it requires thousands of teachers, who should be selected, promoted, and dismissed by the superintendent. Of course, the superintendent should follow some public method of selection and promotion that can be clearly described and explained. He will naturally appoint examiners of new teachers and inspectors of teachers at their work. Local means should be provided for training young teachers for service in the city’s schools. There should also be a well-understood method of consulting principals about appointments and promotions, and there should be long probationary periods for young teachers. To maintain a large corps of teachers in alert and vigorous condition a system of retiring allowances is essential. The American pension system for soldiers and sailors has been so exaggerated and wasteful that many people distrust the pension method in civil employments; yet the value of the pension system has been demonstrated in city fire and police departments, in railroad systems, in the judiciary, and in the best universities of the country. A pension system not only promotes efficiency; it is more economical than the prevailing method of keeping disabled teachers in serv¬ ice at full pay. The construction of programmes of study for all grades of a school system is another function of the superintendent of instruction, a function which calls for a broad knowledge of the whole field, an intimate acquaintance with many details, and a rare mixture of ingenuity and good judgment. A good superintendent will know how to secure the loyal cooperation of his teachers, for the best programme may be defeated by indiscretion or bad faith in executing it. Finally, the super¬ intendent should be responsible for the tone or temper of the school discipline in all grades — for its gentleness, firmness, elasticity, and steadiness. To find a man fitted by natural gifts and appropriate experience to discharge these functions will be the most difficult task of the board. The next executive officer should be a superintendent of buildings, new and old. This officer should give his whole time to the service of the board, and should have been an engineer or architect by profession. Although all the American cities and large towns have been building schoolhouses with great activity during the past thirty years, the common stock of knowledge on the subject seems still to be small. There is much yet to be learned about fireproof and slow-burning con¬ struction, and the best means of heating and ventilating a building divided into numerous rooms of moderate size. Large schoolhouses are still built with halls and stairways which are far from fireproof, and gross overheating is very com¬ mon. The officer who should have general direction of the repairs and improve- 1360 EDUCATION REPORT, 1903. ments of schoolhouses and of the construction of new schoolhouses would have his hands full. Great improvements have, of course, been made within fifty years. When I was a boy at a Boston public school ventilation was hardly thought of as a thing desirable for a schoolroom, but to-day satisfactory apparatus for heating and ventilating a large building divided into small rooms can hardly be said to exist. I know that Harvard University has not solved the great problem of heat¬ ing and ventilating. Urgent complaints have come to me this month from the professors who occupy two of our principal buildings; yet the university has spent within two years more than $50,000 on the heating and ventilating apparatus for those two buildings, a full third of this expenditure having been absolutely thrown away. I cite this experience to illustrate the fact that the superintendent of build¬ ings of a large urban school system would have a very serious charge, requiring experience, habits of observation, and the disposition to attack vigorously new problems. A building contractor would not answer the purpose; neither would a man trained to any other business than engineering or architecture. This is emphatically the place for a broad-minded expert. The superintendent of supplies would be the next executive head of a large department. For a well-conducted urban school system a great variety of sup¬ plies is now indispensable, such as books, writing books, drawing books, maps, models, prints, photographs, lanterns and lantern slides, and stationery of all sorts. If school gardens form a part of the city's equipment, a special sort of supplies will be needed for them. If manual training has been properly devel¬ oped in all the schools, the peculiar apparatus needed for teaching that subject will be always in need of repair and replacement. If the city supports mechanic arts or trades high schools, the mechanical equipment of those schools will be exceptional and difficult to maintain in full efficiency. If the schoolhouses are used, as they should be, for evening schools and as centers of social improvement and pleasure, these extensions of the schoolhouses’ serviceableness will demand considerable supplies of various sorts. There should be a lantern and a consider¬ able collection of lantern slides in every schoolhouse, and in every school a teacher who is capable of using the lantern. The selection of the books to be used in a city's schools is in itself a very important and difficult function; for it is the custom to provide teachers and pupils with books in large number and variety, both for use in the school libraries and for the daily use of the pupils at school and at home. The superintendent of supplies will need in all his work the direct advice of the teachers in the schools. Without such consultation it would be impossible for the most skillful man to do his work to the best advantage. This leads me to say that, in general, the teachers should be much more consulted by the execu¬ tive officers of the school system than is now commonly the case. I know that my own functions as president of Harvard University could not be properly per¬ formed without constant consultation with the professors and other teachers, and frequent intercourse with the promising young men who year after year enter the university faculties. Every school principal ought to have a faculty of his own with which he statedly consults. In such a school faculty there would nat¬ urally be subdivisions by departments of instruction. Thus, all the teachers of history would naturally associate themselves together in consultation over the needs of their department, and the opinion of each department about the books to be used and the supplies needed would deserve careful consideration. The superintendent of supplies would have charge of the service of all the schools. He would be responsible for the purchase of fuel, and he should there¬ fore control the engineers and janitors who spend the fuel. Here, again, he would need to keep in touch with the teachers, because their health and comfort depend very much on the intelligence and success with which the work of the engineers and janitors is done. A GOOD URBAN SCHOOL ORGANIZATION. 1361 I have now spoken of three executive departments — instruction, buildings, and supplies. The subject of medical inspection of school children touches every one of these departments. The bodily condition of the children affects deeply the discipline of the schools, the regularity of the children’s attendance, and the rate of promotion: and these things belong to the department of the superintendent of instruction. A child may be pronounced stupid when he is really suffering from some chronic physical evil, which a competent school inspector could detect and possibly remedy. Thus, a child may have astigmatic eyes, and, in consequence, suffer greatly from headache, and be quite unable to keep up with his mates; or he may be suffering from adenoid growths in his throat or nose, which make him appear dull and inattentive, or actually make him deaf, and so apparently heed¬ less. By thorough medical examination of each and every pupil, many children can be rescued from these sufferings and made capable of normal school activity. By frequent medical examination the children may be saved from preventable maladies and from being unjustly blamed. Frequent inspection may also pre¬ vent the spread of infectious disorders. The health of the school children is all important to the success of the teachers’ work, and is, therefore, emphatically the business of the superintendent of instruction. The superintendent of buildings has also a strong interest in the health of the children. He is responsible for the air they breathe and for the temperature in which they work; and he can be greatly aided to do his own work well by medical inspectors, who report the temperature of the schoolrooms and the condition of the air therein. Again, the superintendent of supplies has a similar interest in the frequent medical inspection of the schoolhouses. He, too, can get from the medical inspectors much important information about the results of his own work and aboht the health precautions which should be taken in the interests of the children. Thus the disinfecting of the books which are transmitted year by year from one set of children to another is a matter on which medical advice is valua¬ ble. Again, if meals are supplied in the schoolhouses medical opinion should be obtained as to the selection and quality of the provisions. Luncheon in schools has more importance now that one long session instead of two short sessions has been so generally adopted in the higher grades of the public school system. The care of the eyes of school children is a matter that should be much more insisted on than it is. If the eyes of a considerable portion of the school children suffer damage during their school life, the industries of the entire people will be inevit¬ ably impaired, for good eyesight is well nigh indispensable in the principal trades and occupations. Medical inspection throughout a city school system is therefore to be advocated on economical grounds as well as for philanthropic considerations. The fourth expert executive officer to be employed by the board will be the superintendent of finance and accounting. He would have charge of collecting all the receipts of the school system and of paying the bills for all its expenditures. In some cities endowments have been provided for the benefit of the public schools, and the income of these invested funds makes part of the resources of the school system; but the great resource would be the taxes, determined by the laws under which the school system is carried on. To estimate, collect, and keep account of these resources would be part of the function of this fourth executive officer. He would also pass upon and pay all salaries, wages, building accounts, and bills for supplies. Every outgo for the schools would pass through his hands. It is obvious that a highly competent officer would be needed for these duties. The terms of all four of these expert executive officers should be long. The American likes a long term, and his moral quality is favorably affected by long- continued service. The American community also pays more consideration to a long-term official than to one who has but a short tenure. Thus in those States ed 1903— vol 2 - 10 1362 EDUCATION REPORT, 1903. which elect their judges it has been found expedient to elect for long terms because the serviceableness of the judges was thereby greatly increased. Moreover, in the four offices which I have been describing conscientious and able men would become more and more useful to the community as years went on. They would gain both knowledge and influence by continued experience in their several offices. The first appointments to these offices might well be for a short term of years, but after satisfactory probation the tenure should be during adequate performance of duty. I have now described the best organization of an urban school system for our country. The principles on which this organization is based are simple, and they rest on human nature itself. They seek to apply for the benefit of schools well- known mental and moral qualities of rational, conscientious men and women. The conditions for a favorable solution of the city school problem are by no means unattainable; indeed, they have actually been attained in good measure. Rela¬ tively to our hopes and our aspirations the public school system in the United States is a disappointment; but absolutely the public school systems of our great cities have done a great work, and by comparison with other branches of the pub¬ lic service are the most successful of our American institutions. I have lately been making a limited inquiry into the success of the public schools compared with that of the endowed schools and the private schools, the investi¬ gation being entirely confined to results obtained in Harvard College. This is a limited field, but a representative one; for Harvard College is recruited annually from about 200 schools and colleges scattered all over the land. About 30 per cent of the young men who enter Harvard College year by year come from public schools. Now, the public school boys, on the whole, pass better examinations at admission than the boys from the endowed and private schools. And how is it at graduation three or four years later? Do the public school boys hold their own in college down to the period of graduation? I find that at Harvard University the students who come from public schools graduate with somewhat higher standing than those who come from endowed and private schools. The honors are still with the public schools. I believe that similar results would be obtained from like inquiries at other American universities. What we are aiming at, then, is the improvement of an invaluable public service. W e are planning to make better the organization of the most serviceable of all American institutions. THE EXPENDITURE FOR POPULAR EDUCATION JUSTIFIED BY ITS RESULTS.® By Charles W. Eliot, President of Harvard University. In the first place, as I look back on the progress of American education since the civil war I think I see that education is the one agency for promoting intelli¬ gence and righteousness which has unquestionably gained power in the United States during the last half century — the one a ^ency which has not only retained its hold on the democratic masses, but has distinctly gained more and more public confidence and received from the democracy greater and greater moral and mate¬ rial support. The democracy has believed more and more in the efficiency of schools and colleges, and schools and colleges have more and more taught and acted out democracy. This is only saying, on the one hand, that the popular masses perceive that it is in large part the schools and colleges which implant in successive generations democratic ideals and make them fit to be free; and, on the a Reprinted, by permission of the owners of the copyright, from More Money for the Public Schools, by Charles W. Eliot. (New York: Doubleday, Page & Co., 1903.) EXPENDITURE EOR POPULAR EDUCATION. 1363 other, that the schools and colleges believe in the democratic ideals, and fervently desire to promote brotherhood, unity, and the practical acceptance of the Pauline doctrine, “ Every one members one of another.” Can we say of any other of the organized inspiriting and moralizing forces in American society that it has gained strength and increased its influence during the past fifty years? The efficiency of legislatures and the respect in which they are held have unquestionably declined since the civil war. American legislative assemblies — municipal, State, and national — have repeatedly shown themselves unable to solve, or even begin to solve, the new problems which have arisen in rapid succession out of the incredible changes in industry, commerce, and transportation. In other words, legislatures have not been able to keep up with American progress in other fields. Some of them have ceased in large measure to be deliberative assemblies and habitually transact important parts of their business in secret committee meetings. Others have proved to be in the hands of one man, himself not a public official, so that legis¬ lation is adopted or rejected at that one man’s will — sometimes a purchasable will. Congress has repeatedly disappointed the people in respect both to its intelligence and to its magnanimity, and with a rather piteous recognition of its own incapacity it has repeatedly taken refuge in the discretion of the Executive. Most persons will also agree that the courts of our country are as a whole less efficient and less respected to-day than they were a generation or two generations ago. Their decline is painfully apparent in criminal matters and is plainly visible in civil matters also. The efficacy of the death penalty has been well-nigh destroyed by the delays ordered or permitted by courts. The courts often seem embarrassed by conflicting precedents or contradictory decisions and paralyzed by multiplying technicalities and ingenuities of counsel. Moreover, they not infrequently give uncertain sounds. Hence reverence for law is not maintained at its old level, and lawless violence against suspected criminals claims justifica¬ tion in the delays and uncertainties of legal processes. The church and its ministers can not be said to have risen in public estimation since the civil war. Its control over education has distinctly diminished. In some of its branches it seems to cling to archaic metaphysics and morbid poetic imaginings; in others it apparently inclines to take refuge in decorums, pomps, costumes, and observances. On the whole it has not been able to keep up with the progress of either science or democracy — those Atalantas of the nineteenth century that never stop for golden apples dropped in their path— and it has shown little readiness to rely on the intense reality of the universal sentiments to which Jesus appealed or to go back to the simple preaching of the gospel of brotherhood and unity — of love to God and love to man. So the church ks a whole has to-day no influence whatever on many millions of our fellow- countrymen, called Jews or Christians, Protestants or Catholics though they be. We still believe that the voluntary church is the best of churches, because a religion which is accepted under compulsion is really no religion at all for the individual soul, though it may be a social embellishment or a prop for the state. Yet, believing thus, we have to admit that the voluntary church in the United States has no hold on a large and increasing part of the population. By no positive fault of their own, but by a sort of negative incapacity, legisla¬ ture, court, and church seem to be passing through some transition which tem¬ porarily impairs their power; but the schools and colleges in the United States, while changing and developing rapidly, have suffered no impairment of vigor or influence. On the contrary, education as an uplifting agency was never so effect¬ ive with the democracy as it is to-day. To redeem and vivify legislatures, courts, and churches, what agency is so promising as education? Next to steady, produc¬ tive labor, education is the prime factor in social and industrial progress. This primacy of education among various factors affords the strongest possible induce- 1364 EDUCATION REPORT, 1903. inent to spend every dollar on popular education which can be spent advanta¬ geously. It also gives an answer, drawn from experience, to the question, Is the present expenditure worth making? A reasonable foresight supplies another answer. We should ask ourselves, What better remedy than wise popular educa¬ tion, what other thorough remedy, can be imagined for the new evils which threaten society because of the new facilities for making huga combinations of producers or middlemen, of farmers or miners or manufacturers, of rich or poor, of laborers or capitalists? Masses of men are much more excitable than average individuals, and will do in gregarious passion things which the individuals who compose the masses would not do. A crowd is dangerously liable to sudden rage or — what is worse — sudden terror, and either emotion may overpower the sense of responsibility and annihilate for the moment both prudence and mercy. There never was a time when common sentiments and desires could be so quickly massed; never a time when the force of multitudes could be so effectively concentrated at a selected point for a common purpose. Against this formidable danger there is only one trustworthy defense. The masses of the people must be taught to use their reason, to seek the truth, and to love justice and mercy. There is no safety for democratic society in truth held or justice loved by the few. The millions must mean to do justly, love mercy, and walk humbly with their God. The mil¬ lions must be taught to discuss, not fight; to trust publicity, not secrecy, and to take timely public precautions against every kind of selfish oppression. To give this instruction steadily and universally society possesses no organized agency which compares in present efficiency and future promise with the schools. There¬ fore the present expenditure on schools is fully justified and increased expenditure urgently demanded. I can almost hear the objection: This expectation of popu¬ lar schools is extravagant; they are only for teaching reading, writing, and ciphering. Not so, I reply. The common schools should impart the elements of physical, mental, and moral training, and in morals the elements are by far the most valuable part. Secondly, let me deal briefly with our skeptic's demand for a test of the results of popular education. I think there must be some sure-working practical tests of the efficiency of popular education. Can they be stated? Concerning an edu¬ cated individual, we may fairly ask, Can he see straight; can he recognize the fact? Next, Can he draw a just inference from established facts? Thirdly, Has he self-control, or do his passions run away with him or untoward events daunt him? These are fair tests of his mental and moral capacity. One other test we may fairly apply to an educated individual — Does he continue to grow in power and in wisdom throughout his life? His body ceases to grow at twenty- five or thirty years of age, does his soul continue to grow? It is obvious that these tests are difficult of application to a nation: but we are not wholly without means of applying them to our own people as a mass. The people live by agriculture, mining, and manufacturing; and these great concerns can not be successfully managed unless multitudes of men recognize essential facts and draw the right inferences from the truths they embody. The success with which the American people get their livelihood shows that there is much soundness in their mental training. Millions of them must be able to observe accurately and to infer justly. One of the most difficult tasks for a man who thinks imperfectly is to get over a delusion. Whenever the American people, through the reasoning power of millions, get over a delusion they shed light on the efficiency of their own education. We have had a recent piece of evidence of this sort in the recovery of our people from the widespread silver delusion. Do their passions run away with the people? They did not after the civil war, the forbearance of the Confederates being as remarkable as that of the Unionists. They did not at the close of the fighting with the poor Spaniards in EXPENDITURE FOR POPULAR EDUCATION. 1365 Cuba. Never were terms of surrender more generous, or, I may add, more ingenious. The same self-control was manifested in the intelligent withdrawal of our soldiers from China. Do untoward events daunt the people? No. As a rule, our population bears calamities and losses with constancy and calmness. The country lately lost its singularly beloved Chief Magistrate, and lost him in an intensely mortifying way; but our Government never staggered, even for a moment, and the whole work and life of the people went on without a halt, or even a quiver, except for the momentary thrill of horror and humiliation. In the recent coal strike, which doubled the price of a necessary of life and caused wide¬ spread injuries and anxieties, the attitude of the much-enduring public was calm and discreet. The public took sides with neither party, looked on quietly at the irrational strife, accepted no bad advice, tried no unconstitutional remedies — just bore the losses and waited five months for the combatants to accept that method of inquiry, discussion, and mutual consideration which ought to have been adopted when the conflict first arose. The strike has furnished a good illus¬ tration of popular self-control under very irritating conditions. Such are some of the indications that American education has not wholly failed of its high object. Can we apply to the education of the nation the ultimate test which we finally apply to the education of an individual? As the national life grows broad and rich does the national soul or spirit grow with it? Does mental and spiritual progress keep pace with material? God only knows; but mortals may discern some facts which make toward the conclusion we should all like to establish. Thus, in regard to the mental powers of the population, whenever new machines, be they reapers, looms, cranes, crucibles, guns, or electric motors, have required more intelligent men behind them the nation has invariably supplied on demand the needed men. This evidence is furnished incessantly on an immense scale, and it signifies that the people rise to their higher work. When a quiet villager, who has been just caring for his farm and his sawmill, is made school agent or chair¬ man of the board of health, and is forced to think of all the children in the town or of all the sick in it, if he does his work well, grasps ideas novel to him, and by energetic and judicious action spreads them through the town, we say that he has grown to his enlarging work. On a higher plane that is just what we do say of Benjamin Franklin and Abraham Lincoln. In like manner the American people has grown to its expanding and novel industries, arts, and commerce, and has clearly done its daily work better than the competing nations. Hence, the total training of its youth, an important part of which has been given by the schools and colleges, must have been measurably successful. The extraordinary sale of dictionaries and encyclopedias in the United States demonstrates the existence in innumerable households of the habit of looking up the meaning of words and the facts about unfamiliar topics encountered in con¬ versation or in reading. This habit implies a lifelong desire to learn. The read¬ ing habits of the people prolong mental activity and growth, widen interests, and quicken sympathies, for the great mass of the people's reading matter is pure and instructive, in spite of the mortifying fact that parts of most daily newspapers are given over to Cloacina and the Furies. But all this refers to the national mind applied to things material, or to the ordinary plane of commonplace life. How about things spiritual, the great moral movements, and the refinements and adornments of life? Is there any better test of unselfish and gentle feeling in a multitudinous people than their habitual treat¬ ment of women and children? Now, on the whole, Americans of all classes treat their women in large things and small better than any other people treat theirs. American men are laughed at by foreigners for making their wives and daughters extravagant and self-indulgent. On farms women do not work in the fields, as all foreign peasant women do. For factories we have in many States protective leg- 1364 EDUCATION REPORT, 1903. ment to spend every dollar on popular education which can be spent advanta¬ geously. It also gives an answer, drawn from experience, to the question, Is the present expenditure worth making? A reasonable foresight supplies another answer. We should ask ourselves, What better remedy than wise popular educa¬ tion. what other thorough remedy, can be imagined for the new evils which threaten society because of the new facilities for making huge .combinations of producers or middlemen, of farmers or miners or manufacturers, of rich or poor, of laborers or capitalists? Masses of men are much more excitable than average individuals, and will do in gregarious passion things which the individuals who compose the masses would not do. A crowd is dangerously liable to sudden rage or — what is worse — sudden terror, and either emotion may overpower the sense of responsibility and annihilate for the moment both prudence and mercy. There never was a time when common sentiments and desires could be so quickly massed; never a time when the force of multitudes could be so effectively concentrated at a selected point for a common purpose. Against this formidable danger there is only one trustworthy defense. The masses of the people must be taught to use their reason, to seek the truth, and to love justice and mercy. There is no safety for democratic society in truth held or justice loved by the few. The millions must mean to do justly, love mercy, and walk humbly with their God. The mil¬ lions must be taught to discuss, not fight; to trust publicity, not secrecy, and to take timely public precautions against every kind of selfish oppression. To give this instruction steadily and universally society possesses no organized agency which compares in present efficiency and future promise with the schools. There¬ fore the present expenditure on schools is fully justified and increased expenditure urgently demanded. I can almost hear the objection: This expectation of popu¬ lar schools is extravagant; they are only for teaching reading, writing, and ciphering. Not so. I reply. The common schools should impart the elements of physical, mental, and moral training, and in morals the elements are by far the most valuable part. Secondly, let me deal briefly with our skeptic's demand for a test of the results of popular education. I think there must be some sure-working practical tests of the efficiency of popular education. Can they be stated? Concerning an edu¬ cated individual, we may fairly ask, Can he see straight; can he recognize the fact? Next, Can he draw a just inference from established facts? Thirdly, Has he self-control, or do his passions run away with him or untoward events daunt him? These are fair tests of his mental and moral capacity. One other test we may fairly apply to an educated individual — Does he continue to grow in power and in wisdom throughout his life? His body ceases to grow at twenty- five or thirty years of age, does his soul continue to grow? It is obvious that these tests are difficult of application to a nation: but we are not wholly without means of applying them to our own people as a mass. The people live by agriculture, mining, and manufacturing; and these great concerns can not be successfully managed unless multitudes of men recognize essential facts and draw the right inferences from the truths they embody. The success with which the American people get their livelihood shows that there is much soundness in their mental training. Millions of them must be able to observe accurately and to infer justly. One of the most difficult tasks for a man who thinks imperfectly is to get over a delusion. Whenever the American people, through the reasoning power of millions, get over a delusion they shed light on the efficiency of their own education. W e have had a recent piece of evidence of this sort in the recovery of our people from the widespread silver delusion. Do their passions run away with the people? They did not after the civil war, the forbearance of the Confederates being as remarkable as that of the Unionists. They did not at the close of the fighting with the poor Spaniards in EXPENDITURE FOR POPULAR EDUCATION. 1365 Cuba. Never were terms of surrender more generous, or, I may add, more ingenious. The same self-control was manifested in the intelligent withdrawal of our soldiers from China. Do untoward events daunt the people? No. Asa rule, our population bears calamities and losses with constancy and calmness. The country lately lost its singularly beloved Chief Magistrate, and lost him in an intensely mortifying way; but our Government never staggered, even for a moment, and the whole work and life of the people went on without a halt, or even a quiver, except for the momentary thrill of horror and humiliation. In the recent coal strike, which doubled the price of a necessary of life and caused wide¬ spread injuries and anxieties, the attitude of the much-enduring public was calm and discreet. The public took sides with neither party, looked on quietly at the irrational strife, accepted no bad advice, tried no unconstitutional remedies — just bore the losses and waited five months for the combatants to accept that method of inquiry, discussion, and mutual consideration which ought to have been adopted when the conflict first arose. The strike has furnished a good illus¬ tration of popular self-control under very irritating conditions. Such are some of the indications that American education has not wholly failed of its high object. Can we apply to the education of the nation the ultimate test which we finally apply to the education of an individual? As the national life grows broad and rich does the national soul or spirit grow with it? Does mental and spiritual progress keep pace with material? God only knows; but mortals may discern some facts which make toward the conclusion we should all like to establish. Thus, in regard to the mental powers of the population, whenever new machines, be they reapers, looms, cranes, crucibles, guns, or electric motors, have required more intelligent men behind them the nation has invariably supplied on demand the needed men. This evidence is furnished incessantly on an immense scale, and it signifies that the people rise to their higher work. When a quiet villager, who has been just caring for his farm and his sawmill, is made school agent or chair¬ man of the board of health, and is forced to think of all the children in the town or of all the sick in it, if he does his work well, grasps ideas novel to him, and by energetic and judicious action spreads them through the town, we say that he has grown to his enlarging work. On a higher plane that is just what we do say of Benjamin Franklin and Abraham Lincoln. In like manner the American people has grown to its expanding and novel industries, arts, and commerce, and has clearly done its daily work better than the competing nations. Hence, the total training of its youth, an important part of which has been given by the schools and colleges, must have been measurably successful. The extraordinary sale of dictionaries and encyclopedias in the United States demonstrates the existence in innumerable households of the habit of looking up the meaning of words and the facts about unfamiliar topics encountered in con¬ versation or in reading. This habit implies a lifelong desire to learn. The read¬ ing habits of the people prolong mental activity and growth, widen interests, and quicken sympathies, for the great mass of the people's reading matter is pure and instructive, in spite of the mortifying fact that parts of most daily newspapers are given over to Cloacina and the Furies. But all this refers to the national mind applied to things material, or to the ordinary plane of commonplace life. How about things spiritual, the great moral movements, and the refinements and adornments of life? Is there any better test of unselfish and gentle feeling in a multitudinous people than their habitual treat¬ ment of women and children? Now, on the whole, Americans of all classes treat their women in large things and small better than any other people treat theirs. American men are laughed at by foreigners for making their wives and daughters extravagant and self-indulgent. On farms women do not work in the fields, as all foreign peasant women do. For factories we have in many States protective leg- 1366 EDUCATION REPORT, 1903. islation in regard to the employment of women and children. There is a very significant difference between the expectation on the part of the American people of personal purity and domestic honor in their public men and the expectation in those regards on the part of any European people concerning their kings, princes, and high officials. The politician who disappoints the American people in that respect is lost, be he ever so serviceable a person. As to the treatment of children, it is certain that the discipline in American families and schools is gentler and more considerate than in other countries. Moreover, there has been a great advance in this respect within thirty years, an advance which has made the whole people happier and better. This is a widespread gain, made in millions of homes and schools, and it not only tells on the present moral condition of our people, but is of the highest promise for the future. Somehow slavery is gone and intemper¬ ance has been checked and made disgraceful. The results testify to the moral forces which produce them. If one would estimate the progress of a people in the fine arts and in science, one must go to the works of the few men who best illustrate the national art and science. In the whole history of sculpture can any one point to a more inform¬ ing, inspiring, and touching military monument than the Shaw monument on Boston Common? There are bigger and costlier, but none more expressive, juster, or more uplifting. Look through the whole list of astronomical observatories since such establishments existed and you will not find one which, in proportion to its resources, has produced so much routine work and made so many new dis¬ coveries as the Harvard College observatory under its present director. In the prompt and general application of scientific discovery to the service of humanity Americans certainly excel other nations. It is enough to mention anesthesia, the telegraph, the telephone, and the innumerable inventions of labor-saving machinery. The use made of riches is another test of the moral condition and standards of a people. Now, the stream of gifts from private persons to schools, colleges, universities, libraries, art galleries, museums, and laboratories in the United States flows in a volume which has never been approached in the history of the world. It is said that there are only six towns in all Massachusetts the inhabitants of which have no access to free books. It is not only the few very rich men who provide educational endowments. Every year thousands of Ameri¬ cans take part in this most intelligent beneficence, wiser than any endowment of hospitals, asylums, or infirmaries, because a work of construction instead of pal¬ liation. Truly there are some encouraging evidences that the soul of the people keeps growing. So, in good heart and hope, learning from failures what not to do and from successes what next to attempt, we may all press on together toward our national goal — the perfecting of an intelligent individual citizenship in a Christian democracy. ADDRESS OF THE COMMISSIONER OF EDUCATION AT THE DEDICA¬ TION OF THE MCKINLEY MANUAL TRAINING- SCHOOL. [At the dedication of the McKinley Manual Training School in the city of Washington, January 29, 1903, W. T. Harris made the folio-wing remarks.] The establishment of this manual training high school in Washington belongs to a new movement, but it is not the first step in this movement here in Wash¬ ington, for this city placed itself in the front long years ago by introducing the forge, the carpenter's bench, cooking, and sewing for its elementary schools. St. Louis was the pioneer in the establishment of the manual training school proper. Professor C. M. W oodward of that city had given his mind to founding such ADDRESS OF THE COMMISSIONER OF EDUCATION. 1367 a school as should fit the youth for an age of machinery. He had taken hints from the Russian exhibit at our Centennial Exposition in Philadelphia. The Russians had made a school shop in order to train in the quickest way Russian youth for its mechanical trades. St. Louis was the first city that possessed a manual train¬ ing school; Professor Woodward obtained an endowment for the school, and established it in connection with the Washington University; Chicago had the second one, and from those two schools, which began about thirty years ago, the entire number has risen to 153 manual training schools, with 48,028 pupils and an annual expenditure of over $800,000. The branches taught in some of these schools number 30, and the simplest curriculum includes woodwork, iron¬ work, cookery, and sewing. Very many cities have introduced manual training to a greater or less extent for the pupils of the district schools. In 1890 there were 37 of these cities; four years later there were 95; in 1896 there were 121, and this number has continu¬ ally risen from year to year until last year there were 236 cities in the United States that had manual training taught in their elementary schools. When the movement first began its enthusiastic advocates claimed that manual training was a substitute for other branches. Later experience has not substan¬ tiated this claim, but manual training has been found a good thing in its place and indispensable in a course of study in the schools. If manual training is not a substitute for mathematics, nor for letters and literature, nor for natural science, yet neither one of these branches is a substitute for manual training. There are two divisions to the course of study in the common schools. One leads to letters and literature, history, and science; the other division leads to the conquest of nature, to the use of matter and force in productive industry. Pure mathematics comes first in this second division, as it formulates the laws of existence in time and space. Then come physics and chemistry, the application of mathematics to matter and to the natural forces of heat, light, electricity, gravitation, and the chemical constitution of bodies. The conquest of nature by means of science and useful inventions has increased the productive capacity of man enormously. A hundred years ago the total pro¬ ductions of the United States amounted to about 10 cents a day for each man, woman, and child. The introduction of the steam engine had produced a great increase during the period from 1830 to 1850, and the productions of the United States increased to about 30 cents a day for each inhabitant. Our rate of produc¬ tion in 1900 is about 55 cents a day for each inhabitant. It is five times as great as it was in the year 1800, and this increase of power is due to the harnessing of natural forces in the service of man. This manual training school is the symbol of the conquest of nature, and on this day, which celebrates the birth of one of the greatest of our line of Presidents, it is fitting that this building should be dedicated and made to bear his illustrious name. Inasmuch as man doubles and trebles his power by the aid of machinery — and this is an age of the general introduction of machines, not only into the shop, but into the household — all children (boys and girls) should learn something about the construction and direction of machines. The manual training school is especially calculated to give to the pupil this knowledge. It does not train his hand to what is called hand labor so much as it gives him the power to understand and direct machinery. The skillful hand may do many times the work of the unskilled hand, but the one who can direct a machine may do ten or a hundred times as much as the person who works merely with his hand. I congratulate the people of Washington upon the completion of this building, so admirable in its construction and so well fitted for its purposes of giving the youth of Washington directive power over machinery. 1370 EDUCATION REPORT, 1903. if she have the training, in a class room in a principal’s cottage. Such a plan would result in changing the business of teaching rural schools from a mere make¬ shift to a life profession. The agricultural high school must necessarily be large so as to afford a large equipment of apparatus, machinery, crops, live stock, special instructors, etc. Such schools can not be so near the home farms that the students can live at home. By cooperating several counties can have one large, well-equipped agricultural high school, and this would seem to be the better plan. The Minnesota agricul¬ tural high school has demonstrated that a very good proportion of studies for such a course is one-third general high school studies, one-third sciences related to agriculture, and one-third technical studies in agriculture; or, for ladies, studies in household economics and agriculture. While the consolidated rural school gives pupils the advantage of a thorough township acquaintance, the large agricultural high school enables farm youths to have a wide acquaintance over several counties, or throughout the entire State. , The college course in agriculture in the university or in a State college to which graduates come from the agricultural high school course can well be made up of one-third the so-called “humanities,” one-third sciences related to agriculture, and one- third agriculture or household economics with, as in the Minnesota Col¬ lege course, much liberty in choosing from numerous electives. Several elements in this scheme are of special value. During the ten years the boys and girls are in the consolidated rural school they are constantly receiving in addition to their school education an industrial training on the farm and in the home, and the children live at home until they have passed the most critical stage. During the two years while attending the agricultural high school, which in Minnesota is and should be in session only during the six winter months, the students spend half of their time on the farm or in the farm home receiving much industrial education. They do not lose their industrial position, responsibility, nor future opportunity by going away from home for too long a period. They are not educated away from the farm into city life, as is too often the case with students in other high schools, academies, and colleges. They learn to have a pride in farm life, faith in farm business, and an ambition to excel in the manage¬ ment of a farm and a farm home. The agricultural collegiate course will do well if it have a respectable fraction of 1 per cent of all students interested in agriculture. Its purposes are to produce specialists to teach, experiment, and write in agricultural lines, as well as to give special preparation to those farmers who can afford a college course. Here it is both important and possible to continue practical work, somewhat similar to that kept up at the home throughout the rural school and the agricultural high school courses. The agricultural college man needs to still further protect himself in the nicer manual arts of agriculture and in chosen specialties. He must be trained in laboratories, in the feeding barns, among the plants on the farm, and in plans of farm management; also in agricultural pedagogics and agricultural experi¬ mentation. The agricultural college woman, likewise, must master the technique of the food laboratory, of the textile arts, and perfect herself in other specialties concerning the home, the care of children, the entertainment of friends, etc. You begin to wonder what all this has to do with teaching agriculture in the high school. Students who wish to go from city life into farming should seek the regular avenues: First, farm experience, and, second, the agricultural school. Farm experience is to agricultural school work what the three Its are to advanced studies in the common school. To put formal studies in agriculture in city schools for the city youth is putting the “ cart before the horse,” getting theory before practice, study of facts before a study of forms. Putting studies in agricul- AGRICULTURAL EDUCATION IN HIGH SCHOOLS. 1371 tural specialties into city schools for country youth is not only getting in the way of a needed system of well-equipped special agricultural high schools, but it is trying to do a thing out of its proper environment. The very atmosphere of the city school is against the proposition. The facilities are not at hand, and, for the most part, the instruction would be given to students who are destined to work in city vocations. It will be trying to do in a small and disjointed way what can be most efficiently done in a large way in a properly articulated system of consoli¬ dated rural schools, large agricultural high schools, and a State agricultural col¬ lege. Most phases of agricultural education do not lend themselves well to the mere class-room or library methods of instruction. Trying to condense an agri¬ cultural college course into one small class manual has naturally met with fail¬ ure, and is as impossible as to condense an entire mathematical education into one book to be taught in the primary or high school. But much may be done with agriculture in our city schools. Supplementary readers devoted to agricultural topics, more agriculture in geographies, zoologies, botanies, chemistries, physics, and arithmetics, essays reviewing subjects read, and talks given by teachers will help to give much agricultural information and broaden out city pupils’ minds concerning this greatest industrial interest of the country in which they live. Incidental instruction thus given on this most com¬ plicated subject would not carry the idea to the pupil that he had taken a course in agriculture, as without practical experience such knowledge can only be inci¬ dental. Much of the material being successfully introduced into rural schools is so prepared as to be sandwiched in by the teacher. No doubt this material will accumulate in some quantity and be of such interesting character that city teach¬ ers can use it sandwiched in between the common studies. Practical exercises in agriculture, supplementary agricultural readers, more agriculture in basic readers and in geographies, are prominent forms of this material already forming. Rural school gardens beside our city high schools have been proven practical. Several experiments by the State experiment station led to the belief that rural school gardens by the separate rural schools are not practicable, and, as the whole countryside is an available garden about the school, formal gardens are not neces¬ sary. In two experiments in city graded schools the gardens have proven suc¬ cessful and very useful. Instead of getting excited over teaching farming our city high schools should earnestly take up the city industries. Their funds are all too short to introduce nature study, sloyd, and industrial work, and to develop mechanic arts, and to pur¬ sue elective studies in household economics, to be devoting much funds and energies to courses in agriculture. You will find that agricultural high school teachers all believe in industrial studies in city high schools. Every time we develop a new study along practical lines in our various agricultural courses the stronger becomes our faith in industrial c ducation. The educational value, the disciplinary training, the humanizing tendency, and the broadening effect of studies in agri¬ cultural and home-making lines have been wonderfully underestimated. When the pedagogics of industrial subjects have been developed they will crowd old line educational subjects hard, and care to avoid going to the extreme will be neces¬ sary. Should they ever gain too large a share of the time we may trust the good sense of the people to swing, the pendulum back to the center. Let us not value language, history, and mathematics less, but science, industrial, and artistic sub¬ jects more in our courses of study. Agricultural education has suddenly become successful. Large efforts are needed to prepare teachers properly educated to supply the coming demands in the three classes of schools — consolidated rural schools, agricultural high schools, 1372 EDUCATION REPORT, 1903. and agricultural colleges — which, articulated into a system, would be rivaled only by our general educational system. There would be no serious trouble in stu¬ dents transferring from one of these two systems to the other. Students finishing the consolidated rural school would go to the junior class in the city high school, and students having completed the sophomore year in the city high school could enter the agricultural high school and there graduate in two years. The boy or girl in the city high school who expects to live on a farm should take the junior and senior high school years in an agricultural high school where there are numer¬ ous specialists and a large equipment for teaching agriculture and household economies. CHAPTER XXXI. BIOGRAPHICAL NOTICES. CONTENTS. EMERSON E. WHITE. ALICE FREEMAN PALMER. FRANK A. HILL. CHARLES AMMI CUTTER. WILLIAM E. DODGE. JOSIAH WILLARD GIBBS. EMERSON ELBRIDGE WHITE. By E. W. Cot. Emerson Elbridge White was one of a notable group of Ohio men who in their day were a recognized power in the educational affairs of their State and of the nation. Among them may be mentioned Andrew J. Rickoff . John Hancock, Eli T. Tappan, Israel W. Andrews, W. D. Henkle, and B. A. Hinsdale. He was con¬ temporary with these men, labored with them in the cause of education, and lived to see them all pass off the stage of action. Doctor White was born in the little town of Mantua, in northeastern Ohio, January 10, 1829, and died, after a few weeks’ illness, at his home in Columbus, Ohio, October 21, 1902, in his seventy-fourth year. He was present at the meet¬ ing of this association last summer in Minneapolis and took an active part, as usual, in the proceedings. In the memorial exercises before this council he paid his tribute to Colonel Parker and Dr. C. C. Rounds, deceased during the year, with even more than his customary feeling and eloquence. He spent the sum¬ mer, as had been his wont for several years, in lecturing before teachers’ insti¬ tutes, and returned to his home in September with a feeling of exhaustion from his labors. Rest failed to bring relief, and his ailment soon developed into the malady that terminated fatally. Doctor White’s early education was obtained in a country school, in Twinsburg Academy, not far from his home — a famous school in those days — and in what was then known as Cleveland University. A part of the time he was both student and teacher in the same school. After serving for a time as principal of Mount Union Academy he was appointed to take charge of one of the Cleveland gram¬ mar schools. He showed such efficiency here that he was promoted to the princi- palship of the Central High School of that city. In 1856, at the age of 27, he resigned this position to accept the superintendency of the schools of Portsmouth, Ohio. He remained here five years, and in 1861 he moved to Columbus and pur¬ chased the Ohio Educational Monthly, of which he was editor and proprietor for more than thirteen years. It was in this period that he served for three years as State school commissioner. While holding this important office he was instru¬ mental in securing many modifications and improvements in the school laws of the State. 1878 1374 EDUCATION REPORT, 1903. Just after the close of the civil war he was a candidate for Congress, on the Republican ticket, for the Columbus district, but was defeated by a small majority. In 1876 he was chosen president of Purdue University, Lafayette, Ind., an institution for mechanical and technical training, where he rendered efficient service for the following seven years, when he resigned and took up his residence in Cincinnati. During the few years in which he held no publip office he was engaged in lecturing, in general literary work, and especially in the preparation of his series of text-books. In 1887 he was called to the superintendency of the Cincinnati schools, which position he held for a term of three years. This was a field of labor for which he was eminently fitted, and he came to the office admirably equipped for its duties. He rendered most valuable service to the schools of the city, winning the friendship and esteem of the teachers in an unusual degree and the respect of all with whom he came in contact. He was a thoughtful and sympathetic counselor, always generous and just in his judgment of those under his supervision. Under his administration the morale of the teaching force was improved and the methods of the schoolroom rendered more rational. His retirement from the superintend¬ ency was deeply regretted by all who had at heart the best interests of the schools of Cincinnati. Soon after the close of his term of service as superintendent of the Cincinnati schools he removed to Columbus, where he continued to reside until the time of his death. Though occupying no public position, he abated not a jot his interest in everything relating to education. While he still spent a part of every year in lecturing to teachers, the greater part of his time was occupied in preparing for the press his educational publications. It was during these years that the follow¬ ing volumes of his works appeared: Elements of Pedagogy, School Management, Elements of Geometry, and The Art of Teaching. His active life covered a period of more than fifty-five years — years filled with efficient service as teacher, city superintendent. State superintendent, college president, editor, lecturer, and author. In whatever position he held he bore himself with a dignity, a courtesy, and a straightforward honesty of purpose that commanded respect and admiration. His life was a busy one. He was a man of profound convictions that did not allow him to rest. But he had no disposition to be the leader of an educational crusade. He was little fitted by nature for such a task. He was not a fanatical, root-and-branch reformer, so called, nor a stolid, immovable conservative. He chose, rather, that middle course which, while less picturesque, is not only the safest but the surest to lead to wholesome and abid¬ ing results. He was wise enough to see that some of the revolutionary ideas in education which in the last twenty-five years of his life found so many zealous advocates were visionary and ephemeral. His works on education, however, fur¬ nish evidence that he was wisely progressive and was always ready to accept whatever innovation commended itself to sound judgment. His writings are characterized by clearness, force, and dire tness — qualities that have commended them to the members of the teaching profession. They have been widely read, and have exerted a healthful influence wherever they are known. As a public speaker Doctor White had few superiors in the profession. His tall, erect figure, his dignified demeanor, and his graceful manner lent added force and attractiveness to his message. He spoke because he had something to say, and he said it in a way that was calculated to carry conviction. He was a welcome speaker at educational gatherings, and probably no man in the country ever met and addressed as many teachers as did Doctor White. In the associations of teachers, State and national, he was a conspicuous figure. He was regular in his attendance at these meetings and took a prominent part in ALICE FREEMAN PALMER. 1375 their deliberations. He received due recognition from them in the honors that were conferred upon him. He served as president of the Ohio State Association, of the National Educational Association, of the superintendent's section, and of this council. He was one of the founders of the National Council of Education and was one of the earliest and foremost advocates of the establishment of the Bureau of Education. He drafted the bill for its organization and was influen¬ tial in securing its passage through Congress. He received the honorary degree of A. M. from Western Reserve University and the degree of LL. D. from Marietta College and from Miami University. Doctor White came from pure Puritan stock, his ancestry running back to the early settlement of New England. It is said that one of his ancestors was a mem¬ ber of the Long Parliament. From his Puritan antecedents he inherited some of his most striking characteristics — his high sense of duty, his moral earnestness, his fidelity to conscience, and his religious convictions. In religious faith he was a Presbyterian. For many years he was a ruling elder in that church and a mem¬ ber of the board of trustees of Lane Seminary, a theological school of that denom¬ ination in Cincinnati. At the time of his death he was president of that board. Doctor White was married in 1853 to Mary Ann Sabin, who died one year and three months before him. There were born to them five children. Of the three who survived him, one is at the present time governor of the State of West Vir¬ ginia and another holds an important official position in the United States Reve¬ nue Service. In his domestic relations Doctor White was true and tender and gentle. On this subject I can not do better than quote from a letter from Gov¬ ernor White found in Education for January, 1903. "My father,” he says, "was the truest, kindest, and gentlest of husbands and fathers. I never knew him to do an unkind or an unjust act or to permit anger to master him. His ideals were high, and his thoughts pure, and his influence uplifting. He exemplified in his daily life those Christian graces and virtues which adorn and are the fruitage of a noble nature. If his public life was uplifting and inspiring, his private life was even more so. He used the Bible daily in his home life, and the family devotions were never omitted. His greatest pleasure was in doing something for others.” Those who knew him slightly and saw him but seldom sometimes thought him cold and distant, but those who enjoyed his intimate acquaintance knew that he had a warm heart and a quick sympathy. He was ever ready to speak a word of encouragement or to extend a helping hand. He will long be missed by this council and by the general association, where for so many years he bore a conspicuous part and in the work of which he always felt so lively an interest. We shall remember him as a dignified, courtly, Chris¬ tian gentleman — one whose motives were pure, whose path was straight, and who did the work given him to do with earnestness, fidelity, and singleness of purpose. The world is better that such men have lived. They can not wholly die. Their life, their character, and their work still survive and serve as an inspiration and a benediction to all of us who remain. ALICE FREEMAN PALMER: A MEMORIAL SKETCH. [From the publications of the Association of Collegiate Alumnae, Series 3, No. 7.] Alice Freeman Palmer, the eldest of the four children of James W. and Eliza¬ beth Higley Freeman, was bom in Colesville, a small town near Windsor. N. Y., February 21, 1855. She died in Paris December 6, 1902. The mother's ancestors came to the State of New York from the hill country of western Massachusetts, near Stockbridge, and her father was a descendant of the orignal Scotch owners of large land grants in the beautiful Susquehanna Valley. 1376 EDUCATION REPORT, 1903. Her father was first a farmer, as were his fathers before him, but after his mar¬ riage he was enabled, with the help of his young wife of 17, to realize his youth¬ ful ambition, and ten years after the birth of their first child he obtained the degree of M. D. Alice E. Freeman came into an excellent inheritance of body and brain. The example of her parents in mental application during her younger years early inspired a passion for study. Of this time she was accustomed to say at a later period, “ I grew up with my mother.” She was 10 years of age when her parents left the farm and took up their residence in Windsor. There she spent seven years in study at the academy, and it was there also that she joined the Presby¬ terian Church. It was said of her that “ she was an eager, ambitious student, determined by the very forces of her nature toward the getting of knowledge and the building up of a symmetrical character.” At Windsor Academy she was prepared for college. In those days the require¬ ments for women’s colleges were not so rigorous as for men’s, and that desire which was to be hers in all her educational work for girls later was hers then. She wished to fit herself to meet the world, compelling equality of respect as regards woman's part in it. Thus the comparisons, on the part of her classmates at Windsor, of the varying standards of requirements spurred her to choose the institution where she could be assured that these were the highest. Her choice was Michigan University, which only a few years before had offered to women equal privileges with men. Entering the university in 1872, with so many conditions that it was a grave question whether she should be admitted, she had by the beginning of her sopho¬ more year removed them all and established her leadership in her class. She was graduated among the very first in a class of seventy-six, twelve of whom were women. The subject of her commencement oration was, “ The conflict between science and poetry.” She was not only scholarly; she was a leader in social activ¬ ities, and in those pioneer days of coeducation, inspired respect for woman’s capacity, whether as a member in the college debating club, where, even then, she showed rare powers of persuasion, or as an active officer of the Students’ Christian Association. In December, 1874, there were floods on the Susquehanna River. A letter came from her father telling of his reverses and saying that she must return home. Her reply came not from the university, but from Ottawa, Ill., where, with the prompt help of professors, she had found an opportunity to teach in the high school. There she taught Latin and G-reek from January to June, still keeping her college study uninterrupted as a member of the junior class. From that time she was self-supporting. After graduation she taught in Geneva, Wis., for a time, in a private school for girls. From 1877 to 1879 she was principal of the high school at East Saginaw, Mich. At this time she received a call to a professorship of mathematics at W ellesley College; but her youngest sister — the idol of the family — was making a brave fight for life against consumption, and she would not consider it. In the death of this sister at 18 her deep and abounding devotion to girls had its veritable con¬ secration. Then in 1879 she was called to a professorship of history at Wellesley, and accepted the position. Two years later she became acting president, and in 1882, when she was 26 years of age, she accepted the presidency. Widely trained — trained by the knowledge and enthusiasm of college professors, trained by work as a teacher in public and private schools, trained by the devotions and sorrows of a peculiarly intimate home life and religious life — she brought to the presidency of Wellesley College a wealth of experience that made her tact infinite, her executive ability masterly, and her intelligence keen and clear. To all this was added a wonderful capacity not only to remember names, but to indi- ALICE FREEMAN PALMER. 1377 vidualize students, parents, and friends; a power that must be counted a special gift. It was not strange that she was known to those who loved her most as “ The Princess." and that her work in the college for six years during the time of its most rapid and creative development should forever seem incomparably well done. It was accomplished with a courage that is an inspiration, for it was in those years that, because of weak lungs, she was told she had but six months to live, and was advised to spend them in the south of France. Her marriage in 1887 to George Herbert Palmer, professor of philosophy at Har¬ vard University, took her from the presidency of a particular institution and made her a trustee of many institutions and a leader in the solution of many educational problems. It was the beginning for her of a still larger service. In 1892 she accepted with much hesitation the position of dean of the graduate schools and colleges in the University of Chicago, to be in residence during one- third of the academic year. The office had just been created, as had the univer¬ sity, and it was her task as much to establish the social conditions and relations of the students within the university as to plan their courses of study. The initial impulse in the life of a university is always the enduring impulse, and so it was as a creator of traditions that she worked for Chicago University. In 1895 she resigned, convinced that the many problems incident to the founding of this great university needed her personal help less than other work that called her. During these years her generous service and eager desire for larger helpfulness in all matters of education were widely recognized. Honorary degrees were con¬ ferred upon her by several colleges — Ph. D., by Michigan, in 1882; L. H. D., by Columbia, in 1887, and in 1895 and 1896, LL. D., by Wisconsin and Union. Her work was varied, but her purpose was clear. She labored earnestly in many paths to increase opportunities of service for college women, and in every field to choose for advancement those with capacity for leadership and scholarship, who should themselves become creators of new and larger opportunities for others. In her public addresses she showed always an eager sincerity, a knowledge of her sub¬ ject, and a kindliness in expressing conviction that disarmed hostility and won. others to share her enthusiasms. President of the Woman’s Education Associa¬ tion of Boston from 1891 to 1901, twice president, and finally general secretary, of the Association of Collegiate Alumnae, one of the chief executive officers of the Association for Promoting Scientific Research by W omen, president of the Interna¬ tional Institute for Girls in Spain, member of the Massachusetts State board of education from 1889, until, in 1902, she became by a third appointment the senior member, also identified in many different capacities with organizations of influence,, she everywhere sought to win support in all wise endeavors for better education^ Among college women she was a pioneer and leader; with and for all women she was a confident optimist and worker. Her life story, when written, must epito¬ mize the victorious struggle of her sex for larger intellectual freedom in the last quarter of a century. Always with forward look, she labored — whether as one of those most responsible for the children of Massachusetts, or for the organized interests of the women of her country, or for their higher education here or abroad — and her work found her just at the beginning of a new term with greater influence as well as greater problems. Lavish of self in every relation for good, yet forgetful of self she stood in all her inner life and its crises, isolated, and for this greatness of personal reserve she received mcst respect from those nearest. No one can describe her personality. Exceptionally sensitive to beauties of form and color, intimately at home with living creatures, she was yet more inti¬ mately and simply at home in the heart of a child. With a child she was bound¬ lessly in love. For the children of larger growth, her work was among men as ed 1908 — vol 2 - 11 1378 EDUCATION REPORT, 1903. well as among women, and in it all slue was always and everywhere capable of a great sincerity. Hers was convincing sympathy and earnest foresight, which made her judgment so true that toiler many owe not merely their success, but the right choosing of a life work. Hers was the capacity to give to others at innu¬ merable moments courage and gladness. Hers was a self-effacement that raised fellow-workers and friends to the level of achievement and then to them gave the credit of victory. FRANK A. HILL. [Read before the Massachusetts Schoolmasters'1 Club.] Frank A. Hill, Litt. D., the secretary of the Massachusetts board of education, died September 12, 1903, at the residence of his eldest son, in Brookline. He was bornOctober 12, 1841, in Biddeford, Me., a son of Joseph S. and Nancy (Hill) Hill, and a lineal descendant of the Peter Hill who in 1633 came from Plymouth in England to settle on Cape Elizabeth, near Portland. Both father and mother had been teachers; the son early showed aptitude for scholarly pur¬ suits. Graduating from the Biddeford High School at 15, he entered Bowdoin Col¬ lege at 16, and graduated at 20, receiving election to the Phi Beta Kappa, and delivering an oration at commencement. His interests in college were broader than books alone, for we find him playing first base on the college nine, a dispu¬ tant in the debating club, editor of the Bowdoin Bugle, curator of the natural history society, and the prophet on class day. In paying his way through college he had used the long vacations in teaching. After graduation he turned again to this work, first as principal of the Limington Academy for a term, and then as the head of the Biddeford High School, in which only sis years before he had been a pupil. In 1864 and 1865 he turned aside to study law, and while a law student was selected by the Biddeford city government to pronounce the eulogy upon Abraham Lincoln in the local memorial service held after the assassination. But the school bell again called him; he wisely obeyed, and education became his life work. For five years he was principal of the Milford High School in this State, and for sixteen years more occupied the same position at Chelsea. In both places his service won high commendation and laid the founda¬ tion for lifelong friendships. In the latter position he had for a pupil the present governor of the Commonwealth, Hon. John L. Bates. In 1886 he was chosen head master of the new English High School at Cambridge, which city has ever since been his home. He organized the school with 350 pupils and saw the num¬ ber grow to 700 in the seven years of his stay. He left it domiciled in a fine build¬ ing, erected in 1891, whose interior arrangements, largely of his planning, have been widely imitated. For some years he was associated with the late Harry Ellis in the organization and development of the Rindge Manual Training School, founded by private gift for the benefit of the boys of the English High School. Very naturally, therefore, in 1893 he was chosen the first head master of the Mechanic Arts High School of Boston, and organized its earlier work. Within a year, however, in May, 1894, he entered upon the dignified position which he held at the time of his decease, that of secretary of the State board of education. For many years Doctor Hill has been active in general educational effort, both literary and executive. He has been president of the Worcester County Teachers’ Association, of the Massachusetts Teachers’ Association, and of the Massachusetts Classical and High School Teachers’ Association, serving always with rare dig¬ nity. As a writer for the press, a public lecturer, and a speaker before educa¬ tional bodies he has been much in demand. Some work also he has done on school text-books, particularly in editing the revised Holmes Series of Readers, CHARLES AMMI CUTTER. 1379 and in adapting for use in schools the Civil Government and the United States History written by the late John Fiske. Secretary Hill was ex officio one of the two commissioners of the Massachnsetts school fund (the treasurer of the Commonwealth being the other) , a trustee of the Boston Museum of Fine Arts, and a trustee of the State Agricultural College. His membership in the corporation of the Massachusetts Institute of Technology was both ex officio and by election. In 1893 he was one of the schools examina¬ tion board appointed by Harvard University. Bowdoin College gave him the degree of Litt. D. in 1894. For two years Doctor Hill was president of the School¬ masters’ Club and for one year president of the Cambridge Club, an association of one hundred of the leading citizens of Cambridge for the promotion of civic health and beauty as well as of social enjoyment. Doctor Hill was a versatile man, readily adapting himself to new demands, and conscientious in his attention to the details of his duties. It was his habit to recognize the best there was in pupils and people and to manifest an even cour¬ tesy of spirit under all conditions. In his educational work he inclined toward constructive rather than destructive criticism and effort, and combined an earnest progressiveness of thought with a profound sympathy for teachers, growing out of a clear recognition of the limitations under which they work. As a teacher he was uniformly successful, commanding the respect and loyalty of pupils and, fellow-teachers alike. As an executive officer he gave energy and prosperous impulse to every enterprise intrusted to him. His nine reports as secretary of the State board of education are for breadth and intensiveness unsurpassed among the educational documents of the period, and will long be consulted with interest. They exhibit in great clearness not only his scholarly spirit, but also his capacity for patient investigation and for sagacious inference. He also in his quiet way brought much to pass. Since his entrance upon the duties of secre¬ tary, in 1894, some thirty-two educational measures have become law. Of these the most important, perhaps, are the provisions for placing a high school ednea- tion within the reach of every child in the State, those for basing the require¬ ments for admission to the normal schools upon the completion of a high school course, those which extended expert supervision to every school in the Common¬ wealth, and those which inaugurated a system of State certificates for teachers. Mr. Hill's private life was happy and beautiful, full of self-sacrifice for his family and of answering affection and comfort. He was married in 1886 to Mar- garetta S. Brackett, of Biddeford, who survives him, as do also three sons grown to manhood. CHARLES AMMI CUTTER: A MEMORIAL SKETCH. By Wiluiaji E. Foster, Public Library , Providence , JS. L [From the Library Journal, October, 1808.] There have been few greater losses to American library interests in recent years than in Mr. Cutter’s death, at Walpole, N. H., on the 6th of September, 1903. Charles Ammi Cutter, the son of Caleb Champney Cutter and Hannah (Biglow) Gutter, was bom in Boston March 14, 1837. His boyhood was passed in Charles¬ town (then a separate municipality) and in Cambridge, and in 1851 he entered Harvard College, graduating in 1855. His name occurs on the commencement day programme Jnly 18, 1855, with an oration on the “ Character of the satire of Thackeray.” He was a member of the Phi Beta Kappa Society, and stood near the head of his class (third, or in one sense second, since two men were “first ”). It may be donbted whether among any equally large collections of young men, elsewhere than at Cambridge, during the years 1851 to 1855, there was a larger 1380 EDUCATION REPORT, 1903. representation of those who were destined to affect profoundly the library inter¬ ests of this country than Mr. Cutter and his college contemporaries. The list of these men is a striking one, including Stephen B. Noyes (1853), Francis W. Yaughan (1853) , Justin Winsor (1853) , Charles A. Cutter (1855) , James K. Hosmer (1855), and Samuel S. Green (1858). All six of these were librarians of distinc¬ tion, and four of them have been presidents of the American Library Association. To these should be added the names of the following, though not librarians: President Eliot (1853), Charles Francis Adams (1856), and also Henry S. Nourse (1853), the latter since 1890 a member of the Massachusetts library commission. Mr. Cutter remained in Cambridge after his graduation from college, busy with study and in preparing two pupils for college. In September, 1856, he entered the Divinity School at Cambridge, graduating in 1859. During the year 1857 he , wrote a Bowdoin prize dissertation on “Persecutions for religion’s sake during the colonial period of New England.” His first taste of library work seems to date from the year 1858, when he became librarian of the Divinity School library. The taste for library work which was thus acquired proved to be a permanent one, and, with but trifling interruptions, this is the interest which engaged his attention throughout the remainder of his life. Of this valuable Divinity School Library (consisting of about 12,000 volumes) he remained in charge until his graduation from the school, in 1859, and in the last two years he rearranged it and reclassified it for greater convenience. In conjunction with Rev. Charles Noyes, of the Harvard class of 1856, he prepared a new manuscript catalogue. On graduating from the school, July 19, 1859, he delivered a dissertation on “ Faith and criticism.” There appears to have been an interval of one year when he wavered between theology and bibliography, and the latter proved to be the stronger inclina¬ tion. Much as the Unitarian ministry undoubtedly lost, we may well feel grateful that he decided as he did. On May 11 , 1860, he became an assistant in the Harvard College Library, where he was was more directly associated with Dr. Ezra Abbot (a man whose influence on his life and career was deep and lasting) in “ cataloguing and arranging the books.” This was during the earlier years of the librarianship of the late John Langdon Sibley. He was closely associated with Doctor Abbot in his great bibliographical undertaking, “The literature of the doctrine of a future life,” published in 1862 as an appendix to Alger's Critical History of this doctrine; and he is singled out by Doctor Abbot for a special tribute when making his acknowledgments in his “Preface.” Mr. Cutter later continued his biblio¬ graphical memoranda, on a subject closely allied to this, namely, ‘ ‘ Demonology and witchcraft,” but never completed his notes for publication. Mr. Cutter’s con¬ nection with the Harvard College Library lasted for about eight years. In one of his winter vacations (January, 1865) Mr. Cutter began an engagement of several years at the Boston Public Library as a “special” assistant, in the course of which he made a final revision for the press (1866 and 1867) of the Prince Library catalogue in its final form (a work whose complicated bibliographical record, including the very inadequate catalogue of 1846, is fully elucidated in Mr. Win- sor’s “Introduction ” to the catalogue in 1870). In 1868 Mr. William Frederick Poole, who had been in charge of the Boston Athenaeum since 1856, resigned, becoming in 1869 the librarian of the Cincinnati Public Library. On December 14, 1868, Mr. Cutter was elected his successor at the Athenaeum, taking charge on January 1, 1869. Three significant events marked the nearly twenty-five years of his service at this important library, at which he had already done some fragmentary work. The first of these was the publication of the Boston Athenaeum catalogue, a work which in 1874 stood almost alone among American bibliographical undertakings so far as magnitude and thoroughness were concerned. This work was published in five successive installments, respectively in 1874, 1876, 1878, 1880, and 1882. The number of CHARLES AMMI CUTTER. 1381 volumes in the library in 1871 was more than 87,000. The total number of lines in these 3,402 double-columned pages is estimated at upward of 544,000. From this some conception of the magnitude of the work of proof reading, extending through more than ten years, may be obtained. Not even by these figures is the enormous labor which was involved in carrying the work successfully to comple¬ tion adequately shown, since a large part of Mr. Cutter's work consisted in the rectification of mistakes already made. The catalogue had gone through several hands before Mr. Cutter began work on it; and this confusion did not add to the improvement of the situation by any means. The four pages of explanatory mat¬ ter at the end of the final volume contain abundant evidence of the magnitude of his task in bringing order out of chaos. Not until the appearance of Mr. Noyes’s Brooklyn Library catalogue (in 1877, 1878. and 1880), and later Dr. Billings’s great work, was there anything even remotely to be compared to the Athenaeum catalogue in serviceableness to libraries generally; and it stands, therefore, as one of the earliest impulses toward the recognition of cooperative relations among libraries. A little manual showing ‘ ; how to get books ’ ’ was issued on the com¬ pletion of the catalogue in 1882. The second of these events was the publication of the original edition of Cutter’s Rules for a Dictionary Catalogue, prepared in 1875. There is perhaps a closer relation between this work and the great work just mentioned above than would appear at first sight, since it was out of the dire necessity for system, impressed on the cataloguer who should undertake the chaotic task, that this admirably systematic body of rules grew, and grew naturally. While such work as this was originally chiefly useful for his own guidance and for the guidance of those asso¬ ciated with him in the preparation of the Boston Athenaeum catalogue, its wider usefulness was recognized by the United States Bureau of Education, and it appeared in print in 1878 as Part II of the Special Report on Public Libraries, issued by that Bureau, making a pamphlet of about 90 pages (including an index) . A second edition was published in 1889, “ with corrections and additions,” and a third edition in 1891. In the winter of 1902-3 he was still revising it. In the “ Prefatory note ” prefixed to the first edition Mr. Cutter remarks: “There are plenty of treatises on classification. * * * But for a dictionary catalogue as a whole, and for most of its parts, there is no manual whatever.” Like all of Mr. Cutter's statements, the above sentences are carefully modified by the citation of such instances as most nearly approached this type of work. This is the publica¬ tion in which he shares with the originators of Poole’s Index and the “ Dewey classification ’ ’ the felicity of having his name unalterably linked with the thing itself — universally mentioned as it is under the name of Cutter’s Rules. The third of the enterprises growing out of Mr. Cutter's work at the Boston Athenasum was the ‘ ‘ Expansive classification. ’ ’ This notable undertaking, involv¬ ing a classification of all knowledge, was little more than begun when he left Boston for Northampton, and, unfortunately for the library world, it remains unfinished at his death, and not in such final form as he had hoped to give it. In some form, however, it is already widely in use among libraries. In two of the smaller public libraries — those at Winchester, Mass., and Lexington, Mass. — Mr. Cutter himself has been directly interested in observing the working of it. Few minds can be conceived of as better fitted by nature and by training for this work than that of Mr. Cutter. His was preeminently the “mind of the classi¬ fier. ’ ’ Part I of this classification appeared in the years 1S91-1893, and other parts have appeared at intervals since then. This has been well characterized, in brief, as “ a codification of the field of human knowledge more minute than the Dewey Decimal Classification, and intended to be equally applicable, by expansion or condensation, to large or small collection.” 1382 EDUCATION REPORT, 1903. In connection with the 4 ‘ expansive classification ’ ’ should be mentioned the prepa¬ ration of a succession of alphabetical ‘"tables” for ready and convenient nse. These tables, which he designated “ alphabetical-order tables,” were at first lim¬ ited to two-figure numbers, and comprised two parts, namely, “the consonants, except S,” and “the vowels and S.” Gradually, in using these tables in his own library, he began adding a third figure in exceptional instances as the need arose (in such cases as fiction or biography). Later, from 1899 to 1901, he began sys¬ tematically expanding this into a three-figure table. Meanwhile Miss Kate E. Sanborn (now Mrs. Gardner M. Jones, of Salem, Mass.) had also been preparing a set of tables carried to the third figure. This work appeared in two parts also, the vowel table first, in 1892, and later the consonant table, in 1895. The third edition of this work (1899) bears the title “ C. A. Cutter's Alfabetic-Order Table, * * * altered and fitted with three figures by Miss Kate E. Sanborn.” This work was, as indicated by the word “ altered,” quite distinct from Mr. Cutter's “three-figure” table above mentioned, since Miss Sanborn had not used Mr. Cutter's two-figure table as the basis for this work, but had made a new one. Mr. Cutter's connection with the Boston Atheneum ended in 1893, but before passing to a consideration of his work at Northampton it is necessary to touch upon two other forms of his activity during the years 1876 to 1893. In fact, while these activities were undertaken by Mr. Cutter as a librarian in the narrower field of a proprietary library, they plainly had much to do with bringing about that attitude of mind which led him to enter with so much zest during his later years into the wider work of the “ popular library.” The year 1876 marks the beginning both of the American Library Association and of the Library Journal, and of these Mr. Cutter, if his innate modesty had not made such a thing clearly impossible, could have accurately written “ quorum pars magna fui.” The organization of the American Library Association took place at the meeting held at Philadelphia October 4 to October 6, 1876. At this meeting, attended by about one hundred librarians, Mr. Cutter not only read a paper on “ The preservation of pamphlets,” but also participated in the discussion throughout in a most practical way. For two years Mr. Cutter served as presi- deiit of the American Library Association, presiding at the Catskills meeting in 1888 and at the St. Louis meeting in 1889. The characteristic “sanity” of his mind is illustrated in his address as president in 1889 on “Common sense in libra¬ ries. r ' He was present at both of the ‘ ; International 5 ’ library conferences in London, respectively in 1877 and 1897, serving as honorary vice-president of the latter. From 1889 to 1902 he served as a member of the council of the American Library Association. At his death he had been present at more annual meetings than any other member, but, as is well known, a most influential share of the valu¬ able work of the association has been accomplished through committees, such as the cooperation committee, the publishing section, etc., and it is here, where the really hard work and unremitting expenditure of time, thought, and labor count for most, that Mr. Cutter's most valuable services to the association were rendered. Of the cooperation committee, appointed within six months from the foundation of the association, he was a member from the first, and also chairman, and for a series of years it may be said that he ‘ ‘ toiled terribly ? 5 in bringing about its noteworthy results. The first number of the Library Journal bore the date ‘ ‘ September 30, 1876,” and the admirable quality of its contents was prophetic of the long, honorable, and extraordinarily serviceable career which was to follow. There was one and another young librarian in 1876 who was able to return to the narrow field of his own labors from the American Library Association meeting at Philadelphia bearing with him sources of inspiration, such as his impressions of the conference, CHAELES AMMI CUTTEE. 1383 the Government report on public libraries, and the first number of the Library- Journal, and who may well have echoed Wordsworth's words: Bliss was it in that dawn to he alive, But to he young was very heaven. And of all the inspiration which the pages of the Library Journal from that day to this have ever continued to supply to the young librarian, ambitious to make his resources count for the most possible in his own community, a very large share may be traced to Mr. Cutter. To run one’s eye over the entries under Mr. Cutter’s name in the Library Journal indexes will serve to show how deeply identified he was with its best work, as well as to show how inextricably he was identified also with the best work of the American Library Association and its committees, yet even this does not tell the whole story. From the first number each monthly issue has contained a department headed e 4 Bibliography,” in the ear¬ lier volumes much more fully elaborated than afterwards, and of this department Mr. Cutter was from the first in sole charge. From 1881 to 1898 Mr. Cutter served as editor of the Library Journal as a whole — in some years with an associ¬ ate , but not always. Anyone who glances through the pages of the 4 4 Bibliography’ ’ in its earlier years will wonder that Mr. Cutter could have found time to do this work while “ tied to a printing office ” in carrying the volumes of the Boston Atheneum catalogue through the press. A vote of the trustees of the Boston Atheneum, passed February 20, 1893, records “ that the trustees, in receiving from Mr. Cutter the announcement that he is not a candidate for reelection as librarian, desire to express their sense of his long and valuable services to the Atheneum, and of the service he has rendered to other libraries and to all students by his admirable catalogue. ’ ’ Mr. Cutter remained at the Atheneum until his successor, Mr. William C. Lane, took charge, in April, 1893, and soon after made a short visit to Europe. A longer stay in Europe in 1893 and 1894 was largely in the interests of the new public library at Northampton, Mass. , founded under the name of the Forbes Library, of which he was chosen librarian August 1 , 1894. The preliminary work rendered neces¬ sary in organizing this entirely new institution occupied many months. It was dedicated October 23, 1894, but not opened fully for use until later. Here the remainder of his extraordinarily useful life was passed, and it is easy to see how a post like this should have appealed strongly— as it plainly did appeal — to Mr. Cutter. It enabled him to plan every slightest detail of library administra¬ tion de novo, embodying everywhere his own individual ideas. It relieved him of the increasingly burdensome demands of the conduct of a large library like the Boston Atheneum, and it offered more of a scope for the development of his 44 expansive classification.” Moreover, although he himself may not at the time have laid so much stress on this side of the subject, it offered the best possible field for the unfolding of that very significant tendency of his later career, namely, the wider 4 4 popularizing 5 ’ of the benefits of the library movement. So far was he, indeed, from occupying a narrow or unsympathetic point of view in the whole matter of library regulations that he may be said to have held the advance ground among American librarians as regards such details as the number of books to be issued to a reader, the length of time for which they can be kept, etc. Nowhere have his enlightened and thoroughly liberal ideals been more comprehensively embodied than in his article in the Library Journal for February, 1803, on 4 4 Library discipline; rules affecting the public.” Mr. Cutter’s policy, so far as it related to his own Northampton community, might well be described as 44 aggressive ” in the commendable sense of the word. A writer in the Springfield Republican has effectively expressed it thus: 4 4 He may be said to have had designs upon every lurking place of ignorance and upon every person whom there was a chance to benefit through good literature and the beau- 1384 EDUCATION REPORT, 1903. tiful in art.’’ The library aimed not only at meeting the needs of the public for general reading, but also “of Smith College for a reference library.” His bene¬ ficial and comprehensive plans were constantly hampered by very inadequate funds, yet, such as these funds were, they were made to count for the most effec¬ tive work possible. He aimed constantly at ‘ ‘ cultivating literary and artistic taste in the young, and this led to convenient arrangements for supplying teachers and pupils in the public schools with books for reference and study and with copies of famous works of art. He was devoted to the library-extension move¬ ment in its general phases and as locally applied, and had established a system of library exchange in the outlying districts of Northampton.” When the last library year closed (November 30, 1902) the Forbes Library had not only more than 91,000 volumes, but 2,910 musical scores, and 15,555 photographs, its pictures of all kinds amounting to nearly 50,000. He served as the first president of the Massachusetts Library Club (1890-91), and was also deeply interested in the organization of the Western Massachusetts Library Club, of which he was also the first president (1898-99) . The “mission¬ ary ’ ’ side of the library movement has seldom been so much in evidence as in con¬ nection with this last-named body; and with these enterprises Mr. Cutter was in the most thorough sympathy. Mr. Cutter may be said to have possessed the instinct and the predisposition of a teacher — not, indeed, of large groups of stu¬ dents, but of small groups of thoroughly interested persons. While at the Boston Athenaeum he was usually engaged in training some one in whom he had taken an interest; and to have had the benefit of an “ apprenticeship ” under Mr. Cutter was, in the days before the library schools, universally recognized as a recom¬ mendation of the highest character. At Northampton also he almost invariably had with him a number of “pupil assistants.” With the movements which led to the establishment of systematically organized library schools Mr. Cutter was in full sympathy, and was repeatedly a speaker and lecturer before their classes. There is no year since the organization of the New York State Library School when he has not been on the list of “ lecturers” at the school, though in later years visiting it on the alternate years only. Mr. Cutter’s literary labors were not absolutely confined to library subjects, though even in this field he may be said to have been primarily a librarian and secondarily a writer on general subjects. “ For twenty years or more,” to quote the language of the Nation’s very appreciative note upon his death, “ the Nation relied mainly upon him for its yearly reports of the American Library Associa¬ tion meetings. But, on one subject and another, he “was a voluminous contrib¬ utor (in the mass) ” to the Nation, “ for thirty-five years, with slight interruption.” His contributions, says Mr. Garrison, were “very varied and always pithy.” During Mr. Cutter's prolonged absence in Europe, in 1893-94, he sent a series of most charming letters to the Nation (signed “ C. R.”). Some of his most acutely written book reviews are to be found in the North American Review in the sixties, when it was under the editorship of Mr. Lowell and Charlies Eliot Norton (as well as two notable articles on the Harvard College Library and its catalogue) . But in Mr. Cutter’s case, as so often happens, “ the man was greater than his work.” It is in his qualities of mind and heart that he will live in the memories of those who knew him. Even in respect to “mere intellect,” as it is sometimes denominated, Mr. Cutter's personality was a noteworthy one. By inheritance from successive generations of characteristically New England families, he entered on life with a predisposition to the traditional keenness of intellect which has been exemplified in men like Benjamin Franklin or Jonathan Edwards or Ralph Waldo Emerson. There was, however, superadded a quality almost French in its excep¬ tional development, which may be described as lucidity, both in his verbal expres¬ sion and in his written style. He wrote clearly because he thought clearly; and CHARLES A MMX CUTTER. 1385 the operations of his mind evidenced an almost feminine delicacy, a marked sense of proportion, and an unnsual judicial balance. From all the training that his early schools and Harvard College could give he of course profited greatly, and it is. moreover, significant that he was studying in the Divinity School at a time when the new impulse toward a “critical*’ method was very apparent. How indispensable a factor in the work and methods of a bibliographer this critical habit of mind is is now generally recognized, and seldom has it been better exem¬ plified than in Mr. Cutter. The bent of mind through many years toward industry and application became in Mr. Cutter almost “second nature.” His passion for scholarly work made it impossible for him to dismiss any subject of research as “ finished ” without prob¬ ing to the bottom of it. It also made it easy for him to become so absorbed in his work as not infrequently to be oblivious to the passage of time. Of his self-forgetfulness, as manifested in his thoughtful courtesies to others, more will be said further on; but it was apparently of a piece with his utter absorp¬ tion in his work. This sometimes led his friends to exercise that care that he should pause for the necessary intervals of eating and sleeping which he himself would neglect to take. And yet perhaps in no other way than at this high pressure would the great enterprises already mentioned above, so wide in their scope and so exhaustive in their details, have been carried through. And certainly the world does not love a man the less for this unselfish devotion. Perhaps Robert Louis Stevenson has summed this up as well as anyone, in his essay on “ Crabbed age and youth,* ’ where he complains that most of our ‘ ‘ proverbs ’ ’ in regard to human conduct are from a prudential and ‘ ‘ mediocre ’ ’ point of view. According to these, he contemptuously remarks, “Never to forget your umbrella through a long life would seem a higher and wiser flight of achievement than to go smiling to the stake.” '‘'And yet, after all,” he adds, “those characters in history who have most notoriously flown in the face of such pre:epts are spoken of in hyperbolical terms of praise and honored with monuments in the streets of our commercial centers.” It was a logical consequence that a man with Mr. Cutter's natural traits and with his training, and with his indomitable — almost incorrigible — industry, should become in the highest sense of the word a learned man. Opportunities for com¬ parison are now perhaps more difficult; but during the first twenty years of the American Library Association it may be safely said that there were few among its members who surpassed him in his erudition, so far as it was concerned with bibliography and with knowledge of languages. To the somewhat brief list of languages included in the curriculum of his day (Greek and Latin, Hebrew and Arabic: the latter in the Divinity School) he added various other languages, one by one, in which he became completely at home, while, like every other cata¬ loguer, he had a “bowing acquaintance,” at least, with many others. In the Bib¬ liographical Conference of 1897, at Brussels, he took part verbally, speaking in French; and during a stay of four months in Europe in 1901, with his wife, he spent a considerable time in France, visiting the French relatives of Mrs. Cutter and becoming familiar with their home life, differing as it does from ours in most interesting ways. With a mind predisposed, as his was, to system and to methods of synthesis, such knowledge as he had accumulated was by no means a confused mass of unre¬ lated facts, but was reduced, almost involuntarily, to a scientific system. His mind seemed never satisfied unless when constructing a system where none had previously existed. It was this trait of his which made him a way-finder, for the library world in general, in such fields as those of his Rules for a Dictionary Catalogue, and his Expansive Classification. Such a piece of work was under¬ taken, at the outset, to satisfy the implacable demands of his own systematic 1386 EDUCATION REPOET, 1903. mind, but, owing to the immediate recognition of its great value, was inevitably placed at the command of a wider circle. That Mr. Cutter was a man of exceptionally accurate scholarship could hardly fail to result from his wide knowledge, already noted above, from his insatiable desire for truth, from his systematic mind, and, particularly, from his rigidly critical method. To the five senses common to men in general he seemed almost to add a sixth sense — that of accuracy. Naturally the contact of such a mind with inaccuracies of any kind was a source of annoyance, and almost of pain; and the critical reviews which he occasionally contributed very plainly repro¬ duced this attitude of mind. * * * WILLIAM E. DODGE. [From the Proceedings of the Trustees of the John F. Slater Fund.] At the annual meeting of the trustees of the John F. Slater fund, held in New York, October 7, 1903, the president of the board announced the death of Mr. William E. Dodge, who died at his summer residence in Bar Harbor, August 9, 1903, in the seventy-second year of his age. Whereupon the following minute was adopted, and it was ordered that it should be entered upon the permanent records of the board: The trustees of the John F. Slater fund are deeply bereaved by the death of Mr. William E. Dodge, who was both a valued colleague and a personal friend of all the members of the board. He became associated in the management of this trust upon the death of his father in 1883, and during the next twenty years he was rarely if ever absent from our meetings. As a member of the finance com¬ mittee his services were especially important, and he gave to the educational and administrative aspects of the trust the inestimable benefits of his wisdom and sympathy and of his wide acquaintance with the conditions of every part of the country. In the midst of the business cares which devolved upon him he delighted to spend his leisure hours in the encouragement of religious, educational, scien¬ tific, and philanthropic work at home and abroad. Unwilling to accept political offices, it was his aim as a private citizen to advance the welfare of society, and, as his patriotism knew no limitations of race or region, his love of mankind made him the steadfast advocate of arbitration in international differences, the promoter of knowledge, peace, justice, temperance, and every Christian virtue. The secretary of the John F. Slater trustees was instructed to add to the minute which was adopted by the board a copy of the following letter concerning the late Mr. Dodge, written by his life-long friend the treasurer of the fund, Mr. Morris K. Jesup: To the Editor of the Evening Post. Sir: The late William E. Dodge was a man beloved and honored by all classes. He was by nature gentle and kind, yet with a positive conviction of what was right, honorable, and true. He was born and brought up under influences moral and religious and imbibed early the saintly qualities of mind and heart of a noble father and mother. ******* Mr. Dodge was honest in his convictions and* honorable to a degree in his social and business life; he gave himself for others’ good and walked with God in company. Full notice has recently been given of his early business life, training, and success. He had sound judgment and good sense. His counsel was sought by many, and his advice was wise, because when he gave it it was from convictions of right, free from personal ambition or self-interest. It is just to say of Mr. Dodge that in accordance with his means he was one of, if not the most, generous of New York’s citizens; he gave wisely and from conviction. He was the real, successful founder of the Young Men’s Christian Association in this country, which had root in his strong personality, and which has now become one of the most influential factors for good among young men that exists JOSIAH WILLARD GIBBS. 1387 in the world. His long leadership of the United States branch of the Evangelical Alliance is proof of his Christian statesmanship and broad catholicity. He was a promoter of peace in all disputes and quarrels among nations and individuals, and strongly urged arbitration as the best means of settlement. He was a lover of the beautiful in nature and art, as his association with the great museums of the city will testify, as well as the true friend of the botanical and zoological gardens. He was a lover and promoter of science, as his gifts for research and investiga¬ tion prove, and as his selection by Mr. Carnegie as one of his trustees of the great Carnegie Institute of Washington bears testimony. Mr. Dodge's private life was blameless. He was a loving husband, father, and friend, and a good citizen. His home was the resting place from strife, discord, and selfishness: it was a type of heaven’s abode, and all dwelling beneath its roof, as well as visitors and friends who had knowledge of it, felt the holier and better because of its influence. When such a man is called out of the world it leaves it bereaved and saddened. We can not afford to lose such in the times in which we live, and our prayer is that God will prepare others to imitate Mr. Dodge’s example, that his place may be filled by those who will bear testimony, as he has done, through a long life of unselfishness, devotion to duty, high standard of living, and faithful service to the city, society, and religion. "We live in deeds, not years; in thoughts, not breaths; In feelings, not in figures on a dial. We should count time by heart throbs. He most lives Who thinks most, feels the noblest, acts the best. Bar Harbor, Me., August 16. M. K. J. JOSIAH WILLARD GIBBS. [From the Yale Alumni Weekly, May 6, 1903.] Josiah Willard Gibbs was the son of Josiah Willard Gibbs, the distinguished professor of sacred literature in the university from 1822 to 1861, and of Mary Anna (Van Cleve) Gibbs. He was bom in New Haven, Conn., on February 11, 1839, and died on April 28, 1903. He was prepared for college at the Hopkins Grammar School, New Haven, and entered the class July 24, 1854. In his college course he won the Berkeley premium for Latin composition; 1857, Bristed schol¬ arship; third prize Latin examination, second term junior year; Berkeley premium for Latin composition; 1858, first De Forest mathematical prize; Clark scholar¬ ship; Latin oration. He occupied the first five years after graduation in 1858 in mathematical and other studies in New Haven. In the autumn of 1863 he became tutor in Yale, and was engaged with the duties of that position until August, 1866, when he went to Europe. The winter of 1866-67 he spent in Paris, and the winter of 1867-68 and the fol¬ lowing summer in Berlin, studying especially physics, but devoting a part of his time to mathematics. The winter of 1868-69 he passed in Heidelberg, and the next spring in France, reaching home in June, 1869. In July, 1871, he was elected professor of mathematical physics in Yale. The following is the record of his principal publications: 1873. Graphical methods in the thermodynamics of fluids. Trans. Conn. Acad., vol. 2, pp. 309-342. A method of geometrical representation of the thermodynamic properties of substances by means of surfaces. Ibid., pp. 382-404. 1875-1878. On the equilibrium of heterogeneous substances. Ibid, vol. 3, pp. 108-248, 343-524. Abstract: Amer. Jour. Sci. (3), vol. 16, pp. 442-458. (A German translation of the three preceding papers by Professor Ostwald has been published under the title “ Thermodynamische Studien,” Leipzig, 1892.) 1879. On the fundamental formulas of dynamics. Amer. Jour. Math., vol. 2, pp. 49-64. On the vapor densities of peroxide of nitrogen, formic acid, acetic acid, ahd perchloride of phosphorus Amer. Jour. Sci. (3), vol. 18, pp. 277-293, 371-387. 1388 EDUCATION REPORT, 1903. 1881 and 1884. Elements of Vector Analysis Arranged for the use of Students in Physics. New Haven. 8°. pp. 1-86 in 1881, and pp. 37-83 in 1S84. 1883-83. Notes on the electromagnetic theory of light. I. — On double refraction and the dis¬ persion of colors in perfectly transparent media. Amer. Jour. Sci. (3), vol. 23, pp. 363-275. II. — On double refraction in perfectly transparent media which exhibit the phenomena of circu¬ lar polarization. Ibid., pp. 460-476. in.— On the general equations of mono-chromatic light in media of every degree of transparency. Ibid., vol. 25, pp. 107-118. 1886. On multiple algebra. (Vice-president’s address before the section of mathematics and astronomy of the American Association for the Advancement of Science.) Proc. Amer. Ass. Adv. Sci., vol. 33, pp. 87-66. 1887 and 1889. Electro-chemical thermodynamics. (Letters to the secretary of the electrolysis, committee of the British Association.) Rept. Brit. Ass. Adv. Sci. for 1886, pp. 388-389, and for 1888, pp. 343-346. 1888. A comparison of the elastic and the electrical theories of light, with respect to the law of double refraction and the dispersion of colors. Amer. Jour. Sci. (3), vol. 35, pp. 437-475. 1889. A comparison of the electrical theory of light, with Sir William Thomson’s theory of a quasi-labile ether. Ibid., vol. 37, pp. 129-144. Reprint, Phil. Mag. (5), vol. 27, pp. 238-253. On the determination of the elliptic orbits from three complete observations. Mem. Nat Acad. Sci., vol. 4, pp. 79-104. Rudolf Julius Emanuel Clausius. Proc. Amer. Acad., new series, vol. 16, pp. 458-465. 1891. On the role of quaternions in the algebra of vectors. Nature, vol. 43, pp. 511-514. Quaternions and the Ausdehnungslehre. Ibid., vol. 44, pp. 79-82. 1893. Quaternions and vector analysis. Nature, vol. 48, pp. 364-367. 1897. Hubert Anson Newton. Am. Jour, of Sci. (4), vol. 3, pp. 359-378. 1901. Vector Analysis, Founded on Professor G-ibbs’s lectures, by E. B. Wilson. Yale Bicen¬ tennial Series. C. Scribner’s Sons. 1902. Elementary Principles of Statistical Mechanics. Yale Bicentennial Publications. C. Scribner’s Sons. The work by which Professor Gibbs was most widely known was in thermo¬ dynamics, and in all the standard treatises on this subject at the present time constant reference is made to his contributions. No one ever showed greater originality or gave to the world a larger number of new principles in this subject. His paper on ‘ ‘ Graphical methods in the thermodynamics of fluids : ' was his first contribution to the mechanical theory of heat, and showed great power of gener¬ alization. His second paper, “A method of geometrical representation of the thermodynamic properties of substances by means of surfaces,” attracted the world- wide attention of physicists. Maxwell, in his Treatises on Heat, pays a high tribute to this paper; he also constructed a model of this surface, which he presented to Professor Gibbs. The celebrated paper ‘ ‘ On the equilibrium of heterogeneous substances ’ ’ was published in two parts in 1876 and 1878, and in it the principles of thermodynamics were applied to the conditions of equilibrium between substances differing in chemical nature as well as in physical state. This region of investigation has since become the realm of the young and vigorous science of physical chemistry, which has for the past twenty years been one of the most fertile, and is at present one of the most promising, of the physical sciences. When this paper appeared, the science did not exist; and, without exaggeration, it may be said that, in the almost complete absence of experimental facts, and by a most wonderful exercise of scientific imagination and logical power, Professor Gibbs predicted the greater part of the science of physical chemistry as it is known to-day. Such an achieve¬ ment finds few if any parallels in the history of science. The earlier experimental and theoretical discoveries in physical chemistry were made independently and without knowledge of Professor Gibbs’s work; but, ever since the general recog¬ nition of its great importance’ it has served as a chart and guidebook for investi¬ gators in this subject. The following extracts are from the preface to a German translation of these papers, made in 1892 by Professor Ostwald, of Leipzig, one of the most distinguished of physical chemists: The importance of the thermodynamic papers of Willard Gibbs can be best indi¬ cated by the fact that in them is contained — partly explicitly, partly implicitly — JOSIAH WILLARD GIBBS. 1389 a large part of tlie discoveries which have since been made by various investigators in the domain of chemical and physical equilibrium, and which have led to so notable a development in this field. * * * The contents of this work are to-day of immediate importance and the interest it arouses is by no means merely historical. For of the almost boundless wealth of results which it contains or to which it points out the way only a small part has. up to the present time, been made fruitful. Untouched treasures in the greatest variety and of the greatest importance to the theoretical as well as to the experimental investigator still lie within its pages. The remarkable powers of the mind of Professor Gibbs were illustrated by the fact that after he had accomplished in thermodynamics enough to secure his last¬ ing fame he was able to turn his attention with equal success to an entirely dif¬ ferent field in the domain of pure mathematics. His interest in this was greatest along the lines of multiple algebra originating in the study of the works of Grass- man, Peirce, Cayley, Sylvester, and Hamilton. From all these sources he drew his inspiration for his own creation of the vector analysis. The interest aroused in America in the study of general mathematics by Sylvester was greatly intensi¬ fied in the field of multiple algebra by Professor Gibbs's vice-presidential address on that subject at the meeting of the American Association for the Advancement of Science in 1886. In particular his exposition of the abstruse methods of Grass- man was remarkable for its simplicity and lucidity. His complete mastery of the works of the above writers showed itself in the adoption of fundamental ideas from all of them in his vector analysis. In the latter part of 1878 he first made public the elementary principles of this subject, and this was shortly followed by the more advanced principles and in turn by applications to the computation of orbits of planets and comets, to Max¬ well's electromagnetic theory of light, to crystallography, to the theory of per¬ turbations, and to the theory of bi vectors and their use in the representation of harmonic motion. From these earlier ideas he soon developed most elegant and powerful methods of treating all these subjects. In astronomy he replaced the older methods of calculating orbits by one more powerful and direct and suscep¬ tible of generalization to a very high degree of accuracy. The separation of the artificial and essential in the calculation is always evident, and the facility with which the computation can be carried out is admirable. His method, with the illustrative examples, has been translated into German and incorporated into the latest edition of Klinkerfues's Theoretische Astronomie. Between the years 1882 and 1889 four papers on the electromagnetic theory of light were published by Professor Gibbs, which gave strong support to this theory and had a powerful influence in securing its general adoption by physicists. For the first time an adequate explanation on the electromagnetic theory of the dispersion of colors was given independent of any special molecular hypothesis. He also showed that upon this theory the refraction of light in crystalline media should conform to Fresnel's construction, even when one carried the calculations to a higher degree of approximation than had ever been attempted before. This result was afterwards confirmed by experiments of special accuracy. His later contributions showed in a remarkable way the relations of this theory of light to the older theories. His last work, entitled “The elementary principles of statistical mechanics/’ published in the Yale Bicentennial series, is a masterly exposition of methods which must be used in the investigation of dynamical systems of a great number of degrees of freedom. The principal application of such studies hitherto has been to the reduction of the principles of thermodynamics to mechanics. This work applies these principles to this purpose, but, what is of vastly more impor¬ tance, it opens up to the investigators in mathematical physics a new field of wonderful promise. 1890 EDUCATION REPOET, 1903. At the time of his death he had consented to prepare for a collected edition of his papers on thermodynamics additional chapters to his Equilibrium of Hetero¬ geneous Substances, but probably nothing was left in a state complete enough for publication. One great characteristic of all the work of Professor Gibbs was the reduction of the number of hypotheses to the fewest possible, one in which it resembled that of the ancient Greek geometers and the Prineipia of Newton. From the present point of view this seems to be the surest guaranty of the permanency of his work. Future investigation may add details, but it seems as unlikely that they should supersede it as that the works to which it has been compared should ever become obsolete. His genius, in all his investigations, was shown in his power to select those ideas which were capable of the most fruitful development. As a teacher his great originality and extraordinary powers of intuition made his lectures most inspiring to the advanced student. The diversity of his points of new of a subject, and the wonderful swiftness with which he drew conclusions, impressed all with whom he came in contact. In 1877 he founded the Yale Mathematical Club, which has ever since main¬ tained a vigorous existence. All of his investigations after that time were com¬ municated first to this club, whose members were thus privileged to see the development of his genius and powers. In January of the present year, on the occasion of the celebration of the twenty-fifth anniversary of the founding of the club, he delivered a remarkable address on “ Values, ” which gave those present the opportunity to hear his idea of what should constitute the ideals of the scien¬ tific investigator. Among his activities outside of his investigations and the duties of his professor¬ ship may be mentioned the fact that he was for twenty-two years a trustee of the Hopkins Grammar School — the school where he fitted for college — and for seventeen years its secretary and treasurer. His services in these capacities were marked by what characterized all of his activities — the most conscientious and painstaking devotion to the duties he had assumed. The impression made upon all who knew him was that of the ideal scholar. The regularity and persistency with which he prosecuted his studies, his extremely modest and unassuming bearing, his cordial helpfulness and kindliness to all who consulted him, his entirely unselfish nature, and the absolute purity of his life and motives were characteristics which marked his whole career. The university will hold him in affectionate remembrance, not only for his achievements, which added the great¬ est luster to her fame, but also for his example, which was a continual inspira¬ tion to his students and his colleagues. Those who were privileged to enjoy his confidence and intimacy have lost one of the truest and noblest cf friends. THE PRESIDENT’S ESTIMATE. Mr. Gibbs was one of the very few Americans who had made discoveries of the first rank in scientific theory — discoveries which attract less attention at home than those of applied science, but which deservedly bring to him who makes them a higher rank among experts and a better reputation abroad. In these last respects there was probably no living American who surpassed Professor Gibbs. Perhaps the most marked characteristic of his scientific work was its direct¬ ness. The subjects which he dealt with were so difficult that it was not easy for those outside to appreciate the simplicity with which he handled them. But he always went right to the heart of the matter. His treatment of vector analysis furnished a marked instance in point. Where Hamilton and even Tait had tried to give metaphysical reasons for explaining why a certain function was a product, Mr. Gibbs was content with saying: ‘’We find it convenient to call it a product.” This was all there was to it. And this plain way of seeing straight where other people’s preconceived ideas compelled them to see crooked was characteristic of the man and his work from beginning to end. Arthur T. Hadley. CHAPTER XXXII. STATISTICS OF CITY SCHOOL SYSTEMS, This chapter contains IT tables presenting statistics of the various classes of schools maintained in incorporated cities and towns having a population of 4,000 or over. The first nine tables relate to day schools in cities of a population of 8.000 or over; the two tables following to evening schools in the same class of cities; the next three to day schools in cities and towns having a population between 4,000 and 8,000; and the three tables remaining to public and private kindergartens in all cities having a population of 4,000 or more. It will be noted that there are 587 cities of the first class and 589 of the second, and that these had a combined population according to the Twelfth Census of 28,124,407, or 87.3 per cent of the entire population. It will be noted that the number of cities having a population of 8,000 or more has been increased by 7, and the cities and towns having a population between 4,000 and 8,000 by 130, since the last report. These additions were made on the strength of conservative estimates of population, based on the known school popu¬ lation. It may be remarked that the fact that a small number of cities may be accorded a rank in population on the basis of inter-census estimates which a decennial census proves to be inexact does not essentially afiect the value of the school statistics presented. The following is a general summary of the statistics of cities of 8,000 and over, in which the absolute increase as well as the percentage of increase over the previous year is given. It will be seen that all the items show substantial gains except the average length of the school term in days. Reference to Table 5 shows that there has been a decline of 4.2 days since 1891-92 in this particular. The number recorded for the present year is 187.3, which represents, after the deduc¬ tion of Saturdays and Sundays and the holidays of general recognition, about 72 per cent of the remaining days of the year. Summary of statistics of cities containing over S,000 inhabitants , showing increase from previous year. 1901-2. 1902-3. Increase. Per cent of in¬ crease. Number of city school systems . . . 580 587 1.20 Enrollment . ___ . . 4,174,812 | 59b 719, 445 j 3,159.441 187. 3 4 274 071 99,259 17,480. 7 22 92:816 2.38 Aggregate number of days’ attendance - 609 >2O0', 167 3, 252, 257 187.8 2.95 Average daily attendance- . . . 2.94 Average length of the school term, in days _ Enrollment in private and parochial schools. . . Male supervising officers . . ' 0 877,210 2.492 2,533 5; 025 968.002 2.663 90,792 171 10.35 6.86 Female supervising officers . 2; 718 183 7 22 Whole number of supervising officers _ 5.379 7; 280 354 7! 04 Number of male teachers . . 6,969 311 4.46 Number of female teachers 83, 775 86,856 94.136 3.081 3.68 Whole number of teachers _ _ _ _ _ 90, 744 9,512 3,392 3.74 Number of buildings . . . . . . 9.853 341 3 58 Number of seats.. _ _ _ _ 4.095:447 157, 446 4.00 Value of school property . . . . Expenditure for tuition . . . Total expenditure . . . . . | §68,561.505 i $111,159,665 ! $3S0, 437.679 ! $70,252,274 * $122,353,007 $23, 451. 603 $3,690,769 $11,193,342 6. 57 5.39 10.07 1391 1392 EDUCATION REPORT, 1903. In Tables 1 and 2 is given the usual summary, by geographical divisions and by States, of the items of school statistics which are deemed to have the highest value. These summaries are made from the detailed statistics given in Tables 6 to 9, inclusive. The figures given in Table 3 are derived from the two preceding tables. Table 4 gives the summarized statistics of cities of the first class for the last thirteen years. An examination of the item of enrollment for the years named shows an average yearly increase of 4.5 per cent. The increase for the year 1903 over 1902 is 2.38 per cent. The various items, “ aggregate number of days' attend¬ ance of all pupils,” “ average daily attendance,” etc., show a normal increase in each case. The number of supervising officers was increased during the last year by 354. The relative increase in the number of women was greater than that of men, the former being 7.22 per cent, the latter 6.86 per cent. Male teachers, on the other hand, are shown to have increased 4.46 per cent, against an increase in the number of women of 3.68 per cent since the last report. It is interesting to note that the Western division shows the largest increase in the whole number of teachers, the same being 12.5 per cent, while the South Central division ranks next with an increase of 4.4 per cent. The smallest increase is observed in the North Central division. The Western division also shows the largest relative increase in the number of male teachers, the figure being 39.9 per cent, against an increase of 10.7 per cent in the number of women. The North Atlantic division ranks next in magnitude of increase in the number of male teachers, while the South Atlan¬ tic division shows a decrease of 2.6 per cent in this particular. It may be noted that a very slight change in the proportion of male teachers to the whole number of teachers has taken place in the thirteen years under consideration. In 1891 7.3 per cent of the whole number of teachers were males, and 1903 shows the change to 7.7 per cent. In column 10 is indicated an increase of 341 in the number of buildings, and on the supposition that the greatest part of the increase in value of public property used for school purposes was employed in the purchase of sites, erection of build¬ ings, and equipment of the same, the average value of these complete buildings added was $68,773. This figure is probably in excess of the actual value of build¬ ings added, owing to the fact that no fair estimate can be made of the amount spent for improvements, additions, etc. The average value of the whole number of buildings is $38,611. The same item for 1891 is $28,483, a comparison of which with the former shows conclusively the improvement in the character of school buildings. The increase in value of school property over the previous year is 6.5 per cent. This is a little less than the average yearly increase for the ten years for which statistics are given, the latter being 8.1 per cent. The highest ratio of increase is observable in the South Atlantic division, being 14.3 per cent over the previous year, while the smallest ratio is noted in the North Atlantic division, an increase of 5.8 per cent being shown. The other divisions do not make very marked departures from the rate of increase for the United States. Expenditure for supervision and teaching shows an increase of 5.5 per cent, while expenditure for all purposes is increased by 10.6 per cent. A comparison of columns 3 and 15 of this table serves to show that the relative increase in enrollment in private schools exceeds that in public. It must be borne in mind, however, that statistics of private schools have to be accepted with a certain degree of caution, inasmuch as the returns are more irregular than those of public schools, and estimates based on previous returns are necessary in many cases to supply deficiencies of those schools which are known to exist but fail to report. CITY SCHOOL SYSTEMS. 1393 Table 5 exhibits several interesting items derived in the main from the statistics, given in Table 4. The ratio of private school enrollment to total enrollment is seen to be somewhat larger than for any year since 1900, a fact to be expected from the marked increase of over 10 per cent in enrollment over the previous year, noted in the preceding table. The statement made in the preceding para¬ graph respecting private schools should be taken into account in connection with all discussions of private school statistics. Notwithstanding the admitted fact of incompleteness in returns from private schools of all classes, the fact seems to be well established that the ratio of enrollment in private schools to enrollment in- all schools, public and private, has on the whole decreased since 1892, the first date used in the comparative table. Column 6 indicates a steady decrease in the number of pupils to a teacher, and column 7 a reduction in the number of teachers to a supervising officer, both facts, making for greater efficiency and thoroughness in school work. Column 11 shows an almost uninterrupted increase from year to year in the- amount spent on education per pupil in average attendance, a fact which indi¬ cates a disposition toward greater liberality in school expenditures. Disregarding the number of sittings provided by additions to buildings already standing or enlargements of the same, the average number of sittings to each of the 841 build¬ ings added during 1908 was 461. The average number of sittings for each build¬ ing of the whole number is 416, against 371 in 1891. Tables 10 and 11 deal with evening school statistics, the former giving the summary and the latter the detailed statistics of the various cities maintaining evening schools. No statistics of this class of schools appeared in the Report for 1902. By comparison with corresponding items reported in 1901 it will be seem that during two years the number of pupils increased 26,213, although the num¬ ber of teachers increased very slightly. The average daily attendance was only- 40.9 per cent of the total enrollment; but when the fact is considered that attend¬ ance in these schools is drawn mainly from those persons employed during the- day and whose time is subject to the exigencies of business, it is hardly to be- expected that the ratio of attendance to enrollment would closely approximate- that for day schools. A considerable number of pupils attend both day and evening schools, the table showing that 21.97 per cent of the total enrollment belonged to this class. Tables 12, 13, and 14 are devoted to statistics of cities and villages having a pop¬ ulation between 4,000 and 8,000. There are 589 of this class, having a ratio of average attendance to enrollment of 75.47 per cent; number of pupils in average- attendance to each teacher, 33; number of teachers to each supervising officer r 13.4; number of days attended by each pupil enrolled, 136.1; ratio of male teachers, to whole number of teachers, 11.8 per cent; average length of school term, in days,, 179.8. From Table 13 it is learned that the average value of the 2,917 buildings reported is $14,677. The relative cost of teachers and supervision was not so> large as in the cities, being $15.67 for each pupil in average attendance. Tables 15, 16, and 17 are devoted to the kindergarten statistics of all cities and villages having a population of 4,000 or over. The first table gives the result of the Bureau's inquiries for the current year. It is shown that 309 out of the 1.176 cities and villages maintain public kindergartens, 2,717 schools being reported in all. This is an increase of 20 in the number of cities maintaining kindergartens and 515 in the number of schools over the previous year. The number of teachers is greater by 262 and the number of pupils by 25,460 than in 1902. Table 16 repeats summary of statistics of private schools collected for the year 1902. ed 1903 — vol 2 - 12 1394 EDUCATION REPORT, 1903. COMPARATIVE EXPENDITURES. The two tables following give the comparative expenditures for various pur¬ poses in the 100 cities of highest rank in population. These include all cities of an estimated population (1902) greater than 40,000. Certain of the data from which these tables were computed were taken from Bulletin No. 42 of the Depart¬ ment of Labor, issued September, 1902. Table XIX of that bulletin gives the basis of assessment and the assessed valuation of property. Inasmuch as the legal basis of assessment and the basis allowed by custom are not always the same, the latter was used in the calculation of the true value of property from the assessed value. The first of the tables exhibits the true value, the amount expended for all purposes per $1,000 of true value, and the amount expended for schools on the same basis. It was found that the average expenditure for schools for the cities named was $8.83 per $1,000 of wealth. The variations from this mean will be seen to be considerable. Equally wide differences occur in the total expenditures. The information contained in the second of these tables was computed from data given in Table XXII of the above-named bulletin. It shows the expenditure for each of the various departments of municipal control in terms of school expendi¬ ture — that is, for each dollar of school expenditure the amount expended for each of the other objects is shown. It will be readily seen that the reduction of all these items to the same terms makes a very convenient table for comparison. Value of property and comparative expenditures in certain cities. Cities. True value of real and per¬ sonal property based on as¬ sessment for taxation. Total amount ex¬ pended for maintenance and opera¬ tion of all de¬ partments for every $1,000 of property. Amount expended for main¬ tenance and opera¬ tion of 'schools for every $1,000 of property. 1 1 New York City, N.Y . . §5,175,590,127 $19. 89 $3.81 2 Chicago, Ill 1, 872, 902, 200 11.88 4.38 3 Philadelphia, Pa _ 1,151,283,170 16.59 2. 88 4 St. Louis, Mo . . . . . 592,193,556 14. 71 2. 57 5 Boston. Mass . .. . . . 1,152,505,834 19.00 2.64 6 Baltimore, Md. . . . . . . . 614,612,859 12.39 2.30 7 Cleveland, Ohio _ _ _ . _ .. 392. 907, 290 12.23 3. 19 8 Buffalo, N.Y . . . . . . 242, 349, 138 24.20 4.79 9 San Francisco, Cal ___ . . . . 688,499,988 ■ 8.55 1.69 10 Cincinnati, Ohio . . . 357,751,033 17.37 3.14 11 Pittsburg, Pa . . . . . . . . . 352, 157, 335 15.35 2.39 12 New Orleans, La . . . . . . . 145,673,869 29.50 3.28 13 Detroit ,Mich . . . . . 353,212,142 11.48 2. 46 14 Milwaukee, Wis . . . . . 275,374.811 13. 55 2.77 15 j W ashington ,D.C _ _ _ _ 254,408,333 21.17 4.64 16 ! Newark, N.J- . . . . . . 158,585,635 24.04 5. 23 17 j Jersey City, N.J _ _ _ _ 136,575,088 26.34 3. 67 18 Louisville, Ky . . . . . . . 169,250,000 16.39 3.03 19 Minneapolis, Minn . . . . 170, 354, 175 17.28 4.32 20 Providence, R. I _ _ _ ... . 192,801,860 17.97 3. 83 21 Indianapolis, Ind . . . . . . . 193, 777,425 8.80 2. 88 22 Kansas City, Mo . . . . 199, 442, 100 13. 79 2.78 23 St. Paul , Minn . . . . . 143,928.880 16.43 4.06 24 Rochester, N.Y . 145,-561, 215 22.24 3. 77 25 Denver, Colo . . . . . . . . . . 134,364,115 14.06 5.05 26 Toledo, Ohio . 106,767,350 14. 74 3.73- 27 Allegheny, Pa. . . . . . . 108,004,305 15.18 3.36 28 Columbus, Ohio . . . 131,028,800 11.03 3.21 29 “Worcester, Mass . . 114, 278, 135 20.69 4.53 30 Syracuse, N. Y . . . . . . 87.104,103 26.35 4.71 31 New Haven, Conn . . . . . . 99,502,618 14.60 3. 84 32 Paterson, N. J. _ _ _ _ _ 68.098,589 18.04 4.59 33 Fall River, Mass . . . . . . 74,554,380 21.64 4. 37 34 St. Joseph, Mo.. .. _ _ _ _ _ 50,693, 480 17.85 3.16 35 Omaha, Nebr . . . . . . . . 90,935,465 15.88 4.31 36 Los Angeles, Cal . . . . . . 146,755,860 10.03 3.38 37 Memphis, Tenn . . . . . . 63. 121, 261 14.49 2.23 38 Scranton, Pa . . . . . . . 1 70,062,138 10.87 4.49 CITY SCHOOL SYSTEMS. 1395 Value of propert y and comparative expenditures in certain cities — Continued. Cities. True value of j real and per¬ sonal property based on as¬ sessment for taxation. Total amount ex¬ pended for ; maintenance and opera¬ tion of all de¬ partments for every $1,000 of property. Amount expended for main¬ tenance and opera¬ tion of schools for every $1,000 of property. 39 Lowell, Mass . . . . $71,674,588 $19.63 $4. 63 40 Albany. N.Y . - . - . 69, 469! 238 20. 90 4.23 41 Cambridge. Mass . . . . . . . . . - 96.218.875 22.42 4.57 42 Portland. 0-eg . . . . 144,535, 123 6.64 1.86 43 Atlanta, Ga . . . 79,035,286 14. 72 2.55 44 Grand Rapids, Mich.. . . . . . .. 59,956.729 17.25 5.07 45 Dayton, Ohio - - . - . . . 69,791.230 13.51 4.56 46 Richmond. Ya . . . - . . . 85, 320. 567 14.78 1. 45 47 Nashville, Term. . . . . 48,482,300 16.96 3.50 48 Seattle, Wash . . .. . . . ... 7i; 634, 873 15.63 3.69 49 Hartford. Conn... _ _ _ _ - 79,805,088 18.24 4.83 50 Reading, Pa- . . . . . - - - 43.942.981 15.73 4.83 51 Wilmington. Dei . . - . - . .. 43, 784. 990 15.32 4. 45 52 Camden, N. J _ _ - - . . - . - 28,654.210 29.21 8.45 53 Trenton, N. J . . . . 53.880,262 14. 89 4.14 54 Bridgeport. Conn - - - - 63,236.971 12.37 2.84 55 Lynn, Mass.-- . . . - - 52,168,015 23.36 4. 56 56 Oakland, Cal-.. . .. . . . - 73, 705. 945 9.92 4.05 57 Lawrence. Mass . . . . . . . 50,818,446 15.94 3.65 58 New Bedford, Mass . . . . . . - 64,511,991 15. 78 3.64 59 Des Moines, Iowa . . . __ . . . 56^723,400 13. G8 4.80 60 Springfield, Mass - - - - - - - - 80, 716; 117 14.40 4.45 61 Somerville, Mass . . . . 53, 924; 200 19.22 5. 46 62 Troy, N. Y _ _ _ _ _ _ 56,924.599 17. 84 3. 77 63 j Hoboken. N. J - - - . . 41,536,341 19. 95 4.49 64 Evansville. Ind ... . . . 26,346,190 22.72 6.65 65 Manchester, N. H - - - - 45.205,017 13.96 2. 78 66 j Utica, N. Y-. _ _ _ 40,943.240 15.86 4.13 67 1 Peoria, Ill - . . . — . . 123,907,170 5.60 1.60 68 Charleston, S. C . . 35,019,802 17.33 2.21 69 Savannah. Ga _ _ __ . . . . . . . . 52, 788. 282 13.75 <*2.06 70 Salt Lake City. Utah - - - - 48,131.882 16.41 5.49 71 San Antonio, Tex - - - - - 48,144.507 9.05 2.34 72 Duluth, Minn _ _ . _ _ _ _ _ __ _ 41, 617. 181 24. 18 5.81 73 Erie, Pa . . - - - - 26.209.984 16.90 5.26 74 Elizabeth, N. J . . .. . . 18. 188; 897 26.08 6.95 75 Wilkesbarre. Pa __ . . . . 36, 274; 818 10. 26 3.97 76 1 Kansas Citv, Kans - - - - - 36,930.000 14.89 3. 16 77 | Harrisburg, Pa _ 42.463,732 10.55 3.71 78 Portland. Me . . . . . . 48.214.560 15.02 3.02 79 Yonkers, N. Y - — - - 54,587.471 15.19 3.79 80 Norfolk, Ya . . . . . . . 41.988.120 20.08 1.39 81 Waterbury, Conn _ _ _ _ _ _ _ 38,400,861 11.02 4.68 82 j Holyoke, Mass . . . . . 39.951.930 19.82 4. 95 83 Fort Wayne, Ind _ _ _ _ _ 34.450, 700 10.56 3.24 84 Youngstown, Ohio . . . . . 40.135,720 10.36 3.62 85 Houston, Tex _ .. . . . . . 41,301,406 16.61 3.03 86 Covington, Ky . . . . . 35.558. 325 13.24 2.61 87 Akron, Ohio _ _ _ _ _ 34,041,133 11.03 4.81 88 Dallas, Tex . . . . . . 47.989.800 9.73 1.93 89 Saginaw, Mich . . . . . . 21,680,728 19.32 6. 53 90 Lancaster. Pa . . . . . . . . . . 22,691,278 10.98 3. 92 91 Lincoln. Nebr.. _ . . . . 29.599.472 11.83 3.98 92 ' Brockton. Mass . . . . _ ... ... 28,680.853 22. 14 4.87 93 Binghamton, N.Y . . . 19,208,203 23.08 8. 14 94 Augusta. Ga. _ _ _ _ ... . _ 24,498.261 20.92 &3.30 95 i Pawtucket, R. I _ _ _ _ _ 35,442.960 18.73 3.80 96 Altoona. Pa . . . . . . 23,133.333 11.88 3.83 97 Wheeling, W. Ya . . . 33.464.231 13.11 2.82 98 Mobile, Ala . . . . . ..= 32.923,846 8.45 cl. 39 99 i Birmingham. Ala . . . . . . 29; 492, 816 14.00 1.72 100 Little Rock, Ark . . . . 39.286,712 5.08 1.94 a School statistics include expenditures for county of Chatham. 6 School statistics from Report of Commissioner of Education, 1S02. « School statistics include only amount expended by State and county. 1396 EDUCATION REPORT, 1903, Amount expended by each of the municipal departments in the 100 City. 1 - Ut • 1 2 j 1 15 ® 8 i ^ s 5 c jr £ III 1 m r§s ! tc c ~ •2 h c o's'o Do¬ es 3 afg- o 5 '£ 3 g » R af 1 i as | OQ I tab Y 1 1 | 2 ! 8 4 5 ; 6 7 8 9 10 1 Xew York. X. Y _ _ $0. 516 $0. 036 $0,240 $0.058’$0. 240 $0,037 $0,089 $0,021 $0,138 2 Chicago, Ill _ _ .449, .031 .200 .023 .001 .025 I .082 .034’ .0581 3 Philadelphia, Pa _ _ . _ .914 . 373 .331 .075 i .212 .077 I .135 .082, .372 4 St. Louis. Mo. _ _ _ _ 1. 043 . 074 . 504 .101 .432 .024 , .075 .064 .384 5 Boston, Mass _ _ i .576 .371 .422 .066 .396 .087 j -137 .129 .253 6 Baltimore, Md. . . ! .683 .086 .359 .066 .219 .029 i .146 .028 .229 7 Cleveland. Ohio _ _ ! .330 .092 .386 .078 .113 .065 1 .061 .1 ■ • 206| 8 Buffalo, X. Y - ! .682 .020 .593 .040 .116 .085 .172 .302; 9 San Francisco, Cal . . - . .676 .139 . 564 .055 .221 .040 i .143 .054 .218 10 Cincinnati. Ohio _ . _ _ _ .493 . H9 .419 .038 .211 .076 .040 .028 .302: 11 Pittsburg. Pa _ _ _ _ .663 .102 . 175 .149 .193 . 052 .363; 12 X ew Orleans. La . . . .484 .077 . 558 .093 .124 .020 .018 .079 .452 18 . 623 . 013 .639 .058 .065 .058 ! .125 .042 . 14 Milwaukee, Wis _ .. - .. .447 .047 .593 . 055 .012 .* -1 .069 .125 .274 15 Washington. D. C _ .581 .233 .225 .059 .344 .007 : .068 .115 .2>/-< 10 Xewark. X.J ... _ _ .516 .049 .387 .091 .150 .048 .004 .085 .262 17 Jersey Citv.X. J _ _ _ _ ! .842' _ i .482 .016 .057 .062 .023 .042 .322 18 Louisville. Kv . ... . .. . .448 .016 .127. ! .090 .029 .294 19 Minneapolis. Minn _ ' .294 . 046 . 441 .032 .122 .057 .093 .028 .210 20 Providence. R. I . _ _ - _ .502 .006 .480 .034 .053 .030 .064 .097 .393 21 Indianapolis. Ind _ _ _ _ .285 .004 .324 .028 .068 .047 .109 .019 .202 22 Kansas City. Mo.. _ _ .460 .045 .447 . 056 .075 . 051 .175 .040 .142 28 St. Paul, Minn _ | .315 .000 .342 .018 .042 .026 .097 .028 .229 24 Rochester, X.Y _ . _ _ .361 .029 .437 .051 .158 .006 .082 .006 .454 25 Denver. Colo _ _ ! .236 .016 .228 .037 .051 .035 ! .103 .028 .135 26 Toledo. Ohio _ _ ! .277! .054 .292 .035 .001 .027 .112 .032 .197 27 Allegheny. Pa _ i .379 . .406 .043 .206 .087 ! .078 .034. 23 1 Columbus. Ohio _ _ .294 .081 .429 . 045 .037 .026 .027 .023 .179 29 1 Worcester . Mass . . . . . . 289 .324 .060 . 265 .085 .043 .449 .235 30 i Syracuse, X. Y _ _ . 335) .033 .428 .077 .247 .064 .075. _ .270 31 i Xew Haven. Conn _ _ _ .499 .054 .374 .020 .204 .036 .057 . 051 .228 32 Paterson, X. J _ _ .384 .026 .174 .044 .063 .036 277 33 Fall River . Mass. _ _ i .424 . .377 .078 .452 .046 .005 . !306 34 ! St. Joseph. Mo _ . 383 . 056 . 3S3! .011 .106 .048 . 056 .001 .002 35 i Omaha, Xebr_ . . . . . .232 .027 .301 .021 .024 .042 .052 . 054 .204 36 Los Angeles. Cal _ _ ... .248 . 015 .251; .026 .029 .038 ! .124 .017 .144 37 ! Memphis. Tenn _ _ _. . I 721 .712 .472 .241 .036 : .021 .022 .350 38 ! Scranton. Pa . . . . . J ! 185 '7615 .181! .027 .031 .013 .025 .149 39 i Lowell, Mass _ _ .411 _ | . 358: .036 .325 .049 .034 .037 .280 40 | Albany. X.Y _ .532 .022 .483 .057 .242 .033 .153 .050 .306 41 ! Cambridge. Mass _ .292 _ 1 .205 .042 .324 .047 .048 .217 .164 42 Portland, Oreg _ _ _ .199 .020 .299 .021 .017 .047 .018 .184 43 ! Atlanta, Ga _ .848 _ .705! .592 .358 .042 .081 .048 .458 44 Grand Rapids, Mich _ _ .2781 .044 .402 .054: .050 . 025 .076 . 023 . 45 Dayton, Ohio _ _ .266 .043 .244 .024 .066 .033 .008 .008 .165 46 Richmond. Ya . _ . . . .841 .033 .746 .074 .346 .005 .054 .000 . 275 47 Xashville. Tenn 524 028 . 525 .078 .139 .029 .278 48 ; Seattle. Wash _ _ . 325 .035 .370 .035 .032 .071 .075 .OH .126 49 Hartford. Conn _ .313 .015 .301 .030 .208. .028 .086 .037 .151 50 Reading. Pa _ .-239 _ .198 .022 .019 . 065 .157 .325 51 Wilmington. Del _ _ ... _ • .016 .187 .026 .003 .036 .054 .046 .234 52 Camden, X. J _ .381 .025 .356 .029 .044 .007 .cos; .018 .347 53 Trenton, X.J _ j .395 .012 .328 .030 .081 .025 .067; .020 .249 54 Bridgeport, Conn _ .421 .026 .379 .064 .106 .047 .310 55 Lynn, Mass _ ! .338 . 1 .402 .049 .462 .059 .038 .039 .225 56 Oakland. Cal. _ _ _ .218: .025 .256 .048 .007 .053 .017 .014 .214 57 Lawrence. Mass _ .350 . .320 .079 .38-5 .034 .038 .093 .196 58 X ew Bedford, Mass _ _ _ .492 . ! .335 .128 .289 .059 091 .032 .222 59 Des Moines, Iowa _ .186 .016 .296 .013 .009 ,0H .111 .043 .181 60 Springfield, Mass - - .188 _ 1 .271: .019) .160 .083 .064! .036 . 185 61 Somerville, Mass _ .224 _ .220 .027 .139 .057, .0321 .034 .199 62 Troy, X.Y _ _ _ . 500 . 021 .299 .092 .414. .011 .030 .387 63 Hot>oken,X.J - - - .580 .018 .444 .038 .082 .045 .0:24' .031 .147 64 Evansville. Ind - - .294 .009 .344 .012 .013. ,009| 022 .103 65 Manchester. X.H... . . . . .362 . 021 . 705 .102 .164 .042 .042 .033 .472 66 Utica. X.Y.& . . . . . .245 .014 .447 .077 .105 .036 .OH .022 .372 67 Peoria. Ill _ _ - .313 .030 .114 . 055 ,143j .026 .175 68 Charleston, S. C. - - - 1.159: _ i .622 .153 .836 .006 .1201 .092 .351 a Less titan one mill. & School statistics for 11 months. CITY SCHOOL SYSTEMS, 1397 largest cities of the United Siates for every dollar expended for schools. Street cleaning. Street sprinkling. Other street expend¬ itures. Garbage removal. 43 o a o 2 3 Waterworks. Gas works. Electric-light plants. Docks and wharves. Ferries and bridges. Markets. Cemeteries. S cS c3 „ ce «o i .195 .066 '”.'666 .900 2, 899 .084 .095 003 258 — .038 .757 2.486 .193 ! .616 .215 1 .305 1 2.011 .040 .712 6. 840 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 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 89 90 91 92 93 94 95 96 97 98 99 100 )8 EDUCATION EEPORT, 1903. i mount expended by each of the municipal departments in the 100 largest City. Police department. Police courts, jails, workhouses, re¬ formatories, etc. -(4 PI CD a +3 c3 Pi o 5 .2111 .019. ’."ioo .017 . G03 .007 .126 . 1801 _ . 172 . 0U .014 .009 .309 .133 .012 .246 . 028' .002 .035 .001 .021 .117 . 294' _ .389 j .074; .277 .047 ! .082 .231 .1851 .019 .169 .036 .085 -.012 , .020 .017 ; .288; .606 | .058 .563 . 0821 .238 ! .010 .048 .256 .345 .284 .159 ".053 ; .001 .082 .246 .197 ' . 007 .271 i . 622' _ . .034 . 185' .389 .066 .4451 .0441 .024 .053 .009 I .840 .024 .521 .043 .216 ".'639 .059 . 399' .754 .238 .6441 .0581 .094 1 .068 .009 . 299j .404 1 . ' .376 1 •026l .104 ! .047 .013 Savannah. Ga.o. . Salt Lake City, Utah. San Antonio, Tex _ Duluth, Minn. . . Erie, Pa _ Elizabeth, N.J _ Wilkesbarre, Pa. . Kansas City, Kans _ Harrisburg, Pa . . Portland, Me.c . . Yonkers, N. Y . . Norfolk, Ya . . Waterbury, 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. Ya . Mobile, Ala _ Birmingham. Ala. a. . . Little Rock. Ark . School statistics from Report Bureau Education 1902. c Data are for nine months only. Less than one mill. CITY SCHOOL SYSTEMS, 1399 cities of the United States for every dollar expended for schools — Continued. Street cleaning. bo -S s (D ? +3 GO CD M t? ? 2 -5 ^ u 2 c3 > 0 g © © ar J? o +3 © o m 3 a Waterworks. to X o £ to Electric-light plants. Docks and wharves. Ferries and bridges. Markets. .2 5 g o o I S Pi 53 e „ X! ©■3 , © S * ft ! 2 a ® *|1 j PQ Other. Total expenditures (excluding schools). 11 13 13 14 15 16 17 18 19 ! 20 21 22 23 j 21 1 25 80. 118 80.008 80.317 80.325 81. 222 80.219 SO. 004 $0,039 80.042; 1 ! 80. 540: $4. 805 .055 .094 .076 .038 .6:36 .141 ! _ • _ ! 1 _ .034 _ i .332! 1.985 .162 .045 664 .129 i . 670! 2 868 .016 .031 .164 1.170 .150 80.145 80.096 | .003 .508; ; 3.161 j .039 .090 . 279 .455 .005 .004 .324 2.212 .212 : .056 . .uu 1.008 ! .434! 2.746 .265 .169 .oil! I .279 1.581 i . 115 .138 1.219 .069 1 .002 . 792 3. 717 ! 021 229 003 . 365 .18-3 (b) 313 1 843 ! !l36 .340 .027 . 589 .066 1 -174 80.551 1.096 3.974 .081 ".035 .117 .151 .782 "."283 _ _ "003 .009 .011 .394 | 3.005 j .607 .019 .736 4.226 1.080 .057] | .008: .143 3.158 13. 351 1 .054 .084 .088 .341 .097 .031 ! 1.353 .042 .046 .080 .087 .473 1 .141 .008 .55 2 .990 j 3.017 .094 ! .ooi .080 .064 .209 1 .215 .014 " 766-2 .325 2.256 .139 .064 .008 227 j .177 .308 1. 862 .468 .145 L207 : .ooi .265 1.057 4. 481 .093 .298 ! .935 j .438 I .001: .826 4 072 .031 .033 | .128 ? .011 .320! 1.264 .114 ; .031 .241 i .018 1.172 . 354 . 583! 4. 032 .061 .181 .002 .397 1 .178 ; .003 .040 .033 .301 1 943 .064 .160 .070 • _ .290 .238 ! 1.803 .027 .057 j .004 . 745 .204 .009 .523 .301! 1.972 .049 .071 . 568 .056 . 652 .115 _ | _ .020 _ .580: 3.510 ; .067 . .004 .128 ! .121 .186 .007 .492 1.833 .018 ! .022 .060 ".053 1.065 .341 .021 .5sl 1.058 4.588 .106 .064 .180 .026 1.310 .444 . .001 1 .051 .564 3.925 ! . 055 .147 1 .426 : .237 .006 .009 .499 2.101 1 .102 .011 .091 j .278 .541 .846 .241 .022 .014 .456 3.641 ! .107 . 576 1 .810 : .501 .026 .082 . 085 .730 5.067 .500 , .279 2.01S ”‘519 .035 1. 079 6.089 .154 .071 . . | -113: .014 .262 1.603 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 98 99 100 1400 EDUCATION REPORT, 1903. CITY SCHOOL SYSTEMS. 1401 11 : glilSIllllS • § ; ssgsss'a's ; * SI iiiii •>' ! IIS ISl!§ISsss!! 1 rH Hill | lilii ISssssIll 3 gWsiWl 1 iiiiill ESP lill ssliiii pis ills Expenditure for super¬ vision and teaching. cl i i §£i§| lifts : &w“ « sa **“ 2ill3als§ 1 ipsliiil * J- HXWO mum .issss m ||¥g||g ||¥e||¥3 ^ ^ 1 Mill £9 3=3 3, i § § 1 iiissj §S3!3 ! ISSSSj mmmm mmmsm mmmm j iiiiiilis iWisMis iiiiiiii l-i3i CglCOgSi* 'flOHr-i rH r-TsO = s2 . if " § III is I ISIS! ! llllilsll Iglilllll ill 1311 1 &a®|s¥ggg sssssssas ssss ;s¥s=' II» « 1 C5 nisi! •«r cc : ; Sasll!lsl *5 g s' ' 3-§-§i !l!g 333s g 3 i £>< 3 Jo ■rli ;u Hi- llil&s 351“ l ii ill pi tiiill'Hii mi hi =i^>s53^S(5|5Sai>^!?*SE3!2e* co Average number of pu¬ pils in attend- ance to each teacher. © 0? «m«oo 88888 OOXJHN^WHO i-l O -<* iO CO t-I 50 OiCO g§8§§888888 88^888888 88 Average length of school term. to CO p 189.0 181.2 180.4 188.5 180.2 COOOCOCSCQGQO^T-i^l OXOOlCOClOH rH GO 8388gggg8 gg Average number of days’ attend¬ ance of 'o P4=i Sg| lO eouocoojiooojoooj •^cicooocot-oscoco ho ggggggftgg gsggggsgl £8 Ratio of average attend¬ ance to enroll- ment (public schools) . CO Percent . 76.1 ONXOH £££££ 1C CO 00 lO CO r-i ^OOCOHNOXt- HO sgjsrfftsdg essftgesftg sss Ratio of private school enroll¬ ment to enroll¬ ment in all schools, public and private. Si Per cent. 18.5 CSOiiOCOiO t-'cOCOi-Hr-i CO UO Ob.OO0OO CO £- © 30 lO ^ b- 828S28 282222228883 2822222 12.1 CCOCiCXOiC CCCaOOCfc-fc-COCOfc-CO^rH OCOO^^OiCCiO sassssi ^HONOJ lat-MttHNSSNCC’-CK NNOoCOrtKM Sllggg gss^sis Table 4. — Summarized statistics of schools in cities of over 8,000 inhabitants from 1890-01 to 1902-3 , inclusive. 1406 EDUCATION REPORT, 1903. Enroll¬ ment in private and pa¬ rochial schools (largely estima¬ ted). , iS mmmwmm mmmmmm lillSfgilligg §11111 mmimrnm s^ss ill SU mmimrnm SSSSSSSSSiB'sa mmmmm issSii ifiiiWiiiiii sliiga 15 S 5 S 8 §¥ ” ® ” « ' « ■ ^ Expendi- £ «•§ J SlllllllllaiS llSSWliSlil gsss'isssWssg siiiissiiiiii miss iisilisisig'li siiisi Sft'Sf5“aWSS'S8888‘ Value of ffti ft ^ Iggilliliilsl sillllllWslS immmm ll§lf!sllSII! §11211 IlSISsIlliSli gill'll s¥| d s gg g || * ss a s Number of seats or sittings for study. fH SEiisisiiiiis iliisiiiiiiii sfofcsoacococoVococccoc©^ slSISlillilSI Blllei gi¥isiiig¥iis mm i £ It 9 §ggg$jPISS3S co to o oocc cc o; os oTos o os s IS IE 1 III II 11 II1SS1 00 CO CO 30 CO CO ^ ■«* i | o r3 1 3 o H 9 mmmmmm gss¥sgtfe¥s¥ss isiiigggissie laiiii 1 o s 4 X Isllllllllls! SSSSSgSgSgBSSS llllisglgllll Hills assss'8¥ste¥8!S3 «***»■*•..- I lr> silllllllpll COCO'sh^iSislscOCOCSCDCOt-T gssmsessss mill tH"rtrHrt«of<»r«o*«eocoeo‘ IllPi o ISISIIISISIII ©1 ©i of co co~ eo CO >s is siisiiiisiiii mm l-T r-7 -T-h-Tr-L-T r-i'oi 04 04 04 ©i ©T Average daily at¬ tendance. SSlilllllllSg ISISSllllilSl r-Tr-T (sfciof 03 03 04 <©7<©f OOCOCO lllilglllslll llgsll siiiiliiiisii iis'iis 1 fill illelllllglls mmmmmm iiii'iUsSiiii lilSIlSSSlISI slslSS mmmmmm mmi Enroll¬ ment in public day schools. » !SS8SggS$g3Sg ispiii!ii§¥s ©4 ©4©4CO CO CO CC COCO CO -it liilllsglllll illlll mmmmm smis HHHHHHHHHHH Noi IMth IlSISillllill sasaaiasii2ii ****** Cities of— - United States: 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 9(5 . 189(3-97 . . 1897- 98 . 1898- 99 . 1899- 1900 . 1900- 1901 . 1901- 2 . 1902- 3 . North Atlantic Division: 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 9(5 . 189(5-97 . 1897- 98 . 1898- 99 . 1899- 1 900 . _ 1900- 1901 . 1901- 2.. . 1902- 3 . . South Atlantic Division: 1890-91 . 1.891-92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 90 . CITY SCHOOL SYSTEMS. 1407 mmm mmmmmm mmmmmm mmmmmm lilllfliliSlI aaa'sfg'ssWa'sfess' USsllS llllllllelll'S SliglSillilll lllillsilllll lilliig llliiWllllIl 2llll2i¥siIS¥ lllllllliilll ^V'J'Ao: » not eeasuej ««»»»«■ ® ' '* ''#'*'**&'£**' « < ®i » linns laiiiigfiiiig iiseingiigsi iiiisisiinii iiiiiW igiilisisiiii iiiigsiiiiigi fiiiisiiSiii eocotefcocowsf Hnrl'nNKNSKKKWs CO odq^^r 54545454 co~ co coco coco-^f ••* lO mmm iiiiisimrii mmmmwa miisiiiiiss iilisil SiiMimmms mimimmi 1111181111111 a'asssss" t-v'c-is:=s!=s53sss ssbess'ssssbss ss'sas'jJsa's'sg'ss' sllllll IslIiillSIlll liSlliillllll Sllllllllllli iiiiiis siWsssssiii ifisgisisiiii mmmmm rrrT'rrrrrr using iiiiiiisiiii! ssngiiiiigi§ isiiiiiiiiiii 03 54 54 54 54 54~ 54 05 05 54 54 « CO iiiiiii mmmmmm mmmmmm iiiiiigiiiisi ioVoo'o'oo 0454 OTa^c&co ^ n * a hs is sV» » a go ©ao4~c©cdc5cc^TS%f^^i&io siiiiii ssEisssiissii mmmmmm mmmmmm -rf ^ViO-12 lO of 54 S4~ CC~ COCO CO CO COCO CC « 45 1^*30 54 oi'oi'cocc'ccco^'' 1IS1I1I liSlillSIiSlS 89SfES§§S381 illlllllll* mini ssisisiiinss isiisisiiiiii mmmmms IIIIIII IlllillsilSlI lisillisisail SalllcSIsISlI IgiSIfg §§gsWff|sWg llggllllliill ”g§lsS2¥®li¥i r r r r r r iiiiiii iiaisiiiiiiis usiiiiiiiii! mmnmmm MiiMi s¥iilfl¥fis¥l glWlsililllsi isiliislillil ssstfsfes asaaaa'Bsssasis" sSg|gg¥||¥|g| saa'aa'Ssa*a‘as¥s mmm immmm-mm igiissiinni sngsiissiigi iiisiig mmmmmi immmtMmi §2§sW§s¥i¥i rrrrrrrrr'r $8*53333:3 SSglllglllll! fcS$eSSS8g83!588 Table 5. — Comparative statistics of cities containing over 8,000 inhabitants, summarized by States, etc., 1891-1903. 1408 EDUCATION REPORT, 1903, Average daily ex¬ pendi¬ ture per pupil for all pur- poses. tH eg?o'ipjDtCoccoMOr4^g^ Average cost per day of tuition for one pupil. CO H ■e-gSSSSSSSgSiSS IcogfSSoSoioipS^^jJ d<»aia<»aicidix$££ ^ cd od =c cd cd od ill fell Walras attend¬ ance. H sssssssssjsas ssissssssss Cost of teaching and su¬ pervision PiteCof pupils in attend¬ ance. H co cd CO cd cd co cd o o h CO ao tC « t-j ao oc g gQ g; co co ® jo co T-i CC fc- QH^X(M^GO ssssgsggssss ssssssgisssg sssssss Average number of teach¬ ers to each su- pervis- N fc- ©d©3t-ffJ05ifft-00>ffi-Hiff lCCOQOOiOOOO^^CCMN OS iff iff c: CO ,-i O aassssissssss agssss'sisssss atsssas^ Average number of pu¬ pils in attend¬ ance to teacher. © COCOOaCO^CC^lffOiCSOClff OiffT-iC5©3CO-iO lOO^iOxOOOOCSSOuCi^OO COir-OCOCiOiCO ^SSS323SSSS2 gSSS33233S33 SSgiSgg Ratio of average attend¬ ance to enroll¬ ment (public schools) . CO -g'r-iOSCSCOlffOJOOOCCi-i--^ ^ (M ,-i CO * TONH NHX'n ofco'rH i*oio3 0i02 0io! icofflecco© £2££o3 -oco rococo oi ojo>oio>oi £ cicicicici SSflSSS oj o> 02 oj o> S o> oi oj fr 01 nSth 5O505D5O«050CO ISIS!- 11 is 1 83 :s : 11 ss 113351 ! il i illSIS illssilSIl iSSSl i i ill ssssssss : :8S- : ;sass3 igssssssas :sWs ; ; :ss illlllllllllllll SSliSllSllSSiSllllililliil 111 § g co «To cc of ^ occgcgjHC^0, t-'cVx gg g® ®Vf S I 8*388. 2 ® § fc8$8s388£SSSsg§§§§ |o||Sg|2ggg^gg^2g|S|||g|g| ggg Table G. — Statistics of population, school enrollment , and attendance in cities of over 8,000 i\ 1414 EDUCATION REPORT, 1903. > daily at¬ tendance in public clay schools. 2* PH ill smmmmmM is iniiissisii C4-*iO C&SPOOr-T T-Tr-roi'OJt-roi'u'i' r-T ir— T t-T r-T T-Ti^Tr-T r-T \a -*T Aggregate number of days’ at¬ tendance of all pu¬ pils in pub¬ lic day schools. pH 111 SSiillSISIIIS IS bIIIISSSIIII sis mmmmms m immimmm r4" t-T i—i t—T r-T Iltsliifl © ggl SI igiifsggggss c Different pupils enrolled in public day schools. 3 S © Sll IlSIsSISIIllS II llliSSIIllll COlSO t- -s* 04 1-Tr-5 04 ©? <2400*^ r-Tr-T r-T©4 cir-Tof 06 S4 CC~ r-T Oi t- IQ i & 30 SIS SS i 1 i T-Tofco ©4 jf coV-T cooi'-aioi'oiWc© -©i^r-roo iii 1 ** ©4S54 ! 1 ; ; S52SSSS SS 22S2S2S222S2 Popula¬ tion, 1903 (Census Office esti¬ mate). W ISI 1 si i 'Mb 8 as : iillili 1 § ill iiss ins :sjK isa g s ;®s ;saa issss Total pop¬ ulation, census of 1900. iis i sssisiiiss i ssssssssssss ass' s' 8s“*-'sss®‘s's? a' a”g3=ss's*-g'ss i \lk ■§s H ■ •> HI milkm CITY SCHOOL SYSTEMS. 1415 inning in i mss , JOHH rH ! * SI if 1— Tr—T 1 i is ssssasssssiss l-Tr-i i-T* THTH(NWt^®4 0O»o'®i'>-4"rH 8133 slii fill IIS 3 sill i'll i ism iiiii ! * II il ss Is ;c l £ S 1 | i 8885188818381 1 SsllWlSlllii j * grH* 0* gill gllg ggg i|g|ggsgg gg ■C * lO * 28 rH i Sllllilllslsi ! * * II1IS1IS1 ESI ilfiEilll li hVh S? COgf CO Cvf CO * rgof oirH CO ^Ti — i <*f CO rH r—T QO * IS 9SS&SS88SSS88 r-tci" oi r-T r-T Cif Oi t- CO CO CO Oi 31 r-T mill iii pi § C\f t-Tt-Tt* jr-Tr-T * CD r-T r-T ill is | r-T |rH ii i 1 i ini m \ iss i ii ! ! r^r-T^T ; jaoco' ■ ! llclll ill ISI 1 of rH^" JrtrT * g r-T ill is il g 1 i jsSsii j iii i !g ! ; i-Tr-TaT i ;°cc® ; ; II ills § il if «T rH ;* ; il°li * i i iimisss iir ; S * » |- S i ®f ; iiiiiii ii§ siiassiss i (sfcOoTrH CS-stcD NSiO COOTcOOO^DCGOCieO t-i jo i isiiiiiiissis D coco ioti-tit^io»oiA»otiiob!.ino ii ;s illisil 111 Sllllll i i ii ;s's'|8S8 3|s sSsfs'gsa : : :: Iff! g i iliSSHIIi i |»23 a : jaagaWss's ; ISSESSSSS ISi 811538335 58888 3g88i88B8iSSS ao«aT©^^ao:o'oa cogi'Cico rqoTccj-^cco * Statistics of 1901-2. « The high school was in session 180 days. l> The high school was in session 190 days. Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1416 EDUCATION REPORT, 1903. CITY SCHOOL SYSTEMS. 1417 gllllllll r-Ts^r-Tr-T IIIli5siIl5lis8Ill5IIIIi CO r-l * Islll mill ”«■ -¥ Sell ism ii¥i iiiii : « llsISlilsSlllllllSSsliSS ili¥ill¥liiWllglliWiii o' C'f * * 81883 gllll slllgg I5S11S tH «J £?££ :%s£s ggggg SEEsggggiSsSil5??ggg = SsfSiSS * sissesiis cieorHi-T cJoiccgT iiiissiiiiiiiiiisiiiiiii T— : ofcc -=r lC ofofofxO ri Si 1C CC c^r— ofo r-i — - CO ^ r-i « mm ^rccsviKcc §58111 Oi “tH ,-i ,-r c: r-T 111 Sill ISsSlllslIIS mil r-Tcfctr-Tr-r mm iiiii iig r-TcO r-T «n--'-7 r-To' ii § III mm ii!iii5sii8i IIIII T-r««r4r-i sing iiiii gii cf :1S1 i°«i iisiiiiiiirii gisilisil il§IlgSISlSlIIISlgS!lill III! rK- rHr-Tci'SfsieO Oi'^CO^cTi>TgCOCOgj!?ieCOr's7cOJ C i i ti i O G O O ■PlsIfP-sP^SS S’sSssg&s.S .mu illlgs ISlllSIil llalllSlllSlfJlIlllIIISa 11511 511511 * Statistics of 1001-2. f> Approximately. <* Number of days schools were actually in session varied from ISO to 195. a High school was in session 190 days. c High school was in session 200 days. e Estimated population of the district. Table G. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1002-3 — Continued. 1418 EDUCATION REPORT, 1903. my .s ■ Ill in siiisisisiii ins in -r-r-r r^vr-s^vr hohh «fs-» &' 1 f a ^ u p. 3 ill IIS II ritf i Ssigiiiiini iisi in I siWissigiii -Siii ill • TO r-T rH* r-T TO © M ggg ggg ! ISlsIgiglSll gsgg ggg Different pupils enrolled in nublic dav schools. 1 & S5 ill list iiiiiiisiiis mi §gi rHSt-T-T to'toVTsO^' rHfc-“«0* ® 1 & » 111 HIS li CO r-T r-Tr-T r-T r-Tr-T in ■ TOjO mm ICOTOr-lOO i gill Mil- j TO r-Tr-T CO OS TO~ 3 h SIS ISli SI TO r-T r-T r-T issi ; M TOTOTO o aiio j to^SSStoSSStoto? 1 AoAAAoAAAAAs 3 OOOffl AA ; Hi!# Usii w in gag IIS sas i a iS! : jsg i issss ;sgas j js : :< Sal III » OcTto TO r* Total j)op- ulation, census of 1900. ii3 mi mmmmm mm sss to aToraT® gods:- gjojoco os oga 1 - i i i 1 ■ > • i • i i i i 1 l 1 i !! 1 1 i f m < : : I § ; ; Si: Ji II i'&i ■ ? * pH II : S 1 | E 1 jJi c d.; : 2 : & 1 1 : s 1 § 2 ce 3 1 > U y fl! J ipq^. I'll I ' * I III. 1 « ' 1 ,11. Ill* III' • ill 1 1 1 1 ■ 1 1 1 1 1 > 1 1 1 I 1 • • 1 1 • • 1 1 1 1 1 1 1 1 1 1 1 1 ' 1 1 1 1- 1 I'll • 'll 1 I 1 1 1 1 I I 1 1 1 I 1 1 1 1 1 1 1 1 1 I 1 1 1 1 1 1 1 » > 1 1 1 1 1 5 ! i i 3 it i, 5 i0^ | siH UMi • i i i i 111., l i ■ i i • i i , i • i i i • . i i i • • i i i i i i i i i i i i 11.. 1 , , , . i i l i i i i i i i i • • ■ i • i • • l i i 1 • i i Hi -i| IBM - A -si © pA cccmccocP j i | : 1 : : s ; i j § |; i If III 1 • 1 1 1 1 1 < 1 III III • 1 1 I*! • 1 1 • < 1 III III III »> III j j i jji * • « • i i 22 i i • 1 1 1 M • 1 1 ■ ii •-* iii ; ; j £i ! 1 ' II III iii mi mmmmm mm in CITY SCHOOL SYSTEMS. 1419 163818318 ^^Vi^Cir-T SlSillliilllislSlIlllllillSi SSSSSii oe^T-TrH aoeo »»ih' t- rH©f—I nh^ ®i®a eo ©vsi i4 ©fr-. '®**4eo oo^cor-Ti'scoW mmimm smmmmmmmmmmwmms mimmmmtmmt&tMmmm *s e» liisisi IIISISI ISSSSsSSs gllglsIlSlIlSl'SIsIlSSsSliSSg sssasss iiiiiiiii i iiis §11 1 § 1 3 1 si 1 1 1 El 1 1 1 1 1 s 1 1 mum r-rNr-ir-ir-TcOSir-ir-T 1© »S Ci Ci ©! ■*< i4 <>? Cl 00 OiOiCi COi r-i ©i 5iC© lC CO CC r-i ©fr-Tc© O O « CC ^ J! ^ C N £23833883 t-T COr-iVT SiSliigsllsliallSIIllSIlllIl I1SI11I ©i SSrH r-i ®Oi CO'S Tr-Tr-Tr-i HriHNX r-i rr r-iJOPi « rTri K gw eiiiiisii iii8iiiiiiiii§iiii§iiH!igp§ iginsi r-T Oir-T ©iSir-irnCOieOr-i' -#Vhh t-T CririKCOH r-i rHwVsf O r-i r-i r— •: CO S© — I sslgssiSg r-T 1 * llii of 11 1 § § O * * 2, 200 1,000 11111*1 spssii i iiiiiiii ci* los hcs^ht-; 1 * 1111 CO oof 05 l i co ; 1 3 11 iZZ CO 5 iiil js ^ 1 ! I* ISIIlH CT-^T® CiOOrrlo' T— ! wi o I ZD O CD'iCO CO SO ii. !coco4>iA®»oc© 28288 £4*U4 8 8 8 8 8 ^44,44 ! 00 3 S! 88882 :8 44444 14 oc 00 CO 00 co co SO 4232234 ill i ises i SI ilsSS ism ieSilSglSSIl iSSl 111 jlll ’.82 : ; sas i ss :sWs :sss2 isss'gsWs'ass ;se¥ 883 pi« llilllill OO ® « CS :» O CO©® ISlIIIISlIllilllllSSSlllSSSl SIISSI1 s¥*Ws¥“3S|S”¥SS|8SS|S3Se-'gES S8S“8|¥ * Statistics of 1901-2. b Population of the city of Concord. d Between the ages of 4 and 20 years, a Estimated. o School district is almost coterminous with New Barbadoes township. Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1002-3 1420 EDUCATION EEPOET, 1903. CITY SCHOOL SYSTEMS. 1421 i igsglSlM ■piffle L-^CC T-TrH SO ISlglll rH®* rtV d 3 Ss 8 ■* 1111 iiliisiil rO • oc SiiSiliSS dco r-Tr-Tco dddd SsilglllSl llilliill'S CO r-T rH §881881 llliisi 1 1 I tf •& lillllllsIllSISIISSilll ^as'iigWslis'iiWiWiW rH rH CcTNtH B llsslsss g|8|gs| g siiiiiiiis c# II 8 ill 1 o s illlSSgllili 1 SEISISI 8 lllsiSSi CCCM^ci d as 8 ill i S' iisiiisiiiii § 1ISSII! rH dHHrtH o Ilai»SSl dddd d d 1 issiil ! i ill °isi -ins - *f h? 1 Sill iS° ■3c I 1 cl §iESiii§ linns ddddeedd g § CO iiiiisisgiiiiiiisisiiii dddcodddaoddHaddddcddcdaodddd 00 2 oci H S 22 22 22 22 £2 ic in »c ic xo io in SSI •C3«4 55®a ISCSOO s c<» *S> Sill 2 ^ (N> Ol mins mmm is BHSSiJpS :a li¬ sa is ill is IBS 1 ■ 1 1 1 1 !§ ! l — 1 1 is I- * T?< ^ 1 ^ igliisil jlsgsW” 1 ill 121111 s iss :8ssaa lilisliSil Iliiilil! 1 aS w CO ^co'o g CO oo' doc CO dco ddd eg d * Statistics of 1901-2. a Between the ages of 5 and 18. & Does not include kindergarten pupils. Table C. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1 : 1422 EDUCATION REPORT, 1903. Average daily at¬ tendance in public day schools. § 1 ! §11 s s 1 11 111 s 11 si sssmms rH r-Tc4 i-J eiQttQT-?rH — 1 1 — ! , — 1 CO~CO i-Tn I— T I— T CCi0o\-iT-re4 04 01 Aggregate number of days’ at¬ tendance of all pu¬ pils in pub¬ lic day schools. 8E3S8S&S8SSS3I IS IS S8S8S8IS iWfiilllsllM Si s¥ illiSilf CO r-T 04 oTr-T Num¬ ber of days the schools were actu¬ ally in session. © Si Is illSISS! Different pupils enrolled in public day schools. Total. Si ilSIlillSIglliS II 5a gggllSSI 04 rH CO rH CIS 04 COOl i-H oToi oTt-h 04 CO t-ThJJ OS lOCO rH04 CO 04 04 Female. 30 lllilllSglSsIg r-t rH~ i— T r— Tco'r-i' Mr* CO i ii li iiSliSil • rHrH 4-" 0 04 CO r— Tt— ( r— l r—T Male. ty r-T r-T r-Ti-TcOr-T rHHrt' CO ! §8 8i lislSill ■ i— < r-T CO 00400 pH t-hVh r-T Pupils in private and pa¬ rochial schools (la6rSff.ly mated). © isiililii i * r-Tr-T ! * | . o 150 1 1,000 ! ii §1 8S88I88 i : : r-T CO r-T r4 ! ! ! * c ! School popula¬ tion. Children of school census age. US ummmmmm §§ p 04 uo o o o' hsT co wcc 04 04 cc «o oT in' !( 1 Riliili j oo to cs 04' ^ hp on 1 School census a,o. 040404 0404 04 04 0104 04 0404 04 0404 04 01 04 § S 04 O! 04 04 O! Ol 04 ci 5© A ci co co co «o ic ci si co coco oo A co o ci o ci co Popula¬ tion, 1903 (Census Office esti¬ mate). M 1 i III Is III of | aT co oT o o' h*- of in \m ii li isa as i: 1 §8888888 s ssssasas Total pop¬ ulation, census of 1900. 335Sii3S8fi8388S is m lllilill s®s^!52's8ssg'®®c,r3,s ss *8 gsss'ssss'a City. - Ohio— continued. Massillon . Middletown* _. . . . Newark . Piqua* . . Portsmouth . Sandusky . . Springfield . . . . . Steubenville . Tiffin . Toledo . vv arren . Wellston . a enia . . Youngstown . . V 1J.1U ' _ _ _ _ „ _ _ _ _ _ _ OKLAHOMA. Guthrie . . . . Oklahoma City . 1 OREGON. Astoria . . . .Portland . . . PENNSYLVANIA. Allegheny . . . Allentown . . . Altoona . . . . Beaver Falls . . . Brad dock . Bradford . . . Butler . . . Carbondale . mmmmmm 33 si 33333333 CITY SCHOOL SYSTEMS. 1423 I ISSs I I §i i II II 1 1 1 1 11 1 1^1 1 1 § 1 1 qs 1 Si .HOfrtof o"®‘o» *-1 ^ 04%nV< rH-rH T-r^ ofcS*^' * — 1 T-^ CvTs^TO ^ Oir-rw'T-i'f-Tr-rT^rH r-l iO'-— ^ i* r-Tr-i i!llSI§!Ss!lll!ll!IISil!lli!lllie!llill5!lsill SI S|g=SSllliIlllllllIlilliISliSllsi311llsSlillSl M 's~ a ■- «*•*■ |||S|8|||3||S|||||g|S|||S|||S|||g|SS||Sfe||S||| gg igllllglSIilllSlsISSiilSllllSISlIgllsilSIlsISs II ,^r-' rH C Between the ages of 6 and 16. o The high school and ninth grade were in session 189 days. Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1902-3— Continued. 1424 EDUCATION REPORT, 1903. Average daily at¬ tendance in public day schools. H 82628882 illi i 388828 81382 1—5* CO-^rMO^ d Iffr-liHi— 7 r-T COrH N TjTt^oT ©Jr-Ti-T p-T Aggregate number of days’ at¬ tendance of all pu¬ pils in pub¬ lic day schools. ii 81338388 1 133888 18889 SiSisiSI 1121 1 iiM 11321 co" r-Tr-T . Num¬ ber of days the schools were actu¬ ally in session. 10 185 190 200 181 «190 1871 *197 195 183 173 180 177 180 175 187 180 180 176 184 180 180 182 180 180 Different pupils enrolled in public day schools. Total. a 88838833 Sill 1 388181 838S8 rHCOrHTOCOgO-^TO OONr-TN N io'hNio'oM TON Nr-Tt-T Female. 00 768 1,566 587 1,915 1 ill 1111 2 882888 82818 TO ;NH r-Tr-l r-T t-H fff i-TtHtH Male. t- 738 1,484 678 1,899 1 iSI 8281 1 283881 §1612 » ;«H COVT r-T r-T N r-TN^TO r-Tr-T CO Pupils in private and pa¬ rochial schools (laiS,y mated) . o 33838338 1893 i 38888 ! ill® i H«V n | « ; ; ! School popula¬ tion. Children of school census age. us 83838B98 1111 § Will 1112.1 rHCOCsf^ cTtfS 03 03 CO cTcOCO QO|jO ■^'ofrHrHCO' * * School census age. 7-15 5-15 5-15 7-15 7- 15 5-15 5-15 5- 15 6- 21 6-21 6-21 6-20 6-20 6-21 6-20 6-21 6-21 6-21 6-21 8- 17 8-17 8-17 7- 19 8- 17 Popula¬ tion, 1903 (Census Office esti¬ mate). 03 ii iii :s : \ : 5823 illS 1 1 ii @¥¥s s¥s¥ s s :i rH « 11IS g i i iS ssas s? ; : Total pop¬ ulation, census of 1900. « 13822132 8318 1 sSsill 18331 “¥“¥sg¥¥ sasa s City. H RHODE ISLAND— continued. Cumberland . East Providence . .. Lincoln. . . . Newport . . . uawtucKei . . . Providence . . . . . . Warwick . . . . . Woonsocket . SOUTH CAROLINA. Charleston . . . Columbia . . . . Greenville . . . . Spartanburg . . . ' SOUTH DAKOTA. Sioux Falls . . . . . . TENNESSEE. Chattanooga . Clarksville . jacxson . . . . . . . Knoxville . . Memphis . Nashville . . . TEXAS Austin ... . Beaumont. . . . . . Cleburne _ . . . . . Corsicana . . . . . . Dallas . 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 CITY SCHOOL SYSTEMS. 1425 filings rH,HM,HeAo -r sess SO'rnVTof M© 811 iigsi§6gss 3913218 II rHO*«r®«TrHrt ©fr-T lillillilisls iliiissWigif II ©«: 838 Sll * * 8118888888 siislilWi 3138882 li iiss'i (jfrHr-T iggggSSS igggg ggg SiSISISSSS jgggggg g§ iisiiiPMIII of 04 is i-i -<* t- *h r-Tof go efr-J co II htc©- 311 iiiiiiiiii Hi 04 1 CO HI of 16 CO ' 04 04 -<# lllills II 04 04 1.0 00 CO r-T of of of 8888828838213 r-T-Tof ©*V# r-T^r-T of m II 38388 HH r-T 8288888 11 1H%hVT'#V r-T rfr-T §388888315111 rfr-Tof ofoo H^H r-T II of o' II ISiiS r-Trf r-T ©40 0 04 IS III i§s r-T llll co- ■88 §11 mu H * ©So 8S88388S8S388 COcdiOiHHH"o'ofofofo04TH »cf II II! of'# of 8i833B38S§ '#iOOCO'#oft"#'#cr 1888111 II f'fo cfofofof coco tl4ilooaoootloooocociOooi4 X X coco XXX 333 322 22 jS 2222222 «S5 CD CO ill iaii i iss is IS in 111 ilSIlsI i iiiii. i il 35* iaf SB isrf 3KS3 :s¥sfc¥8 : isfcfsw j S3 lllSllllSlIii II §11 8183883888 8823318 18 S3 OO-QOr-r 2¥s=ssssgs -^¥§¥s“ ss i c£> ° « lll.UI % 3$ s'mmmu li Mu mi HI i p>jw © O © o--' jg^PLipLnPSf 8888888188886 11 ED 1803— VOL 2 - 14 131 3333§1S££ 8888888 IS * Statistics of 1901-3, a Tlie high school was in session 195 days. Table 6. — Statistics of population, school enrollment , and attendance in cities of over 8,000 inhabitants, 1902-3— Continued. 1426 EDUCATION REPORT, 1903. Average daily at¬ tendance in public day schools. e* . II nllsillsiSSHissIlllSs 1 Aggregate number of days1 at¬ tendance of all pu¬ pils in pub¬ lic day schools. (H ii iiiiiisiisiisiiiii ii is iiii¥fiiiiiiii¥iii ii CD Ill 1 ill s Num¬ ber of days the schools were actu¬ ally in session. © Is IlllllllllllSltllS !i g Different pupils enrolled in public day schools. Total. © 11 8E838S3SS83Sg8BS8S8ES8 1 e&o r-T Female. 30 II 88835! r— To4 ■m't— Tr— T 04% i§ igisasatsaBigSE g HH ; ©4rHC4rH 0 04 04 04* CO rH Male. g| E888S! T-Tef rH%H%H 04% II il38S888B18iS8E i ■HrH ; C4%H C4rH rH 09 «Tof* CO r-T Pupils in private and pa¬ rochial schools (1S?y mated). © ii giiiiiiiisiiu is; rH HH *rH * rH * jr-T, 111111 1 * School popula¬ tion. Children of school census age. 11 8.5838133813 O *oV%H CO rHkO CO rh O kd mmmm i ■ CD COjg WO C* ^0C CO: o' rH School census age. 22 5222222253555253555255 2 Popula¬ tion, 1903 (Census Office esti¬ mate). M si ill in ®o «o^%h 13138818 S8SSSSSS 18381 ii :§ssss :: 1 ii I s :s 3 Total pop¬ ulation, census of 1900. II 8g3i33iS883ES8i8S8M SI AS" kO« o cd^ | OG gg <® ft* ^CO >> O WEST VIRGINIA— continued. Parkersburg . Wheeling* . . WISCONSIN . Appleton . Ashland . . . Beloit _ _ _ _ _ _ _ Chippewa Falls . . . . . . Eau Claire . . r onu qu juac _ _ _ Green Bay . . . Janesville . . . . . Kenosha* . . . : La Crosse . . . . . ! Madison . manitowoc . . . Marinette . . . lv.Lerrm . . . . . Milwaukee . . . . Oshkosh . . . . . itacme _ _ _ _ _ Sheboygan . . . . . Stevens Point . . . superior . . . . . Watertown . . . . . . . Wausau . . . . . WYOMING. Cheyenne . T oromm 1 3 i ■ 1 1 ii iiisiiiKiisiisiiisiiiS ii of 1901-2. Table 7. — Statistics of supervising officers , teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1902-3. CITY SCHOOL SYSTEMS. 1427 * Statistics of 1901-2. Table 7. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. 1428 EDUCATION UEPOKT, 1903. CITY SCHOOL SYSTEMS. 1429 Table 7. — Statistics of supervising officers, teachers , property , etc., in public schools of cities of over S,000 inhabitants , 1902-3 — Continued. 1430 EDUCATION REPOET, 1903, CITY SCHOOL SYSTEMS, 1431 Statistics of 1901-2. h Elective in eleventh and twelfth grades. Estimated Grammar grades and in English high and manual training school. 0 In 7 grades. e For boys. Table 7. — Statistics of supervising officers, teachers, property , etc., in public schools of cities of over 8,000 inhabitants, 1002-3 — Continued. 1432 EDUCATION REPORT, 1903, CITY SCHOOL SYSTEMS. 1433 ill illl 11111 is S'll S3II §llgi sl ft-* * «r 3 list ill sell ill Ici* 8 s§ § IlllilW 11 ill § Ja« “ m g i r-r : sS § £ Q § 1 iiiili 0$ IrHOfofcft^ ; Ci 1 g II jug si CD U3 '©fi-T ‘CC^lODi ©3 ID si*- s * S3 Sls^*30 Ci^LCONHOO CO * ►C -?C * * ^ * i1-1 - 0 HOcei:©Hreif!t. ,ncocoococ&-»i -o 3§°ll °os°go c3 ns «|§SS !-> OB O O O $ 333 c3 © © p 5 S &33 'SJ 53 5555 a i»| 555£5s5 |g I! 8- 5 35515155 55 i|« esgs SS|S3 8§38g SSS;gS8||| gSSSggSg S! 03 3g£ 3g!^§gg§ |§§g||gg S3 cci— icccociroci-^ cc cc calico »o *“* * CO CC CO ^co ^HCO ST^ CCCC^^rH^iO 3 COiCdCD -cri- CHK * ^ T-i CCC3 ©3r^ O s°° t-> ©3 CC ©3 ©1 CC ©3 — 1 KHH ^'OiiCO 05 CO OiCCCO * 05 05rH 2Q 8^ 05 r-H rHCs* 03 CG> CO S C3CC^rC© 03^ 1 • 11 1 « 11 3 3 © !^g Ills 11 !§ 33ii mm 5«li Jtili i|ili^„ _ .Illlllll llllllll Is ggg gggsg ggggg 3g§g§ggg§ §g§i§i!g || Table 7. — Statistics of supervising officers, teachers, property , etc., in public schools of cities of over 8,000 inhabitants, 1 1434 EDUCATION REPOET, 1903. CITY SCHOOL SYSTEMS. 1435 Its 1 isiil!§!illlli!iillllii! 13111 §11111 mi i isWissMiiiiiilsMsilii iiiis siwp 1 i ill! r-r j :»©»» 1 ®? Sligililiili | l^r^CiOT^Oaei^r-TN 4 IIS1 co ioco of rO mu ©T^-Tr-Tc® mu ICC® Nt-HM ^©©SsS© **sr-,T_l§r-1 (>J 05 £ t~ CO fc- O t-h CO 0? CO CO gg 40 Jr- O 00 « © CO CO a a ^ t- io COdit-COOD eojt'‘ae° chohoh * Ci o ‘O I^hcscok ! o o OrHOO 7T ooooo * -35- o ! © ! o * i ! 0 0 0 CHO^C o CO - ;° loccgjOoaKcoocovnowoo ifiOOCOO * o Ico^o & ! ch0t?” ; ©C5 la co-c 2 'P 5i| § OOOH CO s Hi s i § § §oJ § s § ii si a O ogg o gg o o 0.2 0,2 O O o2^ coo _22 og o 935519 Is gsl •■as 322 8 1 rP I £ S.S asgfi2«2S225g522563gfig2 #3223 £33233 3 3333@g 560 §3s38 506 SSSSgg|SgSgS33SSgSSS3S^r: S*|g?®§3 Sii-KOXC 3 COStaacDOQ^rH^gOk^iCOtOfc-aBM^CDCDOO^MOQSt Hi>i-lCO COt- jfc-rHr-i c* COSi^HJCO^ao^O^OJ^OSCOCOCC^C® j 0® COO® t— 1 c® iCCOCOCOr-i COi^COOigOi 1 -HO J t— 1 o o © (MHOWCiCOHOCOHHOi-OiOiCviON jCiCOWCH COXWKO CQ Oi ~ tM OiOC> |oHH O rHT-i-HCOrHT-Ht^^-lOlt-T-iT-HO^rHrHrHrHrH |HCOHHN CN> LO T-l r-l r-t rHCOrH-rH G5 t-H *:£ lllUo _ ^8 StliyiilIllilll!l!?'P^i ^HiIoq|£5k£££4wJ^§§I£(2:/5 •g P. O M2*t& 1 « pllilli” s in .3 sSll mill s sissimisiiiiiiiiiiiiii iisii susii Table 7. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of oyer 8,000 inhabitants, 1902-3 — Continued. 1436 EDUCATION REPORT, 1903. •sasod.md xootps .ioj pasn Aj.iQdo.id onqnd jo enxuA si? gg< ooc ifQ > C'i io 3 3 >S8SS88c JOO’i'tCOOt 3 3 3^83^33883 i— I rH .v. O ON(S« •siooips OIX -qnd xi^ ut Apnjs JOJ SgUTJJIS .IO SJ’BOg 00 coo •-r - : 00 CO CO o io ^h^qhncccoo^ 00 CO HHQOC5NWNWO) O CD O.tC pj bo 60 s| I 0 beg 0S ffl ffl pi p o o £6 CO CQ fflrrtrj ffl ® gg!>gg ® ffl p p o o ££ ,p p ffl ffl 33 £ be p.s ;® 3 Oh .£» S rP !>> «P npr-; t»o m in cS HH

occ^o •8X^W -p-g ce fl|| oJjj= SS(S5 o W >» ?pcj^AOS ffl o 3 += -p ao ph>. Hji-sM^COCCOQCQOQ!^ h OHW CO 00 CO Oi O* (M 5^+iiOCD 00 CQ CO l SslO* GQ G*Q*§l^'Cst&&Gfe-rHiOCDb-00 CITY SCHOOL SYSTEMS. 1437 §§ 111 iiilisill SI ill iililil ji Hill lllliiilil imm siliiiWia II ill i ©fs? r-7 lllll r-TlO CO r-Tr-T mils §831888 858885S881 OCiCSlCC©i:® i-Tr-T©! CO x® IOC© r-l CM r-f £83 ■NMiXI-iIC: XCt-CONO cacooat-pcoo ngeooiscss® Oir-iSSi-i '©!r-l ©i :© iCOlCOriCO COCO OCCOO :HiO0C®HOiSO ©-rj © pi c n o g o ;os HoCCflcfl-fl c£ccOj:3o ii i © oo © © ao © 8 oSoc$cX CPlO|p5§ {Zbofcfcifc*! £«^C©^ ! s 9 c © IS 125 ! S IL 2l§ Jl525s5 "552555 ES 1255 §§ g§3 £333885*331 £gggggg$Sfjg$i838 8§88S|£!i§!5 HI £§3&gg§$£ glgpgg^SggSSSsS 8§88£|S8S8 C®^# -HCOCO ©3 in CO 03 t- O ^ CO ©Si-it^OIt-CCCOCDOIi-iCOOi'*'#© ©4 £- fc- i® CO £- CD i® ©2 t* «i© Ot-Ii-ICOCO'^CSiCCO 11 10 11 1 11 11 * 17 03 02 O 03 if? 03 ZD r-iCO OOOtMHHiONH o>(M»oioroio ovirgr-icoci co HiOOlO^COOH^H i-i©3 CO ©2 ©2 ©r-irHr- l©2CO'^CO©2 03 CO CO r-H CO 00 $3 03 fc- CS rH 03 03 CO i® © t- 00 35 CO CO CO CO C© 8SB8888S88 8888888188 888 8888c©Scoc©c© * Statistics of 1901-2. c In several grades. e Sewing only. « Special manual-training high school. d In 1 high school and in 3 elementary schools. / Value of buildings. & Value of schoolliouses and sites. Table 7. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over S,000 inhabitants, 1902-3 — Continued. 1438 EDUCATION REPORT, 1903. 1 to 11 . 1 1 to 7 CITY SCHOOL SYSTEMS. 1439 mi min i iiiiiiiiiiii isi iiiiiii §Wl iiiWi s’ ®¥§iiisiiii¥ “’si i'sswssi : « rH * V * ,-T r-T t I II iigiiiiiii i Ksisei liSil 111 8 mil § § ii ©f^reoeogeor-Tciwfeis r-T rnr-Tco^oj -^gadof-** rHr-Tfcd 04 r— Tr-i KHN r-T 04 ©r-T ®8t-®§S10CS'0“3 os h«ohx*n '38&S3 ^3 ©^coot-co© ^ L- t- O OOOHgN jOHO O O | jrH^O ro ; ; ! HNOMH ©rHCO O ° i i i i ; O -^O ONOOJ-t-^OO© rH ©04 >040 ^0^2^ o O ;H ! | O 050 SjsSSs so m t- »o © © © © PJ fl fl f3 o o o . o £££ £ ■I sssjog o o ords o %%%<}<<& PC 8 rC 3 I ( ■3 © ®=0 £ !JNI lal .JzjJzjtz; >o5 a rt m ©2 3 33££ 3|88§2!S£38 £ 3 £338§83g§§§8 SS| 5fe8$?§s38 8 8& g§S£|§S8feSS8 o~ T— < 3 S55SSSS O IIS1I 3c5g ' 3883838 8 8 C0rH©HHg.**-^04O t-t O 04©«©rH 02 02^ 02 020^0 H4 H4 © 00 CO^jHO^I© jCO^rH CO j CO O CO CO 8 55 10 1 rHOr-H IQ j rH 02 r-i t- hH CO t-eo 0404^0|^ j 04 © © CO 02 ;O2O2*0O2 lO CO 02 O CO ©^© CO >002 020^ O CO t-o 1 6 7 2 249 5 1 1 1 rH rH J rH CO GO rH CO 02 CO 05 02 r-i 02 02 2 1 10 2 1 8 H- o ©CO gg^lggl §!! i til !j if lifi S2f!§sss*g nulling 5^ ^ iilislisii g 111111111111 in iiiiiliii i if itistics of 1901-2. & 68 elementary and 11 high. d Sixth to ninth grades in colored schools, es not include kindergarten seats. o Value of buildings and sites. Table 7 —Statistics of supervising officers, teachers, property, etc. , in public schools of cities of over 8,000 inhabitants, 1002-3— Continued. 1440 EDUCATION REPORT, 1903. •ssscxLmd xooqos | .ioj pesn A;.i0do.id I oiXqud jo anx'BA illliiillliliilililllilllilllliii |lW§l!¥lIgWiMlJi¥l¥§WllWlss' T CO'»«rH r-T I CITY SCHOOL SYSTEMS. 1441 gsg ii 38 mini mil i iliiiiiiilSiiiSSi ill! m S illslii :§s§s|‘ i isiiliiisiiswsi iis"i oi ; i : * ia ! ! !*o ii i it 0 § iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii in rHCO ; 04 CO OOCO t^04 04 CO 04'04 r-li-TcD 04 1-1 r- -l04 ©4 10 00 O 04 04 fc^COCO ' CO 04 04" 04 04 iff CO~ 04 > i-Tcg ^; © g§§Sio§. § § § g g c o o c o j i i1.; ij. © © © <-! ©oci— J © © © C S o o Pi s a c c c.£?o_g_g o o o 2s £ a * SoS co£ 8 If] s!i j i ! ; 3 ;; 2 $ ; \°i 1 ai UKianoma uiry . . OREGON. Astoria . nortiana . PENNSYLVANIA. Allegheny . Allentown . Altoona . Beaver Falls . . .D1 ciU.U.VJ^iV - Bradford . Butler . . . Oarbondale . . Carlisle . Chambers b urg . Chester . . Coin mViin. Danville . . DuBois . L/umnurt5-- . - . Duquesne . Haston . . Erie . Harris ourg . Hazleton . Homestead . Johnstown . IjfctllCctftLUr . . Lebanon . iviciieesport.- . Mahanoy City . Meadville . Mount Carmel . Nanticoke . N ewcastle . . . iNumsbowii . - . . Oil City . . Philadelphia . . _ Phoenixville . Pittsburg . . * Statistics of SIS 33 33 3iS33§31S3Sll3§131f3SlSlllS§§3Sl5SS ED 1903— VOL 2 - 15 * Statistics of 1901-2, a Thirty elementary and 2 high., h Does not include furniture, Table 7. — Statistics of supervising officers, teachers , property, etc., in public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. 1442 EDUCATION REPORT, 1903. IglllSlStllSlllli II Hilllllll CITY SCHOOL SYSTEMS, 1143 8iSS pit g g S sin§8 1**111 miiiiiiiisiiiiiii »|sSIIIIS3i^Sls's's" II l¥ in sfgg Sill B mill siisiiiiiii ii isin Si III fcrotT-r,-r si lOrici^OCs' CO oir-Tr-T n' C* c: c: o J-i M -N ^ §T S- 2 § § § § b-fc-ilzjsifclfcfc&fc S $3 §2 §a§ o o o iXr-’ ^Hr-.r-THr-;HNn--H L- C* CQ CC § ? Or-iOOOOOOr- OOO 1-05 H Hr-i HHHHHriH ^Ci HGir-i ® ill' 855: !rfl MM3 ffelliftliJi I £ i o « «/ - k. .3 II 111 §2 = 3 iClQiT!»n — i sllsll llillllSIIlSIlllls II 131 * Statistics of 1901-2. a Also in evening schools. Table 7. — Statistics of supervising officers, teachers , property, etc. , in public schools of cities of over 8,000 inhabitants, 1902-3 — Continued.. 1444 EDUCATION REPORT, 1903. •sesocLincI jooqos .xoj posn A jjodojd oi^qnd jo onx'BA ooocooo 838888 OOQO ssis r-Toeco OS IQ •sjooqos oij -qnd xi'B ut Apnjs JOJ sSmjJIS JO SJT38g l © CD O^.JfooO Pi Pi PI o o o ,0 •poo d o 'd rd d o © £ §a O-g. . .§ § ftS 3 CDr^ eg J § So ^co • SSpwJSpiS th ,-h <1 <5 P go CO- CD ■i lO t* $ •©X'BTne^ oj co co r-i co CO OS CO t- CO iO '9I®M OS 1-- CO UO CO (^HHCOCJCO gG q-Ejoi •0X13010^ CO JiOHCOt-CS« 05 t-I iO i-4 CO r •OX'BK : « d:Sr2ro ftO £ I 6 2 MSSsfeV S-d,d 3 •a i © o-S g.2 O |a -t-1 _ H cc p- O T-p © g p U © fg ©•-< (3 d^d+s s »dO Orf jl eg ^ © ©, d k. K. MHoQaQt^^ _ be d o s* o+ss bo •8 yg.g -I 2 ® CO^J^CNCOC^OHW 'OiCOLOLQlOOOLOiO CO^iOCONCOO JOiOiOiOiOOift lO lOiOOOiOlO OHNCO CO CO CO CO lO lO IO +? Pi r2 C3 p5 « CITY SCHOOL SYSTEMS. 1445 I ll ilillllilllii ill I I i H liiMlSlSISl'S *8'* S' 1 I II IllllllliglSi 818 1 I of T-iCO COCO Oi r-^lOCO dScO CvTcvTlC lO hVh CO rH oc 05 00 CO o O CO r-l O i - CO T- OO OOOOOO - O >0^00 ^ oo co^noow o 05 1- o o coco «! I '®HH ' "-1 ' 1 ' ' fl A gS^gfJgg^TLfl O 0,2 1>>° O.rt0O O o3ccS-£Po Jzs csfcMfcfcfcrH*-'-0> II .a I * II i|i i f| lll^llllalll III I I III £ 6. i ii siggigiisigis in i is S> p ■« « 31 rQ £ -g rO « * s 1446 EDUCATION REPORT, 1903, Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1902-3. 1 2 3 4 5 6 8 9 10 11 12 18 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 84 85 36 37 38 39 40 41 42 43 44 45 46 47 48 51 City. From State ap¬ portion¬ ment or taxes? ! From city ; appropria¬ tions or taxes. From ! county From j and * all other j other sources, taxes, j Total. - Amount available for use during the ; year, a 1 2 3 | T . 5 6 7 ALABAMA. 87,362 $2,100 . . $1,096 $10, 558 $10,558 Birmingham. . 19,179 25.000 $6,055 10,023 60, 257 76,544 3.400 3,940 7. 310 7,340 25.161 80,693 j 5,138 110. 992 Montgomery ... _ 9.704 28.489 _ — J 673 38,866 38,866 Selma . . . . . 7.900 9,000 16.900 ARIZONA. 23,000 ARKANSAS. Fort Smith . . 4, 781 26.707 8.302 39.780 118,492 Hot Springs . 4.000 2o;qSj 3,000 27,000 29.500 Little Bock . . . 17.533 ! 67.741 617 85.891 93,814 Pine Bluff. .. _ _ 5,000 7,000 18, 000 30,000 30,000 CALIFORNIA. Alameda . . . 42,347 39,138 28,427 313 110,225 221,401 Berkeley.. . . . . 41,737 27,372 33.559 _ 102,668 108,137 Eureka.. _ _ _ _ _ | _ Fresno . - _ _ 25,775 28.694 17.377 2,055 73,901 160.548 Los Angeles . _ 1 252,181 108.946 178,753 ; 3.511 543.391 743.634 Oakland . _ . . . 148,059 100, 713 111.909 14,187 374:868 384.733 Pasadena . . . . 28.647 20,761 20,591 438 70’ 437 207.328 Riverside _ _ _ ! 18,856 15.000 11.428 _ : 45,284 52.784 Sacramento . ...1 52,260 31,754 85.965 | 250 170.229 183,238 San Diego . . . . .1 26. 755 42.792 21,066 j 419 91. 032 97.654 San Francisco . . . ! 777,106 405,338 _ ! 65,691 1,248! 135 1,392.354 San Jose _ _ 1 53,255 15.687 : 53,932 j 5,248 128.122 128,122 Stockton . _ _ i 26,222 41,286 | 16,267 400 84,175 96.056 j Vallejo _ ...: 15,623 15,426 10,639 _ 41,688 49.785 COLORADO. Colorado Springs . . . 5.000 114,314 60.387 5,215 184,916 288.987 Cripple Creek school district* 23,854 (137,! 349) 18,527 177.730 190.944 Denver . . . . . b 707, 031 <* 863, 211 26.813 1,097,055 1.241.722 Leadville . 35,773 1 21,451 9 57,233 67,671 Pueblo: District No. 1 . . 23.965 106.811 _ 130,776 135,426 District Ho. 20 27, 187 97,003 11,087 7,975 143,252 CONNECTICUT. 1 Ansonia . i 7,000 40.658 47,658 47,658 I Bridgeport _ 39,827 152. 098 63,237 . 255. 162 255, 162 Bristol . . ; 4. 997 25,904 14,262 : 1,475 46.638 54,317 Danbury . 10,537 46. 725 32,052 1 2,707 92.021 i Hartford. . . . .‘1 d 193, 829 e 182, 459 376,288 717,422 1 Manchester: . i ' Town schools . . . 3,026 | 11,684 14,710 14,710 Ninth district . . . . 3! 509 1 21.071 ; . . ! 800 25,380 25.380 Meriden . . . . . 1 15, 632 69,126 j 84,758 84,758 Middletown . _ N augatuck * _ _ _ _ / 32, 134 1 15,258 | 427 i 47.819 52. 681 New Britain 14, 675 93.866 108,341 108.341 New Haven . . ... 438,249 i 438,249 468.021 New London . . . . . 8.602 46.500 . 1,239 | 56,341 56,978 Norwalk . 10,510 48,189 | . . 1.127 ! 54,826 Norwich: Central district . . 3,751 29.733 i 12,888 883 47,255 47.538 West Chelsea district 8,001 7. 975 _ ..... 162 i 16,138 17,372 Stamford . . . .: 10,908 1 74. 981 _ _ 4,109 i 89,998 89.998 Torrington . . .' 52! 634 52,634 Vernon . , Wallingford (central district) . . 1 9 18.000 | e 46,086 . . i 64,086 1 64.086 * Statistics of 1901-2. a Includes balances brought for¬ ward, receipts from loans, etc. b Special fund. c General fund. d From the State and the town. e From district taxes. /Includes State appropriations. u From town appropriations. CITY SCHOOL SYSTEMS, 1447 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabita nts, 1902-3 — Continued. 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 69 70 71 72 73 74 75 76 78 79 80 81 82 83 84 85 86 87 88 89 80 91 92 93 94 95 96 97 98 99 City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other 1 ! source.:. Total. Amount available for use during the year. 1 2 3 4 5 | 6 7 Connecticut— continued. Waterburv _ _ _ - Windham « . - $32,974 4,428 $256,688 1 35,000 $1,336 1,524 $290,998 40,952 $313,498 35,000 DELAWARE. Wilmington _ ..... 25,548 199,478 $1,350 8,269 234,645 234,680 DISTRICT OF COLUMBIA. & 812, 798 812,797 1,625,595 FLORIDA. ... Jacksonville . . . Key West . . . . 8,026 430 4,866 9,550 61,333 16,500 17,843 1,416 87,202 11,390 21,366 87,202 12.812 21,366 GEORGIA. 7,945 25,551 39,282 11,400 499 19,844 : 184,286 ! 112,783 34,650 i 42. 660 1 19,844 184,286 158, 735 67,393 6,108 Columbus . . . 10,160 32,531 40,152 32,500 j 1 59, 660 85,104 127,152 Macon c... _ _ _ 50,000 2,573 85,104 1 127,152 i Savannah d _ _ _ _ 83,000 4,000 IDAHO. Boise. ... . . . . ILLINOIS. 1 Alton . . . . . ... 2,707 37, 183 4,375 597 44,265 63,974 32.141 53,413 99,150 46,597 37,169 98,998 Aurora: East side . . 3,721 59,656 e 31, 105 46,523 90,122 63,974 32.141 68;352 119. 465 West side . . 1.036 Belleville _ _ 2,818 4.238 2,537 1,535 4,790 102 1 Bloomington _ _ _ 1 Cairo . . . . . 1,813 1.952 44,682 47, 624 42.309 12,095.684 106, 243 I 152, 042 Champaign . _ _ 34,832 385 Chicago _ . . _ _ : 342,046 7, 196, 556 603,175 8.141,777 54,013 112, 40S 17,489 188,634 111,914 Danville . _ _ _ Decatur 4.579 74,380 16,292 ! 33,449 1,197 1 Dixon* . . . I East St. Louis . . . ... (/) (/) 21, 712 1 168,634 I 113,560 Elgin... _ _ _ 3, 277 108,423 i 214 1 88 ' Evanston: District No. 74 (North Evanston) * _ _ 268 10,100 10,466 10,927 District No. 75 .. . _ 8,005 401 80,129 130, 916 32,938 71.620 117, 620 District No. 76 (South Evanston) . . 849 31,104 32,354 55,938 | Freeport _ _ _ _ 2,042 3,350 2,326 7,831 53,041 ia 855 i Galesburg _ _ 109,810 84,993 44; 924 47.000 938 114,098 59.348 93, 684 | Jacksonville... . . 1 Joliet _ ... _ 56,681 341 ‘ 860 79,370 138, 604 82,401 Kankakee _ _ 2,193 705 47,822 Kewanee. . . . . 1,248 2,048 912 49,160 36. 718 31,271 63,160 38, 718 31,444 i Lasalle _ _ j Lincoln . . . . 21,438 4,873 8,359 Mattoon... .. ... | Moline _ 1.349 80,835 3,697 1,372 85,881 5i; 903 111.380 j Ottawa . . . . 1,882 48,649 65,173 Pekin . _ Peoria _ _ 1 10,676 6,848 4,800 2, 894 309,586 90,472 3,437 102,936 5,822 437 328,084 97, 757 507,937 Quincy . : . 103,071 208.965 147,074 Rockford _ _ . 84,797 93,034 Rock Island . . . . 2,744 108,574 * Statistics of 1901-2. a Includes Willimantic. b From the Federal Treasury. c Statistics of schools of Bibb County. d Statistics of schools of Chatham County. e Includes receipts from other sources. . / Included in other items. 1448 EDUCATION REPORT, 1903, Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1 902-3 — 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 i Illinois — continued . 100 Springfield . $6,326 $121,740 $854 $1, 940 $130,860 $151,037 101 Streator* . 3,000 31, 251 7,757 42,008 68, 420 102 1,615 38,927 5,001 45,543 89,552 INDIANA. 103 Alexandria . 104 Anderson . . 19,161 58,904 11,144 89,209 136,814 105 Brazil . . . 106 7,707 26,933 34,640 56 189 ior Elkhart _ _ 15,254 22,291 23,225 60,770 60, 770 108 El wood ._ . . . . . 109 Evansville . . 197, 008 199,987 110 Fort Wayne _ . . . 56, 548 86,438 723 143, 709 238,466 111 13, 151 36,593 9,650 59, 394 88, 742 112 Huntington . . . . 43, 875 67,420 113 Indianapolis . . . 162,403 640,173 12,782 48,533 863,891 1,202,698 114 Jeffersonville _ _ 10,043 24,962 2,942 10 37,957 58,473 115 8,680 33,645 5,206 47,531 74, 620 116 17, 731 68,843 86,574 127,614 117 118 18,560 56,453 32,426 107, 439 141,523 119 Michigan City _ _ 35,419 69,723 120 Muncie _ _ _ 16, 492 29,502 50,173 1,885 98,052 137,930 121 Hew Albany.. . . . . 18,033 36,861 4,155 59,049 109,565 122 Peru . . . . . . 123 Richmond 13, 319 63, 125 4, 159 80,603 119, 277 124 South Bend . . 46,468 109,420 300 3,021 159,209 315, 195 125 Terre Haute _ _ _ _ 44,422 6,303 123, 368 5, 171 179,264 242,807 126 Vincennes . 9,712 19,530 1,265 30,507 35, 132 127 Wabash.. . . . 41,242 47,206 128 Washington . IOWA. 129 Boone . . . 2,429 37,428 300 40, 157 48,980 130 Burlington . . 7,922 85,405 1,200 94,527 114,541 131 Cedar Rapids _ _ 8,989 152, 087 161,076 144, 483 132 Clinton .. .. . . 5,785 66,746 694 73,225 96, 983 133 Council Bluffs . . 8, 034 122, 294 10, 277 140, 605 140, 605 134 Davenport . 14,560 166, 666 11,603 192, 829 274, 706 Des Moines: 135 Capital Park . . - 358 7,382 29 7,769 12, 081 136 East Side _ 6,211 a 74,670 432 81,313 113, 756 137 West Side . ... _ . .1 210, 800 389, 426 138 Dubuque . . . . 12, 134 111,800 158 124,092 125,315 139 i Fort Dodge . . . . 140 I Fort Madison.. 141 Iowa Citv . . . . . 1 142 | Keokuk _ _ _ 4,301 54,264 58, 565 59, 266 143 Marshalltown . . 2, 724 60, 474 2,647 65, 845 66, 545 144 Muscatine 4.866 39,506 1,970 46,342 73, 386 145 Oskaloosa 2, 067 36, 740 521 39,328 45, 067 14-3 Ottumwa . . . . 6, 445 79,153 182 85,780 86,230 147 Sioux City . . . • _ 12,438 163,065 1,486 176,989 Waterloo: _ 148 East Side _ _ _ 3,563 39,126 183 42,872 78,940 149 West Side. . 24,867 24,967 38,153 KANSAS. 150 Atchison . 5,326 30,433 . . 1 1,368 37, 127 52,375 151 Emporia 2,469 36, 104 1,058 39,831 39, 721 152 Fort Scott . . . 5,685 19,844 2,536 28,065 29, 682 153 Galena _ 3,002 10,977 33 14,012 14, 831 154 Hutchinson _ _ 2,299 31,945 248 34, 492 34,923 155 Kansas City . 13, 929 230, 162 2,494 246, 585 252,854 156 Lawrence 3,027 29, 275 1,476 33, 778 33,778 157 Leavenworth 5,612 54, 767 2,603 62,982 124,530 158 Parsons . . 159 Pittsburg . . . 2,296 24,203 205 26,704 88, 598 160 Topeka .. 9,880 159,440 3, 709 173,029 179,392 161 Wichita _ _ _ _ 6,793 74,512 1 1,645 82,950 82, 950 * Statistics of 1901-2. . « Includes city appropriation. CITY SCHOOL SYSTEMS 1449 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From I county and other taxes. From all other sources. Total. Amount available for use during the year. 1 2 3 4 5 6 7 KENTUCKY. I 162 $5,341 43,240 6,176 7,200 $10,342 36,131 14,218 29,597 46,859 417,515 37,009 $151 769 $15,834 80.140 20,983 40.140 71,618 571, 257 62,996 42,574 32,694 $17,429 163 106; 112 26,433 40,140 93,802 746,382 77; 246 45,137 51,411 164 589 165 166 3,343 2,174 10,439 414 22.585 167 143,303 25,573 10,042 13 649 168 169 30,767 1,765 170 Paducah . ... 18,325 . 720 LOUISIANA. 171 Baton Rouge . . 8,000 62. 046 2.000 $5,000 15,000 15,000 533.477 172 401,550 3,500 33,157 1,864 496. 753 173 8,638 14,604 28,606 29.277 MAINE. 174 10,979 8,150 17,038 8,521 32.500 9.346 88.500 27,300 15. 450 1 575 44,054 17,496 106,002 36.121 30’ 369 44,054 17, 496 175 176 177 Bangor . . Bath _ _ _ _ 464 3G0 106,002 36,121 30,369 178 Biddeford* . . 179 180 Lewiston ... . . . Portland * _ _ 23,574 39,820 5,822 9,368 45.000 63,779 330 68:904 103,599 22,776 68,904 103.599 181 Rockland .. _ _ _ _ 16,750 204 22, 776 182 | Waterville _ _ 15,250 73 24,691 24,69l MARYLAND. . 183 Annapolis . . . | 184 Baltimore. .. .. _ .. 281,938 ai, 423,122 4,801 1,709,881 1,709,861 185 Cumberland.. .. . . . 186 Frederick _ . . _ _ j 187 | Hagerstown _ _ _ MASSACHUSETTS. 188 Adams* . . . . 39,103 25,600 43, 490 59,332 67,000 39, lfi3 25,822 43,633 61,272 78,735 39,103 25.822 43,633 189 Amesbury . . . 222 190 Arlington _ _ _ _ i 143 191 Attleboro _ _ _ _ _ 1 1,163 396 61. 272 93, 735 192 Beverly .. .... _ 1 11,339 193 Boston . 4,313,858 179.664 257,669 4,313,858 179,664 194 Brockton .. . . . 178,032 257,669 1 1,632 195 Brookline* _ _ _ 1 196 Cambridge _ _ 430,604 51,019 481, 623 599,455 197 Chelsea . . . . 198 Chicopee. _ _ 1 62,726 62,726 62, 726 199 Clinton . . . . i 76, 737 76, 737 76, 737 200 Danvers *. _ _ _ 1 35, 635 1,339 36,974 147, 993 36,974 201. Everett. . . . 1 125,000 311,502 145,879 45,000 42,050 94. 742 22,614 379 151,923 202 Fall River _ 311,502 146,479 203 Fitchburg .. _ _ _ _ 600 146, 479 204 Framingham _ _ _ 1,179 419 46,598 42.406 46.598 42, 484 205 Gardner . . 356 206 Gloucester _ 94; 742 94. 742 207 Greenfield . . .. _ 45, 521 1,345 458 46, 866 144,630 199, 887 47,917 82! 869 144:630 208 Haverhill .. _ 144. 172 209 Holyoke _ _ 198,160 47, 917 1,483 244 200,061 210 Hyde Park. 211 Lawrence 239,839 61,750 239,839 62,335 239,839 212 Leominster * _ 585 213 Lowell _ _ 342,922 251, 758 342,922 342,922 251, 758 214 Lynn... . . _ 251, 758 215 Malden _ 213,387 56,500 152,288 81,247 34,000 3S;400 213,387 56, 700 152,537 213,387 56,700 216 Marlboro . 200 217 I Medford . 249 152,537 81,247 34, 120 218 i Melrose . 81. 247 219 j Milford _ 116 34,116 220 1 Natick . . 569 38.969 38,969 * Statistics of 1901-2. « Includes §861,384, appropriation for sites and buildings, which is not under control of school board. 1450 EDUCATION REPORT, 1903, Table 8. — Statistics of receipts of public schools vf cities of over 8,000 inhabitants , 1902-8 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or From county and other taxes. From ail other sources. Total. ] Amount available for use during the I year. 221 222 223 224 225 22i ; 227 288 229 2S0 231 232 283 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 MASSACHUSETTS— continued. New Bedford . Newbury port. N ewton . North Adams Northampton Peabody . Pittsfield _ Plymouth _ Quincy . Revere * _ Salem . . Somerville _ South bridge . . Springfield * . . Taunton _ Wakefield _ Waltham . Ware _ Watertown ... Webster* . Westfield . Weymouth ... Woburn . Worcester _ $237, 500 I . $7,205 « 36, 21 208,749 89,380 67,282 41,000 119, 782 42,455 $2, 570 1,367 55,000 119,567 356,327 25,225 433.695 112,065 | 59,094 1 212,770 31,000 43,000 19,600 1,123 1,645 MICHIGAN. Adrian . . Alpena* . . . Ann Arbor . Battle Creek . Bay City - - Calumet school district . Detroit. . . . . Escanaba . Flint _ _ _ j Grand Bapids _ j Holland . . Iron Mountain _ _ _ , Ironwood . . . | Ishpeming . ! Kalamazoo _ _ I Lansing . . . . i Manistee . . . Marquette _ _ j Menominee _ _ _ I Muskegon _ _ Owosso . . Pontiac . . . . Port Huron _ _ Saginaw: East Side . West Side . . Sault Ste. Marie . . Traverse City . . . . West Bay City . . MINNESOTA. Brain erd. ... Duluth . Faribault . . . Mankato _ Minneapolis St. Cloud ... St. Paul . Stillwater .. Winona . 86, 10, 8, 12, 24, 21, 224, 8, 17, 11,658 66, 505 64,441 560,920 461 515 1,208 1,885 94 54 105 913 24,387 6,654 3,628 1,346 377 24, 420 14,584 48,909 99,608 59,202 (92,915) 998,873 25,853 51,983 238,740 20,000 50, 155 400 592 4,884 446 300 1,029 282 6,900 1,154 46,942 60,935 80, 216 48,800 34,755 4,669 632 4,926 16; 566 214 2,613 85,786 186 4,919 $244,705 a 37, 485 211,319 89,380 70,534 41,094 119,782 42,509 109,140 56, 228 122,125 356, 327 49, 612 440,349 115,693 60,440 31,377 43,000 20,223 71,381 67,466 64,741 594,818 32, 775 25,965 64,447 113, 774 88,240 119,138 1,2:39,512 39,028 72,494 398, 702 26,637 63,360 722 1,893 5,500 595 2,902 18,994 1,399 29,635 |. 76,054 I 19,748 36.579 . 39.580 . 13,273 3,640 83,356 I 46,575 j 50,000 40,934 34,615 4.150 2. 164 120.314 4,100 5,408 2,109 6,500 770.498 2,442 578,680 11,053 1 50,143 197,984 20,323 21,981 ”9’ 70l' 1,150 14,857 524 2,613 900 4.397 2.670 66,613 76,933 101,601 76,402 54,251 42,281 124,047 30,235 43, 577 51,606 109,968 63,817 58,295 364 52,956 1,776 972 1,000 15,085 770 234, 375 27.554 9,664 905,897 29,293 584,088 448 I (1,345 ! $37, 485 89,380 70,534 41,094 119, 782 43,169 109, 140 56,228 122,125 356,327 50, 751 610, 796 115, 693 95,974 228,292 31, 477 43,000 22, 264 67, 466 84.048 599, 303 38,775 33, 369 79,598 122.257 107,379 173,408 1,341,857 64,860 144,350 511, 232 36,921 75,326 92,016 84.866 149,393 107:635 62,856 145, 746 34,683 43. 577 57,042 119,080 67,726 78,295 29,252 52,956 315.915 37,103 27,478 1,132,851 29,526 584,088 101,943 * Statistics of 1901-2. a Not including amounts appropriated for buildings and repairs. CITY SCHOOL SYSTEMS 1451 Table 8. — Statistics of receipts of public schools of cities of over 8, 000 inhabitants, 1902—3 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. | From county j and other j taxes, j From | all other sources. Total, j Amount available for use during the year. 1 2 3 4 5 6 7 MISSISSIPPI. $12,375 1 $1,700 $20,333 $50,533 2S4 iL500 13, 250 $4,500 29.250 •N.=> 7; 731 8.627 16,358 19.990 288 Vicksburg . _ _ _ 5,642 21,524 4,460 31,626 34,957 MISSOURI. 287 34.194 41,575 288 Hannibal _ __ ... . . - 8.801 34,993 996 I 44.790 57, 809 289 13:606 290 11.896 64,177 ■ 3,700 j 79.773 84,356 291 Kansas City. .. . . . .. 105, 475 753,711 j 27,592 i 886.778 1.389.163 292 Moberlv - -- . . — 7.949 11,638 1 9,287 507 ] 29.381 31,318 293 St. Charles - _ ■ 16: 474 291 St. Joseph . _ _ _ 43.2S0 201,454 i 4,343 | 249,087 361.167 295 St. Louis _ _ .. _ 193,099 1,612.237 i 319:624 1 14i: 185 j 2,266,145 2.535.470 298 6,927 46 367 i 2:243 ! 1 55. 537 119. 929 297 10,014 5i; 807 4,776 | 66:597 82.245 298 Webb City . __ . 29,628 MONTANA. 299 48.000 300 Butte _ ... ... . ... _ 30.372 213,288 j 18,465 1 262.125 496.125 301 Great Falls _ _ . 8,358 48.700 S 16.166 300 | 73,522 108.633 302 Helena. 8.940 63,617 1 '250 ! • ; 96,135 NEBRASKA. 303 Lincoln _ _ 18,096 41,834 86,487 j 1,816' 148,233 148. 233 304 Omaha. . . . . ! 41.613 234,423 266,333 542.369 835. 771 3135 South Omaha. . . . . 5. 503 76,000 5i,oi§ ! 132,522 I 165,041 NEW HAMPSHIRE. 306 Berlin . 584 14,500 3,731 18,815 18 815 307 Concord (Union district) _ 64.860 66.732 308 Dover... . . . . 928 35.950 1,511 3i . 389 38.369 309 Keene (Union district) _ 788 | 27,606 1,784 30.178 31.470 310 Laconia _ _ _ _ 22.000 22.000 311 Manchester- . _ .. ... ! 2,834 i 133.527 136.361 136. 361 312 Kashua . . . . I 36,486 28.000 j 4.121 68.607 68.607 313 Portsmouth _ _ 802 | 37; 355 4,081 42.238 | 42. 341 314 Rochester _ _ 28, 535 40,954 NEW JERSEY. 315 | Atlantic City _ _ _ 42,450 59,654 205 i 102,309 128,963 316 i Bayonne _ 1 . . . . . 147,425 259.925 317 Bloomfield . . . _ 23,190 33,500 3,020 59: 710 63. 876 318 Bridgeton. . i 13,486 24.389 985 38:860 319 Camden _ . _ i 86, 706 195 494 2 869 285 069 295 864 320 East Orange .. . .. . . 49. 391 102.997 468 152’ 856 205.681 321 Elizabeth * _ _ _ I 52,182 75.568 57,813 185,563 183.324 322 j Hackensack * a _ j 13, 843 30.075 1,692 45,610 46.995 323 Harrison . . 7.000 5,000 2,000 14.000 324 1 Hoboken _ _ 1 81.302 112,567 1,608 624 196. 101 m i2i 32.5 j Jersey City _ _ _ i 248.933 309. 907 1 193.302 752:142 ! 1.0S3.952 326 j Kearney .. . . . . 8,368 22.865 9,767 963 41,963 80.073 327 | Long Branch _ 26.068 44,946 2,498 73.512 328 | Millville _ _ .... ! 13.041 15. 059 74 2S.174 29.975 329 i Montclair. . ; 33,309 86.500 10,221 m 030 I 166.051 330 j Morristown . . . ! 13.250 29; 500 1.269 44,019 65.532 331 Newark _ _ .420,563 557, 500 ! 5:366 983,429 1,111.160 332 N e w Brunswick .... _ 19. 778 47. 750 LSOS 68,833 72,404 333 ! Orange . . . ! 37,175 4o;ooo 334 i Passaic _ _ _ | 3S, 779 70.486 3,271 112,538 i 189.196 335 Paterson . . . | 132.507 185,000 ! 17.508 335,015 339.170 336 Perth Amboy _ ! 17.656 26,000 35 43,691 80.691 337 Phillipsburg'. _ . 1 13,075 20, 495 363 33,933 34.059 338 Plainfield _ ; 23. 807 64.475 1 3,5S7 ; 91, S69 111,921 * Statistics of 1901-2. a Jfew Barbadoes Township. 1452 EDUCATION DEPORT, 1903, Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. ! From ! all other J sources. j Total. - 1 2 3 4 5 6 new jersey — continued. 339 Rahwav _ _ _ $12,448 $11,500 $1,644 $28,592 I 310 Town of Union . . 21,963 29,850 2,943 57, 756 341 101,895 91,300 3,213 199,408 342 W est Hoboken . . . 35,146 33,232 569 69,947 NEW YORK. 343 37,276 274,464 311,741 344 Amsterdam. . 9; 539 51, 487 322 61,348 345 Auburn . .. . . . 16,250 87,500 | _ 2,016 105,766 Batavia _ _ . .. .. $31,502 1,191 39,018 347 25.365 115,595 3,460 144,420 1 348 Buffalo . . . 147; 865 1,358.366 E589 1,507,820 349 Coboes . . . . . . 9,519 56, 462 272 66,253 Corning: 350 District No. 9 4, 106 18,220 22,328 ! 351 District No. 13 * _ _ 2,398 7,117 220 9,735 i 352 Cortland. . . . . 3,954 18,600 1.181 23,735 1 353 Dunkirk . _ ... 6,219 ' 48,000 1,032 53,251 354 Elmira _ _ _ 20,888 87,903 6 108,797 355 Geneva . . . 7,387 35,521 435 43,343 356 Glens Falls 357 Gloversville _ _ _ _ _ 9,974 50,005 1,744 881 62.604 j 358 8,976 33.923 660 43,559 359 Hudson _ 5, 033 15:000 1.883 21.966 360 Ithaca _ _ _ _ _ 9,559 44,250 7,335 61,144 361 Jamestown. . . . . 14, 314 73,565 3,891 91.770 362 Johnstown _ 6,977 31,147 445 ! 38;569 363 Kingston. _ _ ... J 12,091 78,358 22,206 4,188 1 116.843 364 Lansingburg _ _ 9,043 43, 138 505 52,686 365 j Littlefalls _ _ .. 5,171 18.303 792 24.266 366 Lockport . . . 11. 405 54,343 3,089 68,837 367 Middletown .. 7, 584 38, 570 13,617 59,771 368 | Mount V ernon _ . . 1 13,319 143, 754 11,169 168,242 369 : Newburgh _ .... . J 11,657 71, 827 3,872 87,356 370 New Rochelle _ _ _ . 1 132,178 10,098 1,653 j 143. 929 371 New York _ _ _ 1 20. 421 : 389 372 N iagar a Falls _ _ 1 11,537 j 112, 118 435 I 124,090 373 North Tona wanda* _ 7, 592 44,421 2,850 54.863 374 j Ogdensburg _ _ . _ _ 1 7, 696 25, 470 412 33: 578 375 j Olean school district _ _ 8,466 41.948 736 51,150 376 ' Oswego . 10,288 40,000 2,085 52,373 Peekskill: | 377 District No. 7 (Drum Hill) 3,180 18,134 503 21,817 1 378 District No. 8 (Oakside) . . . 2,600 12,300 400 15,300 379 Plattsburg* . . . 5,831 17,441 1,381 31,749 56:402 380 | Port Jervis .... _ 7,007 29,172 621 36,800 381 j Poughkeepsie . . ... _ 11,774 68,300 2,620 82,694 1 382 Rochester . . ... 77,288 645, 775 8,656 731,719 f 383 1 Rome . _ 7, 569 36,552 2,443 46,564 ! 384 ! Sara toga Springs * ._ 8,458 47, 936 56,394 385 | Schenectady _ . . 13, 178 86, 780 2,095 | 102, 053 386 Syracuse _ _ ... 59. 305 382. 197 2,836 444,338 387 Troy . . . . 27.408 123, 461 1,140 1 152, 007 388 ! Utica 29,220 164. 000 2,772 1 195.992 389 ! Watertown _ 14, 810 70,166 845 85:821 390 ! Watervliet . _ _ _ _ 5.288 14,972 14, 770 I 523 | 35, 553 391 ‘ White Plains . . . . _ 1 5, 355 45,647 896 51.898 392 Yonkers _ _ 23, 321 271,967 1,678 296,969 NORTH CAROLINA. 393 Asheville . . ... 17,455 7,100 1.529 26,084 394 Charlotte*. _ 16,006 11,250 1,046 28,302 395 Concord _ . .. 3,600 6,000 9,600 396 Durham . 397 Greensboro _ 6,600 j 15.000 21,600 398 j Newbern . . . . . _. - 3,258 I 3,9.6 1 734 7,942 399 ; Raleigh ... . . . . . j 11,102 i 15,853 j 26,455 400 ! Wilmington. .. ... ... 1 401 1 Winston* _ _ _ _ 1 9,000 • 5,200 1 14,200 ! * Statistics of 1201-2 Amount available for use during the year. $28, 5S2 121.803 271,386 70,017 505,079 92,018 107,252 48,819 119,791 1,992,116 83,185 26,878 12.636 25,529 61,622 112,822 57,613 88,500 17.488 52; 797 64,103 127,887 42,290 116, 843 56, 156 41.184 82.165 102.514 219.234 127.356 173;901 12,271,699 278,288 81,014 37.496 72.988 52,860 40,142 28.773 58,624 40,206 115, 558 1,109,860 65,574 151, 888 761.171 160: 737 206,322 165, 747 89.741 83. 567 548,222 39,012 18.309 39.850 25,000 8,060 CITY SCHOOL SYSTEMS, 1453 Table 8. — Statistics of receipts of public schools of cities of over 8 ,000 inhabitants, 1902-8 — Continued. City. l From | State ap-i portion- j ment or taxes. From city appropria¬ tions dr taxes. From county and other taxes. From all other sources. Amount available for use during the year. 3 4 5 7 NORTH DAKOTA. 402 Fargo $45,600 403 404 405 406 407 40S 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 137 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 OHIO. Akron _ _ Alliance. _ _ Ashtabula _ _ _ Bellaire . . . Cambridge _ Canton _ Chillicothe* . . Cincinnati _ Cleveland _ _ _ Columbus* _ Dayton _ _ _ East Liverpool _ Elyria* _ _ _ Findlay*... . . . Fremont _ _ Hamilton* _ Ironton _ _ _ Lancaster _ Lima... . . Lorain _ Mansfield . Marietta* _ _ Marion _ Massillon _ Middletown *_ . . Newark _ _ Piqua*.__ . 1 _ Portsmouth _ Sandusky _ _ Springfield . . Steubenville _ Tiffin _ „ _ _ _ Toledo _ _ _ Warren _ _ _ Wellston _ Xenia . . . Youngstown . . Zanesville * . . OKLAHOMA. Guthrie _ _ _ Oklahoma City _ . . OREGON. Astoria . . . . Portland _ _ _ _ . PENNSYLVANIA. Allegheny . . Allentown _ Altoona _ Beaver Falls _ Braddock _ Bradford _ Butler _ Carbon dale _ _ Carlisle _ Chambersburg _ Chester _ Columbia _ _ _ Danville _ _ Dubois _ Dunmore _ _ _ Duquesne _ Easton _ 1 Erie . . . $19,697 3,947 1,919 5,042 4,125 16,058 6,280 177,827 165.040 52, 707 39,914 8,403 $211,283 29,058 15,160 27,085 27,732 112,139 40,112 741,046 1,922,463 431,733 360, 475 61,258 $4,856 1,827 3,925 2,424 306 1,706 1,029 31, 314 112,763 6,178 3,453 372 3,853 21, 719 574 5,916 5,349 28,272 23,497 $439 291 314 8,775 6,801 5, 965 73,287 _ 70,175 238 52,653 322 3, 542 382 2,967 24,037 6,168 37,355 737 240 4.000 7,605 6,510 8,285 14,833 15,928 7,146 5, 156 58,426 4, 745 3,885 3,572 20,460 5,406 10,000 9,538 33,901 97, 650 28,071 31,192 8,660 11.295 12, 793 10,053 11,401 7,812 7,342 28,899 9,928 7,193 8,682 10,404 7,871 20,919 42,317 33,000 53.939 40,388 (49,303) 72,258 156, 554 38,795 30,297 (433,215) 37,490 14,992 36,911 196,852 458 322 18, 759 45,000 12,615 122,574 516,208 119.030 125,030 21,405 49.250 47,758 42, 732 33,377 20, 746 13,381 82,127 25,819 11,466 32,883 36, 838 40, 555 80,304 156,424 24 846 268 9,552 195,439 463 1,106' 807 14 856 552 580 294 10.142 1,266 698 28,268 351 S81 12,012 11,146 7,090 1,451 7, 157 3,408 | 996 ! 837 i 1,167 309 3,996 228 118 634 1,898 4,347 1 235,836 34,832 21,004 34,561 32,213 129,903 47,421 950,187 2. 200’ 286 '490,618 403,842 70, 033 38,611 85,494 26,146 149,008 34,479 32.589 83; 288 82,062 80,756 59,322 27,741 43,763 37,000 62,807 46,912 58,444 87,643 173.082 46; 235 35, 775 499. 783 43; 501 19,599 68,751 218,509 78,655 24,433 55,000 32,686 333.926 625,004 154, 191 157, 733 37,222 63,953 61.547 53,622 29,725 21,032 115,022 35, 975 19,240 49,060 104,227 203, OSS $327,726 46,117 57, 706 53,616 47,220 196,317 68.926 1,058,410 4,039,657 814, 703 744. 699 122,097 37,276 39, 479 49,093 108,676 88,911 170, 793 72, 922 81,158 75,026 89,005 57, 3)3 87,420 118,041 246, 596 68,770 53.352 571,704 84. 794 30; 644 76.353 351,206 28,850 165,000 78,038 384,366 981.084 227.704 182, 215 39, 385 168, 792 104.542 66; 399 41,103 21, 032 250,590 40,136 20,825 91 , 701 172,582 214, 792 * Statistics of 1301-2. 1454 EDUCATION REPORT, 1903 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants , 1902-3 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. j From county and other taxes. From all other sources. Total. Amount available for use during the year. 1 2 3 4 5 6 7 Pennsylvania— continued. 468 $40,014 $164,290 $1,680 $205,984 ! $294,408 464 Hazleton _ _ _ '11,803 34; 206 1,032 47,041 53,589 465 Homestead _ _ _ _ 10, 565 34. 641 $37 807 45,050 46.050 29,082 128, 031 157,113 213,438 467 Lancaster . . . 29.988 88,298 2,616 120,902 125.369 468 14.003 43,827 5.487 63,317 81.529 469 27,905 127.283 5,072 160,260 272.110 470 IF 790 22; 133 262 34,185 45:364 471 s,m 30. 550 4.808 44.216 51.436 472 9,985 12,922 3,239 26,146 27,281 473 lOj 295 27,652 409 38.356 474 22, 325 97,250 1,187 120, 762 129.343 475 15; 4(3 63, 556 1,434 80,393 98,189 476 11.052 47,507 477 a 4, 950. 232 i 5.608.076 478 6.818 17,747 927 25,492 32.750 479 235,705 1,174.044 38,868 1,448,617 j 2,091,141 480 Pittston 1 . - . . . 9,645 17,616 481 9,986 16,296 30 26,312 28.312 482 12 '495 31.390 1,684 45,569 50,197 488 13; 393 39,348 484 70.045 192.639 754 263, 438 385, 759 485 82,527 324,319 3,925 410, 771 780.647 486 Shamokin _ 16,238 31,696 _ 1,057 48.991 1 t . 571 487 Sharon _ _ _ 7.658 23.611 :: 905 32,174 111.937 488 Shenandoah . . . . 17,181 41.840 440 515 59,976 78.805 489 South Bethlehem _ 10,193 28.567 20 95 38,875 87.624 490 Steelton . . . . . . 10.523 37, 779 16 880 49.198 72.073 491 Sunbury.. ... _ _ _ 8! 978 23.475 364 443 33.260 33.260 492 Titusville 8,171 16. 563 24, 734 39,355 493 Warren. _ .. . 7, 635 4i:432 j 494 W estchester 7, 553 28,382 I 2,711 38,646 40,829 495 Wilkesbarre _ . . _ _ 36,063 137.646 i 3,741 177.450 223,639 496 i Wilkinsburg . _ _ _ 10.299 61,410 373 72,082 136.082 497 Williamsport . . . __ . 25:239 72.431 ' 1.043 9S: 713 104. 216 498 ; York _ _ _ (.122 ,865) 1,017 123,882 186,518 RHODE ISLAND. 499 ! Central Halls .... 6,084 33,287 3,987 43, 358 51,412 509 | Cranston. _ 4. 146 43,600 3.835 51, 581 501 1 Cumberland . . . 4,482 23,500 2,606 30. 588 51.191 502 1 East Providence 2,863 41.800 3, 193 47, 856 47,856 503 Lincoln . . . . 3,757 16, (X)0 6,056 25,813 29,776 504 Newport _ _ _ _ 6.593 97,501 :::::::::: i - 8,355 H2, 450 153.584 505 Pawtucket _ _ _ 9,962 167,329 8,013 185,304 289, HI 506 1 Providence _ _ 31,391 646.283 31.465 10,857 719,996 853,058 507 1 Warwick _ _ _ 5.491 43:690 49,181 51.323 SOS W oonsocket . . « _ 8,839 67,272 1,511 77,622 98,887 SOUTH CAROLINA. 509 Charleston _ _ 17,321 44,675 7,447 69,443 j 92.656 510 Columbia . . 8, OCO I 8,550 4,654 1,904 23,108 30.816 511 Greenville . _ _ _ 5,466 ! 7,373 430 13:269 14.457 512 Spartanburg . . . . ._ 6,031 8,277 2,700 17,008 21.720 SOUTH DAKOTA. 513 Sioux Falls .. . _ _ 8,125 4S,S23 g cc 60, 7H 63,380 TENNESSEE. 514 Chattanooga . . . . b 51, 000 515 Clarksville _ _ _ 15.364 23.310 516 Jackson _ _ _ _ _ c 14, 776 ; 8, 702 j 5 J 23,483 29.063 517 Knoxville . . . . 58,310 58,318 Memphis _ . . _ _ c 73, 158 i 75,086 1 5,946 j 154,190 252. 164 519 Nashville . . ... c 117. 639 , 69.S4S ! 187. 487 187.487 « Appropriated by councils. c Includes receipts from county. b Budget allowed by city council. CITY SCHOOL SYSTEMS 1455 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. 1 From ! county : and' other taxes. From all other j sources. J Total. I Amount available for use during the year. 1 2 3 4 5 6 7 TEXAS. 520 Austin _ _ - $21,955 $29,613 $1,390 $1,248 $54,206 $*70,519 521 Beaumont _ _ . . .. _ 12.568 8,200 1,142 21,910 21,910 522 Cleburne* . . . . 7.971 13,134 604 : 3, 105 j 24,814 25.411 523 Corsicana . . ... .. _ 9.200 20,095 eoo : 3,142 33,037 : 58.037 524 Dallas _ _ _ _ 40.030. 63,604 24, 500 211 12S; 375 : 128, 375 525 14.780 17.603 100 ! _ 1 32:483 1 526 El Paso _ 15,218 82; 705 2,000 350 100.273 I 102, 753 527 Fort Worth . __ _ _ ... ... 24.635 47,150 1 7,695 79,480 I 83. 550 528 Gainesville ...... . _ 7,750 18.376 i 932 545 27,603 32,494 529 Galveston*. ... _ . 22,895 45.945 1,820 458 71.118 83:641 Houston _ _ _ . 46,730 73,715 811 5,330 126,586 138,822 531 Laredo _ . _ _ _ 13,025 737 13,762 1 532 Palestine .. . . . . . 10.680 9.240 808 194 20,922 22.486 533 Paris* _ _ _ .. _ 11.8S9 11.622 383 807 24: 701 26:765 534 San Antonio . . 55. 315 72,838 491 1,358 130:002 180.510 535 Sherman . . . . .. 12, 085 23.068 1,665 36,768 36: 768 536 Tyler ... . . . 8,870 14,852 72 326 24.120 25.800 537 Waco _ . 20,600 49,395 j 289 70,284 80. 735 UTAH. 538 OgOen _ _ .. _ _ _ 23,703 56,599 11,362 220 91,884 94,694 539 Salt Lake City. . . . 62,943 285,128 60,116 11,230 419,417 444,856 VESJIOST. 540 1 Barre 39 563 40.323 541 Burlington _ _ _ _ 3,831 j 55,000 1 5,053 63,884 63.884 542 Rutland . . 2,432 38,000 1,343 735 42,330 1 47,440 VIRGINIA. 543 Alexandria _ _ _ _ _ 7.366 14.020 ! 21,386 21,386 544 ; Danville . . . . 7.282 16,461 574 24,317 24,668 545 Lynchburg . . . i 9,784 33,250 2,1.54 45,188 ! 45.214 546 i Manchester . . 5 498 8,267 303 14.068 j 15.225 547 j Newport Hews . . . 6.048 28,969 35, 017 4i:450 548 ! Norfolk _ _ 17, 613 123,011 140.624 143, 920 549 ! Petersburg 10, 985 12,183 407 23,575 I Portsmouth _ _ _ 6.726 14, 591 21,317 24, 762 551 ! Richmond . _ _ _ _ 35,959 154.652 3,230 193.841 194.099 552 Roanoke . . . 9,477 26,176 4.546 40,199 j 43:628 WASHINGTON. 553 Ballard _ _ 554 1 Everett . . . . 46,023 84.009 | 97,742 555 Seattle . . . . . ... 200.442 299,451 8,877 508,770 ! 812: 651 556 Spokane _ . . . . .. ... ! 105,923 145,134 5,133 256.190 414. 461 557 | Tacoma _ _ _ 137,982 144,412 745 283.189 308. 690 558 i Walla Walla ... _ ! _ ..... 38,826 69,093 559 i Whatcom . . . . WEST VIRGINIA. 1 560 Charleston . 5,485 48,611 [ 1,500 55,596 119,650 561 j Huntington _ _ _ 5,085 32, 771 1.252 39,108 562 i Parkersburg.. . . . 6,219 67, 780 4,470 24,210 102.679 ! I ill, 200 563 j Wheeling* _ . . . 16,921 100,400 262 117,583 167, 863 WISCONSIN. 564 Appleton . . 12.239 48,800 13,184 2,024 76,247 103,545 565 Ashland _ _ ] 10,458 34,798 9.481 2,475 57,212 62,133 566 Beloit _ _ _ _ 9. 558 39,610 s;oo9 1,077 58, 254 83,114 567 Chippewa Falls. . . . 7. 756 12:549 7,280 572 28,157 43,598 568 Eau Claire. . . . 15,232 54,808 14 696 3,534 88,270 86.436 569 Fond du Lac . 13,231 33,000 H’,306 2,932 60, 469 96.831 570 Green Bay . . . 14,855 23. 775 14,531 2,094 55.235 61,186 571 Janesville _ 8,741 30,000 8,305 5; 404 52,450 52,450 572 ■ Kenosha * . j 8,806 37.986 1 4, 500 2,243 53, 535 61.322 * Statistics of 1901-2. 1456 EDUCATION REPORT, 1903, Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 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 3 3 4 5 6 7 Wisconsin — continued. La Crosse _ _ _ _ $22,476 12,417 9,999 13,566 7,757 $53,000 SOAOO 37, 195 28,000 15,050 355, 000 63.931 43,307 55.932 22,250 154,000 $22,201 12,504 9,210 12,971 8,188 $2,248 4,344 1,444 1,516 $99, 925 59, 765 57,848 56,053 30,995 821,944 107,358 91,876 90,680 31,412 205,246 17,832 49, 949 $146,073 114, 239 68,371 62,035 35,849 <*1,162,418 175, 822 Madison . . - Manitowoc _ Marinette. . . . Merrill.. _ _ . _ _ Milwaukee. . . . . 229,890 225,612 11,442 22,207 2,677 2,052 663 Oshkosh . . . . 21,220 23,442 19,822 8,499 17,472 8,358 13,061 Racine . - . 22,450 12,874 137, 706 146,190 45, 489 Sheboygan _ .. _ Stevens Point Superior . . Watertown . . 30,925 8,743 11, 246 2,849 731 232,065 34,329 64,514 Wausau 25,000 642 WYOMING. Cheyenne _ 5,583 23,736 2,741 15 32,075 33,640 Laramie _ _ 1 1 * Statistics of 1901-2. a Receipts from loans and bond sales are not bandied by school board. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 CITY SCHOOL SYSTEMS. 1457 ?able 9. — Statistics- of expenditures of public schools of cities of over 8,000 inhabitants, 1902-3, City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su- , per vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 ALABAMA. SI, 050 §7, 490 si, 050 $9, 590. 2,383 59.121 15.040 76, 544 (7. 3401 7.340 Mobile _ _ _ _ 15,250 45,185' 6,751 67, 186 34,076 4,790 38, 866. ARIZONA. (23, 000) 23,000c ARKANSAS. Fort Smith . . . . . . _ _ 33,094 34,951 5, 827 73, 872T 4,000 21.000 3,000 28,000 47; 640 10,109 57. 749 Pine Bluff . 22,000 30,00a CALIFORNIA. Alameda - - - 89,224 80,124 26,539 |1,271 197,158 Berkeley .. . ... . 81,650 25,466 107, 116 29.215 38, 759- 16.065 60,449 U~742 91,256 Los Angeles . . . . 6,333 463,640 118.988 1,243 588, 204 Oakland 22, 723 273. 632 66^ 399 362, 754 Pasadena _ _ 35, 345 59,594 18,581 113, 520 Riverside . . . . . . 4, 500 31.569 16, 884 52, 956 Sacramento ... . _ _ . 10,464 111,353 27.277 4,862 153,956 San Diego . . . . 17, 684' 57, 638 15,003 90,325 San Francisco. . .. ... . . 119, 924 1,010,379 252, 654 («) 1,382.957 San Jose . . . . . 1,627 93,444 20,568 900 116,539 Stockton . 16,548 60,430 16,908 93, 886 Vallejo . 1,000 23,598 7,389 400 32,387 COLORADO. Colorado Springs . . . j 98,851 103, 961 41,644 244,456 Cripple Creek school district _ 1 91.951 163. 773: Denver . . . . . . j 280,018 581,424 305,592 1,167,034 Leadville . . . . . . 779 1 36,843 17, 773 55, 395 Pueblo: District No. 1 . . _ _ ■ 24,804 69,593 26,940 121, 337 District ISTo. 20 . . . . 1 61 j 808 ! 61, 210 43,661 166,679 CONNECTICUT. Ansonia _ _ _ _ _ 3.445 1 35,089 8,874 250 47,658 Bridgeport . . . _ _ _ _ . . 27,482 146, 271 46,205 928 220, 886 Bristol _ _ . 1,700 28.586 10,916 41 . 202 Danbury _ _ 37,959 8.310 370 46,639 Hartford . . . 88,000 j 251,277 89,656 9,133 438,066 Manchester : Town schools . . . 1,148 11,215 3,778 1,698 17,839 Ninth district . . 19. 127 •6,252 25,380 Meriden _ _ _ _ ... ... 63, 702 20, 706 350 84,758 Middletown . . . . . Naugatuck _ _ . . . . 33,129 15, 288 48.417 New Britain _ _ _ _ 70,479 36,042 1.820 108.341 New Haven _ _ _ _ _ 23,846 295,909 111,151 5,897 436.803 N ew London _ _ 40, 945 17,098 58.043 Norwalk . 62, 160 N or wich: Central district . 23.076 12,949 36.025 West Chelsea district 586 9,736 4, 836 15, 158 Stamford.. _ _ _ _ 70.044 19.301 652 89.997 Torrington. . . . . 12,963 23,113 13,568 219 52,863 Vernon Wallingford (Central district) _ 1,337 28,326 9,476 39,139 Waterbury _ 64,142 124, 226 72,135 2,500 263,003 Windham b__ . 22,200 12.278 34,478 « Included in other items. b Includes Willimantic. ED 1903— VOL 2 - 16 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 3 8 EDUCATION REPOET, 1903. ?able 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1902-8 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. DELAWARE. Wilmington. . DISTRICT OF COLUMBIA. Washington . . FLORIDA. Jacksonville . Key West ... Pensacola ... Tampa . Athens- . Atlanta _ Augusta Brunswick * Columbus . . Macon c . Savannah e_ Boise ILLINOIS. Alton . . . . Aurora: East Side . . . . West Side . . . . Belleville _ _ _ _ Bloomington . . Cairo . . . . . Champaign . . . . Chicago . . . Danville . . Decatur . Dixon* . . . . . . . East St. Louis . . Elgin _ . . . . Evanston: District No. 74 (North Evans¬ ton)* . . . . . District No. 75 _ _ _ District No. 76 (South Evans¬ ton) . . . . Freeport . . . Galesburg. . .' . . Jacksonville . . . . Joliet. . . . . . . . Kankakee . _ _ Kewanee . . . . Lasalle _ _ _ _ Lincoln _ ...... . . . Mattoon . . Moline . . Ottawa... . . Pekin _ _ _ Peoria . . Quincy - - - - - Rockford.. . . . . Rock Island . . Springfield . . Streator* . . . . Waukegan . . $5,727 357,808 40,711 300 4,400 17,434 Teaching and su¬ pervision. 3 2,625 6,105 1,000 17,000 5,749 5,000 50,081 6,990 409 11,579 3,526 2,039,952 24, 215 3,024 9,116 299 40,000 424 10, 774 11,358 35,302 22,958 26, 185 2,019 2,147 1,241 9,903 143,982 1,949 73,006 46, 493 40, 597 53,505 $143,989 954,888 59,090 9,580 16,500 19,517 18, 127 « 163, 890 74, 172 12,000 38,000 d 72, 548 105,000 26,900 29,405 40,925 19,507 35, 700 59,580 26, 654 22,065 5,036,775 37, 115 53,879 12,396 86, 159 62, 777 6,995 48, 678 23,587 31,011 48, 214 34,096 57,765 24,011 25, 480 16,359 19,025 54 , 3?5 26, 607 165, 934 59.630 73,477 49,258 87, 747 27,698 23,885 Current and inci¬ dental ex¬ penses. $68,588 298, 619 18,796 1,435 466 1,607 1,717 17,771 18, 169 2,000 4,460 5,644 17, 152 12,974 12,898 7,361 10,943 32, 059 8,397 11,922 1,520,406 13,119 18,243 82,375 25,692 1,296 11,932 9,905 16,007 18,824 16, 064 26, 335 10, 260 5,200 6, 815 2,443 24,568 10,302 60, 368 22, 006 27,634 25, 496 18,226 12,032 8,429 Evening schools. 5 $1, 341 6,494 ( b ) 200 (b) 195 55 Total. $219,645 1,617 118,657 11,315 21,366 38,558 19,844 184,286 98,446 15, 000 59,660 83,941 127, 152 48, 100 92,460 60,813 26, 868 47,052 103, 218 38,577 33,987 ,597,133 74, 149 75, 146 18,339 168, 534 97,585 8,590 100, 610 33,916 47,018 77,812 61,518 119,597 57,229 56, 865 25, 193 23, 615 80, 184 46,812 370,284 83,585 174, 172 121,247 146,570 39, 730 85,819 * Statistics of 1901-2. a Includes salaries of clerk and janitors. & Included in other items of expenditure. c Statistics of schools of Bibb County. d Includes pay of clerks and janitors. e Statistics of schools of Chatham County. CITY SCHOOL SYSTEMS. 1459 Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inh abitants , 1 902-8 — Continued . 150 151 152 153 154 155 156 157 156 159 160 161 162 163 City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching 1 and su¬ pervision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 INDIANA. $15, 770 $23, 357 $24, 226 53.132 $14,923 92,281 Brazil ._ . . . _ . 13; 719 24.231 ! 8, 939 33.170 i.9l6 43,753 j 21,348 67. 017 Elwood _ _ _ Evansville _ _ _ 8,624 143, as9 i 55, 864 $426 207, 953 2,853 95, 656 17, 898 116.407 Hammond . . . 10,679 31,38.4 17,695 59. 758 Huntington . . 1.268 30,439 16, 413 48.120 Indianapolis . . . . _ 92, 776 496,078 206, 556 1,850 796. 760 Jeffersonville _ _ _ _ 3.113 25.711 4,933 33; 757 8, 131 29,027 9,612 46. 770 13. 00d 51, 443 15, 577 80, 020 Logansport ... . . . Mal*ion*L _ _ .. . . . _ 28,000 51,603 17.393 96.996 24:326 a 13. 942 38.268 Muncle _ .1 . . . 13, 620 57,480 16:956 88.0-56 1.967 40,184 8,247 50,398 Peru. _ _ _ 5.666 1 53,476 75.860 South Bend _ _ 139,053 72.365 21,234 408 233.060 Terre Haute . . 10.912 122, 639 38,343 171, 954 Vincennes . . 6,000 | 23. 575 5, 180 34. 755 Wabash . . . . . . . 30,314 15,000 45, 314 Washington . . IOWA. Boone . . . . J 4,237 26,805 11.099 42,141 Burlington. . . 64,706 18, 919 83. 625 | Cedar Rapids _ _ 4,000 81,098 46.628 131 : 726 Clinton. . . . . . 5, 486 46, 419 26,099 78, 004 Council Bluffs 72. 136 154, 596 Davenport . 34,586 105, 983 55, 501 196,070 Des Moines: Capital Park . 494 9,577 3,254 13,325 East Side. _ 8, 025 49.854 27, 259 85.138 West Side . . . . 170,611 141, 760 62. 465 374. 856 Dubuque . . . . 31,340 71,918 21,635 124,893 Fort Dodge.. _ 25, 942 Fort Madison . . 14.336 Iowa City : . . . 22,571 ! Keokuk ... . . . 34.465 12, 826 47.291 Marshalltown _ _ _ _ 17,426 35,783 21,553 74, 762 Muscatine _ 30,414 35,010 16,817 82: 241 Oskaloosa . . 9,176 30, 451 13. 365 52.9-2 Ottumwa. _ _ _ _ _ _ 9,000 54.213 17,534 80, 747 Sioux City. . 21,859 •93,273 62, 396 177,528 Waterloo^ East Side _ 9,260 25.370 10, 136 44,766 West Side . 14,248 15,046 6,991 36, 285 KANSAS. Atchison . • 20, 109 9, 854 29,963 | Emporia. . . . 299 25, 636 12.012 37.947 Fort Scott. . 23, 074 6, 608 29,682 Galena _ _ 10. 165 4,242 14.407 1 Hutchinson... . . . 20 19,842 10, 686 30;.548 i Kansas City _ _ 36, 158 117, 252 30: 982 184,392 j Lawrence . . . . 26,568 7,747 34,315 Leavenworth 54,349 38,224 17,062 109, 635 Parsons. ... 16. 124 25, 752 I Pittsburg. 46, 823 18,900 5,752 71.475 | 'Topeka . . . 31,444 99, 855 45, 940 177.239 ! Wichita . 1 53, 38o 29. 565 82,950 KENTUCKY. ! - Bowling Green. _ _ 1,115 13,072 15,722 1 Covington. _ _ ... ... 6,729 1 74,822 ! 22, 182 1 103, 733 t Includes salary of superintendent. 1460 EDUCATION REPORT, 1903. Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Kentucky — continued. 164 Frankfort §1,060 SIT, 681 §3,010 §21, 751 165 Henderson _ _ 6,000 28,915 4; 315 39, 230 166 Lexington _ 54, 689 71.127 167 Louisville _ ... _ _ _ 100,223 394,238 121,808 §5,334 621 ; 603 168 2,846 52,296 8,268 63, 410 169 Owensboro. .. . . .. .. 2,619 26,162 6,003 34,784 170 Paducah .... 12,800 30, 188 8,423 51,411 LOUISIANA. 171 Baton Rouge . . . . 15,000 172 *372,576 i . . 511,592 173 Shreveport.. . . . . 21,636 4,000 F . - 25,636 MAINE. 174 Auburn _ 10, 719 34,078 10,157 54,954 * 26, 838 176 32,000 53,004 21,079 106,083 177 Bath _ _ _ 2,422 24,526 9,173 36,121 178 Biddeford* _ 24,002 5, 667 700 30,369 179 Lewiston _ _ _ _ _ 15,000 40,041 11,852 2,000 68.893 180 Portland* _ . 103: 599 181 l Rockland. .. 15,313 7,235 22,548 182 Waterville . .. _ _ 16,439 7,057 114 23,610 MARYLAND. 183 Annapolis . _ 184 Baltimore... .. .. _ « 405, 860 j 1,032,216 262,989 8,996 | 1,709,861 185 Cumberland 186 Frederick .. ...... . . 187 Hagerstown* . . . . 9,649 16,206 2,491 28,346 MASSACHUSETTS. 188 Adams*.. _ _ _ _. . _ 27,862 1 10,797 444 39,103 189 Amesbury... . . . 18,340 7,392 ' 25, 732 190 Arlington . . ! 32,914 ' 10,719 1 43,633 191 Attleboro _ . _ _ . . 34,108 17,501 j 863 j 52, 472 192 Beverly _ _ _ _ 12, ill 46,634 22.872 ! 1,228 1 82,845 193 Boston. _ _ _ 1,311,889 i 2,426,851 478,091 ! 97,027 4,313,858 194 ; Brockton _ _ _ _ 21,390 121.105 s 37,169 ! 179,664 195 Brookline * _ _ 92,252 : 112,803 51, 19S I 1,416 1 257.669 196 Cambridge _ _ _ 35,662 i 341,837 107,810 8,608 b 494. 934 197 Chelsea * . . . 92, 559 29,979 1,368 123.906 198 Chicopee _ _ .. _ 8,680 | 36, 802 15,439 | 1,805 62. 726 199 Clinton _ 32,237 29,180 14.414 ! 838 76.669 200 Danvers* _ _ _ _ 20,979 11,926 I 32, 905 201 Everett.. . ._ _ _ 853 | 89,970 30,611 ! 1,189" 122. 623 202 Fall River _ _ 8,051 | 206,338 84,594 42,519 311.502 203 | Fitchburg _ _ _ ... .. 24,965 | 87, 432 30,902 3,180 146,479 204 Framingham. . . ... 31,850 14,426 316 46.592 205 Gardner _ _ _ 27,005 14,188 909 42. 102 206 | Gloucester _ .. ... ... . _ 1 61,588 . 28,949 305 90. 842 207 Greenfield . . 1 44,446 | 25,608 12,427 387 82,868 208 Haverhill.. . . . . _._l 105. 147 37.207 2,276 144, 630 209 | Holyoke _ _ _ | 10,870 1 135:981 43; 775 4,236 194,862 210 Hyde Park _ _ _ _ _ 63,129 34, 562 6,442 | 1,000 105, 1:33 211 Lawrence . . . . . . 46.430 150. 487 42,922 (c) 239.839 212 Leominster * . . . . 13,167 30,302 17,585 1,281 62,335 213 1 Lowell. . . . . 218,870 104,010 19,853 342, 733 214 Lynn . 188, 515 57,000 245, 515 215 ; Malden . . . . 5,926 126.361 47,810 2,665 182. 762 216 Marlboro _ _ _ _ _ _ 38. 492 18.633 840 57, 965 217 Medford.. . . ! 50,622 74. 654 26: 467 794 152,537 216 Melrose 1,000 d 56, 267 23,913 81.180 219 Milford . . 22, 596 11.516 34.112 220 ! Natick . . 28.683 10,285 38,968 221 1 New Bedford . 60,001 1 155, 207 68,142 1 7,503 290,853 * Statistics of 1901-2. « Includes §361.884 expended for sites and buildings by another department. b Includes §1,017 for vacation schools. c Included in expenditures for teaching, supervision, and incidentals. d Includes salary of clerk. CITY SCHOOL SYSTEMS, 1461 Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. ! Teaching 1 and su- i per vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Massachusetts— continued. 222 Newburyport . . . («) $29,798 $7,327 $360 $37,485 223 Newton . . . $11,513 163,911 ! 41,076 975 217,505 221 North Adams. . 6,000 59; 190 22,490 1,700 89,380 225 49,478 17,178 1,049 67, 705 22fi 1,019 29,895 10, 184 41,098 227 Pittsfield . . . 2.303 62; 585 38,525 369 103, 782 228 1,900 26,928 13,077 41,905 229 Quincy . . . .. 82,063 21,621 1,677 108, 361 230 35,433 20,795 56,228 231 Salem _ _ _ 1,650 92,373 25,737 2,365 122, 125 232 Somerville . . . . 58, 501 228,081 62,869 6,876 356,327 233 Southbridge ... _ 17. 573 17,790 8,233 651 44,247 231 Springfield* .. ... _ 96,269 246,291 | 139.217 13,740 495,517 235 86,591 27,267 & 1,835 115,693 236 Wakefield _ 36,225 35,971 1 13, 773 85,972 237 Waltham. . . . . 103,813 66,106 I 35,783 2,068 210,770 238 1,365 19,226 10, 821 31,412 239 Watertown* ... _ _ 2,500 29,636 10,880 310 43,326 210 Webster* _ _ _ _ 12,710 2,925 587 16, 222 211 Westfield.... _ _ _ 9,635 40,161 18,014 171 67,981 212 Weymouth. ... _ _ _ 18, 505 33, 578 15,813 67, 426 213 Woburn . . . 8,150 43,850 14, 773 546 67,319 211 Worcester. . . . . . . 1, 128 416,494 1 149,638 27,561 597,821 MICHIGAN. 215 Adrian . . . . 1,957 21,389 I 15,429 38,775 216 Alpena* _ . _ 18, 934 10. 748 29,682 217 Ann Arbor . . 21,829 42. 379 li; 436 78,644 218 Battle Creek . . 50, 653 48,835 21,513 121, 001 219 Bay City _ _ _ 2,115 59, 961 21,063 420 86,559 250 Calumet school district 12,237 74,540 31,311 118, 091 251 Detroit . . . . . . . 118,322 738.970 250,496 5,509 1,143,297 252 Escanaba . . . 17, 301 23, 805 11.191 52,303 253 Flint. .. . . . . 60,653 37, 231 39,503 137,390 251 Grand Rapids . . . . . 35,198 264, 116 119,378 . . ’W 419,332 255 Holland _ _ _ 1,000 16,062 7,870 24,932 256 Iron Mountain . 5, 251 30,618 e 18, 120 53.989 257 Iron wood* . » 45; 537 258 Ishpeming... . 2,077 1 11.187 17, 152 60,716 259 Jackson* . 49, 812 17, 203 67,015 260 Kalamazoo . . ... _ .. 37, 125 56, 126 30,113 500 124, 164 261 Lansing . . 3, 545 40,111 19.504 63, 160 262 Manistee _ ... _ 2,278 36,017 11,414 49, 739 263 Marquette* . . . . 102,967 261 Menominee. . . . . 29,197 13,099 42,’ 296 265 Muskegon . . 7,980 50, 293 55.100 113,373 266 Owosso . . 1,215 21,904 9,536 32,655 267 Pontiac . . . . . 22. 274 16,298 38,572 268 Port Huron . 36, 500 18,231 54, 731 Saginaw : 269 East Side . 80, 978 36,168 ' 117, 146 270 West Side _ 3,801 38, 559 16,010 58, 373 271 Sault Ste. Marie _ 25,000 30, 450 19,660 75,110 272 Traverse City . 22,833 2,418 25,251 273 West Bay City . . 2,309 27,512 9,731 - 30,555 MINNESOTA. 271 Brainerd . 27, 862 ] 36,502 275 Duluth . . 4,999 161,879 122,896 289, 774 276 Faribault . 1,252 18, 374 6,161 1 25,787 277 Mankato _ _ 22, 480 5,000 27, 480 278 Minneapolis . 91, 186 650, 449 195.285 ! 936,920 279 St. Cloud . 1,981 19, 199 6,333 27,516 280 St. Paul 21.231 307, 611 95,206 . 424,051 281 Stillwater 282 Winona . . 56,390 20,592 76,982 * Statistics of 1901-2. a The expenditures for buildings and repairs are not under the control of the school board. b Salaries only. c Includes $3,178 expended for library and maintenance. 1462 EDUCATION BEPOET, 1903, Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1 902-3 — Continued . 283 284 285 286 287 288 289 29!) 291 292 293 294 295 296 297 298 299 300 301 302 303 31)4 305 308 307 308 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 a32 333 334 335 336 337 338 339 340 City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. 1 2 3 4 MISSISSIPPI. Jackson . . . . $25,000 $16,600 $2,500 Meridian . . . 40,000 25, 000 2,300 15,072 21,565 1,211 8,717 Vicksburg . . . 3, 178 MISSOURI. Carthage . 1,235 24,564 7,061 Hannibal _ _ _ _ 13,824 29, 521 10,756 Jefferson City . 540 10,595 2,469 Joplin . . 2,584 47,643 17,404 Kansas City . 81,748 457,817 287,641 Moberly . . 1,048 16,547 6,362 St. Charles . . 1,032 10,023 5,156 St. Joseph . . . 56,017 145, 734 80,557 St. Louis . . . . 687,382 1,192,292 390, 163 Sedalia . . . 34,912 35, 776 23,275 11,688 Springfield . . . 1,154 Webb City . __ . 1,065 13,710 6,101 MONTANA. Anaconda . . . 38,000 159, 739 10,000 Butte _ _ _ _ 154,092 48,926 Great Palls. . . . . . . 32,042 43,315 17,024 Helena . . . . . 1,158 52,165 29,285 NEBRASKA. Lincoln . . . . . . 23,108 101,998 47,743 Omaha . . 22,259 299,994 153, 070 South Omaha . . . 30,000 67,000 45,000 NEW HAMPSHIRE. Berlin _ _ _ _ 200 11,354 6,261 Concord (Union district) . 42, 142 25, 000 24,363 4,862 Dover . . . . . . . 4,892 Keene (Union district) . . . 17,616 10,272 3,936 30,026 Laconia . 18,067 93,780 Manchester . . . . 12,000 Nashua . . . 2, 137 48,264 18,206 Portsmouth . 2,444 29,938 10,218 Rochester . . . 11,302 14, 450 8,638 NEW JERSEY. Atlantic City . . . . 55,993 119,123 43,120 19, 772 Bayonne _ _ _ _ 30,608 Bloomfield _ ... 38,625 23,000 25, 404 3,000 Bridgeton . . ... 30,000 Camden _ 10,386 177,036 95,551 East Orange . . . 41,997 93,363 42, 746 Elizabeth * _ 7,373 93,870 32,564 Hackensack * _ .. 3,303 30,911 28,099 Harrison . 2,000 11,500 151,511 448, 765 Hoboken . . 42,998 130,328 Jersey City . . . 168,827 Kearney. . 33,500 27,236 18,094 Long Branch. . 46,417 22, 024 25, 863 7,526 Millville . . . Montclair . . . . . . 33,609 74, 307 35, 575 Morristown _ _ 6,494 26,517 9,376 Newark - - - - - - 20, 618 695, 768 250,611 New Brunswick _ _ _ 3,922 47,581 16,633 Orange * . . . . . 4,858 56, 160 17,338 Passaic . . _ _ 44,213 78,950 25,931 Paterson . . 6, 198 231,184 75,480 Perth Amboy . 41,000 29, 659 8,838 Phillipsburg . 1,136 24,528 7,134 Plainfield . . 629 51,700 26,631 Rahway _ _ _ 20, 318 36, 752 7.627 Town of Union . 47, 104 12,331 Evening schools. §373 14,070 2,022 746 90 1,155 362 2,495 («) 3,403 500 1,480 5,982 720 362 774 40,289 1,030 6, 797 7,879 1,055 * Statistics of 1901-2. « Included in other items. Total. G §44,100 67,300 18,283 33,460 32,860 54, 101 13,604 67, 631 827, 206 23,957 16, 211 282,681 2,283,907 58,187 48,618 20,876 48,000 362, 757 92,381 82,618 172,849 477,345 142,000 17, 815 66.505 35, 500 27,978 22,003 136,961 68,607 42,600 34, 752 99, 113 171,998 64,029 56, 000 286, 376 178, 106 133,807 62,313 14,000 195,989 753,902 79, 550 72,280 29, 912 144,265 42, 387 1,007,286 69, 166 78, 356 155, 891 320, 741 79,497 33, 853 78,960 27, 945 96, 187 CITY SCHOOL SYSTEMS, 1463 Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. Perma¬ nent in¬ vestments andlasting; improve- ; ments. Teaching and su¬ pervision. ; Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 ' 3 4 5 6 NEW jersey— continued. • 341 Trenton . . . . . $78,451 1 $186, 566 $52, 537 $4, 663 | $272. 217 342 6,874 47,993 15. 083 69, 950 NEW YORK. — 343 Albany . 1.475 224.530 82,422 2,937 311,364 244 19,000 37,512 10, 681 67,ia3 345 Auburn - . . 8,354 70,659 26,423 105,436 2 073 22, 072 13, 513 37. 658 347 3^507 105,21 2 30^975 139! 694 348 Buffalo . . . - . 445,929 884,238 341,615 ii.iil J I 1,682,923 349 2. 951 36,375 10,443 49,769 Corning: 350 District No. 9 . 749 17,279 4.850 22. 878 R51 District No. 13* . . 304 5’ 350 1. 792 7.446 .35-? 524 15.999 6,071 22, 594 353 350 25, 865 29. 152 55.367 &54 9,466 78, 242 26 263 113. 971 1,208 30,008 7,872 39.088 356 Glens Falls * . _ . . . 44.421 357 15 279 38,376 11, 138 64. 793 &5S 2 905 29.918 10. 750 43,573 359 Hudson . . . . . 12, 932 17,686 7: 080 37. 698 360 Ithaca _ _ j 766 37.037 17. 161 54.964 361 Jamestown _ 30,950 60, 887 24. 555 116, 392 362 Johnstown . _ _ _ 1.070 23’ 517 7,406 31,993 363 i Kingston _ . _ 1.508 60.804 46 668 108. 980 364 i Lansingburg . . . . . 696 35.864 15. 836 52. 396 365 Little Falls. . . . _ 4,188 j 19. 075 9, 559 32, S22 366 Lockport 2.979 43. 357 16 880 63, 216 367 i Middletown _ _ _ _ iff 639 a), 784 20,364 61, 787 368 Mount Vernon. ... _ _ 5.844 84,014 48, 844 138, 702 369 Newburgh . . . . . 28, 779 55, 121 24,741 108:641 370 N ew Rochelle - - - - 1 18,768 75,070 37,018 514 1 131,370 371 i New York - - - . . . . ' 6,037,425 14,549,973 5,214,129 | 431.029 1 26, 232, 556 372 Niagara Falls . . . . . 116,308 51,688 42,984 794 211.774 373 North Tonawanda * . . . . 84,274 27,036 19. 516 80.826 374 Ogdensburg . . . . . 25,117 11,173 36.290 375 Olean school district . . . 2.283 32. 703 13.671 301 48,958 5176 j Oswego _ _ _ _ 500 41,022 11,027 52, 549 Peekskill: 377 District No. 7 (Drum Hill) _ 18,957 12,446 6,214 37,617 378 District N o. 8 (Oakside) . . 12,650 9,500 4.000 26, 150 379 Plattsburg* _ _ 4,869 23, 145 14,445 42. 459 380 Port Jervis 946 25.671 7 743 34.360 381 Poughkeepsie . . . 12,015 51. 123 16' 327 j . ’272* 79', 737 382 Rochester . . . 277, 470 409.338 116.814 11,908 815,530 383 | Rome . . 13,768 32,242 13,315 59,325 384 1 Saratoga Springs _ _ _ _ 385 [ Schenectady . . 62,899 70,340 17.740 909 151,888 386 Syracuse . . . 76,634 322.489 103,653 1,335 504.111 387 1 Troy . . . 147, 793 9, 676 157.469 388 1 Utica . _ . I 12,445 139,755 43,937 1,480 197.617 889 Watertown _ _ _ _ 62,704 48,747 21,069 400 132, 920 390 Watervliet _ _ _ _ 30. 133 25, 609 10. 307 66. 049 391 ; White Plains . . 30.108 30,834 19.620 461 81.023 892 Yonkers . 118,048 174,551 89,025 4,312 385,936 NORTH CAROLINA. ! 393 i Asheville . . 13,895 18,230 j 4.174 35. 799 394 ! Charlotte* _ _ _ 1,320 28.017 6,809 36. 146 395 | Concord . . . . . . . 31,750 7.200 800 i 39. 750 396 Durham .... 25,000 28.305 397 i Greensboro . . . 4,000 15,000 1.500 20.500 398 Newbern . . . 6.203 ’908 7,111 399 | Raleigh . . . ... 3,420 21 ; 922 5,000 30,342 400 1 Wilmington . .* .. 401 1 Winston* . 1 12,000 2,200 14,200 * Statistics of 1901-2. 1464 EDUCATION REPORT, 1903, Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. 1 Teaching i and su- | pervision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 NORTH DAKOTA. 402 $11,000 $33,258 $17,640 $61,898 OHIO. 403 Akron . . . 29,809 100,894 63,994 $875 195,372 404 502 21,925 8, 703 31,130 Aslitabula . 4,377 19,961 12,972 37, 310 406 3,700 17, 272 10,945 31,917 407 18, 426 10,308 23.734 408 4,497 80, 641 27, 484 112,622 409 Chillicotbe * . __ . ... 7,277 36,330 8,436 52,043 410 Cincinnati . . 53,621 803, 774 159,078 6, 759 1,023,232 411 Cleveland . . . . 631,499 1,200,036 577, 738 7,931 2,417,204 412 103, 160 342, 374 122, 153 567, 687 413 92,337 267, 528 96, 613 456, 478 414 21,900 33,185 21,156 76,241 415 21,025 44. 894 416 Findlay* . - . . . 32,640 89, 491 417 18, 759 7,838 26, 597 418 55, 750 111, 757 419 24,512 6,204 30, 716 420 20,839 9, 361 30,200 421 23,640 30, 598 18,383 72, 621 422 Lorain _ _ _ _ 35,543 16,357 51,900 423 i Mansfield . . . . 32, 776 41, 273 28,354 102, 403 424 ! Marietta* _ _ _ 20, 176 30,384 17,256 67, 816 425 j Marion . . . 401 31,085 12, 185 43, 671 426 Massillon . . . . . . 12,055 27, 955 16, 186 56, 196 427 i Middletown* _ 22.000 8,300 30,300 428 Newark _ _ _ _ _ _ 1,600 41.&34 14,574 58,008 429 Piqua * . . . . 1,000 27,500 14,532 43, 032 430 Portsmouth 14, 727 34, 745 14,075 63, 547 431 Sandusky . . _ . . . 12, 226 41,258 13, 086 66,570 432 Springfield . . . 39, 186 97,298 28, 036 164,520 433 Steubenville . 31,059 12, 477 400 43, 936 434 Tiffin . . 200 19, 145 12,006 31,351 4a5 ! ! Toledo. _ _ _ _ _ _ 67,340 311,965 108,598 359 488,262 436 Warren . . _ _ 32, 334 28,644 10, 899 71,877 437 Wellston . . . . . . . 2,625 14, 298 2,633 19, 556 438 Xenia _ _ _ _ _ _ _ 21,900 27, 650 22,052 71,602 439 Youngstown . . . . 51,216 101, 020 62, 725 214,961 440 ; Zanesville * 49, 725 71,994 OKLAHOMA. 441 Guthrie 9,299 13, 017 a 3, 747 26,063 442 Oklahoma City 50,000 170,000 OREGON. 443 Astoria _ _ _ . 1,295 17,101 9,958 28,354 444 Portland 41, 320 238, 449 67, 531 347, 300 PENNSYLVANIA. 445 Allegheny . . . 158,814 295,152 172,346 & 1,556 627,868 446 Allentown . 91,519 71,878 36,847 468 200,712 447 Altoona . . . . . 150 85, 654 39,798 . 125, 602 448 Beaver Falls . . . 3, 436 18, 711 11,899 . . 34,046 449 Braddock . . . 9,349 34, 170 30.782 . 74, 301 450 Bradford . . 34, 074 35,704 12,317 1 . . 82,095 451 Butler ._ . . . 10, 490 31, 057 15,735 . 57,282 452 Carbondale . . . 1,538 28, 660 16,486 ._ . 46,684 453 Carlisle _ _ _ _ 1,183 16, 982 6,265 1 _ _ 24,430 454 Chambersburg 293 15.206 7,638 . . 23. 137 455 Chester . . . . _ 18,412 63,599 57,998 j _ _ 140,009 456 Columbia . . . . . . ' 18, 762 11,003 . . . 29, 765 457 Danville 13, 187 7,230 _ 20,417 458 Dubois 21,296 17, 595 16,603 . . 55. 494 459 Dun more 25, 543 103, 437 460 Duquesne . j 44, 265 26.840 10,123 . . 81,228 461 Easton . 1 41,503 62,222 42,619 1 . 146, 344 * Statistics of 1901-2. & Salaries* only. « Includes salary of superintendent. CITY SCHOOL SYSTEMS, 1465 Table 9.— Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1902-3 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Pennsylvania— continued. 462 Erie . 81,983 50,809 i 3,609 4,694 8107,687 113, 885 31,254 a $71, 535 95,880 14,053 24,882 44, 167 32,044 22,571 47, 970 §602 §181,807 260,574 48,916 60, 960 158, 198 463 464 465 31,384 91,549 466 22,482 22,549 20,753 467 b 69, 842 29,327 80, 713 124,435 72,651 164,407 468 469 35,724 470 23,492 28,038 16, 748 10, 524 14, 135 260 34,276 42,173 24,023 38,607 105, 621 62, 778 471 Mead ville _ . . . 472 7,275 473 1,882 20,077 1,701 20,353 55.808 16,372 29,736 474 N or risto wn . . . . 43; 658 33,813 2,601,999 15,129 17,419 27,602 2,156,411 15,114 377,028 476 Oil City . . . . 19, 129 776, 727 80, 544 5,586,219 477 51,082 478 1,826 439,857 32,069 1 , 560, 320 39,671 27,978 479 Pittsburg . . . 743, 435 18,973 16,962 30, 862 480 PittstonT . . 10, 129 3. 419 10,569 7,047 481 550 482 2,461 14,101 47,424 483 Pottsville 30,624 150, 644 247, 680 183,980 225,086 648, 712 484 Reading . _ _ . 18,448 136,621 55, 120 874 485 Scranton . . . 194, 823 9,588 320 486 Shamokin . _ . 33,070 23,534 28,545 27, 350 28, 164 61,554 487 Sharon . _ . . 1,800 4.071 47, 151 72, 485 488 Shenandoah . . 13,977 17, 392 880 47 473 489 South Bethlehem . 39,780 1,247 84’ 522 47,639 33,503 35,694 52, 709 33,741 210,413 64,932 90,540 151,014 490 Steel ton _ 27, 045 19,347 491 Sunbury 22, 344 28,492 27, 690 11,159 5, 987 492 Titusville . 1,235 j 2,768 493 Warren . 22,251 9, 188 494 i Westchester . . 998 23, 555 109,635 31,094 60,493 .55,100 495 Wilkesbarre _ _ _ 41,242 57,271 2,265 496 1 Wilkinsburg _ . ’484 21,849 29, 403 37, 791 467 Williamsport . - 160 498 ! York . 58,123 RHODE ISLAND. 499 Central Falls. . . . 356 30, 754 13, 199 13,443 1,690 45,999 51,624 32,983 57, 313 500 Cranston . . . . 1,313 4,635 7,911 36,868 19,709 31,512 13, 595 75. 109 99, 145 501 Cumberland. . . . . 7,647 992 502 East Providence . . 17,466 424 503 Lincoln 6,310 30, 194 19, 905 106, 430 504 Newport.. . . . . . 3i3 814 505 Pawtucket . . 61,694 40, 113 18,479 887 46,097 252,607 4,021 34,570 210, 957 506 | Providence . . 490, 468 30,073 53,221 817, 758 507 508 Warwick* . . . . . Woonsocket . . . 16.348 25, 223 1,764 2,047 66, 664 81,378 SOUTH CAROLINA. 509 Charleston . 2,218 800 60,913 11,179 74,310 510 Columbia . 17, 660 3,204 1,323 21,664 14.329 511 Greenville . . . 977 12,029 12, 782 512 Spartanburg. . 4,238 3,226 20,246 SOUTH DAKOTA. 513 Sioux Falls.. . 14,590 28,522 17,965 61,077, TENNESSEE. 514 Chattanooga . e 48, 918 14, 896 18,498 47, 208 1,872 2,006 50,790 515 Clarksville . . . 2,000 3,225 1,345 60,959 10,074 18,902 516 Jackson . 2,565 9,748 44, 151 24,288 517 Knoxville . 58,301 518 Memphis . . . 125, 791 1,654 232,555 519 1 Nashville . 157,500 19,502 ' 411 187,487 * Statistics of 1901-2. & Includes salaries of janitors. « Includes expenditure for public library. c Includes salaries of janitors and clerks. 1466 EDUCATION REPORT, 1903, Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inha bi tants, 1902-3 — Continued . City. Perma- j nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci- j dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 TEXAS. 520 $10,229 ! S43.0S4 $7,605 $60,918 521 Beaumont . . 1,000 20,540 1,420 i 22.960 522 19,000 25.000 523 30,000 21.497 il. 540 63.037 524 Dallas _ _ _ _ _ 28.000 84.325 15.116 $525 127.966 7,102 24,469 4,914 36, 485 526 El Paso . . . . . . 43,613 47, 940 11,200 102.753 527 Fort Worth _ _ _ 6,000 64.883 12,668 83,551 528 410 21, 4S3 5,257 27,150 529 Galveston*. .. _ _ _ 3,000 58,788 9,385 71.173 530 102,888 21,256 139,645 531 12.316 3,046 15.362 532 18; 349 4 137 ! 22.486 533 Paris* _ _ _ 1,115 20,810 2’, 618 i 24.543 534 34,423 89,603 18,086 142.112 9,1*00 24, 488 3.837 37.325 536 6,500 17,250 3,500 | 27,250 537 Waco . . . . 14,000 47,265 8,060 69,265 UTAH. 538 Ogden . . . . 11,407 49,903 32,392 63,702 539 Salt Lake Citv . . . . . 54,432 203,179 165,356 422,967 VERMONT. 540 Barre . . . . . . . 9,018 18,960 8,009 35,987 541 • Burlington . . . . 2,661 42,141 19,082 63.884 542 j Rutland . . . 2,146 29,899 11,935 43; 980 VIRGINIA. 543 ! Alexandria. 18,335 3,181 21,516 544 Danville . . . . ; 4l6 20,871 3,041 — 24.328 545 Lynchburg _ _ _ 2,096 37.941 5. 087 45. 124 546 Manchester . . . . 939 10.093 2,623 13.655 547 Newport News _ _ _ 4,961 23, 724 6,684 35,369 548 1 Norfolk. . . . . . . 70.000 57. 323 15,856 143. 179 549 Petersburg . . . . . . 1,011 19.208 3,356 23, 575 550 i Portsmouth... _ _ _ 1,061 18,272 3.302 22.635 551 Richmond . . . 1 29,742 138,135 23,474 191,351 552 ' Roanoke _ _ _ _ _ 1 5. 662 29,786 5,780 41,228 WASHINGTON. 553 Ballard _ _ _ _ _ _ 1 31.000 70.000 554 Everett . 28, 312 27,994 25,517 76.823 555 Seattle _ _ _ 300.634 274,273 j 172,544 747.451 556 Spokane . . . 157,736 156, 147 63,361 407:244 557 Tacoma _ _ _ _ 25.255 169, 320 1 103,327 297.902 558 Walla Walla _ _ _ _ _ 9,184 26,178 34,208 69,570 559 1 Whatcom 45,853 WEST VIRGINIA. 560 Charleston 35,279 31,564 17,833 84,726 5*11 Huntington . . 6, 275 25,188 4.965 36.428 562 Parkersburg . . . . . . 31.257 34,931 12,750 78,938 563 i Wheeling* _ 10,590 73,340 38,748 122,678 WISCONSIN. 564 Appleton ... 5,000 41,543 22,148 68,691 ' Ashland . . . 2.793 36.933 11. 753 51,479 566 Beloit _ _ _ _ _ 17. 746 29.815 13,457 _ 61,018 567 Chippewa Falls . . 5,999 18, 172 4,933 29.104 568 j Eau Claire _ _ _ 12,514 49; 058 21,279 82. 851 569 1 Fond du Lac. _ _ _ _ _ 26,000 35,298 14,253 75.551 570 Green Bay _ 6.500 39.583 14,867 60.950 571 ; Janesville 6,083 29.746 15.928 51 . 757 572 : Kenosha* . . . 12,105 20.513 6,681 39.299 573 ! La Crosse * _ _ _ _ 3.365 72. 192 25,101 100.658 574 Madison . . . . . 46,136 44.395 16, 559 107.190 575 * Manitowoc . . 5.425 31,910 16,2:38 53, 573 * Statistics of 1901-2. CITY SCHOOL SYSTEMS 1467 Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitan ts, 1902—3 — Continued . City. Perma¬ nent in¬ vestments and lasting improve¬ ments. ! Teaching , and su¬ pervision. Current and inci- 1 dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 w i sconsin— continued. 576 Marinette . $15,217 $35,199 $14,. 533 $64,949 577 Merrill ... . 9,648 19. 332 2. 411 31.391 578 Milwaukee _ _ _.! («) 681.265 129.030 810, 295 579 Oshkosh . . . ! 77,908 1 62.111 25. 139 $594 165,752 580 ! Racine . . . J 2,587 77.233 22,209 102,029 581 Sheboygan . . . . 3,550 57,100 22,123 82:773 582 Stevens Point* _ _ _ ! 70 21,241 8.411 29, 722 583 Superior _ . .. _ J 59,139 j 91,758 51.264 202. 161 584 Watertown . _ 14.859 5, 229 20,088 585 Wausau . . ; 17,863 33.561 13,090 64. 514 WYOMING. 5S6 Cheyenne _ 1,095 23,074 7,356 31,525 587 Laramie . . . . * Statistics of 1901-2. a Not handled by school board. 1468 EDUCATION EEPOET, 1903, Table 10. — Summary of statistics of evening schools in cities of 8,000 population and over, 1902-3. Number of cities report¬ ing evening schools. Number of schools. Number of evenings schools were in session. Teachers. Pupils. Average daily attend¬ ance. Pupils of evening schools not attending day schools. Male. Female. Total. Male. Female. Total. United States _ 158 882 12,896 1,984 2,487 5,126 136,631 61,468 229,213 93, 915 178,795 North Atlantic Division 112 701 8.403 1.504 2,003 4,162 109,259 52,891 188,580 76,117 145, 339 South Atlantic Division 5 23 453 84 65 149 1.178 1,002 4, 962 2,615 3,105 South Central Division. 6 9 700 10 30 40 L271 473 1,744 600 1,563 North Central Division. 26 131 1,848 332 307 639 17, 242 ! 5.699 24,843 11,448 20,256 W estern Division . 9 18 1,492 54 82 136 7,681 1,403 9,084 | 3,135 8,533 N orth Atlantic Division : Maine . . 3 16 183 15 6 21 276 93 369 228 362 New Hampshire _ 4 8 231 8 20 28 458 188 646 347 593 Vermont . 1 2 160 2 1 . 3 59 44 103 51 100 Massachusetts . 38 251 2,034 339 798 1,392 28,629 14,680 43, 782 20,577 19,021 Rhode Island . 8 48 601 180 196 376 5,973 2,588 8,561 3,418 2,517 Connecticut _ 14 25 981 82 71 153 852 239 5,342 2,950 4,840 New York _ _ 14 111 936 710 533 1,243 56,833 29,550 86,383 28,805 85.853 New Jersey. . 15 53 1,186 108 289 397 11,271 4,320 17,134 7,453 9,527 Pennsylvania . . . 15 187 2,091 60 89 649 4,908 1,189 26,260 12,288 22,527 South At lantic Division : Delaware . . . 1 3 0 10 10 170 107 170 Maryland . . 1 11 51 69 12 81 2,612 1,467 2,613 District of Columbia 1 48 14 38 52 876 967 1,843 948 Virginia _ ... West Virginia . North Carolina _ South Carolina . Georgia . _ 2 2 354 1 5 6 302 35 337 93 323 Florida _ . . South Central Division: 1 Kentucky _ _ 2 5 201 24 31 972 411 1,383 502 1,383 Tennessee. . . 2 2 275 2 4 6 216 25 241 43 143 Alabama . . . Mississippi . . Louisiana _ 1 1 172 1 1 37 37 16 37 Texas _ 1 1 152 0 2 2 46 37 83 39 Arkansas . . Oklahoma Indian Territory . . . . North Central Division : Ohio _ 5 44 523 61 36 97 1,211 164 3,202 1,810 3,202 Indiana . . 4 11 363 18 7 25 541 236 777 339 379 Illinois . . 38 436 156 177 333 10, 101 3,683 13,784 6,013 13,693 Michigan . 5 17 131 48 21 69 1,692 515 2, 207 999 2, 134 Wisconsin . 3 6 177 12 3 15 265 93 443 200 443 Minnesota _. Iowa . . Missouri 1 12 60 34 56 90 3,100 925 4,025 1,951 North Dakota _ South Dakota. . Nebraska . 2 3 158 3 7 10, 322 83 405 136 405 Kansas . . Western Division: Montana . . Wyoming _ Colorado . | New Mexico _ Arizona . . U tah . . . ; Nevada . . Idaho Washington _ i 1 94 5 0 5 &50 64 414 il8 Oregon... . i 3 100 4 3 191 55 246 123 246 California . . 7 14 1,298 45 79 124 7,140 1,284 8,424 2,894 8,286 Alaska . Hawaii . i CITY SCHOOL SYSTEMS. 1469 Table 11. — Statistics of evening schools in cities of 8,000 population and over , 1902-3. Number of schools. § fe Teachers. Pupils. Average daily at¬ tendance. Pupils of evening schools not at- tending day schools. 0) > m °1§ L o m O) CO 03 fa* 6 *3 a 6 a 03 i o Eh p g 3 <6 B CD 1 o Eh CALIFORNIA. 1 189 i 1 2 117 21 138 40 Los Angeles . .. . 1 190 2 0 2 203 0 203 75 203 Oakland . 2 198 2 4 6 704 131 835 200 835 Sacramento . . 1 186 2 4 6 150 113 263 103 263 San Francisco . 7 199 35 70 105 5,789 992 6,781 2,396 6,781 i 136 2 2 145 20 165 52 165 i 200 1 1 32 7 39 28 39 CONNECTICUT. i 75 5 5 158 40 198 40 198 4 75 2 3 5 389 389 1 75 1 1 2 25 14 Hartford . . . . 3 78 12 25 37 1,549 294 1,549 1 75 2 9 305 1,365 305 Meriden _ _ _ 1 50 2 2 4 80 21 101 44 101 New Britain . . . 3 75 5 11 16 352 125 477 310 0 75 33 5 38 1,468 508 1,468 New London. . 1 75 2 4 60 42 102 39 102 1 100 2 4 6 1 4 4 202 11 213 41 213 1 1 1 2 Wallingford . 1 75 2 3 5 100 75 100 Waterbury . 1 78 9 7 16 415 220 415 DELAWARE. Wilmington . 3 0 10 10 170 107 170 DISTRICT OF COLUMBIA. Washington . 7 48 14 38 52 876 967 1,843 948 GEORGIA. Atlanta.. . 1 183 3 3 209 209 55 195 Columbus . . . . 1 171 1 2 3 93 35 128 38 128 ILLINOIS. Chicago . 30 97 135 161 296 9,556 3,471 13,027 5,650 13,027 Joliet . . . . 1 108 4 0 4 70 17 87 26 87 Lincoln... . . . 1 60 3 0 3 34 26 60 39 31 Peoria _ _ 4 80 4 4 8 160 43 203 196 203 Rockford _ _ _ 1 64 2 2 4 111 9 120 42 75 Rock Island . 1 27 8 10 18 170 117 287 160 270 INDIANA. Evansville _ _ _ 3 55 6 6 120 81 201 88 201 Indianapolis . 6 57 14 1 15 293 105 398 169 Peru _ . 1 169 1 0 1 35 9 44 14 44 South Bend . 1 72 3 0 3 93 41 134 68 134 KENTUCKY. Covington _ 1 98 1 1 14 37 51 24 51 Louisville . 4 103 6 24 30 958 374 1,332 478 1,333 LOUISIANA. Shreveport. . . . 1 172 1 1 37 37 16 37 MAINE. Augusta . . . 1 53 3 3 38 38 26 37 Lewiston . . . 14 78 10 6 16 178 93 271 182 265 Waterville . 1 52 2 2 60 60 20 60 MARYLAND. Baltimore . . . 11 51 69 12 81 2,612 1,467 2,612 1470 EDUCATION REPORT, 1903. Table 11. — Statistics of evening schools in cities of 8,000 population and over , 1902-3 — Continued. Number of schools. ' © Sjg| § fl Teachers. Pupils. A £© 'd § ©Is tr — © > < >> .g c3 3-P ° 'or5*r^r2 £ 8 3 01+3 01 Male. Female. Total. Male. Female. 3 o E-t MASSACHUSETTS. Attleboro . . . _ _ _ 3 35 3 12 15 282 61 343 169 343 Beverly _ _ _ 6 34 4 4 8 177 142 319 153 314 21 226 255 9,365 5,065 14,430 5,116 Brockton _ _ _ _ 3 53 3 1 17 20 399 165 564 320 550 Cambridge . . . _ . 7 62 32 19 51 1,110 477 1.587 624 1,587 3 40 1 1 28 ! 1 29 473 361 Clinton . . . 3 70 3 9 12 257 91 348 168 Everett . . 3 54 3 ! 3 6 78 39 117 117 Fall River. . . .. ... 19 45 49 134 | 183 2,730 1,794 4,524 2, 743 4,524 Fitchburg . . 4 50 5 36 41 549 206 755 349 755 Framingham . . . ... 1 43 4 3 7 66 27 93 58 Gardner . 1 31 2 27 29 280 100 380 234 380 Gloucester _ _ _ 2 30 2 8 10 332 118 450 154 450 1 53 2 3 5 85 22 107 37 Haverhill . . .. 4 60 3 ! 25 28 453 182 635 349 635 Holyoke . . . 5 41 9 44 53 629 458 1,087 596 2 80 3 4 7 146 126 272 272 Lawrence . . . . 48 76 39 ; 35 74 ! 1,271 849 2,120 1,522 2.120 Lowell . . . 18 75 31 : H2 1 143 2,564 1,350 3,914 2.046 : 2.000 Lynn _ _ .. 2 36 9 : 28 ! 37 674 461 1,135 641 1. 135 Malden _ _ 2 95 15 3 18 289 204 493 201 482 Marlboro _ . .. . 7 38 2 5 7 147 38 185 60 175 Medford . . . . . 6 39 4 2 6 156 64 220 65 219 Milford _ ! 1 36 1 5 6 147 28 175 78 New Bedford 7 36 12 76 88 | 1,446 791 2,237 1,147 N ewburyport _ _ 3 45 1 6 7 63 21 84 52 78 N ewton 2 32 5 3 8 189 38 227 64 North Adams _ _ _. 14 40 3 14 17 263 109 372 280 273 Northampton _ 4 60 1 12 13 99 81 180 120 173 Pittsfield _ 1 43. 6 4 10 277 144 421 167 421 Quincy . . . . . . 3. 57 4 4 8 389 35 424 129 424 Somerville . . . j 5 ; 69 12 22 34 706 205 911 335 906 Southbridge _ 4 72 1 9 10 95 90 185 143 185 Taunton . . . . 9 I 40 12 11 23 365 75 440 380 Waltham . . . . . 5 52 6 7 13 234 234 468 262 258 Westfield . . . . 1 39 1 3 4 77 70 147 66 66 Woburn . . 1 38 1 7 8 146 33 179 53 179 Worcester . . . . 19 109 45 ■ 54 i 99 1,994 787 2,781 1,335 MICHIGAN. Bay City. . 4 i 66 4 4 248 49 297 120 Calumet . . . 1 1 I 60 2 2 23 2 25 16 25 Detroit . . . . 9 80 34 15 49 : 1,176 319 1.495 7, 82 1.429 Grand Rapids . 2 35 4 0 4 197 23 220 81 220 Kalamazoo 1 1 70 4 6 ! 10 48 122 170 140 MISSOURI. ' St. Louis _ _ _ 12 60 34 58 so 3,100 925 1 4,025 1,951 NEBRASKA. Omaha . . 2 98 0 7 7 290 83 373 111 373 South Omaha 1 60 3 3 32 32 25 32 NEW HAMPSHIRE. ' Dover . . 2 100 2 2 4 64 42 106 55 Keene . . . . 1 27 0 2 2 36 18 54 26 51 Manchester . . 3 58 6 11 17 288 101 389 201 389 Rochester . . 2 46 0 5 5 70 27 97 65 97 NEW JERSEY. Bavonne . ; 1 ! 68 2 13 15 375 149 524 196 524 Bloomfield . . . 1 128 6 7 I 13 264 64 328 90 260 Camden . . . 5 61 2 13 15 849 425 1,274 372 Harrison . 2 64 2 8 1 10 170 130 300 225 300 Hoboken . 1 1 64 1 1 10 1 11 499 80 579 1 222 579 CITY SCHOOL SYSTEMS. 1471 Table 11. — Statistics of evening schools in cities of S,000 population and over , 1902-3 — Con tinned. OQ £ • P o $ =| o j a . -3.2 « O 1 c x x 33 X $ a icj- g C .3 Teachers. Pupils. Average daily at¬ tendance. Pupils of evening schools not at¬ tending day schools. ©g | 1*1^1 c? § Ipsp r-cccsg=o®^Mg coot-ao**-|,-i ocoaeo®^ 4 1 s * 5 i 1 i 3 32 1 l C I 1 i i I I I 1 • I I 1 1 1 1 §gdd ■ |l|| ! cSsS§ I’-Bagl Ulls 33580 lllfl i i i i i i i i l iiiiii > i i l i • i i i ill’ll i i i i i l i i i iiiiii i i i i i i i i • iiiiii i i i i i i i i l i l i i i > l i l i i i i i i iiiiii i i i i i i i i i iiiiii i i i i • i i i i i i i i i 1 ■ i i > i i i i ■ i i 1 i 1 i ■ i i l i i i l i iiiiii 1 * i i i i i i ’ iiiiii i i i i > i i i l iiiiii i 1 i i i i i i i i i i • l 1 i 1 i i i i i i i iii>ii ■ i i i i * i i i iii’ii i i i : i i i i i i * i i i i i i ■ i i i i i i iiiiii i ■■ i i i i i i iiiiii i i i i i i i i i iiiiii i i i i i i i i i iiiiii i i i i i i i i ■ iiiiii i i i i i i i i i i i • » * ’ i i ■ i i i i i i iiiiii i i i i i i i i i i » ^ i i i i i • i i 1 _i ■ 1 i i i i ” ■ i ■ i i i i i i f-t * i i i « i O i i i i i , » i * O 1 i 1 1 i i *S l 1 1 1 i I • i i *H 1 i * 1 i i ^ :-g :x : : : ; : :a'g3 : i mmnmmii iif mm Hf iiiil! g I ■ I 1 1 1 1 1 1 1 , 1 1 1 1 1 1 1 1 1 1 1 liljii \i •If nil s! I ED 1903 — VOL 2 - 17 (i Includes G7 towns. Table 12. — Summary , by Staten, etc. , of enrollment, attendance, supervising officers, and teachers in cities and villages containing from 4,000 to 8,000 inhabitants, 1902-3 — Continued. 1474 EDUCATION EE POET, 1903. Enroll- -LUCIA L 111 private and paro¬ chial schools (largely es¬ timated. 11 COCOOHHCJCOH i ^ i-H OS i CDCJCOi-r-nX i Cl i-O Ci • OO^COoScDOSiO^ ; GO C* « co ^7 ^ 16 of t-h of | r- 7 j 8f§IS*S8Sg l-b-H i rS o 1 1 £ Total. © Iisasillsiii sssgsssaaasi Female. © s3?23g®§&-SS888g8 1— (SO t- 1- CO ©8 ■«# ©2 ©> 03 Male. 30 t- co co op co cd -hj as o eo os hj< 1-1 r-irH sd-sd-u© ©» rH i-h co r-i t--lC05'Ti-#i-lC0C5 1-1 rH-# 1-1 rl rH CO 14m gilj s,s>!§ S5gg8S3e5c5,"';3 ois co^oco Average daily at¬ tendance. © IISSIlllllsl ilSililiill i2SS}S£222Sr,^0®rJ®2 of esfofof Aggregate number of days’ attend¬ ance of all pupils. 10 liSSisillsli llilillSSas SlillliSlIil SSllSls's¥ll corjiuo-^ofr-rofeo ©fof 1-T Enrollment in public day schools. iiiissiiiigi isisisiaiis Popula¬ tion, cen¬ sus of 1900. M .IllSlllflSSl llSilllllia ||SSSSSS(-'SS3 -^s's^^sss Number of city and vil¬ lage school | systems. (M ^cocowco^cocco Cities and villages of — rH 1 North Central Division: Ohio . . Indiana . . . Illinois. . . Michigan . Wisconsin . . Minnesota . Iowa . _ . Missouri.. . North Dakota . . . South Dakota . . Nebraska . Kansas. . . . Western Division: Montana.. . . vv yommg _ _ Colorado . New Mexico . . . Arizona . . Utah Nevada. . Idaho . . . Washington . . . Oregon . . California . . i : CITY SCHOOL SYSTEMS, 1475 Table 13. — Summary, by States, etc., of school property and expenditures in cities and villages containing from 4,000 to 8,000 inhabitants, 1902-3. Cities and villages of — Number of school build¬ ings. Number of seats or sittings for study. | Value of all public prop- ierty used for j school pur¬ poses. Expenditure ! for super - 1 vision and teaching. | Expendi¬ ture for all purposes (loans and bonds ex¬ cepted ) . 1 2 3 4 5 C U nited States . . 2,917 671,866 $42,816,001 $7,783,794 $11,817,761 North Atlantic Divison. _ _ 1,822 245.498 17, 799, 169 3,054,697 4,853,283 South Atlantic Division . 172 48,961 1.601, 755 362.301 541,081 South Central Division . _ _ 210 57,094 2,088:691 529. 423 1 664.539 North Central Division _ . _ 1, 055 286.132 18,964.871 3.274.646 I 4,896.242 V^stern Division . . . 158 34,181 2,381,515 562,727 862, 616 North Atlantic Division: Maine . . . . . 115 12,576 559, 207 127,011 195,505 New Hampshire . - 19 2,638 220, 0S5 33,540 50.090 Vermont . . . .. ... 44 6.251 659.404 85, 750 137,657 Massachusetts _ 476 65; 865 5,763,271 928,868 1,355.339 Rhode Island . . . . 95 9,134 593, 562 97; 359 228,867 Connecticut . - - 95 10.623 580.978 126. 210 162.939 New York _ _ _ 129 38 ; 469 2,578,936 531.954 848; 265 New Jersey _ _ _ _ 106 22;582 i; 923, 763 334; 853 590.362 Pennsylvania _ _ 248 77,360 4,919,963 789; 152 1,284,259 South Atlantic Division: Marvland . . _ _ 17 1,611 86,445 19,540 28,295 Virginia _ _ _ .. 16 Si 771 201,680 39;892 120,867 West Virginia . . . . 31 8,649 513,110 71,465 125, 048 North Carolina. . .. _ 27 8,830 192; 486 50.036 57. ia5 South Carolina . . . . 44 13;327 .253, 755 79,543 91.316 Georgia _ . _ _ _ 34 9,933 326,800 95,610 109,138 Florida . . . . . South Central Division: Kentucky _ _ .. . . 31 12,171 392,960 102, 774 138,248 Tennessee _ _ _ _ 10 2, 764 81, 611 18, 714 22, 232 Alabama.. . . . . .. 28 7,080 202,067 53,558 66,999 Mississippi . . . . . . 24 6,406 193, 670 55. 881 80.837 Louisiana . . . . 20 8,845 293.492 56,796 69,547 Texas . . .. .. . _ _ _ 82 2*1,644 819, 385 206,683 234.232 Arkansas. _ _ _ . 15 4,184 85,506 35,017 42,444 North Central Division: Ohio. _ _ 204 59,494 4,383,077 682,666 968,243 Indiana . . . . . 117 35,623 2,257,996 454,031 675, 489 Illinois _ _ _ _ 151 38,976 2,4.59,801 428.977 661. 875 Michigan . . . . . _ 126 31,408 2.043.344 376i 356 566,174 Wisconsin _ _ _ _ 83 19, 715 1,242.776 214.343 382,601 Minnesota . . . . . 53 13, 785 828, 258 161, 255 252, 286 Iowa . . . . . .. _ _ 80 ! 20. 773 1,472,211 266.686 428. 134 Missouri . . . 108 29,843 1,450,289 264; 176 343.740 North Dakota . . .. .. 3 ! 1,800 125,000 24; 000 43,600 South Dakota. . . . _ . 19 4,902 854.340 100,208 124. 618 Nebraska . . . 65 14.973 992. 700 164,825 243, 772 Kansas . . . . _ 45 14,840 854,979 137,123 205,700 Western Division: Montana . . . 5 9 2 5 16,266 24.310 Wvoming.. . . ... 4 800 25,000 10.000 14.000 Colorado _ _ _ _ .. 15 4,346 240,000 84,001 107; 313 New Mexico _ _ _ 13 2,376 155. 000 38.593 50:208 Arizona ... _ _ 6 1.100 100,000 32,000 56.000 Utah _ 16 3,650 232,327 45, 354 103,341 Nevada _ _ _ _ _ 8 52. (XX) 15, 525 18,706 Idaho . _ _ _ 2 1 040 62; 732 11,823 29,055 Washington.. _ _ .. 12 2,600 I 114. 174 34:037 43. 781 Oregon . . . . ... . . _ 14 4:301 474.160 50,830 96,838 California . . . . . 68 11,943 | 855.349 224,298 319.064 Table 14. — School statistics of cities and villages containing between J+,000 and 8,000 inhabitants , 1002-3. 1476 EDUCATION REPORT, 1903. •e.injipuadxa jujoj, O « N0C5CO ssqqs Oi>Tcdcooo 1 1 1 i :§ ■ Sil 1 i * 8 “ ; jS s'sfs 8 j •saaoigo SuisiAjadns puB s.iaqouaj'jo saiJtq'KS 55 !!§§§ cTcOkOkOkQ 1 CO 1 '§ § i !§ in i i §r » 1 Is 3S8 S i •sssodxiid jooqos .10 j pasn Apia -do.id oijqnd jo anx'BA X li§!§ gsss'a" CO 1 | § is j, S§§ 8 I 8 g a is ; 8s g s i •sxooqos oixqnd xi6 ni -£pnjs .ioj sSuijjis" ao sjuas ling r-T H 1 s § iiii 111 s i /sasod.md xooqos .toj pasn sSuipxtng mc ri -*^cococo HH >oi HHH rH e | ■eSu snsuao xoGIPS co ®j> S3 op 53 01 1> b* 55 53 53 5JSpopo3 222 a a ti CD COCDCOCO lOlOkO kO kO *0061 jo stisuoo fcuoij'Kxnaocj 5? ssissasss 1 ilia in g co co-*' ->*i 16 10 -^7kC-^7-*)5 -# i CITY SCHOOL SYSTEMS. 1477 Hill 111 IS!!! sssss sfss s'asas ill sas 8J8§jSSar3 'MsMM § § : osoisVoo IjaoTocT gT «o ! Ssl§l III SISSI ssss'S tfss HKB3v* Sii h®» III1S3II1IS 1 II iO^^»®oo^©4«f<3sao r-T ©ico Hiss SsS SoSoS ^S§83 883 NSSON ill 888” lilliiillli I 1 I ss^sWs^sss 8 s : mu ini mil 881 ii iiiiiiiii s ii r-T ;r-T * r-T r-T r-T r-T CCiO^ CQ CC CC ^ ^ CQ 33 CD CC CC 35 35 . lOW 33883 *gS2gS3gS«3 S §§3 3^813 3£;8 88338 3££ 2§2££3^3£3 3 3SS <>■> xo t— > co iOHH ^CCHHOCOOWC^H rH C5 O i-i rH ^ T-i tH COCv»^ CCOCHri HHOHHHNCIrHNN r-i rH iH mm% in mi! Sii mmmm ii i ss ♦r-T r-T ; mu isi sisss iisii ssb mm ill SsSg 1883118S3 i§ 1 11 sWgg|¥|¥ :s g gg ggggs gig Silll |ggg8§8gggg g || * gilii IIS £131! SSI lilliiillli 2 38 mil sii g | i |i ;is mmmm i is IslSl 111 i 1 In 388188828 1 11 SSggg 8§S gcgJScS n §8 i£ i j°§ ;8S | SS ; | i s Hill SII 88383 111 II ill! ill! i e 11 i-T«T iHHH iosTrHrH ! iH r-T ! I * ! ofi-Tr-Tcf-H Wr-ir-T r-5 r-i r-5 r-i rH hhh tH CD CO CO CO CO oiiSSS 080 -4 4< -4 4 4 ooo 444 S3 :333333S3 53 53^ »o loooooooo o coo iisii ill iiiiiiiii i isiiiisiiii i ss i-r«5"u2cd-^7co«o>oj>r ■># -h7 -'iTo * Statistics of 1901-2. a Estimated. *> Both white and colored. c White. d For entire city; othor statistics for Redlands school district. Table 14. — School statistics of cities and villages containing between Jf.,000 and 8,000 inhabitants, 1902-3 — Continued. 1478 EDUCATION REPORT, 1903. •a.mjipuadxa § 111 &S8* 15,000 8,900 26,000 11,000 3B3S3SS §1111 SSSK'S 12 in a i HI sss •s.iaoqjo SuisiAjadns pUU S.iaqO'Baj’jO SQTJ'BX'Bg 35 111 |3S Ills cgso"so*-“ inns ct-os-cgej'or 11111 CCCOO-r-x' 15 oco 181 co'c: d oBSoS •sasod.md Xooqos .ioj pesn Ajua -doad oixqnd jo enjuA X pH §11 § ill S5 ;§§ isnii :sssss mil ggg'SS §§ $88 •sxooqos oixqnd XP3 hi Apnjs •ioj sSuijjts jo sjuag; pH in HHH * § ill rH jrH.H ISIIil * r-Tr-TrHVT mu rH r-Ti—f il HH eii * sasodand xooqos joj pasn sSuipxing; © pH COCO ^ 005x0^^0 iOiCiOHhio X-OCO ^HCO^ Regular teachers. ■mo& 9 pH gssss •axuuia^ •# ssssssia •ex^H M rHrHOSCO COHOHCJ^ CO 05 rH GO 05 ZD lO t-ho ! •s.I8otjjo SuisiAaedng 9) CO^HIO 05 'id rH rH rH ®J rH CO (M COOirHrHr-H rH^H rH CO tH •aom? -puajju Axiup eS'ejaAy pH !&§ HH ISIS r-T mill §1111 r-T rH •fc SI 13S •sxidnd IXu jo eouupuejj'B ts Aup jo .lequrnu ajuSejSSy © pH 111 111 S3S1 gggg lisiii sgsgsg 58183 iWS * 21 gg' 111 s¥s •uoisses ur Axx’Bnjae aiaAV sxooqos aqj sAup jo jaqinnjsx 35 SSI Sjajjgg 1SESSS ggggg || HI Different pupils enrolled in pub¬ lic day schools. •I'BJOJ, M in HHH sill r-T rHrH iiiiii mis r-T HHH §1 HH SIS rH * 91131119 jT 1 111 I2SS 111 111 IS SSS II SIS •QX'BM <0 fl§ 1111 IISISI iiiii O’-H ss IIS •sxooqos x'Biqoo.i'Bd pun aj'BAi.id’ut sxiducj m °&° °1°S sa?ssg ?g|°S ■X- II °8§ * School popu¬ lation. •eSu snsuao xooqos jo uaapxxqo §11 oaoir-T i i il i—i ; 1 1— r iiiiii ^''rH'rHrHrHsf * S3 ||i 11 rAr-T ill rH"* (NT •eSn snsuao . jcoqog M SSS 5s ! 5> _ _ Metronolis Citv Monmouth Morris... _ _ Mount Carmel . ... _ Mount Vernon _ Murphysboro _ Olnev. _ 'll! Ph Ph Ph Pontiac c _ _ Princeton c. . . Spring Valley . CITY SCHOOL SYSTEMS. 1479 111! 3*33 assssiB S53SSSS Kill sags miiiiiimiii i SSSS3gS§SS¥SSS8‘ * ! mi iiii SSS»3 jass nil 8888813 2" 3 *3^3 flis! ssssf iipiiiiiiiipi i 3^333*3323^*2 33 3 Sill III 2*'3'sf I'* -i— g33§2 Si ill II d8g~S8^ iiliiiiliiiiili § “SgS»So§8*«gdS^S s mi ini ssgg rdgtg 1111 lllllll llll liiiinsiiiiili I ii iiiiii r-ir-HrHT-i t-I * r-t r4 COSSiCir- CCl^CO^iO^^*D©S OOCOCOCOCS ^ SSSS I8d8j§ &£3S$£g$§33353S3 &$g£S3333&8 SSdS dsagsgs 8ddi§ 8sssss8ss8issaa3s sssasssssss* IcnOCi O 30 ^ L- 3> i> lO CO 00 30 0 ^ ^ O rH jt- COGO5r-COr-i00^ ’« SO ©S HO^HCiCN^NH CD COtHCOCOt-HCCCO CQ 1 — i Oi 1 — I T-:'S>«^^^‘^>^-:3QCCrH©5CC^-:(N»^rH^H nHr-i Wr- W •aoiTB -puajju Axinp aS'e.ieAY H ssiiiiii s sill isis i isigi r-T r-T e •sxtdnd XX'B jo aouupua j jb .sA-ep jo .laqurau ejBSe.iSSyr © isSiiiii isiisisis isswsg sifsisiii s mis s s§¥|| •uoissas ut Atxbujob eaa-ii. sxooqos aqj sAup jo jaqumjsx © SI§§g§S§ glilggsig Hi ftl1 ts* £S.o Ss ©S •moj, X S88SBSS8 illlJSS 8 38318 •axmna^j b- il Mill il liliil 1 88388 *0p»re © 11 Ills m |88f888 1 83S88 •sxooqos x'Btqooa'Bd puB ajBAi.id m sxidtiti §° rr§ j 1= i§=l|£s s 11113 * g 2 a "O |3 •aS'B snsuao x°°q3S jo uaipxiqo * sillisil liililisl ofrt'HHHrTHrT OarHflfrHefrTofofer 3 lllls 9i (SfCi r-irH •02b snsuao x°°q°S n 332S22IS 212322221 2 22222 •0061 jo snsuao “uoijBxndOcX «k S1SS8883 18888888833 88888 ® ^-<*ioco ic o' -*T ^ iA ¥scc io oe^'et-" City. iowa— continued. Mason City * . Missouri Valley* ... Mount Pleasant . Oelwein . . Perry . Redoak. . . . Washington . Webster City* . KANSAS. Argentine . Arkansas City . Coffeyville . Independence . . Iola* . . . . Junction City . Newton . Ottawa . Salina . . : * ; | I1) lilt 'll* 1 1 1 1 till 1 II 1 ■ 1 1 1 III* 1 1 1 1 III' ij 22 C >>P» «aA3 SSSSSISI gsgsg CITY SCHOOL SYSTEMS. 1481 16,500 1 gg §8 s* ill 1111 §«g» J5S8S 111 II i 25$ I oo HISS il ssssssf is lislg S8*s¥ § 1 o 81 cco 111 1811 iCNi- O 00 JffcT ill rHcTrH ga i vcV oo 1 lillSIS sasss'ss sms SSS2S 1 a g 5 9 11 ssf ii§ is§§ ses 88*8 111 g¥g i§ i 88 S § o lililii ggssgss iiiii i g'sgeg | 1 1 If in iigi 111 Si 1 Hi ili i rH'rn' I r-T ! ! * ! Iiiii | iO coco OWtH O gc 333 ^ © 00 cc oorioeoioot- oo oo O O .2 3 s a 1CCC 8SS S38cc cc g§3§§8$5388 ££3S§8 * 8 iO rHXtt ^33 $gg8£ 888 3 a S3 3 s§ 8 8 §2 8 ri iO rH •^^T-l04-^04r-»T-ie4T-lrH OT 04 ta OJ CO r-i 04 ■s.iaoqjo SuiSTAjadRg COO^OSCOCOCC^-* Cv> O r— ! CO CO t— 1 CO 0OUE : -puajj/e Ajiup eguaeAy H 81338131 * * 8888138881818 3188188 •spdnd XiE jo eou-epuejjE .sAup jo isqumu 0je3sj:33y © 3181881 i SS83SSS i * -0 r ; 1 iiassisaiiis 1 mmmmms JrO 8138189 s'ggsggg »o ■ uoissqs nx ApETlJOE 0.I0.A sjooqos eqj sAup jo .laqumj^; J ! : * ; I igggsiflgsgs | ~ rO isigssi ■ : §*§.8 - P.C.3 III ‘I^OX X lllilllg summmmnm -Tr-r hh t-Tr-T HHH * ggllis •0XEUI0A 111 II 1 |S 1388888 |1 ; 838388 j •0IE^[ CO 111 111 1 g ia :9§S^5'S ij2 i l- ; J iO co CO t- co ; 10 ; 8S1333 j •sjooqos x'Riqoo.iEd piIE 0JEAIjd ’ UI BJldUfl 1 13 ;|0000|«0| ; * * o joooog School popu¬ lation. •0SE > snsuao xooIPs jo uaupxiqo ■* • I1ISI1S1 1388838818818 8381388 •a3u snsuao xoott°S M lO iOlOlO iO iO o ‘0061 jo snsuao ■uoijExndo(j 1 11 1 1 1 1 1 Isi 1 1 1 si 1 ISiiiSl 1S1 1 1 S ->* 0 ic ic -*jTeo -a* t- co o ^ t-ot- »oiot- so -dno ej City. - .4© 1 l 1 • 1 1 1 1 T ■ I fj j 1 • j j CZ2 1 • ‘C 1 • ' 1 1 ^ g a : s a 1 : §9 1 S •i=:i=cq2Cra-5-'aj- s sum Methuen . . Middleboro . Millbury . Milton . Montague . Needham . N orth Andover . North Attleboro . Northbridge . . North Brookfield . Norwood . . Orange . Palmer . . . , i i . . i i • i i i i i i i * • i i i i ■ ► | • i i i CD • U i jJ :1 : fin SSSSSSSSSS§SSISS8S81SSS§aS3SSa CITY SCHOOL SYSTEMS. 1483 IlliSliiiill SSS5S353SSSS8C IIHSI ssssss llisilliilgl§is§ilill S3S¥SSSS§S'SS8aS3SfflSS¥ mm oSSaoScoSi iSSllIliisI 1 S3 ci2§lS CO X N « CO CO llisillli |5iSSliI§l!l coj— j^oacoo^'^x iflli illlliiSll ss¥ss¥ges| g O Q3SS52 SS838.8 5c==;25SS2S222S2255S2 gg: sW gg: ggfei gJ88S S§ SS¥SW SSSi* ggggg 1 s;.g‘x i iisimie glllil llllll :iSiigsSII§§iii 11111 t-xosoocjt'occ; lOiO^^COO &83gga&84ra;38&s$gg£g&s3$;s3 gs&gg oiWoaoScooa gssgssssfssjsasssg isss&ssisi ■ 1— i iO 1— i r-i lO OilO CQ CO ^ CC^T-i ! I r-l COi-IO4^-iO4O4C0lOlT-i^-IO4CSCO jr-tr-©3 CCr- rH iCOOCSS^COrHCOCOtfi ^ oa oa >-> ©a oa r-:XHHH-^ I 04 04 04 CO CO 04 CO 04 t— ! r-i -T 04 t— 3 r-i CQ S3 r-i r-i r-i 11 ;|glligg£ll Ifllli SiliilglSiiSiililSISI r-T r-T r-T i mm 1 S, LI ‘891 ililllliSl ssWiiisii 11=111 SlSIlSi isaiaaassiaasaasaaasi SWSISIl¥s’Sll¥iSIISII §mm S|||S i sss^ssssi *■« [g ssssss slllSlIlllllIllllglll ggggg Slssialfillgi ijflllg SiSslllillisIlsiSiilg SISIs 1 l§ili 111 . llllf SllliSsillssIisliSIli mm i 1 mil in jiiiis Islilliifgllllllillil HIS =i locaosoioo S§ " * © §I°I°S S ” :* ftgsagSglssI S ?> S ^ c= i?° is mmmmm Halil ^rr4rjrrH'-T_r sassa is iiisiisii3is|i. » S52SS5 04040l54o553 04 0iB?4$454 53S530j 55 04 o3o454 iiil "co co •>*10' e co ' CO%^ i_-f CO co''^-'* o'cVloV I saasannisfic iisiiisisiiisiisiisiiisiiiii mm " of 1901-2. a Hiyli school was in session 195 days. 6 Approximately. 0 High school was in session 200 days. <*High school was in session 197 days. Table 14. — School statistics of cities and villages containing between 4 '000 and 8,000 inhabitants, 1002-3 — Continued. 1484 EDUCATION REPOKT, 1903. •a.mjipuadxa xnjoj. © liiiil illii gSBS'SS :SS5” ii ; go* I iisines •saaoigo SuisiAjadns pun s.iaqo'Eaj jo sai.rex'BS a II1IIS 11111 oooscoQ'eoo oJCNat-" si 111 1ISI1I1B co h eo -hT co cc cA o' •sasodand Xooqos joj pasn Ajaa -do.id oqqnd jo enj'eA 3C mill mu gsasgs sssss iH sis iiiliili asesssgs •sxooqos oixqnd xin ui Aprils joj sSuijjis .10 sjuas iisiii illii rHrHrH * r-r r-T ill s§§9 j§§3 •sasodand xooqos aoj pasn sSuipxtug; © 7T CCOiO coccio^ocooia 11 II 'IW assess SSI* sasassasa •axnma^ ■* * * ssa 'zvm J9 I'MH'MWH <2Q SQ t— I ; * * KN1> OCO •saaoipo SuisiA.xadns 9* rH H T-i CC CC iiiliili iSlliSIS •uoissas ui Axx'btijo'B a.iajii sjooqos eqj sAup jo uaqtun^; . © ggiggg Sgggg HI SSSSSIS Different piijoils enrolled in pub- lic day schools. •moi X mm nisi 888 iiSiSlIS •axntuaj I h I II11SS sign ill §8883888 'a jn © 111111 mu 111 llllliil •sxooqos xuiqooj'ed pun ajnAiJd ui sxidn-r 11ISIS Is! 1 ?|S °8S |S| | b |g 1 §| : <2 •aSn snsuao xooqos jo uaapxiqo rH i-i r-5 r-i rH rH OiCO CO 'rH rH 111 IIS ISIS i-Tr-Tr-T iNHKH •aSn snsuao looqag b kkkkkk 555355 Ik iO CO tO -O »0 CO lO 1C 10 ■ 10 I III aa«4 i^aas CO CO CO > CO CO CO CO •0081 jo snsuao •uoijnxndoj Iisiii S31S8I sSIsilsssisi oTiC lO CO ^ O CO -H< -H* -HH CO -Hbo -hT CO »0 uAicT-hT CO lO >> O * m innksot A— continued. Moorhead . New Ulin . . Owatonna . Rod Wing . Rochester . St. Peter . MISSISSIPPI. Biloxi . Columbus . Greenville . Hattiesburg . McComb . . ■ 1 1 1 1 1 1 1 1 £ i i id © . . ■ $ 0 : : ? X ■ 1^ H ; - 1 Oi CO T-i H CQ CJHHH OH NlCKr-IH NrtHINN # ^'mV H" rH t- in co so iq ->* c© tjT * Statistics of 1901-2. Table 14. — School statistics of cities and villages containing hetiveen lh000 and 8,000 inhabitants , 1002-8 — Continued. I486 EDUCATION REPORT, 1903, •9.injipuadxa xbjoj. § SiilSIll mis ill HE gassss'sfas jasW *¥*•' sfas sill aa¥i •saaotgo guistAjadns X>u«s.iaqo'Baj’jb saiJBXBg 55 IplElllllill ill m oso5Tco:coc5®r^t^', gfs moj, 30 8818888888838 ill I 1 1111 •aXBnia^ t* IllsSllisIllS 838 I 1 sill •aX8K ! © isssssssssisi ns i 1 .. i 8818 •sxooqos x'Btqoo.i'ed pue ajBAud ’ui sxidnj 111-5*11 I ill- Is! Is° 3 :°8 CO • II & •0gB snsuao xcoqos jo uaapxtqD L ill! iiii i iiil 111 III III! •0gB snsuao jooqog « :338 :888 333 ■iS'44’0 xxxx 2222 ‘0061 jo snsuao ‘uoxjBxtidoj ilSSSllillgil 888 £8393581. »occo'#is^w'^'io-^'irtcC'A cocc >a £ s new jersey— continued. North Plainfield . Princeton . . Red Bank . . . Rutherford * . . Salem . . Somerville . South Amboy . South Orange . Summit* . . Vineland . . . . West New York . . West Orange . Woodbury . NEW MEXICO. Albuquerque . . Raton . . Santa F . 1 * 1 1 1 1 t a sails illlliSlilll! Ill 88818113 CITY SCHOOL SYSTEMS. 1487 isisiiisiigiisisis isss’as's'sssfsss'ssfsgss ! * Slililllsl lie j jS18 1 § !1 ; ;t-ro<» m Of .of i S 2 : ® ^ 32 2 ^ 2 llilllllls ill illls 1 111 |-Yar,° a ®S8 '■4%SSSSSSSSSBSSS^S : * lillllllll IIS SW5S8|S3¥ »ss |lll§ § in jSsSSS *5 Si§3 ill!! illilllllSll iliiliiili ' i is is ill i its ! ! * I t-i 1-i ^ T-H CO W>r-f-T-i OSCOfc- ;S8fcS8S58&;383S8&833 :22SS 3 S&S ;SS5S8^9SSISSSSSS?giS5 =2^3 8 !H»CH?:HOr-iH-HT-+HHTOHO ' HrlHOSHKn j OINH i^prCOOO O CCp-nn ! M ^ CO ^ t-H-t— 1 CC^CCT-ilS>i-HCOSr'2<>T-i 1-ir-ir-i ' ~ 1 — ■: GV> t — i r-i 1 — • T— i iiiiiiiiiiiiiiiiii ; r-r t—7 llllllSSfl ill r-7r-7 pH jgisf s ill iiiliiliSliiilisii ;g¥ss;ssggg¥gg|gg¥g 5111111115 111 llllgilWs is¥§| | 333 Illlllllillllillll lllslllill §§s jgggg | 331 is.isillglisillisil siiiiiSiii ns isiii i isi llllllllllllgllll sss&s&ss ii fill 1 ISI llllgllllllllllll isiiississ ii ;§§!§3 8 33* i=|c=3|g*| :§2|g|§§ ! j* lls?lll3== 11° :~3g8 j iiiiiiiiii i| 111 111 i’-1’-1 r1-1 ’lr" r~'r1 ISilS 81111 888 <*f rH * mm i ms •r^HHrl « r-i r-i | O ;xxxxx — x x x x x x x x x x x :33533322333333333 2222*2223* s3sds5 loQo^SiOi ! oSS*? ! 5CC03D lipiiM^isiMSiiMS^siis iiisiisi i ill Haverstraw . Herkimer . . Hoosick Falls . . Ilion . Lyons . Malone . Mamaroneck. - . Matteawan . Mechanics ville . - - Medina . Newark . North Tarrytown . Norwich . . . Nyack . - . Oneida . Oneonta . . . Ossining . Owegp . Penn Yan . . . iiiiiiiiii ill ■ i i i i i i i i i ii' 1 1 , 1 1 1 1 1 1 1 • III liiilllill III lillllllll Hr ill iiiiiiiiii 2 ill ■llliliili W ill 1 I • i 1 I l I l l * l 1 iiiiiiiiii . i 1 lillllllll Ph r5 1 l liiiiW l Hjf 2|!^!B|g! | ill? £*!!£&£££ llll 1 1 1 I 1 1 III 1,11, 1 III 1 1 1 1 1 0 1 III 1 I 1 1 1 v> 1 III ■ i i i i -£ i . iii : : : : : < % 2 : : j ; : : \a s M E : :§ 4^> i ■ o m S-i r\ 1 g £ ’!! |s!|! i | ||| mu 1 111 iisiiisiiiiigiiiiiiiiiiiiisii mums i m * Statistics of 1901-2. b White school statistics. Expended for teaching and supervision in schools of both races. « Some schools were in session 190 days. o Includes both races. Table 14. — School statistics of cities and villages < containing between 1,000 and 8,000 inhabitants, 1902-3 — Continued. 1488 EDUCATION REPORT, 1903, •e.tnjipuadxa o 750 1,110 1,230 1,123 1,326 1,439 1,500 1.350 1,559 816 890 1,596 1,377 1,000 1,585 1,171 947 1,158 1,004 1,583 1,654 1,365 1.351 Hill! •ex'exua^ isimsismsimissssi i miss •axnpt O !llsgglifilll§lll|S»l! i elllSI •sxooqos x’Biqoojud pun ajUAijd ux sxidiifi K5 rsi§i°s:§i§g§0«soooisi0 i * -H- * 1 °i is is School popu¬ lation. •aSu snsuao x°°q°s jo ua.ipxiqO ■# rH r-T «H oir-; ©2~ ©2 02 r-< r-i 02 ©2tH ©2rH rH r-T r-i ©2 ©2 .-Tr-T j iiiisi rHCS©f©frHrH * •aSu snsuao xooqoc; CO 02 02 02 02 02 02 02 02 ! 02 ! 02 02 ©2 02 02 02 02 02 02 02 02 02 !i mm jo snsuao ^uoijuxndOtj « §iiiipiiggiii^ ~&in ZD l© CD 3t- ZD t- £- H^CO t-b.- l© 4©i© H* CD'fc^'cd'i©lo'cD L-"£-"cD%r’ l© City. pH Ohio— continued. Bellevue . Bowling Green* . ... Biicyrus . . . Canal Dover . . Circleville . Conneaut . Coshocton . . . Defiance . Delaware . . Delphos . . . Dennison . . . Fostoria . . . Galion* . . . Gallipolis . . . . Glenville . Greenville _ _ _ Hillsboro _ _ Jackson* _ _ Kent. . . . . Kenton _ Martins Ferry _ _ Mount Vernon . . Nelsonville . . . Newburg _ • i > i i i • i i i i i 1 n ! n ©;;;;; «s !*'« :® 2 i|ll| o Zi&S&OCb CITY SCHOOL SYSTEMS. 1489 i illillilll ! i ia'sasfa'^aa'a ; ! 1 i§ glilillsslliili g ;|5 £ SS53 ^ 22 S' I a- illl is KSSSS is ii mill iii i | cT r-T CC 03 1£ O cc" | i 111 ISlB§8§nS838SI ora o co ^ cs oC adcdofo c? J^eot^co as" li 1 o Siliil ^cooi'couooi iiiliilllli j :SS|ggW||S : i 1 ii llillllill | ini : te ;§ SSWggSSgS : :8S8 §§ ss i « iiiiii 1W s¥ ill i ii§§ll | | i 1 |l 18I§8SIS8l81IIi ii S Illl ;§ ^^co co ^ ^ co co -h< co os 05 15588 :$ jgsfsf is IllSliss | cf; AAoVAxn i ill :SK iiii CO CO rH 05 111! 01-COOO * rHrHrH ■s.iaoqjo SuisiAaadns puu s-iaqouaj/jo s©i.iux6S 55 siiiil 05 3>iOCOr-tOOOCOCCCOCO r-H lCrHt^rHOofcO 03 O O - !§i§ 05 3^^ r-H * 1-1 IISI ^tccoic -X- rH 1-1 •sasodjud jooqos .ioj pasn Ajj© 1 -do.id oixqna jo ©nx^A * lillll gssiss 8 8 55 §8 8 8 8~8 ill :g'a §828 4r §§§§ sssTs •sxooqos ©rxqnd- XT'6 ni Apnjs joj s 3 hints’ jo sjeos S nii§§ r-T HHH liiiiiiiigii is ii rH* irH~ iii§ rH* rH •sasocLmd xooqos .ioj pasn sgnipxina © COiOr-I^COCO rH-OCOCOCOrH<>J i© CO CO CO 041ONCO Regular teachers. •X6loji §8 £88 2 . 8Ss52828Ss$8§55 8S538 3828 ■©Xhui©^ s 883883 £32282^28838 283s5 ^338 •©X6M M OCQCOCOtfS^ m t— i m co i — i xc co t-h r- 1 04 1 — i nhoh N«iOO ■sjaoijjo guxsiAJodng rH CQ CO rH rH rH HC3HH OirH<^ •©onu -puajju Axx'Bp ©gi3.i©Ay - giiiii SSIIlglllili rH r-T l ill lill * •sxidnd Xxu jo ©ou'epuajju tsAup jo aaqurnu ©j'eSa.iSSy © linn ilillllSilli |sgs|¥g|gsss l ill § 1111 fSSI "UOISS8S HI Axx'BUJO'b ©.I9A1 sxooqos | ©qj sAup jo .iaquinjq © gSSSgi saiisissssss 8888 8888 Different pupils enrolled in pub¬ lic day schools. X iiiiii igismssass r-T rH r-T rH HHH Sill HH ins rH rH •©XUin©^ siilsi §ii§!3SfS§!gi Sill sill ‘aI6M © 3SSSS5 giliiiiilili nil Sill •sxooqos xuiqoo.iud puu GjuAi.id ui sxidn^ ifi OO ;O00O s ill ir® i :is isi§ * f°I§ School popu¬ lation. ■qS'b snsuao xooqos i jo uaapxxqo | II iiSI r-T |hH § j isiiii ii RSS 1111 r-rrHr-H* li ii rAi-T ;rH •QS'B snsuao jooqog M S5£ 15522 <©8 1888 55 : :55222d i; 8 i ! co * 8 8 8 Ii 2 is5 8 1 8 3322 8888 o o ! 88 18 ’C06I jo snsuao ■uoijuxndoj cc ioco -Arn rH -h l-~ cc co A* i_A co iA-h co -h co iAco -A-A-A -A iA-h co City. | PENNSYLVANIA— COnt’d. Johnsonburg _ _ Kane* _. . . Kittanning Lansford . . . Latrobe . Lehighton* . .. Lewistown _ Lockhaven . . Luzerne . . . McKees Rocks . . . Mauchchunk . . Middletown . . . . Millvale . . Milton . . Minersville... . Monongahela _ .. Mount .Pleasant _ New Brighton . N e w Kensington . . . North Rradnnp.k is iO Olyphant.. . Punxsutawney . . _ . Renovo*. . . . Rochester . . . St. Clair _ i i * i i i 1 i i i i i • i i i • i i i r i . , l i ' i i i ' i ill' 'ii' • i i 1 •sj 1 02 0202 02 CITY SCHOOL SYSTEMS. 1491 1 :i*S si ;s;ss SIS Is ill ssfs sa jss la 1 as a il ! 11 irf -r?T :ii « ^ r-H 888 888 ass §s 0 05 S3 ■^rH Ilssg ofincc’j^j' Hi Hill .-Tear-T e© ©a ®''a»cr S! 1 °°¥ S 13 t~~i© 81 is§ ssg 8 = 8 .sss II coV^ as ilili §isss 1 j§ ii in 8 :sf |S 158 11 l 8f S gg SS 88 88 = 0 888 ass ill ii¥ ii a¥ II sa ilill ill - g§ ii i «i § 1 i i : ii i *r ; * §88 II il laioccccc© CO^CO ^S ¥• 881 11 21 lelill llllli in ii ii j SSI IS :§ 1 II 1 SI t Ii 1 : gg III gW ¥• ill 311 SI m la s¥ ssssss SIS ISISl Is 1 II gg Hi Hi il SI sum sli Hill ~ II i t— T r-T 3C r-H SS is sii hi it ss ©a = iisisi ill ilill * ii 1 Si ii 11 sii §1 |1 Hills ill Sills •55- 18 1 SI ii ; 00 ; hi §3 j§ is=lSS ! * |S j S?1“S 11 sg§ ■* 1 is s j 11 * iiiiii ©fr-Tr-T Hrt 111 ilill * 11 1 r-Tr-T ©i 8 j i§ ns r-T©a®a'' sss 88 IS SSlsSS goo J5®}£)2S 888 88888 S3 S S j SS 33 53 ©5 88® ©a ©a ©a 888 5355 O CD coir- 88 Rllp.slilS §glI2IIs 1SISI11I1SII 1IIS S83 11 §111.111111 ilium aiasiiBsssis gin ns 11 * Statistics of 1901-2. Table 14. — School statistics of cities and villages containing between Jf.,000 and 8,000 inhabitants, 1002-3 — Continued. 1492 EDUCATION REPORT, 1903. •e.mjipuadxa jbjoi, o ?* isiiiisisggiiii i in isi§ ; ass tfs'ss 1 8 •s.iaaigo SuisiA.iedns pun saeqoBej’ jo sai.iBjBS Si mmmmmmi m iisg * W 01 oi'co'oi'o'co 300 00 (SCO COiOO «OCC 1 eg •sasodand jooqes .xoj pasn Apia -do.id aqqnd jo eiq«A. X I!l!!lSii!il!lSi 111 1111 aasssssssssSssss ses gggs 1 £ •spoqos aqqnd q« ui Apnjs • .i’oj sSuijjis jo sjTjas £ iiiliis iiiiiim ill sin 1 •sasodand jooqas .xoj pesti sSuipirng © CO |I 1! •pn°X ii •ajBiuag § •aiBj\[ ii CO O CCHHH o •sjaatgo Suisia jadns ?* o> •8DTTB -puajjB Aqup aSBjaAy « lie! jsiiilSsslS IS1 ill! I ■sqdnd qn jo aauBpuajjB tsAup jo aaqtunu ajBSa.Uogy © 1111 sglg illlillllSl 111 IBM :ll’SSSS=*5S SSI iSSS 1 s •uoissas ui AqunjaB a.iaAi. sjooqas eqj sAup jo aaquin^ © liSlgliSllSliSli IIS Isis 1 1 1| 111 © ~ Q X Up gsgiissisis iii sin I ■ajBiuajj Hi! lllellggiilg 111 1111 3 •aiBK © !!!! 11113111111 111 Sill 1 •siooqos jBiqaojBd puB ajBAiad ‘ ui sqdng Li § jr jSsS ;S ^SS ^S5 I School popu¬ lation. •aSe snsuaa jooqas jo uaapqqo ■* IfiSllllilllllll 1S§ ISIS * 1 •a°B snsuaa iooqas J » NCXNXC1-NNNXNNN1-1- 00 OC CO XlCX j oooocococoooSilooDOt^-coaoaooocci o ;i » icuiio j S L-i> jo snsuao^'uoijBjndoj sis linn zo io t-' t-' ec in -V ^ ««© -«Lcli«c:cli City. 5 3 s •J3 n I| «I till « » • i i i < i i • i i i • i i • •ii • •ii • iii jl ; i io£ : : !goj 'Mq-M Greenville . Hillsboro . McKinney . Marshall . . Taylor . Temple . Terrell * . Texarkana . Victoria . Waxahachie . . Weatherford . . UTAH. Logan . Park City . Provo City . VERMONT. Bellows Falls . Bennington . Brattleboro« . Montpelier . St. Albans _ _ _ i \tn IlllllillllSslili all lllisl CITY SCHOOL SYSTEMS. 1493 18888 § !8 llii :S§ Sill 111 2 :3 :S« °®8 * ! * ; Iggg sssisf III! 1 ssate' s mil 1 j§ §318881 sill 111 iffcc'^oso or | o 1 ^2” 2Jh *"* Illl s»sfs Sill i rfstfs' s' mu s ;§ §111 iii mi in S8SSS S ;8 S8Sg :S83 SiSSS SSS ill! sags' fill § 88B§' a 1 isll 111 ; ill ill illl all :lll illl i i rH J I r-4 rH J H rH J rH »-H * rH CO Ol ■*< CO Oi COif5^< CO'^'^-5'#CO^ iO 50 UO CO NN3 T^COC^ iCiCiCtO ^ 2£2£2 J25i83S88S8 00 08 8 OSOSCOCO SSS^SiS 2S2 222£££S £c$£8 ®°°t8 ££££ £3££ 2 Oi ;C -* »/5 'i* Oi uO ^ O'rftcac^cooj HCCNN NHO rHCC^Ol HHCQN rH irHHH 1 ^HH rnH^HHHrt WHHH O O CO ! ! * WHOiH H^HH OI IISSI els 3318188 8888 §88 t-T * t-4 * isSI J r-1 ^ SSS3 S IllSi 111 -8888888 siSs 111 sfjass gffS gs'gssgs s|’s’S ssg * ■* illl :S3rf ■3532 ! * llii 1 3231 8 \ ggggs gfg glgg&gs SIS! - II g| 05 30 00 O5 05 !ij?si SSI 8888888 Ills Sal llsl * mi i t— r i—t ,-r 1388 ! Ill SiSiSSi 11 j i SSI Sill •& S§88 3 |8SI | is! llllill li j »!1 fill * Illl 1 | isi i °i§8 sipss? I°§3 SSI ill8 Sill a * mm I ;§ §888838 3881 ScS t-l Oi i-l r-i i— 1 rl 11-1 r-li— KMi-u-lOii-i Nrlr-lri r-T 1511 isil 1 ■ ojoiS! o> o> o: oiSojojoiOj'1 £ 53 £ o> ci-iificifi : 4,4^4* 4<44 44-4.4. ££££ 5j 4.444- 4 813888 pi Siillll 8883 8 38188833833 1 iffiOiOTjT -*n' Tj< lO If5 iC If; lOisfo co't^' -3’' VIRGINIA. Berldev . Bristol . Charlottesville . . Fredericksburg . . . . . Staunton . . Winchester . WASHINGTON. Fairhaven * . . Olympia.. . . . . Vancouver . WEST VIRGINIA. Benwood . Bluefield . . . Clarksburg _ _ Fairmont . Grafton . . Martinsburg . . . Moundsville . WISCONSIN. Antigo . Baraboo.. . Beaverdam _ _ Berlin . . . Depere: District No. 1 . District No. 2 . Grand Rapids . . iiii ii,i ii,i ii,i » i i 1 * : © i iS '-g : 1 2 c3 O J m 8 ce $ !ES§g| IISIIc Nil § *j i-lsls © fl ill! • 1 Illl! 1 ISSliS 111 SSSSSiS SSsit ISggSsSSSSSSS I * Statistics of 1901-2. a District No. 2 1494 EDUCATION REPORT, 1903. Table 15. — Summary of statistics of public kindergartens reported in cities of 4,000 population and over, 1902-3. Public kindergartens. State or Territory. Num¬ ber of cities. Number of ! schools. Number of teachers. - Pupils. Male. Female. Total.a United States . 309 2,717 4,026 78,063 78,855 177,012 North Atlantic Division ... . . . 158 1,498 1.984 36, 458 35,943 88,027 South Atlantic "Division . . 6 64 141 1,033 973 2,886 South Central Division.. . . . 11 43 74 1,209 1,295 2.598 North Central Division _ 115 999 1,612 36, 050 37,301 76, 770 W estern Division . . . . 19 113 215 3,313 3,343 6,731 North Atlantic Division: Maine . . . . 4 11 19 204 209 413 N ew Hampshire . ... . . . . 4 15 27 310 325 635 Vermont . . . 4 8 12 161 180 378 Massachusetts _ _ 31 242 447 6,321 6,414 13,637 Rhode Island . . 5 47 81 1,632 1,591 3,398 Connecticut. _ _ _ _ _ 18 84 180 1.620 1,632 3,811 New York . . . . . 51 671 680 18,390 17,885 38,648 New Jersey . . . . 30 210 246 2,340 2,234 16, 119 Pennsylvania _ _ _ 11 210 292 5,480 5, 473 10,988 South Atlantic Division: Maryland . 1 22 46 880 District of Columbia . . 1 34 70 925 851 j 1, 776 Virginia . . ... 1 3 9 South Carolina . . . . . . 2 2 11 43 42 85 Georgia _ _ _ _ _ _ 1 3 5 65 80 145 South Central Division: [ Kentucky . . . . . 3 16 25 602 707 1,309 Alabama . . . . . 2 2 1 20 20 75 Mississippi . . . . 1 2 ! 2 34 43 77 Louisiana . 1 18 40 482 512 994 Texas . . . . . . 3 4 5 71 13 143 Arkansas . . . 1 1 1 North Central Division: Ohio . . . 11 115 158 3,203 3,423 7,305 Indiana.. . . . . . ... 14 69 82 1, 665 1,776 3,441 Illinois . . . . . . 10 191 225 8,061 8.038 16,099 Michigan . . ... . . .1 . 28 168 246 6, 156 5.988 12, 144 Wisconsin . .* . . . 25 144 289 7.442 7,716 16,780 Minnesota . . . . . 5 54 98 1,845 2, 175 4,780 Iowa . . . . 13 65 99 904 944 2,206 Missouri _ _ . 2 142 329 5, 152 5,687 10,839 South Dakota . . .. _ _ _ 1 4 4 58 62 120 Nebraska . . . . . . . 5 46 81 1,549 1,480 3,029 Kansas . . . . . . . . 1 1 1 15 12 27 Western Division: Montana _ . .. . . . . .. 1 4 4 i 75 Colorado . 2 31 62 ; 1,064 1,013 2,077 New Mexico . . . . . 2 2 2 72 83 155 Nevada _ _ _ 1 2 Washington . . . . . 2 3 4 1 101 j 98 199 California . . . 11 71 143 1 2,076 2, 149 4,225 I « In many instances the number of pupils of each sex was not given, but only the total enroll¬ ment. Table 16. — Summary of statistics of private kindergartens for 1901-2. CITY SCHOOL SYSTEMS. 1495 si Ig s = ■ C = S ~ tc . Ip gj £ 5 c Hi HI 1 o SHIS S"«®!8S j ISISillll ill j I-Tr-J of ^4Wofift 04 8858 885638* il; = q m lo Sii§§ | 8S5|§SS||| 85j|h: gi¬ ll- c s||l 1 of SS318 | §*°3g*-g§8g 83^2 43 § is i I: ■ - Bo5 5 f/p, gjg, 1 s mu i iliisliss s§8i r-T IS Oi y-i 1811 l!S!81g V 3 S 60 5? i M P! 1 S' IslSlII S»s=35sss -sas ft £ liils* I=I||.5 £ ^2^ 1 !§8iSll 's^^a^ssai: XLCOw 1 2 >> ii -2 a s ' 3 1 5 E 1 EH I s 11881 gVosfgO i lissillls llll t-T 01— To* i— 1 llll S88*S8 c | i = © 1 s mil = 04 rH ON 1 SIsRSSSI 3111 O' r-T isis gssfii © 1 i s llllll ! cT of r-T os of 1 J ggspiggs mi » r-T pgg mms •&i8qo-B8^ j o aaqum£[ s 1 86*15 S383 32=^23 •S[Ooqos j o .isqtnnx I 1 — 3C JO Ol i o ! 1 © 1 Ji 1 1 « 1 1 • 1 ■ 1 1 1 I 1 1 1 1 1 1 1 • 1 : i I « • i i i i I ■ i i i i l • £ £ J J • i fill ! ! ssggg a 1 lllfs 3 p 55552 c 3 3 3| ■ 1 1 1 1 1 1 1 1 iiii • 1 1 1 1 * 1 1 1 ii«i * 1 1 • 1 • '• 1 1 1 1 « 1 > 1 1 1 1 • • • 1 1 1 1 1 l 1 a ■> a ■ 1 ■ ■ l ■ 1 ■ 1 1 1 1 1 1 1 1 1 1 ■ 1 ■ . . ■ a a till 1 1 « 1 1 1 1 « 1 iiii 1 1 • 1 1 1 1 • i iiii 1 1 < 1 1 ■ 1 > 1 iiii 1 1 > 1 1 • 1 1 1 1111 1 1 1 1 » * • 1 * «iii 1 1 ■ 1 > 1 1 1 < ' 1 1 1 a ■ a 1 1 1 1 a 1 a a a a 1 1 1 > 1 • 1 1 1 1 1 1 1 1 1 1 1 1 > 1 ■ 1 1 1 ' 1 1 1 1 ■ • 1 1 1 1 'ii* 1 1 1 1 * * 1 1 1 'ill 1 1 « 1 * 1 1 1 i iiii 1 1 • 1 l 1 1 < 1 Iiii 1 1 * 1 1 1 1 * 1 1 1 * 1 iilliia.li iiii 1 1 1 1 • 1 1 1 1 * 1 1 1 1 1 1 1 * ■ 1 1 1 >111 1 i « 1 1 1 1 * 1 iiii 11*11*111 aia* iilii*iii 1 1 1 ■ 1 l 1 1 ' 1 1 1 1 1111 1 1 1 1 * * 1 1 1 *iii 1 1 ■ 1 • 1 1 • 1 1 1 1 • 1 1 * 1 1 1 1 ■ 1 l 1 1 * 1 i 1 s 1 1 * * 1 iiii llll . iiii : 1 1 1 ' 1 1 1 1 iiii 1 1 1 1 > 1 1 1 ■ 'ill i|iiliiii <111 " 1 1 * 1 l 1 • 1 * ** 1 i J 1 C 1 1 * 1 1 1 * * Q 1 * 1 Oii*ii**i*Q*»n* •r-« 1 1 1 1 » « 1 • 1 .p-i • 1 r*^ 1 C72i_ii'iii>CQ,1Sl ■ O « 1 1 1 • • * *•— « 1 1 1 ^■ij-i'i*iiiip>iij3* l ' ' 1 3Q 1 1 1 1 : < 1 ! i— ! 1 — Q ■1 !fi§Ji*t?f^ji 1 diS 11" 1 1 llll llllll llll llllll llll * * 1 1 1 1 llll * * I 1 1 1 llll llllll llll ||llll llll llllll llll 1*1111 llll 1*1111 I ■ 1 1 llllll 1 ■ I 1 llllll 1 * 1 * llllll llll 1 1 1 1 1 * 1 • 1 1 1 1 1 a 1 1 iiii 111111 1 1 1 1 iiiiii ii*i iiiiii i**i 1 1 * 1 1 • 1 * 1 1 1 1 1 1 1 • i*ii 1 1 1 1 * * 1 1 1 1 iiiiii * 1 1 1 iiiiii 1 * 1 1 111111 i*ii iiiiii iiii iiiiii * 1 1 1 iiiiii iiii iiiiii 1 * 1 * iii»ii • ' 1 * 1 1 • * * 1 • * 1 1 iiiiii iiii iiiiii 1111 iiiiii iiii iiiiii * * 1 * iiiiii • 1 1 1 iiiiii l l i 1 ^ 1 1 1 1 * a 1 * 1 ' O ' * » ' 1 ' 1 1 1 1 *i-i '111*1 iiii 3Q * a * 1 1 • as : ; ** S * 1 ••■“« * « i « 1 * 1 • O 1 * * 1 1 1 * --v rr? 1 1 ^ iiiiii •aaijlliili ii =55^U=J-P§! Cd| = *5 £ Table 16. — Summary of statistics of private kindergartens for 1901-2— Continued. 1496 EDUCATION REPORT, 1903. CITY SCHOOL SYSTEMS. 1497 Table 17. — Public 'kindergartens in cities of over 4,000 inhabitants in 1902-3. State and city. Number ^ of schools. Instruct¬ ors. Pupils. Male. Female. Total. 1 2 3 4 5 6 ALABAMA. Florence . . . . . . i 1 20 20 40 i 35 ARKANSAS. i 1 CALIFORNIA. Fresno . - - . - - i 1 31 24 55 Los Angeles . . . . . 38 83 1,286 1,313 2,599 Oakland - - - 2 2 31 45 76 Pasadena - - - .. - - - 5 12 174 166 340 Pomona . . - - - — 3 6 75 81 158 Riverside - - - - - .. 1 3 29 42 71 Sacramento . . . . . 7 13 122 131 253 San Diego.. . . . : - 6 10 168 163 331 Santa Ana - . . . . . . . . . 2 4 59 57 116 Santa Barbara . . . . . . . . 4 7 67 92 159 Santa Cruz . 2 2 34 35 69 COLORADO. Denver. _ _ _ _ _ _ 28 56* 987 934 1,921 Pueblo— District No. 20 _ _ 3 6 77 79 156 CONNECTICUT. Bristol . 3 5 144 170 314 3 6 90 Hartford _ _ _ _ _ _ 17 56 Killingly... . . . . 1 1 16 17 33 Manchester _ _ _ _ _ _ _ 2 2 Meriden . . . . . . 1 2 80 Naugatuck . . . . . . 3 4 80 84 164 New Britain. . . . . 8 18 275 300 575 New Haven . . . . 16 27 686 674 1,360 New London . . . 5 10 92 80 172 Norwalk . . . . . . 5 10 Norwich (Central District) . 5 10 Stamford . . . . . . . 2 3 80 57 137 Wallingford . . . . . . . 4 8 125 112 237 Water bury . . 2 4 79 85 164 Willimantic _ 3 5 195 Winchester . . . . . . . 1 2 43 53 96 Windham* . 3 7 194 DISTRICT OF COLUMBIA. Washington . . . 34 70 925 851 1, 776 GEORGIA. Augusta . . . . . . 3 5 65 80 145 ILLINOIS. Chicago . . . . . . . 177 200 7,806 7,715 15,521 Evanston: District No. 75 . 4 9 96 109 205 District No. 76 . . . 2 4 60 65 125 Jacksonville . . . . . ... 1 Lincoln . . . . 1 2 11 21 32 Morris . . . . 1 2 25 30 55 Pontiac . . . . . 2 2 18 22 40 Princeton . 2 5 40 56 96 Rockford* . 1 1 5 20 25 INDIANA. Anderson . 2 3 74 80 154 Columbus . . . . 2 3 35 55 90 Evansville . . 5 5 226 262 488 Fort Wayne . 4 8 115 133 248 Hammond . . . . . . 6 12 220 238 458 Laporte. . . 2 4 76 52 128 Michigan City . . . 6 7 180 175 355 Richmond . . 5 5 106 123 229 Shelbvville _ 4 2 89 70 159 South Bend . 8 16 184 215 399 * Statistics of 1902. 1498 EDUCATION REPORT, 1903, Table 17. — Public kindergartens in cities of over 4,000 inhabitants in 190t Continued. State and city. N umber - of schools. Instruct-1 ors. Pupils. Male. Female. Total. 1 2 3 4 5 6 Indiana— continued. | Terre Haute . . . 22 12 234 265 499 Valparaiso . . . 1 1 40- 42 82 Vincennes . . . . . 1 2 50 45 95 Whiting . . . . . . 1 2 36 21 57 IOWA. 5 6 2 4 133 Charles City. _ _ _ 1 2 25 26 51 Council Bluffs ... _ _ , . . 9 19 300 305 605 Creston . . . . . . 4 8 102 109 211 Des Moines . . . 19 26 Dubuque . . .. . . . 14 216 213 429 Fort Dodge* . 1 Grinnell T _ _ _ _ . _ . _ ... 3 3 42 50 92 Marshalltown . . . . < 7 7 153 154 307 5 5 225 W ashington . . . . 1 3 44 60 104 Waterloo (West) . 1 2 22 27 49 KANSAS. Salina * . . . . . 1 1 15 i 27 l KENTUCKY. Covington . . . . . . . 6 13 302 362 664 Frankfort . . . . . . 1 3 50 54 104 Louisville . . . . . 9 9 250 291 541 LOUISIANA. New Orleans . . 18 40 482 512 994 MAINE. Bangor . . 5 11 84 103 187 Biddef ord * . 1 1 18 14 32 Lewiston . . . . 4 6 93 75 168 Saco . . . . 1 1 9 17 26 MARYLAND. Baltimore . . 22 46 880 MASSACHUSETTS. Andover . . . . 3 4 61 60 121 Attleboro . . . . . . . 2 3 58 64 122 Boston . . . . . . 89 168 3,157 3,059 : 6,216 Brookline . . . . 11 19 494 Braintree. . . . . . . . . . 5 5 46 54 100 Cambridge ... . . 14 25 472 504 976 Chicopee . . . . • 2 2 99 Dedham . 2 4 28 35 63 Easton . . . . . 1 2 25 29 54 Fall River . . . . . . . 3 6 150 190 340 Greenfield . . . . . . . . 2 2 44 51 95 Haverhill . . . . . 2 4 30 38 68 Holyoke . . . . . . . . . 14 1 184 233 417 Lowell . . . . . . . . 13 26 401 360 761 Medford . . . . . . . . 7 6 148 170 318 Milton . . 4 153 New Bedford... . . . . . 3 6 80 81 ! 161 Newton . . . . . . . 15 32 342 a3o ! 672 North Adams . . . . . . 4 8 117 123 j 240 Northampton . . . 4 8 79 89 168 Peabody.. . . . . 1 1 23 30 53 Pittsfield . . . . . 2 4 65 57 122 Salem. . . . . . . . . 4 106 100 206 Somerville. .. . . . . 4 8 114 134 248 Springfield . . . 12 27 W aterto wn . . 1 2 40 Wellslev . . . . 1 1 12 18 30 Westfield . . . . . 5 9 68 74 , 142 West Springfield . . . . . . 1 3 1 Q 80 1 86 1 166 Statistics of 1902. CITY SCHOOL SYSTEMS. 1499 Table 17. — Public kindergartens in cities of over 4,000 inhabitants in 1902-3 — Contiiraed. State and city. Number of schools. Instruct¬ ors. Pupils. Male. Female. Total. 1 2 3 4 5 6 MASSACHUSETTS— continued. 3 6 116 'Worcester . . . 13 27 431 445 876 MICHIGAN. Adrian - - 1 2 36 42 78 Bessemer . - - - - 2 1 2 74 84 158 Big Rapids . - . . . • 2 i 2 32 35 67 Cadillac. . ... . . . . . . - 5 6 96 74 170 Calumet . . - - 13 26 349 336 685 Cold water - - - - 2 2 40 66 106 Delray . . . 2 3 48 64 112 Detroit _ _ _ 41 81 1,780 1,753 j 3,533 Dowagiac . . 1 . 1 37 33 70 Flint . . . . . 2 2 30 36 ! 66 Grand Haven . . . 1 3 50 45 95 Grand Rapids . . . 83 32 785 776 1,561 Holland - - - 3 3 131 101 232 2 1 3 i 125 Ishpeming. . . . . 5 10 1,301 1,120 2,421 Kalamazoo . . . . . . 9 10 264 259 523 Manistee. - - 6 6 83 87 170 Manistique . . . . . .. 3 3 78 86 164 Menominee . . . . . . . . . 5 8 187 198 1 383 Mount Clemens _ _ _ _ _ _ 4 5 150 141 291 Muskegon . . . . . . 6 9 285 282 577 Negaunee . . 1 1 38 48. 86 Pontiac . . . . . . 3 3 67 65 132 St. Joseph . . — . . . . 3 3 48 39 87 Sault Ste. Marie _ _ _ _ 3 * 4 75 89 164 Traverse City _ _ _ 4 6 . . 256 Wyandotte . . . . 3 5 92 121 213 MINNESOTA. 1 Duluth _ _ _ _ _ _ 12 15 344 317 661 Mankato . . . 4 4 160 Minneapolis . . . . . 1 2 76 83 159 St. Paul _ 30 63 1,425 1,775 1 3,200 Winona _ _ _ _ _ _ _ 7 14 1 600 MISSISSIPPI. Natchez _ _ _ _ .. ... 2 2 34 43 rrn <7 MISSOURI. Kansas City . . . . 15 19 449 479 928 St. Louis _ . _ _ _ 127 310 4,703 5,208 9,911 MONTANA. Helena . . . 4 4 75 NEBRASKA. Hastings . . . . . . . . 1 1 17 24 41 Lincoln . . . . . . . 13 26 452 403 855 Nebraska City* _ _ _ .. ... 1 2 24 30 54 Omaha _ _ _ _ 30 51 997 973 1,970 York _ _ _ _ _ _ 1 1 59 50 109 NEW HAMPSHIRE. Concord (Union District) . . . 6 11 89 104 193 Franklin . . . . . 2 2 35 26 61 Nashua .. . . . . . . 3 6 65 66 131 Portsmouth . . . ... 4 8 121 129 250 NEVADA. Reno*.. . 1 2 NEW JERSEY. Asbury Park . . 2 2 43 42 85 Bayonne _ _ 5 15 259 1 282 532 * Statistics of 1802. 1500 EDUCATION REPORT, 1903, Table 17. — Public kindergartens in cities of over 4,000 inhabitants in 1902-3 — Continued. State and city. Number instmct- schools. ors- Pupils. Male. Female. Total. 1 3 4 5 6 new jersey— continued. Bloomfield . . . . . . . 6 6 140 135 275 Camden . . . . . 3 3 57 54 111 Dover _ _ _ . . _ _ 1 1 30 32 62 East Orange . . 6 10 283 233 516 5 6 Hackensack _ _ _ _ _ _ 398 7 14 1,240 4 5 453 Long Branch _ . _ _ _ 3 4 134 123 257 Montclair . . . . 7 15 232 - 196 428 98 94 6,695 N ew Brunswick . . 1 1 34 43 77 Newton _ _ _ _ _ _ _ _ 1 1 32 47 79 N ortli Plainfield- _ _ _ _ _ _ 2 4 101 91 192 5 10 Passaic . . . . _ . 8 15 1,029 19 19 1,700 Perth Amboy . . . . . . 1 1 40 35 75 Plainfield _ 5 6 130 146 276 Rutherford* . . . . . . 2 2 49 65 114 Salem _ _ _ _ _ _ 2 2 20 33 53 Somerville . . . . . . . 1 1 45 49 94 South Orange . . . . 1 2 21 27 48 Summit* _ .. _ _ 2 2 58 49 105 Town of Union . . . .. .. . . 2 3 105 110 215 Trenton _ _ _ ... _ 1 1 31 44 75 West Hoboken . . ... .. _ _ _ 6 6 399 356 755 W est Orange * . . . 4 5 108 72 180 NEW MEXICO. Las Vegas . . . . 1 1 37 43 80 Santa Fe . . . . 1 1 35 40 75 NEW YORK. Albany . 21 21 1,040 Amsterdam . . . . . . . . 5 6 70 80 150 Auburn . . . 4 8 96 ’95 191 Binghamton . . . . 14 14 344 331 675 Buffalo . . . . . 18 20 635 666 1,301 Catskill... . . . . . 2 2 53 52 105 Cohoes . . . . . ... . . . . _ 4 5 180 181 361 Cortland _ _ _ _ _ _ 1 1 21 28 49 Fredonia _ _ _ 1 2 47 51 98 Geneva . . . . 4 8 126 128 254 Glens Falls 3 259 Gloversville . . . 6 6 356 Hornellsville _ _ _ _ _ 4 4 99 135 234 Ilion . . . . . . . 2 5 66 46 112 Jamestown . . . . . . . . 9 11 293 291 584 Johnstown . . . . 2 2 71 57 128 Lansingburg _ _ _ _ _ 5 5 96 95 191 Little Fails . . 3 3 89 85 174 Lockport . 2 4 124 Mamaroneck . . . _ _ 2 3 33 29 62 Matteawan 1 1 Medina. . . . . . . 2 2 25 49 74 Mount Vernon. _ _ _ _ 2 2 38 36 74 New Rochelle _ _ _ _ 6 10 211 226 437 New York . . . 4°4 299 10,847 10,079 20,926 Niagara Falls . . . . . 12 229 225 454 N orth Tarrytown . . . . 1 1 15 15 30 North Tonawanda . . 4 260 N or wich . . . . . . . 1 2 15 15 30 Nyack . . 1 1 40 50 90 Olean . . . . . . . . 6 6 174 141 315 Oneida. . . . . . 6 91 141 232 Ossining . . .. . . . . 4 2 58 76 134 Owego . . . . . . . . 1 1 16 23 39 Peekskill.. . . . 1 2 21 12 33 Plattsburg* . . . . . 2 2 97 Port Chester . . . . 4 7 142 161 303 Poughkeepsie . . . . 4 4 128 89 217 Rensselaer . . . 2 2 52 54 106 * Statistics of 1902. CITY SCHOOL SYSTEMS. 1501 Table 17. — Public kindergartens in cities of over 4,000 inhabitants in 1902-3 — Continued. State and city. Number of schools. Instruct¬ ors. Pupils. Male. Female. Total. 1 2 3 4 5 6 new york— continued. Rochester . . . - - 32 ! 80 1 1,904 2,076 3.980 5 j 6 237 Sandy Hill . . - . . 1 i 2 43 48 91 Schenectady . .. . . . . . . 7 7 206 189 395 Syracuse. . - . . . . - 24 1 37 574 608 1,182 Tarrytown . - . .. 1 ; 2 33 45 78 Troy . . . . . . . I 8 131 110 j 241 Utica. . . . . . ... 14 1 27 588 565 1,133 Watertown . . . . . . . . . i ! 1 25 35 60 Watervliet . . . . . . . . 2 2 26 21 47 White Plains . . . 4 | 4 92 82 174 Yonkers . . 11 12 367 364 731 OHIO. Akron . . . 9 9 679 Canton . . . . . 1 ; 1 31 i 31 ! 62 Cleveland . . . . . . . .. 32 59 970 1,040 2.010 Davton . . . . 22 22 527 575 | 1.102 Fostoria . . . . . . . 1 1 3 52 i 54 : 106 Fremont . . . . . . . . 3 7 100 106 206 Gallipolis* . . . . . . 1 6 15 6 21 Kenton . . . . 1 1 14 19 33 Mansfield . . . . . . . 7 14 132 167 299 Marion _ _ 4 ! 4 127 146 273 Toledo . 84 32 1,235 1,279 2,514 PENNSYLVANIA . Allegheny * . . . 12 1 24 436 289 725 Archbald* . . . . .. _ 1 i 3 Bradford . . .. . 2 1 2 37 44 1 81 Erie . . . . . . . . . . 2 1 5 66 67 133 Greenville* . . . . . . . 1 2 28 32 60 Huntingdon . . . . . 1 1 10 25 35 Philadelphia . . . . . 142 i 150 3,619 3,716 7,335 Pittsburg . . . . 31 1 63 883 894 1,787 Scranton . . . .. _ 13 13 293 302 535 Titusville . . . . . . . 4 8 98 104 202 Uniontown * . 1 1 35 RHODE ISLAND. Cranston . . . 4 ' 5 175 Newport. . . . 5 5 175 149 324 Pawtucket . . . . . 9 i 18 318 331 649 Providence . . . 26 48 1.079 1,055 2,134 Woonsocket . 3 5 60 56 116 SOUTH CAROLINA. Anderson _ • . . . . . . 1 1 18 16 34 Rockhill . . . . . 1 10 25 26 cl SOUTH DAKOTA. Lead . . . 4 4 58 62 120 TEXAS. Cleburne. . . . 1 1 1 1 2 Denton . . . . . . . . 1 1 10 11 21 El Paso . . . 2 3 60 60 120 VERMONT. Bennington . . . 1 2 24 19 43 Brattleboro . . . . 1 2 37 Burlington . . ... _ _ _ _ 5 5 105 128 233 Montpelier . . . 1 3 32 33 65 VIRGINIA. Norfolk . 3 9 WASHINGTON. 1 2 48 34 82 Spokane . . . . 2 1 2 53 64 117 * Statistics of 1802. 1502 EDUCATION REPORT, 1903, Table 17. — Public kindergartens in cities of over 4,000 inhabitants in 1902-3 — Continued. State and city. ! Number of schools. Instruct¬ ors. Pupils. Male. Female. Total. 1 2 3 4 5 6 WISCONSIN. Appleton . . . 7 14 301 327 628 Ashland . . . - . . . 1 2 34 37 71 Baraboo. . . . 4 8 73 70 143 Beaverdam . 1 1 18 20 38 Beloit . . . . . . 4 12 288 315 603 Berlin 2 4 127 Chinpewa Falls . . . . . 702 718 1,420 Depere (West) _ _ _ 1 1 20 13 33 Fond du Lae . . . . . 6 15 356 310 666 Grand Rapids . . . . . ... 2 3 68 74 142 Janesville _ _ 4 8 259 Madison . . . . . . 3 5 74 86 160 Manitowoc . . . . . 1 5 355 Marinette... . . . . . . 6 6 290 310 600 Menasha . . . . . 3 4 85 107 192 Menomonie . . . _ . 3 4 138 128 266 Merrill . . . . . . . . 2 4 70 81 151 Milwaukee . . . . . 47 94 3,159 3,206 6,365 Neenah . . 2 77 97 174 Oshkosh . . . . . . 10 25 550 609 1,159 Racine . . . 9 16 881 Sheboygan.. . . 24 421 415 836 Stevens Point 3 Superior . . . . . . . 10 27 469 487 956 Wausau . . . . . . . . 7 7 249 306 555 CHAPTER XXXIII. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. Contents: Number of institutions— Courses of study— Students— Summer schools — Degrees — Property- Income— Benefactions — Statistical tables. The total number of institutions included in the tables in this chapter is 627, of which number 129 admit women only. Of the 455 universities and colleges included in Table 30, men only are admitted to the undergraduate departments of 132 insti¬ tutions, while 323 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 26 institutions. The following-named institutions have been discontinued: Pacific Methodist Col¬ lege, Santa Bosa, Cal. ; Central Christian College, Albany, Mo. ; Asheville College for Young 'Women, Asheville, N. C. ; and Black Hills College, Hot Springs, S. Dak. Lane University, Lecompton, Kans., and Campbell University, Holton, Kans., have been consolidated under the name of Campbell College, with location at Holton, Kans. COURSES OF STUDY. Yearly all of the institutions included in this chapter offer courses of study in the liberal arts, or what may be called general culture courses. The range of instruction offered by the several institutions is being extended year by year by the addition of new courses of study, so that the instruction now offered by some of the institu¬ tions is very varied. This is true in the line of general culture studies, but is espe¬ cially the case in technical lines. Thus it is found that of the institutions of college rank, courses of study in agriculture are offered by 58; architecture, 19; civil engi¬ neering, 102; chemical engineering, 27; electrical engineering, 88; irrigation engineer¬ ing, 2; mechanical engineering, 87 ; metallurgical engineering, 10; mining engineering, 46; marine engineering, 4; sanitary engineering, 11; naval architecture, 6; forestry, 7; horticulture, 11; textile engineering, 5; railway engineering, 6; ceramics, 4. The names of the institutions offering the several technical courses are given in Table 29 of this chapter. The effect of the establishment of technical courses is generally to increase the productive industries of a State. The textile school in connection with the Missis¬ sippi Agricultural and Mechanical College was opened for instruction in 1901. In 1903, two years after its opening, the president of the institution reported that since the school was established more cotton mills had been built in the State than in the entire previous history of the State. a A great increase in the number of creameries Biennial Report of State Superintendent of Education of Mississippi, 1901-1903, p. 58. 1503 1504 EDUCATION REPORT, 1903. and cheese factories and in the amount and value of their output followed the establishment, a number of years ago, by the agricultural colleges of systematic instruction in dairying, designed especially for workers in those lines. 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 1902-3 is reported as 114,130, an increase of 6,739 students over the number for the preceding year. The number of such students for each year from 1889-90 to 1902-3 is as follows: Number of undergraduate and resident graduate students in universities , colleges , and schools of technology from 1889-90 to 1902-3. Year. Universities and colleges for men and for both sexes. Colleges for women. Division A. Schools of tech¬ nology. Total number. Men. Women. Women. Men. Women. Men. Women. 1889-90 . 38, 056 8,075 1,979 6, 870 707 44,926 10, 761 1890-91 . 40, 089 9,439 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 . 46,689 11, 489 3, 198 8, 616 843 55, 305 15, 530 1893-94 . 50,297 13, 144 3,578 9, 517 1,376 59, 814 18, 098 1894-95 . 52. 586 14, 298 3, 667 9, 467 1,106 62, 053 19, 071 1895-96 . 56i 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 26, 764 1900-1901 . 65, 069 21,468 5,260 10, 403 1,151 75, 472 27, 879 1901-2 . 66, 325 22, 507 5,549 11, 808 1,202 78, 133 29, 258 1902-3 . 69, 178 24, 863 5, 749 13,216 1,124 82, 394 31, 736 The number of undergraduate students pursuing the various courses of study, so far as reported, is as follows: Classical courses (including unclassified students in liberal courses) . 51, 152 Other general culture courses . 13, 605 General science courses . 7, 397 Commerce . 1, 100 Agriculture . 3, 306 Mechanical engineering . 6, 800 Civil engineering . 5,278 Electrical engineering . 3, 652 Chemical engineering . 725 Mining engineering . 2, 244 Textile engineering . 133 Sanitary engineering . 27 Architecture . 558 Household economy . 742 SUMMER SCHOOLS. The number of universities and colleges maintaining summer schools is increasing gradually. This feature of work has been undertaken usually by a number of the professors of an institution as a private venture and adopted afterwards as a part of the regular work of such institution. By means of the summer sessions the valuable equipment of a number of the largest universities is rendered available for educational UNTV ERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1505 purposes for several weeks during the long vacation period. That the opportunities thus presented are appreciated is shown by the large number of persons, especially teachers, enrolled at the summer schools. Here are found the names of teachers of graded schools, superintendents of city schools, principals and teachers 'of secondary and normal schools, professors and instructors in colleges, as well as those of students in college, and of persons preparing for college. The reports from the several institutions show that 11,036 students were enrolled in the summer schools of 51 universities and colleges. The number enrolled at each institution was as follows: Students in summer schools of universities and colleges. Institution. Men. Women. University of California . 398 10 432 18 Carthage (Ill. ) College . . . . . . . 84 132 96 Butler College (Indiana) . 11 37 160 314 10 34 18 92 University of Iowa . . 91 99 17 36 9 15 University of Kansas . . . 60 12 80 Berea (Kv.) College . 0 Universitv of Maine . 6 Harvard University (Massachusetts) . . . 479 466 Tufts College (Massachusetts) . 12 2 Alma (Mich.) College . 22 6 Universitv of Michigan . 302 160 University of Minnesota . 73 245 Universitv of Mississippi . 47 135 Missouri Weslevan College . 8 21 Universitv of Missouri . 231 Central Wesleyan College (Missouri) . 15 ''is University of N ebraska . 79 175 York (Nebr.) College . . . 11 33 Dartmouth College (New Hampshire) . 33 26 Cornell University (New York) . 381 223 Columbia University (New York) . . . 252 391 New York University . 66 47 Syracuse (N. Y.) University . '15 24 Universitv of North Carolina . 26 64 Biddle University (North Carolina) . 24 71 Ohio Universitv . 110 128 University of Cincinnati (Ohio) . 45 0 Western Reserve University (Ohio) . . 78 101 Marietta (Ohio) College . 21 49 Rio Grande (Ohio) College . 39 30 Wittenberg College (Ohio) . 25 10 Heidelberg University (Ohio) . 19 25 Otterbein University (Ohio) . 16 21 Universitv of Wooster (Ohio) . 156 263 Ursinus College (Pennsylvania) . 22 8 Dakota University (South Dakota) . 6 64 Knoxville (Tenn.) College . 12 53 University of Tennessee (Summer School of the South) . 675 1,344 Universitv of Texas . 129 140 Austin College (Texas) . . . 10 40 Brigham Young College (Utah) . 19 37 Universitv of Utah . 44 89 West Virginia University . 100 50 University of Wisconsin . . 256 154 Total . . . . 4, 802 6,234 ED 1908 — VOL 2 - 19 1506 EDUCATION REPORT, 1903. DEGREES. The total number of degrees and the number of each kind conferred on men and on women were as follows: « Degrees conferred in 1902-3. Degree. On men. On women. Degree. On men. 1 On women. A. B . 5, 614 3,061 L. A . ^0 2 B. S . 2,801 52 o ! 3 X1 o § j § O 1 O 8 1,500 to 1,749. g CD 6 United States . '. . . _ 455 14 48 69 64 53 64 1 45 28 ; J 1-20 i 7 7 1 4 ! 2 ! ■ 4 [ 3 2 i 1 10 North Atlantic Division . .... 85 l 6 6 9 6 12 11 1 9 1 9 1 2 2 ! 2 I i ! 2 2 4 79 3 10 8 11 10 9 ; 11 4 ! 2 8 1 3 11 13 8 8 12 9 2 1 3 1 | 2 2 1 i North Central Division . . ... 186 4 is ; 33 30 26 27 1 14 10 ; i 2 6 i 1 3 i’ 1 i 1 1 2 5 .... 87 3 3 9 6 3 4 3 2 1 1 1 1 North Atlantic Division: | 1 I 1 — .... 4 1 1 2 .... 2 1 1 .... 3 1 1 . . . . 10 1 1 1 1 1 j 3 1 ... ... \"i .... 1 i 1 .... 3 ... 1 i l .... 23 3 3 2 i 1 5 3 2 I i 1 1 1 l 1 2 1 | ]" l 34 3 j 1 6 ... 2 5 6 5 i | 1 2 1 : 1 South Atlantic Division: ... 9 1 1 ... . 11 1 1 4 1 1 ! 3 1 District, of Columbia 1 2 1 i 1 1 i i " Virginia . .. 11 1 1 1 1 2 3 1 i ! ::: ... West Virginia . 3 1 1 1 1 North Carolina . 13 3 1 3 2 1 1 i i i South Carolina . . ‘9 1 2 1 2 1 j 3 Georgia . 11 ' 3 i 1 1 2 1 [ 1 l ... ... Florida . 2 1 1 1 ... South Central Division: l Kentnokv 10 1 1 i 3 1 2 1 1 !--- Tennessee . 23 3 5 |*3 ! 5 j 2 2 1 i i i --- 1 Alabama 6 3 2 1 Mississippi 4 1 1 2 Louisiana _ . 8 1 2 1 1 1 ... ! 1 1 Texas 14 1 1 4 ! 3 i 1 1 1 Arkansas 2 : 1 1 1 1 .. . Okla.hom a. 1 1 ::: Tniiiau Territory 2 2 North Central Division: Ohio i 33 1 2 8 3 j 4 1 5 3 | 1 1 1 3 1 1 Indiana _ .. 13 i 2 1 4 ! l 1 3 l 1 Illinois .. 30 2 5 ! 5 j 6 i 2 j 1 S i ; 1 Michigan 9 ! i 1 ! 2 3 ^ 1 1 Wfecon sin 9 I 3 | 1 1 1 i 1 2 1 Minnesota ... 9 1 1 , 2 2 i 1 1 1 Iowa ! 25 i* i 4 4 ; 3 2 i 5 1 2 1 ! 2 | i ::: Missouri 20 3 1 4 ! 3 ; 4 3 i i Xorth Tin lentil [ **3 1 1 ! i South Djikota ■ 5 1 2 i i ... ... N ebraska 10 3 1 i 1 i i 2 ... i i • ... 1 Kansas °0 2 1 4 6 ' 3 2 | 1 i Western Division: ' Montana j 1 i i | ... Wyoming 1 i ... Colorado ; 4 L { 2 ! i New Mexico 1 | Arizona 1 1 1 T'tah 1 3 1 1 ... ! ] Nevada 1 1 l Idaho j 1 1 Washington 5 1 1 2 1 | 1 Oregon 1 8 1 ! i 3 1 i ! l California n 1 | i ! 2 1 1 2 2 j i | 1 1 ...... J UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1515 Table 5. — Classification of universities and colleges for men and for both sexes according to amount of endowment funds. State or Territory. Institutions. Institutions having- No endowment funds. 05* 05 o 3 05 05 05 05~ o o o O S 05 05 05^ 3 o O § o 3 si s o 8 iO 3 05 05 05~ m o o o iO C 1 05 05 05 1 O O O O 10 1100,000 to $199,999. 05 05 05 05~ ?J if* O O O O o' O M . 05 05 05 oT 0. CO 0 0 0 0^ cT 0 CO 05 05 05 of 05 0 0 3 0 ©~ 0 05 05^ oT 05 1-0 0 0 ! 0 0 1 0 | © 1.0 ^ 1 05 05 05 05~ 05 ? 2 O 5 05 05 05 3 0 0 0^ o' 05 0. 05^ 05~ O ? O O O O^ O 05 O. 05 lo> 05 05 |l O O' O' 05 $1,000,000 to $1,249,999. | 05 05 05 05^ 05 r-4 O O O ©~ 05 05 O. O. 05 05 05 05 05 05 oo 0 0 0 |o_ 0 |o S8 r-H 09 05 05 05 | sf 05 | CO ' 0 0 ©_. 0 U1 05 ' 05 05 05 05 f O 3 O o“ 3 0^ .1 s S 05 O 3 O is* 2 0 0 o_ 05 0 0 0' 0 I 0* a> O United States . 455 142 9 13 n 14 31 52 56 35 • 17 17 13| 4 5 1 3| 2 4 9 .4 ° 3j 1 1 3 1 3 N. Atlantic Division _ 85 18 ... 2 2 2 5 5 6 2 1 4 10 6 3 1 3 5 3 3 1 2 9 72 26 4 i 4 4 8 13 5 1 2 2 1 ’i 'l 36 2 2 2 2 3 8 ! 7 3 i 3 2 21 1 2 N. Central Division . 186 49 4 5 5 6 16 28 23 24 6 2 2 1 2 1 1 1 2 1 .. 11 1 1 c>7 13 3 1 3 3 7 1 21 1 lj 1 i N. Atlantic Division: == ... I j 4 1 T ..! 2 1 ... ... ij 3 1- 1 ... 1 .. 10 . 1 1 h: ;;; ii 2 2 1 1 ... ! i| Connecticut' . 3 • l! 1 1 ;; 23 .... 1 1 1 2 1 pi 1 2 2j 1! 1 1 1 -i 1 i 5 1 .1 .. 1 1 Pennsylvania . 34 8 3 4 ... 5 1 3 j 5 i 1 .1 1 S. Atlantic Division: 1 Delaware . . 2 1 1 1 1 Maryland . 11 6 2 1 ri ll District of Columbia . 3 1 1 1 ... .. H .... Virginia . ! ii I 1 1 3 2 .. l! " .. West Virginia . 3 1 2 ... North Carolina . 1 13 3 1 1 2 1 3 1 1 ... South Carolina . 9 4 1 2 1 1 -J :: Georgia . 11 5 2 1 1 1 1 " :: Florida . 5 2 i 1 1 S. Central Division: i ■ Kentucky . 10 2 1 1 2 1 1! 1 1 Tennessee . 23 10 1 1 i 11 3 2 2 1 1 1 Alabama . t5 4 1! i| Mississippi . 4 1 .3 1 1 lj ;; Louisiana . 8 3 1 1 1 1 1, 1! Texas . 14 10 ii 2 1 Arkansas . 7 1 i 1 1 . 1 .. .. Oklahoma . 1 1 1 .j .. Indian Territory _ 2 2 N. Central Division: | . Ohio . ! 33 5 i 4 6 8 ; 2! 1 1 1! 1 1 1 1 Indiana . . 13 3 1 i 1 5 1 i Illinois . 30 8 2 1 i ' '2 4 *4 ' 3 1 2 .. ii 1 Michigan . i 9 2 1 5 1 ••j •• Wisconsin . j 9 2 1 i 1 1 1 1 1 Minnesota . 9 4 1 1 1 1 1 .. Iowa . 25 5 1 1 i 3 8 ”i 3 1 1 - Missouri . 20 5 1 i i 3 3 3 1 1 1 North Dakota . 2 L 1 South Dakota . 5 2 1 1 1 Nebraska .. . 10 2 2 1 2 1 1 1 Kansas . . 20 9 "i 1 i i 4 1 3 Western Division: ■ 1 Montana . 1 1 "Wyoming . 1 1 Colorado . 4 2 1 1 "1 .. New Mexico . 1 1 Arizona . 1 11 Utah . 3 . .1... 1 1 1 Nevada . 1 - • 1 i 1 Idaho . 1 1 Washington . 5 4 1 .. *1 Oresron . 8 ... 1 3 i 1 l| 2! I California . 11 5' l! 1 21 1 1 1 i 1 i 1 1 I 1516 EDUCATION REPOET, 1903. Table 6. — Professors and instructors in universities and colleges for men and for both sexes. o g Preparatory Collegiate Professional Total number (excluding duplicates’). O departments. departments. departments. State or Territory. ja Ls g-g £.2 Men. Wo¬ men. Men. Wo- ! men. \ Men. j -Wo¬ men. Men. Wo¬ men. United States . 455 2,437 1,035 8, 252 1,016 j 4,862 59 14, 611 2,159 North Atlantic Division . 85 468 69 2,723 91 1,597 15 4,814 200 South Atlantic Division . 72 279 93 I 883 82 530 2 1,571 188 South Central Division . 75 255 198 779 173 549 2 1, 499 372 North Central Division . 186 1,184 560 ; 3,181 568 1,826 37 5,517 1,210 Western Division . 37 251 115 ! 686 102 360 3 1,210 189 North Atlantic Division: Maine . 4 0 0 97 4 36 0 129 4 9 12 0 70 0 16 0 98 0 3 0 0 59 0 30 0 0 10 47 3 520 414 8 1,002 78 17 Rhode Island . 1 0 0 78 1 0 0 1 3 0 0 253 2 93 0 373 2 23 244 23 836 51 656 1,773 96 21 5 155 0 4 0 180 5 34 144 38 655 26 348 0 1,092 75 South Atlantic Division: 2 2 1 23 1 0 0 25 1 11 86 15 178 14 68 2 306 27 District of Columbia . 49 4 130 4 315 0 473 12 11 21 4 135 1 38 0 181 8 West Virginia . 3 10 6 64 15 0 0 74 21 North Carolina . 13 31 16 158 20 67 0 216 36 South Carolina . 9 25 8 68 3 13 0 111 11 Georgia . 11 25 23 84 14 22 0 116 40 Florida . 5 30 16 43 10 0 69 32 South Central Division: Kentuckv . 10 28 23 101 16 99 0 228 48 Tennessee . 23 86 82 224 63 276 0 540 143 Alabama . 6 6 3 83 6 24 0 106 9 Mississippi . 4 20 7 35 2 5 0 75 11 Louisiana . 8 34 22 112 18 55 0 182 35 Texas . 14 55 35 137 34 61 2 236 70 Arkansas . 20 14 65 18 26 0 106 34 Oklahoma _ 1 4 0 15 4 3 0 19 4 Indian Territory . 2 2 12 7 12 0 0 7 18 North Central Division: Ohio . . . 33 200 78 539 112 316 1 1,039 210 Indiana. . 13 45 15 228 27 19 0 252 * 36 Illinois . 30 193 93 665 90 489 13 "1,222 349 253 Michigan . 9 53 20 228 30 144 3 54 Wisconsin . 9 57 14 259 21 40 0 297 36 Minnesota . 9 98 25 200 36 207 8 440 74 Iowa . 25 140 110 310 98 132 3 487 201 Missouri . 20 129 87 252 44 204 0 542 113 North Dakota . 3 23 6 28 9 17 0 40 16 South Dakota . 5 34 25 50 14 0 0 58 33 Nebraska . 10 68 37 211 34 136 4 364 71 Kansas . 20 144 50 211 53 122 5 427 113 Western Division: Montana . - . 1 8 5 8 5 0 0 8 5 Wyoming . 1 17 4 17 4 0 0 17 4 Colorado . 4 40 12 83 11 1 174 1 297 31 Npw Mpxir.o. . . 1 8 4 8 4 0 0 8 4 Arizona . 1 11 4 11 2 0 0 15 4 Utah . 3 29 13 46 2 0 0 63 15 Npvada _ _ 1 6 5 13 5 0 0 17 7 Idaho . 1 2 2 19 2 0 0 21 4 Washington . 5 23 15 67 16 20 0 87 23 Orppnn . . 8 24 23 67 17 51 0 134 37 California . 11 83 28 347 34 115 2 543 55 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1517 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 . 34, 159 15,755 64, 750 23, 359 4,428 1,504 585 91 30, 911 1,003 North Atlantic Division . 6, 767 1,006 24, 457 6, 659 2, 900 1,995 • 501 168 14 9, 313 277 South Atlantic Division . 4,042 1,566 1,263 479 29 15 1 3, 336 65 South Central Division . 6,013 3,537 6, 590 2,799 133 66 21 3 4, 772 82 North Central Division . 14, 286 7,526 22, 717 13,384 1,511 736 331 68 12, 088 491 Western Division . 3,051 2, 120 4, 327 3,013 310 172 50 5 1,402 88 North Atlantic Division: Maine . 0 •o 907 223 4 1 4 5 207 1 New Hampshire . 72 0 733 0 16 0 10 0 65 0 Vermont . 0 0 391 110 1 1 3 1 202 0 Massachusetts . 485 17 4,265 417 427 45 49 0 2, 366 104 Rhode Island . 0 0 660 175 56 36 13 0 0 0 Connecticut . 0 0 2,376 33 324 36 0 0 •510 0 New York . 3,924 230 6, 730 1,078 827 316 27 5 3, 606 160 New Jersey . 322 47 1,576 0 128 0 6 0 32 0 Pennsvlvania . 1,964 712 6,819 864 212 66 56 3 2,325 12 South Atlantic Division: Delaware . 17 17 123 10 2 0 0 0 0 0 Marvland . 766 183 808 139 187 0 T 0 304 41 District of Columbia . 515 36 495 156 180 15 1 0 1,702 24 Virginia . 309 90 1,373 93 32 4 0 0 486 0 West Virginia . 383 105 489 276 20 1 6 1 145 0 North Carolina . 701 354 1,468 210 34 6 7 0 461 0 South Carolina . 482 314 675 72 22 1 0 0 43 0 Georgia . 620 266 1,020 178 2 1 0 0 161 0 Florida . 249 201 208 129 0 1 0 0 34 0 South Central Division: Kentucky . 915 513 1,202 349 24 5 1 0 1,083 3 Tennessee . 1,929 1,526 1,708 939 55 17 0 0 1,873 232 39 Alabama . 213 68 502 72 6 0 0 0 1 Mississippi . 265 70 503 31 5 0 18 2 65 0 Louisiana . 699 267 873 318 19 30 1 1 549 5 Texas . 1,044 522 1,302 722 20 14 1 0 667 33 Arkansas . 634 355 414 305 2 0 0 0 285 0 Oklahoma . 158 91 74 47 2 0 0 0 18 1 Indian Territory . 156 125 12 16 0 0 0 0 0 0 North Central Division: Ohio . 2, 410 1,201 184 3,829 2, 193 1,060 84 61 34 3 1,592 5 Indiana . 728 2, 113 60 33 1 1 344 24 Illinois . 2, 612 1,299 4,101 3,122 794 387 109 8 3, 800 186 Michigan . 412 180 1,828 989 71 30 22 8 1,552 280 63 Wisconsin . 712 116 2, 399 718 104 30 2 1 0 Minnesota . 945 •357 1,706 1,052 65 25 60 19 1,159 36 Iowa . 1,521 2, 210 1,245 1,813 1,331 889 101 58 32 9 974 98 Missouri . 1,221 2, 053 125 23 20 7 1,263 10 North Dakota . 155 112. 99 40 0 0 7 1 48 0 South Dakota . 417 396 177 118 2 3 2 0 24 0 Nebraska _ i . 903 386 1,201 947 66 57 0 0 557 31 Kansas . 1,261 829 1,398 925 39 29 42 11 495 38 Western Division: Montana . 74 71 37 33 4 1 0 0 0 0 Wyoming . 61 60 35 31 0 2 2 0 0 0 Colorado . 451 339 540 449 68 28 4 5 366 7 New Mexico . 45 91 6 12 0 0 0 0 0 0 Arizona . 73 49 46 26 2 2 0 0 0 0 Utah . 552 498 159 144 1 1 0 0 0 0 Nevada . 52 54 127 84 0 0 0 0 0 0 Idaho . 99 63 129 13 0 0 0 0 0 0 Washington . 303 242 487 283 11 8 0 0 147 7 Oregon . 378 346 285 199 8 2 3 0 128 17 California . 963 307 2, 477 1,739 216 128 41 0 761 57 Table 8. — Students pursuing various courses in universities and colleges for men and for both 1518 EDUCATION REPORT, 1903. •LIB ui sjuapms 4,313 mu of • i^5 1 % OHO^H . -.Olr-^Ol ; 3S ”33 : g •aismu ui siuapnis 8 oT mil l-fr-fr-feTr-T ^OiO I> ^ o ggsss •[iup Xi^inra ui sjuepnig I Ills! COHMOH i- ill «! I jss IS sis Os X III 2£g 259 S3 •uauiOAi 1 of &5SIS 2 ^JCCOSCOOI®3 CO|CO S •non 1SIII CO CO 8*5 2232gS§2 83 2 1 1 Students in pedagogy. •uouioav g •o I1SI1 of o 33 1 1 gg*3g •uok 8 -r sells 2^ ”5 1^1 "sssgsss gg°g§ ■s-o HI 1 § O-a 1 JO 81518 51*831885. sgsgeiggs gsggi •ailin' I & mis of co ofcT^-T iississii siii=sSgs sms t-T of co 1 2 1 ! O £ a £ 3 ■tJ 5 CO •Acao -uoD9 ppqasnoH g • X • I> •Snuaau -iSua AiBjmiig iC 1> • * Q° j | •ainioeiiqojy 1 Is is i 3 il 2 joJ ‘Sui -jaauiSua Suiuipx § rm a ;> II ! lie , ~ — •Spi 1 ! i |T »s > = : 2 : r j • > !1| l \ 5= 5 Pennsylvania . South Atlantic Division: • nAloworo Maryland . District of Columbia . Vi rein in. West Virginia . North Carolina . Smith nnrnlinn Georgia . Florida . South Central Division: Kentucky . Tennessee . 1 ! L c3 ! S 13 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1519 162 19 Is §3i§*5§Ss»S8 s :s? • o • o : ir:s mmmmmm s rH C4 men by coeducational universities and college*. State or Territory. DC m 1 g ^ ; 3 CD • | - j cc < j £ § < a ^ S ~ Id J j < a, S 3 5J I Q United States . 1,791 306 351 324 34 60 ; 48; 1 : 145 7 2l| 3 228 4| 5 14 8 13 28' 3 North Atlantic Division . . 367 61 77 14 1 3 ! 2 2l 87! 1. 4 1 . . . is! 17' 3 66 16 4 . . . 1 6 7 11 ! 1 - - - South Central Division ... 105 44 14 21 !... 4 1 145 10 ... 10 North Central Division . . . 1.027 137 238 184 | 34 41 ‘37 |”7 7 1 100 , Sj 1 IO! 8... ; 10 ... Western Division . 226 48 IS 100 ... 6 ; 2 1 4 ... l 20 3|.‘. North Atlantic Division: Maine . 37 2: 2 1 ... Vermont . 8! 1 5 5 2 Massachusetts . 75 4 ... 1 ... 4 Rhode Island . 13 13 10 Connecticut . 2 ■ 5 9 ... New York . 154 1* 34 36 2 . . . | 2 i 2 9 61 I 4 1 . . - 13 6 3 Pennsvlvania . 78 I 20 12 12' 10 2... South Atlantic Division: j 1 i i ...... | j Delaware . | ! i Maryland . 17; 2 . . District of Columbia . . l-t ! 3 4 1... Virginia . ::: 2 West Virginia . 8' 3 ...j 6 2 North Carolina .... 13 5 j 1 South Carolina . 4 3 3 1 Georgia . 10 4' 4 Florida . 1 . i 2 South Central Division: ; .... Kentuckv . 15' 10 1 1 2 Tennessee . . 37, 17 5 ... . ..J 4 1 145 10... 2 Alabama . 4 2 1 ! . . . Mississippi . . Louisiana . . Texas . Arkansas . Oklahoma . Indian Territory. North Central Division: io: Ohio . 155 21 64 : 64! 6 4... •7 1 16..-!.. J... Indiana . 56 13 31 1 - 5j _ i _ j _ ... Illinois. . 1 180 ! 35 24 9 34 9 ... ... 28i 1! 11... 1 8 ! 3 . Michigan . ! 172 6 9 5 14t _ 1 _ j _ 2 Wisconsin . 34 11 25 61 4 . Minnesota . ! 100 6 10 13 6 ...!...! .. . £ llL..I— ... ! 1 . Iowa . 10O ; 15 62 1! 15 11... Missouri . 43 5 20 1 . 4j ii. 1 North Dakota . 5 5 South Dakota . 10 2 1 Nebraska . 87 "io 1 ... I...I 1 1 5! _ !...! _ Kansas . S5 10! "ii 9; 4 15... ... 3 : 10 _ i J_. Western Division: Montana . Wyoming _ Colorado . Arizona . Utah . Nevada . • Idaho . Washington.. Oregon . California.... o 12 . 8 21 16 117 95... 1523 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. Table 12. — Honorary degrees conferred by universities and colleges for men and for both sexes. State or Territory. ft ft ft ft ft ft ft ft ft w ft ft ft ft d ft < ft ft ft cd Mus. D. ft d CO ti a ft ft bo O ft ft d ft ft <3 : ft < cd S ft d TO P | - s o rd o S m <3 | cd ft ft TO 3 United States . 309 242 22 7 20 2 1 8 4 16 4 1 1 1 129 10 2 2 1 i l 1 3 1 North Atlantic Division . South Atlantic Division.. South Central Division .. North Central Division .. 108 148 6 5 14 2 2 8 2 12 1 1 65 1 2 2 T7i 39 26 1 12 i 3 33 21 2 1 1 1 15 i "i 121 45 6 2 2 ] 4 4 1 33 5 i 8 2 7 1 4 4 '' North Atlantic Division: 6 4 4 2 4 1 3 ... ... 1 7 1 2 10 4 4 1 1 2 13 14 1 14 22 26 1 1 4 2 6 1 3 1 12 2 5 4 1 1 2 49 85 5 2 7 2 7 1 18 *"i South Atlantic Division: Maryland . 2 6 i 5 District of Columbia . 5! i Virginia . . 'ii 8 ... 2 3 West Virginia . l ■ 3 North Carolina . 13 2 ... i .. 1 South Carolina . 4 1 2 ..1 Georgia . 2 ... 1 2 Florida . 2 2 "1 South Central Division: I Kentucky I 7 3 i 2 Tennessee . 10 5 1 3 Alabama . 2 1 1 1 Mississippi . i I 1 "! Louisiana 3 3 i l Texas . 11 9 1 6 .. Arkansas . 2 North Central Division: Ohio 41 13 4 1 i 1 1 11 4 Indiana . 5 ... 3 Illinois . 17 17 2 4 1 6 l Michigan . 2 6 1 5 1 Wisconsin. . 2 i . 1 2 Minnesota . 1 ... Iowa . 22 2 2 ... 4 Missouri . 9 1 ...... 1 North Dakota . 3 ...1 Nebraska . 5 1 ;■ Kansas . 12 1 Western Division: Colorado . 1 Arizona 1 Utah i Idaho . 2 W ashington . 1 :: Oregon . 2 1 1 California _ 2 1 7 i | 4 a "T" 1 l 1524 EDUCATION REPORT, 1903. Table 13. — Property of universities and colleges for men and for both sexes. State or Territory. ft Libraries. Number of fellowship CO o3 O O o & Vol¬ umes. Pam¬ phlets. Value. Value of scientific apparatus, machin¬ ery, and furniture. Value of grounds and build¬ ings. Productive funds. 485 8,970 9, 348, 546 2, 176, 874 §12, 893, 502 §17, 594, 189 [$160, 915, 710 $168, 115, 430 233 4,437 1,064 4, 235, 188 1, 026, 357 5,739,161 8, 704, 266 65, 515, 479 83, 014, 925 32 998, 486 215, 525 1,469, 365 1, 205, 260 16, 925, 395 10, 602, 481 42 1,186 613, 672 150, 626 863, 120 1, 370, 559 [ 12, 999, 924 8, 781, 780 168 1,944 3, 017, 098 638, 748 4, 005, 990 4, 970, 758 55, 078, 308 44, 663, 360 10 339 484, 102 145, 618 815, 866 1, 343, 346 10, 396, 604 21, 052, 884 1 240 165,840 29, 000 228, 500 151, 845 1, 750, 000 2, 005, 515 1 202 105, 000 20, 000 255, 000 800 1,378, 797 2, 400, 000 208 99, 845 34, 800 136, 000 84, 500 974,200 946, 584 78 727 939, 414 j 423, 178 978, 300 1, 854, 500 9, 681, 671 22, 900, 086 1 100 140, 000 50, 000 260, 000 125, 000 2, 000, 000 2,371,901 23 345 468, 130 28, 185 | 500, 000 615, 680 7, 108, 721 23, 004, 678 9, 052, 508 74 1,505 1,260,405 273, 722 2, 219, 261 2, 543, 717 28, 026, 950 14 563 274, 655 55, 000 229, 000 685, 600 4, 380, 000 3, 091, 750 41 547 781, 899 14, 300 : 112, 472 3, 000 ! 113, 100 933, 100 21, 000 394, 761 2, 642, 624 49, 000 261, 036 15, 237, 412 149, 800 12, 219, 631 83, 000 3, 636, 918 22 313 225, 250 2, 559, 881 4 62 192, 848 26, 450 254, 000 271, 145 | 4, 952, 607 1, 418, 171 3 125 . 191, 150 13, 100 265, 500 111,250 3, 000, 000 2, 066, 350 34 28,500 1,900 49, 000 75, 500 900, 000 265, 770 1 336 134, 300 i 41, 850 232, 704 130, 595 ! 1,789,693 1, 110, 339 158 85, 580 6, 675 120, 100 91, 950 1, 167, 000 581,844 2 32 100, 558 7, 450 81, 300 90, 926 1, 786, 614 1, 008, 289 4 26, 000 2,000 51, 000 123, 858 619, 800 431, 800 195 98, 692 20, 700 95, 516 105,086 1,523, 276 1, 779, 840 20 589 200, 630 54, 876 335, 421 630, 535 4, 069, 248 2, 887, 411 339, 000 10 5 69, 700 29, 250 83, 280 82,800 1, 003, 000 17 28, ooo; 7, 600 43,000 66, 650 575, 000 862, 000 337 81, 200 12, 500 91, 150 184, 038 2, 538, 000 1, 900, 813 12 12 103, 050 11.900 176,050 I 141, 250 2, 425, 000 806, 716 206, 000 31 27, 700 1 11, 800; 34, 200; 149, 100 651,400 0 0 1,200 3, 500 686, 583 500 1,500 3, 003 1,500 982, 500 9, 000 2, 100 80, 000 135, 000 10, 593, 903 36 607 208,820 867, 650 8, 632, 012 1 48 239, 700 703, 604 23, 800 438. 750 420, 480 4, 228, 420 2, 330, 256 70 810 92, 530 677', 678 1, 484, 943 14, 855, 936 15, 819, 086 43 290, 876 33, 500 444, 527 234, 611 147, 465 4, 014, 574 1,839,684 27 100 169, 800 48, 024 513, 236 2, 723, 000 2, 922, 200 2, 050, 424 3 31 156, 460 36, 311 181, 975 316, 000 1, 984, 728 9 121 218, 302 36, 862 241,874 405, 617 3, 556, 375 2, 285, 392 128 246, 828 12, 800 24, 500 86, 200 1,300 5, 600 415, 450 5, 300 44, 500 303, 450 19, 677 56, 025 6, 541, 000 387. 000 8, 003, 053 65, 000 221,302 4 581, 650 12 26 105, 482 16, 015 169, 125 189, 795 1,885,250 879, 121 10 26 162, 163 11,642 16,249 49, 786 6, 300 169, 700 40, 000 246, 420 75, 000 100, 000 2, 789, 000 200,000 275, 000 553,302 500,000 0 0 8,000 24, 100 25, 000 155 70, 000 5, 000 7, 300 30, 000 2, 000 12,000 77, 463 5, 000 14, 273 118, 986 3, 000 36, 033 1, 313, 400 75, 000 774,444 0 0 145, 649 0 5 25, 200 12,000 55, 839 88, 600 491, 238 459, 061 0 2 6,500 4,300 39, 276 2,500 2,300 26, 600 18,541 11,500 90, 000 49, 027 28, 200 158, 400 199, 937 190, 200 1, 435, 000 128, 600 112, 590 1 25 250, 000 1 35 42, 067 4, 000 60, 200 33,600 590, 500 432, 689 8 117 256, 568 39, 918 418, 950 652, 500 5, 480, 680 18,370,500 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 . Table 14. — Income of universities and colleges for men and for both UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1525 Benefactions. 1 g i 8SSSE llWl lO ift silSIllsl -§1111111 II1§§I§°1 §Nf”¥li§s¥ ■SSSSSSSS'”5' S88<-‘S~S3 » rf H H Total. i i s lllli iwi © (Ncfoof t— 1 rH 311381131 gl!§3§ll§ 318338811 Is'SlSIlli nilSIslS iPafSS-'”' Of Tf r-f From other sources. I 1 g~ Sills ijMiji 1°1SIIIII llalillli ss!!!?i°! s' s|Vsss§' *-'fta'saaa^a "‘assssfa Federal ap¬ propriations. 1 1 u mu mil 40, 000 0 40,000 0 0 0 38, 600 40, 000 40, 000 40, 000 40, 000 118,891 0 35, 000 0 0 16, 667 12, 500 36, 375 40, 000 0 0 27, 651 0 33, 182 s State or city appropria¬ tions. s £ & 4) ^ a 2 sssss uo © ia oc t- sills' 0 0 2,400 0 0 0 250, 100 12, 000 50, 062 12, 500 63, 000 0 0 34, 278 7,500 7, 500 108, 400 66,438 30, 000 10, 200 100 60, 000 83, 682 0 14, 590 45, 000 0 g g i i s llgls sIIIp of 25, 000 15,000 13, 200 0 0 0 303, 321 2, 500 198, 966 0 56, 500 0 75, 000 97, 050 39, 100 35, 590 19, 250 20, 000 34, 335 20, 831 12, 600 12, 000 15, 000 135, 000 40, 000 0 0 From O !|| P p. 1 i & Sills SliSS of T T) \rnc A. M. Ph.D. Honorary. J3. O. X>. ±j. JD. ALUS. A. M. M. L. 869 84 l 38 •- 4 1 1 North Atlantic Division . 777 rj 81 l 36 4 1 South Atlantic Division . 84 2 North Central Division . Western Division . 1 3 1 North Atlantic Division: Massachusetts . 509 3 81 l 30 1 New York . 187 4 3 Pennsvl vania . 81 3 4 South Atlantic Division: Maryland . 54 1 Virginia . . 30 1 North Central Division: Illinois . Western Division: California . 1 3 1 Table 17. — Property of colleges for women, Division A. State. Number of fellowships. C °° O 02 £ & Libraries. Value of sci¬ entific appa¬ ratus. Value of grounds and build¬ ings. Produc¬ tive funds. Vol¬ umes. Pam¬ phlets. Value. United States . 25 450 239, 713 22,000 §444,815 S771, 758 §10, 044, 414 §6, 641, 795 North Atlantic Division . 23 364 206, 525 16, 200 392, 815 705, 758 8, 427, 414 5, 906, 254 South Atlantic Division . 2 • 64 20, 250 5,000 30,500 41,000 1, 067, 000 554, 000 North Central Division . 4 6,438 15,000 25, 000 150, 000 106, 541 Western Division . 18 6,500 800 6,500 400,000 75,000 North Atlantic Division: ■ Massachusetts . 8 225 104, 013 5,800 217,000 427, 800 3, 738, 442 2, 774, 194 New York . 1 63 64, 512 2,400 95, 815 221, 243 3, 457, 162 1,932,060 Pennsylvania . 14 76 38,000 8,000 80,000 56, 715 1, 231, 810 1, 200, 000 South Atlantic Division: Maryland . 2 43 8.500 2,000 10,000 23,000 618, 000 445,000 District of Columbia . 8 7,000 2, 000 15, 000 3, 000 300,000 Virginia . 13 4, 750 1,000 5, 500 15, 000 149, 000 109,000 North Central Division: Illinois . 4 6,438 15,000 25,000 150,000 106, 541 Western Division: California . 18 6,500 800 6,500 I 400,000 75,000 Table 18. — Income of colleges for women. Division A. State. Income. Benefac¬ tions. Tuition and other fees. From productive funds. From other sources.' Total. United States . North Atlantic Division . South Atlantic Division . North Central Division . Western Division . §924, 489 §349, 732 §513,486 §1, 787, 707 §1,617,144 794,608 91, 299 21, 182 17, 400 301, 141 38,328 6,513 3, 750 478, 909 33, 429 1,148 1, 574, 658 163, 056 28,843 21,150 1,576.371 26, 630 3, 643 10,500 North Atlantic Division: Massachusetts . New York . Pennsylvania . South Atlantic Division: Maryland . 538,200 182, 314 74,094 44, 747 19,048 27, 504 21, 182 17,400 150, 178 88, 963 62,000 32, 698 67, 897 316,254 94,758 756, 275 587, 531 230, 852 77, 445 19, 048 66,563 28, 843 21, 150 405, 700 1, 157, 671 13,000 26,000 District of Columbia . Virginia . North Central Division: Illinois . Western Division: California . 5, 630 6, 513 3,750 33,429 1,148 630 3,643 10,500 Table 19. — Professors and students in colleges for UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1529 5 a a> s m Number in — qjy 1,862 sin- •oisuh 1 05 §§1§" CO 00 r-T ss°| ggsgsi gggisgg sggssgs 8 •ASoSupag 1 s ° : S : :38£ S j^SS : 5 College stu¬ dents in — •qaajf) 1 iesss*5 s S3 a : iga*0 S?10SH§C0 a i*®*? : 00 ‘ui^x 4,765 slljs” gssggg 3§sg$£S S College students pursuing courses leading to — •saaiSap isig J9q?0 § 72 71 49 o j ea j jot^co oiooo ! ! ! •* •* ! ! o i ! •aajSop *g -g 1 °!3 ££S838 §££8SS8 ^ : : :£ j 50 •ooiSap -x -g jo -x 'X -h 1 05 050001 005 8$ : : jS |8 j ® •99 jS -9P -a -aa s :°°g : : o • oo . o ■ o o • • o ....!. •aaiSap -g -y s CO 1111" r-T r-T o °| £$8§§8 gg£2;g3 00 •8061 ni popcnp-tuo 1,357 iti§r £3 :££§ g§g828M Sg^g*® 50 •joqumu [B}ox 19,372 8SS8* (N . Libraries. Value of I Value of grounds and build¬ ings. | Productive [ 'funds. State. Volumes. Value. scientific 1 apparatus. United States . 276, 358 $301, 692 $141,744 $9, 966, 848 SI, 061, 566 North Atlantic Division . 53, 500 64, 122 42, 513 1,470,047 259,950 South Atlantic Division . 82,425 89, 900 42, 350 3,699,000 190, 800 South Central Division . 83, 798 82, 137 20, 715 2,504,000 221, 089 North Central Division . 49, 085 55, 083 20,666 2,053,801 389, 727 7, 550 10, 450 15, 500 240,000 North Atlantic Division: Maine . 12,000 13,500 3,500 213,000 200, 000 Massachusetts . 2, 500 5; 000 2,000 1 150,000 1.000 New York . 8, 600 12,522 10,113 ! 222,047 48, 950 Pennsylvania . . 30, 400 33, 100 26,900 j 885,000 10, 000 South Atlantic Division: Maryland . 14,500 24,600 10,000 : 730; 000 25, 000 Virginia . 8,500 1,400 14, 115 8,000 2, 000 14,300 3,200 ! 1,000 | 460, 000 West Virginia 80, GOO North Carolina . 7,600 ! 727, 000 53,000 South Carolina . 16, 210 17, 400 5,550 i 597, 000 12, 500 Georgia . 27,700 ; 23, 600 15,000 : 1, 105, 000 100, 300 South Central Division : Kentucky . 14,100 12, 500 4,150 ! 475,500 100 Tennessee . 19,448 18, 437 3,450 1 440, 000 30,000 Alabama . 18,650 13, 000 2,915 687, 000 7,000 Mississippi . 15,300 17, 200 7, 350 488.500 158, 989 Louisiana . 9,000 10,500 750 110, 000 27, 000 Texas . . 9.300 7,500 1,600 ! 253, 000 Arkansas . 3,000 3,000 23, 500 500 j 50, 000 North Central Division: Ohio . 19,50© 10,000 ; 469,424 78, 617 Illinois . 4,000 3,000 4,583 3,000 1 250, 000 206, 377 Wisconsin . 5, 385 1,066 j 167, 450 Minnesota . 2,00© 2,000 500 i 60, 000 8, 860 Missouri . 16, 700 20, 500 5,500 : 668, 000 94, 800 Kansas . 1,500 1,500 600 400,000 40. 000 Western Division: California . 7,550 10,450 15, 500 240,000 1532 EDUCATION REPORT, 1903, Table 22. — Income of colleges for women , Division B. State. Tuition 1 and other fees. From pro¬ ductive I funds. State ap¬ propria¬ tions. From other sources. Total. Bene¬ factions. United States . 81,919,785 844,418 868,300 8291, 186 82, 323, 689 8213, 615 North Atlantic Division . 254, 626 13, 725 9,380 0 51, 730 320, 081 34,350 South Atlantic Division . 649, 061 150 90, 225 748, 816 68, 050 South Central Division . 675, 676 3, 606- 68, 150 89, 751 737, 183 33, 380 North Central Division . 403, 422 17, 707 0 51, 310 472, 439 67, 435 Western Division . 37,000 o 1 0 8, 170 45, 170 10, 400 North Atlantic Division: Maine . 12,597 11, 258 0 0 23,855 5,350 Massachusetts . 30, 000 68,429 143, 600 40 0 45,000 730 75, 040 New York . 2 427 ’’ “o 0 71, 586 149, 600 Pennsvlvania . 0 6,000 29,000 South Atlantic Division: Maryland . 114, 100 1,000 0 25,000 140, 100 2, 100 Virginia . 92,900 18, 560 120, 566 122, 297 0 0 92, 900 1,000 West V irginia . 0 0 0 18, 560 North Carolina . 2,360 8,950 131, 876 19,000 1,200 South Carolina . 770 0 11, 975 135, 042 Georgia . 180, 638 5,250 150 44, 300 230, 338 44,750 South Central Division: Kentucky . 113, 275 6 0 300 113, 581 30,000 Tennessee . 168, 993 79, 619 1,800 0 10,000 25, 901 180, 793 Alabama . 400 0 105, 920 950 Mississippi . 119, 594 50 68, 150 40,050 227, 844 930 Louisiana . 20,362 63,833 1,350 0 0 150 21,862 77, 183 Texas . 0 13. 350 1,000 Arkansas . 10, 000 0 0 0 10, 000 500 North Central Division: Ohio . 70, 195 3,647 0 26,947 15, 000 100, 789 18,679 Illinois . 75,000 0 0 90,000 10,000 Wisconsin . 74,086 7, 570 0 3,460 85, 116 2,475 Minnesota . 5, 300 200 0 250 5, 750 250 Missouri . 158, 841 4,290 0 5,653 168, 784 36, 031 Kansas . 20,000 2,000 0 0 22, 000 0 Western Division: California . 37,000 0 0 8,170 45, 170 10,400 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1533 Table 23. — Professors and students in schools of technology. State or Territory. Professors and instructors. .2 Prepar- Collegi¬ & .atory ate Total Prepar¬ c depart- depart¬ number. atory. c ments. ments. t-l o o> s o O a g d a 0 a 0 2 O CD o o o & s £ 3 £ a a £ 43 116 38 1, 386 109 1, 458 141 3, 142 738 10 19 4 404 12 418 12 329 | 40 8 8 0 275 1 279 i 1 240 0 5 21 4 121 4 137 8 806 146 n 48 16 395 59 424 70 1, 159 296 9 20 14> 191 33 200 | 50 j 608 256 1 0 0 21 o 21 .0 1 0 0 3 o 0 217 I i 217 1 0 0 1 3 4 18 7' 18 7 28 16 1 1 17 3 18 3 3 2 0 109 ! i 111 1 26 24 1 14 0 22 0 33 . 0 275 0 1 0 0 77 0 77 0 0 0 2 67 0 67 0 0 0 2 45; 1 ! 45 1 2 2 6 51 0 53 0 102 • 0 1 6 1 0 35 0 37 0 138 0 1 4 0 32 1 33. 1 57 o! 2 16 3 39 0 53 3 631 89 1 0 o 30 0 30 0 0 Oj 1 1 i 20 3 i 21 4 118 57; 1 o o 28! o 28 0 2 0 0 101 5 112 0 0 1 18 3 41 0 48 3 368 6 2 14 6 66 10 66 10 153 43 1 60 24 60 24 182 48 1 .... 9 3 22 3 28 5 46 34 2 6 2 39 6 43 8 155 78 1 1 2 38 11 39 13 255 87 2 1 2 22 3 25 12 61 48 2 6 2 49 5 49 5 190 51 2 2 5 23 7 24 10 1C6 55 1 37 10 37 10 58 10 1 11 5 36 2 41 152 79 1 24 6 24 6 41 13 Students. Collegiate. Graduate. Resi¬ dent. Non- resi¬ dent. Total number. O <3 o 0 2 0 a 0 g O o o £ j 181 31 30 3 18,580 2,548 27 1 5 0 3, 652 192 37 0 0 0 3, 377 0 25 1 0 0 2, 175 273 77 22 16 1 7,165 1, 259 15 7 9 2 2,211 824 4 1 118 3 23 0 5 0 1, 999 68 73 29 62 55 835 37 565 0 0 0 0 0 652 0 24 0 901 0 8 0 672 0 5 0 669 0 483 0 15 1 426 9 3 0 1,084 98 4 0 396 0 3 0 269 166 479 0 33 10 12 0 1,466 828 6 29 .... ll 888 187 5 1 1, 411 194 1 o 540 160 444 168 9 10 4 1 1,109 465 6 4 227 148 6 0 582 125 205 87 3 2 385 160 439 136 0 1 9 2 373 168 United States.. N. Atlantic Division. S. Atlantic Division . S. Central Division . . N. Central Division.. Western Division N. Atlantic Division: New Hampshire. Massachusetts . . . Ehode Island.... Connecticut . New York . New Jersey . S. Atlantic Division: Maryland . Virginia . North Carolina . . South Carolina . . Georgia. . . S. Central Division: Alabama . Mississippi . Texas . Oklahoma . N. Central Division: Ohio . Indiana . Hlinois . Michigan . Iowa . North Dakota . . . South Dakota.... Kansas . Western Division: Montana . . Colorado . New Mexico . Utah . Washington . Oregon . 738 13,0351,093 181 3, 269| 3,074 1,239 4,40' 1,046 114 1, 971 26 59 809 290 652 877 664 536 345 354 418 364 103 439 1,421 422 541 784 18 150 632 84 345 99 49 146 323 Table 24. — Students pursuing various courses in schools of technology. 1534 EDUCATION REPORT, 1003, i 3 3 3q TV O O O O O — 1 c: O o ■ - •oisnpj s " T-1 iO •Hup -ArennK 1 00 £1111 list | 111 , 1 s**§ Business course. •uaxno,v\ a •U3K i *o o o o r- • coco £ | •uaxnoAV i> o o H CO •uarc o o oooocq o o CO o 1 .2 1 | C ! CD I II 8 ! •upur I “^ggsg. o lO S' ! § S O •Axnonooa p X oq a s n o h i S : :|g 8& 2§ •Supiaaxi -x3ua AiBrinus csi '* \ ! •' 'N o •ajnxaaxxqaiy 3 3S is55 $ o o. • •Suijaau -iSua axiq.xax g ■ cp o • • • c& ^ • • o. 3 •Sxrriaau -xSua Suiuipf ill 8 o rH : S 8S o •Suijaau -xSua fuaimaqo 8 SI! |f» *3 o CO 03 * •Suuaau -iSua iBOiixaaia § ggsgs gt-oao S-S : : & | a •Sui -jaamSua iiato 1 i TJ* i-« I> ri iO o o S3 . TT* sp | •SuuaaxrxS -ua xBaiuBqoan i § lllll gsgjg •aanquouSy i ssigs Sgl 3 ssr-a •aajauixnoo • ■ • jco •sasjnoo aauaxas xujauao i §. -ISIS CON'CCO 1 g S S O ^ - r1 CO l- 03 kO — North Carolina . South Carolina . P.annm'n South Central Division: Alabama . Mississippi . § o Chemical gineering c a 3-r « a is 2 «'St 5 Irrigation gineering cj u >..P f I 1 2 3 4 5 6 7 8 9 10 11 ! 12 iii 14 15 Tg 17 18 ALABAMA. ' I Alabama Polytechnic In¬ stitute . X x« xa X Howard College . x .... Agricultural and Mechan¬ ical College for Negroes.. Xb j X ARIZONA. ' 1 X ARKANSAS. x x x CALIFORNIA. University of California.... Throop Polytechnic Insti¬ tute . X x x x x x L... x Leland Stanford Junior University . x X I X x x COLORADO. Universitv of Colorado . ... X x x X Colorado Agricultural Col¬ lege . x x Xa x X Colorado School of Mines . . x 1. ... X« x« .... CONNECTICUT. " Trinity College . x Yale Universitv . 1 x ... 1 x x x ! x i x ! x X Connecticut Agricultural College . x .... DELAWARE. State College for Colored Students . x X 1 . . . . Delaware College . x X x I x .... *•*"!:*:* DISTRICT OF COLUMBIA. .... Catholic University of America _ 1 x X x Columbian University . . - . . x ! x x x .... . Gallaudet College . 1 i x .... L... Howard University . x i .... .... FLORIDA. | *| . _ John B. Stetson University. x X , X .... University of Florida . "x" x .... x 1 .... ' GEORGIA. ! Universitv of Georgia. X < x x Georgia School of Tech- nologv . x x x x -. . . . j.... x i . IDAHO. ... Universitv of Tdaho x x x x x ILLINOIS. University of Illinois . x x x x x x 1 X X | Armour Institute of Tech¬ nology . X 1 X X X X a Combined in one course. b Mechanical course. 1548 EDUCATION REPORT, P! H. Table 29. — Technical courses of study offered by universities , colleges , and schools of technology — Continued. [Note. — x indicates that the course is offered.] Institution. INDIANA. Purdue University . University of Notre Di Earlham College . IOWA. Iowa State College of Agri¬ culture and Mechanic Arts . State University of Iowa . . . Cornell College . Baker University . University of Kansas . Kansas State Agricultural KENTUCKY. Agricultural and Mechan¬ ical College of Kentucky. LOUISIANA. Louisiana State University. Tulane University. . . . MAINE. University of Maine . MARYLAND. St. John’s College . Johns Hopkins University. Maryland Agricultural Col¬ lege . MASSACHUSETTS. Massachusetts Agricultural College . Massachusetts Institute of Technology . . Harvard University . i ufts College . . . Worcester Polytechnic In¬ stitute . MICHIGAN. lege . University of Michigan ... Michigan College of Mines. MINNESOTA. University of Minnesota. . . MISSISSIPPI. Mississippi Agricultural and Mechanical College . University of Mississippi .. Alcorn Agricultural and o < 3 S !*st 5 Irrigation en¬ gineering. - .! - if If g o - ! t *>; ?1i 3 3 £ 5; o a Jg 3 •A i. if 3 be ifi; .5 2 ' Marino engi¬ neering. 3c § sS +■> c 3 cc ; j, I S i 5 6 i — . v ' r ° ' 55 | C* s. jjj 3 tf 2 Hi £ « 1 * c 3 6B 3 ^ >.-5 $ |: 2“ X © H 6 »> 3 4 5 6 7 8 10 11 « 13 14 15 ! 16 17 18 i x X t x ! x x ! X x x I x j x x | X | x j x X X 1 X X 1 . . . . . . . . .... 1 X 1 X 1 X ! .... x X x .... 1 x 1 1 .... x X x x X x x 1 Xa 1 x x X x x x x 1 x X | x x X [ x^ ! 1 1 X 1 X x j 1 X * 1 1 .. x x x x | x x 1 x j x 1 X x x 1 x L... x 1 x x x |x‘ 1 x X [ x ( x 1 1 x x x x x x X x x x x .... x 1 x x 1 x x x 1 X X x x x x ! x x X x x x x x 1 x ; x x x x X .... 1.... a Sugar course. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1549 Table 29. — Technical courses of study offered by universities, colleges , and school ■■ ( o’Sb Irrigation en- | gineering. 1 Mechanical [ engineering. Metallurgical engineering. 1 Mining engi- I neering. Marine engi¬ neering. Sanitary engi¬ neering. Naval archi¬ tecture. | Forestry. Horticulture. Textile engi¬ neering. Railway engi¬ neering. Ceramics. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 MISSOURI. x X X X x X Washington University T. .. MONTANA. x x Montana College of Agricul- X X X X x x I NEBRASKA. x X x x NEVADA. x x NEW HAMPSHIRE. New Hampshire College of Agriculture and Me¬ chanic Arts . x X x Dartmouth College . x NEW JERSEY. !*""" Stevens Institute of Tech¬ nology . x L... Rutgers College . x 1 x x L... i x Princeton University . X X .... .... NEW MEXICO. .... New Mexico College of Ag¬ riculture and Mechanic Arts . x X New Mexico School of Mines . x lx x 1 NEW YORK. Alfred Universitv . ! x Polytechnic Institute of Brooklyn . X ' x X Cornell Universitv . x x X ... X x j x x 1 x X College of the Citv of New York . . X .... Columbia University . X i x 1 X 1 X x X 1 X i X x 1 x x Manhattan College.' . X 1 X 1 ! X j.... .... New York Universitv . X X 1 x i x .... X ! ! x X Clarkson School of Tech¬ nology . ! x X i 1 Union Universitv . x .... X Syracuse University . Rensselaer Polytechnic Institute.- . X i X ! x x .... X NORTH CAROLINA. University of North Car¬ olina . x North Carolina College of Agriculture and Me¬ chanic Arts . X x x X x x X NORTH DAKQT,- North Dakota Agricultural College . ! V X Universitv of North Dakota. * X . X i;;;; 1 X 1 1 1550 EDUCATION REPORT, 1903 Table 29. — Technical courses of study offered by universities , colleges , and schools of tech nology — Continued . [Note.— x indicates that the course is offered.] Institution. "r I < Architecture. 8 a '§>*, 3.2 * 5 Chemical en¬ gineering. Klectrica) en¬ gineering. Irrigation en¬ gineering. M echanical engineering. Metallurgical engineering. Mining engi¬ neering. Marine engi¬ neering. ’S 53 bpl C’*£- d5 3 | 8 aj j £ Forestry. 1 Textile engi¬ neering. So i g*J C’E : > 9 1 f\ Ceramics. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 16 17 18 OHIO. 1 Ohio University . X University of Cincinnati . . . X X x Case School of Applied Science . X x X X x Ohio State University . X X X X X .... X x x« j x« x OKLAHOMA. Oklahoma Agricultural and Mechanical College.. OREGON. x .... .... X X i x x Oregon Agricultural Col¬ lege . X x 1 X *"■ PENNSYLVANIA. P Western University of Pennsylvania . . . x X x i - - - . Pennsylvania Military Col¬ lege* . . . x .... 1 Lafavette College . '. . . . x X x Grove Citv College . .... x 1 X Haverford College . . .... X 1 X Bucknell University .... x Allegheny College x .... University of Pennsylvania 1 X x x I x X Lehigh University . . X x X x _ X x . Pennsylvania State College. Swarthmore College x x x X x x x X X .... ..... Washington and Jefferson College . X RHODE ISLAND. Rhode Island College of Agriculture and Me¬ chanic Arts . X i X .... X Brown Universitv . 1 X x X SOUTH CAROLINA. Clemson Agricultural Col¬ lege X ; X x x x X Smith Carolina. College .... X x 80CTH DAKOTA. .... South Dakota Agricultural j College . . x x X x State School of Mines 1 X University of South Dakota x I x TENNESSEE. TCnovville College . x X University of Tennessee. . . . Cirmherland University X ! X x x :::: x i "" Vanderhilt University X X x X X University of the South X Washington College x TEXAS. TTniversitv of Tevns X x X Agricultural and Mechan¬ ical College of Texas . x! .... 1 X 1 ! X 1 X X a Combined in one course. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1551 Table 29. — Technical courses of study offered by universities, colleges, and schools of technology — Continued . [Note. — x indicates that the course is offered.] 1552 EDUCATION RErORT, 1903, Table 30. — Statistics of universities and l 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 21 25 26 27 28 29 SO 31 32 33 34 35 36 37 38 39 40 41 42 43 Location. Name. , Year Religious or 1 of nonsectarian ; first j control. open-' ing. 1 Profess* instru Prepar¬ atory depart¬ ment. 3rs and ctors. Collegi-j ate depart¬ ment. 5 Women. | . o ! s 1 o 6 1 2 3 4 o 6 7 8 ALABAMA. ! Bapt . - - 1841 o 0 9 0 j M.E.So .. . - 1859 0 0 10 o Nonsect . . - - 1885 3 2 6 1 R.C . . - 1892 "g'l 0 20 0 R.C _ . . 1830 1 0 19 0 University . University of Alabama . 1 State . -- 1831 o ! 0 23 0 ARIZONA. Tucson . University of Arizona . Territory . .. 1891 11 1 4 11 2 ARKANSAS. Arkadelphia . Arkadelphia Methodist College *. . . . M.E.So... .. 1890 0 1 8 12 Ouachita College . Bapt . ..! 1886 3 1 7 0 Prodv I 1879 4 1 5 0 Arkansas Cumberland College . f!nmh Prssh 1KQ1 2 2 2 j 1 Hendrix College . 7 . M.E.So... ..! 1884 3 ! 0 6 o Fayetteville . . University of Arkansas. . . . State 1872 6 : 6 33 ; 2 j Little Rock . Philander Smith College . M.E.. .. 1877 2 I 3 4 3 CALIFORNIA. i i Berkeley . University of California . State . . 1869 0 1 0 137 0 ; Claremont . Pomona College . Cong _ . ! 1888 1 3 12 3 i Los Angeles . ! Occidental College . Presb . . 1888 5 5 8 ! . do . i St. Vincent’s College . . R.C . . 1865 14 1 o 11 0 . do . University of Southern California... M. E . . 1880 15 1 8 14 7 Oakland. ... California College . Bapt .! 1870 4 1 3 4 3 Pasadena . Throop Polytechnic Institute . Nonsect . . . 1891 13 6 4 2 San Francisco . St. Ignatius College . R.C . . 1855 4 1 o 18 0 San Jose . University of the Pacific . M. E . . 1851 7 1 3 2 Santa Clara . Santa Clara College . R. C . . 1851 21 0 12 0 Stanford University Leland Stanford Junior University. . Nonsect .. . 1891 0 0 m 9 COLORADO. Boulder . University of Colorado . State . ..! 1877 6 5 35 0 i Colorado Springs _ i Colorado College * . Cong . . . 1874 14 1 3 21 6 ■ Denver . College of the Sacred Heart . R. C . .. 1876 10 I 0 0 j University Park .... University of Denver . M. E . J 1864 10 1 4 20 5 CONNECTICUT. I Hartford . Trinity College . P. E . J 1824 0 o 21 0 1 Middletown . Wesleyan University . M. E . .. 1831 0 o 34 2 | New Haven . Yale University . Nonsect .. .. 1701 0 ! o 198 0 DELAWARE. 1 Dover . State College for Colored Students . . State . .. 1892 2 i i 3 , 1 ! Newark . Delaware College . i State . .. 1834 0 | 0 20 1 o DIST. OF COLUMBIA. ! Washington . Catholic University of America . R. C . .. 1889 0 0 14 0 _ do . Columbian University . Bapt ! 1821 o o 54 1 1 . do . Gallaudet College . Nation _ ..j 1864 5 3 11 2 1 . do . Georgetown University . R. C . .. 1789 25 0 30 0 . do . Gonzaga College* . R. C . ..I 1821 9 0 7 0 . do . Howard University . Nation _ .. 1867 3 1 6 1 j . do . St. John’s College . . R. C . .. 1870 0 8 0 FLORIDA. i De Land . John B. Stetson University . Bapt . ..! 1887 11 7 14 5 Lake Citv . University of Florida . . . 1884 5 1 10 2 i * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1553 colleges for men and for both sexes. Professors and in structors. - • Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates) . Prepara¬ tory depart¬ ment. Collegiate department. Graduate depart¬ ment. Rodent |“ Profes- j sional depart¬ ments. Total number ( excluding duplicates). \ _• 5 § Women. 3 § > j 53 I Women. s I S3 2, Women. 9 io 11 12 13 14 15 16 17 18 19 20 21 oo J 23 24 0 0 9 0 0 . 0 137 0 | 6 i 0 0 0 0 0 1 137 ! 0 1 1 0 0 10 0 0 0 114 10 i o 0 .0 o ! 0 o 114 10 1 2 0 0 9 9 83 68 27 33 j 0 0 0 o 1 0 0 110 | 101 ! 3 4 0 22 0 50 0 40 ° 0 o 0 ° 22 0 112 i 0 4 0 0 20 j 0 SO 0 42 0 1 0 0 0 o 1 0 0 184 ; 0 5 20 0 13 i 0 0 0 142 29 ! 6 | 0 0 j 0 210 1 345 • 30 ; 6 0 0 15 4 73 49 46 26 2 2 o i 0 0 o 121 | 77 7 0 0 8 ; 12 7 18 75 175 j o 1 0 j ° o o 0 S2 203 8 0 0 is : 7 163 163 50 50 0 1 0 1 o 0 0 0 213 213 9 0 0 5 1 i 32 23 26 22 0 1 0 0 i 0 o 0 58 45 10 0 0 2 3 32 36 6 6 o 0 0 0 0 0 38 42 11 0 0 9 0 98 7 48 3 o ! 0 o ! o 0 o 146 ! 10 12 i 26 0 63 • 8 278 89 196 46 2 0 i 0 0 275 0 761 1 135 13 0 ' 0 6 3 24 19 13 3 I 0 ! 0 j 0 o ! 10 0 246 : 274 14 ! 49 ° i 209 | 0 1 0 o 1 1,393 1,063 123 96 o i o 380 43 1 2 272 1 1,615 15 0 , o 1 15 ; 9 j 71 i 53 I 66 74 2 3 0 0 0 0 ' 139 145 16 o ; o ! 9 9 j 59 ’ 34 32 23 1 0 0 0 0 o 92 ! 57 17 o 0 15 i 0 ! 162 0 47 - o i 0 0 0 o o ! o ! 209 0 18 60 2 86 10 96 ! 70 59 32 0 0 0 o ! 186 j 12 341 j 114 19 0 o i 4 3 32 33 4 1 0 0 *0 o ! 0 0 36 37 20 o ! 0 15 : 9 183 &3 ! 8 6 0 0 0 0 ! 0 0 1 214 134 21 0 o i 22 i 0 101 o I 119 0 0 0 41 0 0 0 261 1 0 22 0 ! o 16 ! 6 -71 34 ! 21 10 0 0 0 0 I 0 0 120 | 152 23 0 o 31 j 0 188 o 88 o 1 0 o 0 o ! 0 0 276 0 24 6 0 | 121 9 0 0 640 527 j 90 29 0 o 1 195 2 ! 925 558 25 •19 1 1 86 16 156 207 i 216 176 1 8 6 4 j i j 116 - 1 497 397 ! 26 0 0 ! 27 ' 10 73 ; 59 144 130 0 2 0 4 ' 0 6 246 283 1 27 j 0 ° 17 0 150 0 37 0 0 1 0 0 o 1 0 ° i 187 1 0 28 126 0 167 5 1 72 73 143 143 60 20 0 0 250 0 555 j 761 29 0 0 21 0 0 0 i HI 0 4 i 0 0 0 0 0 118 0 30 1 0 0 34 j 2 0 0 I 279 33 6 4 o ! 0 0 o ! 285 37 31 | 93 0 318 0 0 0 1,983 0 314 ! 32 o ; 0 | 510 0 2,645 80 32 0 0 .5 ; 1 1 17 17 11 10 0 0 o 0 0 o 28 27 33 ° 0 20 I 0 0 0 | 112 0 2 1 0 o : 0 0 j o 114 **0 34 9 0 23 0 0 0 0 0 81 i o I ° 0 73 0 1 154 0 35 ! 133 0 j 189 1 0 0 1 268. 124 87 1 12 0 ! 0 823 1 1.163 j 135 36 i 0 0 12 3 1 16 6 50‘ 24 2 3 1 0 0 o 69 33 37 125 0 160 0 150 0 92 0 10 ! o 1 0 0 445 ! o 697 0 38 0 0 i 14 0 73 0 22 0 0 0 1 0 0 0 0 95 0 39 48 0 63 8 136 30 39 8 0 0 o 0 361 23 614 212 40 0 0 12 0 140 0 24 0 0 0 ! 0 0 0 j °~ 164 0 41 5 0 20 15 74 S9 30 32 0 0 ! o 0 26 1 o 223 227 42 0 0 18 3 72 16 54 27 0 l 1 0 0 0 ' 0 131 48 43 ed 1903— vol 2 - 22 1554 EDUCATION REPORT, 1903, Table 30. — Statistics of universities and colleges 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 89 90 91 92 93 94 95 96 Location. Name. Religious or nonsectarian control. Year of first open¬ ing. I Profess ; instrr 1 Prepar¬ atory | depart- l ment. ors and ictors. Collegi¬ ate depart¬ ment. , d , 1 s : 5 s a o 6 d 6 o '' | 1 2 3 7 1 8 FLORIDA — cont’d. 1 St. Leo . St. Leo College . R. C .. 1890 i 0 4 0 Florida State College . Sta t,e 1857 5 2 10 j 1 Winter Park . Rollins College . . Cong . 1885 8 6 5 2 GEORGIA. 1 State . 1801 1 0 0 23 0 Atlanta . Atlanta Baptist College . 1867 2 4 3 0 . do . Atlanta Universitv . 1 Eonsect . . . . 1869 4 7 5 4 . do . | A. M. E . 1885 3 1 5 0 Bowdon . Bowdon College. ..." . Nonsect . . . . 1857 1 2 1 1 Dahlonega . ! State . 1872 10 2 10 2 i Bapt . 1837 0 0 12 0 Oxford . M. E. So _ 1836 14 0 South Atlanta . M. E . 1870 4 4 5 4 M. E . 1888 2 2 1 j M. E. So _ 1885 i 1 4 2 IDAHO. Moscow . University of Idaho . State . 1892 2 2 19 2 ILLINOIS. . Abingdon . Hedding College . | M. E . 1853 6 2 1 6 2 Bloomington . Illinois Weslevan University * . M. E . 1850 4 2 11 1 Bourbonnais .... St. Yiateur’s College . R. C . 1868 4 0 20 0 Carlin ville . Blackburn College . Presb . 1859 4 4 7 4 Carthage . Carthage College . Luth . 1872 6 1 8 0 Chicago . St. Ignatius College . R. C . 1869 19 0 10 0 . do . St. Stanislaus College . R. C _ 1890 7 0 8 0 . do . University of Chicago . Bapt . 1892 0 0 208 16 Effingham . Austin College . Nonsect .... 1891 5 2 5 2 Elmhurst . Evangelical Proseminary . Ger. Evang. 1871 7 0 Eureka . Eureka College . Christian _ 1855 7 0 12 3 Evanston . Northwestern Universitv . M. E . 1855 13 15 52 4 Ewing . Ewing College . Bapt . 1867 6 7 7 0 Galesburg . Knox College . Nonsect .... 1837 7 3 11 3 . do . Lombard College . Univ . 1852 5 4 11 3 Greenville . Greenville College . Free Meth. . 1892 6 3 5 2 Jacksonville . Illinois College . Presb . 1829 11 3 15 3 Lake Forest . Lake Forest College . Presb ... 1858 9 20 17 2 Lebanon . McKendree College . M. E . 1828 2 0 6 0 Lincoln . Lincoln College . Cumb. Presb 1866 6 5 6 5 Monmouth . Monmouth College . Un. Presb. . . 1856 8 4 8 3 Naperville .... Northwestern College . Ev. Ass’n . . . 1861 6 2 9 0 Peru . St. Bede College . R. C . 1891 6 0 8 0 Quincv . St. Francis Solanus College . R. C . 1860 2 0 15 0 Rock Island . Augustana College . Luth . 1860 24 2 24 2 Teutopolis . St. Joseph’s College* . R. C . 1862 0 0 12 0 Upper Alton . Shurtleff College * . Bapt . 1827 4 2 9 2 Urbana . University of Illinois . State . 1868 6 2 134 27 Westfield . Westfield College . U. B . 1861 4 5 5 3 Wheaton . Wheaton College . Cong . 1860 6 5 9 3 INDIANA. Bloomington Indiana. University . State 1824 0 0 62 4 Crawfordsville . Wabash College . Presb . 1832 0 0 16 0 Fort Wayne . Concordia College . Luth . 1839 7 0 7 0 Franklin . Franklin College . Bapt . 1834 5 2 7 3 Green castle _ De Pauw University . M. E . 1837 3 1 21 2 Hanover Hanover College . . Presb . 1833 5 1 12 2 Indianapolis . Butler College . Christian _ 1855 4 3 17 5 Merom . Union Christian College . Christian . . . 1859 2 ! 3 1 5 2 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1555 for men and for both sexes — Continued. Professors and structors. in- Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. j Graduate mer ; Resident. depart- lt. Nonres¬ ident. Profes¬ sional depart¬ ments. Total number (excluding duplicates). 1 Men. 1 § Women. s Women. Men. Women. 1 Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 2 0 0 10 0 35 0 0 0 0 0 8 0 50 1 0 1 44 0 0 15 3 54 60 67 43 0 0 0 0 0 0 151 175 45 0 0 9 11 39 36 22 27 0 0 0 0 0 0 73 102 1 46 6 0 29 0 0 0 313 0 o 0 0 0 46 0 a 359 0 1 47 2 0 7 4 125 0 14 0 0 0 0 0 36 0 175 0 1 48 6 0 7 9 57 8 30 15 0 0 0 0 0 0 97 j 183 49 4 0 10 8 16 1 22 0 i o 0 0 0 26 0 206 239 50 0 0 1 3 52 57 37 43 i 0 0 0 0 0 0 89 100 , 51 . 0 0 10 2 135 22 70 3 0 0 0 0 0 0 205 25 52 7 0 19 0 0 0 180 0 0 0 0 0 43 0 222 0 53 3 0 17 0 38 0 211 0 2 0 0 0 10 0 254 0 : 54 0 0 9 8 45 33 15 3 i o ! i 0 0 0 0 235 370 i 55 0 0 2 3 52 35 48 54 o 0 0 0 0 1 0 100 ! 89 56 0 0 5 3 100 110 80 60 j 0 0 0 0 0 0 180 170 j 57 0 0 21 4 99 63 129 13 o 0 0 1 0 0 0 245 i 108 58 0 0 6 7 60 32 18 14 i 0 0 2 0 0 0 92 120 59 12 0 20 2 110 25 102 39 o 0 0 0 55 0 265 64 60 3 0 27 0 100 o ! 100 0 1 0 0 o 0 30 0 230 0 61 0 0 7 4 22 21 | 17 15 0 0 0 0 0 0 45 88 62 0 0 8 6 43 32 | 21 23 o 3 0 0 0 0 75 i 161 | 63 0 0 33 0 303 0 78 0 o 0 36 0 0 o 536 0 1 64 0 0 10 0 63 0 57 0 0 0 0 0 0 0 120 0 65 100 3 296 50 0 0 1 996 1,684 709 356 0 0 723 i 63 2,206 2,257 i 66 0 0 5 2 100 90 1 120 1 100 0 0 0 0 0 o 220 1 190 I 67 0 o ! 7 0 14 0 82 j 0 0 0 0 0 0 1 0 96 0 1 68 2 0 16 3 59 49 44 ! 21 0 0 0 0 42 1 3 164 82 i 69 1 196 1 266 38 486 297 346 | 366 30 18 6 3 1,707 ' 30 2,644 1,047 70 0 0 1 7 7 129 75 20 I 0 0 0 ! 14 0 21 i 0 184 75 71 0 0 j 15 11 45 55 117 ! 107 0 0 1 0 0 0 0 219 417 72 11 2 17 5 30 17 ! 39 1 19 0 0 0 0 17 2 96 97 73 2 0 1 6 5 60 40 j 15 j 10 0 0 o ! 0 4 7 79 57 74 0 1 o 17 6 53 61 62 ! 5 0 0 o ! o 0 o 115 141 75 0 o 26 22 75 138 64 34 i 1 1 o 0 0 ! 0 140 173 76 0 1 o 8 1 o 66 26 42 j 10 i 1 0 0 1 0 0 i 0 109 36 77 o 0 I 8 1 7 25 23 28 20 0 0 o 0 0 ! 0 53 107 78 o 0 1 10 8 ; 53 32 69 75 0 0 1 0 0 0 ! 0 150 200 ' 79 3 o 1 18 4 100 36 87 j 21 0 0 i o 0 48 0 272 135 , 80 0 o 1 14 0 85 0 50 0 0 0 0 0 0 0 135 0 81 o 1 o ! 17 0 69 ! 0 81 0 14 0 0 0 J 0 164 0 1 82 I 1 0 35 10 106 39 84 16 1 0 0 0 o ! / / 0 407 252 83 0 0 I 12 0 o ! 0 135 0 ! 0 o j I o o 1 0 1 0 135 0 84 0 0 1 13 4 40 27 24 29 0 0 11 0 ; 8 o 87 81 85 156 7 279 37 189 ; 88 1,150 483 39 ■9 40 5 1,068 81 2,556 732 86 0 o ! 5 7 58 28 10 8 0 0 0 0 0 1 1 0 78 73 87 0 | 0 | 14 | 8 69 i 68 43 23 0 0 0 0 0 0 183 109 88 4 0 66 4 0 0 763 540 51 20 0 o i 95 o 909 560 89 0 0 16 0 0 0 203 i 0 0 0 0 0 0 0 203 Q 90 0 0 9 0 50 0 97 ! 0 0 0 0 0 0 0 147 0 91 0 0 7 3 39 25 50 ! 36 1 1 0 o 0 0 102 82 92 0 0 21 8 130 43 205 j 169 5 9 1 1 1 0 0 358 259 93 0 0 12 3 20 16 66 j 15 0 0 0 0 ! 0 0 100 50 94 0 0 17 5 38 17 62 65 2 1 0 o ! 0 0 105 114 95 0 0 6 1 3 42 39 20 1 15 i 1 0 0 0 0 ! 13 4 96 89 96 a The total number of students in the university, including the branch colleges, was 2,527. 1556 EDUCATION REPORT, 1903 Table 30. — Statistics of universities ami coll yes Location. Name. I Religious or Inonsectarian 1 control. Year of first open¬ ing. | Profess instrv Prepar¬ atory depart¬ ment. ors and ictors. j Collegi¬ ate depart¬ ment. | E o £ Men. Women. 1 O 3 4 5 6 7 8 INDIANA — COnt'd. • 97 Moores Hiil . Moores Hill College . M. E . 1856 6 3 5 3 j 9S R. C . 1842 10 0 45 0 1 99 Richmond . Earlham College . Friends . 1847 0 0 14 3 l 100 R. C . 1857 o o 10 o 101 Taylor University . M. E . 1846 3 2 3 INDIAN TERRITORY. in> Bapt 1880 0 4 3 8 j 103 Presb _ 1894 2 8 4 6 • IOWA. 104 Presb . 1881 - - 13 j 4 105 Charles City College . M. E . 1891 5 3 6 ' o 106 > Luth . . . 1868 0 0 107 Amity College * . Nonsect .... ! 1872 4 I 6 108 j Luth . 1861 j 12 0 12 0 109 Des Moines . Des Moines College . Bapt . 1865 4 4 5 I 4 110 . do . Drake Uniyersity . j Christian . . . 1881 17 18 33 1 8 111 Dnhnqnp St. Joseph’s College _ i R C 1873 0 o 9 o 112 Fairfield Parsons College . Presb .... 1875 6 3 16 4 113 Fayette . Upper Iowa Uniyersity . 1 M. E . 1857 16 14 16 14 l 114 Grinnell Iowa College . Cong . 1848 6 5 22 5 115 Hopkioton _ Lenox College . Presb _ 1859 4 4 8 3 116 Indianola . Simpson College . M. E . 1867 12 / 10 4 117 Iowa Citv . . . State University of Iowa . ! State . 1847 0 0 61 8 118 Lamoni * . Graceland College . L.D.S . 1895 ! 4 4 4 4 119 Legrand . Palmer College . Christian . . . 1889 4 2 4 | 2 1 120 Mount Pleasant .... German College . ; M. E . 1873 3 2 ‘ 8 3 121 . do . Iowa Wesleyan University . M. E . 1844 7 3 11 122 Mount Vernon . Cornell College . ! M. E . 1857 1 5 15 17 2 123 Oskaloosa . Penn College . \ Friends . 1873 6 6 s ; 4 124 Pella . Central Uniyersity of Iowa . i Bapt . | 1853 1 2 2 1 4 2 125 Sioux City . Morningside College . j M. E . 1 i 1894 3 4 12 | 6 126 Storm Lake . Buena Vista College . Presb . 1891 8 6 I 8 I 6 127 Tabor . Tabor College . Cong . | 1866 1 0 7 | i ; 128 Toledo . Western College . U. B . 1 1856 1 1 1 5 i KANSAS. 129 Atchison . Midland College . j Luth . * 1887 4 : 4 5 2 130 . clo . St. Benedict’s College . I R. C . 1858 1 15 0 ! 10 o 131 Baldwin . Baker University . 1 M. E . 1858 i 6 4 17 3 132 Emporia College of F.mpori a . . . 1 Presb 1883 i 4 3 7 2 133 Highland . . Highland University . ! Presb .... 1857 ' 3 2 ' 2 I 2 134 Holton . Campbell University* . [ Nonsect _ 1882 4 1 ; 6 1 135 Kansas City . Kansas City University . ’ Meth. Prot.. 1896 2 1 9 2 136 Lawrence . University of Kansas . State . 1866 0 0 : 54 8 i 137 Lecompton . Lane University . U. B . 1865 4 3 ! 4 3 138 Lincoln . Kansas Christian College . Christian ... 1882 3 i 2 1 2 2 139 Lindsborg . Bethany College* . Luth . 1881 13 ! 2 1 13 2 140 Ottawa . Ottawa University . Bapt . 1865 9 4 1 9 2 141 St. Marys . St. Mary’s College . R. C ... 1869 26 0 13 0 142 Salina .' . Kansas 'Wesleyan University . M. E . 18S6 5 4 8 ; 3 143 ; Sterling . Cooper College . ; Un. Presb . . 1887 3 1 ! 6 2 144 Topeka . Washburn College . Cong . 1865 11 2 ! 16 5 145 Wichita . Fairmount College . Cong . 1892 13 8 1 13 8 146 . do . Friends University . Friends .... 1898 7 j 3 / , 3 : 147 Winfield . St. John’s Lutheran College . Luth . 1893 4 0 4 : o i 148 . do . Southwest Kansas College . M. E . 1886 8 ! 6 6 3 KENTUCKY. 149 Barboursyille . Union College . M. E . 1886 j 2 i 2 2 1 1.50 Berea . Berea College . Nonsect ...J 1855 I 4 ! 8 ! 6 3 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1557 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. | Collegiate department. Graduate mei Resident. depart- lt. Nonres¬ ident. Profes¬ sional depart¬ ments. Total number (excluding duplicates). 55 Women. Men. Women. Men. Women. Men. Women. Men. Women. a> Women. Men. Women. Men. Women. ! 9 10 11 13 13 14 15 16 17 18 19 *20 l _ i 21 OO 23 24 0 0 3 44 26 18 8 1 2 0 0 _ 0 0 85 110 97 5 0 52 0 325 0 374 0 0 0 0 0 59 0 839 0 98 0 0 14 3 0 0 133 187 0 0 0 0 0 9 133 187 99 7 0 14 0 0 0 62 0 0 0 0 0 52 : 0 114 0 100 3 _ 0 11 4 40 18 60 25 0 0 0 0 125 20 225 63 101 0 0 3 10 78 65 - 10 0 0 0 0 i 0 s 0 85 75 102 0 0 4 8 78 60 5 6 0 0 0 0 0 0 83 66 103 0 0 18 10 65 39 92 94 0 0 0 0 0 0 159 133 104 1 0 9 5 51 12 8 12 0 0 0 0 ! 0 0 115 97 105 0 0 7 0 53 0 31 0 0 0 0 ° 0 0 84 0 106 0 0 4 6 41 19 10 12 0 0 0 ° 0 0 95 90 107 0 0 12 0 74 0 129 0 0 0 0 0 0 0 203 0 108 0 0 13 12 27 23 36 30 0 0 0 9 0 0 108 225 109 39 1 0 85 25 140 74 138 116 10 3 6 1 0 284 49 869 810 110 o 1 0 9 0 0 0 140 0 0 0 0 ° 0 0 140 0 111 0 ! 0 16 4 90 107 1 43 42 0 1 7 0 1 0 0 140 150 112 0 0 : 19 17 37 21 1 53 37 0 0 3 0 1 0 0 103 92 113 0 0 28 12 60 47 127 174 4 0 3 ! 2 1 0 i 0 211 276 114 o 0 9 7 25 33 16 16 1 5 2 2 0 1 0 60 89 115 0 0 28 18 62 61 99 80 0 0 0 S 0 0 0 336 436 116 86 i 3 112 11 0 0 387 246 78 43 9 0 660 47 1,044 398 117 0 0 4 4 9 11 4 3 0 0 0 0 0 0 36 26 118 2 0 6 2 21 1 9 15 6 0 0 2 ! 0 10 0 48 15 119 3 0 16 6 46 37 36 25 9 0 o j 0 16 2 83 72 120 0 1 0 14 12 96 64 65 47 ' 0 0 5 2 0 0 166 113 121 0 0 ! 22 17 136 1 208 193 199 4 3 9 0 0 0 333 410 122 0 1 0 9 8 73 75 57 60 3 2 4 i 3 0 0 141 141 123 1 ! 0 ! 7 4 30 20 12 13 0 0 0 0 4 0 146 108 124 0 0 15 10 255 195 68 50 0 I 0 0 0 0 ! ! 0 323 245 125 o i 0 8 6 60 131 11 5 0 1 0 0 0 0 0 71 151 126 o ! 0 8 1 16 18 13 28 1 1 0 ! 0 9 0 42 94 127 i o 0 9 4 54 41 30 36 0 0 0 1 0 0 0 138 j 209 128 i 0 0 8 6 38 35 20 20 0 0 0 0 0 0 73 96 129 0 0 i 0 80 0 60 0 0 0 0 0 0 0 140 0 130 0 1 0 1 20 10 1 180 ! 116 191 120 0 0 20 3 0 0 547 360 131 0 0 7 7 ! 28 | 22 39 33 2 1 0 0 0 0 78 119 i 132 0 0 ! 3 2 22 I 26 2 2 0 0 0 0 0 0 24 28 133 3 1 1 - 13 1 42 ; 36 10 3 0 0 0 0 2 0 170 194 134 60 ; • 0 1 71 3 i 19 9 ! 24 7 0 0 0 i 9 120 16 171 256 135 •■>7 i 3 91 10 ; 0 | 0 ; 534 359 36 27 • 0 0 278 14 873 561 136 “0 1 0 4 3 j 40 i 45 32 14 0 0 0 0 0 0 72 59 137 0 0 3 3 50 ! 64. 15 10 0 0 0 0 0 0 65 74 138 0 1 0 33 13 41 37 60 34 0 0 | 4 0 0 0 422 456 139 0 ; 0 12 11 129 109 63 88 0 0 16 8 0 0 319 521 140 0 0 26 0 231 1 0 72 0 0 0 0 0 0 0 303 0 141 0 i 0 16 9 37 43 23 35 0 0 2 0 2 ; 0 500 665 142 0 0 8 5 33 ] 8 36 18 1 1 1 0 0 0 0 134 139 143 32 1 48 6 71 53 92 80 0 0 0 0 93 1 8 256 141 144 0 0 13 8 51 64 41 48 0 0 0 0 0 0 117 136 145 0 0 8 4 73 85 40 44 0 0 1 0 0 0 0 113 129 146 0 0 7 3 27 19 7 2 0 0 1 0 0 0 0 43 28 147 0 0 11 9 69 58 37 8 0 0 1 0 0 0 0 161 131 148 0 0 3 4 9 8 3 4 0 0 0 0 0 0 112 102 149 1 0 1 0 26 19 441 274 33 16 0 1 0 1 1 0 1 0 0 605 1 372 150 1558 EDUCATION REPORT, ]903, Table 30. — Statistics of universities and colleges Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Profess instrv Prepar¬ atory depart¬ ment. ors and | ictors. | Collegi-j ate ' depart¬ ment. 1 ^ § Women. p V s Women. 1 2 3 4 ! 5 ! 6 7 j 8 KENTUCKY — COnt’d. 151 Presb . 1822 1 2 0 17 i 0 152 Bapt . 1829 7 8 2 153 Bapt . 1 1875 0 2 2 6 154 State . ! 1866 4 0 32 2 lege of Kentucky. 155 . do . Christian _ ! 1836 3 2 14 1 156 Bapt . 1 1854 2 0 4 0 R. C . 1821 2 0 8 1 0 158 Winchester . Kentucky Wesleyan College . M. E. So.... 1866 2 2 8 1 LOUISIANA. 159 State . 1860 7 0 24 o 160 R. C . . 1864 4 0 14 o 161 Jackson . Centenary College of Louisiana*. . . . M. E. So.... 1825 7 0 8 0 162 R. C . 1847 ■7 0 17 o tion. 163 . do . . . Leland University . Bapt . 1870 4 5 5 3 164 . do . New Orleans University . M. E . 1873 3 6 6 2 165 . do . Straight University . Cong . 1 1869 2 2 2 2 166 . do . Tulane University a . Nonsect .... 1834 1 o 9 36 H MAINE. 167 Brunswick Bowdoin College . . Cong . 1 1802 0 0 20 0 168 Lewiston . Bates College . Free Bapt . . I 1863 1 o 0 18 3 169 Orono . University of Maine . State . 1867 0 0 44 1 170 Waterville . Colby College . Bapt . 1 1818 0 o 15 0 MARYLAND. 171 Annapolis . St. John’s College . Nonsect 1789 3 o 8 o 172 Baltimore . Johns Hopkins University . Nonsect .... 1876 0 0 77 0 173 . do . Loyola College . * . R. C . 1852 11 o 12 0 174 . do . Morgan College . M. E . 1876 14 6 3 1 175 Chestertown . Washington College . Nonsect .... 1783 5 2 5 2 176 College Park . Maryland Agricultural College . State . 1859 2 0 17 0 177 Ellicott City . . . . Rock Hill College . R. C . 1857 g o 8 o 178 _ do _ St. Charles College . R. C . 1848 13 0 16 o 179 Mount St. Marys ... Mount St. Mary’s College . R. C . 1808 25 0 15 0 180 New Windsor .. New Windsor College* . Presb . 1843 3 3 5 4 181 Westminister . Western Maryland College . Meth. Prot.. 1868 2 4 12 J MASSACHUSETTS. 182 Amherst. . . . Amherst College . 1 Nonsect . ... 1821 0 0 35 0 183 Boston . Boston College * . 1 R. C . ! 1864 16 0 18 0 184 . do . Boston University . M. E . : 1873 o : 0 34 2 185 Cambridge Harvard University . Nonsect 1638 0 i 0 311 0 186 Springfield French- American College . Cong . 1 1885 l 3 4 4 187 Tufts College _ Tufts College . . Univ . 1 1854 6 i o 43 1 188 Williamstown . . Williams College . Nonsect .... 1793 0 0 30 0 189 Worcester . Clark University . Nonsect .... 1889 0 0 9 0 190 . do . Collegiate Department, Clark Uni¬ Nonsect .... 1902 0 0 20 0 versity. 191 . do . . . College of the Holy Cross . R. C . 1843 24 0 16 0 MICHIGAN. 192 Adrian . Adrian College . Meth. Prot.. 1859 3 2 7 5 193 Albion . Albion College . M. E . 1843 8 1 6 8 4 194 Alma . . Alma College . Presb . 1887 6 3 9 3 195 Ann Arbor University of Michigan . State . 1837 0 1 0 156 9 196 Detroit Detroit College _ _ _ R. C . 1877 8 1 0 8 0 197 Hillsdale . Hillsdale College . Free Bapt . . 1855 3 I 1 9 1 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1559 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. Graduate depart¬ ment. Resident, j Profes¬ sional depart¬ ments. Total number (excluding duplicates. ) £ > & § i £ o £ a d OJ a o £ 9 10 11 12 13 14 15 16 17 ; is 19 20 31 22 23 24 78 0 90 0 78 0 199 0 5 o 0 0 687 3 1 969 3 151 0 0 10 9 71 56 104 82 3 j 1 0 0 0 0 j 191 149 152 0 0 2 8 10 20 25 55 0 i 0 0 o 0 0 35 75 153 0 0 36 2 100 8 400 82 10 1 2 0 0 0 0 563 133 154 20 0 34 3 56 25 172 68 6 2 0 0 1 396 0 618 95 ! 155 0 0 6 0 30 0 80 0 0 ! o 0 o 0 0 110 0 1 156 0 0 10 0 12 0 92 0 o o 0 0 0 0 104 0 157 1 0 11 3 108 122 94 42 o 1 0 0 0 0 0 202 164 | 158 0 0 27 0 137 0 277 0 10 0 0 o 0 0 424 0 159 0 0 18 0 70 0 102 0 0 0 0 o 0 0 172 0 160 0 0 10 0 80 3 24 5 1 0 0 1 0 0 129 15 161 0 0 24 0 278 0 192 0 0 0 0 0 0 0 470 0 162 0 0 7 5 87 85 15 4 0 0 o 0 0 0 102 89 163 12 0 20 8 21 11 10 3 0 0 0 0 55 5 87 34 164 1 0 3 2 26 29 3 0 0 0 0 0 11 0 45 97 165 42 0 73 20 0 139 250 306 8 30 1 0 483 0 744 622 166 20 0 35 0 0 0 275 0 0 0 0 0 116 0 391 0 167 6 I 0 25 , 3 0 1 0 190 131 o i 0 3 2 26 0 219 133 168 10 0 54 1 o 0 324 15 4 1 1 1 3 65 1 401 25 169 0 0 15 0 o 0 118 77 0 0 0 0 0 0 118 77 170 0 1 0 11 0 54 o 101 0 0 0 0 0 0 0 155 0 171 68 ! 2 145 2 0 0 163 1 0 187 o 0 1 0 304 41 654 41 ; 172 0 ! 0 18 0 89 0 55 0 o 0 0 0 0 0 144 0 173 0 0 16 7 164 119 2 1 0 o ; 0 0 0 0 166 120 174 0 1 0 5 2 33 18 24 o 0 o ! 0 0 0 0 59 60 175 0 | 0 19 0 25 0 175 0 0 0 0 0 0 0 200 0 176 0 0 14 0 75 0 60 o : 0 o 0 0 0 0 135 0 177 0 0 17 0 170 0 60 0 0 0 j 0 0 0 0 230 0 178 0 0 40 0 98 0 87 I 0 0 ! 0 o : o 0 0 185 0 179 0 0 7 5 20 j 23 3 51 0 0 1 o 0 0 24 24 180 0 0 14 11 38 ; 23 78 87 0 0 0 0 0 0 116 no 181 0 0 35 0 0 ! o 385 0 5 0 0 0 0 0 390 0 j 182 0 0 25 0 220 ! 0 160 0 0 0 0 1 0 0 0 380 0 183 88 5 129 7 0 1 0 139 317 62 24 0 0 594 40 981 380 j 184 217 0 557 0 0 1 1 0 2,693 | 0 301 0 15 0 1, 234 0 5,136 0 1 185 0 0 5 7 68 17 12 0 0 0 0 0 0 0 80 17 : 186 109 3 162 3 11 1 0 210 100 5 2 0 0 538 64 777 166 ! 187 0 0 30 0 0 1 0 381 0 8 0 34 0 0 0 381 0 188 0 0 9 0 0 - 0 0 0 46 19 0 0 0 0 46 19 189 0 0 20 0 0 0 85 0 0 o 0 0 0 0 85 0 190 0 0 30 0 186 0 200 0 0 0 0 0 0 0 386 0 191 4 0 7 5 6 29 9 0 0 0 0 20 0 40 35 : 192 0 0 15 11 45 40 121 81 1 1 18 8 0 0 236 | 206 ; 193 0 0 11 9 32 i 25 47 32 0 0 1 0 0 0 102 1 174 : 194 133 3 248 12 0 i 0 1, 278 626 69 28 2 0 1,481 60 2,968 ! 824 195 0 0 13 0 129 0 87 0 0 0 0 0 0 0 216 0 ! 196 3 0 17 3 47 1 33 61 1 59 1 1 0 1 0 l 34 3 163 1 171 1 197 a Women students of Tulane belong to H. Sophie Newcomb Memorial College. 1560 EDUCATION REPORT, 1903, Table 30. — Statistics of universities and colleges 198 199 200 201 202 203 204 205 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 224 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 Location. Name. Religious or j nonsectarian | control. Yrear of first open¬ ing. Professi instru Prepar¬ atory ^depart¬ ment. ors and ctors. Collegi¬ ate depart¬ ment. • I Women. s a Women. 1 o 3 4 5 ! 6 7 8 Michigan— eont’d. Holland . Hope College . | Reformed .. 1866 12 1 13 1 Kalamazoo . Kalamazoo College . Bapt . i 1855 6 3 9 3 Olivet . Olivet College . ; Cong . ! 1859 7 4 9 4 MINNESOTA. R. C . i 1857 6 0 15 0 Luth _ _ _ 11869 7 0 9 0 State 1868 37 6 113 17 Carleton College . Cong . 1 1870 3 4 10 2 . do . St. Olaf College . Luth . 1874 14 4 14 4 St. Paul . Hamline University . M. E . i 1854 16 4 16 4 . do . Presb . 1885 7 1 10 3 St. Peter . Luth . 1862 4 1 9 1 Winnebago City .... Parker College' . 7 . Free Bapt . . 1888 4 5 4 5 MISSISSIPPI. Clinton . Mississippi College . Bapt . j 1827 2 0 7 0 Holly Springs . Rust University . M. B . 1867 15 5 1 Jackson . Millsaps College . M.E. So.... 1892 3 0 8 0 University . University of Mississippi . State . 1848 0 0 15 1 MISSOURI. 1 Bolivar . Southwest Baptist College . Bapt . 1878 3 4 3 1 1 Bowling Green . j Pike College * . Nonsect .... 1882 3 6 3 6 Cameron . Missouri W esleyan College . M. E . 1887 6 4 6 4 Canton . Christian University . Christian _ 1853 10 3 Clarksburg . ! Clarksburg College*. . Bapt . 1876 1 2 3 4 Columbia . University of Missouri _ State . . 1841 0 0 85 4 Favette . Central College . » . . M. E. So.... 1857 3 0 1 7 0 Fulton . Westminster College . Presb . . . 1853 9 o ; 10 0 1 Glasgow . Prichett College . Nonsect . . . . 1866 3 3 6 1 La Grange . La Grange College * . Bapt . 1858 6 3 6 3 j Liberty . William J ewell College . . . Bapt . 1849 11 0 12 0 i Marshall . | Missouri Valley College . Cumb. Presb 1889 9 5 9 1 5 | Odessa . Odessa College . Nonsect 1883 2 2 1 2 2 : Parkville . Park College . . . ! Presb . 1875 3 4 13 1 St. Louis . Christian Brothers College . R. C . 1851 17 0 8 0 i . do . St. Louis University . R. C . 1829 10 0 17 o _ do . Washington University . Nonsect 1859 29 41 1 28 o Springfield . Drury College . Cong . 1873 3 5 8 5 Tarkio . Tarkio College . U. Presb - 1883 5 7 6 4 Warrenton . j Central Wesleyan College . 1 M. E . 1864 6 1 10 1 MONTANA. j Missoula . : University of Montana . State . 1895 8 5 8 5 NEBRASKA. 1 Bellevue . Bellevue College . Presb . 1883 10 9 13 4 Bethany . Cotner University* . Christian _ 1889 8 3 6 2 College View . Union College: . 7th D. Adv. . 1891 5 6 13 2 Crete _ Doane College . Cong . 1872 8 1 9 1 Grand Island . Grand Island College . Bapt . 1892 5 4 6 4 Hastings . Hastings College* . Presb . 1882 6 2 6 1 2 Lincoln University of Nebraska . State . 1869 130 16 Omaha . Creighton University . R. C . 1879 12 0 12 0 University Place... Nebraska Wesleyan University . M. E . 1888 6 5 13 1 York . York College . U. B . 1890 8 7 3 2 NEVADA. Reno . ! Nevada State University . State . 1886 6 5 13 5 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1561 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. Graduate mer | Resident. depart- lt. Nonres¬ ident. Profes¬ sional depart ments. Total number (excluding duplicates). Men. d a o £ Men. Women. Men. Women. Men. Women. Men. Women. Men. | Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 IT 18 19 20 21 22 23 24 4 0 17 1 91 28 51 12 0 0 0 0 17 0 159 40 0 0 9 4 38 11 95 75 0 1 0 0 0 0 133 87 0 0 12 9 24 36 59 95 0 0 0 0 0 0 88 177 4 0 30 0 80 0 139 0 0 0 0 0 27 0 338 0 3 0 9 0 79 0 41 0 0 0 0 0 39 o 159 0 153 8 272 44 352 119 1.143 744 65 25 52 17 975 30 2, 609 1, 179 0 0 14 8 36 33 85 159 0 0 1 0 0 0 122 211 0 0 14 4 477 52 98 14 0 0 0 0 0 0 275 66 47 0 63 4 60 52 104 94 0 0 7 1 118 6 289 177 0 0 12 3 66 30 41 26 0 0 0 0 0 0 108 68 0 0 22 6 69 51 43 7 0 0 0 1 0 0 239 119 0 0 4 5 26 20 12 8 0 0 0 0 0 0 38 28 I 0 0 9 0 100 0 196 0 0 0 0 0 0 0 296 ° 0 0 15 7 65 70 8 2 0 0 0 0 0 0 73 72 ! 3 0 14 0 100 0 132 4 0 0 0 0 22 0 254 4 2 0 37 4 0 0 167 25 5- 0 18 2 43 0 280 162 0 0 3 4 57 27 20 16 0 0 0 0 0 0 77 43 | 0 0 3 6 15 20 30 60 0 0 0 0 0 0 45 80 0 0 6 4 64 111 14 10 0 0 0 0 0 0 86 142 0 0 10 3 28 21 35 19 2 0 0 0 42 0 83 40 0 0 4 4 20 51 5 48 0 0 0 0 0 0 25 99 25 0 103 4 0 0 879 279 26 14 6 0 195 8 1,163 428 0 0 10 0 71 2 41 14 0 0 0 0 0 0 112 16 0 0 11 0 74 0 57 0 0 0 0 0 0 0 131 0 0 0 6 4 26 29 8 9 0 0 0 0 0 0 45 39 0 0 6 3 12 18 58 72 0 0 0 0 0 0 70 90 0 0 23 0 182 0 161 0 22 0 0 0 0 0 365 0 0 0 9 5 93 90 70 60 0 0 0 0 0 0 163 150 0 0 2 2 19 18 12 11 0 0 0 0 0 0 31 29 . 0 0 16 5 115 116 93 77 1 6 14 7 0 0 223 206 0 0 25 0 222 0 180 0 0 0 0 0 0 0 402 o 85 0 120 0 285 0 91 0 58 0 0 0 467 0 901 0 91 0 148 48 659 461 149 82 14 3 0 0 521 2 1,508 721 0 0 11 10 100 120 40 67 0 0 0 0 0 0 140 187 | 0 0 10 9 38 60 35 40 0 0 0 0 0 0 108 1 150 3 0 16 2 130 77 75 25 2 0 0 0 38 0 228 106 0 0 8 5 74 71 37 33 4 1 0 0 0 0 163 139 0 0 14 15 62 41 26 27 0 o 0 0 0 0 90 91 28 0 34 7 39 34 13 1 0 0 0 0 114 10 174 83 0 0 18 8 124 99 80 122 0 o 0 0 0 0 204 221 0 0 12 2 46 36 53 63 0 0 0 0 0 0 90 103 0 0 9 5 43 16 22 9 0 0 0 0 0 0 90 115 0 0 6 2 32 24 14 8 0 0 0 0 0 0 46 32 58 3 182 18 192 32 842 654 66 57 0 0 309 11 1,440 1,120 50 1 62 1 185 0 75 0 0 0 0 0 134 10 394 10 0 0 19 6 123 55 61 55 0 0 0 0 0 0 280 360 0 0 8 7 57 49 15 8 0 0 0 0 0 0 147 137 | 0 1 0 1 17 7 i 52 i 54 127 84 1 0 0 1 0 0 0 J 179 138 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 1562 EDUCATION REPORT, 1903, 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 ictors. Collegi¬ ate depart¬ ment. Men. Women. Men. Women. 1 o 3 4 5 6 7 8 NEW HAMPSHIRE. Cong . 1709 0 0 61 0 247 1 R. C . 1893 12 o 9 0 NEW JERSEY. 248 Jersey City . St. Peter’s College* . R. C . 1878 5 0 3 0 949 Newark . St. Benedict’s College . R. C . 1868 2 0 0 250 New Brunswick .... Rutgers College ....“. . Reformed .. 1766 6 5 31 0 951 1 Nonsect .... 1746 0 0 108 o 252 Seton Hall College . . t R. C . 1856 ! 8 0 6 o NEW MEXICO. 263 University of New Mexico . Territory . . . 1 1892 I 8 4 8 ! 4 NEW YORK. 254 Alfred . Alfred University . Nonsect .... 1836 1 2 3 15 5 R. C . 1859 6 0 15 0 256 Annandale . St. Stephen’s College ..." . P. E . 1860 0 o 8 0 257 Brooklyn . Adelphi College . Nonsect .... 1896 21 17 18 15 258 . do I . Polytechnic Institute of Brooklyn . . Nonsect .... 1854 30 3 17 0 259 .... .do _ St. Francis College . 1 R. C . 1859 14 0 13 0 260 _ do . St. John’s College . R. C . 1870 8 0 11 0 261 Buffalo .... Canisius College . R. C . 1870 22 0 0 262 Canton .... St. Lawrence University . Univ . 1858 0 0 12 1- 26b Clinton . Hamilton College . Nonsect .... 1812 0 0 19 0 264 Geneya . Hobart College . ! P. E . 1822 0 0 20 0 265 Hamilton . Colgate College . Bapt . 1819 8 0 19 0 266 Ithaca . Cornell University . Nonsect .... 1868 0 0 240 6 267 New York . College of St. Francis Xavier . R. C . 1847 26 0 6 0 268 . do . College of the City of New York. . . . 1 City . 1849 62 0 54 0 269 . do . . . Columbia University . Nonsect 1754 0 o 177 9 270 . do . Manhattan College . 1 R. C . 1863 0 17 0 271 . do . New York University . Nonsect 1831 0 0 41 0 272 . do . St. John’s College . | R. C . 1841 23 0 9 0 273 Niagara Uniyersity. Niagara University . 1 R. C . 1856 15 0 17 0 274 1 Rochester _ University of Rochester . Bapt . 1850 0 0 20 0 275 Schenectady Union College . ^ . . . Nonsect . . . . 1795 0 0 22 0 276 ! Syracuse ...” . Syracuse University . ' M. E . 1871 o 0 59 15 NORTH CAROLINA. 277 ! Belmont . St. Mary’s College . 1 R.C . 1877 2 0 14 0 278 ' Chapel Hill . University of North Carolina . State . 1795 1 0 o 45 0 279 Charlotte. . Biddle University . Presb . 1878 5 o 8 0 280 Davidson . Davidson College . Presb . 1837 0 o 16 0 281 Durham . Trinity College . M.E.So . 1851 5 o 23 0 282 Elon College . Elon College . Christian . . . 1890 ; i 1 o 6 3 283 Guilford College. . . . Guilford College . 1 Friends . 1837 i 2 6 1 284 Hickory . Lenoir College . i Luth . 1891 4 1 7 3 285 Newton . Catawba College* . Reformed .. 1851 5 5 5 5 286 Raleigh . Shaw University . Bapt . 1865 2 4 1 2 1 287 Salisbury .... Livingstone College* . A.M.E.Z... 1882 6 4 7 ! 3 288 Wake Forest Wake Forest College . Bapt . 1834 0 0 15 o 289 Wea yerville Weaveryille College . . M.E.So . 1873 1 4 NORTH DAKOTA. 290 Fargo . Fargo College . ■ Cong . 1887 i 1 i 1 4 4 291 Uniyersity . University of North Dakota . State . 1884 20 5 i 20 1 3 292 Wahpeton . Red River Valley University . M. E . I 1892 2 1 o ! 4 1 2 293 oh o. Akron . Buchtel College . Univ . 1872 4 4 I 9 4 294 Alliance . Mt. Union College . M.E . I 1846 6 2 7 2 295 i Athens . . Ohio University . State . | 1809 27 12 296 Berea . Baldwin University . M.E . ! 1846 ! 8 2 1 12 3 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1563 for men and for both sexes — Continued. structors. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. Graduate depart¬ ment. Profes- ; sional ! depart¬ ments. \ Total number (excluding duplicates). Men. Women. Men. Women. Men. Women. Men. _ Women. Men. Women. s Men. 1 i Men. Women. 9 10 11 13 13 14 15 16 IT ! 18 19 20 21 | 22 23 1 24 16 0 0 0 0 710 0 16 1 0 10 0 65 ! 0 789 26 0 » 21 0 72 0 23 0 0 0 j 0 0 o 0 95 0 i 0 0 $ 0 74 0 18 0 0 0 o j o i o 0 92 0 0 0 9 0 42 0 40 0 0 o 6 0 o 0 82 0 0 0 37 5 108 47 219 0 4 0 0 0 i 0 1 0 331 47 0 0 108 0 0 0 1,259 0 124 0 0 1 0 i o 0 1,383 0 4 0 18 0 98 0 40 0 0 0 i 0 ' 0 32 0 170 0 0 0 8 4 45 91 5 12 0 0 i o j 0 ° 0 50 103 4 2 19 11 79 93 82 38 1 1 1 i ! ! o 8 8 172 128 4 0 25 0 20 0 93 0 18 0 ; 0 | o 62 0 193 0 i 0 0 8 0 0 0 44 0 0 0 ! 0 j 0 0 0 44 0 i 0 o ; 21 24 85 137 20 ! 207 0 1 1 0 0 0 0 184 461 ■ 0 o : 47 3 466 0 93 I 0 0 0 ! 0 i 0 0 0 559 0 ! 0 0 i 27 0 263 0 37 j 0 0 0 0 o 0 0 1 300 0 6 o ! 23 0 166 0 54 i 0 0 0 ! 0 | 0 42 0 | 262 0 I 0 o 1 29 0 275 0 30 | 0 0 0 1 0 0 0 0 305 0 7 0 19 1 0 0 85 l 62 i o 1 7 3 17 6 109 72 1 0 0 19 0 0 0 190 | 0 o 0 0 0 0 0 190 o i 0 0 20 0 0 0 105 ! 0 ! o 0 ! o 0 0 0 105 o 10 0 33 0 141 0 182 ! 0 0 0 ; ° 0 37 0 360 0 1 160 0 374 6 0 0 1,985 1 311 : 147 42 10 2 576 44 , 2,899 558 1 0 0 32 0 358 0 111 1 0 0 0 0 0 0 0 469 o 0 0 116 0 1,482 0 782 j 0 1 0 0 0 0 0 o 2,264 0 1 180 0 416 17 0 0 1,217 0 429 194 0 0 1,256 0 ! 3,094 577 1 0 0 24 0 166 0 67 0 : o 0 1 0 0 0 234 o 1 137 4 208 4 0 0 371 0 140 47 0 0 970 86 1,813 398 0 0 32 0 333 0 110 0 0 0 0 0 0 0 443 0 6 0 20 0 90 0 60 0 0 0 0 0 45 0 195 0 0 ! 0 20 0 0 0 156 70 1 7 4 8 0 0 0 171 74 ! 68 0 90 j 0 0 0 188 i 0 69 0 i o 0 344 2 I 593 2 1 74 ! 1 151 ; 30 0 0 668 390 16 26 0 0 249 14 | 1,054 955 j 4 0 21 0 17 ! o 33 ! 0 o 0 0 0 14 i 0 | 122 o 44 0 ! 60 0 0 0 374 3 17 1 7 0 222 0 j 694 4 1 4 0 13 i 0 77 0 110 0 1 0 0 0 0 17 i 0 218 71 0 0 j 16 i 0 0 1 0 224 0 1 0 0 0 0 i 0 225 0 0 0 ! 28 0 142 19 156 ! 31 J 1 H 5 0 0 0 0 | 309 55 0 0 7 1 3 49 19 37 25 i 0 0 0 0 0 0 86 44 | 0 0 7 3 92 1 42 61 ! 23 0 1 0 0 0 0 0 153 65 0 0 7 4 93 j 50 68 | 32 0 o 0 0 0 0 ! 161 82 0 0 5 5 70 55 40 35 0 0 0 0 0 0 110 90 13 0 19 1 11 44 | 32 21 13 1 0 0 0 0 166 0 1 288 202 0 0 12 6 I 67 97 28 8 ! o I o 0 0 0 0 123 162 2 0 17 0 0 0 266 0 5 0 0 0 42 0 313 0 0 0 4 4 5° i 40 50 40 | 0 1 0 0 0 | 0 0 100 80 0 0 - 7 ! 40 38 23 17 1 o 0 0 0 o 0 72 120 17 0 28 5 87 1 38 66 15 0 0 7 1 48 0 307 186 0 0 5 4 j 28 36 10 8 0 0 0 0 0 0 76 173 0 0 11 6 73 36 40 42 0 0 0 0 0 0 137 144 0 0 15 8 79 65 52 19 5 0 0 0 0 0 242 256 0 0 27 12 180 165 124 80 2 0 0 0 0 0 306 245 11 0 23 3 1 25 10 25 20 1 2 0 0 0 127 0 188 65 ! 246 247 248 249 2-50 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 1564 EDUCATION REPORT, 1903 Table 30. — Statistics of universities and colleges Location. Name. 1 297 ohio — continued. Berea . 298 Cedarville . 299 Cincinnati . 300 . do . 301 Cleveland . 302 . do . 303 Columbus . 304 . do . 305 Defiance . 306 Delaware . 307 Findlav . 308 Gambier . 309 Granville . 310 Hiram . 311 Lima . 312 Marietta . 313 New Concord . 314 Oberlin . 315 Oxford . 316 : Richmond . | 317 Rio Grande . 318 Scio . 319 Springfield . 320 Tiffin . 321 Westerville . j 322 Wilberforce . i 323 Wilmington . 324 Wooster . 326 Yellow Springs . ■ 326 OKLAHOMA. Norman . 327 OP. EG ox. Albanv . 328 Dallas . 329 Eugene . 330 ! Forest Grove . 331 i McMinnville . 332 Newberg . 333 Philomath . 334 Salem . ! 335 PENNSYLVANIA. Alleghenv . 336 Allentown . 337 Annville . ! 338 Beattv . | 339 Beaver . 340 Beaver Falls . 341 Bethlehem . ! 342 Carlisle . 343 Chester . . . 344 Collegeville . j 345 Easton . 346 Gettvsburg . \ 347 Greenville . 348 Grove City . 349 Haverford . 350 Huntingdon . 351 Lancaster . 352 Lewisburg . 353 Lincoln University. 354 Mead-ille . Professors and instructors. Religious or nonsectarian control. Year i of 1 first > open-| ing. f Prepar¬ atory ! depart¬ ment. Collegi¬ ate depart¬ ment. o I 3 £ 3 ( 8 4 5 6 7 8 M. E . 1864 1 3 ! 0 10 2 Ref. Presb.. 1894 3 2 6 2 R. C . | 1831 9 : 0 8 0 City . 1874 7 0 54 2 R. C . 1886 12 j 0 | 7 0 Nonsect .... 1826 0 j i 0 47 5 Luth . | 1850 1 0 8 0 State . 1873 0 0 116 14 Christian . . . 1885 8 5 8 5 M. E . j 1844 23 8 29 7 ! Ch. of God.. 1886 i 2 1 4 1 ! P. E . ! 1825 1 9 0 14 0 Bapt . 1831 i 7 3 16 ! 4 Christian... 1850 j 16 11 16 ii Luth . 1893 5 3 ! 5 ; 3 1 Nonsect .... 1835 3 3 ii 4 U. Presb _ 1837 : 3 '4 6 1 Nonsect - 1833 7 9 24 11 State . 1824 11 2 t 14 1 i Nonsect .... 1835 2 1 1 3 1 Free Bapt . . 1876 3 2 3 2 M. E . 1857 l 4 1 7 2 Luth . ! 1845 6 1 11 9 1 Reformed .. i 1850 11 1 18 2 U. B . 1847 10 5 , 9 3 A. M. E . j 1856 3 2 8 • 2 Friends . 1870 3 3 3 3 Presb . Nonsect .... 1870 1853 11 3 12 2 ; 1 Territory . . . 1892 4 o 15 4 Presb . 1867 2 1 5 3 Un. Evang.. 1900 1 1 1 7 3 State . 1876 0 2 27 1 Cong . 1854 2 1 2 10 1 Bapt . 1858 4 5 4 5 Friends . 1891 4 3 4 3 U. B . 1867 I 4 3 3 0 M. E . 1844 ! 7 6 7 1 Nonsect _ 1786 0 0 14 0 Luth . 1867 j 2 0 11 0 | U. B . 1866 6 2 19 1 1 R.C . 1846 16 0 10 0 M. E . 1853 4 4 4 4 Ref. Presb . . 1849 1 2 6 0 Moravian .. 1807 o I o 6 0 M. E . 1783 ! 8 0 18 0 Nonsect .... 1862 1 - . - . 14 0 Reformed .. 1870 8 1 o ! 12 2 Presb . 1832 1 0 ! 0 30 0 Luth . 1832 3 1 13 0 Luth . 1870 9 1 9 0 Nonsect _ 1884 2 1 8 2 Friends . 1833 0 0 20 0 Ger. Bapt... 1876 8 2 6 1 Reformed .. 1836 8 0 21 0 Bapt . 1846 5 10 29 0 Presb . 1854 0 0 11 0 .1 M. E . 1815 4 4 15 1 German Wallace College . Cedarville College . St. Xavier College . University of Cincinnati . St. Ignatius College . Western Reserve University . Capital University . Ohio State University . Defiance College . Ohio Wesleyan University . Findlay College . *. . Kenyon College . Denison University . Hiram College _ '. . Lima College . Marietta 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 . Albany College . Presb McMinnville College . Bapt. Western University of Pennsylvania. 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* . Haverford College . Juniata College . Franklin and Marshall College Bucknell University . Lincoln University* . Allegheny College . * Statistics of 1901-2. UNIVERSITIES,, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1565 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. Graduate depart¬ ment. Res.de„t.| — Profes¬ sional depart¬ ments. Total number (excluding duplicates). Men. Women. s Women. Men. Women. Men. Women. Men. Women. a> S Women. Men. Women. Men. Women. 9 10 11 1*2 13 14 15 16 17 18 19 20 21 22 23 24 4 0 17 2 70 42 62 18 0 0 0 0 l 36 9 168 ' 60 1 297 0 0 8- 4 15 10 19 12 0 0 0 0 1 0 ! 0 42 42 29S 0 0 20 0 211 0 104 0 0 0 0 0 ! 0 9 388 ; 0 1 299 116 0 183 2 116 0 215 330 18 19 0 0 714 0 1,108 349 300 0 0 16 0 187 0 38 0 0 0 0 0 i 0 0 225 0 301 96 0 135 5 0 0 212 244 11 ' 9 0 0 304 0 605 354 302 4 0 10 0 27 0 59 0 0 0 0 o ; 15 0 101 0 303 7 0 123 14 0 0 1, 292 237 24 13 0 0 165 1 1,466 251 304 0 0 8 0 20 10 20 15 0 0 0 0 13 2 40 35 305 52 1 98 18 247 102 316 238 1 0 32 2 74 1 734 545 306 1 0 4 1 18 6 23 3 o I 0 0 0 19 0 41 9 307 5 0 28 0 71 0 107 0 0 o 0 0 24 0 200 0 308 0 0 23 11 124 65 98 84 3 1 0 0 0 9 229 198 1 309 0 0 16 11 99 55 99 65 5 1 2 0 0 9 205 120 310 0 0 5 3 42 50 10 9 0 o 0 0 0 9 76 221 311 0 0 20 12 69 17 52 29 1 2 0 0 0 9 160 138 312 0 0 9 5 65 45 54 41 0 9 0 o 0 9 119 86 : 313 6 0 56 29 175 155 261 304 6 7 0 o 35 9 556 953 314 0 0 23 2 53 35 69 57 1 3 0 0 0 9 139 124 315 0 0 5 2 15 10 4 2 1 0 0 0 0 9 20 12 316 0 0 3 2 16 14 7 3 0 1 o 0 0 0 9 62 47 S17 0 0 14 11 35 22 33 18 o 0 0 0 1 0 0 160 146 318 3 0 14 1 62 40 98 75 0 o 0 0 25 0 201 96 319 4 0 22 2 41 19 72 30 1 0 0 9 26 0 148 68 320 0 0 17 8 70 43 65 46 0 o 0 9 0 0 147 101 321 7 1 0 17 6 48 69 16 26 0 l o 0 0 1 15 1 155 232 322 0 0 4 5 32 38 17 26 2 ! o 0 0 0 0 51 64 323 0 0 58 19 109 60 147 113 0 i 0 9 0 0 390 407 324 0 0 7 1 16 18 19 7 ; 1 0 0 1 0 0 36 26 i325 3 0 19 4 158 91 74 47 2 0 0 0 18 1 304 161 1 326 0 o I - 4 1 83 ' 27 14 15 0 0 0 0 0 0 97 79 327 0 0 1 7 3 31 90 9 2 0 0 0 0 0 0 40 92 328 28 0 56 6 I 30 8 124 82 s 2 3 0 94 12 27 / 170 | 329 0 0 12 3 I 82 71 34 14 0 0 0 0 0 0 123 117 330 0 0 4 6 12 4 36 27 1 o ! ° 0 0 0 0 88 92 331 0 o 1 4 3 24 18 40 i 35 0 ° 0 0 0 0 64 53 332 0 0 4 3 30 10 7 1 o 0 0 0 0 0 58 30 333 23 0 40 9 86 118 21 23 0 0 0 0 34 5 170 228 I 334 115 0 129 0 i o 0 192 2 o 0 0 0 713 / 905 9 1 ooO 0 0 13 0 27 0 112 0 0 0 0 0 0 9 139 0 | 336 0 0 22 4 | 100 70 160 40 o 0 0 0 0 9 260 110 337 6 0 31 0 1 203 0 90 0 : o 0 0 0 34 9 327 0 ! 338 0 0 7 10 i 36 107 9 15 0 1 0 0 0 ! o 50 261 i 339 0 0 i 10 4 ! 49 17 82 41 0 0 0 0 0 0 144 124 1 340 4 0 6 0 0 0 26 0 0 0 4 0 8 l 9 38 0 341 6 0 ' 32 0 132 16 193 33 6 1 0 0 100 0 431 50 342 0 0 I 14 0 26 0 126 0 0 0 0 0 0 0 152 0 343 0 0 17 5 61* 25 58 13 0 0 0 0 32 : 9 144 32 344 0 0 I 30 0 0 0 420 0 6 0 8 0 0 i 9 434 0 345 0 0 16 1 68 37 159 16 1 0 0 0 0 0 228 53 346 0 0 9 1 20 14 33 29 0 0 0 0 0 ! 9 53 43 347 0 0 12 9 89 44 144 47 0 0 0 0 0 ! 0 343 259 348 0 0 20 0 0 o 118 0 1 0 0 0 0 0 : 0 118 0 349 4 0 18 3 152 149 16 4 0 0 ; o 0 7 2 175 155 350 7 0 28 0 162 0 164 0 0 0 1 0 0 60 0 373 0 351 0 0 i 34 ! 10 84 | 85 265 72 50 21 ! o 0 0 0 404 229 352 8 0 ! 13 0 O' ! 0 147 0 1 o 0 1 0 i 0 61 1 0 208 0 ! 353 0 0 ! 18 4 84 ■ 26 149 73 ! 2 4 ! 0 0 0 0 235 103 354 1566 EDUCATION REPORT, 1903, Table 30. — Statistics of universities and colleges Professors and instructors. Location. 1 PENNSYLVANIA — COn. 355 356 357 358 Mverstown . New Wilmington... Philadelphia . . do . 359 . do . 360 Pittsburg . 361 Selinsgrove . 362 South Bethlehem. . . 363 State College . 364 Swarthmore . 365 Villanova . 366 Volant . 367 Washington . 368 Wavnesburg . RHODE ISLAND. 369 Providence . SOUTH CAROLINA. 370 Charleston . 371 Clinton . 372 Columbia . 373 . do . ! 374 Due West . ! 375 Greenville . j 376 Newberrv . 1 377 Orangeburg . ! 378 Spartanburg . 1 SOUTH DAKOTA. 379 Huron . 380 Mitchell . | 381 Redfield . ; 382 Vermilion . 383 Yankton . . I TENNESSEE. 384 Athens . 385 Bristol . 1 386 Clarksville . 387 Hiwassee College... 388 Jackson . 389 Jefferson Citv . 390 Knoxville . . . 391 . do . 392 Lebanon . 393 McKenzie . 394 Marvville . 395 Memphis . j 396 Milligan . 397 Nashville . 398 . do . 399 . do . i 400 . do . 401 . do . ! 402 Sewanee . ! 403 Spencer . j 404 Sweetwater . j 405 Tuseulum . 1 406 Washington College Name. Albright 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 . Brown University College of Charleston . Presbyterian College of South Caro¬ lina. Allen University . South Carolina College . Erskine College . Furman University . Newberry College . Claflin University . Wofford College .* . Huron College . Dakota University . Redfield College* . University of South Dakota Yankton College . Grant University . King College . Southwestern Presbyterian Univer¬ sity. Hiwassee College . Southwestern Baptist University.... CarsoD and Newman College . Knoxville College . University of Tennessee . Cumberland University . 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 Military College . Greeneville and Tuseulum College . Washington College . Religious or nonsectarian, control. Year of first ' open¬ ing. Prepar¬ atory depart¬ ment. Collegi¬ ate depart¬ ment. s s 1 s, > 3 4 5 6 7 8 Un. Evang . 1881 7 1 ! 9 1 U. Presb _ 1852 1 8 5 City . 1837 0 0 1 58 0 R. C . 1867 14 0 9 0 Nonsect .... 1740 0 0 114 0 R. C . 1878 4 0 12 0 Luth . 1858 5 1 8 0 Nonsect .... 1866 0 0 j 52 0 State . 1859 5 1 ! 45 3 Friends . 1869 0 0 21 5 R. C . 1842 7 0 ^ 11 0 1 Nonsect .... 1889 3 2 i 3 0 Presb . 1802 8 0 20 0 Cumb. Presb 1851 7 1 9 1 Bapt . 1764 0 0 | 78 1 1 City . 1791 0 0 8 0 i Presb . 1880 6 0 ! 6 ' 0 I A. M.E . 1881 5 1 5 i 4 i o ! State . 1805 0 0 H 0 1 A. R. Presb.. 1839 2 0 7 o ! Bapt . 1852 4 0 10 ; 0 Luth . 1858 1 0 7 j 0 ! M. E . 1869 3 3 3 3 ! M.E. So . 1854 4 0 9 0 i Presb . 1883 8 3 8 i 3 I M. E . 1885 9 5 9 5 • 1 Cong . 1887 6 3 3 ! State . 1882 3 12 18 ! i , 1 Cong . 1882 8 2 3 I 2 M.E . 1867 8 9 7 i ! Presb . 1869 3 ; 0 6 0 Presb . 1855 0 0 8 0 Nonsect .... 1849 1! 1 5 1 1 Bapt . 1847 1 2 5 i 2 i Bapt . 1851 8 3 t 9 1 3 1 Un. Presb... 1875 6 5 8 2 State . 1794 0 o 41 ( 'umb. Presb 1842 15 18 9 1 1 Cumb. Presb 1850 0 2 ! 3 1 Presb. (n’th) 1819 2 2 i 12 6 r. c . : 1871 9 0 6 o Christian 1882 1 2 3 2 Cong . i 1866 6 7 6 ; 5 Bapt . 1865 5 8 5 8 | Nonsect 1785 0 5 17 S M.E.So .... 1875 0 0 1 38 0 M.E . 1866 4 7 4 ! 7 P.E . 1868 7 0 1 15 0 Christian... 1848 1 2 1 3 2 Nonsect .... 1874 2 2 3 0 Presb . 1794 5 6 6 5 Presb . 1795 2 1 1 5 3 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1567 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes- Total num- Prepara- Graduate depart¬ ment. Profes¬ Total sional her tory Collegiate sional number depart- (excluding depart- department. ^ onres- depart¬ (excluding ments. duplicates). ment. Resident. ident. ments. duplicates). S3 S3 S3 S3* S3’ S3 S3' S3 © G G G © © © © a S3 a a p a p a p a p a P a o o © o o G o G o G o G o £ £ S £ § £ s £ S £ S £ a |S 9 10 11 12 13 14 15 16 17 18 19 so SI SS S3 0 0 15 4 18 3 38 12 0 0 0 0 0 0 86 65 355 0 0 8 5 26 29 109 64 0 0 0 0 0 0 135 93 356 0 0 58 0 0 0 1,294 0 0 0 0 0 0 0 1,294 0 357 0 0 21 0 172 0 73 0 2 o i 0 0 0 0 247 0 358 187 0 281 0 0 0 873 240 140 37 12 3 1,276 3 2, 295 283 359 0 0 23 0 40 0 190 0 0 o 0 0 0 0 300 0 360 3 0 21 1 38 11 40 10 0 0 | 1 2 0 17 0 152 88 361 0 0 52 0 0 0 575 0 2 0 4 0 0 0 581 0 362 0 0 45 3 48 5 507 6 2 0 1 0 0 0 557 11 363 0 0 21 5 0 0 94 112 1 2 o 0 0 0 9B 114 364 8 0 21 0 125 0 85 0 0 0 1 0 0 17 0 227 0 365 0 0 9 2 48 43 9 10 0 0 1 25 0 0 0 82 53 366 0 0 26 0 111 0 238 0 0 0 1 0 0 0 0 349 0 367 0 0 12 4 45 31 31 25 0 0 1 O' 0 0 0 139 198 368 0 o 78 1 0 0 660 175 56 36 13 0 0 0 729 211 369 o 0 8 0 0 0 58 0 0 o o 0 0 0 58 0 370 0 0 6 0 7 7 41 16 0 0 1 0 0 0 0 48 23 371 0 0 9 5 168 209 8 4 0 0 ■ 0 0 0 0 176 213 372 2 0 16 o 1 0 0 134 35 4 j 1 0 0 32 0 174 52 373 3 0 9 0 1 20 10 80 10 4 0 0 0 11 0 115 20 371 0 0 14 0 50 0 150 0 0 0 0 0 0 0 200 0 375 8 0 33 o 89 27 1 0 14 0 0 0 0 0 137 27 ! 376 0 o I 6 6 ; 47 61 12 2 0 0 i o 0 0 0 59 63 1 377 0 0 10 0 101 0 191 5 0 0 ! o 0 0 0 292 5 373 0 0 ! 8 3 140 138 25 0 0 0 0 0 0 0 165 138 372 0 0 9 5 72 90 48 23 0 0 0 0 0 0 206 194 380 0 0 10 3 25 10 11 4 0 0 0 0 0 0 62 41 381 0 0 21 13 120 107 65 71 2 3 2 0 24 0 210 201 382 0 0 10 9 60 51 28 20 0 0 0 0 0 0 108 167 383 58 0 54 9 312 307 12 6 0 0 0 o 315 i 3 601 298 381 0 1 0 6 o 25 o 20 0 0 0 0 o 0 o 51 0 385 4 0 10 0 0 0 79 0 I ° 0 0 0 12 0 91 0 386 0 0 5 1 j 20 15 50 45 0 0 0 o 0 0 70 60 387 4 0 10 4 1 35 26 132 52 0 0 0 ! o 41 1 2 208 80 383 0 0 9 1 3 98 93 80 70 0 0 0 0 0 0 178 163 382 8 0 16 11 44 55 13 7 0 0 0 o 4 0 69 112 390 50 0 i 111 i 9 0 0 297 83 4 1 0 0 318 4 a 616 a 140 391 14 0 48 I 18 i 182 241 63 9 2 0 0 0 154 • 0 367 250 392 0 0 3 i 3 i 35 50 15 40 0 0 0 0 0 0 50 90 393 0 0 14 8 203 139 40 49 0 0 0 0 0 o 243 188 391 0 0 I 18 0 134 0 43 0 0 0 0 0 0 i 0 220 0 395 0 0 4 4 60 50 49 41 0 0 0 0 0 o 109 91 396 4 0 9 20 52 17 67 26 0 0 0 0 2 o 195 322 397 0 0 • 5 8 95 87 29 3 0 0 0 0 4 ! o 128 90 398 0 0 17 13 80 120 228 340 0 0 0 0 0 o 308 460 392 76 0 96 0 0 0 218 36 46 15 0 0 441 0 648 43 40C 34 0 41 16 76 115 47 74 0 0 0 0 338 i 30 492 263 401 34 0 '44 0 183 0 121 0 0 0 0 0 244 1 o 517 0 402 0 0 3 4 120 76 32 16 0 0 0 0 0 ! o 152 92 403 0 0 4 2 20 15 40 10 3 1 0 0 0 0 63 26 . 401 0 0 6 6 85 81 14 18 0 o 0 0 0 1 0 99 99 : 405 0 • 0 7 1 4 70 39 19 1 14 0 1 0 0 0 0 1 0 89 53 406 a Summer School of the South not included in total. 1568 EDUCATION REPORT, 1903, Table 30. — Statistics of universities and colleges Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Professors and instructors. I Prepar- Collegi- atory ate depart- depart- j ment. j ment. : S : j s Women. Q s 1 3 4 5 6 7 8 TEXAS. 1 407 St. Edward’s College* . R. C . 1885 4 0 13 o 408 . do . State _ 1883 0 o 45 12 409 Brown wood . Howard Pavne College . Bapt . 1890 3 3 4 2 410 Fort Worth . Fort WorthUniversity . M.E . j 1881 6 4 5 3 411 . do . Polvtechnic College . M.E.So .... 1891 8 6 8 6 412 Galveston . St. Mary’s University . R.C . 1 1854 1 0 3 0 413 Georgetown . Southwestern University . M.E.So .... 1873 4 1 9 0 414 Greenville . Burleson College* . Bapt . 1893 2 3 1 415 Marshall . M.E . 1873 4 2 3 1 416 N orth Waco . Christian _ 1873 4 3 7 1 417 Sherman . Austin College . " . Presb . ; 1850 6 0 8 0 418 Waco . Bavlor University . Bapt . 1845 3 4 19 7 419 Paul Quinn College* . A. M.E . 1881 7 I 8 4 1 420 Waxachachie . Trinitv University. . Cumb. Presb 1 1869 5 | 2 6 0 UTAH. 421 Logan . Brigham Young College . L. D. Saints . 1878 12 : 9 9 0 422 Salt Lake Citv . ; University of Utah ...T . State . 1850 15 1 35 2 423 : . do . . Westminster College . Presb . 1897 2 3 2 ; 0 VERMONT. 424 Burlington . University of Vermont and State State . 1800 o 0 40 , 0 Agricultural College. 425 Middlebury . Middleburv College . : Nonsect .... 1800 ; 0 0 12 ! 0 426 Northfield . Norwich University . ! Nonsect _ 1834 9 0 7 ; 0 VIRGINIA. 427 Ashland . Randolph-Macon College . | M.E.So . 1832 0 0 16 0 428 Bridgewater . Bridgewater College . Ger. Bapt . . . 1884 ; 0 1 11 i 429 Charlottesville . ! 1 University of Virginia . j State . 1825 0 0 29 0 430 Emorv . Emory and Henry College * . : M.E.So . 1838 3 0 6 o 431 Fredericksburg _ Fredericksburg College . : Presb . 1893 6 0 6 o 432 Hampden-Sidney .. Hampden-Sidnev College . Presb . 1776 2 0 7 0 433 Lexington . * ... Washington and Lee University _ 1 Nonsect .... 1749 1 0 0 i 27 0 434 Richmond . 1 Richmond College * . .' . Bapt . : 1832 | 0 0 i 10 1 0 435 . do . Virginia Union University . 1 Bapt . i 1899 8 3 i 6 o 436 Salem . Roanoke College . * . | Evang. Luthj 1853 2 0 9 437 Williamsburg . 1 College of William and Mary . State . 1 1693 0 0 8 ! o | WASHINGTON. 438 Burton . . Vashon College * . j Nonsect .... 1892 7 i 4 5 i 439 Seattle . University of Washington . State . 1862 1 35 6 440 Spokane . j Gonzaga College . R.C . 1 1887 | 2 o i 13 0 441 Tacoma . Whitworth College . ( Presb . 1890 | 6 1 6 ' 6 | 6 442 Walla Walla . Whitman College . j Cong . 1866 8 5 | 8 3 WEST VIRGINIA. 443 Barboursville . Morris Harvey College . M.E.So . 1888 3 3 2 2 444 Bethanv . 1 Bethanv College . Christian . . . 1841 2 1 10 5 445 Morgantown . West Virginia Universitv . 1 State . 1868 | 5 2 52 | 8 WISCONSIN. 446 Appleton . Lawrence University . j M.E . 1849 j 5 j 4 | 16 j 2 447 Beloit . Beloit College . [ Nonsect .... 1847 0 19 2 448 Franklin . I Mission House . Reformed .. 1859 j 9 0 i 9 0 449 Madison . Universitv of Wisconsin . i State . 1850 0 0 172 10 450 Milton . Milton College . 7th D. Bapt . 1844 5 . 6 3 5 451 Milwaukee . . Concordia College . Luth . 1881 ! 9 0 9 I 0 452 . do . 1 Marquette College . R.C . 1881 i io : 0 9 i 0 453 Ripon . Ripon College . i Nonsect _ 1853 8 • 4 1 n 2 454 Watertown . Northwestern Universitv . ! Luth . 1865 i 4* 0 1 6 0 WYOMING. 456 Laramie Universitv of Wyoming . State . 1887 17 1 4 1 17 ! 4 _ i 1 1 1 1 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1569 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total num¬ ber (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. Graduate mei Resident. depart- lt. Nonres¬ ident. Profes¬ sional depart¬ ments. Total number (excluding duplicates). Men. Women. Men. Women. £ Women. 1 Women. Men. Women. s Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 0 17 0 61 0 120 0 0 0 0 | 0 0 0 1 181 0 I 407 26 2 82 16 0 0 471 231 15 12 0 | 0 411 28 1,026 411 408 0 0 5 6 108 93 28 30 0 0 0 0 0 0 136 1 123 409 33 0 35 4 125 86 6 2 0 0 0 0 110 0 241 88 410 0 0 8 6 65 55 35 25 0 0 0 0 0 0 100 80 411 0 0 4 0 27 0 31 0 0 0 0 i 0 o 0 58 0 412 0 0 13 1 135 39 130 68 0 0 0 0 0 0 j 270 147 413 0 0 3 3 30 25 40 20 0 0 0 0 0 0 70 45 414 1 0 4 3 35 9 11 3 0 0 ! 0 0 10 o 56 12 ! 415 1 0 11 8 50 50 62 59 0 0 0 0 28 5 140 , 156 416 0 0 9 0 43 0 41 0 2 0 0 0 0 0 96 40 417 0 0 25 13 199 75 228 207 3 2 1 0 105 i 0 576 305 418 0 0 ! 7 8 58 51 44 15 0 o 0 ; o 3 ! 0 130 94 419 0 0 13 2 108 39 55 62 0 0 0 0 0 0 170 j 155 420 0 0 21 9 328 172 18 10 0 0 0 i o 0 0 365 219 421 0 0 38 3 197 287 134 132 1 1 ! 0 0 0 1 0 375 508 422 0 0 , 4 j 3 27 39 7 2 0 0 o s 0 0 j 0 34 41 423 ! 30 0 70 ! o 0 0 249 57 0 1 3 ■ 1 I 202 0 507 59 424 0 : 0 j 12 o 0 0 65 53 ; 0 0 0 0 0 0 65 53 425 o 0 7 o 0 0 77 0 1 0 o | 0 0 I 0 78 0 426 o| 0 16 j 0 0 o 127 0 0 0 0 0 0 I 0 127 0 427 0 0 ; li 2 25 21 102 54 0 0 0 0 0 0 1 127 75 428 25 0 54 ; o 1 0 0 280 0 29 0 0 0 317 0 j 605 0 429 0 0 9 0 i 50 9 70 0 0 0 0 0 0 0 ! 120 0 430 0 0 i 3 | 61 69 21 18 0 0 0 0 0 0 88 ! 129 431 0 0 9 i o i 2 o 90 0 2 0 0 9 0 0 94 0 432 5 ! 0 : 32 1 o ! 6 o ! 239 0 0 0 0 o 65 0 279 0 433 3 j 0 13 0 0 o i 160 6 0 0 i 0 0 44 9 204 6 434 5 | 0 12 ! 3 1 153 o 23 0 | 0 o ! 0 0 60 0 225 0 435 0 | 0 10 i 0 18 0 96 15 1 4 0 0 0 0 133 19 436 0 1 0 8 0 0 0 165 0 0 0 ! 0 0 0 0 1 165 0 437 0 0 7 | 6 70 | 19 ! 41 28 0 0 0 0 0 0 m 47 438 15 0 i 38 : 6 23 7 277 203 I 11 8 0 0 95 7 406 225 439 5 ] 0 23 0 68 o ! 123 0 ! 0 0 0 0 52 0 343 0 440 0 i 0 6 1 6 47 55 10 j 24 0 i ! 0 0 0 0 0 57 ! 79 441 0 ! 0 i 13 j 5 i 95 161 | 36 28 0 0 0 0 0 1 ! o 131 . 189 442 0 0 5 I 5 31 25 33 44 0 0 0 0 0 0 64 69 443 0 0 12 6 30 10 160 57 0 0 0 0 0 i 0 190 70 444 0 0 57 10 322 70 296 175 20 1 6 1 145 0 688 ! 247 445 o 1 0 20 6 68 56 96 115 6 8 0 0 0 o j 281 279 446 0 0 I 23 ! 2 215 ! 0 150 77 0 0 0 0 0 0 351 111 447 3 I 0 1 15 0 22 0 i 30 o ! 0 0 0 0 19 . 0 ! 69 1 0 448 37 1 0 : 183 ; 17 0 0 1, 798 479 98 21 0 1 261 o i 2,181 1 689 , 449 0 0 8 ! 6 35 j 34 20 19 0 0 0 j 0 9 i 0 1 73 61 ' 450 0 0 9 0 96 0 136 0 0 0 0 0 : 0 ! 0 1 232 0 451 o 0 ' 17 s 0 156 ; 0 80 0 0 0 0 o 0 o i 236 ! 0 452 o 0 12 ; 5 19 20 ! 42 27 0 1 2 0 0 0 63 48 | 453 0 0 10 0 101 6 47 1 0 0 0 0 0 ! o ! 148 7 1 454 0 0 1 17 ! 4 61 S 60 35 31 0 2i 2 0 r°i °! 98 j 93 1 455 ed 1903 — vol 2- - 23 1570 EDUCATION REPORT, 1903. Table 31. — Statistics of universities and colleges Number of students in undergraduate courses. 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 38 39 40 41 42 43 44 45 46 Name. Classical course. Other general culture courses. General science course. Commerce. Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical engi¬ neering. 1 3 4 5 6 7 j 8 - 9 ALABAMA. Howard College . a 137 114 10 . Lafayette College ..' . 40 20 St. Bernard College . 40 42 64 29 68 9 ARIZONA. University of Arizona . 0 18 8 0 0 8 6 0 ARKANSAS. a 250 Ouachita College . ” . 100 Arkansas College . 29 19 12 Hendrix College . . 50 I University of Arkansas . 50 14 25 0 14 20 36 40 12 4 CALIFORNIA. University of California . 284 980 202 88 91 b 235 134 Pomona College . 24 54 60 Occidental College . 19 22 8 St. Vincent’s College . 12 35 University of Southern California . a 91 California College . 1 *7 Throop Polytechnic Institute . 0 0 5 0 0 0 3 6 St. Ignatius College . 119 1 University of the Pacific . 2 25 4 Santa Clara College . 88 0 0 0 0 Leland Stanford Junior University . 81 540 240 49 66 64 COLORADO. Universitv of Colorado . 66 103 76 11 42 70 Colorado College * . 216 51 College of the Sacred Heart . 37 Universitv of Denver . a 286 CONNECTICUT. Trinity College . 59 55 Wesleyan University . 141 . 101 70 Yale Universitv . a 1,205 58 59 34 DELAWARE. State College for Colored Students _ 3 17 Delaware College . 12 22 5 0 8 8 33 23 DISTRICT OF COLUMBIA. Catholic University of America . Columbian University . 49 149 82 7 33 26 Gallaudet College . 70 2 0 0 0 2 0 Georgetown University . 92 Gonzaga College* . _ . 22 Howard University . __ 31 5 11 St. John’s College . 6 18 FLORIDA. John B. Stetson University . 16 16 26 2 2 University of Florida . 53 10 2 12 St. Leo College 3 15 Florida State College 30 80 Rollins College . 15 22 ♦Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1571 for men and for both sexes. Number of students in under¬ graduate courses. Colleg dents e stu- study- Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. I Architecture. Sanitary engi¬ neering. Household econ¬ omy. mg Latin. Greek. Men. Women. Men. Women. 10 11 i* 13 14 15 16 17 18 19 20 21 22 23 | 137 1 114 75 2 58 0 1 i 8 3 1 40 20 3 40 27 32 0 4 42 42 62 0 50 40 5 60 55 5 5 0 6 2 30 0 0 0 4 0 2 1 10 8 100 0 0 7 50 25 5 15 10 5 8 100 25 0 0 24 25 120 186 19 : 9 29 15 ! 10 12 10 8 0 30 li 40 35 ! 12 0 140 42 75 1 25 0 0 420 13 16 12 23 I 48 21 6 41 14 165 277 50 616 • 154 883 0 0 i 15 48 15 59 12 1 16 19 17 19 12 17 10 10 18 i.28 19 7 1 20 0 0 0 0 0 0 0 2 16 11 11 0 0 287 1 21 119 110 89 0 58 22 8 6 24 17 112 35 23 0 0 0 0 0 88 88 0 6 70 0 0 32 9 ; 24 127 127 60 62 25 78 47 24 42 10 30 26 48 43 12 16 0 27 I . 37 37 24 0 1 28 :::::: 29 77 59 30 242 141 31 25 7 32 17 3 0 2 33 37 12 0 0 85 0 0 34 35 25 21 47 18 36 0 0 0 0 0 40 2 3 21 37 92 38 22 15 1 39 10 77 6 15 199 40 0 0 4 0 41 18 34 16 7 33 56 11 30 86 36 42 17 23 6 125 43 5 5 5 0 5 0 10 2 44 80 30 30 75 4 8 40 45 1 6 7 0 10 1 27 19 79 3i 46 b Includes students in electrical engineering. 1572 EDUCATION REPORT, 1903 Table 31. — Statistics of universities and colleges Number of students in undergraduate courses. 1 O 3 4 5 6 j 7 8 9 GEORGIA. 47 University of Georgia . 143 19 I 87 47 17 48 Atlanta Baptist College . 14 49 Atlanta University . . 45 50 Morris Brown Coliege . 22 51 Bowdon College . 50 10 20 0 1 0 0 1 0 0 52 North Georgia Agricultural College . 10 6 20 30 4 53 Mercer University . . 75 105 54 98 96 8 55 11 56 Nannie Lou Warthen Institute . 85 Young Harris College * . 80 60 IDAHO. 58 University of Idaho . 64 28 11 8 ILLINOIS. 1 59 Redding College . 20 3 3 | . 60 25 50 66 61 St. Viateur’s College . .* . 75 25 . 62 Blackburn College . 13 19 63 Carthage College . 15 23 64 St. Ignatius College . 78 . 65 St. Stanislaus’ College . 57 66 University of Chicago . 262 577 i 257 | | 147 I 0 0 0 , 0 67 Austin College . 100 115 5 68 Evangelical Proseminary . 82 69 Eureka College . . 33 32 70 Northwestern University . 141 359 . 71 Ewing College . 16 . 72 Knox College . a 224 73 Lombard College . 25 33 74 Greenville College . 75 Illinois College . a 67 76 Lake Forest College . 18 30 j 24 16 ! 10 McKendree College . 42 10 78 Lincoln College . a 4 8 79 Monmouth College . 56 88 80 Northwestern College . 10 58 25 . 81 St. Bede College . 50 82 St. Francis Solanus College . 8i 83 Augustan a College 41 17 22 1 84 St. Joseph’s College* . 135 85 ShurtlefE College* . 45 8 : 86 L'niversitv of Illinois . 9 628 | 129 | 12 276 188 | 192 | 137 s7 Westfield College . . 15 88 Wheaton College . 22 44 INDIANA. 89 Indiana University _ a 1,303 90 Wabash College.. a 203 91 Concordia College . 147 . 92 Franklin College . 28 58 ! 93 De Pauw University . . a 374 . 94 Hanover College . 29 43 :::::: 95 Butler College . a 127 i _ . 96 Union Christian College . . 35 ! . 1 97 Moores Hill College 14 12 98 L'niversitv of Notre Dame* . 124 96 3 21 68 . 59 99 Earlham College . 33 266 21 6 0 o 1 o 1 0 100 St Meinrad College. 62 ioi ; Tavlor University . | 21 I 30 ; 20 . :::::: INDIAN TERRITORY. 102 Indian University . 3 | 14 . 103 Henrv Kendall College . 4 1 2 i 5 ; * Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1573 for men and for both sexes — Continued. 1 Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— Number of students in pedagogy. Number of students in business course. Students in military | drill. — Students in music. Students in art. ! 3 tc 111 o sc H s fcc B Sc o — u z: < Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. Men. Women. io 11 12 13 14 15 16 17 18 19 20 21 22 23 140 100 42 0 1 242 13 13 0 0 0 0 . 129 0 0 20 20 14 8 22 22 6 10 9 i 25 0 0 0 0 0 35 10 2 7 0 0 35 , 23 0 26 10 26 25 100 8 175 110 48 20 0 162 98 11 11 2 49 14 8 i 4 13 120 40 2 2 31 . 133 59 89 25 15 40 75 0 150 i 25 30 15 65 1 16 23 9 0 2 36 ! 18 78 78 . 119 0 ! 25 57 32 20 0 ’ 20 0 0 0 0 . 1 21 1 505 0 0 60 10 50 1 60 20 15 100 82 61 8 0 f 94 167 150 6 18 268 20 * 16 : 58 : 0 11 0 ; 121 23 8 112 15 5 | 5 80 17 50 15 78 3 26 8 52 42 49 48 25 ! 4 2 114 7 144 205 35 20 ! 2 1 5 i 19 13 14 50 20 ! 85 0 30 79 57 46 0 37 33 31 170 40 125 ! 208 . | 45 . . . 135 135 1 ..trr.i 45 45 5 ; 5 7 5 . : 7 83 i 8 36 ! 61 18 26 : 31 675 j 248 369 15 5 12 6 l 20 19 28 10 34 39 80 64 . . . 1 97 147 97 j 32 . i 163 I 57 75 29 64 is 1 10 .... 19 39 35 34 30 l 18 22 29 14 19 1 27 30 . i 3 158 124 81 0 1 o ! o' 0 0 0 0 0 0 0 0 j 0 62 49 52 45 6 3 15 9 70 j 22 6 , 5 75 j 10 . 5 0 5 7 0 ! 17 i 16 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 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 EDUCATION REPORT, 1903. Table 31. — Statistics of univeri Name. Number of students in undergn 5 2 a a g c 60 O s o cj w a 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 . Lenox College . Simpson College . State University of Iowa. . . Graceland College . Palmer College . German College . Iowa Wesleyan University. Cornell College . Penn College . Central University of Iowa Morningside College . . . Buena Vista College . Tabor College . Western College . a 186 5 31 22 129 18 61 140 20 15 301 11 48 77 2 16 10 33 230 30 25 a 118 5 a 41 27 KENTUCKY. Union College . Berea College . Central University of Kentucky . Georgetown College* . Liberty 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 of Louisiana * . College of the Immaculate Conception . . . KANSAS. Midland College . 18 St. Benedict’s College . 60 Baker University . 240 College of Emporia . 37 Highland University . j 3 Campbell University * . 1 9 Kansas City University . University of Kansas. ! . j a 651 Lane University . 5 Kansas Christian College . 12 Bethany College . a 94 Ottawa University . 34 St. Mary’s College . 72 Kansas Wesleyan University . a 58 Cooper College . ’. . 15 Washburn College . a 172 Fairmount College . 37 Friends University . 84 St. John’s Lutheran College . Southwest Kansas College . 45 6 7 a 199 60 a 80 a 259 210 a 80 58 92 64 I. 8 I 192 !. 15 153 100 277 5 5 51 42 25 22 41 49 28 35 142 44 13 10 : Statistics of 1901-2. a Includes all undergraduates in liberal UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1575 for men and for both sexes — Continued. Number of students in under¬ graduate courses. College stu- i dents study- ing— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. Architecture. Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. Men. Women. 10 11 12 13 14 15 16 17 18 19 20 21 22 23 0 0 0 0 0 181 53 0 0 0 35 0 13 5 3 | 26 36 50 . 31 31 4 0 84 16 22 2 1 22 30 3 128 128 140 60 18 186 31 115 60 78 178 64 24 228 140 120 64 20 5 i 10 155 56 15 25 75 57 9 121 65 ! 150 42 120 21 11 2 12 95 24 130 45 33 41 114 30 180 222 5 ; 0 2 0 0 0 234 63 20 80 0 0 279 2 0 2 23 12 21 13 12 11 3 1 24 42 16 38 36 16 10 161 14 0 0 0 0 0 74 28 68 52 168 59 | 30 28 10 17 10 7 71 10 5 40 15 50 60 I 10 16 5 0 14 n 4 70 0 85 ' 14 . 45 27 : 30 8 128 4 23 18 97 35 33 . 50 0 200 150 10 12 100 26 162 53 ! 34 25 3 3 96 3 3 I 9 9 10 i 5 41 1 9 10 8 1 116 3 31 120 30 ' 10 ' 35 :::::: 108 2 : 20 5 8 i 10 10 6 1 20 ! 25 22 16 25 20 24 31 111 38 326 127 34 I 8 12 66 69 246 25 72 57 122 0 i 50 20 30 285 300 40 300 54 20 10 38 24 9 45 22 22 24 79 37 0 15 . 71 46 1 10 i 13 6 3 30 I 35 10 20 69 36 79 50 7 6 1 33 19 34 7 105 55 11 5 70 j . !!. 40 20 1 13 10 . . 1 60 3 4 66 34 483 58 " 58 30 90 28 | 92 64 12 20 12 8 22 1 347 1 38 26 49 6 172 : 54 4 i . 24 8 24 6 :::::: 192 192 1 130 0 1 300 . 104 105 106 107 108 109 110 111 J12 116 117 118 119 120 128 124 125 128 129 130 131 132 133 134 135 136 137 13S 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 1576 EDUCATION REPORT, 1903 Table 31. — Statistics of universities and colleges Number of students in undergraduate courses. Name. Classical course. Other general culture courses. General science course. Commerce. Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical engi¬ neering. 1 2 3 4 5 6 | 7 8 9 Louisiana — continued. 163 Leland U niversity . . . «19 164 13 . 165 Straight University. . . 3 166 Tulane University' . 14 56 25 106 14 26 MAINE. 167 Bowdoin College . 253 168 Bates College . 321 169 University of Maine . 1 11 6 27 4 I 32 110 , 99 170 Colby College . 195 MARYLAND. 171 St. John's College . 12 53 21 15 172 Johns Hopkins University . 10 67 75 1 173 55 174 Morgan College . 3 Washington College . 12 H 0 0 0 0 0 176 Maryland Agricultural College . 8 45 0 35 72 0 o i 177 Rock Hill College . .“. . 60 178 St. Charles College . 60 . 179 Mount St. Mary’s College . 70 180 ; New Windsor College* 4 181 Western Maryland College . 165 MASSACHUSETTS. 182 Amherst College . a 385 183 Boston College * . 160 184 Boston University . 421 185 Harvard University . a 2, 109 141 1 70 1 72 61 186 French-American College . 6 6 187 Tufts College . 162 13 8 55 ! 71 188 Williams College . 381 189 Clark University . 190 Collegiate Department, Clark University. «85 . 191 College of the Holv Cross . . . 200 0 0 0 0 0 0 . 0 MICHIGAN. 192 Adrian College . 10 j 23 5 193 Albion College . 202 194 Alma College . 15 j 40 24 195 University of Michigan . a 1,295 6127 i 128 1 60 I 196 Detroit College . 87 1 197 Hillsdale College . a 120 198 Hope College . 56 199 Kalamazoo College . a 470 200 Olivet College . 1 . 1 41 73 29 MINNESOTA. 201 St. John’s University . 76 24 1 36 202 Augsburg Seminary . 40 203 University of Minnesota . a 1, 194 . i 187 1 83 104 132 204 Carleton College . 45 i 90 100 0 0 1 0 0 0 205 St. Olaf College . 84 28 206 Hamline University . 20 150 207 Macalester College. . 67 208 Gustavos Adolphus College . 50 209 Parker College . 20 . MISSISSIPPI. 210 Mississippi College . a 196 211 | Rust University . 10 . 212 1 Millsaps College. . 102 ' 30 213 University of Mississippi . 62 54 36 . i 11 . * Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVEKSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1577 for men and for both sexes— Continued. Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— *. Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. j Architecture. Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. j Men. Women. 10 11 13 13 14 15 16 17 18 19 30 31 22 33 14 15 163 . 6 6 1 15 1 . 164 3 0 | 3 60 2 8 165 9 2 45 126 166 73 60 j 167 321 281 i 17 8 ! 168 2 11 6 3 2 ! 169 111 50 170 12 ! 154 171 43 13 172 55 55 173 60 140 174 0 0 0 0 6 20 12 2 42 0 0 0 0 175 0 0 0 0 0 8 0 0 0 0 0 185 0 0 176 60 0 16 177 60 60 178 70 58 17 o i . 179 4 1 . 2 1 180 165 136 16 181 182 . I 160 160 13 o 183 362 252 | 3 28 70 184 32 j 75 46 1 0 185 5 5 - 72 19 186 1 40 30 18 187 381 190 188 • 189 10 1 190 0 o ! 0 0 0 200 160 0 0 0 0 0 10 0 191 20 11 29 8 192 . 53 11 128 29 193 . 20 j 12 22 6 6 106 38 194 29 195 87 87 196 36 22 ! i . 126 197 30 198 199 105 29 200 3 85 36 92 0 . 40 16 201 35 40 19 0 202 21 Ill 275 88 27 96 800 59 91 203 0 0 0 0 0 88 45 6 10 0 0 0 73 0 204 39 84 205 115 20 206 39 207 40 35 ! 20 10 3 14 27 102 208 8 5 14 8 85 66 209 210 60 40 35 211 102 80 . 212 2 92 58 i 30 4 213 b There are also 265 unclassified engineering students. 1578 EDUCATION REPORT, 1903, Table 31. — Statistics of universities and colleges 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 Name. Number of students in undergraduate courses. Classical course. Other general culture courses. General science course. Commerce. Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical engi¬ neering. 1 o 3 4 5 6 7 8 9 MISSOURI. Southwest Baptist College . a 36 Pike College *. . ~ . 20 45 25 :::::: 20 4 54 Clarksburg College . 30 23 . a 561 125 42 1 104 80 55 45 12 11 6 a 130 161 27 27 22 170 140 91 30 167 6 11 1 3 45 25 33 24 Cpntral Wesleyan Collpgp . . 22 26 10 MONTANA. University of Montana . 44 9 0 0 15 0 0 NEBRASKA. Bpllpvnp College . _ . 32 6 15 Cotner University * 3 11 :::::: Union College . _ . . . 68 23 Doane College 48 63 1 . Grand Island College. 17 12 2 Hastings College * . . . 6 16 University of Nebraska . a 1,047 | 35 41 67 Creighton University 75 Nebraska Wesleyan University . 11 105 i . Y ork Gel 1 ege _ _ - 9 14 i NEVADA. Nevada State University . 61 0 6 2 0 18 2 0 NEW HAMPSHIRE. Dartmouth College 410 240 28 32 St Anselm’s College 23 NEW JERSEY. St Peter’s College * 18 St Benediet’s College . . . 40 Rutgers College . 62 0 7 0 j 13 0 56 37 Princeton University . 754 0 290 0 0 0 144 7 ! Seton Hall College 32 NEW MEXICO. University of New IVIexico 5 4 8 NEW YORK. Alfred University . 15 44 61 0 0 0 0 o ! St Bonaventure’s College 93 . St Stephen’s College 44 Adplnhi fY>lWp 10 215 3 1 . Polytechnic Institute of Brooklyn 12 8 19 39 St. Francis College . 37 0 1 0 ! 0 0 * Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1579 for men and for both sexes — Continued. Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. Architecture. Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. Men. Women. 10 11 12 13 14 15 16 17 18 19 20 21 22 23 214 60 20 0 10 6 7 . J 215 24 20 5 24 7 9 65 9 216 53 37 . 18 217 50 20 3 22 10 5 35 218 2 190 28 149 74 63 78 30 56 162 219 220 39 22 221 11 5 6 2 26 5 S 222 50 40 30 25 12 4 . 223 66 224 . 225 15 12 8 6 0 20 226 90 90 170 227 40 0 0 0 0 120 0 0 24 20 228 91 91 68 0 103 17 229 2 14 338 230 60 32 0 6 80 231 65 36 50 15 75 232 58 36 15 25 27 3 ! 120 30 233 0 0 0 0 0 19 2 1 10 0 0 0 34 33 234 14 24 4 24 3 4 66 17 235 0 6 8 2 236 28 2 26 14 14 17 237 . 1 37 30 8 11 6 2 51 238 I 10 15 5 2 239 . I 6 0 4 240 . 1 225 107 112 169 404 333 85 241 75 60 242 38 11 29 107 34 13 100 178 243 23 14 40 65 49 11 48 82 30 244 0 i 63 0 0 0 65 0 2 22 30 25 160 40 0 I 245 180 85 0 4 246 23 23 . 247 18 18 248 40 28 42 0 249 22 o 0 38 35 11 0 0 0 153 0 0 250 0 625 476 0 0 0 0 0 251 32 32 8 0 10 252 | 2 3 0 8 75 253 0 . 0 0 0 0 20 13 11 6 0 0 0 39 20 254 93 93 50 0 93 40 20 255 44 30 256 ;;;;;; 36 13 0 26 0 0 0 0 57 257 15 258 0 6 1 6 1 6 6 37 37 6 0 40 6 200 12 6 i 259 1580 EDUCATION REPORT, 1903, Table 31. — Statistics of universities and colleges Number of students in undergraduate courses. Name. O o | O o < ! S3 u w 1 2 3 4 5 6 7 8 9 new york — continued. 1 260 St. John's College . 54 0 0 0 0 0 0 0 j 261 Canisius College . 30 . ! 262 St. Lawrence University . 78 6 63 263 Hamilton College . 150 40 264 Hobart College t . 38 56 11 0 0 j 0 0 0 265 Colgate College . 85 59 38 0 o ; o 0 0 266 Cornell University . 795 114 891 252 267 111 . 268 College of the Citv of New York . 440 342 269 Columbia University . 495 . j 140 110 127 270 Manhattan College. . 0 39 271 New York University . 191 10 55 0 j 15 90 0 272 St. John’s College . 65 45 273 60 274 94 83 275 Union University . 39 67 30 ! 52 276 Syracuse University . 259 461 . 40 j 34 95 NORTH CAROLINA. 277 St. Marv’s College . 33 278 University of North Carolina . 100 155 110 279 Biddle University . 98 12 280 Davidson College . 127 38 281 Trinity College . a 187 282 Elon College . a 62 283 Guilford College . . . 31 53 284 Lenoir College . 52 i 48 285 Catawba College * . 30 25 286 Shaw University . 34 1 _ 287 Livingstone College * _ 36 288 Wake Forest College . a 266 i . . 289 Weaverville College . a 90 ;;;;;; NORTH DAKOTA. . 290 Fargo College . 12 28 291 University of North Dakota . 30 30 . . 1 20 292 Red River Valley University . 6 2 1 -io OHIO. 293 Buchtel College . 12 35 25 294 Mount Union College . 29 42 i 295 Ohio University . 22 90 62 | 0 0 0 0 30 296 Baldwin University . 12 32 1 297 German Wallace College . 30 298 Cedarville College . 26 5 1 299 St. Xavier College. . . 104 300 University of Cincinnati . a 471 . 29 j 22 | 1.3 j 301 St. Ignatius College 38 302 Western Reserve University _ a 456 303 Capital University. 59 304 Ohio State University . 490 243 80 83 86 i 305 Defiance College 20 10 306 Ohio Weslevan University _ 213 257 81 1 307 Findlav College . * . 20 6 | 0 0 0 0 0 0 308 Kenyon College 52 55 309 Denison University a 182 310 Hiram College . 60 48 j 40 311 Lima College . 312 Marietta College . . . 30 i 51 j 313 Muskingum College _ 32 ' 63 314 Oberlin College 565 i 315 Miami University 316 : Richmond College 6 317 : Rio Grande College 10 318 1 Scio College . 31 i 19 i . * Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1581 for men and for both sexes — Continued. j Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— Number of students in pedagogy. Number of students in business course. i Students in military j drill. 0 72 s 0Q Students in art. Chemical engi¬ neering. Mining engi¬ neering. 1 Architecture. 1 Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. Men. Women. 10 11 12 13 14 15 16 IT 18 19 20 21 22 23 0 0 0 0 0 54 54 ! j0 0 0 | 0 0 0 0 260 30 30 20 261 74 19 4 4 262 150 190 20 0 263 0 0 0 0 0 54 38 0 0 0 0 0 0 0 264 0 0 0 0 0 104 65 35 0 0 0 0 0 0 265 53 *505 *256 516 266 111 89 10 0 279 :::::: 267 440 245 533 0 0 0 0 268 205 85 218 42 46 269 0 o 20 o 20 o 15 o 270 10 0 0 0 0 191 76 140 218 126 0 0 0 0 271 65 65 60 0 ! 282 24 272 :::::: . 60 60 40 o ! 60 20 273 . 164 94 16 8 274 77 39 275 30 391 177 49 102 533 68 276 33 30 17 : o 21 3 277 . 4 . 278 110 98 65 71 41 i 0 187 77 279 113 83 0 0 0 o 0 27 280 118 33 281 60 i 25 10 5 15 j 5 48 15 282 283 77 30 20 8 28 3 284 75 50 15 10 285 75 136 42 286 36 36 67 97 287 165 75 17 0 288 30 4 2 0 10 289 15 1 4 16 102 290 30 15 is 119 49 25 113 70 40 291 4 2 22 16 178 292 52 . 70 20 293 60 30 26 29 71 31 103 9 i 294 0 0 0 0 0 100 30 51 51 54 44 i 0 107 100 ! 295 16 296 32 20 6 j 31 7 | 111 297 14 20 26 7 298 104 104 73 0 299 7 90 42 . 1 300 38 38 . 301 204 64 5 1 25 . 10 6 302 59 59 303 21 35 12 ! 29 130 63 22 0 933 . 304 20 23 30 8 1 305 551 213 78 47 240 1 150 22 ! 306 o 0 | o i 0 0 26 20 4 ! 14 22 3 o 0 307 80 52 71 ! 308 120 8 ! 309 138 104 7 5 27 10 1 47 34 j 310 15 28 5 5 169 311 40 15 3 1 1 62 69 8 j 312 58 24 1 74 15 i 313 336 136 2 10 530 13 I 314 16 24 315 5 1 3 2 5 6 6 . i 316 10 0 20 317 38 10 1 46 : . 318 1582 EDUCATION REPORT, 1903. Table 31. — Statistics of universities and colleges 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 S3-1 340 341 342 343 344 345 346 347 34s 349 360 361 352 353 3M 355 356 357 358 359 360 361 362 363 364 365 366 367 368 370 Name. Number of students in undergraduate courses. © g o © r3 w X 5 T2 ® S £ C 2 O t>oo 3 o to < S . 1 bo 1 eg G ■ *S 3 1 ! « 3> 3 Q) © ®.s 5 to ~ . bo *3 -S •r ^ £ 0) O c CD 5 | 1 2 3 4 5 6 1 - ! t 8 9 ohio— continued. Wittenberg College . 173 Heidelberg University . 36 i 42 Otterbein University. . 111 Wilberforce University* . 18 23 Wilmington College . .’ . 20 23 . University of Wooster . 46 1 176 . . Antioch College . 4 22 OKLAHOMA. 1 . a 121 OREGON. Albany College . 9 20 Dallas'College . 11 162 1 18 1 6 8 12 30 6 McMinnville College . 14 ! 22 18 1 57 . 1 Philomath College . 4 3 1 . . Willamette University. . . . 10 34 PENNSYLVANIA. | . 1 W7estern University of Pennsylvania . 19 3 27 49 53 30 1 Muhlenberg College _ 102 10 . | Lebanon Valiev College . 200 St. Vincent College . 90 Beaver College. . _ 9 15 Geneva College . a 123 Moravian College . 25 0 0 0 ! 0 0 0 1 Dickinson College _ 98 128 Pennsylvania Military College . 20 106 Ursinus College 19 29 23 Lafayette College _ _ _ 124 99 11 76 44 Pennsylvania College. . . . 116 51 Thiel College* . 62 Grove Citv College* . 130 30 21 10 Haverford College . 75 25 18 Juniata College. 20 Franklin and Afarsha.il College 142 17 Bneknell University . . a 337 . Lincoln University*. 147 Allegheny College . 66 70 24 39 Albright College . . . . . . 29 31 Westminster College .... a 173 Central High School 210 763 321 La Salle College 73 . . University of Pennsylvania, . 235 138 170 154 97 Holy Ghost College 190 . ! Susquehanna University «50 Lehigh University . . . 22 11 1 i . 180 156 105 Pennsylvania State College.... 2 5 76 14 112 106 150 Swarthmore College 14 62 6 21 1 Villanova College 85 Volant. College » . . . 10 9 Washington and Jefferson College.. . 162 19 48 9 ! Waynesburg College 26 30 RHODE ISLAND. Brown University .. _ 323 390 4 30 35 13 SOUTH CAROLINA. ' College of Charleston 26 24 8 Presbyterian College of South Carolina. .. 57 * Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1583 for men and for both sexes — Continued. Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. . 50 82 0 60 338 12 , 7 205 339 74 15 340 0 0 0 0 0 25 23 0 0 341 180 1 99 j 342 1 28 1 152 ! 343 36 15 5 3 14 344 42 24 223 ! 124 345 166 116 4 9 346 1 12 7 11 39 347 191 130 225 348 53 24 . ! 349 15 8 22 37 30 29 ! 350 161 142 11 0 I 35l | 140 22 352 ""i.47 147 1 353 . . 75 49 354 . . . 52 | 29 21 22 52 25 355 . 56 56 356 . 1,070 j 213 16 o 357 . i . . * 5 2 24 0 223 10 20 358 18 70 112 50 29 0 25 359 190 160 70 0 150 50 80 1 360 . 27 20 36 361 2 b 70 33 24 362 41 7 2 475 363 4 50 32 25 364 85 85 7 365 20 10 40 20 10 5 0 20 0 366 162 117 367 ! . 56 26 40 35 161 368 213 140 37 43 72 57 369 1 . 25 4 370 59 ! 24 :::::::: 11 2 371 b Includes 13 in metallurgical engineering. 1584 EDUCATION REPORT, 1903, Table 31. — Statistics of universities and colleges Number of students in undergraduate courses. 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 38S 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 490 421 422 423 Name. Classical course. Other general culture courses. General science course. Commerce. Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical engi¬ neering. 1 2 3 4 5 6 7 8 9 south Carolina— continued. Allen University . 12 South Carolina College . 22 53 30 Erskine College . 7 . 90 Furman University . 125 25 55 54 Claflin University . 14 Wofford College . 58 . 137 SOUTH DAKOTA. 25 I Dakota University . a 71 . 0 0 0 0 Redfield College* . a 15 a 116 . 20 Yankton College . 17 15 16 TENNESSEE. Grant University . 18 King College . 1 30 Southwestern Presbyterian University ... Hiwassee College . 75 4 40 Southwestern Baptist University . « 184 Carson and Newman College . 105 45 ... | Knoxville College . 17 3 . University of Tennessee . a 133 12 67 j 20 72 9 Cumberland University . a 69 3 Bethel College . 55 Maryville College . 54 27 8 . Christian Brothers College . 43 0 0 0 0 Milligan College* . 25 61 Fisk Universitv .... a 93 Roger Williams University . 32 University of Nashville . Vanderbilt University . a 187 b 60 Walden University 121 University of the South a 116 5 Burritt College . 16 32 Swpptwa.t.er Military College . . 30 20 Oreeneyille and Tnsc.ulnm College _ 32 Washington College g 25 TEXAS. * fit, Edward’s College* . 30 University of Texas . a 578 b 124 Howard Pa.vne College . . . 58 Fort Worth University . 7 0 1 0 0 0 0 0 Polvtechnic College a 60 St Mary’s University 28 Smith vypsfprn Tin i versify a 198 Burleson College* 45 5 10 Wilpy University . . . . 14 Texas Christian University a 121 Austin College a 41 Baylor University « 435 Paul Quinn College * 59 Trinity Universitv a 117 UTAH. Brigham Yonng College 28 Universitv of Utah a 98 Westminster College . 6 3 * Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1585 for men and for both sexes — Continued. Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. Architecture. Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. Men. Women. 10 11 12 13 14 15 16 17 18 19 20 21 22 23 11 5 15 19 12 372 16 27 373 . 90 70 4 374 ! . 375 . 111 | 376 14 47 J-i 1 377 . 137 58 8 0 . 40 20 j 378 379 0 6 0 0 0 15 4 15 28 10 0 84 28 380 3 11 23 16 381 . 75 25 11 10 25 15 90 65 8 382 2 5 115 30 383 12 7 161 139 384 28 15 25 385 58 36 386 40 10 : 387 1 388 100 40 10 15 50 20 55 20 389 .. 20 17 15 14 65 48 390 o 0 17 92 27 16 50 0 0 170 0 0 391 1 392 48 4 4 4 20 393 74 32 30 10 0 0 45 52 10 394 0 0 0 i 0 0 0 0 0 0 43 0 20 30 I 395 40 25 20 1 22 15 0 ! 396 93 175 397 21 20 3 7 28 398 228 340 399 400 i . 0 12 280 401 55 25 402 32 12 14 9 18 4 52 37 403 20 10 10 0 30 20 404 32 7 12 30 31 5 405 13 1 60 34 406 30 i 12 120 0 75 407 408 50 40 25 20 25 10 55 40 25 409 0 o 1 0 0 0 i 7 7 0 0 28 64 44 410 411 28 1 . 3 ,0 412 . 413 50 4 8 0 40 414 14 14 8 12 415 17 15 33 17 103 78 1 29 416 417 165 133 64 418 59 28 0 5 100 | 419 88 420 10 3 9 23 97 30 195 421 8B 75 274 422 9 6 423 ft Includes all engineering students. ed 1903 — vol 2 - 24 1586 EDUCATION REPORT, 1903. Table 31. — Statistics of universities and colleges Number of students in undergraduate courses. Name. Classical course. Other general culture courses. General science course. Commerce. Agriculture. Mechanical en- H gineering. f-4 0) © 0 !*> 5 8 Electrical engi- ® neering. 1 2 3 | 4 5 1 6 VERMONT. University of Vermont and State Agri- 58 62 0 17 40 16 29 33 cultural College. Middlebury College . i 118 0 0 0 0 0 0 0 Norwich University . ! 2 3 72 VIRGINIA. . 127 12 53 3 . a 244 . :::::: b 36 Emorv and Henrv College * . 70 i Fredericksburg College . 39 . Hampden-Sidney College . 77 13 . Washington and* Lee University . 188 ....... 51 Richmond College * . a 166 i . Virginia Union University . 22 S 1 | Roanoke College . 111 College of William and Mary . 1 165 ! . WASHINGTON. V ash on Col 1 ege * . 16 53 University of Washington . a 363 . 1 3 22 25 Gonzaga. College . 123 I . Whitworth College . 30 4 . . Whitman College . 21 43 1 . 1 . WEST VIRGINIA. , Morris Harvey College . 10 1 3 Bethany College . 207 West Virginia University . 277 39 35 25 WISCONSIN. Lawrence University . . . . 29 85 86 11 Beloit College . a 227 I Mission House . 30 0 0 0 0 0 0 i 0 University of Wisconsin . 230 585 ! 163 144 32 c 324 124 134 Milton College . 8 18 8 Concordia College . 136 Marquette College . 80 Ripon College . 69 Northwestern University . 48 WYOMING. J University of Wyoming . 17 0 4 7 1 0 i 0 429 430 431 432 433 434 446 447 448 449 450 ♦Statistics of 1901-2. a Includes all undergraduates in liberal courses. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1587 for men and for both sexes — Continued. Number of students in under¬ graduate courses. College stu¬ dents study¬ ing— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. Chemical engi¬ neering. Mining engi¬ neering. Architecture. Sanitary engi¬ neering. Household econ¬ omy. Latin. Greek. Men. Women. Men. Women. 10 11 IS 13 14 15 16 17 18 19 20 21 22 23 36 0 0 0 58 28 0 0 0 0 125 0 0 424 0 0 0 0 0 84 54 0 0 0 o 0 0 0 425 5 1 i 78 426 73 31 427 12 8 17 20 8 58 428 76 24 429 46 19 . 430 0 37 57 10 431 77 28 6 0 432 69 31 433 95 53 434 7 7 435 18 o 436 75 10 110 0 437 38 8 24 6 104 438 67 439 123 68 100 0 124 55 440 30 10 60 441 19 9 18 9 10 7 165 442 25 2 25 24 9 3 22 14 443 68 63 10 8 20 11 30 29 444 18 17 20 12 50 70 144 283 178 445 163 53 24 13 76 62 110 17 446 95 55 10 14 40 0 36 447 0 o 0 0 0 30 30 0 0 0 0 0 35 0 448 369 141 120 135 499 252 449 26 8 8 0 88 450 136 136 451 75 75 30 0 60 452 25 21 1 4 34 17 453 48 48 454 0 14 0 0 1 0 45 12 1 49 33 14 92 0 0 455 l> Includes all engineering students. e Includes 17 in general engineering and 244 freshman engineering students. 1588 EDUCATION REPORT, 1903 Table 32. — Statistics of universities and colleges 1 2 3 4 6 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 87 38 39 40 41 Name. Annual expenses in college department. Annual living expenses. j Number of fellowships. Number of scholarships. Library. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 1 2 3 4 5 6 7 8 9 10 ALABAMA. $60 $15 $100 6, 000 7,000 $10, 000 50 9 $90 135 0 4 8, 000 10, 000 Lafayette College . 8 2 100 120 0 0 700 250 280 St. Bernard College . a 180 a 180 10, 000 3, 000 18, 000 65 20 225 20, 000 7,000 University of Alabama . 0 30 100 130 10 1 25, 000 12,000 25,000 ARIZONA. University of Arizona . 0 5-30 150 200 0 0 7,300 12,000 14,273 ARKANSAS. Arkadelphia Methodist College*. 50 90 120 0 18 1, 000 100 500 50 90 125 4, 000 7,000 Arkansas College . 50 3-9 110 125 0 6 4, 000 1,000 6,500 Arkansas Cumberland College . . . 41 5 85 125 0 0 4,000 500 5, 000 Hendrix College . 60 10 o 7 8, 000 7,000 8, 500 University of Arkansas . 0 5 1251 1 225 0 0 5, 000 3, 000 6, 000 Philander Smith College . 12 1 75 1,700 200 700 CALIFORNIA. 1 TTn i versi t.y of Cal i f orni a . (&) 10-40 120 200 8 92 108, 418 200, 000 Pomona College . 60 3 150 250 6, 500 6,400 Occidental College . 60 6-18 125 200 ! o 6 3,000 1,000 2,000 St. Vincent’s College* . 50 200 3,000 500 3,000 University of Southern California. 62 10-30 144 200 i 0 0 4,900 7,000 6,000 California College . 70 200 220 3, 000 400 2, 000 Throop Polytechnic Institute .... 75 3-18 140 220 0 12 2,000 1,400 2, 250 St. Ignatius College . 80 0 4 28, 750 8, 618 74, 000 University of the Pacific . 10 200 300 0 3 2,000 2, 800 Santa Clara College . a 350 0 0 20, 000 1,000 40, 500 Leland Stanford Junior Univer¬ (») 225 300 0 0 75, 000 20, 000 80, 000 sity. COLORADO. University of Colorado . 0 15 125 250 0 0 27, 000 40, 000 Colorado College* . 35 8 145 220 0 80 30, 000 30, 000 27, 463 College of the Sacred Heart . 30 10 150 200 5, 000 2, 000 University of Denver . 30 5 150 200 75 8, 000 CONNECTICUT. Trinity College . 100 250 350 1 48 45, 130 28, 185 45, 000 Wesleva.n University . 75 27 110 150 4 63, 000 55, 000 Yale University . . 155 350 550 22 293 360,000 DELAWARE. State College for Colored Stu¬ (®) 64 500 dents. Delaware College . 60 110 150 0 0 13, 800 3,000 21, 000 DISTRICT OF COLUMBIA. Catholic University of America .. 75 250 400 3 23 34, 544 8, 450 Columbian University . 100 10 160 200 1 16 12, 000 3,000 15, 000 Gallaudet College . 0 a 250 4, 550 10, 000 Georgetown University . __ 100 20 312 20 86, 000 "is’ 666 Gonzaga College* . . 40 3 10, 000 Howard University . 0 100 41,754 100, 000 St. John’s College’ . 100 161 . 4, 000 4,000 * Statistics of 1901-2. a Including tuition. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1589 for men and for both sexes — Continued. Income. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations, j Fed¬ eral ap¬ propri¬ ations. From other sources. Total. Cur- ! rent ex¬ penses. Build- j ing or j other special pur¬ poses. 11 13 13 14 15 16 IT 18 19 SO SI §6,000 875,000 6, 000 110, 000 839,000 84,828 82, 774 0 0 0 83,982 811,584 800 18,000 0 2,000 0 82,600 8100 0 0 4,700 100 000 16,200 0 0 0 0 0 16,200 500 000 30| 000 200! 000 300,000 4,200 24,000 10,000 0 0 12,000 50,200 87,000 36,033 145, 649 0 0 0 17,114 0 840,000 2,108 59,222 5, 300 3 000 50,000 0 16 000 100' 000 20,000 0 0 0 0 5,000 25,000 1,100 23,000 10, 000 5,000 23i 400 16; 000 1,800 500 0 0 0 0 2,300 200 3,500 65,000 50.000 6,000 1,800 0 0 0 4, 200 12, 000 120,000 350,000 | 130, 000 3,115 10, 300] 1 40,000: 14, 590 ; 33,182 , 600 101, 787 1,500 40,000 3,200 0 0 0 0 2,500 5,700 500 210,000 1, 930, 000 I 3,057.500 31, 709 164, 301 1 359,000 40, 000 58,317 653, 327 90, 000 20,000 82,500 ] 119; 000 15,000 6,400 0 0 0 1,800 23, 200 44,000 2,000 35,000 4,442 0 0 0 0 0 4,442 13, 200 800 65,000 120, 000 100,000 30, 000 5,000 0 0 0 0 35, 000 75, 000 1,000 40, 000 44.000 1,600 1,800 0 0 0 400 3, 800 8,000 20, 200 118; 180 50,000 29, 221 1, 475 0 0 0 229 30, 925 15, 770 118,500 1 800,000 6, 096 0 0 0 0 0 6, 096 4, 915 5,000 1 145, 000 20,000 1,200 21,200 75,000 j 145, 000 200, 000 2, 000, 000 15, 000, 000 26,000 670,000 0 0 0 0 696, 000 51,486 ■ 243, 400 12, 500 0 110.000 0 0 0 122, 500 20,000 470, 000 374,444 17,000 27,600 0 0 0 0 44, 603 2,500 ! 200, 000 45,000 400, 000 400,000 50, 733 9,000 0 0 0 . 0 59, 733 O O O O 15,000 1,000,000 760, 000 16, 500 36,000 0 0 0 7,500 60, 000 14, 500 100, 680 608, 721 1, 485, 756 ! 8, 378 | 60,142 0 0 0 26; 590 95, 110 98, 608 6, 806, 752 462, 719 j 283,931 0 0 0 50,233 I 796, 883 646, 954 9,000 24,800 0 5,000 4,005 9,005 40,000 'j 125, 000 | 83,000 1,7-50 ! ; 4, 980 0 12,500 35,000 3, 496 57,726 108,525 1 757, 607 892, 649 5, 510 27, 534 0 0 0 8,527 41, 571 16, 184 31,120 1 900,000 299, 619 88,198 16, 946 0 0 0 105, 144 10,000 1,000 i 700, 000 0 5,230 0 0 0 76, 791 475 82, 496 3,445.000 500 i 100.000 100,000 l 900, 000 •j 175,903 16, 206 9,904 0 0 42, 100 1 7, 479 75, 689 6,401 5,000 ! 150, 000 b Free to residents; 820 to nonresidents. c Free to residents; §22 to nonresidents. 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 1 u 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 89 90 91 92 EDUCATION REPORT, 1903. Table 32. — Statistics of universities and colleges Name. Annual expenses in college department. Annual living expenses. Number of fellowships. Number of scholarships. Library. 8 <2 G o ‘3 H 8 V .g o 1 o d g a> o a Vol¬ umes. Pam¬ phlets. Value. 1 2 3 4 5 6 7 8 9 10 FLORIDA. $66 $108 $150 3 13, 000 $33,000 $12-18 99 4,000 8,000 St. Leo College . W 50 0 100 150 1 3,000 1,000 3,500 Florida State College . 0 10 105 130 "’6 .... 5,000 1,000 5,000 Rollins College . 52 104 1,000 1,500 GEORGIA. (b) 15 150 250 i 28 30, 000 30,000 ^ 12 80 o 0 2,500 500 1,000 Atlanta University . . 7 . 16 0 80 80 0 0 11,500 700 11,000 9 63 3 1,500 1,500 Bowdon College. . . 7. . 31 1 75 100 0 0 1,000 750 500 North Georgia Agricultural Col- 10 0 100 125 0 0 6, 100 2,000 5,000 lege. Mercer University . . 50 5-10 155 200 1 16,000 3,000 10,000 Emory College . 60 9 90 125 29, 708 Clark University . 12 84 1,000 600 Nannie Lou Warthen Institute... 21 1 80 100 1 350 200 500 Young Harris College* . 10 75 100 900 300 1,200 IDAHO. University of Idaho . 0 0 150 300 4,300 2,300 11,500 ILLINOIS. Hedding College . 32 6 80 125 17 2,000 2,000 Illinois Wesleyan University* ... 40 10 150 200 ”‘6 10 10,000 3,000 St. Viateur’s College c 200 10 5,000 2,000 Blackburn College . 35 1-5 100 150 6 4,000 4,000 Carthage College . 30 4 150 175 ”‘6 0 5, 000 2,000 5,000 St. Ignatius College . 40 10 10 24, 000 6,000 31,000 St. Stanislaus College . 30 150 175 2,000 300 1,500 University of Chicago _ 120 5 190 60 150 367, 442 390, 478 Austin College . 40 20 100 120 4,000 1,000 3,000 Evangelical Proseminary . 50 100 1,987 2,000 Eureka College . 45 6 100 150 7,000 6,000 Northwestern University. 70 5 140 250 6 128 78, 000 35, 000 Ewing College . 30 5 75 100 6,500 2,000 8, 000 Knox College .... 60 10 225 8 8, 000 5,000 Lombard College . . . 35 15 150 225 16 7, 000 1,000 5,000 Greenville College . 48 5 120 150 "*6 13 6,000 1,000 5,000 Illinois College . 50 2 170 197 14 14, 000 14,000 Lake Forest College . 40 10-15 232 238 24 16, 000 7,000 20,000 McKendree College . 36 8,000 2, 000 10,000 Lincoln College . 10 20 150 200 3,000 1,000 2,000 Monmouth College . 30 18 150 175 0 0 6,000 2,000 5,000 Northwestern College . 36 18 125 160 7,075 230 12,000 St. Bede College. 30 180 200 5,000 St. Francis Solanus College . 30 140 160 4 5,600 7,500 Augustana College . 36 6 135 160 12, 000 6,000 St. Joseph’s College* . 5, 000 5,000 Shurtleff College* . 36 10 120 130 25 8,000 1,000 8,000 University of Illinois . 0 24 180 300 ‘4 376 70, 000 20,000 90,000 Westfield College .. 30 150 3,000 1,200 Wheaton College . 45 6 166 200 9 3,000 3,000 INDIANA. Indiana University. . . 0 3 100 120 0 0 43,000 43,000 Wabash College . 24 23 150 225 1 10 37, 000 2,000 190,000 Concordia College . 140 160 1,000 1,000 Franklin College . 42 150 200 14,500 1,000 20,000 * Statistics of 1901-2. a Free to residents; $20 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1591 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations. 1 Fed¬ eral ap¬ propri¬ ations. From other sources. Total. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 11 12 13 14 15 16 17 18 19 20 21 $56,000 $300,000 $212,500 $16, 033 $15, 816 0 0 0 $6,283 $38, 132 $5,997 42 45,650 138,800 154,300 2,897 8,961 0 $26,438 $12,500 0 50, 796 43 500 30,000 44 2, 500 60,000 65,000 2,000 4,500 $20,000 40,000 0 0 66,500 45 19 208 91,000 5,689 0 0 0 0 20,000 25, 689 46 55, 276 455,614 487, 702 6, 260 34,392 11,250 104,400 16, 667 14,736 187, 705 3,000 47 5,000 70,000 21,000 885 840 0 0 0 7,212 8, 937 529 48 1,000 250,000 48,000 2,500 1,800 0 0 0 100 4,400 31,000 49 15,000 85,000 1,275 0 0 0 o 12,000 13, 275 50 200 18^000 l’ 198 0 0 4,000 0 559 5,757 51 5,000 35j 000 lj 200 0 7,000 0 o 2,300 10,500 52 3,000 200,000 . 275,000 7,000 10,000 0 0 0 0 17,000 15,000 53 4,000 125,000 157, 587 8,499 11,089 0 0 0 6,372 25,960 33,000 54 1,500 500, 000 4,305 0 0 0 0 2, 946 7,251 859 55 450 8,000 2,500 0 700 0 0 0 3,200 50 56 500 40.000 19,000 1, 200 900 300 0 0 465 2,865 57 28,200 190,200 112,590 214 275 21,500 50,000 40,000 1,409 113,398 58 2,000 ■ 60,000 53,000 59 10,000 120,000 100,000 10, 000 5,666 0 0 0 0 15,000 60 100, 000 0 46,000 0 0 0 0 0 46,000 1,500 61 10,000 50,000 22,000 | 2,200 1,400 0 0 0 5,000 8,600 2,000 62 2,500 50,000 50, 000j 3, 256 2,486 0 0 0 4, 728, 10, 470 3,600 63 50,000 200,000 2,000 14,000 100 0 0 0 0 14, 100 64 500 100,000 4,000 0 o 0 o 1 3,000 7,000 65 591, 710 6, 500,378 9, 204, 196 390,858 298,401 0 0 0 1 293,351 982, 610 2, 437, 663 66 3,000 40,000 7,000 0 0 0 0 i o 7,000 67 5,000 50,000 3, 806 5,169 152 0 0 0 i 13, 695 19, 016 3,280 68 3,000 120,000 30,000 9,000 1,200 0 0 0 0 10, 200 3,250 69 333, 216 3, 303, 558 3, 555, 481 310, 323 179,659 0 0 0 0 489, 982 75,166 70 800 50,000 10,000 71 10, 477 236,000 276, 656 16, 640| 10,612 0 6 Oj . 3, 089 . . 30,341 . i 72 12,000 125,000 200,000 5, 500 9,200 0 0 0 4, 700! 19, 400 23, 000 73 5,000 35,000 5, 000! 0 0 0 0 0 5,000 2,000 74 . 500,000 319,000 12,584 15, 950 0 0 0 0 1 28, 534: 200,000 1 75 *750,000 *650,000 *93,500 * 25, 800 o o o *8,000 * 127 300 76 3,000 65,000 37, 872 5, 813 2,223 0 0 o! 0 8, 036j 1,151 ! 77 2,500 ! 100,000 116,612 1,450 5,390 0 0 0 212 7, 052 1 78 10,000 1 100,000 203, 000 I 13, 820 12, 180 0 0 0 0 26,000 8,000 | 79 10,000 : 100,000 104,000 7,700 4, 197 0 0 0 4,714 16, 611 14,344 8U 12,000 200,000 81 10,500 150,000 23,157 0 6 0 6 5,308 28,465 82 9, 140 166,000 60,000 83 100,000 84 5,000 100,000 143, 436 7,824 6,040 0 0 0 0 13,864 85 375,000 1, 200, 000 613, 027 181,488 31,984 175,000 108,000 40,000 38,259 574,731 86 1,000 40,000 5,000 0 0 0 0 0 5,000 1,200 87 6,600 145,000 65,000 10,900 3,350 0 0 0 7,100 21,350 37,875 88 42,000 250,000 600,000 8,244 73,345 67,950 40,685 0 258 190, 482 89 25,000 500,000 500,000 5,000 28,000 0 0 0 0 33,000 90 20,000 100,000 91 ' 31,000 70,000 260,666 5,000 12,000 6 0 6 6 i7, 666 £6,665 92 6 Free to residents; $60 to nonresidents. c Including tuition. 1592 EDUCATION REPORT, 1903, Table 32. — Statistics of universities and colleges Name. Annual expenses in college department. Annual living expenses. | Number of fellowships. | Number of scholarships. Library. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 1 2 3 4 5 G 7 8 9 10 Indiana — continued. 93 $45 $175 $200 0 0 25, 000 3, 600 $35, 750 94 0 821 125 175 15, 000 5,000 95 Butler CollegeT . 2 43 135 160 12, 000 5,000 20, 000 96 33 o 100 140 3, 200 700 4,000 97 30 100 175 5, 000 2,000 10, 000 98 100 10 200 3 60,000 75,000 99 o 100 140 6,000 10,000 100 30 125 0 0 14, 000 101 Taylor University . 36 72 35 4,000 3,500 2,000 INDIAN TERRITORY. 102 18 6 140 160 1,500 1,000 103 Henry Kendall College . 18 3 120 150 0 0 2,000 1,500 500 IOWA. 104 Coe College . 40 5 120 130 0 0 4,000 1,000 4,000 105 Charles City College . 38 6 150 165 7 1,600 500 2,500 106 Wartburg College . 40 g 120 140 2,970 4, 000 107 Amity College * . 24 2 65 123 2,000 200 3,000 108 Luther College . 0 22 178 12, 095 412 109 Des Moines College 42 3 168 2051 3,000 500 4,000 110 Drake University . 49 1 100 175 0 0 7,000 1, 000 8,224 111 St. Joseph’s College . . . g a 200 2 1,000 600 112 Parsons College . 41 175 . 200 ... 20 600 200 2, 500 113 Upper Iowa University . 38 15 90 170| ;; 1 11,000 5,000 6,000 114 Iowa College . 55 7-14 | 125 140 29, 600 10, 000 115 Lenox College . 30 9 140 175 o 0 4, 000 2,000 5, 000 116 Simpson College . . 32 8 100 134 4,000 3,000 117 State University of Iowa . . . 25 175 300 9 13 68, 000 7, 000 100, 000 118 Graceland College . 30 110 130 1,250 300 2,000 119 Palmer College . 30 90 135 0 0 1,000 250 500 120 German College . 30 *19 150 175 1,000 650 121 Iowa Weslevan University . 41 2 150 200 8, 500 3,000 15,000 J99 Cornell College . . . 44 1 111 213 0 75 23, 687 5, 000 27, 500 123 Penn College . 40 2 125 200 0 2 5,000 1,400 3,000 124 Central University of Iowa . 43 150 175 5,000 2, 000 5,000 125 Morningside College . 39 16 100 160 i 3, 000 500 2, 500 126 1 Buena Vista College . 37 n 125 160 4,000 5, 000 127 Tabor College . 39 3 | 108 144 12,000 6,000 128 1 Western College . 36 5 110 3,000 3,500 KANSAS. . 129 Midland College . 40 9 100 150 0 0 6,000 5,000 130 St. Benedict’s College . 60 1 140 140 2 15, 000 3, 000 131 Baker University . 34 i 90 150 12, 000 3,000 20,000 132 College of Emporia . 30 o 200 10 7,000 133 Highland University . 25 3 100 135 5 134 Campbell University* . 36 5 : 118 130 2,900 1,500 1,500 135 Kansas City University . 36 | 150 200 2,000 1,000 136 University of Kansas.'. . 0 15 75 200 10 4 42,000 562 50, 000 137 Lane University . SO 80 100 1,000 1,000 500 138 Kansas Christian College . 28 1 70 90 0 0 3,000 400 3, 000 139 Bethanv College . 50 | 125 140 7, 500 4,000 15,000 140 Ottawa University . 30 4 110 175 3,500 500 3,000 141 St. Mary’s College . 60 12 250 0 0 15, 063 2,824 12,000 142 Kansas Weslevan University . 35 80 125 4, 000 1,000 143 Cooper College . 30 4 125 1 1,200 500 1,200 144 Washburn College . 40 0 160 200 *6 0 12,000 12,000 145 Fairmount College . 36 1-10 150 325 0 2 22,000 30,000 10, 000 146 Friends University . 40 1 100 125 2 2,000 500 2,500 147 St. John’s Lutheran College 33 1 120 150 1,000 2,000 148 Southwest Kansas College . 38 8 100 150 0 0 3,000 1 i, 666 2, 000 * Statistics of 1901-2. « Including tuition. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1593 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Income. Benefac¬ tions. Value of grounds and build¬ ings. Produc¬ tive funds. Tuition and other fees. From produc¬ tive funds. State or city appropriations. Fed¬ eral ap¬ propri¬ ations. Fr^m otner sources. Total. Cur¬ rent ex¬ penses. ; Build- ; ingor ' other special pur¬ poses. 11 12 13 14 15 16 17 18 19 20 21 $7, 480 §315, 420 §213, 256 §15, 570 §11,663 0 0 i 0 §10, 180 §37,413 ' 93 5 000 200, 000 200.000 §30,000 94 ft 000 150 000 200^000 6,284 10,582 1,638 j is, 504 95 12|000 40, 000 85.000 2; 380 5,225 0 0 0 1,000 8, 605 60,000 96 2,000 30,000 20,000 3,000 1,000 0 0 0 1,500 5,500 97 200 000 2,000,000 98 38,000 193,000 240, 000 35,000 10, 100 6 0 0 0 45, 100 99 SO 000 300 000 100 3,000 80,000 12,000 5,400 600 0 0 0 0 6,000 8,000 101 600 75 000 1,250 0 0 0 0 6, 362 7,612 ' 102 1,500 60, 000 5, 450 0 0 0 0 '°! 5, 450 8,500 103 100,000 210,000 7,500 9,000 0 0 0 0 16,500 5,500 104 500 65,000 25,000 3,300 1,400 0 0 0 1,000 5,700 3,000 105 1,500 75,000 3,347 0 0 0 0 7, 705 11, 052 1,950 106 600 30,000 22, 917 1, 610 1,800 0 0 0 0 3, 410 107 80,000 10,645 9,200 372 0 0 0 0 9, 572 108 2,500 85,000 60, 000 3, 037 3,743 0 0 0 3,400 10, 180 40,071 109 30,000 162,000 ! 250, 000 75,000 12,000 0 0 0 0 87, 000 100,000 110 10,000 300.000 111 10.000 so;ooo 160, 000 4, 000 8,000 6 0 0 i,ooo 13,000 70,000 112 2, 000 150.000 75,000 12,000 ! 3, COO 0 0 0 200 1 15, 200 113 5,000 300,000 360, 000; 18,000 25,000 °i 0 0 1,000 44,000 40,000 ,114 1,200 50.000 6,385 4,000 350 0 0 0 0 4,350 750 115 4,500 126,000 68,342 14,634 3, 626 0 0 0 2,360 ! 20, 620| 12,412 116 207,750 1,000,000 235, 120 58,000 • 12,620 '§160, 500 §195, 000 0 8,880 435,000! . 1 117 2,000 40,000 . 1,322 0 0 * 0 0 2,434 3, 75t| l 1, 800 118 1,000 20,000 51,540 1,154 2.000 0 0 0 0 3,154 0 ; 119 20,000 30,000 1,292 1,873 0 0 0 1,134 4, 299 1,463 1 120 20,000 172,000 58,000 11,000 3, 150 0 0 0 i 7, 300 21,450 . ! 121 65, 348 210, 850 405,443 31,412 12, 750 0 0 0 713 44.8751 75, 526 ! 122 4,000 51,000 80,000 9,075 3,452 0 0 0 585 13; 112 6.500 123 1,000 75,000 35,000 3,000 1,800 0 0 0 0 4, 800 50,000 ,124 8,000 200, 000 . 16,500 0 0 0 0 8,000 24, 500; 56, 000 1 125 1,000 40,000 52,000 3, 700 2,500 0 0 0 3, 700 9,900 1 126 22,219 86,250 90,000 3,317 4,900 0 0 0 300 8, 517 ; 127 5,500 68, 275 8,000 0 0 0 0 2,000 10,000 10, 000 128 2,000 50,000 26,406 4,669 1,273 0 0 - 0 6,334 12,276 129 1 130 60,000 100,000 41,000 18,000 9,000 0 6 0 3,000 36, 6661 30,000 ,131 1,000 100,000 2,500 0 0 0 0 6,500 9, 000 0 132 20, 0001 40, 000 425 2,400 0 0 0 0 2, 825! 2,410 133 8,900 50,000 9, 750 0 0 0 0 0 9 75fl' ; 134 2,000 200,000 0 17,000 0 0 0 0 0 17,000! . ,135 100,000 1,000,000 ! 150,000 0 1 9,500 135,000 : 50,000 0 0 194, 500 136 500 10,000 | . 137 500 15,000 3,000 1,500 300 0 0 0 0 1,800 0 138 20,000 140.000 . 22, 500 0 0 0 0 5,000 27,500 5,000 139 5.000 120,000| 100,000 5,500 6,000 0 0 0 1 9,500 21.000 60,000 140 5,000 250,000! 0 19! 506 0 0 0 0 0 | 19, 506 0 141 6.000 40,000 10,000 2, 760 1,500 0 0 0 1, 470 5, 730 30,000 142 '600 30.000 25,000 2,500 1,000 0 0 0 0 3. 500 2, 000 143 20,000 ; 278, 000 100,000 ! 1........ 27, 000 76,000 144 4,000 73.000 52,896 4,046 1,619 0 0 0 i 3, 455 9, 120! 24, 464 145 1 165,000 6,000 : fi 000 146 35,000 1.000 0 0 0 0 1 4 660 5, 0001 147 5,920 1 63, 000 5,000 6,100 Jr 0 1 0 0 ! sj 000 11, 1001 2.5661 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 EDUCATION REPORT, 1903. Table 32. — Statistics of universities and colleges Name. Annual expenses in college department. Annual living expenses. | Number of fellowships. Number of scholarships. Library. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 1 2 3 4 5 6 T 8 9 10 KENTUCKY. Union College . 836 $100 $115 4 1,200 200 Berea College . *'$20 66 72 9 22,000 $18, 100 Central University of Kentucky* 50 16 100 180 "’6 90 25,000 Georgetown College * . "... 45 10 85 125 0 11 12,000 1,500 10,000 40 120 Agricultural and Mechanical 15 io 80 100 .... 11 5,492 11,800 11,216 College of Kentucky. Kentucky University . 30 5 125 175 8 *18,000 *3,000 *15,000 Bethel College . 55 3 100 100 6,000 10,000 St. Mary’s College . 30 135 2 4,000 1,200 4,000 Kentucky Wesleyan College . 30 20 110 150 60 5,000 3,000 6,000 LOUISIANA. Louisiana State University . 0 0 126 140 0 37 23,000 25,850 Jefferson College . . 10 180 220 6,200 2,500 15, 500 Centenary College of Louisiana * 50 16 119 140 4,000 500 3,000 College of the Immaculate Con¬ 60 45 0 0 15,000 1,000 20,000 ception. Leland University . 3,000 3,000 New Orleans University* _ 90 110 3,000 2,000 Straight University . 8 88 88 0 0 2,000 1,600 800 Tulane University . 85 15 175 225 300 25,000 5,000 20,000 MAINE. Bowdoin College . 76 10 250 340 1 95 76,240 4,000 93,500 Bates College . 50 21-24 100 150 74 26,000 30, 000 University of Maine . 30 15 160 200 1 25, 000 60,090 Colby College . 60 12 115 135 ”‘6 70 38, 600 25, 000 55,000 MARYLAND. St. John’s College . 75 5-15 150 200 77 8,000 600 5,000 Johns Hopkins University . 150 10 175 210 "22 87 108, 000 100,000 184, 761 Loyola College . 50 10 20 40, 000 5,000 90,000 Morgan College . 20 10 50 3 4,000 1,000 2, 000 Washington College. . . 50 150 170 ’6 46 1,000 0 Maryland Agricultural College .. 24 15 136 0 26 3,750 3,000 5,000 Rock Hill College .... 60 40 200 0 0 8,000 3,000 10,000 St. Charles College . 19, 000 Mount St. Mary’s College . 24 0 2 25, 000 70,000 New Windsor College * ... 45 155 155 0 0 2,000 600 1,500 Western Ma.rvla.nd College. 45 0 180 52 6,500 MASSACHUSETTS. 1 Amherst College . 110 283 359 80,000 Boston College* 62 15 45, 000 Boston University 125 150 200 5 210 25, 000 Ha.rva.rd TTniversit.v . 150 250 400 51 285 639, 655 375,697 French-American College . 40 18 3, 000 3,000 Tufts College . 100 25 126 180 2 100 47, 000 30,000 13, 000 Williams College . 105 10 149 254 . . . . 107 49,259 17,481 42, 300 Clark University . 20 10 30,000 100,000 Collegiate Department Clark 250 300 University. College of the Holy Cross . 60 2 195 0 0 20,500 20,000 MICHIGAN. Adrian College . 5 30 185 7,000 800 7,000 Albion College* . 24 100 160 14, 398 6,000 20,000 Alma College . 32 2 126 154 0 28 18,500 17, 326 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1595 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations. Fed¬ eral ap¬ propri¬ ations. From other sources. Total. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 11 12 13 14 la 16 j 18 19 20 21 $14,000 $4,840 $2,393 $140 0 0 0 $440 1 $2, 973 $800, 149 $6,000 140,000 530,000 6,440 23, 590 0 0 0 0 30, 030 81, 439; 150 10 000 100,000 400,000 ! 28,000 151 3,000 190| 000 230,000 10,000 13,500 0 6 o! 0 23,500 152 25,000 4,400 4,400 153 72, 086 554,276 165,000 4,300 8, 645 $34,335 $30, ooo ! $36,375 1,172 114,827 154 *5,000 *300,000 * 300, 000 *9,283 * 17, 011 * 26, 294 155 6,000 6o;ooo 100,000 6,400 4 , 800 6 0 0 0 11,200! 2, 200, 156 75,000 10,000 10,000 . ! 157 3,666 65,000 56,666 2, ooo; 158 53, 188 285,000 318, 313 2,112 14, 556 15,000 83,682 27,651 5,891 148, 892 159 8,500 95,000 34, 400 0 0 0 0 0 34,400 160 1, 200 100,000 7,000 3,683 2, 646 0 0 0 1,671 8,000 161 10,000 750,000 16,000 0 0 o 0 0 16,000 162 150,000 117, 500 0 6, 117 6,117 163 1,000 125, 000' 13, 900 6,100 20,000 164 150 80,000 13,000 1,900 500 165 110,000 953,000 1,445,000 37,000 105,000 0 0 0 0 142,000 1, 600 166 15,000 900,000 920, 064 33, 772 27,345 0 0 0 24, 241 85,358 53, 669 167 10,000 350,000 405,000 13,300 23,000 0 0 0 0 36,300 42, 360 168 51,845 250,000 219,900 21,185 9,915 25,000 0 40,000 0 96,100 169 75,000 250,000 460, 551 15, 289 15,505 0 0 0 9,802 40, 596 4,838 170 10,000 250,000 8, 500 0 9,000 30, 000 0 1,000 48,500 2,000 171 166, 186 1, 157, 881 3, 488, 843 82, 607 143, 847 24,000 0 0 0 250,454 113, 358 172 5,000 300,000 5, 000 ! . 10, 360 173 8,850 77,000 5, 075 2,491 213 0 0 0 1,700 4,404 5,991 174 1,000 60,000 20,000 2,500 0 0 13,000 0 175 35,000 120,000 118,000 19,999 5, 900 21,000 33,000 i 40, 000 8, 748 128, 647 176 25,000 100,000 0 25,000 0 0 0 0 0 25,000 0 177 150,000 178 10,000 125,000 6 0 179 20,000 0 1,350 1,350 180 200,000 181 600,000 1,500,000 40,000 60,000 0 0 0 0 100,000 100,000 182 537, 800 0 15,000 0 0 0 o o 15,000 183 840,000 1,053,498 74, 308 64, 614 0 0 0 13, 711 152, 633 17, 780 184 1, 500, 000 5, 400, 000 15, 863, 522 717,208 654, 824 0 0 0 137, 501 1, 509, 533 1,756,418 185 95,000 18.000 8 910 825 o o o 15, 165 19. 200 186 50,000 | 1,000,000 1,250, 000*100,000 *35,000 0 0 0 0 * 135, 000 187 10,500 480, 725 1, 384, 824 52, 774 69,288 0 0 0 0 122, 062 113, 233 188 189 1, 100, 000 2,000 41,000 43,000 190 8,000 500,000 8,000 20,400 320 0 0 0 0 20,720 iyl 3,000 100,000 7, 769 0 0 0 0 0 7,769 | 14,000 192 50,000 200,000 255,000 ! 15, 095 14, 421 29, 516 193 9, 169 145, 817 1 227,296 5, 678 12, 433 0 0 0 5,292 23,403 1 8, 491 194 1596 EDUCATION REPORT, 1903, Table 32. — Statistics of universities and colleges Name. Annual expenses in college department. Annual 1 living | expenses. ! Number of fellowships. Number of scholarships. Tuition fees. Other fees. Lowest. 1 2 3 4 5 6 7 Michigan — continued. ] 195 (a) 196 860 1 815 22 i.5 197 2 875 8150 1 198 18 140 199 30 200 Olivet College . . *45 *175! *200 MINNESOTA. 201 St. John’s University . 50 10 150 202 Augsburg Seminary . 30 60 j”. 203 20 150 300 3 30 204 Carleton College . 34 10 125 175 0 0 205 St. Olaf College . 15 7 91 1 206 40 148 195 l 6 ! 0 207 32 10 150 250 1 ,.... 20S 30 5 100 209 Parker College . 20 5 115 165 MISSISSIPPI. j.... I 210 Mississippi College . . . 35 j 3-5 100 150 5 211 Rust University . 14 60 212 Millsaps College . 30 6 100 125 5 213 University of Mississippi . 0 15 100 140 ’"6 7 MISSOURI. 214 Southwest Baptist College . 36 100 215 Pike College * . 40 3 120 135 216 Missouri Weslevan College . 37 0 93 115 6 ! o 217 Christian University . 36 2 100 120 218 Clarksburg College . 40 10 100 150 219 University of Missouri . 0 5 220 Central College . 50 10-16 1 150 i 200 221 Westminster College . 40 11 90 130 1 20 2°2 Pritchett College . 46 8 140 180 ’"6 15 223 La Grange College* . 40 5 75 100 1 224 William Jewel College . 40 10 150 250 34 225 Missouri Valley College . 47 200 ! 250 0 0 226 Odessa College . 40 1 100 1 200 227 Park College . 30 2 75 150 228 Christian Brothers College . 50 0 200 300 229 St. Louis University . 60 15 3 230 Washington University . 150 1 200 300 0 1 35 231 Drury College . 50 ! 1-4 1 130 180 0 20 232 i Tarkio College . 30 1 100 120 233 Central Wesievan College . 36 4 100 125 MONTANA. 234 University of Montana . 10 150 . 200 0 0 NEBRASKA. : 1 235 Bellevue College . 50 0 120 ' 150 0 4 23'i Cotner University* . 30 75 108 0 0 237 Union College...' . 36 7 72 90 1 238 Doane College . 24 4 100 140 : 0 7 239 ! Grand Island College* . 30 12 124 160 2 240 Hastings College* . 20 7 81 97 241 University of Nebraska . 0 3 180 225 12 12! 242 Creighton University . 0 140 190 24 3 Nebraska Wesleyan University... 25 •> 120 244 ! York College ...' . 26 0 90 100 0 61 Library. Vol¬ umes. Pam¬ phlets. 176, 37S 12, 120 11,480 15,000' 8, 000 *28.000 1,000' Value. lO 20, 000 8300, 000 4, 200 3,500: 20, 000! 5( 000 2,000 1,000 86, 000| 27, 000 19, 360; . 4, 700 611 500 100 2,000 5, 000. 200 2,5001 1,000 3. 000! . 3,500, 1,500 55. 000 40, 000: 7, 000 . 7, 000 . 1,000 . 7,000. 1,000 io, ooo: 5, ooo 25. 000 . 400| lQOj 15.000 5,000 8,000! 1,000 42, 0001 10, 600! 25, 000 25, 800; 20, 0001 1, 528; 300, 7, 100; 500 11, 642 1 * Statistics of 1901-2. 5, 600 2, 1,500' a Residents, 830; nonresidents, 840. 17, 201 25,000 4.000 3,000 6,000 30, 000 40,000 5,500 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1597 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. j State or city j appropriations. Fed¬ eral ap¬ propri¬ ations. 1 From ; other sources. Total. Cur¬ rent ex¬ penses. ! Build¬ ing or other special pur¬ poses. 11 12 13 14 15 18 17 18 19 20 21 $3,000,000 $545, 946 $196, 424 $38,500 $403,250 $71, 298 0 , $72,811 $782,283 $20,000 170,000 7,920 0 0 0 0 0 7, 920 $38, 037 80’ 000 227, 640 1, 591 9, 830 0 0 0 64 j 11,485 4, 618 100,000 250,000 2, 254 10, 434 i 0 0 0 i 7’145; 19, 833 13,000 *46, 259 *158, 757 *125,000 *14,066 *7, 672 1 . ° 0 0 *20, 000 1 *41., 738 15, 872 50.000 375,000 15,500 0 0 o 0 0 10, 000’ j 25, 500 300 ioo]ooo 2, 450 0 o 0 o 2, 450 11, 050 190, 600 1, 693, 000 1, 342, 728 104,915 53, 204 187,518 109, 500] $40,000 21,199 ! 516,336 5,000 50,000 200,000 250,000 14,885 13, 400 0 0 0 3, 500, 31,785 15, 450 1,100 104,200 7,000 5,625 350 0 0 0 10, 000 15,975 18,000 180,000 320, 000 12, 513 15,207 0 0 0 2,046 29, 766 3,000 160,000 0 6,000 I . 8,000 14,000 2,000 70,000 6.607 0 0 o 0 12.502 19, 109 1,000 40,000 65,000 '806 3, 219 0 o! 0 4,025 50 4,000 50,000 72,000 9,000 1 | 3,500 0 o1 0 0 12, 500 14,000 150 125,000 10,000’ 0 0 0 0 10,400 20,400 1,200 2,500 100,000 iio, 666 5, 000 6,500 0 0 0 2, ooo! 13, 500 5,000 60,000 300,000 680,000 5,000] 40,723 12,000 1 60, 000| 0 0 117, 723 5, 500 2,500 30,000 . . 5,000 18,000 4,500 0 0 0; 0 0 4,500 1,000 33,000 28,000 4,000 1,000 0 0 0 1,600 6,600 4,000 75,000 20,000 7, 500' 1.200 0 0 0 0 8, 700 19,000 1,500 20,000 5, 225i 0 0 0 0 0 5, 225 170,000 1, 150, 000 1.239, 849 ! 15,424 63, 513 116,591 ] 326,022 38,438 13, 594 573, 582 10,000 200, 000 100, 000 ! 3.600 5,000 0 0 0 1,400 10,000 6,000 5,000 100,000 208, 000 ] 3, 774! 7,920 0 0 0 0 11, 694 13,000 17,000 45.000 78, 000 | 2.100] 5,300 0 0 0 0 7,400 500 1,000 as; ooo 14,000 3,500 500 0 0 0 ' 1,200 5,200 15,000 130.000 395,000 9, 000 13,000 0 0 0 0 22,000 100,000 5,000 150.000 125, 000 13, 000 7,000 0 0 0 0 20,000 2-50 io;ooo 1 1,940 0 0 0 0 250; 2, 190 12,000 500,000 255,000 1,350; 12, 000 0 0 0 3,000 16,350 35, 000' 20,000 500,000 I 60, 000 0 0 0 0 0 60,000 0 21,000 850,000 117,000 ] 15,000 5,520 0 0 0 0 20, 520 45, 000 2, 250, 000 5,000,000 j _ 250,000 400,000 15,000 260,000 250.000 i 8, "666 11, 912 0 0 0 960 20, 872 5,000 1,200 85,000 93,204 8, 186 4,487 0 0 0 0 12, 673 7, 246 2,000 100,000 80,000 5, 400 5,000 0 °! 0 1 1,500 j i 11,900 1,500 75, 000 200,000 2, 060 13, 000 44,610 i ! , 5,000 0 0 64, 670 0 11,800 90, 620 39,050 j 26,483 550 0 0 0 916 27,949 43,065 3,915 137,000 5,000 6,000 200.000 j 22,000 0 0 6; 0 2,900 24. 900 14.580 113, 630 166, 571 ! 6,164 8, 651 0 0 0 1. 700 16, 515 12,476 5.000 60,000 62,000 i 4,924 3,216 0 0 0 800 8, 940 2,500 60,000 8.500 ! 1,500 350 0 0 0 2,000 3,850 96,000 1 794.000 333,000 9,830 55, 000 119, 750 0 , 40,000 27, 158 251,738 30,000 245, 000 215,000 0 10, 250 0 0 ! o 0 10,250 8,666 10,000 140,000 50,000 11,802 200 0 0 0 27,590 i 39, 592 1,090 10,000 45,000 2,856 0 0 0 0 537) 1 3, 393 4, 7131 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 | 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 1598 EDUCATION REPORT, 1903, Table 32. — Statistics of universities and colleges Annual expenses in college department. Annual living expenses. Number of fellowships. Number of scholarships. Tuition fees. Other fees. Lowest. Moderate. 2 3 ! 4 i 5 6 7 0 $1-10 $200 $250 0 2 $100 25 200 350 1 202 50 150 40 11 150 294 j i 7 60 75 24-54 o 440 150-160 14 144 288 14 113 60 20 3 (a) 5 180 . 225 .... 1 ° 40 5 100 200 0 .... 60 . 1 100 150 0 4 0 0 ! 225 180 0 200 280 0 18 200 60 10 135 225 0 30 60 o o 1 40 200 20 60 10 120 200 0 35 75 24 275 375 1 60 80 34 150 175 0 76 60 8 126 144 0 225 100-125 300 26 618 100 0 0 0 0 150 27 230 400 35 167 100 300 350 0 11 125 25 225 400 10 26 62 10 . 1 288 17 100 20 . 1 1 100 5 60 15-21 105 175 112 75 24 175 300 75 33, 150 250 2 80 200 15 | 1 1 3 60 23 100 130 1 108 100 1251 60 20 80 130 0 • 22 50 17 102 122 60 50 5 115 155 541 0 54 99 0 0 38 0 50 72 40 3 100 125 2 10 40 60 0 141 65^ 8 64- 120| 60; 10 80, 150j 36i 2 1 95 J 2 150 200 0 a 145 200: 0 o 361 5l 108' 200- 0! _ 1 Name. Library. , Vol- ! umes. 1 Pam¬ phlets. Value. i 8 9 10 6,500 2,500 $18,541 100,000 20,000 250,000 5,000 5,000 1,000 9.000 45,655 5,000 175,000 47,000 40,000 2,000 5,000 2,000 5, 000 | 15,286 8,701 21, 400; 8,957 590 30,000 18,000 8,000 20, 000] 9, 178 10,500 0 1 1 4,200 1,100 io,oooi 5,000 3, 200 6, 000] 24,562 460 75, 000 15,500 6,000 15, 000 43,000 30,000 65, 000 41, 209 12, 875 48, 000 37, 722 75,000 75, 000 272, 899 45,000 545, 572 100,000 52, 802 35, 745 2,100 78, 000 346,354 50,000 700, 000 10, 720 3, 182 18, 652 76, 612 108, 671 36,800 80,000 12,000 500 50, 000] 40, 492 66,000] 35,460 38.700] 60,209 27,014 104, 9641 j 7, 700 900 12,000 40,000 20,000] 100,000 13,000 450 15,000 . ] 12, 666 20,800 10,000! 49,854 2, 000 500; 2,000 5, 000 . 5,000 2, 000, 1,000 4,000 3, 000! 1,000] 5,000 1, 500; . 750 8, 000i 4, 000 4,000 16,000 4,000 25,000 300 100 ! 4, 300 ! 8,0001 i,ooo; 1 5001 300 i, 666 NEVADA. 246 ' Nevada State University NEW HAMPSHIRE. 246 247 248 249 250 251 252 Dartmouth College . . St. Anselm’s College. NEW JERSEY. St. Peter’s College * — St. Benedict’s College. Rutgers College . Princeton University . Seton Hall College NEW MEXICO. 253 University o£ New Mexico NEW YORK. 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 Alfred University . St. Bor.aventure’s College . St. Stephen’s College . Adelphi College . Polytechnic Institute of Brook¬ lyn. St. 'Francis College . St. John’s College . Canisius College . . St. Lawrence University . Hamilton College . Hobart College . . Colgate College . Cornell University . College of St. Francis Xavier _ College of the City of New York. Columbia University' . Manhattan College . New York Universitv . St. John’s College . Niagara University . University of Rochester . Union University . Syracuse University . NORTH CAROLINA. St. Mary’s College . University of North Carolina Biddle University . Davidson College . Trinity College . Elon College . Guilford College . Lenoir College . Catawba College * . Shaw University . Livingstone College* . Wake Forest College . Weaverville College . NORTH DAKOTA. Fargo College . University of North Dakota . . Red River Valley University. * Statistics of 1901-2. a Free to residents; 840 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1599 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations. Fed¬ eral ap¬ propri¬ ations. From other sources. Total. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 11 12 13 14 15 16 17 18 19 20 21 $49,027 $199, 937 $128, 600 $1,000 $6,313 $14, 937 0 $40,000 0 $62,250 $2,500 245 1, 228, 797 2,400,000 38,900 93,000 15,000 0 0 0 146,900 4,200 246 800 150,000 247 248 600 30,000 . 249 75,000 400,000 500,666 6,036 23, 772 2,500 $12,000 40,000 $629 84,937 18, 570! 250 2,591,750 159, 348 97,173 0 0 0 52,037 308, 558 56,240 251 10,000 500,000 40,000 500 252 3,000 75,000 463 0 15,751 ... . 7, 160 0 3,470 26,844 50j I 253 48, id 99, 000 331,000 7,403 16, 902 2, 436! 100 0 10,080 36, 921 12,926 254 9,600 ! 217, 500 i 0 ; 10,000 0 0 0 0 0 10,000 600 1 255 6,500 206, ooo; ; 107, 121 1 7,337 3,959 0 0 0 275 11,571 9,968 256 23,976 I 497, 329 14,000 99,763 737 923 0 0 9, 284 110, 707 137,012 i 257 58,261 488,209 58,000 86,025 2,610 600 0 0 4,256 93, 491 258 12,000 146,800 0 20,000 0 0 0 0 29, 750 49,750 250 ; 259 4,200 150,000 4,000 0 0 Oi 0 0 4,000 4,000 260 68,000 a04, 000 7,000 12,000 0 0 0 0 18,000 30,000 | 261 13,000 1 125, 500 487, 801 4,982 25, 301 0 0 01 0 ' 30,283 24,000 ;262 50,000 400,000 500,000 13,000 27,000 0 0 0 0 40,000 50,000 263 12,000 227,480 483,416 8, 486 18,224 N 0 0 0! 1,500 1 28, 210 3,658 ! 264 40,000 420, 000 1,623,500 17, 651 48,420 0 0 0 2, 717 1 68,788 35,210 265 857, 718 2,849,232 i 7,472,462 280,204 390, 797 0 0 38,500 504, 833 1, 214, 334 1 262, 544 266 1 18,766 750, 000 20,000 27,029 800 0 0 0 9,525 37,354 1 267 i 68,500 1,400, 000 33,500 0 1,720 299, 362 250,000 0 0 | 551,082 0 ! 268 j 765,000 8, 390, 000 13, 121, 364 488,173 475,237 0 0 0 70, 868 1, 034, 278 369, 777 1 269 ! 43, 519 I 623, 668 50,325 0 0 0 0 1,279 j 51, 604 3,200 270 j 99,838 ] 2,214,311 1, 100, 098- 164, 556 87, 570 0 0 0 0 252, 126 40, 177 ,271 | 28, 000 | 900,000 31,130 80, 983 1,060 0 0 0 25,297 107, 340 5, 905 j 272 ' 12,000 400,000 40,000 0 0 0 0 10,000 50, 000 5,000 273 74,579; j 426, 149 785, 057 13, 219 37, 754 0 0 0 539 51, 512 20, 915 274 30,700 600,000 510,000 17, 133 24,523 0 0 0 0 41,656 50,782 275 199,410 1. 169, 500 1, 361, 501 112, 452 53,445 0 0 0 115,981 281,878 169,944 276 400 120,000 0 12,000 0 0 0 0 450 12, 450 3,000 277 30,000 370,000 125,000 39,000 5,000 37,500 7,500 0, 750 89, 750 278 7,000 200,000 7,000 4,000 250 0 0 0 3,750 8,000 1279 15,000 175,000 105,000 15,000 5,000 0 0 0 0 20,000 3,000 280 52, 795 394,693 440, 339 2,760 31,686 0 0 0 0 34,446 76,000 ' 281 2,500 80,000 26,000 5,000 1,350 o' 0 0 0 6,350 282 5,000 50,000 53,000 7, 572 2,053 0 0 0 4, 562 14, 187 600 283 4, 650 35,000 5,300 0 o1 0 0 400 5,700 6,600 284 500 10,000 20,000 2,500 1,200 0 0 0 0 3,700 I 285 2,500 90,000 32,000 4, 683 280 0 0 0 1,074 6,037 286 150 125,000 100,000 3,350 6,000; 1,600 0 0 1,350 12,300 287 10,000 120,000 202,000 6,580 21,291! 0 0 0 0 27, 871 1,000 288 100 20,000 . 1 289 925 37,000 65,000 1, 691 2,000 . 689 4,380 290 18,752 300,000 ( *> ) 8, 8501 0 0 52,000 0 20,000 ; 80,850 500 291 50,000 5, 600 360 0 0 0; 3, 100 9,060 25,000 292 b 123,000 acres of land, not to be sold for less than $10 per acre. 1600 EDUCATION REPORT, 1903, Table 32. — Statistics of universities and colleges Name. Annual expenses in college department. Annual living expenses. Number of fellowships. Number of scholarships. Library. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 1 2 3 4 5 6 7 8 9 10 OHIO. 293 Buchtel College . $40 $7 $150 $170 I 52 7,000 $6,000 294 45 3 75 140 7, 591 10, 260 8, 500 295 0 15 125 160 17, 500 3, 000 40,000 296 24 12 152 175 7,000 2,000 10. 000 297 German Wallace College . 30 105 130 2, 100 2 , 500 298 Cedarville College ...” . 22 10 135 140 2 1,200 200 1,000 299 60 10 27.000 2,500 300 (6) 18 I 14 170,000 63, 000 3.75, 000 301 40 8,000 20, 000 302 85 158 47, 300 148,000 303 40 6 160 175 25 6, 000 304 Ohio State University . 0 18 147 219 *12 88 48, 223 5,000 130, 000 305 30 : 120 140 0 20 1,000 2,000 500 306 Ohio Weslevan University . 15 36 116 225 6 50 36, 000 6,000 50, 000 307 Findlav College . 32 8 120 200 0 0 1,000 1, 000 3,000 308 75 25 165 225 32, 000 309 Denison University . 39 100 125 0 25, 000 5,000 25,500 310 Hiram College . 48 125 160 6, 069 2, 000 8, 000 311 Lima College . 40 125 150 0 0 1,0001 500 1,000 312 Marietta College . 30 20 108 173 59 60, 000 30, 000 75,000 313 Muskingum College . 41 5 128 145 3, 5001 1,000 2,000 314 Oberlin College . 75 2 150 ! 225 0 60 69, 000 55, 500 80,000 315 Miami University . 0 15 200 250 19, 200 25,000 316 Richmond College . 39 ! 150 2, 500 500 3,000 317 Rio Grande College . 28 6 ! 100 .... O' .... 0 3, 200 2,000 318 Scio College . 46 0 107 ! 135 0 0 2, 500 2,000 3,000 319 Wittenberg College . 50 2 154 1 225 .... 6 12, 000 2,000 25,000 320 , Heidelberg University . 25 i 25 125 175 15, 000 5,000 25,000 321 , Otterbein University . 40 1 100 , 175 .... 1 10,600 4, 860 10, 000 322 Wilberforce University* . 40-45 63 73 8 5,000 3,000 5,000 323 Wilmington College . 39 120 170 3,100 500 2, 500 324 University of Wooster . 45 15 100 ! 160 64 24,000 1,000 25,000 325 Antioch College . . 38 4 no 140 6,000 1,000 OKLAHOMA. 326 University of Oklahoma . 0 0 170 1 200 0 0 1,200 500 3,003 OREGON. 327 Albany College . 50 0 87 114 o 0 2 632 500 328 Dallas' College . 32 1 117 125 1 ’500 250 500 329 University of Oregon . 0 10 150 175 ”'6 o 16,000 330 Pacific University . 50 15 220 i 12, 300 600 20,000 331 McMinnville College . 30 6 120 175 o 33 3, 300 5,000 332 Pacific College * . 35 5 95 115 1,000 1, 600 333 Philomath College . 24 3 65 85 1 335 150 600 334 Willamette University . 45 100’ 125 6, 000 3,000 16,000 PENNSYLVANIA. 335 Western University of Pennsyl¬ 105 200 250 1 19 20,000 20,000 vania. 336 Muhlenberg College . 50 10-25 117 156 36 12,000 1,200 12,000 337 Lebanon Valiev College . 50 12 10,000 338 St. Vincent College . 60 140 o o 40,000 40,000 339 Beaver College . 45 6 165 240 2, 000 500 4,000 340 Geneva College . 45 200 250 4.000 4,000 341 Moravian College . 50 0 200 o 7,500 7, 500 342 Dickinson College . 6 25 225 240 40,000 25,000 343 Pennsylvania Military College... c 530 1,600 1,600 344 Ursimis College . 50 50 150 18 9, 316 1,000 8,000 345 Lafavette College . 100 39 190 250 *”6 3 22, 600 3,000 20,0001 * Statistics of 1901-2. a For normal school. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1601 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations. Fed¬ eral ap¬ propri¬ ations. From other sources. j Total. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 11 13 13 14 15 16 17 18 19 20 21 §20.000 §170, 000 §190, 000 §4,800 §23,000 0 0 0 §2. 200 : §30,000 §23, 000 293 85,500 150. 000 108, 330 12, 761 5,073 0 0 0 2; 924 20,758 30, 080 294 60,000 400, 000 138, 254 6,070 6,913 §38. 610 «§16, 815 0 12, 152 i 80, 560 0 295 80,000 76, 864 1,662 3,434 0 0 0 1,570 6, 666 296 1.500 loiiooo 118, 500 4, 914 8,846 0 0 0 1.719 1 15, 479 4, 526 297 400 25,000 20,000 2,000 1,400 0 0 0 '700 4,100 1,500 298 7,000 100,000 299- 75,000 1,250,000 951, 936 47,542 35,000 66. 182 0 0 5,000 ! 153,724 300 3,000 150,000 5, 897 0 0 0! 0 2.140 i 8, 037 2, 000 301 73,050 1,301,400 1.383, 300 67, 740 80, 323 0 o 0 0 148,063 298, 992 302 2,000 125,000 50, 000 3, 064 2,331 0 0 0 7, 685 1 13, 080 303- 310, 000 2, 500,000 568, 876 49,271 34, 071 229,463 113, 204 §25, 000 48, 384 j 499, 393 32,712 304 300 40, 000 30,000 4,500 305- 75,000 717, 503 810,000 28, 696 62, -552 0 0 0 0 1 91, 248 ! 240, 000 306 1.000 100,000 60,000 6, 355 2,376 0 0 0 0 8, 731 1, 495 307 10,000 400,000 425,000 0 0 0 0 22, 345 308 18j 200 235,000 700’ 000 8,000 32, 000 0 0 0 0 40,000 30,000 309 2,000 | 200, 000 150,000 9:000 7,000 0 0 0 825 16, 825 20,000 310 3,000 40,000 1 2; 000 0 0 0 0 | 3,000 5.000 311 10, 000 175, 000 260. 000 5, 073 12,367 0 0 0 1, 718 19, 158 3,610 312 2, 000 33,000 38; 800 5, 822 2,741 0 0 0 148 8, 711 4, 919 313 • 1 766, 000 1, 576, 152 99,402 53,681 0 0 0 16.000 169, 083 403, 433 314 ; io, ooo 200, 000 180, 000 3,650 6, 116 37,890' 7,328 0 0 54.984 315 200 40,000 2,000 1,000 3,000 1.000 316 4. 000 40, 000 72,000 1,600 4, 360 0 0 0 0 5, 960 •200 317 15,000 I 70,000 ! 11,500 0 0 0 0 0 11,500 318 6,500 | 150, 000 225,000 . 10,000 12,000 0 0 0 0 22,000 5,500 319 1,000 1 125. 000 100,000 3, 966 4. 930 0 0 0 5, 114 14, 010 22,000 320 5,000 65,000 75, 000! j 7,450 4, 001 0 0 0 0 11,451 44, 757 ’321 2,000 200,000 28,000 4,000 1,400! ! 30,000 0 0 6.000 41,400 1322 1,000 45, 000| 36,000 2, 663 1,846 0 0 0 322 4,831 468 : 323 60,000 500,000 190, 000 1 13,900 11, 100: 0 0 0 13.000 33, 000 246, 860 ,324 4,000 100, 000 70,000; I 1, 500 3,500 0 0 0 100 5,100 617 325 9,000 ... 80, 000 0 34,000 o’ 45,000 0 0 79,000 0 326 ! 1,000 42,500 1,313 3,794 76 J 550 0 0 4,420 2,263 ;327 600 12,000 11,000 2,344 500 100 0 0 0 2,944 ! 32s 17, 000 150, 000 155,000 2, 577 2,200: 53,350 0 0 3,431 61, 558 |329 6,000 120. 000 168. 876 8,354 9, 892; 0 0 0 0 18, 246 750 330 5,000 40,000: 40,000 i 3, 800 2, 700 0 0 0 0 6,500 331 500 16, ooo: 2,500 3,583 0 0 0 0 4,490 8, 073 j332 500 10, ooo 4,000 : 1,500 350 0 0 0 100 1,950 250 333 3,000 200, 000; 50, 000 . 6,100 2,000 0 0 0 0 1 8, 100 38,250 334 96,500 ^ 250, 000 1 438, 784 17, 286 , : 19,794 0 0 0 37, 080 335 2,000 100. ooo 166, 854 1 7,787 8, 315 0 0 0 j 1,200 17,302 12, 183 336 7, 500 200,000 75,000 55, 000 337 ' 150, 000 0 338- 12,000 110. ooo 35, 000 12,579 1,575 0 0 0 j 29,179 43,333 1,023 339 1 185. 000 128, 000 340 500 1 100.000 no; ooo 1, 700 5,000 0 0 0 0 6,700 3,800 341 14,000 j 450,000 350,000 i 51, 555 13,500 0 0 0 ; 14,450 I 79, 505 10, 000 342 1 100,000 0 1 343 15,000 120.000 i 185,000 11,246 7,895 0 0 0 11, 661 i 30, 802 14, 648 344 30,000 ; 730, ooo i 446, 828 1 1 . 85,000 345 & Free to residents of Cincinnati: §75 to nonresidents. c Including tuition. ed 1903 — yol 2 - 25 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 2 EDUCATION REPORT, 1903, Table 32. — Statistics of universities and colleges Annual expenses in college department. Annual living expenses. | Number of fellowships. | Number of scholarships. Tuition fees. Other fees. Lowest. Moderate. 2 3 4 5 6 7 $30 $26 $95 $142 50 50 10 200 250 22 45 210 260 150 200 350| 1 46 60 10 120 130 0 65 133 156 50 40 150 200 1 90 25 2 96 96 45 6 100 150 38 132 146 0 0 42 125 150 0 6 20 100 10 5 150-200 10-20 350 500 35 147 60 150 0 2 45 35 70 93 60-150 200 350 f" (a) 35 200 i 73 150 25 250 ■2 3 50 200 1 30 0 75 60 36 157 175 30 6 150 200 1 105 45 285 390 r“ i 100 40 115 140 .... 71 40 5 54 1 8 5 45 48 | ' 40 36 153 200 i 12 35 5 75 90 20 50 15 90 "‘6 ! 30 40 3 65 125 0 9 14 14 60 2 40 20 105 165 14 30 88 125 4 29 9 120 150 "'6 0 30 100 12 150 275 30 8 117 r * " 30 9 75 125 50 3 103 180 25 16 120 160 i .... 40 5 50 80 r" 50 85 .... 30 5 60 90 1 23 5 58 65 16 60 21 120 150 —6 300 50 20 175 225 1 50 4 80 o 6 18 80 100 0 J 72 10 225 I 0 '! 6 Name. Pennsylvania — continued. Pennsylvania College . Thiel College* . Grove City College* . Haverford College . Juniata College . Franklin and Marshall College . . Bucknell University . Lincoln University* . Allegheny College . Albright 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. Hiwassee College . Southwestern Baptist University Carson and Newman College. . . . Knoxville College . University of Tennessee . Cumberland University . Bethel College . Maryville College . Christian Brothers’ College . Library, Vol¬ umes. * Statistics of 1901-2. 200 4,000 1,000 a Free to residents; $100 to nonresidents. Pam¬ phlets. Value. 9 10 3,000 1,000 4,000 4,000 5,512 $15, 000 12,000 50, 000 25, 000 37, 500 250 9,000 50,000 8,000 500 700 50, 000 200 1,000 34, 910 30, 000 12, 000 300, 000 3, 000 6, 000 100, 000 22,100 12, 000 650 16, 000 6, 535 140, 000 15, 000 2, 000 80 33, 000 5, 000 5, 000 8,000 5,500 12, 000 2,000 3, 000 4,500 8, 000 7, 000 11,000 5, 000 8.500 3,000 4,000 4,000 2.500 17, 600 20, 000 400 13, 000 7,000 200 1,500 50, 000 2,000 75 1,000 600 3, 000 1,600 2, 000 2,090 300 500 3,000 1,000 8,000 23, 500 1,000 25, 000 10, 000 260, 000 15, 000 2,000 100 54, 000 10, 000 6, 000 20, 000 2,000 25, 000 10, 000 2,000 16, 000 1,000 4,000 4, 000 2,000 11, 825 45, 000 13, 000 15, 000 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS, 1603 for men and for both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. ■ Benefae- ; tions. Tuition and other fees. From produc-l tive funds. State or city I appropriations. Fed¬ eral ap¬ propri¬ ations. From other sources. I Total. Cur¬ rent ex-1 pense-. Build- 1 ing or other special pur- i poses, i 11 12 13 14 15 16 IT IS 19 20 21 §75.000 §249, 500 §210,000 §15,450 §8,000 0 0 0 §2,500 1 §25, 950 §5,800 316 4,000 60,000 62.500 4,275 3.125 0 0 0 1,000 8, 400 347 15,000 ‘’oO, 00C 19,000 5.000 24.000 348 sol 000 400. 000 1,000,000 37. 000 41,000, 0 0 0 10.000 j 88,000 150,000 319 10,000 115, 500 41.413 28. 715 1,171 0 a 0 0 29, 886 5,389 350 50,000 320,000 350,000 11.000 16,000 0 0 0 0 27; 000 12,000 351 369,000 490,000 1 62,000 352 5,500 • 265'. 500 493,000 1. 156 21,386 0 0 0 ; 12, 090 34,632 353 50.000 290,000 400,000 15. 200 18,000 0 0 0 2.000 35.200 6,000 354 5,000 50, 00C 75,000 10.365 2,000 0 o 0 4,000 16,365 355 40,000 200. 00C 140,000 356 150.000 1. 587, 043 . j§156, 737 6 0 0 156, 737 357 5,000 '250.000 358 1, 773, 624 4. S22l 469 4, 281. 610 319, 934 198, 870 §48. 312 1- 21, 587 j 588, 703 765,899 359 1.000 100.000 0 8.000 0 0 0 i . 6 0 8,000 360 8,000 91.500 40, 000 7.000 3.000 0 0 0 2,000 - 12,000 361 100,000 1. 250,000 1.250.000 35,000 55, 000 0 0 0 5,000 95,000 25,000 362 ! 60.000 j 890, 000 517, 000 i 28. 217 | 31,020 42,229 1, 750 i §40,000 ; 1,010 144. 226 50,000 ■ 363 2,000 ! 366, 000 557, 612 j 58, 995 21,898 0 0 0 0 80, 893 140,120 ,364 ! 13. 000 350,000 i l 1 365 1.000 15, OCX) 0 1,800 0 0 6 0 0 1,800 300 366 ! 15,000 325.900 326,000 17,485 18, 412 0 0 c ; 1,872 37, 769 22. 791 367 2,000 125,000 50,000 4, 340 1,865 0 0 0 150 6,355 31,076 | 368 ' 125,000 2,000,000 j 2, 371, 901 92, 616 98,933! 0 0 0 1,283 192,832 204,331 369 1 53,950 90.000 ] 290, 200 1,219 10,422 4,550 0 0 1 0 j 16,191 ! 370 1,000 22,000 2,500 0 0 01 .0 0 2,500 2,000 371 35.000 | 1,298 o 0 o o 0 1 °98 1 372 1 12, ooo! 300,000 0 31, 010 i 7, o00 0 1 33! 540 373 5,000 75, 000 | 110,000 3,000 9,000 0 0 0 0 12,000 374 3, 0001 200.000 60,000 7; 500 4,500 0 0 0 0 12, 000 375 451000 35,000 4.630 2.000 0 0 0 760 7,390 376 12. 000 175,000 4.000. 0 0 0 0 20,000 24,000 6,000 377 5,000 225, 000 S6, 644 8, 970 6,089 0 0 0 2,525 17, 584 23, S63 378 500 75,000 25,000 6,000 1,250 3.000 0 0 7,000 ’ 17, 250 35,000 379 1 10,000 100, 000 . , 12,600- 3,000 0 0 0 0 15,600 15,000 SSO 20. 000 . 1 381 40,000 250, 000 . 9.000 3.000 ; -So. 666 25 666 0 0 i 87, 000 5,525 136,650 136,302 4,000 3,600 0 0 0 400 j 8,000: i 21, 000 * 383 2,000 385,000 25,000 15,125 0 0 0 0 | 9.034 24, 159 27,953 384 300 30,000 17,000 1.S60 1 1,200 . 0 0 0 ; 1! 500 4.560 385 i 30,000 60, C00 291, 000 2,143 15, 240 0 0 0 0 17,383 386 22,000 1 200 n Q n 0 0 1.200 12, 700 2,000 4.500 50.000 70,000 g’ 500 4,200 o87 388 1.000 75, 000 70,000 4,000 | 3, 500 0 6 0 0 7,500 389 3. CKXi 115.000 1.000 0 0 0 ! 15. 000 16.000 390 109. 535 491, 930 1 425, 000 13, 471 . 25,905 0 .10,000: "io, "666 7, 856 97, 232 6,985 391 41.00(1 364. 000 150, 000 32,420 9,000 0 0 0 0 41.420 392 1.000 2o. 000 1,500 0 . 0 0 0 0 1,500 393 10,000 5,000 100, 818 222, 364 95,000 . 8, 261 13,266 0 1 °| j 1,834 23, 361 2,390 394 395 1604 EDUCATION EEPOK.T, 1903, Table 32. — Statistics of universities and colleges Annual expenses in college department. Annual living expenses. | Number of fellowships. Number of scholarships. Library. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 2 3 4 5 6 7 8 9 10 $36 $65 $81 2, 000 800 $1,200 14 $2 114 0 0 7,274 10, 000 12 72 72 15 6,000 25 12 ""6 192 15, 000 12, 000 85 15-40 100 150 20 25 30,000 5, 000 75, 000 12 1 80 100 0 0 4,500 500 100 40 150 200 15 22, 796 25, 342 90, 396 40 10 65 3,560 7841 5, 000 40 10 108 144 0 3 2,000 3,000 1,000 36 3 85 100 8,500 ,200 2, 600 27 3 3, 000 250 2, 500 60 5 160 0 0 5, 000 5, 000 0 10 150 200 11 8 40, 000 50 0 95 120 2,000 500 500 48 150 0 0 2,000 1,000 5, 000 50 125 160 2,500 500 4,000 36 7,000 5, 000 5, 000 60 17 85 108 6,000 500 10, 000 50 100 125 200 250 10 5 84 4,500 500 10, 000 50 2 3, 350 100 2, 500 50 11 150 200 6, 500 2,000 7,000 60 5 180 225 1 4 18, 000 20, 000 22 90 140 1,000 800 1,800 50 20 150 190 0 0 5, 000 1,000 5, 000 11 5 135 175 0 0 3, 000 1,000 3,839 0 15-30 100 175 0 1 21,000 11,000 50, 000 20 0 120 200 0 a 4 1,200 2, 000 60 22 200 300 0 50 66, 845 31,500 100, 000 80 12 140 200 0 120 27, 000 2,900 30,000 65 5-20 120 38 6,000 400 75 21 114 154 0 36 10, 000 2,000 30, 000 40 6 75 90 1 4, 000 200 5, 000 (a) 40 190 52, 000 1,400 48, 500 ' 50 15 90 110 10, 000 2, 000 11,000 55 10 125 2 1,000 1,000 50 27 93 120 "2 15 15, 000 2, 000 17, 000 50 30 100 150 1 16 45, 000 2,500 75, 000 70 -19 75 120 28 14, 150 2, 000 25, 000 12 75 5 8,000 1,000 8, 000 22 50 103 130 22 22, 000 25, 000 35 16 108 10, 000 20, 000 60 7 190 190 0 0 1,276 2, 100 1,000 0 135 200 14, 000 14,000 17, 000 50 150 200 6,000 2,000 12, 000 48 225 250 0 0 8,000 500 10,000 25 1 1 25 10, 000 8,000 50, 000 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 Name. Tennessee— continued. Milligan College * . Fisk University . Roger Williams University . University of Nashville . Vanderbilt University . Walden University . University of the South . Burritt College . Sweetwater Military College. . . . Greeneville and Tusculum Col¬ lege. Washington College . TEXAS. St. Edward’s College* . University of Texas . Howard Payne College . Fort Worth' University . Polytechnic College . St. Mary’s University . Southwestern University . Burleson College* . Wiley University . Texas Christian University . Austin College . Baylor University . Paul Quinn College* . Trinity University . UTAH. Brigham Young College . University of Utah . Westminster College . VERMONT. University of Vermont and State Agricultural College. Middlebury College . Norwich University . VIRGINIA. Randolph-Macon College . Bridgewater College . University of Virginia* . Emory and Henry College * . Fredericksburg College . Hampden-Sidney College . Washington and Lee University Richmond College* . Virginia Union University . Roanoke College . College of William and Mary ... WASHINGTON. Vashon College* . University of Washington* . Gonzaga College . Whitworth College . Whitman College . * Statistics of 1901-2. a Free to residents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1605 for men and fur both sexes — Continued. Value of scien¬ tific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations. Fed¬ eral ap¬ propri¬ ations. From other sources. Total. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 11 12 13 14 15 16 | 17 18 19 20 21 $200 $17, 000 $4, 250 0 0 „ 0 0 $4, 250 396 15, 000 350, 000 $50, 000 5; 000 $3, 000 0 0 0 0 8, 000 $17, 000 397 5,000 150, 000 1,278 0 681 0 0 183 398 4, 000 250; 000 0 10, 000 0 $20, 000 0 6 ►u p 0 1: 0 70, 000 0 399 200, 000 750, 000 1, 400, 000 65, 000 65, 000 0 0 0 0 130,-000 400 8, 000 150, 000 401 178i 500 401', 500 157, 835 33, 481 11, 468 0 0 0 7,087 52, 036 402 2, 500 20, 000 0 3,250 0 150 $200 0 0 3, 600 403 500 60, 000 3, 000 0 0 0 p 0 3, 000 50 404 6,500 47, 000 4,212 3,229 175 3, 404 3, 525 405 3, 000 60, 000 5, 000 1,500 300 0 j 0 0 • 1,800 6, 500 406 4, COO 100, 000 0 25, 000 0 0 0 0 0 25, 000 407 100, 000 600, 000 626, 716 11,350 83, 953 135, 000 0 0 0 230, 303 408 500 45, 000 6,000 0 0 0 0 0 6,000 409 1, 200 180, 000 0 41,000 0 0 0 0 0 41,000 410 700 45, 000 411 400 60, 000 412 5,000 300, 000 20, 000 0 0 0 0 5, 119 25, 119 2, 500 413 200 35, 000 ! . 414 250 65, 000 3, 000 0 0 0 0 10, 000 13, 000 5, 000 415 10, 000 180, 000 416 4,000 100, 000 75, 000 4,500 3, 000 0 0 0 3, 000 10, 500 417 10, 000 500, 000 75, 000 50, 000 3,000 0 0 0 0 53, 000 75, 000 418 ! 3, 000 75, 000 5, 568 0 0 0 0 4 675 10, 243 419 j 2, 000 140, 000 30, 000 12, 000 3, 000 0 0 0 0 15, 000 3,000 420 13, 600 91,238 100, 000 5, 289 5, 112 0 0 0 16, 959 27, 360 725 421 75, 000 375, 000 309, 061 13, 023 33, 227 37, 500 25, 000 0 0 108, 750 422 25, COO 50, 000 68 3, 500 0 0 0 0 3,568 8, 700 423 61, COO 714, 200 535, 084 18, 915 16, 013 6,000 0 $40, 000 17,431 98, 359 68, 500 424 21,500 200, 000 400,000 2, 477 21, 330 0 2, 400 0 0 26, 207 2, 300 425 2, 000 60, 000 11,500 4,000 250 7,200 0 0 0 11, 450 3, 000 426 5, 000 110, 000 167, 000 8, 967 6,000 0 0 0 6, 700 21, 667 1,000 427 1,250 30, 000 8, 500 7,500 150 0 0 0 500 8, 150 4, 000 428 50, 000 1,250, 000 376, 850 69, 928 23, 327 60, 000 0 0 3, 904 157, 159 429 1,500 100, 000 10, 000 7,800 600 0 0 0 2, 794 11,194 430 500 10, 000 5, 000 0 0 0 0 0 5 non 431 5, 000 150, 000 150, 000 3, 400 10, 000 0 0 0 0 13, 400! . 432 25, 000 250, 000 750, 000 12, 000 45, 000 0 0 0 0 57, 000 50, 000 433 6, 000 600, 000 325, 000 434 10, 000 300, 000 85, 000 2, 000 3, 000 0 6 0 14, 000 19, 000 ... . 435 5, 000 75, 000 65, 000 5, 786 3, 544 0 0 0 6,000 15. 330 8,000 436 2,000 125, 000 129, 000 3,982 5, 400 15, 000 0 0 0 24, 382 f . 437 5, 400 45, 000 10, 585 0 0 0 0 12, 176 22, 761 438 40, 000 760, 000 75, 000 75, 000 439 10, 000 155, 000 0 30, 000 0 0 0 0 0 30, 000 8, 000 440 3, 000 175, 000 15, 000 0 0 0 0 10. 000 25, 000 2, 000 441 100, 000 300, 000 250, 666 15, 000 13, 000 0 1 0 0 5, 652 33,6521 . 442 16 443 444 445 446 447 448 449 450 451 452 453 454 455 EDUCATION REPORT, 1903, Table 32. — Statistics of universities and colleges Name. Annual expenses in college department. Annual living expenses. Number of fellowships. | Number of scholarships. j Library. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 1 3 3 4 5 6 7 8 io WEST VIRGINIA. Morris Harvey College . $30 $3 $75 $90 1,500 500 $2, 000 Bethany College 36 10 140 30 7,000 1,000 7,000 West Virginia University . (a) 4-19 125 250 4 20, 000 400 40, 000 WISCONSIN. Lawrence University . 6 30 111 125 2 20, 211 8, 200 33, 000 Beloit College . 36 20 116 261 7 65 30,000 10, 500 35, 000 Mission House . 20 10 100 0 0 6,000 University of Wisconsin . (b) 20-30 20 12 76, 086 25, 000 132, 011 Milton College . 30 6 100 150 0 6 6, 792 2,000 4,000 Concordia College .. 68 0 0 4,025 350 2,500 Marquette College . 60 10 15 10, 050 1,400 4,500 Ripon College . 39 4-12 11,600 Northwestern University . 30 2 80 .100 0 0 5, 036 574 6, 000 WYOMING. University of Wyoming . 0 2 150 200 0 0 16, 249 8, 000 24, 100 o Free to residents; $38 to nonresidents. i>Free to residents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1607 for men and for both sexes — Continued. Value of Income. tific appara¬ tus, ma- chinery, and fur¬ niture. Value of grounds and build¬ ings. Produc¬ tive funds. State or city 1 appropriations.1 Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. Cur¬ rent ex¬ penses. Build¬ ing or other special i pur¬ poses. 1 Fed¬ eral ap¬ propri¬ ations. . From other [sources. Total. 11 12 13 14 1 5 16 17 IS 19 20 21 §2, 000 2,000 71, 500 $25, 000 200, 000! 675, ooo; $1,500 8,000 0 0 0 0 o 1 $5, 000 $6,500 18,500 186, 441 $7, 000 $150, 000 115, 770 $6, 000 6, 553 0 $97, 050 0 $34,278 0 ! $35,000 ! 4,500 | 13, 560 50, 000 1,350 26,000 65,000 1,000 409, 136 250, 000 : 365, 000 1 31,000 1, 515, 000 40,000 160, 000 130, 000 157, 000 302,000 870, 000 24, 000 531, 624 10,553 12,500 ! 2,000 ! 69, 088 | 2,300 16, 200 43, 200 703 26,000 0 0 0 j 304,000 1 0 0 0 0 : 105,000 0 11,230 0! 2,300 0 11,000 ! 40, 000] 96, 790 37, 983 58,000 13, 703 640, 878 10, 000 8,200 1,500 11,702 6,000 1,600 107,000 0 6,200 0 0 1, 500 2,000 3,500 3, 800 212, 000 0 i 8,060 i 6, 943 872 170 13, 342 § 0 0 0 0 0 0 8, 230 20,285 872 20 20, 000 10, 731 1,000 75, 000 1 100,000 275,000 25, 000 506 2, 191 22, 175 16,000 j 40,000 1,176 82,048 j 443 444 445 446 447 448 449 450 451 452 453 454 455 Table 33. — Statistics of colleges for women , 1608 EDUCATION REPORT, 1903 Students. i i ')JV a s 2 £ ; SSSsg 01'° : : a ■5 ; » oitmji Si Si ■| S 5S j : : : g 'c ’awnoa s-saursng Si o° ; ; ; j • iO O j O j • 1 •ASoSBpaj; 8 : : : : * gs °S§ : g a | -Jfaajo 2 w £ 10 3 . S Sg " g £ rH | 1 •nn'B'I X ri ° § gj a s II sgg| I I 'H ‘asanoa -5 aauaias jBjauao ^ ! 0 • • '• • • o ‘sasjnoa aanj -pia jBjanaS jaipo s & a S : j j : 0 : is : : =3 i o ’asinoa jbdissbio » ” a s I Ills alls s 1 sec e s e •jaqranu jbjox § * I § 91E8 SSS1 3 1 •sajimpBJO 2 : : ^ M - i^00 g 01 •ajBiSanoo Si s S S S |||S S§|§ K | •AJojBjBdajx H £ <=> £ ° 0000 OOOO O O Professors and instructors. ~ £ | -uamoAV s S £ 8 S S 3 o g H g [ *uaj\[ o l" « «=> 3 g**-® g a •gjj o , -J i "uamoAV - S £ 3 2 °SS£ 5 3 ; o-g ftg -naK ^ 00 0 a *-oao3s § a ■ uiamoAV © 0 0 j-J 0 OOOO OOOO 0 0 p-8 £<=s,gS -uaK 1* rH 0 O 0 OOOO OOOO 0 0 •Suiuado jsjy jo 1111 III! nil I 1 lit .Sf o g 8 nr es 1 j 1 J fill fill i i \ 0 . 0 • ooco cdcc 0 £ A £ % £ S Name. Si Mills College and Seminary . Trinity College . . Rockford College . Woman’s College of Baltimore... RadclifEe College . Smith College . . Mount Holyoke College . Wellesley College . Wells College . Elmira College . Barnard College . Vassar College . Bryn Mawr College . Randolph-Macon Woman’s Col¬ lege. Location. H CALIFORNIA. Mills College . DISTRICT OF COLUMBIA. Washington . ILLINOIS. Rockford . MARYLAND. Baltimore . MASSACHUSETTS. Cambridge . South Hadley . Wellesley . NEW YORK. Aurora . Elmira . New York . Poughkeepsie . PENNSYLVANIA. Bryn Mawr . VIRGINIA, Lynchburg . Cl CO ICC1>X CiOHM CO Tf a Includes all students in liberal coi Table 34. — Statistics of colleges for women , Division A — Continued. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1609 Benefac¬ tions. 0C 1 O £ 1 1 -111 llll i 1 : 8 :S5g ^'§8 S Income. 3 c H . 1- I 1 sags mi | § 1 c‘ sssi | * ssi £o| 2 : ill i s ill 1 1 d ; |SS : 8 3 s' IP§ 15 H 1 1 1511 Ills 1 1 s a gas's s !■§ Is I*°s 1 S g HIE lifS 1 1 g S 3 £2§V| S3SS8 s a if § 1 § 1 1111 llll 1 I § i fiii mi § i Value of grounds and build¬ ings. 5> 1 1 i i mi mi i i § 1 llll SSSI 1 £ ! " " T " ■ Value of scien¬ tific ap¬ paratus and fur¬ niture. 1 i i 1111 ins § 1 I SI 8 g “SSS- SS'SS 8 2 i M 01 5? Library. •aniBA c ' 1 1 1 mi 1111 1 1 ; g 2 3 SSS'g S ■<* j •sjaiqdraBj c: 11 i i I ill i! ii 111 D Is* lC H lOOX l> CC rH rH * N O iO N tO Cl O I> iO CO i." 'O O iO 'ASoSBpax 2° l> ■ © d • ;(Nh ; • O d P- CO O 03 iCC005 H* rH d rH •joqumu p3}OX 11 241 127 244 I 83 71 1 121 *144 155 130- 89 238 175 205 107 225 220 200 128 •0^'Bnpuif) 10 • -H • d t-h O (N • CO • • ■ d • • O CO j ; -X- ; « • ; ; • •a^mSaxioo a 132 81 230 69 42 86 *104 120 85 36 162 175 100 50 155 200 121 65 •AjCOX'BJ'BdOJJ ac Oi(NO • O ! d CO O 03 O *10 0 0 0 030 © rH H • H * d d CO CO CO tO d 1> •AiB^uamaxa >- • O • hH rH tPMO lO rH CO *OiOO • O O •CO * H H CO rH H rH rH CO • d Profes¬ sors and instruc¬ tors. •U9raoAi a O OOuOCOlOOcOOO H H Cl rH tH rH d HH OlrHrHH •U9M l» CO (M CO rH (M rH CO rH rH OI>^rHCO^iO^ Year of first open¬ ing. H O0 CO 03 CO CO 00 O CO d rH 00 CO d 03 CO CO CO 03 -H CO CO O iCOiO 03 iO LO H iO 1^ H CO H co oo co co 03 co co co co oo cocoooooooaoocoo Religious or nonsectarian control. CO : Nonsect .... M.E.So . Rant _ Nonsect .... Presb . ! M.E.So . I M.E.So . : Bapt . R.C . Nonsect .... Nonsect .... M.E.So . M.E.So . Bapt . Nonsect .... M.E.So . I Bapt . Name. Anniston College for Young Ladies. . . Athens Female College . Marion Female Seminary . Alabama Synodical College for Wo¬ men. Tuscaloosa Female College . Alabama Conference Female College. Central Baptist College . College of Notre Dame . a b a >c j a j £ IE ) a 11 Andrew Female College . Dalton Female College . Monroe Female College . La Grange Female College . . . . . Southern Female College . Location. H ALABAMA. Anniston . Athens . Marion _ . do . Talladega . . do . Tuskegee . ARKANSAS. Conway . CALIFORNIA. San Jos6 . GEORGIA. 5 > a: ! bi » a; ii Cuthbert . Dalton . Forsvth . Lagrange . - - . rHOlCO^iO CO t> 00 03 O H Cl CO cHiO ON00 rH HHnHHHHH UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1611 SS 88 C X *-i X ! ° ! CO lO 8 • icz 1 , 8823 l> OC S3 gs 8 88888838838 38 8 > 1C i°3 I> 20 0 21 7 © 20 14 iC > OHOOCOgOHj- |XCW > I> © X Id © ass*?- 8 © CO c iC^i> © © I 3839 1877 1847 1868 i IIIIIIII1II I |1| 1820 1834 mi 1851 1 S «888888£88£ 883 § g §333 § § * Statistics of 1901-1 Table 35. — Statistics of colleges for women , Division B — Continued. 1612 EDUCATION REPORT, 1903. Number in— •py « O 05 to 1M HH cc uo CO O CO CO rH iO o rH rH OOlOiOlO o tH CO H H Cl •oisnj\[ « O l> ic 10 05^ T—i 1^000)00 CM 1- 00 CO 0s) lO CO CO O CO lO rH to o o o o o O) H l> LOl^ •ASoSupoj 20 50 ^ O -lOOOO • rH • CO • Od O O ; • o oo j o College students study¬ ing— •J[93.IO 19 O tH O • O 00 • I • rH rH • • O CO to rH CO rH •uppri 18 125 90 lOOOOOO HODOCOiOM L0 0>0 CO CO O rH* Tt< tO 00 College students pur¬ suing courses lead¬ ing to— •saojSap 1 s J q Jaq^O 17 o *oo • • •iO • • C5 • O tjh • •89jS9p -s -a 16 100 OOiCOHOl CN rH O nO o • o •aajSap •’j -a jo -a -a -h 15 OOiCOlNO (M UO ! ! ° •99JS9P -a ‘qa 14 O CO t-H • ; O O O | o • o •99JS9P -a ’Y 13 100 38 I> LO • O O (M (N 00 rH • rH CO Tt< 45 30 3 CO rH O ‘8061 ui po^np'BJO 12 CO^iONHOOS • O CO tH rH Cd O Q O Cl O H CO • O -OOCO cwcooooooooocooooo sSo .2 o-§ tic® S ^ c 8 occ . . . o o o •" a a> a) a> - I 4^ IT M 03 4? g a fi c Oj Ci " t! o o o s ■ Z S pq OQ ^ £ Ph S iW § O a> I a> 'O c; ;.d * j'S S; a> . M Pi o be ° P S . k* & -« T-j-rtO bo^p ^kS £5 =3 uB d d 3 tag m Jf g {& 3 § .S 0)^

.«'? 5 n fl 2 2*J d 43 © a> cd B d o-3 OPhojQBBWoB 2 P ® d > o o3 & 3 oc & ?o | 35fl5Sgj8S=S ^ © 3 O 8-C43 O© © g-S-s g 2 «■§ § g PQMOOfc “S^IP-hPh Ph P O ” .3 a 4=© * 3 p w 'o d’p a> OhShl i<5 Q t>.o -g o ®’B -g a> os a OS cro >o CD ; £hOQ CONOOOJOHiNM^iO UN1VEBSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1613 OCCCOiC ggg :g sgggg&g °i 1 98 SSgg ssssss £3 gggggggggg o vC . CO . CO o o o vO i °g j j ° ; ; ; ?N 03 ocog 3 10 12 15 12 2 O 05 o O O • vO NH • CO rH gSggggg 3 gggS |S$| g gg gggggggggg O g O O jo • ;©iC o g 1> g ^ O o ° g :°g :°g jS s o 05 iO 0 25 15 ° ggg g°g. CO o o j° : : ° ! ! ! g° gggSg &s gg£g ggggSg gg gggs^gg ^g rswri'§s ©NHiOOMOl IS ‘'S' :g£: S-Sii§ii §s SI §§Si SlsS-SisS gs3ia§§§i§8 j O O O • j • rH • (M • j n H t— l rH -G5oc©©vgco^r^vcc^ 00 CO (N CO Ti< © th CO-^COrH(MrHC^^(N(M . 1897 . 1879 . 184G . 1880 . 1857 . 1850 . 1899 . 1802 . 1855 . 1859 . 1867 . 1749 ! III! . 1859 . 1890 . 1859 . 1845 . 1894 . 1854 . 1890 . 1881 . 1872 llllllllll Nonsect .. Luth . M.E. So.. Nonsect .. M. E. So.. Bapt . Bapt . Moravian Nonsect . . . Nonsect ... I! Ii Presb . Presb . Nonsect ... Presb . M.E. So.. Presb . Presb . Bapt . Nonsect .. Bapt . Nonsect . . Presb . M.E. So .. M.E. So... Bapt . Nonsect .. Nonsect .. M.E. So... M.E. So... Nonsect .. Presb . Nonsect . . Presb . gS£gg£gg g£ ggg ggS3S$S;3S8 * Statistics of 1901-2. Table 35. — Statistics of colleges for ivomen, Division B — Continued. 1614 EDUCATION REPOET, 1903. Students. i t-i •iJty Cf 83 : 8S8 8 S •otsnpj; H « 8S8S 88 §§£883 8 S •.{JSoSBpaj S3 j © j : : & e >. | sSS* •Jiaaao Si 8 o ! ° •uiibx X 1 88 18 39 120 College students pur¬ suing courses lead¬ ing to — •saaaSap isig aaqio H ° • •aaiSap ’s 'a s i? : : g O o • • 00 • ■aaxSap -q -a xo -a -a te 13 3 Of’ m i : 10 •aaiSap -a *qa 2 © • •aaiSap -a 'V ■H S : : ® is ao j : 8 8 '8061 ui paitmpB.ro 0^° : « •jaqnmu ib^ox igsg 8883g|ggd § | •aiBnpBJO O CO • • • ; 1 O • • O • • I mi ill a > Si Hollins Institute _ | if I1 Is! ill; • * i 1 I 3 1 a ,3 *“* fH ^ Q G> 1 1 6 I g p III a 1 S 3 ^ s Location. rH TEXAS. Belton . Bonham . Chapelhill . San Antonio . VIRGINIA. Abingdon . iJ ;PQ Charlottesville . Danville _ Hollins . . Luray . . Marion . vvincnester . WEST VIRGINIA. Lewisburg . WISCONSIN. Milwaukee . sill §§§§§§333 i * Statistics of 1901-1’ Table 36. — Statistics of colleges for vjomen, Division B — Continued. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1615 Bene¬ fac¬ tions. c rH I 1 n ii ; • • o' • ;1 Ill Income. Total. »5 11 ft's? 111 1 § ; CHO O' O' • * ! iiiiiiiis i‘'”53s?asss From other sources. T* H 11 sa is ! I : : r-r • oo : jl 14, 700 6, 000 1, 000 22, 000 State or munic¬ ipal appro¬ pria¬ tions. ri : jo j O 8 U From pro¬ ductive funds. 5* is . ; ° i l jl Tuition and other fees. rH H If. 6, 000 *11,400 4,000 10, 000 37, 000 jllllllll p ductive funds. o H • o o o o o o ife l lO il SS Value of § A • isgjf cs $200, 000 25, 000 130, 000 12,000 20, 000 180, 000 20, 000 100, 000 50, 000 240,000 45, 000 50, 000 10, 000 50, 000 80, 000 160, 000 60, 000 300, 000 250, 000 Value- of scientific appara¬ tus and furniture. o c ill- i is i is i i i i 3 : 500 0 1,000 1,000 2, 300 200 5, 000 i S Value. 1I1SI11 1 1 1 iq : o • rH illlllll ; : HHcieicio j vol¬ umes. ® | 1,500 1,000 4,000 800 11 1 1 llllliliil to" CO iOr-T * cLqiQ CO Annual living ex¬ penses. •opaiapoK 13 §83 iSIS S i i i|S§| iggg •}S9AUr[ [ 8 £ ji Is 1 1 SS8 II Annual expenses in college de¬ partment. •saaj jaqio | ^ ! ... | •O • M (N (N (N O (N CO. 1> o •99j nopmx 1 3? |8888888 8 i 8388883888 Name. H ALABAMA. Anniston College for Young Ladies . . Atnens Female College . Judson College . Marion Female Seminarv . . g 03 a o £ o ,1 i i s >. CO 1 5 Central Female College . j usuaiousa u e untie uoiiege . Alabama Conference Female College . ARKANSAS. Central Baptist College . CALIFORNIA. College of Notre Dame . GEORGIA. Lucy Cobb Institute* . jl- uJiiceiL/ ... _ ............... Andrew Female College . Dalton Female College . 'i © o El 1 1 1 1 1 La Grange Female College . Southern Female Collee-e... _ _ _ Wesleyan Female College . Shorter College . . . oa O HlNCO-f lOONOOOl *Statistics of 1901-2. a Including tuition. Table 36. — Statistics of colleges for women, Division B — Continued. 1616 EDUCATION REPORT, 1903. Bene¬ fac¬ tions. 5C H $10,000 0 0 0 30, 000 o • c 3 ; . O • 5,350 Income. Total. 10 H $30,000 60, 000 22,000 27,000 9, 000 12, 000 9,506 • < zT . 111 • CO ci 7,194 6, 150 15,505 From other sources. H o ° o 1 i • o * 0 150 State or mu mo- ipal appro- . pria- tions. CO H o o • o oo o • .from pro¬ ductive funds. 0* H ooo ‘z® 0 co i ° ° 1 i 1 . 00 | Tuition and other fees. H tH $15, 000 60, 000 20,000 27, 000 9,000 .12, 000 9, 500 10,000 111 • CO CO CO • Pro¬ ductive funds. o H 0 $40, 000 |° : • ° 27,000 0 0 150, 000 50,000 Value of ;iii a $150, 000 100, 000 400, 000 80, 000 50, 000 20, 000 40, 000 70, 000 100, 000 10, 500 *30,000 25, 000 40, 000 10, 000 50, 000 30,000 30, 000 138, 000 75, 000 Value of scientific appara¬ tus and furniture. QO $500 2,500 600 500 8 ll i eo : ll 500 250 3,000 500 Library. Value. l- $1, 000 2,000 5, 000 300 500 1 i ^ : 1 1 111 11 offerer tjH Vol¬ umes. CO 1.500 2.500 1.500 5,000 *500 4,000 1 1 e < c ; j i i s! 0 A ^ u \A Millersburg Female College . Jessamine Female Institute . Owensboro Female College * . Logan Female College . S+n-nfnrrl Korn ale* fan'll pero* ◄ 1 )} fcj £ ! I \ 5 1-1 .® ! i l f 1 1 Louisiana Female College . Mansfield Female College* . MAINE. Maine Wesleyan Seminary and Woman’s College . Westbrook Seminary . UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 161T 1 : §gg£ 1 cc g^goggggg® ggggggggg g gfgsg ed 1903 — vol 2 - 26 * Stfitistiicg of 1901-2, a Including tuition, Table 36. — Statistics of colleges for women , Division B — Continued. 1618 EDUCATION REPORT, 1903. m 2 Is • : 1 j I j 1 1 00 d ii • *a ; i :°i ! o 6 z 8 a 1 »S 111 si 1 8SS S§ 11 i at : i . si: S S; : : 1 111 : s ia¥ ; ill rji i 11 ; r 1 i i » : : ! 8 M i i o «_ 6 . J b § i - o • i ° i O j j ! ; _ ® • gch£-3 |ai| 9* °1 a i si ■ of r-T • o j ! loo • : : & : Jill il ss ! si 1 : SS 11 i Si-’ : l ii: & «' i ; l ill i 3 ias : 6 I'd" fi|! 2 11 si Ss" i°° j o j j i°i i : : 1 i- ill ll l S"» S3 11 i S ; 1 111 © tH of»-j 1 il • i—T i ** !>§ HI 11 1 11111 111111111 HH® m* r4 Ti* Or-TcO MHMH Coded ill ; c .s © i | . P. ’ •8)BJ9pOK ; C Pi j § § g§§§ glsil j| 50j0 •^saAvoq; i ^ jl I 1 i 1 liii ! « ! ; ; : S j j ill |8 III! 1 •S98JJ9T00 L 1 " : e o j O j O ! o io •99J UOIIIUT 1" 883 : «=*= ; 8 S88g §88883888 d i £ H d ffl 5 33 d f h M o * C ii 1: O N *5 : gj 1 Is & i « | o a l 1 1 i S 1 1 § S' : si i !: 1 S 1 I s I 1 1 « 1 1 I I 3 1 I I 1 ?-< o 1 3 1 53 11 ii % \H ill -m- © s = sc 111 c : J ! § . :© : § ^ IS'! 1 § Hi 3 3 Is! 1 « gp 1 1 1*1 s Ji? 1 ft i III; • • • o • III *s8 ffli 88^ 33 3 O'. 111! IIU ifg. if !|. ii 1 3 o a C- S$3!g8$588&8 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. • O 1,000 0 0 1,000 D • 2,475 ■ — ^ jill u • oT«S O ; II 38 5,500 40, 000 6, 138 is 1111 .m" ocdd'}i • M H rH r- 1 rH i i 5 j S 8 i i o : • O il led- • pH i ° 1 co • o • ! ° o o I ° o j ° ! • o i ii o o • o 1 illl if • oTo'o jj 11 38 5,500 40, 000 0,138 is ssis i 1 i ! : co ! rH l'- ! ° ! • o : o o o • o • • ; D j 1 1 s ! I-H ! 75, 000 20, 000 15,000 25, 000 50, 000 15, 000 50, 000 80, 000 100, 000 10, 000 150,000 13,000 20, 000 70, 000 60, 000 40, 000 125,000 25,000 25,000 150, 000 15, 000 20, 000 12,000 80, 000 206,377 ii i ii in i 11 ii i i o 500 2, 500 i 1 i \ rH rH* ■liiiiiiili 11 " . N M ^ ! gggggggggg gggg gggggg igg- g | ^ \ ^ * 1 1 Brownsville Female College . . . Tennessee Female College . . . Howard Female College . Memphis Conference Female Institute . Soule Female College* . Hi II! Rogersville Synodical College* . TEXAS. Bavlor Female College . Carlton College* . iii II £ z 1 i 19 1 U 1 Stonewall Jackson institute . Southwest Virginia institute . Rawlings Institute . , iioanoKU rernauj 'ounugu . Hollins Institute . Valley Female College . Marion Female College* . i -< * 8 B 1 III IM l * 1 1 WISCONSIN. Milwaukee-Downer College . sggsgg&ggg Ills o|||§si#3 § *3 I 8 1619 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 43 120 EDUCATION REPORT, 1903. Table 37. — Statistics of Location. Name. Control. Year of first open¬ ing. 1 2 3 4 Auburn, Ala . Alabama Polytechnic Institute . Stale _ 1872 Fort Collins, Colo . Colorado Agricultural College . State . 1879 Golden, Colo . Colorado School of Mines ..7 . State . 1874 Storrs, Conn . Connecticut Agricultural College . State _ 1881 Atlanta, Ga . State 1888 Chicago, Ill . Armour Institute of Technology . 1893 Purdue University . 7.' . State _ 1874 Terre Haute, Ind . Rose Polytechnic Institute . 1883 Ames, Iowa. . Iowa State College of Agriculture and Me- State . 1868 Manhattan, Kans . chanic Arts. Kansas State Agricultural College . State . 1863 Annapolis, Md . United States Naval Academy .7 . Nation . 1845 State . 1867 State 1865 Worcester, Mass . Worcester Polytechnic Institute . 1868 Agricultural College, Mich. Michigan Agricultural College . j State . 1857 Houghton, Mich . Michigan College of Mines . ■ State . 1886 Agricultural College, Miss.. Mississippi Agricultural and Mechanical Col¬ i State . 1880 Westside, Miss . . . lege. Alcorn Agricultural and Mechanical College .. Montana State College of Agriculture and Mechanic Arts. Montana State School of Mines . 1 State . 1871 Bozeman, Mont . j State . 1893 Butte, Mont . j State . 1900 Durham, N. II . ! Xew Hampshire College of Agriculture and State . 1868 Hoboken, X. J . Mechanic Arts. Stevens Institute of Technology . 1871 Mesilia Park, X. Mex . New Mexico College of Agriculture and Me¬ Territory ... I 1891 Socorro, X. Mex . chanic Arts. Xew Mexico School of Mines * . Territory . . . 1893 Potsdam, X. Y . Clarkson School of Technology . : 1896 Troy, N. Y . Rensselaer Polytechnic Institute . . . 1824 West, Point, X. Y . . . _ United States Military Academy . Nation . I 1802 Greensboro, X. C . Agricultural and Mechanical College for the State . ! 1894 West Raleigh, X. C . Colored Race. North Carolina College of Agriculture and State . 1889 Agricultural College, X. Dak Mechanic Arts. North Dakota Agricultural College . State . ! 1891 Cleveland, Ohio . Case School of Applied Science . 1881 Stillwater, Okla . Oklahoma Agricultural and Mechanical Col¬ Territory . . . 1891 Corvallis, Oreg . lege. Oregon State Agricultural College . State . 1870 Kingston, R. I . Rhode Island College of Agriculture and Me¬ State . 1890 Charleston, S. C . chanic Arts. South Carolina Military Academy . State . 1843 Clemson College, S. C . Clemson Agricultural College . State . 1893 Brookings, S. Dak . South Dakota Agricultural College . State . 1884 Rapid City, S. Dak . State School of Mines . State . 1886 College Station, Tex . Logan, Utah _ Agricultural and Mechanical College of Texas. Agricultural College of Utah. State . State . 1876 1890 Blacksburg, Ya . Virginia Agricultural and Mechanical College State . 1872 Lexington, Va. _ and Polytechnic Institute. Virginia, Military Institute . . State . 1839 Pullman, Wash Washington Agricultural College . . State . 1892 * Statistics of 1901-2. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1621 schools of technology. Professors and instructors. Students. Preparatory depart¬ ment. Collegiate depart- - ment. Total num¬ ber. Prepara¬ tory. Collegiate. Graduate. Resident. Nonresi¬ dent. g d a a g g 1 e (V O © © © © p 8 p 8 jH 8 p 8 p g p a p i a o o o o O o s o s 0 g g g £ £ g £ § £ § j £ 5 6 7 8 9 10 11 12 13 ! 14 1 15 16 | 17 18 4 0 32 1 33 1 57 0 354 8 15 1 2 33 5 33 190 51 132 49 6 0 16 0 16 0 213 1 I 17 3 18 3 59 21 ! . 6 0 35 0 37 0 138 0 345 I 0 , . | IS 3 41 0 48 3 368 6 ■422 j 0 i | 0 0 81 5 92 7 0 0 1,216 69 ...... 32 10 12 0 0 0 20 0 20 0 0 0 205 0 1 0 1 60 24 60 24 182 48 784 117 5 1 1 2 38 11 39 13 255 87 632 295 9 1 10 4! 1 0 0 77 0 77 0 0 0 652 0 0 0 0 0 0 0 23 0 23 0 0 0 172 5 7 0 0 0 164 1 164 ■ 1 ' o 0 1,528 63 12 o 5 0 0 0 30 0 30 0 0 0 271 0 4 ; o 14 6 47 j 10 47 10 153 43 341 83 8 1 19 0 19 1 0 200 0 21 0 1 6 ; 0 ! 33 0 37 0 . 241 j 0 369 3 8 . 0 10 ! 3 « 0 16 3 390 i | 89 49 6 0 2 14 3 16 12 50 48 40 13 ...... 4 1 0 8 0 9 0 11 0 44 8 0 0 21 0 i 21 0 0 0 114 - 4 1 14 0 22 0 33 0 275 0 290 0 1 3 19 5 20 8 80 29 82 31 1 2 4 2 4 2 26 26 17 1 2 o 1 9 1 26 24 59 13 0 0 23 0 23 0 0 0 314 0 0 0 79 0 79 0 0 0 436 0 14 0 14 0 167 0 0 0 31 1 31 1 0 0 497 0 8 0 9 i 3 22 3 28 5 46 34 18 - 14 1 0 0 1 0 28 0 28 0 439 0 1 1 20 3 21 4 118 57 103 47 3 0 24 ! 6 24 6 41 13 323 152 0 1 9 2 3 4 1 18 7 18 28 16 26 10 1 9 0 9 0 130 0 2 0 ! | 42 1 0 44 0 102 0 406 0 5 0 1 o 31 6 32 6 117 37 107 32 5 2 8 0 11 2 38 41 43 0 0 30 1 0 30 0 0 0 364 0 4 0 37 1 10 37 10 58 10 49 10 3 2 47 0 47 0 0 0 603 0 24 o 0 0 20 0 20 0 0 0 274 0 11 5 1 36 1 2 41 152 79 146 42 Total num¬ ber. Men. Women. 19 20 426 9 1 369 124 2 213 1 3 62 55 4 483 0 5 828 6 6 1,260 79 7 206 0 8 1,411 194 9 1,109 465 10 652 0 11 179 5 12 1,545 63 13 275 0 14 667 187 15 221 0 16 645 3 17 439 95 18 161 144 19 66 4 20 118 3 21 565 0 22 162 60 23 43 27 24 85 87 25 314 0 26 436 0 27 167 0 28 505 0 29 540 160 30 479 0 31 269 166 32 373 168 33 73 29 34 130 0 35 539 0 36 363 124 37 81 44 38 396 0 39 385 160 40 627 0 41 274 0 42 439 136 43 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 EDUCATION REPOET, 1903. Table 38. — Statistics of schools Name. 1 Alabama Polytechnic Institute . Colorado Agricultural College . Colorado School of Mines . Connecticut Agricultural College . Georgia School of Technology . Armour Institute of Technology . Purdue University . Rose Polytechnic Institute . Iowa State College of Agriculture and 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 State 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 Mechanic 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 Agricultural and Mechanic Arts . . North Dakota Agricultural College . Case School of Applied Science . Oklahoma Agricultural and Mechanical College . Oregon State Agricultural College . Rhode Island College of Agriculture and Mechanic Arts. .. South Carolina Military Academy . . Clemson Agricultural College . . . South Dakota Agricultural College . State School of Mines . Agricultural and Mechanical College of Texas . Agricultural College of Utah . Virginia Agricultural and Mechanical College and Poly¬ technic Institute. Virginia Military Institute . Washington Agricultural College . College students in — I8 “ B 46 48 154 114 VO 218 25o 219 0 •a 345 114 353 56 105 253 201 ..... 133 49 214 "ii" 26 11 26 &290 9 131 o 30 130 18 54 20 63 6 168 &36 110 2 25 180 8 202 15 140 25 15 150 6 50 cl94 121 41 43 0 69 266 37 140 129 28 4 10 11 0 4 15 295 56 13 0 17 67 17 ♦Statistics of 1901-2. « Includes all engineering students. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1623 of technology — Continued. College students in— | Students in— Electrical engi¬ neering. O fcib C S'g £ c 0> M o Mining engi¬ neering. Textile engi¬ neering. Architecture. Sanitary engi¬ neering. Household economy. Latin. Pedagogy. Business course. Military drill. Music. Art. £ 0 o 0 S © £ o £ 8 9 10 11 12 13 14 15 1 16 17 18 19 20 21 22 59 103 i 391 316 ..1 46; 27 28 214 0 . . . i . 0 0 0 ° 13 0 0 L..8.i .a j 53 5 i ° 149 371 86 162 60 30 1 . ! . 685 20 ...... -- 19 75 1 237 0 0 0 j 0 0 500 500 652 150 400 21 1 0 . :::::: i ... 118 ; 50 j 30 18 83 1. 12 0 o 0 I . . 1 ' 83 i 200 40 i 642 i . i . . 7 | 46 25 i 125 72 89 1 47 I...8 98 1 i . . i . 1 0 0 8 i g 11 0 6 1 ° 0 6 10 8 1 2 3 ! n 1 10 135 10 ! . 1 0 a> o . 13 1 i ! . 1 . ! . 1 . I r " ! . 436 1 io 0 ! 1 -- I 79 17 1 42 0 0 0 1 0 3 l 0 0 445 76 1 6 m 1 ° 1 85 I...40. 05 I | . 63 60 11 7 : . 19 | 76 \ . 1 373 40 130 533 99 54 3 4 . 51 L„. ..... 25 j 0 0 40 o 6 j 10 j | 10 5 3 I 52 23 I 19 26 I ! 396 213 590 274 200 3 1S9 15 14 ...... 1 5 10 83 1 18 l U . 1 i i 55 8 i 1 22 l . i . 50 21 75 12 I 1 1 2 3 4 5 6 7 3 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 36 37 38 39 40 41 42 43 b Including electrical engineering. c Includes students in civil engineering. 1 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 EDUCATION REPORT, 1903, Table 39. — Statistics of schools Annual expenses in college depart¬ ment. Name. 1 Alabama Polytechnic Institute . Colorado Agricultural College . Colorado School of Mines . ' Connecticut Agricultural College . j Georgia School of Technology . i Armour Institute of Technology . | Purdue University . . j Rose Polytechnic Institute . | Iowa State College of Agriculture and Me- chanic Arts. Kansas State Agricultural College . United States Naval Academy . j Massachusetts Agricultural College . j Massachusetts Institute of Technology . Worcester Polytechnic Institute . ] Michigan Agricultural College . 1 Michigan College of Mines . Mississippi Agricultural and Mechanical Col- j lege. Alcorn Agricultural and Mechanical College.. J Montana State College of Agriculture and Me¬ chanic Arts. Montana State School of Mines . . New Hampshire College of Agriculture and Mechanic Arts. («) \ 0, (&) («) $100 120: (<*)! 75, (<9! o (/) 250 150 10 60 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 . Case School of Applied Science . Oklahoma Agricultural and Mechanical Col¬ lege. 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. . Agricultural College of Utah . Virginia Agricultural and Mechanical College and Polytechnic Institute. Virginia Military Institute . Washington Agricultural College . (i) 5 ioo; 200 0 20: 0 ioo: (*) 40, 6 12 30 75 (n) $12 0 27-35 25 0 27 10 5 10 15] 10 15 10 10 10 3 3 12 6 5 16 2 Annual living ex¬ penses. $133 8156 180 225 125 450 75 150 102 C I 200 150 ... 115 160 180 1711 228 120 122 210 150 115 150 9 240 1 0 48 | Library. Vol¬ umes. Pam¬ phlets. Value. 8 9 10 17, 427 2,000 $34, 000 14, 753 4,500 l 15,003 6, 500 3, 000 18, 200! 9,625 : 1, 000 21, 000 2,500 4,000 18, 500 12, 206 1,000 3, 200 18.500 11,000 2, 000 14, 000 16, 000 4,000 | 30,500 27, 210 500 ! 44,811 45, 300 100, 000 25, 258 0 25,258 60, 727 16,546 128, 5071 9,000 2,000 20,000 24, 003 1 43,859 18, 060 3, 564 1 40,515 9,694 9,425 , 13,560 2,700 3, 000 6, 700 4,500 15, 000 10, 087 6,000 10, 600 9,500 18,000 10,000 7, 000 13, 500 500 400 600 1,444 1,750 3, 159 6,740 4, 000 12, 950l 40,000 10, 000 200, OOOi 929 1,150 4, 500 1,500 6,232 8,600 750 16,328 5, 000 15, 000 8, 466 15,000 18, 995 3, 300l 11, 200 4, 000 15, 176 5,000 5,000 7, 357j ”3,' 080 8,000 7; 350; 10,000 9! 100 600 '800 5. 500 4,000 5,500 Hi 500 12, 000 7,288 3, 600 1,400 2,700 12,509 6,500 31,273 7,381 2, 004j 21,000 itistics of 1901-2. ee to residents. ee to residents; $100 to nonresidents, eludes $2,500 from city of Atlanta. d Nonresidents of Indiana, $25 per annum. 71,854,796, divided as follows: Land-grant fund of 1862 . . . $11, 213, 593 Other land-grant funds . 2, 063, 375 Other permanent funds . 15, 819, 651 Unsold land grant of 1862 . 4, 504, 486 AGRICULTURAL AND MECHANICAL COLLEGES. Farms and grounds . . Buildings . Apparatus . Machinery . Libraries . Live stock . Miscellaneous equipment 1629 i $5, 560, 762 22, 865, 455 1, 743, 316 1, 651, 091 2, 194, 804 252, 491 3, 985, 772 Total . . 71, 854, 796 Of the total amount of property the institutions for colored students report $3,657,659. LAND GRANT OF 1862. The sum of $11, 213,593 given above represents the amount of invested funds derived from the sale of the lands granted under the act of Congress approved July 2, 1862. An examination of Table 1 shows that of the 10,320,843 acres granted, 914,186 acres remained unsold at the close of the year ended June 30, 1903, showing that a little more than 20,000 acres were sold during the year. The increase in the funds for the year amounts to $87,059, so that the lands sold during the year were disposed of at an average price of about $4.22 per acre. Of the entire fund realized from the grant of 1862 the sum of $402,556, or a little more than 3.5 per cent, is held for the benefit of the separate institutions for colored students. In but four States — Kentucky, Mississippi, South Carolina, and Virginia — do the institutions for colored students share in this fund. INCOME. The various sources of the income of each institution for the year are given in Table 7. The total income, excluding the United States appropriation for experi¬ ment stations, amounts to $9,555,951, an increase of $388,892 over the amount for the preceding year. The total amount derived from each of the several sources is as follows: From States and Territories: From endowment funds granted by States . $117, 166 Appropriations or tax for current expenses . 2, 717, 371 Appropriations for buildings or other special purposes. . . . 1, 720, 075 Total State and Territorial aid . $4, 554, 612 From the Federal Government: Land grant of 1862 . 688, 861 Other land grants . . 129, 609 Endowment act of August 30, 1890 . 1, 200, 000 Total Federal aid. . . . 2, 018, 470 From endowments from other than Federal or State sources . 603, 853 Tuition fees . . 958, 751 Incidental fees . 287, 039 Miscellaneous . 1,1 33, 226 Total income . 9, 555, 951 Received from Federal Government for experiment stations . 681, 000 The amount to be received annually from the general Government will not vary much from year to year. While there remains unsold a considerable portion of the lands granted to some of the institutions, such lands as a rule are leased and bring in a considerable revenue, which will probably not be greatly increased when the lands are sold. The increase in income wThieh -will naturally be rendered necessary to 1630 EDUCATION REPOET, 1903. meet the expenses of these rapidly-growing institutions must therefore he provided by the several States and Territories. This is due to the fact that with very few exceptions large gifts by individuals are not made to State institutions. As stated above the increase in the income for the year was $388,892, of which increase more than $300,000 was furnished by the States and Territories. ENDOWMENT OF AUGUST 30, 1890. In Table 8 are given the amounts of the funds received under the act of Congress approved August 30, 1890, that were expended by each institution for instruction in the several branches of study mentioned in the said act, as shown by the reports of the treasurers of such institutions. Of the total amount expended during the year the proportion expended for instruction in the several subjects was as follows: Agri¬ culture, 16.1 per cent; mechanic arts, 27.9 per cent; English language, 12.3 percent; mathematical science, 12.9 per cent; natural and physical sciences, 24.7 per cent; economic science, 6.1 per cent. The reports of the treasurers show also that of the funds received under the act of August 30, 1890, that were expended during the year, the sum of $1,112,418. 79, or 91.8 per cent of the total amount, was expended for salaries. In 25 institutions the total amount expended during the year was for the payment of salaries. It will be noticed that a comparatively small proportion of these funds was expended for instruction in agriculture. This is due undoubtedly to the fact that in the great majority of cases the instructors in agricultural subjects are employed also in the experiment stations, and thus draw only a part of their salaries from college funds. Again, in a number of cases special provision has been made by State legisla¬ tures toward the support of the agricultural departments. The average amount of these funds expended during the year for instruction in agriculture by each of the 49 institutions for white students was $3,558, 10 of the institutions expending less than $1,000 each for such purpose. The 16 institutions for colored students expended from these funds for instruction in agriculture an average amount of $1,277, 2 insti¬ tutions reporting no expenditure for such purpose. For instruction in mechanic arts there was expended by the institutions for white students an average amount of $6,110, and by the institutions for colored students an average amount of $2,453. ADDITIONS TO EQUIPMENT. In Table 9 is given the value of additions made during the year to the equipment of the several institutions, so far as reported to this office. The total as reported amounts to $2,844,183, 3 institutions not reporting on this subject. The largest items are $1,456,469 for buildings and $626,917 for endowment funds. farmers’ institutes. Table 10 contains statistics concerning farmers’ institutes conducted under the auspices or with the assistance of the agricultural and mechanical colleges. In some States the management of the institutes is committed to these institutions, while in others it is placed under the direction of the commissioner of agriculture, board of agriculture, or some similar officer or officers, while in some others special boards have been created for the purpose. No attempt has been made to collect statistics from sources other than the colleges. The reports show that about 509,000 people attended the institutes reported by the colleges. CHANGES IN ADMISSION REQUIREMENTS. Purdue University {Indiana). — The standard of admission to the freshman class has been raised to include plane geometry. AGRICULTURAL AND MECHANICAL COLLEGES. 1631 Iowa. College of Agriculture and Mechanic Arts. — The requirements for admission to the engineering courses now include one year of German. Kansas State Agricultural College. — Admission requirements have been raised one term. Changes in Courses of Study. 1. agriculture. Alabama Polytechnic Institute.— The regular and special courses in agriculture were made more technical, additional work being given in agriculture, botany, horticulture (theoretical and applied). Connecticut Agricultural College. — Established a two-year course in agriculture for students 17 years old or older. No entrance examinations are required for this course. Iowa College of Agriculture and Mechanic Arts. — The course in agriculture has been divided into four distinct courses: (a) Agronomy; (6) dairying; (c) animal hus¬ bandry; (d) horticulture. By these changes the courses have been materially strengthened. Louisiana State University. — Established a two-year course in agriculture. Massachusetts Agricultural College. — The time for the commencement of elective courses has been shifted from senior year to the beginning of junior year, to allow students greater choice of subjects and a longer time for pursuing them. A course is now offered in agricultural physics; and connected courses in landscape gardening, horticulture, floriculture, and in the care and management of greenhouses have been opened. University of Minnesota. — The college course has been divided into three courses — agriculture, forestry, and home economics. Technical courses have been added from time to time, and in several of these special books have been prepared. Cornell University {New York). — The work of the college of agriculture has been reorganized and three new professors appointed — one in agronomy, one in horticul¬ ture, and one in animal industry. There have been purchased two additional farms aggregating 153 acres. North Carolina College of Agriculture and Mechanic Arts. — There have been estab¬ lished normal courses of study, as follows: For rural teachers, a two-year course, a one-year course, and a summer course; for city teachers, a two-year course, a one- year course, and a summer course. The courses for rural teachers are devoted largely to agriculture and nature study; the courses for city teachers, to drawing and manual training, with the privilege of electing considerable work in nature study. The industrial training given is both practical and theoretical. North Dakota Agricultural College. — The two full years short course in agriculture has been changed to three years of five and one-half months each, beginning the middle of October each year. Short winter lecture courses of 10 weeks begin after the holidays. There is maintained also a ten-day stock and grain judging course during December. Oklahoma Agricultural and Mechanical College. — There has been established a school of agriculture and domestic economy extending through two years of 20 weeks each. Applicants must be at least 14 years of age and fairly well advanced in the common branches. Rhode Island College of Agriculture and Mechanic Arts. — Established an agricultural high school with a course extending through two years. It offers to the student fitted to enter a high school an opportunity to take much of the regular work of a high school course, combined with work in agriculture which will be of direct prac¬ tical value on the farm. Class-room instruction goes hand in hand with laboratory practice. There is offered also a special course in farm mechanics, beginning in Janu¬ ary and extending through the 12 weeks of the winter term. It is wholly a practical 1632 EDUCATION REPORT, 1903. course and includes instruction in carpentry, mechanical drawing, piping for steam and gas, and blacksmithing. Princess Anne Academy (Maryland) The home garden course has been organized and is now a regular feature of the school. 2. ENGINEERING. University of Arkansas.— Added a course in mining engineering. "University of Idaho. — A complete course of four years in electrical and mechanical engineering has been established. Purdue University (Indiana). — A department of telephone engineering has been established in the school of electrical engineering. Courses of instruction are given in the theory and practice of telephone design, construction, and operation. Louisiana State University. — Established a four-year course in electrical engineering. Massachusetts Institute of Technology. — A graduate school of engineering research established. Courses are offered by the departments of civil, mechanical, mining, electrical, chemical, and sanitary engineering, and naval architecture. Candidates for admission are expected to have such training as is represented by the B. S. degree of this and other institutions of corresponding grade. The degree of Doctor of Engi¬ neering will he conferred for satisfactory resident work occupying not less than two years. University of Missouri. — The four-year course in mechanic art3 has been abolished and the studies now taught in the department are those required for the regular engineering course and industrial work for the department of education, together with a few electives which do not count for a degree. Rutgers Scientific School (New Jersey). — Established a four-year course of study in clay working and ceramics leading to the B. S. degree. Two students were gradu¬ ated from this course in 1903. There was established also a short two-year course in ceramics for which a certificate is given. Pennsylvania State College. — The course in electrical engineering has been extended to offer electives leading to proficiency in different fields, viz, the regular course, which fui'nishes a training for the electrical engineering profession; a modification of the regular course leaning toward the application of electrical energy to manufac¬ turing establishments; special preparation for electric-railway engineering, and spec¬ ial preparation for electro-chemical engineering. Rhode Island College of Agriculture and Mechanic Arts. — Established industrial courses extending through two years in the following lines: Carpentry, drafting, machine shop, and steam engineering. These courses are suited to students fitted to enter the preparatory department. Agricultural and Mechanical College of Texas. — Established a four-year course in textile engineering leading to the B. S. degree; also a two-year practical course in the same subject. Provision has also been made for a course in electrical engineering. 3. DOMESTIC SCIENCE. University of Idaho. — A two year course has been established and is required of all young ladies in the first two years of their college course. Iowa College of Agriculture and Mechanic Arts. — The course has been made more technical by introducing in the freshman and sophomore years such scientific work as will give distinct preparation for the advanced work of the course. Oklahoma Agricultural and Mechanical College. — Established a course extending through two years of 20 weeks each. Washington Agricultural College and School of Science. — Established a department of domestic economy. AGRICULTURAL AND MECHANICAL COLLEGES. 1G33 4. OTHER COURSES. University of California. — Established a department of architecture, a four-year course in sugar technology, and a research department of physiology. New Mexico College of Agriculture and Mechanic Arts. — Added a department of mili¬ tary science and tactics. Oklahoma Agricultural and Mechanical College. — The preparatory department has been discontinued, and all regular collegiate courses extend through live years. Pennsylvania State College. — Established a four-year course in industrial chemistry leading to the B. S. degree. It is intended to prepare students to be chemists, fitted to enter upon all varieties of chemical positions, but with some training in engineer¬ ing subjects. Agricultural and Mechanical College of Texas. — All courses have been revised and. enriched and the standard has been raised one year. New Buildixgs. 1. AGRICULTURE. Colorado Agricultural College. — A new horse barn (cost 86,000) and a hog barn (cost $1,200). University of Idaho. — A barn for the horticultural department has been erected on the grounds at a cost of $205. Iowa College of Agriculture and Mechanic Arte.— Addition to agricultural hall, 60 by 100 feet, two and a half stories high; addition to greenhouses, 30 by 82 feet; new stock and corn judging pavilion, two stories high. Cost, $15,000. University of Minnesota. — A building for agricultural chemistry has been erected at a cost of $25,000. The legislature of 1803 appropriated $250,000 for the erection and equipment of farm buildings. Mississippi Agricultural and Mechanical College. — The scientific building (cost $45,000) provides accommodations for the department of agriculture, horticulture, veterinary surgery, biology, and civil and rural engineering. New Hampshire College of Agriculture and Mechanic Arts. — The new agricultural building has been erected at a cost of $45,000. It is 60 by 110 feet, two stories, with attic and basement, and is built of brick with granite trimmings. Clemson Agricultural College ( South Carolina) . — A new cow bam, cost $3,090. Agricultural and Mechanical College of Texas. — The chemical and veterinary labora¬ tory building is of classical design, 138 by 130 feet. It is built of brick, contains two stories and a basement, and cost $31,000. It furnishes accommodations for the chem¬ ical and veterinary departments. Agricultural and Mechanical College for Negroes (Alabama).- — Added a barn, costing $800. Princess Anne Academy (Maryland). — A large stock barn, a piggery, and a chickery have been built. The expense for building and repairs amounted to about $6,000. 2. ENGINEERING. University of Arkansas. — A building for the civil, electrical, and mechanical engi¬ neering departments, cost $20,000. University of California. — A new granite building for mining engineering, to cost $500,000, the gift of Mrs. Phoebe Hearst, is under construction. Colorado Agricultural College. — A two-story building of gray sandstone for the elec¬ trical engineering department and containing a central heating plant; cost, $9,000. Purdue University (Indiana). — A heating and power plant, to cost $75,000, was begun on May 21, 1903. ed 1903 — vol 2 - -27 1634 EDUCATION REPORT, 1903. Iovja College of Agriculture and Mechanic Arts. — Fireproof engineering building, cost §220,000. It has about 45,000 square feet of floor space in four stories. The exterior is Bedford stone and plate glass, the interior side walls are pressed and enameled brick. Louisiana State University.— An electric power house for heating and lighting pur¬ poses, cost $6,000. The new mechanical workshop is a two-storv brick building, 200 by 80 feet. The first floor is devoted to the mechanic arts and contains shop for joinery, wood turn¬ ing and pattern making, forging, foundry work, and machine work. Each shop is adjacent to a special tool room and combined locker and toilet room. The second floor contains a department library and reading room, a lecture room, two large drawing rooms, a dark room, an exhibition room for the display of the full course of work, an office, a toilet room, two cloak rooms, and a room for the janitor. The new physics and civil engineering building is a two-story brick structure, 112 by 57 feet. The first floor is occupied by the department of physics and electricity, and provides an office, a lecture room with 120 seats, four laboratory rooms, an apparatus room, and a dark room. The department of civil engineering occupies the second floor, which is divided into an office, a lecture room with 60 seats, three large drawing rooms, an instrument room, and a dark room for blueprint work. The cost of the last two buildings is about $57,000. Massachusetts Institute of Technology. — Laboratory of electrical engineering, cost $65,000. University of Missouri. — The engineering laboratory, costing $17,000, is a two-story building, containing laboratories for the departments of civil, electrical, and mechan¬ ical engineering. Rutgers Scientific School ( New Jersey). — The ceramics building, for which the State appropriated $12,000, is of the colonial style, executed in buff brick. It contains a' workshop, wet closet, kiln, library room, a room for collections of ceramic ware, and a director’s room for instruction and for investigation. Agricultural and Mechanical College for Negroes {Alabama). — A new brick mechanic arts building, costing $1,500. Alcorn Agricultural and Mechanical College ( Mississippi ) . — A new industrial build¬ ing, cost $8,500. 3. OTHER. University of Arizona. — A brick building, 48 by 98 feet, known as Herring Hall, and used as a gymnasium; cost, $6,575. University of California. — A new open-air Greek theater, seating 8,000, cost $40,000, given by William R. Hearst. A temporary physiological laboratory, cost $25,000, given by Rudolph Spreckles. Colorado Agricultural College. — A new lavatory, built of pressed brick and tiled floors, cost $4,700; a new auditorium, cost $12,000. University of Florida. — A new' gymnasium, cost $20,000, the gift of H. M. Flagler. Purdue University {Indiana). — A stone and brick assembly hall, cost $70,000, the gift of Mrs. Eliza H. Fowler. It contains also the administration offices of the uni¬ versity and rooms for the meetings of the faculty and trustees. Kansas State Agricultural College. — Addition to library, costing $10,000. It includes a large reading room, with class room and laboratory for bacteriology and class room for preparatory department. Agricultural and Mechaniccd College of Kentucky. — A new building for the board and lodging of young women, cost $60,000. It provides accommodations for 120 persons. Louisiana State University. — The Hill Memorial Library Building, cost $33,000, wTas donated by Mr. John Hill, of West Baton Rouge, La. It is 92 feet v'ide and 107 feet deep. The central rotunda is flanked by two reading rooms. Behind the rotunda AGRICULTURAL AND MECHANICAL COLLEGES. 1635 there is working space for the library staff, and behind this the stack room for 100,000 volumes. The basement provides rooms for various purposes. Maryland Agricultural College. — Administration Building, cost $26,000. It contains administration offices, a drill hall and armory, assembly hall, and affords additional dormitory accommodations. Massachusetts Agricultural College. — A dining hall, capable of accommodating 400 students and furnishing lodging for 15 to 20 female students, cost $40,000. Also a heating and lighting plant, costing $46,505. Mississippi Agricultural and Mechanical College. — The infirmary, costing $15,000, Contains 2 large wards with 22 beds in each, 4 private wards, surgeon’s office, recep¬ tion room for trained nurse, 2 dining rooms, kitchen, closets, and bath rooms. It is heated with steam and furnished with electric lights. Rutgers Scientific School ( New Jersey ). — The new library building, costing about $60,000, is the gift of Mr. Ralph Yoorhees. It is designed to accommodate more than 100,000 volumes and to furnish ample reading, study, stock, archive, and lecture rooms. The outer walls are constructed of Long Meadow stone. North Carolina College of Agriculture and Mechanic Arts. — A new brick auditorium costing $35,000. Pennsylvania State College. — Erected a new auditorium at a cost of about $150,000, contributed by Mr. and Mrs. C. M. Schwab. Virginia Agricultural and Mechanical College and Polytechnic Institute. — The new dormitory is a four-story brick building, containing 60 rooms, with accommodations for 120 students. Three houses for members of the faculty and staff have been built, and one house and 5 acres of land purchased for a residence for a member of the faculty. University of Wyoming. — The new armory and gymnasium, costing $15,000, is a brick building with stone trimmings, having a clear floor space of 45 by 90 feet. State College for Colored Students {Delaware) . — A new chapel, with seating capacity of 300, costing $1,000 for materials. The work was performed by teachers and students. SUMMARY OF LEGISLATION, 1903. Beyond appropriating funds for the maintenance of the institutions there was comparatively little legislation enacted in their behalf at the 1903 sessions of the legislatures. The points that may be noted particularly are as follows: Indiana raised the tax levy to 1 cent on each $100 of the taxable property, and New Mexico to forty one-hundredths of a mill on the dollar. Oregon provided for a tax levy to raise $25,000 annually, and Wisconsin for a levy to raise $48,500 annually in addi¬ tion to an annual levy of $289,000 heretofore provided for. Temporary tax levies for various purposes have been provided by several States. Among the notable appropriations for buildings may be mentioned $250,000 by California; $100,000 for an agricultural building, to cost ultimately $250,000, by Pennsylvania, and $250,000 for buildings and equipment for the agricultural department of the University of Minnesota. A brief statement of the legislation in favor of each institution follows: Alabama Polytechnic Institute. — Amends section 398 of the Code and grants to the institute one-third of the net proceeds arising from the sale of fertilizer tags. (February 26, 1903.) Makes the professor of horticulture State horticulturist. (March 5, 1903.)- Requires the board of trustees to test illuminating oils and allows them one-fourth of the moneys received from the sale of oil tags for defraying the expenses. (March 4, 1903.) Appropriates $5,000 annually for four years out of the funds derived from the sale of illuminating oil tags for the erection of necessary buildings. (October 1, 1903.) University of Arizona.— Appropriates $5,000 to furnish library building; $2,000 to finish and equip gymnasium; $1,400 for purchase of land. (March 18, 1903.) Territorial bond issue of $11,000 authorized for following purposes: $8,300 for buildings and equip¬ ment of agricultural experiment station; $2,700 for the establishment of farmers’ institutes and short courses of instruction throughout the Territory. (March 19, 1903.) 1636 EDUCATION REPORT, 1903 University of Arkansas. — Appropriations for two years ending March 31, 1905: Engineering building and maintenance of mechanic arts department, 825,000; insurance, 82,000; night watchman, 8730; traveling expenses for veterinarian, 81,000; art equipment, 8700. Maintenance of departments: Agriculture, 82,000; horticulture, 82,000; physics and chemistry, 82,000; electrical engineering, 85,305; civil engineering, 82,808; geology and mineralogy, 8750; museum, 81,000; biology, 8961.11; philosophy and pedagogy, 8300; economics and sociology, 8200; history, 8300; ancient language, 8150; English and modern language, 8150; mathematics and astronomy, 8200; military, 8600; library, 81,000; heating plant, 86,000; fuel, 84,000; fireman, 8315; mining engineering, 81,000; student labor (including janitor service), 89,000; campus, 8400; repairs, 83,000; infirmary, 8350; plumbing, 8500; stationery and printing, 81,500; postage, 85C0; trustees’ expenses, 81,200; water, 81,200; secretary to president, I960; elocution and physical culture, 81,500; salaries, 840,000; preparatory department, 8629; student publication, 8200; salary of matron and repairs, 81,000; water mains, 8600. The act provides that “no person related by affinity or consanguinity within the fourth degree to any member of the board of trustees shall be employed in the university in any capacity; provided, that this shall not apply to any student doing work at the university;” also, “no salary shall be paid to teachers in the university for the time they are absent, except from sickness, and when on lawful business of the university.” (May 7, 1903.) Branch Normal College (Arkansas). — Appropriations for two years ending March 31, 1905: Salaries, $8,500; fuel, $500; repairs, 8600; student labor, $1,000; insurance, $300; furniture, $250; apparatus, $100; contingent expenses, 8500. (May 23, 1903.) University of California. — Appropriates $250,000 for a building “for the use and accommodation of the students in the university.” (March 13, 1903.) The California Poultry Experiment Station is established in Sonoma County, to be under the super¬ vision of the director of the agricultural experiment stations of the State of California. The funds appropriated ($2,500 per annum for two years), are placed under the control of the regents of the University of California. (March 13, 1903.) The holding of farmers’ institutes is placed under the direction of the regents of the University of California and an appropriation of $6,000 per annum for two years is made. (March 18, 1903.) | Appropriations for printing: $5,000, March 13, 1903 ; $12,000, March 26, 1903. j Appropriates $3,000 for the protection of the viticultural interests of the State. (March 26, 1903.) I Appropriates $100,000 per annum for two years for support and maintenance. (March 26, 1903.) Colorado Agricultural College. — Appropriates $40,000 for the erection and equipment of a building for the department of civil and irrigation engineering. (April 13, 1903. ) Connecticut Agricultural College. — Appropriates $40,000 for general running expenses. (May 22, 1903. ) Appropriates for food investigation, 83, GOO; for agricultural experiment station, $20,000. (June 3, 1903.) Delaware College. — Appropriates $15,000 for an addition to the mechanical building, for a building for the experiment station, and for alterations and repairs to buildings. (March 16, 1903.) State College for Colored Students (Delaware). — Appropriates $4,000 for buildings. (March 16, 1903.) University of Florida. — The Florida Agricultural College as at present defined by law is hereby changed to and shall be known as the University of Florida. (April 30, 1903.) Appropriates annually the sum of $2,716 to cover the deficit in interest on the funds derived from the land-grant act of July 2, 1862, the State bonds in which said funds are invested bearing interest at only 3 per cent per annum. (June 3, 1903.) Appropriates $2,500 for the furnishing and equipment of the gymnasium. (May 14, 1903.) University of Idaho. — Provides for a bond issue of $43,000, the principal and interest to be paid out of the interest on the proceeds of the sale of all the lands, or of timber growing thereon, granted to the State by the United States for the support and maintenance of a State university and for the support and maintenance of the agricultural college. Of this amount $25,000 is for the erection and equipment of an armory and gymnasium, and $18,000 for the equipment of the department of mechanical and electrical engineering, the equipment of the department of domestic science, and for the provision of a water supply. (March 16, 1903.) University of Illinois. — Appropriates $50,000 annually for the years 1903 and 1904 to the college of agriculture. (May 15, 1903.) A similar amount for the same purposes and for the same period is carried in an act approved May 18, 1903. Appropriates annually as follows: Salaries and ordinary expenses, $250,000; materials for shop prac¬ tice, $3,000; scientific cabinets and collections, $2,000; library, $20,000; apparatus and appliances, $3,000; fire protection, $1,500; pavements and walks, $5,000; vaccine laboratory, $1,500; engineering equipment, 875,000; repairs, etc., $5,000; water analysis, $4,000: draining, fencing, etc., $5,000; depart¬ ment of social and political science and industrial economics, 87,200; school of music, 83,000; college of agriculture, 86,000. Appropriates: Equipment of chemical laboratory, $10,000; water station, 82,000; telephone system, $3,000; equipment of law building, $2,500: floor in armory, $2,500; woman’s building, 880,000. (May 16, 1903. ) Provides for the examination and certification of public accountants by the university. (May 15, 1903.) Purdue University (Indiana). — Provides for an annual tax levy of 1 cent on every $100 of taxable property. (March 3, 1903.) AGRICULTURAL AND MECHANICAL COLLEGES. 1637 Appropriates §75,000 for power and heating plants; building and equipment for department of physics, §00,000; street improvement, §8,974: maintenance of agricultural school for year ending October 31, 1904, §6,000. (March 9, 1903.) Provides “that in order to promote home study and reading in subjects relating to rural life and the principles of agriculture, the trustees and faculty of Purdue University shall encourage and direct farmers’ reading courses and publish and distribute circulars and pamphlets of information on the above subjects as may seem profitable in promoting the agricultural interests of the State.” (March 10, 1903.) 1 Kansas State Agricultural College— Appropriates: For water plant, §10,000; chapel and equipment, §40,000; creamery building and equipment, §15,000; purchase of land, §10,500: Avater supply, §1,500; shops, §5,000. Appropriates annually for tAvo years: Contingent fund, §1,000; repairs, §5,000; farmers’ institutes, §2,000; books and periodicals, §1,500; freight and drayage (coal), §3,500; State veterinarian, §2,000; rent of president’s house, §330; loan commissioner, §300; heat and poAver department, §3,000; agriculture, §2,000; animal husbandry, §5,000; mechanical department, §2,000; physics, §2,000: chem¬ istry, §2,000; domestic science, §1,000; horticulture, §1,500. For current expenses: §40,000 for 1904; §50,000 for 1905. (March 11, 1903.) Appropriates §2,000 annually for tAvo years for continuing the experiments in destroying prairie dogs and gophers. (March 11, 1903.) Appropriates §1,750 for each of tAvo years for per diem and expenses of the board of regents. (March 12, 1903.) « University of Maine. — Permits the trustees to abate the tuition fee to students pursuing the courses in agriculture. (March 4, 1903.) Allows the trustees to guarantee loans for the construction on the university grounds of society houses to serve as student dormitories, provided that the State shall not be held liable for the prin¬ cipal or interest of such loans. (March 28, 1903.) Appropriates §35,000 for shops and laboratories for the department of mechanical and electrical engineering. (March 28, 1903.) Massachusetts Agricultural College. — Appropriates for experiment station, §11,200. (January 31, 1903. ) Appropriates §10,000 for 80 free scholarships; §5,000 for labor fund; §13,000 for current expenses; §500 for expenses of trustees; §1,000 for maintenance of veterinary laboratory. (January 31, 1903.) Appropriates §3,300 for equipment of dining hall; §1,800 for completing dining hall; §11,505 for heating and lighting plant; §1,115 for deficit in income of 1862 land-grant fund; §1,600 for rooms for agriculture; §500 for Avalks; §500 annually for heating and lighting plant; §-500 annually for dining hall. (February 28, 1903.) Massachusetts Institute of Technology. — Appropriates §29,000. (January 31, 1903.) University of Minnesota. — Provides for a tax levy to produce §250,000, to be used in further equipping the department of agriculture. ( April 18, 1903,) Authorizes the board of regents to accept any gift, grant, bequest, or devise of property. (April 8, 1903.) University of Missouri. — Appropriates, out of collateral inheritance tax, §2,500 for each of two years for the support of State cadets. (April 13, 1903.) Appropriates, for support and maintenance for 1903 and 1904: For the departments at Columbia, §148,700; school of mines and metallurgy, §32,000. Also, out of collateral inheritance tax for support and maintenance, for 1903 and 1904: For the departments at Columbia, §52,927.66; school of mines and metallurgy, §2,406.91. Out of collateral inheritance tax for 1903 and 1904, for the departments at Columbia: Maintenance and support, §53,622.34; summer school, §12,000; sewerage, §850.20; libraries, §25,000; law library, §5,000; libraries of history, economics, public laAv, and sociology, §5,000; labora¬ tories, §25,000; athletics and sanitation, §7,500; contingent fund, §5,000: heat, Avater, light, and poAver plant, §3,500; hospital, §12,300; Read hall and employees, §8,000; repairs to clubhouse, §4,000; student labor, §5,000; fellowships, §4,000; academic department, §12,500; law department, §1,466; education department, §7,500; medical department, §12,000; engineering department, §14,300; college of agricul¬ ture and experiment station, §47,600; walks and grading, §8,000; publications and advertising, §5,000; gymnasium and equipment, §69,200; physics building and equipment, §75,000; veterinary hospital and equipment, §15,000; chemical laboratory, §25,000; instruction in homoeopathy, §3,000. For the school of mines and metallurgy: Maintenance, §5,593.09; library and laboratory apparatus, §16,500; equip¬ ping neAv buildings, §25,500; machinery and engine, §15,000; miscellaneous, §51,000. (April 11,1903.) Lincoln Institute (Missouri) . — Appropriates §18,500 for academic and normal training departments; §9,500 for industrial department; §2,000 for agriculture; §3,500 for janitor, matrons, and student help; §5,000 for contingent expenses; §10,000 for heating plant; repairs, §3,350; dormitory, §1,500; library, §1,000. (April 11, 1903.) Montana College of Agriculture and Mechanic Arts.— Appropriates for maintenance annually for two years, §15,000; for experiment station, §5,000 per annum for tAvo years. (March 6, 1903.) Appropriates §8,500 for seed barn and boiler house; §13,000 for cattle barn. (March 5, 1903.) Nevada State University.— Appropriates for support for two years §42,500, of Avhich amount §10,000 is to come from the 1862 land-grant income and §32, 500 from the contingent university fund. (March 16, 1903.) 1638 EDUCATION REPORT, 1903. New Hampshire College of Agriculture and Mechanic Arts. — Appropriates 813,000 for completing and furnishing the agricultural building; 85,000 for a new boiler and for heat, light, and water connec¬ tions with the agricultural building; 87,000 for a greenhouse, and 87,500 annually for two years, to be expended as the trustees shall direct. (March 31, 1903.) Rutgers Scientific School ( New Jersey). — Appropriates 82,500 for ceramics; 850 for expenses of board of visitors; 890 for advertising; 823,500 for experiment station. (April 20, 1903.) Appropriates 880,000 for free scholarships from September 1, 1890, to July 1, 1902. .(April 17, 1903.) New Mexico College of Agriculture and Mechanic Arts. — Provides an annual tax levy of forty one- hundredths of a mill on the dollar. Also appropriates 825,000 for buildings and other specified purposes, which is to be repaid out of the proceeds of the sale of lands belonging to the institution. (March 19, 1903.) Cornell University (New York). — Appropriates 825,000 for State Veterinary College; 835,000 for promo¬ tion of agricultural knowledge throughout the State. (May 14, 1903.) North Carolina College of Agriculture and Mechanic Arts. — Continues the annual appropriation of 810,000 and provides for an additional appropriation of 810,000 for one year; at the expiration of the one year an additional sum of 810,000 annually for three years is to be paid out of the fertilizer tax; also out of the fertilizer tax 812,000 for the completion of buildings; out of the State treasury 868,786 to pay indebtedness of the institution. (March 9, 1903.) Directs the State board of agriculture to appropriate out of its funds 850,000 for the purchase of land and the erection and equipment of an agricultural building. (March 9, 1903.) Agricultural and Mechanical College for the Colored Race ( North Carolina). — Appropriates §7,500 annu¬ ally and revokes all other appropriations heretofore made. (March 9, 1903.) North Dakota Agricultural College. — Requires the experiment station to make analyses of food products and beverages and appropriates 81,500 annually for the purpose. (March 2, 1903.) Provides for the issue of bonds to the amount of 8135,000 for buildings and other improvements, to be paid out of income from lands granted to the college. (March 13, 1903.) Oklahoma Agricultural and Mechanical College. — Provides for a tax levy to raise $12,000 for each of the years 1903 and 1904. (March 16, 1903.) Colored Agricultural and Normal University (Oklahoma). — Provides for a tax levy to raise $10,000 for each of the years 1903 and 1904. (March 16, 1903.) Appropriates $5,000 for steam heating systems in two buildings. (March 14, 1903.) Oregon Agricultural College — Appropriates $20,000 for the Eastern Oregon Experiment Station, to be expended under the authority of the board of regents of the State Agricultural College. (February 21, 1903.) Appropriates $15,000 for deficiencies in maintenance funds, for new buildings, etc., and makes the regents personally liable for any expenditures in excess of the sum appropriated. (February 24, 1903. ) Provides for an annual tax levy to include $25,000 for the State Agricultural College. (February 24, 1903.) Pennsylvania State College. — Appropriates for two years: 8500 for furnishings of class rooms and lab¬ oratories; $28,000 for fuel, heating, lighting, and power; $18,470.05 for deficiency in fuel; $8,000 for repairs; $4,000 for electric light and water supply; $1,000 for walks, roads, and fences; $1,000 for steam plant; $5,750.50 for insurance; $2,000 for chemistry; $14,000 for mining; $10,000 for electrical engineer¬ ing; $7,000 for mechanical engineering; $2,500 for civil engineering; $2,000 for physics; $1,000 for biological laboratory; $1,000 for botanical and horticultural laboratories; $1,000 for military depart¬ ment; $2,250 for library; $1,000 for chemical laboratories; $10,000 for additional equipment; $14,500 for enlargement of power plant; $3,835 for additional space for foundry, electrical laboratory, and carpenter shop; $12,000 for department of agriculture; $100,000 for agricultural building to cost not to exceed $250, COO. (May 15, 1903.) Clemson Agricultural College (South Carolina).— Provides that the State board of entomology shall consist of three members of the board of trustees of Clemson Agricultural College designated by the said board of trustees. The expenses of the board of entomology are to be paid out of the funds of the college. (February 23, 1903.) Colored Normal, Industrial. Agricultural, and Mechanical College (South Carolina).— Appropriates $6,500. (February 20, 1903.) South Dakota Agricidtural College. — Appropriates for each of the years 1903 and 1904, $10,000 for sal¬ aries; $17,500 for maintenance, fuel, lights, water, and repairs; $1,000 for substation at Highmore; $3,000 for purchase of pure-bred stock and farm expenses. Appropriates also $7,500 for equipment of mechanical laboratory and $5,000 for remodeling old mechanical building. (March 12, 1903.) Appropriates $12,000 for barn and $20,000 for heating plant. (Laws of 1903, chapter 28.) University of Tennessee. — Appropriates $10,000 for purchase of lands for the experiment station. (April 16, 1903.) Agricultural and Mechanical College of Texas. — Establishes a school of textile industry and appropri¬ ates $50,000 for the purpose. (Laws of 1903, chapter 54.) Appropriates for each of the years ending August 31, 1904, and August 31, 1905: $39,965 for salaries; $20,035 for other current expenses; $5,000 for student labor; $3,000 for Beeville experiment station, and 83,000 for Troupe experiment station. Also the following sums to be expended in two years: AGRICCLTrRAL AND MECHANICAL COLLEGES. 1639 828.500 for equipment; 810,000 for barns and fences; 810,000 for cottages; 810,000 for repairs to build¬ ings; 85,000 for roads and grounds; 82,500 for sanitary arrangements; 82,000 for sewerage arrange¬ ments. (May 15, 1803.) Prairie View State Normal and Industrial College (Texas.) — Appropriates for each of the two years ending August 31, 1904, and August 31, 1905: Maintenance of State students, 817,500; agricultural and mechanical department, 82,500; female industrial department, 8800; college course, 81,800; library, 8500; stationery, postage, and printing, 8300; grounds and roads, 8300; repairs and painting, 82,000; science equipment, 81,000; mechanical department, 8800. Special appropriations: Cow barn, 81,000; infirmary, 81,500; infirmary equipment, 81,000; electric-light plant, 81,500. (May 15, 1903.) Agricultural College of Utah. — Provides for the establishment of five experimental farms on arid lands and appropriates 812,500 for the purpose. (March 6, 1903.) Appropriates for the two years ending June SO, 1905: General maintenance, 865,300; general equip¬ ment, 828,675; buildings and improvements, 817,000. (March 16, 1903.) Virginia Agricultural and Mechanical College and Polytechnic Institute. — Increases the annual appro¬ priation from 825,000 to 840,000. (May 20, 1903.) Increases the number of students who may attend the college free of charge to four times the num¬ ber of members of the house of delegates. (May 20, 1903.) Washington Agricultural College and School of Science. — Appropriates for the two years ending March 31, 1905: Maintenance, 8110,000; creamery, 84,000; land, 83,500; heat, light, and power plant, 86,000; hospital, 81,500; live-stock pavilion, 81,000; miscellaneous repairs, etc., 83,000. (February 24, 1903.) Appropriates 816,000 for deficiency in year ending March 31, 1903. (February 4, 1903.) Appropriates 813,000 for completing and equipping chemistry building. (March 16, 1903.) West Virginia University. — Appropriates for each of the years ending September 30, 1903, and Sep¬ tember 30, 1904: Salaries of teachers, 850,000; current and contingent expenses, 84,000; cadet books, 82,000; regents’ expenses, 81,500; cadet uniforms, 83,500; repairs to buildings, 82,000; stone wall, 82,000; land, 83,500; stationery and printing, 82,500; station printing, $2,000; school of music, $2,500; gymna¬ sium, $500; art department, $2,500; college of agriculture, 85,000; fire protection, $250; gardener, $600; night watchman, 81,000; janitors, $2,000; library, $2,500; fence, 8200; roads, $2,000; lighting grounds, 81,500; repairs, $1,500; armory, $3,982.72; library building, $10,904.70; mechanical hall, $2,340.63; sum¬ mer quarters of 1898-1900, $6,799.96; salary fund, $6,250. Also for the year ending September 30, 1903: Advertising, $1,000; grading drill grounds, $500; library furniture, $5,000; blackboards, desks, etc., $1,000; apparatus, $2,000; central heating plant, $10,000. (March 4, 1903.) Permits the appointment of 250 cadets, to be appointed by the members of the senate and of the house of delegates and by the regents of the university. (Laws of 1903, chapter 30.) Repeals the provision of the laws of 1901 abolishing the preparatory department. (Laws of 1903, chapter 52.) West Virginia Colored Institute. — Appropriates for each of the years ending September 30, 1903, and September 30, 1904: Current expenses, $1,600; regents’ expenses, $700; janitor, $400; fuel, $1,200; school and dormitory furniture, $250; teachers’ salaries, $10,000; engineer, $600; kitchen and dining room equipment, $150; cadet uniforms, $900; night watchman, $400; agricultural department, $500; domestic science, $500; cadet books and stationery, $500; printing department, $250; library, $150; carpets, rugs, etc., $250; band instructor, $250; fencing, $250; barn, $75; repairs to tank and pump, $50; boiler and engine, $700; student labor, $300; iron safe, $75. Also for year ending September 30, 1903: Grading grounds, $500; repairs, $500; trades building, $2,000; sewer connection, $75. For year ending Septem¬ ber 30, 1904: Trades building, $8,000; sewer connection, $100. (March 4, 1903.) University of Wisconsin. — Appropriates $10,000 for purchase of live stock for experiment and instruc¬ tion. (May 6, 1903.) Provides for an additional annual State tax of $48,500 to be used as follows: $7,500 for college of agriculture, $7,500 for engineering, $4,000 for school of commerce, $5,000 for premedical course, $7,500 for domestic science and allied subjects, and $17,000 for other uses of the college of letters and science. Also for the period of two years an additional annual State tax of $7,500 for the purchase of books for the university library. Appropriates out of the general fund annually for the period of two years the sum of $100,000 for the following purposes, not exceeding the amount specified for each purpose and so arranged as not to exceed in the aggregate the sum of $100,000 for each of two years: Equipment of agricultural hall, $25,OCO; apparatus, $30,000; chemical laboratory building, $100,000; repairs to science hall, $10,000; building for instruction in agricultural mechanics, $15,000; extension and equip¬ ment of shops, $15,000; purchase of land, $18,000. Appropriates annually for the period of two years: $2,500 for investigations of the cranberry industry, $1,500 for investigations in the growth and curing of tobacco, and $1,500 forthe establishment and maintenance of a hygienic laboratory. (May 20, 1903.) University of Wyoming. — Appropriates $16,000 for heating plant. (January 20, 1903.) Authorizes the erection of an armory and gymnasium building at a cost not exceeding $15,000 and provides for a tax levy of one-eighth of a mill on each dollar of the assessed valuation of the taxable property of the State for the year 1903 and annually thereafter until the amount shall be raised. (February 20, 1903.) 1640 EDUCATION REPORT, 1903. Courses of Study. The title ‘ ‘ agricultural and mechanical colleges, ’ ’ by which these institutions are popularly designated, is very misleading, as from it the impression is frequently obtained that the institutions give instruction in agriculture and the mechanic arts only. The act of Congress of July 2, 1862, establishing the institutions is very lib¬ eral in its terms. While it provides that the leading object shall be to teach such branches of learning as are related to agriculture and the mechanic arts, and includ¬ ing military tactics, these subjects are to be taught without excluding other scientific and classical studies, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life. The manner in which the instruction shall be given is left by the act to the several State legislatures. Under these liberal terms it is but natural that the scope of the instruction offered differs widely in the several States. In some of the States the instruction is limited very strictly to agriculture and engineering and the subjects related thereto, while in others, as in some of the State universities, the courses of study are very diverse. New courses are being added constantly, and generous provision for instruction in short agricultural courses has been made for persons who are not able to spend four years in college, and for men who are engaged in actual farm and dairy work and who are able to spare only a few weeks from their work for study and practical work at the institutions during the winter months. These courses have proved of great benefit and the number is being rapidly increased. The courses of study offered by the several institutions are as follows: ALABAMA POLYTECHNIC INSTITUTE. Undergraduate courses of four years (B. S. ) . — Chemistry and agriculture; civil engineering; electrical and mechanical engineering; mining engineering; general course; pharmacy; chemistry and metallurgy. Short course. — Agriculture (1 year) ; agriculture (2 years); mechanic arts (2 years); pharmacy (2 or 3 years) . Other courses. — Graduate. AGRICULTURAL AND MECHANICAL COLLEGE FOR NEGROES (ALABAMA). English primary course (3 years); preparatory (3 years); normal (4 years); agri¬ culture (B. A. S., 4 years); mechanical (B. M. S., 4 years); scientific-literary (B. S., 4 years) . Industrial courses. — Carpentry (3 years); agriculture (3 years); ironworking (3 years); shoemaking (3 years); broom making (1 year); chair bottoming (1 year); nurse training (2 years); sewing (3 years); millinery (1 year); cooking (2 years); laundry (2 years); printing (3 years); machine shop (4 years); shorthand (1 year). UNIVERSITY OF ARIZONA. Undergraduate courses of four years. — Literary (Ph. B.); scientific (B. S. ); engineer¬ ing (B. S.); mining (B. S. ); agriculture (B. S. ); chemistry (B. S. ). Short course. — Assaying (2 years). Other courses. — Graduate; preparatory (4 years). UNIVERSITY OF ARKANSAS. Undergraduate courses of four years. — Liberal culture courses (A. B. or B. S. ); mechanical engineering (B. M. E.); civil engineering (B. C. E. ); electrical engineer¬ ing (B. E. E. ); mining engineering; agriculture (B. S.); horticulture (B. S. ). Short courses. — Mechanic arts (2 or 3 years); electrical engineering (2 years). Other courses. — Normal (2 years, L. I.); graduate; preparatory (2 years); music; art; law; medicine. AGRICULTURAL AND MECHANICAL COLLEGES. 1641 BRANCH NORMAL COLLEGE (ARKANSAS) Preparatory course (3 years); normal (4 years, L. I.); classical (6 years, A. B.); mechanic arts (4 years); manual training (4 years); sewing; typewriting and stenography. UNIVERSITY OF CALIFORNIA. Undergraduate courses of four years. — Letters ( A. B.) ; social science (B. L.) ; natural sciences (B. S.) ; commerce (B. S.); agriculture (B. S.); mechanical engineering (B. S. ); electrical engineering (B. S. ); mining engineering (B. S.); railroad engi¬ neering (B. S.) ; sanitary engineering (B. S. ); irrigation engineering (B. S.); chem¬ istry (B. S.); sugar technology (B. S.) ; architecture (B. S.). Short courses. — Agriculture (2 years); agriculture and horticulture (10 weeks); dairying (10 weeks). Other courses. — Pharmacy (2 years, Ph. G.); graduate; law; medicine; postgraduate medicine; dental; Lick astronomical department; Mark Hopkins Institute of Art. COLORADO AGRICULTURAL COLLEGE. Undergraduate courses of four years ( B . S.) . — Agriculture; mechanical engineering; civil and irrigation engineering; electrical engineering; general and domestic science; architecture; veterinary science. Other courses. — Commercial (2 years); subfreshman (2 years). CONNECTICUT AGRICULTURAL COLLEGE. Undergraduate courses of four years [B. /S'.). — Agriculture; general science; domestic science. Four-year courses [secondary) . — Agriculture; domestic science. Short courses. — Agriculture (2 years for graduates of high schools); agriculture (2 years for men 20 years of age or over who have not had a high school education) ; mechanic arts, surveying, or drafting (2 years) ; domestic science (2 years); business (2 years); farm dairy (12 weeks); creamery (12 weeks); pomology (12 weeks); poultry (6 wTeeks); forestry (12 weeks); business (12 weeks) ; also 33 ten-day courses arranged in groups, beginning in January and ending in March. DELAWARE COLLEGE. Undergraduate courses of four years. — Classical (A. B. ); Latin-scientific (A. B. ); agriculture (B. S.) ; general science (B. S. ); civil engineering (B. C. E. ); mechanical engineering (B. JVL E. ); electrical engineering (B. E. E. ). Short courses. — Agriculture (2 years); agriculture (winter term). Other courses. — Graduate. STATE COLLEGE FOR COLORED STUDENTS (DELAWARE). Undergraduate courses of four years. — Classical (A. B.); scientific (B. S.) ; agricul¬ ture (B. Agr. ); engineering (B. E. ). Industrial courses [2 years). — Woodworking; ironworking; blacksmithing; masonry; printing; cooking; sewing; dressmaking. Other courses. — Normal (3 years); preparatory (2 years). UNIVERSITY OF FLORIDA. Undergraduate courses of four years. — Classical (A.B.); agriculture (B. S. ); chemis¬ try (B. S. ) ; civil engineering (B. S. ) ; mechanical engineering (B. S. ) ; Latin-scientific (B. S.); general science (B. S. ). Short courses. — Mechanic arts (2 years); agriculture (10 weeks); horticulture (10 weeks). Other courses. — Commercial (1 year); preparatory (2 years). FLORIDA STATE NORMAL AND INDUSTRIAL SCHOOL FOR COLORED STUDENTS. Preparatory (2 years); normal (4 years); music. Industrial courses. — Agriculture; dairying; sewing; cooking; laundry; millinery; nursing; printing; carpentry; painting; blacksmithing and wheel wrrighting; tailoring. 1642 EDUCATION REPOET, 1903. GEORGIA STATE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years (B. /S'.). — General science; agriculture; civil engineering; electrical engineering. Short courses. — Agriculture (1 year); agriculture (12 weeks). Other courses. — Graduate. GEORGIA STATE INDUSTRIAL COLLEGE FOR COLORED YOUTHS. Preparatory (3 years); normal (3 years); collegiate (4 years, A. B.). Industrial courses {three years each). — Agriculture; carpentry; blacksmithing; ma¬ sonry; painting; tailoring; shoemaking; sewing. Short course. — Dairying (2 months). UNIVERSITY OF IDAHO. Undergraduate courses of four years. — Classical (A. B.); scientific (B. S. ); agriculture and horticulture (B. S.); mechanical and electrical engineering (B. E. E.); civil engineering IB. C. E. ); mining engineering (B. E. M. ). Short courses. — Agriculture and horticulture (3 years); farm dairying and horticul¬ ture (4 to 6 weeks, winter). Other courses. — Preparatory (3 years) ; music (4 years, B. M. ). UNIVERSITY OF ILLINOIS. Undergraduate courses of four years. — General courses allowing a wide range of elect¬ ives (A. B. ); classical (A. B. ); English (A. B. ); German and Romanic languages (A.B. ); Latin and modern languages (A. B.); philosophy (A. B. ); political science (A. B. ) ; commerce and industry (A. B. ) ; architecture (B. S. ) ; architectural engineer¬ ing (B. S. ) ; civil engineering (B. S. ) ; electrical engineering (B. S. ) ; mechanical engi¬ neering (B. S. ); railway engineering (B. S. ); municipal and sanitary engineering (B. S.); chemistry (B. S. ); chemical engineering (B. S. ); physics (B. S. ); general science (B. S. ); household science (B. S. ); mathematics (B. S. ); premedical (B. S. ); agriculture (B. S. ) ; library science (B. L. S. ). Other courses. — Preparatory; graduate; music; law; medicine; dentistry; pharmacy. PURDUE UNIVERSITY ( INDIANA). Undergraduate courses of four years {B. S.). — Mechanical engineering; civil engi¬ neering; sanitary engineering; electrical engineering; telephonic engineering; agri¬ culture; general science; biology; chemistry; physics; industrial art; sanitary science; premedical; pharmacy. Short courses. — Agriculture (2 years); agriculture (10 weeks); horticulture (10 weeks); dairying (10 weeks); animal husbandry (10 weeks); pharmacy (2 years of 27 weeks each, Ph. G. ). Other courses. — Graduate. IOWA COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years. — Agronomy (B. S. A.); dairying (B. S. A.); animal husbandry (B. S. A.); horticulture (B. S. A.); mechanical engineering (B. M. E. ); civil engineering (B. C. E. ); electrical engineering (B. S. ); mining engineering (B. S. ); science as related to industries (B. S. ); general and domestic science (B. S.). Short courses. — Dairying (1 year); dairying (16 weeks, January); dairying (2 weeks, January); corn judging (2 weeks, January); stock judging (2 weeks, Janu¬ ary); mining engineering (2 years); ceramics (2 years); domestic science (2 years). Other courses.— Graduate; veterinary medicine (4 years, D. Y. M.). KANSAS STATE AGRICULTURAL COLLEGE. Undergraduate courses of four years (B. /S'.). — General science; agriculture; domestic science; mechanical engineering; electrical engineering. AGRICULTURAL AND MECHANICAL COLLEGES. 1643 Short courses. — Farm dairying (12 weeks, winter); dairying (12 weeks, winter); farmers’ (2 years of 12 weeks each, winter); domestic science (2 years of 12 weeks each, fall). ‘Apprentice courses: Machine shop; blacksmith shop; carpenter shop; foundry; boiler and engine room; printing. Other courses. — Graduate; preparatory. AGRICULTURAL AND MECHANICAL COLLEGE OF KENTUCKY. Undergraduate courses of four years. — Letters (A. B.); science (B. S. ); pedagogy (B. Ped. ); mechanical and electrical engineering (B. M. E.); mining engineering (B. E. M.); civil engineering (B. C. E.); agriculture (B. Agr.). Short courses. — Agriculture (2 years); agriculture (10 weeks, winter). Other courses. — Graduate; preparatory (2 years). KENTUCKY NORMAL AND INDUSTRIAL INSTITUTE FOR COLORED PERSONS. Normal (3 years); normal (4 years of 2 terms each); preparatory (3 years); agri¬ culture (3 years); mechanical (3 years); printing (3 years); domestic science (3 years); sewing (3 years). LOUISIANA STATE UNIVERSITY. Undergraduate courses of four gears. — Agriculture (B. S.); mechanical engineering (B. S. ); civil engineering (B. S. ); electrical engineering (B. S. ); general science (B. S. ); commerce (A. B.); Latin-scientific (A. B.); literary (A. B.). Short course. — Agriculture (2 years). Other courses. — Sugar (5 years, B. S.); preparatory (1 year). SOUTHERN UNIVERSITY (LOUISIANA.). Classical (4 years); scientific (4 years); normal (3 years); high school (4 years); grammar school (3 years); agriculture (4 years); manual training (3 years); tin- smithing (3 years) ; printing (4 years) ; bookkeeping (2 years)'; typewriting (1 year) ; sewing (4 years; music (5 years). UNIVERSITY OF MAINE. Undergraduate courses of four years. — Classical (A. B.); Latin-scientific (Ph. B.); scientific (B. S.); chemical (B. S.); agriculture (B. S. ); horticulture (B. S.); civil engineering (B. S.); mechanical engineering (B. S.) ; electrical engineering (B. S.); mining engineering (B. S.); pharmacy (B. S. ). Short courses. — Agriculture (1 year); agriculture (2 years); general agriculture and dairying (6 weeks, winter); horticulture (3 weeks, spring); poultry management (3 weeks); pharmacy (2 years, Ph. C.). Other courses. — Graduate; law. MARYLAND AGRICULTURAL COLLEGE. Undergraduate courses of four years. — Agriculture (B. S. ); mechanical engineering (B. M. E.); classical (A. B.); scientific (B. S.). Short courses. — Agriculture (10 weeks, winter); agriculture (2 years); creamery. Other course. — Preparatory. MASSACHUSETTS AGRICULTURAL COLLEGE. Undergraduate courses of four years ( B . S. ) . — Agriculture; horticulture; biology; chemistry; mathematics; landscape gardening. Short courses. — Dairy farming (10 weeks); horticulture (10 weeks); bee culture (10 weeks); agriculture for women (2 years). Other courses. — Graduate. • MASSACHUSETTS INSTITUTE OF TECHNOLOGY. Undergraduate courses of four years (B. S.). — Civil engineering; mechanical engi¬ neering; mining engineering and metallurgy; architecture: architectural engineer- 1644 EDUCATION REPORT, 1903. ing; landscape architecture; chemistry; electrical engineering; biology; physics; electro-chemistry; chemical engineering; sanitary engineering; geology; naval archi¬ tecture. Oilier courses. — G raduate. MICHIGAN AGRICULTURAL COLLEGE. Undergraduate courses of four years (B. /S'.). — Agriculture; mechanical engineering; forestry; women’s course. Short courses. — Beet-sugar production (20 weeks); cheese making (4 weeks); dairy husbandry (6 weeks); creamery management (6 weeks); live-stock husbandry (6 weeks); fruit culture (6 weeks). Other courses. — Graduate. UNIVERSITY OF MINNESOTA. ' Undergraduate courses of four years. — General culture courses (A. B.); chemistry (B. S. ); civil engineering (C. E. ); municipal engineering (C. E. ); mechanical engi¬ neering (M. E. ); electrical engineering (E. E. ) ; science and technology (B. S., and at end of fifth year professional degree); mining engineering (E. M.) ; metallurgy (Met. E.); agriculture (B. Agr. ); forestry (B. Agr. ); home economics (B. S.) Short courses. — Agriculture (secondary, 3 years); agriculture (8 weeks); dairying (4 weeks, winter). Other co urses. —Graduate; law; medicine and surgery; homeopathic medicine and surgery; dentistry; pharmacy. MISSISSIPPI AGRICULTURAL AND MECHANICAL COLLEGE. A Undergraducde courses of four years ( B . /S'.). — Agriculture; horticulture; dairying, veterinary science; chemistry; mechanical engineering; electrical engineering; civil and rural engineering; mining engineering; textile. Short courses. — Agriculture (2 years of 10 weeks each, winter) ; practical working boy’s course in agriculture (1 year); textile (2 years); mechanical engineering (2 years); electrical engineering (2 years). Other courses. — Preparatory; graduate. ALCORN AGRICULTURAL AND MECHANICAL COLLEGE (MISSISSIPPI). Undergraduate course of four years (B. S.). — Scientific. - Industrial courses. — Shoemaking (3 years); agriculture (7 years); agriculture (3 years); carpentry (3 years); blacksmithing (3 years); painting (3 years); nursing (3 years); sewing (4 years); domestic science (4 years) ; laundry. UNIVERSITY OF THE STATE OF MISSOURI. a Undergraducde courses of four years. — General culture courses (A. B.); agriculture (B. S. ); household economics; civil engineering (B. S.); electrical engineering (B. S. ); mechanical engineering (B. S.); sanitary engineering (B. S.); chemical engineering (B. S. ); hydraulic engineering (B. S.). Short courses. — Plant production (8 weeks, winter); dairying (8 weeks, winter); horticulture (8 weeks, winter) ; animal husbandry; agriculture and horticulture (summer); domestic science, general course (1 year). Other courses. — Graduate; law; medicine; pedagogy, elementary and advanced courses. MISSOURI SCHOOL OF MINES AND METALLURGY. Undergraduate courses of four years ( B . /S'.). — Mining engineering; civil engineering; chemistry and metallurgy ; general science. Short courses. — Chemistry and assaying (2 years); mining (2 years); electricity (2 years); surveying (2 years). « Not including Missouri School of Mines and Metallurgy. AGRICULTURAL AND MECHANICAL COLLEGES. 1645 LINCOLN INSTITUTE ( MISSOURI). College course (4 years, A. B. ); preparatory (3 years); normal (4 years); subnor¬ mal (2 years); model and training department. Industrial courses. — Carpentry (3 years); blacksmithing (3 years); machinery (3 years); sewing (3 years); cooking (1 year); laundry (1 year); printing; type¬ writing; agriculture. MONTANA COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years. — General science (B. S.); agriculture (B. S. A.); biology (B. S.); analytical and applied chemistry (B. A. C. ); domestic science (B. S.); mechanical engineering (B. M. E.); electrical engineering (B. E. E.); civil engineering (B. C. E. ). Short courses. — Secondary course (3 years) in agriculture or domestic science; domestic science (1 year); agriculture (2 years of 18 v>Teeks each, winter); engineer¬ ing ( 18 weeks, winter) . Other courses. — Graduate; preparatory (3 years); business (lyear); music; art. UNIVERSITY OF NEBRASKA. Undergraduate courses of four years. — General culture (A. B. ); general science (B. S.); premedical (B. S.); general agricultural (B. S. ); forestry (B. S. ); agricul¬ ture and chemistry (B. S.); botany and agriculture (B. S.); botany and zoology (B. S.); chemistry * and physics (B. S.); horticulture and botany (B. S. ); mathe¬ matics and physics (B. S.) ; zoology and philosophy (B. S.) ; chemistry and domestic science (B. S.) ; technical agriculture or horticulture (B. S. ) ; civil engineering (B. S) ; electrical engineering (B. S.); mechanical engineering (B. S. ). Short courses. — Agriculture (secondary course, 3 years of 24 weeks each); agricul¬ ture (9 weeks, winter) ; dairying (9 weeks, winter) ; stock and grain judging { 1 week ) ; domestic science (2 years); mechanic arts (2 years); physical education (2 years). Other courses. — Graduate; preparatory; law; medicine; music; art. NEVADA STATE UNIVERSITY. Undergraduate courses of four years. — Agriculture (B. S. ); domestic arts and science (B. D. S.); liberal arts (A. B.) ; general science (B. S. ); mining and metallurgy (B. S.) ; civil engineering (B. S. ); mechanical engineering (B. S. ). Short courses (January and February). — Agriculture; dairying; domestic arts and science. Other courses. — Preparatory (3 years); normal. NEW HAMPSHIRE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years (B. S.). — Agriculture; mechanical engineering; electrical engineering; technical chemistry; general course. Short courses. — Agriculture (2 years); agriculture (10 weeks, winter); dairying (10 wreeks, W' inter). RUTGERS SCIENTIFIC SCHOOL (NEW JERSEY ). Undergraduate courses of f out years ( B . S. ) . — Agriculture; civil engineering and mechanics; chemistry; electricity; biology; clay working and ceramics. Short course. — Clay working and ceramics (2 years). NEW MEXICO COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years (B. S.). — General course; agriculture; mechanical engineering; domestic science. Short courses. — Agriculture (2 years); agriculture and horticulture (12 weeks given in each term of the college year); practical mechanics (2 years). Other courses. — Graduate; preparatory (5 years); stenography and typewriting (1 year). CORNELL UNIVERSITY ( NEW" YORK). Undergraduate courses of four years. — General culture courses (A. B.); agriculture (B. S. A.); architecture (B. Arch.); civil engineering (C. E. k mechanical engineer- / 1646 EDUCATION REPORT, 1903. ing (M. E.); electrical engineering (M. E.); marine engineering {M. E.); naval architecture (M. E.)_; railway mechanical engineering (M. E. ). Short courses. — Agriculture (11 weeks, winter); dairying (11 weeks, winter) ; archi¬ tecture (2 years). Other courses. — Graduate; law; medicine; veterinary. NORTH CAROLINA COLLEGE OE AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years. — Agriculture (B. Agr.); civil engineering (B. E. ); mechanical engineering (B. E.) ; electrical engineering (B. E. ); mining engineering (B. E. ); industrial chemistry (B. S.); textile industry (B. E. ). Short courses. — Agriculture (2 years) ; agriculture and dairying (10 weeks, winter); building and contracting (2 years); road building (January to May); mechanic arts (2 years); textile industry (2 years); courses for rural teachers (2 years; 1 year; summer); courses for city teachers (2 years; 1 year; summer). Other courses. — Graduate. AGRICULTURAL AND MECHANICAL COLLEGE FOR THE COLORED RACE (NORTH CAROLINA). Industrial course of 4 years for men. Short course. — Dairying (6 weeks, winter). NORTH DAKOTA AGRICULTURAL COLLEGE. Undergraduate courses of four years (B. S. ) . — General science; agriculture; mechan¬ ical; pharmaceutical chemistry. Short courses. — Agriculture (3 years of 5| months each); agriculture (three courses of 10 weeks each); stock and grain judging (10 days); steam engineering (2 years); farm school (3 months, winter); pharmacy (2 years); domestic science (2 years); teachers’ nature study (2 years). OHIO STATE UNIVERSITY. Undergraduate courses of four years. — Agriculture (B. S.) ; horticulture and forestry (B. S. ); domestic science (B. S.) ; general culture (A. B.); civil engineering (C. E. ); mining engineering (E. M.); mechanical engineering (M. E.); electrical engineer¬ ing (M. E. ); ceramics (E. M.); manual training (B. S.); industrial arts (B. S.); chemical engineering (B. S. ); architecture (C. E. ); x>harmacy (B. S.). Short courses. — Agriculture (2 years); dairying (12 weeks, winter); domestic science (2 years) ; mining (2 years) ; clay working and ceramics (2 years); industrial arts (2 years); pharmacy (2 years). Other courses. — Graduate; law; veterinary. OKLAHOMA AGRICULTURAL AND MECHANICAL COLLEGE. Undergraduate courses of five years (B. S.). — General science; agriculture; mechan¬ ical engineering. Short courses. — Agriculture or domestic economy (2 years of 20 weeks each); agri¬ culture, horticulture, and mechanic arts (8 weeks, winter); printing. Other course. — Business (1 year). COLORED AGRICULTURAL AND NORMAL UNIVERSITY (OKLAHOMA). Undergraduate courses of four years. — Classical (A. B.); scientific (B. S.); normal (B. S. D. ); civil architecture (M. E.); electrical and mechanical engineering (M. E.); agriculture (B. S. A.). Other courses. — Elementary (4 years); preparatory (3 years). OREGON STATE AGRICULTURAL COLLEGE. Undergraduate courses of four years (B. S.). — Agriculture; household science; mechanical engineering: electrical engineering; pharmacy; mining engineering; literary commerce. Short courses. — Mining (2 years); agriculture (10 days, winter); dairying (8 weeks, winter). Other courses. — Preparatory (1 year); business (2 years); music; commerce (2 years). AGKICFLTUKAL AND MECHANICAL COLLEGES. 1647 PENNSYLVANIA STATE COLLEGE. Undergraduate courses of four years. — General science (B. S.); classical (A. B. ); Latin-scientific (B. S.); philosophy (B. S.); agriculture (B. S.); biology (B. 8.); chemical (B. S.); industrial chemistry (B. S. ); civil engineering (B. S. ); electrical engineering (B. S. ); mathematics (B. S.); mechanical engineering (B. S.); mining engineering (B. S. ); physics (B. S. ). Short courses. — Agriculture (12 weeks, winter); creamery (8 weeks, winter); chemistry (2 years); mechanic arts ( 2 years); mining (2 years). Other courses. — Preparatory (1 year); graduate. RHODE ISLAND COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years ( B . S.). — General science; agriculture; mechan¬ ical engineering; electrical engineering; chemistry; biology. Short courses. — Agricultural high school (2 years); farm mechanics (12 weeks, winter); farm practice (6 weeks); poultry (6 weeks). Industrial courses of 2 years: Carpentry; drafting; machine shop; steam engineering. Other course. — Preparatory (2 years). CLEMSON AGRICULTURAL COLLEGE (SOUTH CAROLINA). Undergraduate courses of four years (B. /S'.). — Agriculture; biology; mechanical and electrical engineering; civil engineering; metallurgy; textile. Short courses. — Dairying (10 weeks, winter); textile (2 years). Other course. — Preparatory (1 year). COLORED NORMAL, INDUSTRIAL, AGRICULTURAL, AND MECHANICAL COLLEGE (SOUTH CAROLINA) . Undergraduate courses of four years. — General college course (A. B. ); /agriculture (B. Agr. ); mechanical (B. 8.). Industrial courses . — Sewing; cooking; carpentry and woodwork; bricklaying and plastering; architecture; mechanical drawing and painting; iron working and machinery; housekeeping; farming; upholstering and cabinetmaking; saddlery; harness making and shoemaking; sawmilling and manufacture of hard and soft lum¬ ber; typewriting; tailoring. Other courses. — Preparatory and normal (5 years); model school (5 grades); art; music. SOUTH DAKOTA AGRICULTURAL COLLEGE. Undergraduate courses of four years. — Agriculture (B. 8. A.); scientific agriculture (B. S. ); scientific horticulture (B. S. ); domestic science (B. S. ); mechanical engi¬ neering (B. S. ); electrical engineering (B. S. ); agricultural engineering (B. 8.); pharmacy (B. S. ). Short courses. — Agriculture (6 weeks, winter); butter making (12 weeks); domestic dairying (12 weeks); cheese making (12 weeks, spring); horticulture (12 weeks, winter); steam engineering (24 weeks); domestic science (12 weeks); phar¬ macy (2 years, Ph. G. ). Other courses. — Preparatory; music; art; business (1 year); amanuensis (1 year). UNIVERSITY OF TENNESSEE. Undergraduate courses of four years. — Agriculture (B. 8. ); civil engineering (B. 8.); mechanical engineering (B. S. ); electrical engineering (B. 8. ); chemistry and metal¬ lurgy (B. S.); pharmacy (B. S. ); literary (A. B. ). Short courses. — Agriculture, animal husbandry, dairying, and horticulture (10 weeks, winter); pharmacy (2 years, Ph.C.). Industrial department for colored students. — Agriculture; carpentry; printing; sew¬ ing; cooking; electricity; brickmaking; baking; mechanical. Other courses. — Graduate; law; medicine; dentistry. AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS. Undergraduate courses of four years (B. S.). — Agriculture; horticulture; mechan¬ ical engineering; civil engineering; textile engineering; electrical engineering. Short courses. — Stock farming (10 weeks, winter); dairying (10 weeks, winter); horticulture (10 weeks, winter) ; textile (2 years); manual training (8 weeks). Other courses. — Graduate. 1648 EDUCATION REPORT, 1903. PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE (TEXAS). College course (6 years, A. B.) with instruction in practical industries: Agricul¬ ture; dairy husbandry; horticulture; broom making; butchering; woodworking; ironwork; shoemaking; tailoring; sewing; millinery; cooking; laundry; music. AGRICULTURAL COLLEGE OF UTAH. Undergraduate courses of four years ( B . S.). — Agriculture; mechanical engineering; civil engineering; electrical engineering; mining engineering; domestic science; commerce; general science. Short courses. — Agriculture (3 years); domestic science (3 years); commerce (3 years); agriculture (4 weeks, winter); domestic arts (12 weeks, winter); manual training in domestic arts (3 years); mechanic arts (12 weeks). Other courses. — Preparatory (2 years) ; manual training in mechanic arts (4 years); engineering preparatory (2 years). UNIVERSITY OF VERMONT AND STATE AGRICULTURAL COLLEGE. Undergraduate courses of four years. — Classical (A. B.); literary-scientific (Ph. B. ); civil engineering (B. S. ); mechanical engineering (B. S. ); electrical engineering (B. S.) ; chemistry (B. S. ); agriculture (B. S. ); commerce and economics (A. B. or Ph. B.). Short courses. — Agriculture (1 or 2 years) ; dairying (4 weeks, winter) . Other course. — Medicine. VIRGINIA AGRICULTURAL AND MECHANICAL COLLEGE AND POLYTECHNIC INSTITUTE. Undergraduate courses of four years (B. S.). — Agriculture; horticulture; applied chemistry; general science; civil engineering; mechanical engineering; electrical engineering. Short courses. — Practical agriculture (2 years) ; practical mechanics (2 years). Other courses. — Graduate. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE (VIRGINIA). Academic course (3 years); normal (2 years); physics (3 years); agriculture (3 years); agriculture (1 year); horticulture (1 year); dairying (1 year); business (1 year) . Trade courses ( three years). — Carpentry; painting; bricklaying and plastering; house building; wheel wrigh ting; blacksmithing; machinist; steam engineering; harness making and carriage trimming; shoemaking; tailoring; cabinetmaking; tinsmithing; printing; upholstering. WASHINGTON AGRICULTURAL COLLEGE AND SCHOOL OF SCIENCE. Undergraduate courses of four years. — Mathematics and civil engineering; chemistry; botany; zoology; agriculture; horticulture; English language and literature; eco¬ nomic science and history; mechanical engineering; electrical engineering; modem languages; mining engineering. Short courses. — Agriculture (3 years, secondary) ; dairying (8 weeks); horticulture (4 weeks, winter); artisans (1 year). Other courses. — Pharmacy (2 years, Ph. G. ); veterinary (3 years, D. V. S.); busi¬ ness (2 years); stenography (1 year); typewriting (1 year); preparatory (3 years); music; art. WEST VIRGINIA UNIVERSITY. Undergraduate courses of four years. — General culture (A. B. ); pharmacy (B. S.); civil and mining engineering (B. S.) ; mechanical engineering (B. S.); electrical engineering (B. S.) ; agriculture (B. S. ). Short courses. — Agriculture (2 years, B. Agr. ); agriculture (1 year); agriculture (12 weeks, winter); animal industry (12 weeks, winter); horticulture (12 weeks, winter); poultry industry (12 weeks) ; dairying (12 weeks); manual training; mechanic arts. Other courses. — Graduate; law; medicine; fine arts; music; business (2 years); preparatory (4 years). AGRICULTURAL AND MECHANICAL COLLEGES. 1649 WEST VIRGINIA COLORED INSTITUTE. Preparatory (1 year); normal (4 years); agriculture (4 years). Industrial courses. — Carpentry (4 years) ; machinery woodworking (4 years) ; black- smithing (4 years) ; brickmasonry and plastering (3 years) ; wheelwrighting (4 years); steamfitting and plumbing; sewing (3 years); dressmaking (2 years) ; milli¬ nery (2 years); cooking (3 years); printing (4 years); music. UNIVERSITY OF WISCONSIN. Undergraduate courses of four years. — Ancient classical (A. B. ); modern classical (B. L.); civic historical (B. L.); English (B. L.); general science (B. S.) ; pre¬ medical (B. S.); pre-engineering (B. S.) ; commerce (B. C. S. ); pharmacy (B. S.)y. civil engineering (B. S.); sanitary engineering (B. S.); mechanical engineering. (B. S.); electrical engineering (B. S. ); applied electro-chemistry (B. S.); general engineering (B. S. ); pre-mining engineering (B. S.); agriculture (B. S.). Short courses. — Agriculture (2 years of 14 weeks each, winter); dairying (12 weeks, winter); dairying (summer); pharmacy (2 or 3 years, Ph. G.); philosophical course for normal school graduates (2 years, Ph. B.). Other courses. — Graduate; law; music. UNIVERSITY OF WYOMING. Undergraduate courses of four years. — Classical (A. B.); literary (A. B. ); scientific (A. B. or B. S.); agriculture (B. S.); mechanical engineering (B. S.); mining engi¬ neering (B. S. ); normal (B. Ped.). Short courses. —Agriculture (2 years); agriculture (1 year); mining (6 weeks, winter). Other courses. — Preparatory (3 years) ; graduate; business (2 years); stenography (2 years) ; music. ed 1903 — vol 2 - 28 Table 1. — Statistics of colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862, and August 80, 1890. 1650 EDUCATION REPORT, 1903, Library. . <* |1 a ?-! 111 ills j§ Ills 11 i iri j 11 11 jig 11 of of 03 "t H» 'O' of o' CO ~r rH . "Os' o'. Oa cT-sP • ofl §§|sgi!ii mi ii i igggi ii ii in ii svv|i“W ,fsaa s"' sf s“¥ss ¥»' s°¥ 32 •- I C < as® ill' X : 8§8S S3 | *°S8°§ S3 S3 £82 2£ X M ^ ||s§ a l- §£2||3-82 SHI 82 3 §gg®| S3 gg §§3 S§ Acres in farm and grounds. © §S§311SI§ SISS 11 I 8S!SS 11 la Pi S8 of ills 1511 MS3 »0 o :ogioooo gooo oo o ooo jg oo |§ goo o : : §- - :3 tpg p j • 'c. 1 • co «« S sSSaij gy a> is S«wSp4So¥m las! BS § «S SSs 13 *8 i ■<5 "c - ^ o 3 1 § r3 A P 2 M - p .s . 55 s I ig£8gS|Sg :-v 1 -«-c S ££ % 5 P g S gs a « 33 3 S ? • a* =S g. -■ © S 3? . _ o o U-s'B ■ill M. 1 5 8g* -o § = mm oJ^HS-r ® 5 ~ -- - .P -> y c c PS P |i!|!i;ii;! pzz; HMM^C*01>XC1 O H !M ^ -r-iC O C OC5 28l$ 33 AGRICULTURAL AND MECHANICAL COLLEGES. 1651 g Sm eo&g 8 ® $33 $ § -i >0(0 i>ooo 03 Including school ol mines and metallurgy. Table 1 . — Statistics of colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862 , and August 30 , 1890 — Continued. 1652 EDUCATION REPORT 1903 Table 2. — Number of teachers and students in colleges of agriculture and the mechanic arts endowed by acts of Congress approved, July 2, 1862 , and August 30, 1800. AGRICULTURAL AND MECHANICAL COLLEGES, 1653 £ •uamoAV • “SggflSS0? °Sgj£ggg 0S°'025gcc|^ "S •uok « lagllsSa 1111311 Higgling r-T ef it* •uouiOAi 55 | oo igoooo • H °«1 ;°s°3 o^oooogogg c £< 3 •U3K x ooggoooo o r- c- :°S°2 OgCCOOMCC^ 5 ^5 •natnOAV t- | ccoorr^roo^ r-i lC CO H 'N r-i OrHOOr-iOOOC^lCI ! if •U3K » ! 2^22^2^ iSSSS g; •E’S ii*i •uatuOAV j »S O O GO O O t — l O X H OO^OOO o o IO) lOOCOOC uamoAV O p<§ Srrt 3 •naK IO OO 0*0 OOCOOOO OOOOOO O O O O O O O 03 o CO o o o o o o oooooo -2*3 m o S 0 Ul M « •uaraoAV •U9M OQ TP O '-H !> 04 CO OONf'OO 04 O (NO •U9K 04 00 (NM'JMO! to O t' (O ® t £" O 04 04 04 oo- •U9THOAV S oi pa d 0.5 p.© S oJ'C S •H9H | 2 OOO OO OOOOOHtC OONt'OO! aat^ d d g pa.© io a> a M,d 9 •U9tnoAV 55 ©no oo so ■ ooooo O O o *H9K OO Nh- HN O tJ< r-i 00 CO t-H OS OO^HOOt. O X> OOrH (N CO 04 t» CO 04 04 04 04 r-I^COCOCOCO I> -cf J3 d .© O |d /a *M O O 04 © a 'A VI/ Q ^ o a C-l p pa •ngtaoAV t* (ND OO COCO HiOOD^COCO OOOOOO O O •nan ■u9taoA\. | *-5 04 © O O lOM > CO J> O O to O O O O 04 i ca © d © o -*> Oc 3 o « H ‘TI9J\[ ! ^ •natnoAi >ga^ ia p*2 os o gsws 5 © © © < o.^ 2 o 02 bo © o ■s .a OO * co © © § ro bp ^ ~ s- a? o CO -Q S.o. -5 d Cncj =2 +0 Ilf 'daa © ao> 63 110 • h d b» ^ J ^ bob jod C<}P 'd d d © d d C 4^ *C 74 ^ bo !o« biod d <|do d © ^O ©2£s © ^ So B ‘3 B £ P4 d OQ 04 O HC4 West Virginia University AGRICULTURAL AND MECHANICAL COLLEGES, 1655 1® 9, 900 i***S 31s *3 ° I s 9 I* 2,972 1 2,181 98 o S3 S §S § I 1 3 !g | co- | § s |S i 50 OOOr-IO ooo or; o o o o oo * (M X !> o 98 § o ooocoo ^ o o o o o o o o oo O 1 u- 1 o Tf O s COMOM OOO O OO O O O O OOiO 1 § 1 rH r I OOOOO OOO OH< r-l O O O OH 1 |i ■*' o o 8 OOOOO OOO O o o o o -o « iQ x> o 1 OOOOO (MOO O rH O O O O • O X i O M l ^ xo S r-T 38 o a o ^SrH0^ S°° ^T_l § ° <=> <=><=> §5 1 s' oo a o °|§ ° | | g sg 1 ef CO* O !M X CO 898 i55 ° S 1 3 S8 1 cf 1 in 1> CO 1 O M rH I> T-i QQIXM C CO O CO O uO CM O 1 g8 1> X CO COOiOrHCO O X O CO H X N N O tH 1 1 » rH 0 OM O O OX 5 S of O X O Table 3. — Statistics of students in colleges of agriculture and, the mechanic arts endowed by acts of Congress approved July 2, 1863, and August 30, 1656 •aouaps jBjauaf) EDUCATION REPORT, 1903. •Xiisnnaqo ~ •AIUOUO09 p I o q a sno H •ojnjoajiqojy „ •SUU99U -lSu9 I8I9U90 •Suuaatr •ISU9 ' 9I0X9X I •Snu99u -tSua juxqtxres •JSauaau -ISU9 •SUII99U -lSU9 |B9iui9qo •Sau99a -iSu9 Saraijt “ 95’ •SUIJ99UtS - U 9 iB9IJJ09ta •Sax -I99U1SU9 IXATO 0 ;SSg§§ :332 eg' •SUTJ99aiS -U9 [B.kuBqoaK t> ■ © ■ o o o ©5S -OO© °°2 g :g :S :|?°56 O O < .eioo^tfDwi-wwo-Hejw^jgo^wwogejooggggjggoggcog 1 Colic AGRICULTURAL AND MECHANICAL COLLEGES. 1657 4 Table 4. — Statistics of students in colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862, and August 30, 1658 EDUCATION REPORT, 1903, £ 3 1 U2 g g. •sq^uoH to H NONO > 02 O H 'N O O M • I> O <0 C* © 'T^OC • O • © © © © *© • 0s* 'SIT 14 ;8Ss$as3 :3?3 ;S isasSSS 1 •namo^vt H NHLOO^OOWOJO^jOWONOWOOX^OOHWNHWOOCO^O £ •U8K <* 7=i Stu¬ dents in mili¬ tary drill. H H l§!!is»asss8!llSlSsll!lsal^sll AGRICULTURAL AND MECHANICAL COLLEGES, 1659 Table 5. — Statistics of students in colleges of agriculture and the mechanic arts endowed by acts of Congress approved- July 2, 1862, and August 30, 1660 EDUCATION REPORT, 1903. Average age. •sqiuoit j gj o o o o o o o OO OO O O T* O 3 •SJB9A. 888^883 83 88 8888 8 Num¬ ber. •U3TUOA^. « « JgMCO^rHOjH °3 3383 8 •U3K c? OSC^HCOWOJ JJ *~3 3^ 38S00 a •rup ^whitto « a 888°8 :° : 1 is* s l-l •ajouiiiik © H tH O 8 :S° : * (M • rH 8 ■Suisju^i GO • • • GO ■.Sappsrauoqs s ■ GO O j^10 *> • iOb ■ 3 •JguiqiraisiiOBia h 88 I> GO ON§8 33 3 :^8 1 •qiOAi doqs-ouxqa'BJA o o ^ ■ o 3 j ;3 38 3 > : g •AJin9cIji?o « 8333283^38 83 3338 S •ainiinoijSy 1 1 1 ‘^388:1888 og 3033 tH iH O 1 1-1 1 i fl tlifL nifsii 'illl! iij 1-1 2 >o'2-s 2S 5 c-Ssb 5 §33 6 s S 2 ill! S&'S s§5 a iSse s in ip niiiisii s n u ii -be ■g*. a” if o < 65 ^B SSS b-S^Sggop min ■C E5^|| b£ C P o o s H M CO ^ iC ? Table 6. — Value of property of colleges of agriculture and the mechanic arts endoived by acts of Congress approved July 2, 1862 , and August 30 , AGRICULTURAL AND MECHANICAL COLLEGES. 1661 Table 6. — Value of property of colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862 , and August 30, 1890 — Continued. 1662 EDUCATION REPORT, 1903. Total. CO H $1, 290, 930 3, 513, 876 200, 008 337,556 1,467,000 384,837 732, 750 1,051,685 872, 210 730, 609 561, 307 1,489,394 749,228 1,271,500 902,270 2, 536, 996 423, 006 s g s 11111 Ills! S * PH 1 111 & H 0 $10, 000 1 lilsll I g Is il s s SPSS's a g s's 3 i CO ll ii i ini3 rH jcO j t-T^CNoT Live stock. - 11 1 S" " 5,300 9,100 3,450 10, 427 5, 645 4,110 6,000 1, 500 13, 358 1,000 806 ‘fZZ !i;I§ inis : -.rl : Library. o H 11 1 IS' * i aiiiii i § mi : 5°°^^ § N a3£3 rH r-l 2, 164, 408 si ill iiiii (NCO ;rH rHCO CO Machin¬ ery. Oi $10, 527 100, 000 23,029 17. 500 1ISIS 1 i ms 8"!*as s' ; s's'i's 1, 567, 744 4, 992 12, 000 8,000 1,650 2,500 4,415 1,300 5,000 Appa¬ ratus. GO 11 11 II *“ 90, 000 12, 000 49, 582 10, 205 10, 386 51,000 21,000 10, 000 60,220 1,701,928 18131 mil TP r-ToeC CCrHO rH Buildings. 1- 11 111 Isflll 1 1 1111 I'l>sg| lisil¥ 1 § Ills r-T 21, 450, 103 45, 353 26, 000 18, 800 20, 000 32, 433 23,000 47, 761 16, 000 150, 000 100, 000 Farm and grounds. Q ii ill iiiiil i i mi II 583 S83S33 8 53 8|2"s h S © lO 18,200 320 6, 000 5,500 10, 000 22,600 22,500 6,000 6,000 6, 000 Unsold land grant of 1862. O $996,500 0 0 0 0 0 0 800, 000 0 0 168, 026 0 0 900, 000 0 100 90,000 1 i ooooo ooooo Other per¬ manent funds. OO OOg OOOOOO Tg o oooo 1 s' s' 1 S' 1 g ooooo ooooo J Other land- grant funds. C5 OO OOO OOOOOO o o 0 0^.0 1 r 1, 967, 079 ooooo ooooo S' Land- grant fund of 1862. « IS °SS IIS11I 1 s °ill il si soli's £ 1 8|S i s O rH 0 0 0 0 0 20, 925 0 0 113, 575 0 Institution. H North Dakota Agricultural College . Ohio State University . Oklahoma Agricultural and Mechanical Col¬ lege . Pennsylvania State College . Rhode Island College of Agriculture and Me¬ chanic Arts . Clemson Agricultural College . South Dakota Agricultural College . University of Tennessee . Agricultural and Mechanical College of Texas. Agricultural College of Utah . University of Vermont and State Agricultural College . Virginia Agricultural and Mechanical Col¬ lege and Polytechnic Institute . Washington Agricultural College apd School of Science . . West Virginia University . University of Wisconsin'. . University of Wyoming . Total . . . Institutions for colored students. Agricultural and Mechanical College for Negroes (Alabama) . Branch Normal College (Arkansas) . State College for Colored Students (Delaware) . Florida State Normal and Industrial School . . Georgia State Industrial College . Kentucky Normal and Industrial Institute for Colored Persons . Southern University (Louisiana) . Princess Anne Academy (Marvland) . Alcorn Agricultural and Mechanical College. Lincoln Institute (Missouri) . AGRICULTURAL AND MECHANICAL COLLEGES, 1663 a 3 i i ig g s § g g§ c o 00 © 1 CO sill is e-i » 'CO oc rH 1 © § fill ; ! ^ «r r-T : : CO oc CO © 1 CO CO* r> i i i § ii 8 co « S gi> © 1 § 1 ^ © oo ci I Ol 18, 000 5, 000 40, 000 15, 000 57, 000 12, 000 © © -r « » :£ o i' ooooo gr^go oo 0002 l! ll |l ! lu II , li | Ii ! ooiiiirn ii ;s° «N Ii 1 ; -5 1 2 00|000000| oooo^ iO tO M 1 OOOOO ooooo oo oooo o Is 1 § if go §225 *2 II II |; o ^ il 5 c §5 il II -«|S ill i£e* •£s.2 Ills 3f§ *X5 mi III! c o c ~ c s-==;iiB«llsi E«S53>pp~SS ^ S-I »>.-<< r"1 O • w ^ — 50 .2 ‘-3 IlilliPs-p-'? 3 IfitiiBjiii § ■ 1 1 § -o § 1. Ills : : j jg 1 ?i :§i . : ! ; o ! ! ! ! o | -rr • iS-S II iff jX : '■£ ii ifE ! ;S ill iS ill il • ^ • r' o £* i§| Il m ; x ^ \ *- : o i§l il ”5 e 1.1 rll 1 S3 lilL ; = = 5^ |3iJ !§Jf 1 c3 *e ^ • 5*2 1 £r-5 3 Ilf ~s =| 111? > O 5 S ° 111 el 1 C - C = ; r -E 3 .111 iilf-I uluii If Ilf ■ZZ£C s g-g* 111 ® S s *£■3 ,ga> HI e ed 1903— vol 2 - 29 I CC iCO N00CiO« C^J CC ^ vC O Approximately. f> Receives $5,000 annually from Maryland Agricultural College. Table 8. — Disbursement of funds received under act of Congress approved August 30, 1890 , by colleges of agriculture and the mechanic arts for year ending June 30, 1903. 1666 EDUCATION REPORT, 1903. Balance on hand July 1, 1903. 0* rt 0 $1,710.00 0 0 0 2, 672. 88 256. 40 0 0 0 163.22 0 0 0 .45 572. 12 0 1,125. 25 0 33. 38 0 0 0 1.40 0 0 143. 60 0 Disbursements. Total. H H $13,850.00 23, 604. 73 18, 181. 82 25, 000. 00 25, 000. 00 28, 210. 31 19, 858.03 12, 500. 00 16, 666. 67 28, 050. 29 26,283.85 25, 000. 00 | 25,000.00 25, 000. 00 21, 375. 00 12, 100. 00 25, 000. 00 a 26, 921. 91 16,666. 66 8, 400. 00 25, 000. 00 25, 000. 00 11, 562. 50 24, 711. 37 25, 000.00 25, 000. 00 24, 856. 40 25,000.00 For instruction in— Econom¬ ic sci¬ ence. 10 0 $2,844.21 0 0 3, 784. 16 1,528. 55 1,124. 83 1, 166. 62 1,466. 67 3, 950. 00 0 0 533. 33 533. 40 0 0 1,475.00 0 0 0 1,000. 00 2,400.00 0 975. 00 2, 313. 81 2, 083. 33 3, 029. 68 2,326.39 Natural and phys¬ ical science. a $5,970.88 7,393. 77 6, 081. 82 7, 187. 39 4, 673. 61 6, 497. 52 4. 985. 52 3. 374. 26 4, 700. 00 7, 331. 49 5, 673. 42 6, 316. 56 6, 300. 00 8. 150.52 6,975.00 7, 100. 00 3, 700. 00 8, 273. 41 4,000. 00 1, 400. 00 6, 750. 00 7.543. 27 1,389.97 .5, 959. 43 7, 191. 88 10, 390. 00 10, 606. 69 6,354.35 Mathe¬ matical science. 00 $2, 501. 06 3, 126. 94 3,500. 00 0 3. 271. 72 2,435. 19 2, 545.44 2, 504. 53 2, 000. 00 3, 046. 00 580. 00 3,313. 24 1, 066. 67 4, 577. 36 3, 200. 00 2,000. 00 2, 800. 00 2, 749. 33 2, 000. 00 3, 000. 00 3, 350. 00 2, 400. 00 2, 401. 96 883.30 3, 250. 00 0 3, 594. 40 1,911. 59 English language. b* $400. 00 5,716.97 3, 500. 00 0 2,000.00 2,404.47 2, 761. 42 2, 001. 38 2, 600. 00 4,732.94 0 1, 513. 32 1, 766. 67 2, 916. 70 1, 800. 00 1,500.00 2, 400. 00 5, 982. 06 3, 252. 07 1, 000. 00 3, 350. 00 3, 600. 00 2, 131. 34 450. 00 3, 100. 00 0 2, 345. 20 3,554.23 Mechanic arts. CO $4, 278. 06 4,518. 19 3, 600. 00 11, 312. 69 6, 870. 56 1,084. 55 7, 015. 48 3, 094. 89 4, 200. 00 7,691.61 6, 246. 58 13, 126. 88 8.783.33 5, 664. 94 7, 900. 00 1,500. 00 8,700.00 5,904.71 0 3, 000. 00 6, 175. 00 3, 177. 09 3,096.24 9, 751. 98 7, 809. 31 3. 633. 33 4, 615. 43 6, 635. 39 Agricul¬ ture. $700. 00 4.65 1, 500. 00 6,499. 92 4, 399. 95 14,260.03 1.425. 34 358. 32 1, 700. 00 1,298. 25 13, 783. 85 730. 00 6, 550. 00 3, 157. 08 1,600.00 0 5, 925. 00 4, 012. 40 7, 414. 59 0 5, 375.00 5,879.64 2, 542. 99 6, 691. 66 1,335. 00 8.893. 34 665. 00 4,219.05 Total amount available. $13,850.00 25, 314. 73 18, 181. 82 25,000.00 25, 000. 00 30,883.19 20, 114. 43 12, 500. 00 16, 666. 67 28, 050. 29 26,447.07 25, 000. 00 25, 000. 00 25, 000. 00 21, 375. 45 12, 672. 12 25,000. 00 28, 047. 16 16, 666. 66 8, 433. 38 25, 000. 00 25, 000. 00 11, 562. 50 24, 712. 77 25, 000. 00 25, 000. 00 25,000.00 25,000.00 Appropria¬ tion for year ending June 30, 1903. CO $13,850.00 25,000.00 18, 181. 82 25, 000. 00 25, 000. 00 25,000. 00 20, 000. 00 12, 500. 00 16, 666. 67 25, 000. 00 25, 000. 00 25, 000. 00 25, 000. 00 25,000.00 21, 375. 00 12,651.23 25, 000. 00 25, 000. 00 16, 666. 66 8, 333.34 25,000. 00 25, 000. 00 11.562.50 23.437.50 25,000. 00 25, 000. 00 25,000. 00 25,000. 00 Balance on hand July 1, V 1902. « 0 $314. 73 0 0 0 5, 883. 19 114. 43 0 0 3, 050. 29 1,447. 07 0 0 0 .45 20. 89 0 3,047. 16 0 100. 04 0 0 0 1, 275. 27 0 0 0 0 Institution. H Alabama Polytechnic Institute . University of Arizona . University of Arkansas . University of California . Colorado Agricultural College . Connecticut Agricultural College . Delaware College . University of Florida . Georgia State College of Agriculture and Mechanic Arts . University of Idaho . University of Illinois . Purdue University (Indiana) . Iowa State College of Agriculture and Me¬ chanic Arts . Kansas State Agricultural College . Agricultural and Mechanical College of Kentucky . Louisiana State University and Agricul¬ tural and Mechanical College . 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 Me¬ chanic Arts . University of Nebraska . Nevada State University . New Hampshire College of Agriculture and Mechanic Arts . Scie 1667 AGRICULTURAL AND MECHANICAL COLLEGES. o oo O O lO iO O l> © o © © oo o o °3°° S ss 3°£ 3° °8 0 S 1 * CO s 8* il * § H oi rH 00' rH' s 88 888 888 8888 88 8 £ 8888 8 8£ 888 82 88 8 1 11 Ill SIS fill II i i ilii 8 is gsl §i si 1 a aS 288 888 8888 88 8" 8" 8" 88“ 8 i rH O' co rH o'ofof co'of CO'rH 00' 3 3° °88 33° §28° °S 8 8 £°88 s 8° 8«° 88 88 0 § 8 rH si ii iii s' 8 i i ii 1 1 ii ii II CO CO r-T of CO r-T CO CO' of r-Teo' s H r-T rH' rH' 8 28 8S8 832 8838 88 8 8 8882 8 8° 838 °2 8° 0 1 II III SIS Sill II l 1 III! 1 i III 1 8 O oT ioV HVoO HVotT coVTcsfccf CO CO I> HT CO'Gih'cO tf r-T -- rH' ef s 28 888 388 8882 88 8 8 888S 8 ss 88S °8 8° 8 § il ill lla 1111 Ss 8 i mm 1 Ii ill 1 $ B ao CO'rH HNO) OJ CO I> of of co rjf lO iO CO of co'Hrn'co' 3 of of !-r 00 88 888 £28 8888 °8 8 8 8883 s 88 888 88 8° s i II iii isl Slii 8 i 1 Mii i ii iis II 1 1 « 'tH r-Tofr-T H'Hrf' co* of CO CO US HT - co' r-Tco' s co' of of r-T CO' of O ®8 888 383 S283 88 8 5 ssss 8 8£ §83 88 ss 8 ii isi m Sill si A cd 55 ii ii 1 SI ill 11 Si 1 co'eo of co S H to t> oo Tj7io ocT oo'icf .O ■dfco 0 00 rH § ofio' t-T^'oo' of rn'of rH rH' of 8 88 883 £83 8888 88 8 s 8888 8 88 888 82 88 8 | il iis Sii liil ii i 1 liil I II sSI il SS 1 a 888" 888" 8" 2" 8" 8" S"8“ 8 CO 8‘8“8‘8" 0 r-T 3- *°"2"8" co'of corn' 00' 8 88 888 888 8888 88 8 £ 8888 8 82 888 82 88 8 | II 111 ill liil ii i I liil s u iii il §1 I 88 8‘8"8" 888" 8288 88" 8"' 8" 8"8"8"8" I r-T 3- :°"2"co" co'of 2- 00' O O O °°3 £°3 Jg o o o O O O O °8°8 lO 8S 888 2° i 0 00 tr 8 S S 1 I 1 i co oi -61 8 * * 05 of £8 II ii 88 38 838 838 8232 S3 3 3 332 rH (N CO ^iC?D 1> 00 05 OH Table 8. — Disbursement of funds received under act of Congress approved August SO, 1890 , by colleges of agriculture and the mechanic arts for year ending June 80, 1903 — Continued. 1668 EDUCATION REPORT, 1903, Balance on hand July 1, 1903. 5? T-* Cd © ^ CO ‘2, 774. 30 11,035. 51 i s a 1 g 3 s - t-i iO O COH 05 l'- ^ CO CO i s a ii M M oo'-? oc CO Od 00 © oc Od 1 Sh !i| O O O O OJ O O O I> g S 8 8 ^ ^ S' ^ t 1> Od 1 co ■gj^g | © © © ©o £ g s S3 ^ Cd iC Tji oc Od TT* © CO oo o' f§ If l-« ^ ;N rH Od o oc op o h 3 3 s§ s’g ^ CO- oTof Od CO Od 1 ?§ CO fl : © O © CO GC o 05 co fi § § g $ - - Od CO r— I> ? i g I>- I> © 3 S 1 « i o o o coo © Od ^ CO . id co © co o 3 © Cd CO ~ C| Cd o' 00 Od © 00 a Od 1 -< 111 cc © O © CO© © © IQ CO © IQ 1C CM CO © of of o' ocfid' ^ T— 1 l| s 1 s O li © % § e - !j§J| ?> © © © ©o © Ol T? O 3J rH w g CO s Od* s cf Od Institution. - j Colored Agricultural and Normal Univer¬ sity (Oklahoma) . Colored Normal, Industrial, Agricultural, and Mechanical College (South Carolina) . Prairie View State Normal and Industrial College (Texas) . Hampton Normal and Agricultural Insti¬ tute (Virginia) . West Virginia Colored Institute . Total . Grand total . 1 M CO rf iO SO Table 9. — Value of additions during the year to equipment of colleges of agriculture and the mechanic arts endovjed by acts of Congress approved July 2, 1862 , and August 30, 1890. AGRICULTURAL A ND MECHANICAL COLLEGES. 1669 1670 EDUCATION REPOET, 1903. Table 10. — Statistics of farmers * institute work by colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862, and August 30, 1890. AGRICULTURAL AND MECHANICAL COLLEGES. 1671 co S 2 a> ■af-a’S o Sfcs* QX2 S 3 © B ■d 02 bC'- g §J: ^ "'S &.2 ■■g s 8 “ j S*1 ) o o o IS s o o o o O xG> O O OOiOiO *6* .2 g I 8*35 S O Sp 3 3 3 .2 £.2* Ai-d -B 03 S £ o9 ® «3 a? bo S&g*! 0301 § c-2^ « >, | §•£ o 0000 bo+-> ,9 a>7C~ a> be 5 bo os°oj,: g« _ _ - o 3 cj.h a) 3 o-ti 3 g ajg.2<(!H'J5,i:§ ' bb’ C-:|-'7. 1-1 1-1 m 33 OOOOOOO OOOOOO lOiOiOOOO O T-i O O Tf O 10 1— • ^ i-» o o o c O ^ OC O O O C OCOCO^CO^( P of o o §§ 3 bo Jj2 <^1 g]j>8 -3 < 0000 Cl^fO C'J i-l 3 bo o bo 3.2 SP > > s || > >-g « s-g| > &-g s-g >■§>.- > 03 - « ^CGflooocSccaSoSbco e3-S c .©o’* £ 0 biDce.'P bjOO^ O) cD+j ’ cdrVrS ^■sa^25z;g^^|26a “S g S o CO bo ~ .S'SSgOJ® 33 ew aj Is3 C Sc'^5l!Ccjo3i3 o o+i 2 & o.^^y^te a .O >,.g 9-'t>.2 cg^m^bcSoi z* ^ Z/l S eC ^ c3 c2 -<3 ►>■’□0 c p? ce^ S0.2-- yfl “' ' - = o OC0®3«)OO o^3is 2. <5,03 SD^;^;c3^;o^;^;oooaHa5 o 3® llNC0Tj000VOr-((Ne0'^'i0c0D'0005O cl S3 c3 ,:CO'*0,H O CD Whole number of students. 7, 372 2, 766 806 605 3, 109 86 Special and assistant instruct¬ ors. 1 120 28 10 62 12 • COlO M 0001.0.00® oggot-g^^cc SSSsS'0 tHCOi-HOOtJ* MCOMHCOHCOH C4NHC4HOJH C CO OO -N C4 CO C4 iQ H rH i 1 i ligg i I j ffsa ; f 1 II1S5 la g <388 g 0 a s 0 ® 0 5? j| ill ;s6 Ms ji I ! : :| :§ : : i|S :§ i|: ■d ll'go ^Ch5^q>^: 1 11 81 z;*; 9, c 1 1 II !|! ii 5 i Mi il III 1 0) ^ -< i UJ 0 z If 1.1. 1 C a 5 5 s~ riOCOCOHCd CO QO Cd Cd Tf rH 00 CO States. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . A.— BY CLASSES. Regular medical . Homeopathic . Eclectic and physiomedical . B.-BY STATES AND CLASSES. Regular. North Atlantic Division: Maine . . New Hampshire . Vermont . Massachusetts . Connecticut . New York . Pennsylvania . South Atlantic Division: Maryland . District of Columbia . Virginia . North Carolina _ _ South Carolina . . 1 1 South Central Division: Kentuckv . Tennessee . Alabama . Louisiana . . Texas . Arkansas . North Central Division: Ohio . Indiana . PROFESSIONAL INSTRUCTION. 1695 1- * S3 gs ii ii I § o o IS II linn I sll ef *cSco 11 : jjiii i is 1 : : : : mm is i i him m ea : : :s’ 9-1 ! | | I i ii ii i in iiiiiiii i I i II; S S SSi as ss gS : : »=0 I>iC P- O ^ ggSgSgfeS 8§S 8S°° a S ss?g£2g S-8 NlONN^hiN'M CM CM ' CM CO CM -h i~< CM = gS .111 .gijl^Jl «!lseg 3 ;s 1-al ■§ £ l^i I § “ ^ c >. +f o £,cj c § 2,2 c 1 §3 i iii 3|a|-g a So far as reported. In many cases the professional schools are departments of universities, and have no separate grounds or funds. Table 6. — Summary of statistics of schools of dentistry for 1902-8. 1696 EDUCATION REPORT, 1903, Volumes in libraries. 9, 900 11 :l : r-r : * : 1,000 1 : i 1 : « III 1 mis gslss 11 11 i ga a*-' : . 40,000 23, 343 I i! 1111 i tsa'"' ; 17,188 22, 000 Endowment funds.a 1 o u 000 ‘01 1 o Value of 'S e Jt Is c'5 00 S3 i Siili iiW 200, 000 171,818 165, 000 i ii 1 :• i ii ii S' 288 20, 000 100, 000 35, 000 100, 000 48, 000 ill iSS 11 ”8 | JS S Having literary degree.a § 17 18 13 63 5 1 11 O O CO NCCNCl’OOH • 05 LC Gradu¬ ated in 1903. 2, 182 572 272 133 1,080 125 sag gsggggsss ScSoo I 02 Women. « : : M COlOrHCS rH a li 2 s i § 1 ! 6* : i i il : : is" ili i :« : : o§l ! "P sign Ip8" ii gs il Hi •f 32 ■ 22, 000 il . iC 27, 000 1 1 1 s ■ o m sgg shs5 20 4 0 1 • © ■ © io : i i< . 1 9 61 T 7. X> co ■ to CC O CO Gradu¬ ated in 1903. glSsS ot2 SS^SS Women. §'§53 £3 '5’0C 1 NC4H OOHUCOH •CMXCOWNt^OHO Men. 1 ss§ ^ T-1 |8c| £gg§§ Special and assistant instruct¬ ors. ijsss II I l£' 2g I 382 jgSS ^oox^co >oS^ooh i: D COHO Schools. g 3*3 CC >37 HOUMNHH rH ^ O* CO CO r-i 0 N CO 74 ^ H M M H H OJ tH 71 g States. § _ ... _ __ ... V United States . < North Atlantic Division . 2 South Atlantic Division . South Central Division . ^ North Central Division . Western Division . 1 North Atlantic Division: £2 Maine . Massachusetts . Mow Vnrt New Jersey . Pennsylvania . South Atlantic Division: Maryland . juistrici oi uoiumma . Virginia . rsortn Carolina . South Carolina . dreorgia . South Central Division: Kentucky . Tennessee . Alabama . juouisiana . Texas . ^Kiauuina . North Central Division: Ohio . Indiana . Illinois . lYucmgan . Wisconsin . Minnesota . Iowa . AT tn.i/Ml lvjLioauuii . South Dakota . Kansas . Western Division: Washington . a California . o So far as reported. In many cases the professional schools are departments of universities, and have no separate grounds or funds. 1098 EDUCATION REPOET, 1903 Table 8. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. President or-dean. Session closes. 1 2 3 ! 4 5 1 St. Bernard, Ala... St. Bernard College (R. C.) . 1892 Benedict Menges, O . S. B . June 20 2 Talladega, Ala . Talladega College, Theological 1872 George W. Andrews, June 7 Department (Cong.). D.D. 3 Tuscaloosa, Ala. . . . Stillman Institute ( Presb. 'i . 1875 D. Clay Lilly, D.D . May 31 4 Berkeley, Cal . Berkeley Bible Seminary (Disc.). 1896 Hiram Van Kirk, Ph. D. May 1 5 . do . Pacific Theological Seminary 1869 John Knox McLean, Apr. 7 (Cong.). D.D. 6 San Anselmo, Cal. . San Francisco Theological Sem- 1871 Warren H. Landon, Apr. 27 inary (Presb.). D. D., chairman of faculty. 7 San Mateo, Cal. . .. Church Divinitv School of the 1893 Wm. F. Nichols, D.D _ June 1 Pacific (P. E.). 8 Hartford, Conn .... Hartford Theological Seminary 1834 Wm. Douglas MacKen- May 28 (Cong.). zie, D. D. 9 Middletown, Conn . Berkeley Divinity School (P. E.). 1854 John Binney, D. D . June 1 10 New Haven, Conn. Yale University, Divinity School 1822 Frank K.* Sanders, June 3 (Cong.). Ph.D.,D.D. 11 Washington, D. C . . Catholic University of America 1889 Charles P. Grannan, June 4 (R.C.). S.T.D. 12 1890 Isaac Clark . Mav 28 Department (nonsect.). 13 . do . King Theological Hall (P. E.) ... 1890 William V. Tunnell . May 30 14 Atlanta, Ga . Atlanta Baptist College, Theo¬ 1867 George Sale, A. M . May 1 logical Department. 15 South Atlanta, Ga. . Gammon Theological Seminary 1883 L. G. Adkinson, D. D _ Apr. 28 (M.E.). 16 Bourbonnais, Ill . . . St. Viateur’s College (R. C.) . 1868 M. J. Marsile . June 10 17 Chicago, Ill . Chicago Lutheran Theological 1891 R. F. Weidner, D. D., Apr. 28 Seminary. LL.D. 18 . do . Chicago Theological Seminary 1858 JosephH. George, Ph.D., May 8 (Cong.). D.D. 19 . do . McCormick Theological Semi¬ 1830 George L. Robinson, May 5 nary (Presb.). Ph. D., chairman of facultv. 20 . do . University of Chicago, Divinity 1866 Eri B. Hulbert, D. D., School (Bapt.). LL.D. 21 . do . Western Theological Seminary 1885 Wm. E. McLaren, D. D., May 20 (P.E.). D.C.L. 22 Eureka, Ill . Eureka College, Bible Depart¬ Robert E. Hieronymus, June 19 ment (Disc.). A. M. 23 Evanston, Ill . j Garrett Biblical Institute ( M. E. ) . 1854 Charles J. Little, Ph.D., May 28 LL.D. 24 . do . ! Norwegian-Danish Theological 1885 Nels E. Simonsen, D. D. . May 5 Seminary (M. E.). 25 Galesburg, Ill . 1 Ryder Divinity School, Lombard 1881 C. Ell wood Nash, A. M., June 5 1 University (Univ.). D.D. 26 Greenville, Ill . : Greenville College, School of 1892 Wilson T. Hogue, A. M., _ do ... 1 Theology (Free Meth.). Ph.D. 27 Naperville, Ill . ' Union Biblical Institute (Ev. 1896 Thomas Bowman, D. D . June 15 Asso.). 28 Rock Island, Ill ... . Augustana Theological Semi¬ 1860 Gustav A. Andreen, May 22 nary (Ev. Luth.). Ph.D. 29 Springfield, Ill . Concordia Seminary (Ev. Luth.). 1846 Reinhola Pieper . June 27 30 Upper Alton, Ill . . . Shurtleff Divinity School (Bapt.) . A. A. Kendrick . June 5 31 Merom, Ind . Union Christian College (Christ. ) . " 1.859 L. J. Aldrich . June 14 32 St. Meinrad, Ind... St. Meinrad Ecclesiastical Semi¬ 1854 Gregory Bechtold, June 19 nary (R. C.). O.S.B. 33 Upland, Ind . Reade Theological Seminary, 1894 A. R. Archibald . June 10 Taylor University. 34 Des Moines, Iowa. . Drake University, College of the 1881 Alfred M. Haggard, June 15 Bible (Disc.). A. M. 35 . do . Grand View College (Ev. Luth.)* 1897 R. R. Vestergaard . May 31 36 Dubuque, Iowa. . . . German Presbyterian Theolog¬ 1851 Apr. 28 ical School of the Northwest. 37 . do .. Wart burg Seminary (Ev. Luth. ) . . 1854 W. Proehl June 25 38 Mount Pleasant, German College,* Theological 1873 E. S. Havighorst, A.M., June 5 Iowa. School (M. E.). D.D. 39 Atchison, Kans _ Western Theological Seminary 1893 Frank D. Altman,A.M., May 19 (Ev. Luth.). D. D. * In 1901-2. SCHOOLS OF THEOLOGY, 1699 theology for the year 1902-3. £ £ 00 a ! 'o 1 £ 1| .§! '3 Whole number of stu¬ dents. | § |j?g ^ j £ ^ Sc ~ 1 £!• 1 1 5 i m X X X £ x - be > | S3 ag £ ^ O S3 ^ X 0 ©.£ i r-. X Bound volumes in li¬ brary. 6 7 S 9 10 11 12 13 14 lo 16 17 18 19 4 i 99 0 4.. a40 a 5, 000 1 2 14 1 4 | 0 3 34 84,000 813, 000 8650 8650 83,500 a 1 , 800 2 i i 19 0 4 0 4 36 35,000 0 0 2,000 1,000 3 i i 15 5 0 2 3 34 10,000 60,000 4 6 6 16 1 ! 2 8 3 39 32; 500 472,000 25, 769 25, 769 8,000 5 5 2 12 0 1 7 3 32 180,000 376,008 15, 761 15, 761 3,832 11,000 6 4 1 10 0 2 4 3 35 12,000 40,000 a 5, 000 7 13 12 83 10 ' 20 74 3 30 265,000 337, 000 120,000 81, 574 8 5 1 16 0 2 11 3 35 85,877 1 413, 886 17, 766 17,766 2,579 a 25, 000 9 9 •J 110 0 32 87 3 32 690,448 34, 413 13, 213 10 5 2 47 0 | 31 40 32 364,163 j 496,015 14, 457 18, 797 0 20, 396 11 5 3 71 0 7 | 0 3,4 38 (&) 47,500 2,050 2,050 1,950 1,500 12 2 16 oil 0 3 25,000 3,500 13 2 36 J o ! o o 3 26 (&) 0 2,500 14 4 48 _ 1 12 1 3 30 100,000 ! 500,000 20, 000 20,000 5 12, 000 15 4 29 ' 0 4 8 3 i 35 6,000 5,000 16 3 2 | 41 . 0 10 7 3,4 30 200,000 18,000 900 11,500 50,000 a 6, 000 17 H 4 ! 100 0 j 17 10 3 30 322,000 953,500 31,400 35,204 15,000 a 20, 000 18 9 2 j 120 0 36 100 3 j 32 500,000 600,000 33,000 32,000 25,000 19 28 1 406 32 38 i 23 3 36 70, 465 230,108 *40,000 20 5 18 | 0 j 5 .... 3 | £5 ; 200,000 j 10,400 5,400 21 2 45 3 . 22 8 2 124 5 i 31 37 3 35 17, 000 23 12 4 2 4 33 14,000 j 11,500 1,600 24 7 1 13 3 1 0 4 j 37 (6) 9,200 13,900 25 2 2 3.2 5 110 2,3 40 500 26 2 0 [ 45 i 2 9 1 2 1 40 24,000 1,000 600 500 27 3 1 0 22 _ 3 30 12, 0G0 28 4 1 97 0 19 0 3 40 125,000 | 2,500 15,500 2, 600 29 3 8 0 .... *2 2 36 30 3 ! T 17 4 2 1 3 36 (&) (&) a 900 31 ! 52 0 12 .... 40 a 16, 000 32 3 4 90 12 5 j 14 3 36 (6) 500 33 4 ! i 1 151 2 2 25 42 (b) (&) 1,532 34 2 2 12 o 3 35 3,000 35 3 9 0 4 9 i 3 30 36 1 4 .... 1 40 0 14 ! 15 3 38 30, 000 13, 190 700 8,400 0 6,800 37 3 18 2 *1 _ 1 « ; 38 38 4 | 2 22 0 3 2 1 3 36 39 a Approximately. & Not separate. 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 EDUCATION REPORT, 1903, Table 8. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. President or dean. Session closes. 1 2 3 4 5 Kansas City, Kans. Kansas City University, College 1896 H. T. Stephens . June 12 Louisville, Ky . of Theology (Meth. Prot.). Presbyterian Theological Sem- 1893 Francis R. Beattie, May 5 . do . inary of Kentucky. Southern Baptist Theological 1859 Ph. D., D. D., LL.D., chairman of faculty. E. Y. Mullins, D. D., June 1 New Orleans, La .. Seminary. Straight University, Theological 1890 LL.D. George W. Henderson, May 28 Bangor, Me . Department (Cong.). Bangor Theological Seminary 1816 D. D. David N. Beach, D. D . . . June 5 Lewiston, Me . (Trin. Cong.). Cobb Divinity School (Free 1840 James A. Howe, D. D ... May 20 Baltimore, Md . Bapt.). St. Joseph’s Seminary (R. C.) _ St. Mary’s Seminary (R. C.) . Redemptorist College (R. C.) _ 1888 1791 Justin McCarthy . E. D. Dyer . June 21 June 23 Ilch ester, Md . 1867 Wm. H. Brick, rector. . . July 1 Mount St. Marys, Mount St. Mary’s College (R. C.) . 1808 Wm. L. O’Hara, A. M., June 23 Md. Westminster, Md.. Westminster Theological Sem- 1882 LL.D. Hugh Latimer Elder- May 10 Woodstock, Md.... inary (Meth. Prot.). Woodstock College (R. C.) . 1869 dice, A. M., D. D. Wm. P. Brett, S. J . June 30 Andover, Mass . Andover Theological Seminary 1808 Charles Orrin Day, D. D . June 11 Boston, Mass . (Cong.). Boston University, School of 1841 MarcusD. Buell, S.T.D.. June 3 . do . . . Theology (M. E.). St. John’s Boston Ecclesiastical 1887 June 28 Cambridge, Mass . . Seminary (R. C.) Episcopal Theological School .... 1867 George Hodges, D. D., June 3 . do . Harvard University, Divinity 1817 D.C.L. Francis G. Peabody _ June 28 . do . School (nonsect.). New Church Theological School (Swedenborgian, or New Jeru.). Newton Theological Institution 1866 James Reed, A. M . June 20 Newton Center, 1825 Nathan E. Wood, D. D . . June 11 Mass. Tufts College, (Bapt,). Tufts College, Divinity School 1869 Charles H. Leonard, June 18 Mass. Adrian, Mich . (Univ.). Adrian College, School of The¬ 1867 D.D. David Jones. D.D . June 26 Hillsdale, Mich.... ology (Meth. Prot.). Hillsdale College, Theological Joseph W. Mauch, June 18 Holland, Mich . Department (Free Bapt.). Western Theological Seminary LL.D. John W. Beardslee, May 10 Saginaw, Mich (Ref. Ch. in Amer.). Evangelical Lutheran Theolog¬ 1887 D.D. F. Beer, director . June 20 Collegeville, Minn. ical Seminary. St. John’s University, Ecclesias¬ 1867 Bernard Kevenhoers- June 15 Faribault, Minn... tical Seminary (R. C.). Seabury Divinity School (P. E.I.. 1858 ter.O.S.B. Alford A . Butler, A. M . . June 5 M inneapolis, Minn . Augsburg Seminary (Ev. Luth. ) . . 1869 Georg Sverdrup . June 1 Red Wing, Minn... Red Wing Seminary (Ev. Luth) . . 1879 M. G. Hanson . May 28 St. Paul, Minn _ Luther Seminary . 1885 H. Ernst, D.D . June 15 . do . St. Paul Seminary (R. C.) . Seminary of the United Nor¬ 1894 Patrick R. Heffron . June 12 . do . 1890 Marcus O. Bockman, May 8 St. Paul Park, wegian Lutheran Church. St. Paul’s College, Theological 1889 A.M. W. H. Miller . June 3 Minn. Desoto, Mo . School (M.E.). Mount St. Clement’s Seminary (R.C.). Concordia Theological Semi¬ 1900 John Henrv . July 16 June 27 St. Louis, Mo . 1839 Francis Pieper . . do . nary (Ev. Luth.). Eden College (Ger. Ev. Synod of N. A.). Kenrick Seminary (R. C.) . 1850 William Becker . June 15 . do . 1893 William H . M usson , C. M . ....do... . do . Warrenton, Mo St. Louis University, School of Divinity (R. C.). Central Wesleyan Theological 1899 1900 W. B. Rogers, S. J _ ... George B. Addieks . June 27 Juue 15 Blair, Nebr . Seminary (M.E.). Trinity Seminary (Ev. Luth.) _ * In 1901-2. 1886 P. S. Vig . June 1 SCHOOLS OF THEOLOGY, 1701 theology for the year 1902-3 — Continued. Number of professors. Special and assistant instructors. Whole number of stu¬ dents. Women included. Graduated in 1903. Students having liter¬ ary degree. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Income from endow¬ ment funds. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 1 i 13 1 3 40 6 2 58 0 11 36 3 30 850,000 8570,000 822, 000 822,000 828, 000 16,300 41 7 1 274 24 48 3 35 325,000 500,000 20, 000 22,500 10, 000 J , 22, 500 42 1 11 0 *1 3 32 43 5 2 23 0 1 3 33 80,000 295, 845 17, 866 2,550 24, 149 44 5 2 19 0 1 5 3 36 50,000 100, COO 6,000 6,600 20,000 4,335 45 3 3 20 0 2 2 3 34 100,000 5,000 8,000 46 11 0 144 0 30 3 41 30, 000 47 0 25 0 4 0 4 44 a 150, 000 0 a 18, 000 48 8 2 30 ° 9 29 4 40 5o;ooo ° 5,000 0 a 25, 000 49 5 12 17 0 5 5 3 30 10,000 5,000 191 6,724 2,000 a 8, 000 50 14 0 101 0 40 a 250, 000 | « 45, 000 51 6 3 16 3 3 o 38 i 00, 000 800,000 40,000 54,000 52 8 8 i 188 9 27 119 ! g ; 32 53 9 75 0 3 39 54 6 3 1 42 *8 ! 36 3 32 * 500, 000 * 200, 000 * 10, 000 55 9 1 3 40 0 5 33 3 38 32,568 56 i 2 6 0 2 1 3 38 80,000 200, 000 8,310 1, 550 a 2, 000 57 8 61 11 15 3 36 400,000 800, 000 39, 000 27,000 58 1 14 - 1 16 0 2 3 40 60,000 150,000 6,500 7,500 10, 000 5,400 59 20 3 86 60 3 0 37 2 6 6 3 38 (6) (6) 61 3 1 17 0 8 i 8 3 32 10,000 a 90, 000 3,600 4,500 a 6, 000 62 i 3 1 15 0 3 i 0 1 8 35 7,000 2, 100 2,055 63 27 0 *11 3 38 (b) 64 I 6 | 1 20 4 } 1 3 : 32 ' « 16, 000 300 a 8, 500 65 1 3 39 6 18 5 3 30 100, 000 0 11, 050 460 66 3 25 6 3 36 0 6, 000 ! 67 3 l*’6* 17 6 i 6 3 40 80, 000 0 1,600 a 900 68 12 : 2 110 0 24 ! 50 4 35 500. 000 482,000 19,000 1 55, 000 5,000 11,000 69 4 1 48 1 15 i 23 3 30 96,000 118, 782 3,596 0 2,500 70 1 5 2 0 3 36 a 400 71 4 0 24 0 4 0 4 40 65, 000 2, 050 72 6 0 183 0 60 i 0 3 40 200, 000 0 7,275 73 8 1 50 ! o 15 0 3 40 150, 000 0 8,429 7, 291 4,882 74 10 0 92 17 3 40 75 6 2 75 I o 18 4 40 o 0 (b) 76 I 3 1 38 1 0 3 2 3 i 40 (6) 25,000 1,500 77 1 3 1 9 j i 3 1 0 3 ' 34 tb) 78 a Approximately. f> Not separate. 1702 EDUCATION REPOET, 1903. Table 8. — Statistics of schools of Year • Location. Name of institution. of first open¬ President or .dean. Session closes. ing. 1 1 2 3 4 5 79 Presbyterian Theological Semi¬ nary. 1891 Matthew B. Lowrie, May 5 80 Bloomfield, N. J ... D.D. German Theological School of Newark (Presb. ). 1869 May 31 81 Drew Theological Seminary (M.E.).* 1867 May 15 82 New Brunswick, Theological Seminary of the 1784 J. Preston Searle, D. D . . May 21 N.J. Reformed (Dutch) Church in America. 83 Princeton, N. J . Theological Seminary of the 1812 Francis L. Patton, D. D., May 7 Presbyterian Church. LL.D. 84 South Orange, N. J . Seton Hall College (R. C.) . St. Bonaventure’s Seminary (R.C.). 1856 J. A. Stafford . June 18 85 1859 Joseph F. Butler.. June 16 86 Theological Seminary of Auburn (Presb.) 1820 George B. Stewart, D. D., LL.D. May 10 87 Brooklyn, N. Y . St. John’s Theological Semi- 1891 P. McHale, C. M., rector. June 20 nary (R.C.). 88 Buffalo, N. Y . 1854 Wm. Graban . June 24 logical Seminary. 89 Theological School of St. Law¬ rence University (Univ.). 1857 Almon Gunnison, D.D., LL.D. Sept. 22 99 Hamilton, N. Y . Theological Seminary of Col¬ 1819 Sylvester Burnham, June 18 gate University (Bapt.). D.D. 91 Hartwick Semi¬ Hartwick Seminary (Ev. Luth.). 1797 Alfred Hiller, D. D., June 24 nary, N. Y. chairman of faculty. 92 New York, N. Y - General Theological Seminary 1817 Philander K. Cady, May 22 of the Protestant Episcopal Church. Jewish Theological Seminary ... D. D., acting. 93 . do . 1886 Solomon Schechter, June 10 M. A., Litt. D. 94 . do . Union Theological Seminary (Presb.). 1836 Charles Cuthbert Hall, D.D. May 15 95 Niagara Univer¬ Niagara University, Seminary 1857 William F. Likly, C. M. . June 23 sity, N. Y. Department (R. C.). 96 ; Rochester, N. Y _ Rochester Theological Seminary 1850 Augustus H. Strong, May 14 (Bapt.). D.D.,LL.D. 97 . do . St. Bernard’s Seminary (R. C.) . . . 1893 James J. Hartley, pro¬ rector. June 15 98 Stanfordville, N. Y Christian Biblical Institute 1869 John B. Weston, D.D ... May 10 (Chris.). 99 Syracuse, N. Y . St. Andrew’s Divinity School 1876 Theodore Babcock , D.D. (P.E.). 100 101 Yonkers, N. Y . Ayden, N. O . St. Joseph’s Seminary ( R. C.) _ Free Will Baptist Theological Seminary. St. Mary’s College (R.C.) . Biddle University, School of 1896 1899 James F. Driscoll, D.D. Thomas E. Peden, D. D . June 19 June 2 102 Belmont, N. C . 1887 Leo Haid, D. D . . . 103 Charlotte, N. C _ 1867 D. J. Sanders, D.D . June 10 Theology (Presb.) 104 Berea, Ohio . Nast Theological Seminary, Ger¬ man Wallace College (M.E.). 1900 Carl Riemenschneider, June 10 Ph. D., D. D. 105 Carthagena, Ohio . Cincinnati, Ohio .. St. Charles Seminary (R. C.) _ Hebrew Union College . 1860 B. Boebner . June 20 103 1875 Kaufman Kohler . June 15 107 . do . Lane Theological Seminary (Presb.). 1832 A. B. Riggs, D. D., LL. D., chairman of fac¬ May 10 ulty. 108 . do . Mount St. Marv’s Seminarv (R. C.). 1851 John B. Murray . . . June 21 Cleveland, Ohio... 109 St. Marv’s Theological Seminary (R.C.).* 1848 June 25 110 Columbus, Ohio... German Lutheran Seminary, 1830 F. W. Stellhorn, D. D ... June 20 Capital University. 111 Dayton, Ohio . Union Biblical Seminary (U. Breth.) * 1871 May 5 112 Gambier, Ohio _ Kenyon College, Divinity School 1826 Hosea W. Jones, I). D .. June 28 (P.E.). 113 Oberlin, Ohio . Oberlin Theological Seminarv (Cong.). 1835 Edward I. Bosworth, D. D. May 15 * In 1901-2. SCHOOLS OF THEOLOGY 1703 theology for the year 1902-3 — Continued. Number of professors, j ! Special and assistant instructors. Whole number of stu¬ dents. Women included. | Graduated in 1903. Students having liter- 1 ary degree. Years in the course. | Weeks in year. Value of grounds and buildings. Endowment funds. Income from endow¬ ment funds. Total income, exclud¬ ing benefactions. Benefactions received. 1 Bound volumes in li¬ brary. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 5 2 20 0 4 16 3 32 $70, 000 $20,000 $885 $18, 064 5,000 -79 3 2 25 2 3 40 *18, 000 *98, 000 8,000 80 6 1 180 o 56 104 3 32 560, 000 450, 000 n 72, 000 81 5 2 26 0 9 17 3 35 300, 000 500,000 20,000 $20, 000 10, 000 47, 500 82 10 5 172 0 50 3 33 526, 150 1,531,983 71, 713 72, 474 32, 720 72, 027 83 10 32 0 *8 4 38 84 6 3 0 7 6 4 33 29, 200 0 8,200 8, 907 85 7 4 59 0 18 51 3 33 300, 000 655, 000 33, 910 33, 910 16, 769 28, 244 86 7 1 35 o 7 27 4 38 100, 000 8, 150 0 3,400 87 2 2 6 0 1 0 3 40 13, 100 0 1,759 1,347 88 4 3 20 2 4 4 38 40, 000 300, 000 15, 000 15, 000 12, 000 89 7 2 37 0 6 22 3 37 (6) (6) 90 2 0 5 0 2 1 3 39 12, 000 6,000 300 1,100 4,000 6,000 91 j 8 5 127 0 26 100 3 a36 1, 637, 000 2, 179, 133 59, 269 96, 922 107, 835 33, 966 92 1 3 4 36 0 0 18 4 34 130, 000 500, 000 21, 000 26, 000 5, 000 93 1 11 2 121 4 43 99 3 33 80, 940 94 i 8 0 65 0 10 20 4 22 a 100, 000 0 14, 000 1,000 « 12, 000 95 11 1 114 0 30 68 3 32 131, 630 897, 025 31, 530 38,217 163, 669 32, 000 96 8 2 . 95 0 21 4 38 350, 000 38, 565 8,988 97 6 3 13 0 2 0 3 34 20, 000 68, 050 4,033 4,781 548 2,550 98 3 6 o 3 3 39 0 a 1, 500 99 13 0 103 0 17 48 4 a37 1, 120, 000 21, 582 34, 654 22, 400 100 1 0 12 2 0 0 3 40 3,000 500 101 5 1 14 0 2 0 3 39 0 0 a 2, 500 102 j 4 17 2 10 3 28 103 1 4 36 3 10 3 38 (6) (6) 104 1 5 12 40 50, 000 7,000 105 i 9 1 41 0 9 1 4 39 10, 000 a 15, 000 106 3 2 21 0 8 15 3 32 392, 447 318, 930 15, 914 a 20, 000 107 1 I 5 100 o 21 3 40 a 15, 000 108 4 2 40 0 6 42 75, 000 9,200 109 4 15 o 6 14 3 36 125, 000 6,000 110 4 0 50 2 19 25 36 38, 000 65, 000 3, 000 111 4 3 24 0 7 9 3 36 150, 000 12, 000 112 8 35 0 11 23 3 32 75,000 200, 000 9,300 10, 700 1,900 (*>) 113 a Approximately. b Not separate. 1704 EDUCATION REPORT, 1903. Table 8. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. President or dean. Session closes. 1 2 3 4 5 114 Springfield, Ohio.. Wittenberg Theological Semi- 1845 Samuel A. Ort . May 5 narv (Ev.Luth.l. 115 Tiffin, Ohio . Heidelberg Theological Semi- 1850 David Van Horne, D.D., Apr. 28 narv (Ref.Ch.in U.S.). LL. D. 116 Wilberforce, Ohio . Payne Theological Seminary 1892 George F. Woodson, June 18 (A.M.E.). D. D. 117 Xenia, Ohio . Xenia Theological Seminary ( U. 1794 William G. Moorehead, May 18 Presb. ) . D. D., LL. D. 118 Eugene, Oreg . Eugene Divinity School (Chris. 1895 Eugene C. Sanderson, May 31 or Disc.). D. D. 119 Allegheny, Pa . Allegheny Theological Semi- 1825 James A. Grier, D. D., May 20 narv ( U. Presb. ) . LL. D. 120 . do . Reformed Presbyterian Theolog- 1856 David B. Willson, D.D., Apr. 28 ical Seminary. senior professor. 121 . do . Western Theological Seminary 1827 Matthew B. Riddle, May 10 (Presb.). D. D., LL. D. 122 Beatty, Pa . 1846 Leander Schnerr . June 17 123 Bethlehem, Pa _ Moravian Theological Seminary. 1807 Augustus Schultze, June 15 D. D., L. H. D. 124 Chester, Pa . Crozer Theological Seminary 1867 Henry G. Weston, D.D., June 5 (Bapt.). LL.'D. 125 Gettysburg, Pa ... . Evangelical Lutheran Theolog¬ 1826 Milton Valentine, D.D., May 28 ical Seminary. LL. D. 126 Lancaster, Pa . Theological Seminary of the Re¬ 1825 Emanuel V. Gerhart, May 14 formed Church in the United D. D., LL. D. States. 127 Lincoln University, Lincoln University, Theological 1871 William D. Kerswill, Apr. 16 Pa. Department (Presb.). D. D. 128 Meadville, Pa . Meadville Theological School 1844 Franklin C. South- June 4 j (Unit.). worth, A. M. 129 i Overbrook, Pa. ... i 1 Theological Seminary of St. 1832 June 20 Charles Borromeo (R. C.).* 130 Philadelphia, Pa . . Divinity School of the Protestant 1861 Wm. M. Groton, S. T. D. June 10 Episcopal Church. 131 . do . Lutheran Theological Seminary. 1869 Henrv E. Jacobs, D. D., May 29 LL.' D. 132 . do . Philadelphia School of Theology 1888 Russell H. Conwell . June 10 of Temple College (nonsect.) 133 Ursinus College, School of The¬ 1872 James I. Good, D. D . . . . May — ology (Ref. Ch. in U. S.). 134 Selinsgrove, Pa.... Susquehanna University, Divin¬ 1858 Jacob Yutzv, D. D . June 15 ity School (Ev. Luth.). 135 Villanova, Pa . Theological School of St. N. Casacca . _ do ... Thomas of Villanova (R. C.). 136 Columbia, S. C _ _ _ Presbyterian Theological Semi¬ 1828 May 10 nary. 137 Duewest, S. C . Erskine Theological Seminary 1836 W. L. Pressly, D. D . June 10 (A. R. Presb.). 138 Mount Pleasant, Evangelical Lutheran Theolog¬ 1830 J. A. Morehead, D. D... May 15 S. C. ical Seminary. 139 Chattanooga, Tenn . Grant University, School of The¬ 1887 G. T. Newcomb . May 12 ology (M. E.). 140 Clarksville, Tenn. . Southwestern Presbyterian Uni¬ 1885 George F. Nicolassen, June 10 versity, Divinity School. A. M., Ph. D., vice- chancellor. 141 Lebanon, Tenn.... Cumberland University, Theo¬ 1853 J. R. Henry . May 12 logical Seminary (Cumb. Presb.). 142 Nashville, Tenn...( Vanderbilt University, Biblical 1875 Wilbur F. Tillett, D. D.. June 18 Department (M. E.). 143 . do . Walden University, School of 1880 Edward W. S. Ham¬ May 4 Theology (M. E.). mond, D. D. 144 Sewanee, Tenn.... University of the South, Theo¬ 1878 Wm. P. Dubose, A. M., Aug. 2 logical Department (P. E.). S. T. D. 145 Austin, Tex . Austin Presbyterian Theological 1902 Thornton R. Sampson, May 14 Seminary. D. D. 146 Tehuacana, Tex... Westminster College of The¬ 1.896 James L. Lawlis, D. D. - - ology (Meth. Prot.). 1 * Statistics of 1901-2. SCHOOLS OF THEOLOGY 1705 theology for the year 1902-3 — Continued. 1 ■/, 5 : 2 £ r. " ^ s Whole number of stu¬ dents. Women included. £4 3 1 £ > Sc £ fit) 1 jsg r5 : ^ 6 is O GQ Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Income from endow¬ ment funds. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 3 25 0 6 6 3 31 $15,000 ! 4 j 1 26 0 6 18 3 28 a $46, 000 $2,100 $5,160 $6,368 (6) ,, 7 25 1 11 0 3 36 5,295 a 2, 700 4 28 0 9 I 27 3 32 10,000 150,000 6,500 8,000 10,000 a 6, 000 3 2 33 10 o ; 3 3 34 13,000 j 7,000 200 2,400 1,200 1,400 4 9 19 18 3 32 135,000 330,000 3,000 10,000 2 i 13 0 5 ! 12 3 32 25,000 87,082 4,356 5,439 3,500 j 5 3 48 0 20 44 3 32 *250,000 * 617, 385 38, 536 38,536 1 o31, 000 6 34 0 13 I 7 3 36 0 4 8 0 0 6 3 38 3 $4,000 a 2, 000 Day .. 40 19 26 2 36 50 105 Eve... 82 3 30 44 3 39 10 3 33 $50, 000 $35,000 850 $9, 100 0 0 Day .. *194 32 18 3 40 0 0 20 ( b ) (6) 0 a 8, 500j Day .. 62 1 11 3 36 40 0 120 2,500 5,500 0 4, 500 Day .. 49 1 7 0 3 36 100 10 310 (b) 0 3,500 3,500 0 4, 000 Day .. 253 0 54 3 35 125 5 *110, 000 * 15, 000 Day .. 33 7 32 75 . 100, 000 a 1,600 Day .. 440 0 126 97 3 36 100 10 316 0 30, 751 30, 751 0 4,000 Eve... 275' 70 63 3 35 100 10 310 60, 000 a 2, 000 Eve... 80 2 23 13 3 32 0 3 12, 000 889 2,300 Eve... 190 63 2,3 33 80 10 260 30, 000 . a 1,000 Eve... 5 17 4 3 30 50 5 155 0 0 920 920 0 Eve... 26 0 6 "6 2 33 j 66 5 137 1,497! $300 1,100 Day .. 46 ! 23 12 2 39 Day .. 43 34 1 35 1 | 60 5 2, 000 2, 000 0 0 Eve... 10 0 1 35 70 Day .. 50 0 16 6 3 39 60 5 185 (») 0 3, 080! 0 300 Day .. 270 1 74 3 40 75 10 240 1,200 Eve... 112 3 24 3 36 ! 75 5 Eve... 308 3 34 ’"4 3 36 75 10 240 0 0 11, 000 11,000 0 500 (<0 93 8 16 3 3 40 75 5 230 o o 600 Eve... 183 1 43 60 3 36 105 10 330 125, 000 o 11, 000 10, 000 Day .. 76 2 6 45 3 10 450 20, 000 Day .. 108 2 30 9 3 36 50 5 165 6,000 • 3, 259 Day .. 156 1 12 5 3 36 0 5 50 ( b ) 4,500 Day .. 100 51 20 2 30 1 75 5 155 0 0 7, 500 7,500 1,000 Day .. 98 0 27 6 2 36' 75 5 155 0 0 7, 000 7,000 0 2,000 Eve... 22 6 2 40 48 Day .. 60 13 5 1 3 39 10 (6) 5, 000 Day .. 184 1 57 19 2 40 48 5 101 3,000 0 5,220 5, 220 0 «600 Day .. 131 38 18 3 36 75 10 235 1,700 Day .. 212 1 69 19 3 36 60 7 187 ( *> ) 0 10, 971 Day .. 169 2 44 2 3 39 25 5 4,000 Day .. 29 0 ! '! 6 5 ! 2 36 75 7 157 0 0 900 600 Day .. 1 2 4 5 6 7 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 b Not separate. c A day course and an evening course. 1710 EDUCATION EEPOET, 1903, Table 9. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes— Professors. Special and assistant in¬ structors. 1 2 3 4 5 6 7 36 Louisville, Kv _ University of Louisville, 1847 W. O. Harris . Apr. 30 3 Law Department. 37 New Orleans, La. . Tulane University of Loui- 1847 Harry H. Hall . May 15 5 4 siana, Law Department. 38 Bangor, Me . Universitv of Maine, 1898 William E.Walz.M. A.. June 10 2 13 School of Law. 39 Baltimore, Md .... Baltimore Law School . 1900 Bernard C. Steiner, June 11 9 1 ? A. M., Ph.D. 40 . do . Baltimore University, 1890 Thomas R. Clendinen.. June 15 12 1 School of Law. 41 University of Maryland, 1814 John P. Poe June 1 11 0 Law School. 42 Boston, Mass . Boston University, Law 1872 Melville M. Bigelow . . . June 5 3 15 School. 43 . do . Y. M. C. A. Evening Law 1898 Frank P. Speare . June 1 12 8 School. 44 Cambridge, Mass . Harvard University, Law 1817 James Barr Ames, June 24 10 6 School. LL.D. 45 Ann Arbor, Mich . University of Michigan, 1859 Harry JB. Hutchins . June 18 10 18 Department of Law. 46 Detroit, Mich . Detroit College of Law* ... 1891 Philip T. Van Zile, June 13 20 LL.D. 47 Austin, Minn . Southern Minnesota Nor¬ Edward P. Kelly . June 10 1 1 mal College, Law School. 48 Minneapolis, University of Minnesota, 1889 William S. Pattee, June 1 4 17 Minn. College of Law. LL.D. 49 St. Paul, Minn _ St. Paul College of Law - 1900 Hiram F. Stevens . June 19 17 0 50 Jackson, Miss . Millsaps College, Law 1897 Edward Mayes, LL. D . . June 12 3 5 51 University, Miss .. otllOOl . University of Mississippi, 1854 G. D. Shands, LL.D . June 15 2 2 Law School. 52 Columbia, Mo .... University of Missouri, 1872 John D. Lawson . June 1 3 11 Law Department. 53 Kansas City, Mo . . Kansas City School of Law. . 1895 William P. Borland _ June 4 13 0 54 St. Louis, Mo . Benton College of Law . 1896 George L. Corlis May 27 13 55 . do . Metropolitan College of 1898 William H. Peabody . . . June 14 3 "ii 56 . do . St. Louis Law School, 1867 William S. Curtis . June 19 4 9 Washington University. 57 Lincoln, Nebr .... University of Nebraska, 1891 Roscoe Pound, Ph. D . . . June 11 4 4 College of Law. 58 Omaha, Nebr . Omaha School of Law . 1897 T. J. Mahonev . June 14 12 59 Albanv, N. Y . 1 Albany Law School, Union 1851 J. Newton Fi'ero, LL. D. May 27 7 ”’9 University. 60 Brooklyn, N. Y ... Brooklyn Law School of 1901 W.Payson Richardson. June 12 6 4 St. Lawrence University. 61 Buffalo, N. Y . Buffalo Law School, Uni¬ 1887 Christopher G. Tiede- May 28 12 13 versity of Buffalo. man, LL. D. 62 Ithaca, N. Y . Corn elf University, College 1887 Francis M. Finch, June 20 6 1 of Law. LL. D. 63 New York, N. Y.. Columbia University, 1858 George W. Kirchwey... June 10 10 2 School of Law. 64 . . do . . New York Law School . 1891 George Chase .... June 15 3 14 65 . do . New York University Law 1834 Clarence D. Ashlev, June 4 9 3 School. LL. D. 66 Syracuse, N. Y _ Syracuse University, Col¬ 1895 James B. Brooks, A. M., June 10 4 23 lege of Law. D.C. L. 67 Chapelhill, N. C.. University of North Caro¬ 1846 James C. MacRae, June 1 4 lina, Law Department. LL.D. 68 Raleigh, N. C . Shaw University, Law 1888 Charles F. Meserve . Apr. 14 1 1 School. 69 Wake Forest, N.C. Wake Forest College, Law 1895 N. Y. Gulley, M. A . May 28 2 2 School. 70 Grand Forks State University of North Guy C. H. Corliss . June 17 7 8 N. Dak. Dakota, College of Law. 71 Ada Ohio Ohio Normal University 1893 S. P. Axline, LL. D . 2 1 Law Department. * In 1901-2. a Approximately. bNot separate. SCHOOLS OF LAW 1711 law for the i/ear 1902-3 — Continued. Students. x >> | ZD Z) ' £ d © X X <3> • X 1 C bp Z) ® i J§ £> 1 > ^ X •5 X G> X X - i £ B ; X — 93 s ^ e ^ ! -£ 1 00 o o s £ O >» ^ 5: i S 9 10 ii 12 13 14 1 5 16 17 18 19 20 21 22 23 48.... 20 2 28 $75 $20,000 83,600 0 Day . . 36 54 0 2" a 16 2 24 90 0 4,860 84,860 0 (c) 37 13 103 2,3 32 60 S10 (b) 0 3,000 Day . . 38 33 4 5 4 3 34 50 20 8170 500 Eve...] 39 37 0 5, 2 3 34 50 20 170 2,400 2,400: 0 300 Eve... 40 224 0 62 15 3 35 70 10 222 10,000 0 ol, 200 (*) 41 356 7 93 70 3 34 150 0 450 250,000 37, 190 all, 000 Day .. 42 237 .... 19 0 4 32 50 6 206 410 j Eve...] 43 544 .... 158 600 3 40 150 450 *92,017, *122,096 70,000 Day .. 44 861 5 22S 3 36 35 10 125 (&) | a 20, 000 Day .. 45 186 .... 55 14 3 36 60 10 190 85,768' 11, 903 a 11, 000 Eve... 46 7 ° 3 40 ! 45 Day .. 47 j 471 5 67 3 36 60 10] 190 22,390 12,000 (**) 48 87 3, 30 7 8 38 60 10 190 0 0 5, 700 5, 700i 0 s Eve... 49 | 22 0 *12 .... 2 36 50 5 105 ; Day .. 50 i 43 0 23 2 36 50 0 100 (6) ! (b) a 2, 000 a 5. 000 I 1,660 Day .. 51 1 10S 2 e0 1 20 3 39 0 30 20,000 1,000 15,000 12,000 ; Day .. 52 ! 172 1 75, 3 40 50 10 160 0 0 7, 787* 7,787 0 Eve... 53 1>0 4 15 3 36 75 10 235 6,000 1,000 Eve. . . 54 : 87 i 13 "ii 2 36 45 5 100 324 : Eve... 55 113 2 37 ! 35 2 36 80 0 160 50,000 77,000 6,875 11, 159 815, 000! 22,000 Day .. 56 181 1 S4 3 39 45 5 146 (6) 7,646 5,000 i Day .. 57 5 .. 3 , 32 20 5 70 i Eve... 58 ; 131 i i 66 ._..] 2 36; 100 5 ! 12,000 10,000 12,524 12, 524 0 I Day .. 59 108 6 18 2 35 100 : { 210 Eve _ 60 60 0 j 24 a 16 2 34 100 ! o 200 j 5,218 5,263 0 0 Day .. 61 1 295 6 45 22 3 37 100 j 5' 305 j 125,000 (6) 31,000 Day .. 62 461 ... . 115 ! 275 1 3 35 150 ! 25 501 (ft) ( 6 ) 1 30,000 Day .. 63 ! 850 .... 139 ' 270 I 2 36 100 1 ! 10 220 I I 79,966 78, 945 : 84,588 8, 701 (d) 64 630 42 116 171 I * 34 100 20 320 150,000 5,000 ■ 58, 717 i 58,963 300 16, 510 (*») ] 65 124 1 33 ! 16 3 36 100 5 1 6,281 i 6,281 1 0 1,830 Day .. 66 1 61 .... 5 25 1 2 1 ,0 ; 75 i 5 (b) 1,000 Day .. 67 13;.... 6 i » 60 i 10 Day .. : 68 70 .... 5 | 10 j 3 ■j 2 40 70 5 165 1 >) 300 a 1,500 Day .. ! 48 0 ( 15 i| . . . . 1 2 35 Day .. 1 70 : 130 ... . 20 lj 12 3 48 | 45 135 . ! . 1 500 Day .. 71 c Alter 4 p. m. d A day course and an evening course. '■Course extended to three years. 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 98 99 12 EDUCATION REPORT, 1903. Table 9. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean.' Session closes— [ Professors. Special and assistantin- structors. 1 2 3 4 5 6 7 Cincinnati, Ohio . University of Cincinnati, Cincinnati Law School. 1833 WTilliam P. Rogers . May 29 8 3 . do . Y. M. C. A. Law School _ 1893 Robert M. Ochiltree _ June 16 10 4 Cleveland, Ohio.. Cleveland Law School of Baldwin University. 1897 Charles S. Bentley, A.M. June 15 11 . do . Western Reserve Univer¬ sity, Franklin T. Backus Law School. 1892 Evan H. Hopkins . June 18 12 3 Columbus, Ohio . . Ohio State University, Col¬ lege of Law. 1891 William F. Hunter . June 15 7 2 Portland, Oreg . . . University of Oregon, Law School. 1884 C. U. Gantenbein . May 20 4 0 Carlisle, Pa . Dickinson College, School of Law. 1834 William Trickett, LL.D. June 3 5 Philadelphia, Pa . Philadelphia Law School of Temple College. 1895 William A. Brown . June 10 6 1 . do . University of Pennsylvania, Law Department. 1790 Wm. Draper Lewis . June 15 12 9 Pittsburg, Pa . Pittsburg Law School, West¬ ern University of Penn¬ sylvania. 1895 John D. Shafer . May 30 6 4 Columbia, S. C _ South Carolina College, Law School. 1883 Joseph D. Pope, A. M., LL.D. June 15 2 1 Vermilion, S. Dak. University of South Dakota, College of Law. [ 1901 Thomas Sterling, A. M . _ do ... 3 2 Chattanooga, Tenn. Grant University, School of Law. I 1899 Charles R. Evans . May 29 12 0 Jackson, Tenn.... Southwestern Baptist Uni¬ versity, Law School. 1885 H. L. Parrish . June 2 2 1 Knoxville, Tenn . University of Tennessee, Law Department. 1889 Henrv H. Ingersol 1 , LL. D. June 16 2 4 Lebanon, Tenn... Cumberland University, Law School. 1847 Nathan Green, LL. D. . . Jime 5 3 Nashville, Tenn.. Vanderbilt University, Law Department. 1875 Thomas H. Malone, sr.. June 15 9 3 . do . Walden University, Law Department. 1882 George T. Robinson, A. M. May 14 6 3 Sewanee, Tenn . . . University of the South, Law Department. 1893 Albert T. McNeal . June 25 2 6 Austin, Tex . University of Texas, Law Department. 1883 Yancey Lewis . June 10 4 4 Fort Worth, Tex . Fort Worth University, Law Department. 1893 0. S. Lattimore . May 14 2 0 Charlottesv i 1 1 e , Va. University of Virginia, Law School. 1826 W. M. Lile . June 15 3 0 Lexington, Va ... Washington and Lee Uni¬ versity. School of Law. 1849 Martin P. Burks . ....do... 5 1 Richmond, Va. . . . Richmond College, School of Law.* 1870 F. W. Boatwright, LL. D. June 11 3 1 Seattle, Wash .... University of Washington, Law School. 1899 | John T. Condon, LL. M. June 18 5 9 Morgantown, W. Va. West Virginia University, College of Law. 1878 Okey Johnson, A. M . . . June 21 3 0 Madison, Wis . Milwaukee, Wis.. University of Wisconsin, College of Law. Milwaukee Law School .... 1 1868 Edwin E. Brvant . Lvnn S. Pease . June 18 June 10 4 3 3 .... * In 1902. a Approximately. b A day course and an evening course. SCHOOLS OF LAW 1713 law for the year 1902-3 — Continued. Students. | Years in the course. | Weeks in year. 1 Tuition fee. 1 Graduation or exami¬ nation fees. Vees of the entire course. Estimated value of grounds and buildings. Permanent productive funds. Income from tuition and other fees from students. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. O •3 c bib 5 P i i *~l 1 5 s Women. g c* ZJ g 'O >> F-i £ 0> Z) o 8 O 10 ll 12 13 14 15 16 17 18 19 20 21 22 23 » s 33 8100 1 | $65. 000 $355. 000 85,000 818, 750 833,000 7,000 Day . . 131 0 40 10 3 ,0 35 86 8113 100, 000^ 0 4, 916 4, 916 0 800 (6) 129 41 17 3 38 10 160 6,000 7,000 0 Eve _ 95 24 43 3 36 100 0 300 40, 000 10, 000 9,000 9,800 10, 800 a 10, 000 Day . J 1 48 26 3 36 60 (<9 | (c) a 4, 000 (d) 19 6 3 2 32 60 10 130 1,080 1,680 Eve... 100 39 3 10 295 ! *5,000 a 5, 000 Day .. 72 6 39 15,000 2, 760 Eve... 345 . o 80 35 3 35 160 1 0 485 500,000 20,250 46,604 47, 602 30, 000 Day .. 102 18 3 30 100 310 (d) 32 0 16 2 36 40 0 (c) 0 Day .. 24 0 1 .... 3 50 i 5 i . Day .. 28 0 J 7 2 ' 36 50 10 110 («») 0 1, 550 ' 1 1 Eve... 21 12 10 1,2 40 80 j 10 1, 785 1,785 a 1, 500 Day ..) I 471 14 2 39 60 ' 6 136 a 800 Day . . | ! ioo 47 1 40 100 5 115 20, 000 5,000 500 Day .. 50 10 U 2 40 100 5 225 100, 000 5, 000 ^ 5,000 9,000 Day . . | 16 0 J , 2 36 30 10 80 (c) 640 640 0 Day .. 4 2 38 j 100 Day .. 1 185 0 6! 3 I 35 0 : o 30 (c) a 4, 000 : Day . . 6 0 0 2 32 37 5 80 0 0 Eve... j 167 0 43 2 i 40 100 * 5, 000 Day . . 65 0 13 2 ! 38 105 210 50, 000 a 75, 000 4,500 6,000 7,000 Day .. j 45 0 12 2 38 25, 000 30,000 1,000 68 3 29 2 33 25 j 5 * 1, 200 ! Day .. 123 0 10 1 " 2 40 1,200 Day .. 229 0 70 | 42 3 36 a 50 ° 150 86,000 0 a 12, 000 a 16, 000 0 a 8, 000 Day .. I 50 1 3 36 50 1 150 2, 000 | Eve... 1 1 I | . 1 e Not separate. d Afternoon. 72 73 74 75 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 94 95 98 99 ed 1903 — vol 2 - 32 1714 EDUCATION REPORT, 1903, Table 10. — Statistics of schools of ii K \s B § l§ Location. Name of institution. <3 a o QQ o President or dean' Session closes— a *3 .Q al and nssisl structors. ci s> 1 r Cl Graduated in 1908. g. Having literary de¬ gree. | Years in the course. | Weeks in year. 1 Tuition fee. Graduation or exami¬ nation fee. Fees of entire course. Value of grounds and buildings. Permanent productive funds. Income from tuition and other fees. Total income, exclud¬ ing benefactions. Benefactions received. ; Bound volumes in li¬ brary. Instruction in day or evening. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 94 22 4 26 $75 $30 $330 Day . . 1 130 1 12 4 26 100 25 425 Day . . | 2 234 9 12 8 4 26 a 60 25 i $20, 000 $9, 669 $9, 669 o! a 600 Day 3 91 15 27 6 4 32 130 40 445 20, 000 15, 000; 15,000 0 2,500 Day .. 4 137 15 28 20 4 36 90 25 436 75, 000, 0 15, 000 15,000 0 Day .. 5 178 34 45 19 4 36 150 25 630 460, 000, $61, 837 25, 040 27, 370 $5,286 5,000 Day .. 6 99 16 25 34 4 36 150 25 702 350, 000 0 21,847 29, 972 0 2, 878 Day .. ! 1 6 8 8 4 36 50 0 200 C) 3, 000 0 Day . _ \ 8 117 12 33 4 28 100 25 488 Day . . 9 145 0 27 27 4 35 150 10 639 *110, 000 Day .. 10 273 0 34 4 35 110 10 450 * 250, 000 Eve... 11 170' 0 22 4 33 100 0 430 *55,000 Day .. ; 12 I 128 14 29 27 4 32 80 0 326 0 10, 064 0 (») Eve... 13 37 0 9 4 33 100 Eve... 14 40 1 20 Day .. 15 200 0 34 12 4 26 100 30 430 20, 000 0 20,000 20, 000 0 300 Day .. 16 110 7 4 26 75 30 * 35, 000 6,500 4,000 Day .. 17 60 32 22 4 35 100 * 40, 000 * 10, 000 . * 1, 900 ; Day .. 18 639 68 218 27 4 32 120 20 0 7,049 Day .. 19 292 41 20 4 40 200 Eve... 20 228 10 43 * 6 4 26 105 480 100,000 1,000 Day . . ! 21 107 13 4 40 100 ! Eve... i 22 6J8 ”'6 127 'i09 4 32 135 0 545 200,000 60,000 68, 373 70, 731 9,700 3,195 Day .. 23 977 52 1 218 58 4 36 165 391, 000 60, 990 Day .. 24 45 2 5 7 4 30 75 0 305 7,500 0 3, 210 3, 210 0 Day .. 25 108 5 ! 22 15 4 28 75 25 70, 000 6,800 6,800 0 300 Day .. 26 325 7 1 79 1 4 38 75 25 370 100,000 0 30, 954 30,954 500 1,000 Day .. 27 62 3 u 4 30 80 Day .. 28 233 31 35 4 36 65 0 260 Day .. 29 229 14 56 27 4 29 a 58 0 242 55, 000 0 11,521 11, 521 0 Day .. 30 63 5 13 3 4 32 48 20 70,000 0 3,369 3, 369 0 i Day .. 31 107 16 24 4 28 65 *35, 000 ! Day .. [ 32 1 i c A medical school for naval officers was organized with 12 students in 1902-3. d Statistics from Jour. A. M. A., August 15, 1903. 1716 EDUCATION REPORT, 1903. Table 10. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes — | Number of professors. Special an i assistant in¬ structors. 1 2 3 4 5 6 7 33 Topeka, Kans _ Kansas Medical College, 1889 John E. Minney, A. M . ; Apr. 20 26 8 Washburn University. 34 Louisville, Ky .... Hospital College of Medi- 1873 P. Richard Taylor . July 1 9 9 cine. [ 35 . do . Kentucky School of Medi- 1850 Wm. H. Wathen, July 10 22 15 cine. 1 A.M., LL.D. 36 . do . Kentucky University, Med- 1898 T. C. Evans . 15 12 ical Department. 1 37 . do . Louisville Medical College. 1869 1 C.W.Kellv . Apr. 1 11 7 38 . do . W. A. Burney . May 5 16 5 cal College. 39 . do . . . . 1837 July 1 10 10 Medical Department. * 40 New Orleans, La. . New Orleans University, 1889 H.J. Clements . Mar. 15 9 4 Flint Medical College. 41 . do . Tulane University of Louis- 1834 Stanford E. Chaille, Apr. 29 7 22 iana, Medical Depart- A. M., LL.D. ment. 42 Brunswick, Me . . . Medical School of Maine at 1820 ! Alfred Mitchell, A. M. June 25 13 5 Bowdoin College. 43 Baltimore, Md.... Baltimore Medical College. 1881 David Streett, A. M ... May 5 14 17 44 . do . Baltimore University, 1883 Apr. 15 10 11 School of Medicine. * 45 . do . College of Physicians and 1872 ...do _ 14 19 Surgeons.* 46 . do . Johns Hopkins University, 1893 William H. Howell, June 10 18 23 Medical School. LL.D. 47 . do . Maryland Medical College. 1898 ' J. Wm. Funck . May 7 14 14 48 . do . j University of Maryland, 1807 R. Dorsey Coale . May 15 11 18 Medical College. 49 . do . 1 Woman’s Medical College.. 1882 R. Henry Thomas . May 30 14 11 50 Boston, Mass . College of Physicians and 1880 : June 18 24 9 Surgeons. * 51 . do . I Harvard Medical School ... 1782 William L. Richardson June 29 31 112 52 . do . Tufts College, Medical 1893 Harold Williams . j May 28 27 1 18 53 Ann Arbor, Mich . | ulIIUUI. i University of Michigan, 1850 1 Victor C. Vaughan, [ June 25 19 17 1 Department of Medicine i Sc. D. 1 and Surgery. 54 Detroit, Mich . ! Detroit College of Medicine. 1868 Theodore A. McGraw. 1 Apr. 30 21 30 55 . do . | Michigan College of Medi¬ 1888 Apr. 24 15 8 cine and Surgery. 56 Grand Rapids, Grand Rapids Medical Col¬ 1897 Clarence H. White _ ! May 1 26 2 Mich. lege. 57 Saginaw, Mich ... Saginaw Valley Medical 1896 L. W. Bliss . May 15 25 5 College, c 58 Minneapolis, HamlineUniversity, College 1883 ( George C. Barton . June 8 25 14 Minn. | of Physicians and Sur¬ geons. 1 59 . do . University of Minnesota, 1888 Parks Ritchie . June 4 33 26 College of Medicine and Surgery. 60 Columbia, Mo _ Missouri University, Medi¬ 1873 A. W. McAlester, A. ! Mav 31 11 1 12 cal Department. ' M., LL. D. 61 Kansas City, Mo.. Kansas City Medical Col¬ 1869 Robert T. Sloan . Mar. 26 20 10 lege. 62 . do . Medico-Chirurgical College. 1898 George O. Coffin . Mar. 19 29 8 63 _ do _ University Medical College. 1880 Samuel C. James . Mar. 26 30 16 64 . do . Woman’s Medical College.. 1895 Nannie P. Lewis, A. M . Mar. 24 36 10 65 | St. Joseph, Mo _ Central Medical College .... 1894 T. E. Potter . Apr. 1 19 10 66 . .do . Ens worth Medical College * 1872 Mar. 16 19 6 67 St. Louis, Mo . Barnes Medical College .... 1892 C. H. Hughes . May 3 25 7 68 . do . Marion Sims Beaumont Col¬ Young H. Bond, A. M. May 7 38 15 lege of Medicine. 69 . do . St. Louis College of Physi¬ 1879 Waldo Briggs . ! Apr. 12 23 10 cians and Surgeons. 70 . do . Washington University, 1842 Robert Lnedeking .... I May 8 34 29 Medical Department. * In 1902. a Approximately. *> Not separate. SCHOOLS OF MEDICINE, 1717 medicine for the year 1902-3— Continued. Students. Years in the course. | Weeks in year. Tuition fee. Graduation or exami¬ nation fee. Fees of entire course. Value of grounds and buildings. Permanent productive funds. Income from tuition and other fees. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. Instruction in day or evening. S a Women. Graduated in 1903. Having literary de¬ gree. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 0 9 23 90 11 12 30 $60 $30 ! Day .. 33 421 69 37 4 26 75 30 $40, 000 0 ! $25, 000 $25, 000 0 Day .. 34 289 6 4 30 30 200, 000 Day . . 35 330 25 4 26 0 * 60, 000 Day .. 36 257 53 97 4 27 75 30 250,000 0 25, 000 25,000 0 1,000 Day .. 37 9 4 4 30 38 180 31 4 26 30 100, 000 Day .. 39 40 3 5 4 4 30 40 10 $170 30, 000 1 $50,000 2,000 3,200 1,000 Day .. 40 405 0 82 96 4 28 30 580 * 150, 000 3,573 Day .. 41 116 0 20 4 26 100 25 * 91, 966 *3, 700 Day .. 42 0 93 4 33 75 30 Day .. 43 63 0 31 4 28 75 30 a 400 25, 000 Day .. 44 305 58 4 28 100 30 a 430 200, 000 Day .. • 45 231 26 49 257 4 42 200 0 800 . . 3, 121 Day .. 46 205 0 59 4 32 a 80 30 250 30,000 0 12, 600! 14,600 0 0 Day .. 47 392 96 4 32 110 30 490 350, 000 . a 2, 500 Day .. : 48 0 16 2 0 4 30 100 30 404 20,000 . 1, 014 700 Day .. l 49 115 16 9 4 33 100 30 «475 Day .. 50 432 114 4 40 200 ci 766 . Day .. 51 333 56 52 " *1.9 4 31 125 '*30 225, 666 0 42,000 0 1,000 Day .. 52 418 37 92 96 4 36 10 10 « 300! (6) (6) al2, 500 Day .. 53 257 0 62 4 28 65 30 455 100, 000 17, 000 J 27,365 28,865 1,200 Day .. 54 66 19 4 28 60 25 310 25, 000 0 Day .. j 55 * 42 *6 *19 4 30 80 25 *3,000 *300 Day .. 56 83 3 34 4 4 32 50 40,000 6, 950 6, 950 0 Day .. 57 119 5 34 4 4 38 80 0 a 850 | * 30, 000 Day .. 58 302 12 70 4 34 100 0 430 (6) * 5, 000 Day .. 59 86 6 1 11 10 4 40 10 0 30 130, 000 900 500 Day .. i 60 130 0 24 4 26 70 20 320 18,000 1,000 « 8, 000 8,000 0 0 Day .. 61 78 20 4 26 70 25 320 22, 600 3, 612 3, 612 . 0 Day .. 62 300 i'”o 63 7 4 24 70 25 95, 000 15, 000 0 0 Day .. 63 0 1 7 1 4 ! 4 26 50 25 550 Day .. 64 75 4 24 2 I 4 29 50 25 25, 000 . 0 3,800 3,800 0 0 Day .. 65 88 0 ! 13 6 4 26 50 25 1 60, 000 Day .. 66 459 37 | 100 40 4 28 75 Day .. 67 392 I 0 ! 88 4 30 i 75 Day .. 68 263 ! ° 59 4 34 a 65 25 a 300 Day .. 69 280 j 0 53 1 35 35 100 0 1 200, 000 1 i 30,000 . 30,000 4,000 Day .. 70 c Consolidated with Michigan College of Medicine and Surgery in 1903. 1718 EDUCATION REPORT, 1903, Table 10. — Statistics of schools of Location. Name of institution. i , 1 President or dean. Session closes — 1 X j O si £ X y* X 23 — — 00 <0 OQ 1 2 3 4 5 6 7 , 71 Omaha, Nebr . John A. Creighton Medi- i 1892 D. C. Brvant . May 1 27 14 cal College. 72 . do . University of Nebraska, Col- 1902 Henry B. Ward . May 26 ! 10 16i lege of Medicine. 73 Hanover, N. H _ Dartmouth Medical College. 1798 Wm. T. Smith, LL. D . Feb. 26 ! 17 5 74 Albany, N. Y . Albany Medical College _ 1838 Willis G. Tucker . May 5 14 13 Long Island College Hos- ! 1859 Mav 16 9 11 pital.* 76 Buffalo, N. Y . University of Buffalo, Med- 1845 Matthew D. Mann, ; May 5 1 7 50 ical Department. 1 A. M. 1 77 New York, N. Y... College of Physicians and ! 1807 James W. McLane _ May 15 ! 34 66 Surgeons, Columbia Uni- versitv. 78 . do . Cornell University, Medi- 1898 William M. Polk, June 3 28 2 cal College. LL. D. 79 . do . University and Bellevue Edward G. Janeway, i June 4 26 27 Hospital Medical College. i LL. D. 80 Syracuse, N. Y _ Syracuse University, Col- 1872 Henrv D. Didama, June 10 j 13 34 lege of Medicine. | LL. D. 81 Davidson, N. C _ North Carolina Medical 1893 J. P. Munroe . May 11 17 2 College. 82 Raleigh, N. C . University of North Caro¬ 1878 H. A. Royster . June 4 i 14 9 lina, Medical School. 83 . do... . I Shaw University, Leonard j 1882 James McKee . Apr. 14 8 Medical School. 84 Cincinnati, Ohio. . Laura Memorial Woman’s 1890 John M. Withrow, A.M. May 7 18 5 Medical College.** 85 . do . Medical College of Ohio, 1819 P. S. Conner, LL. D... May 6 22 12 University of Cincinnati. 86 . do . Miami Medical College *> . . . ' 1852 John C. Oliver . ...do _ 23 17 87 | Cleveland, Ohio . . Cleveland College of Physi¬ 1863 N. Stone Scott . May 1 20 : n, cians and Surgeons, Ohio Wesleyan University. I 88 . do . Western Reserve Univer¬ | 1843 B. L. Millikin, A. M ..! June 18 j 21 10 sity, Medical Department. | 89 , Columbus, Ohio .. Ohio Medical University . . . 1892 George M. Waters, A.M. Apr. 16 23 9 90 . do . Starling Medical College . . . 1847 Starling Loving, ...do - 13 14 LL. D. 91 Toledo, Ohio . Toledo Medical College .... 1880 William A. Dickev, May 12 1 17 15 A. M. 92 Portland, Oreg . . . University of Oregon, Med¬ ( 1887 S. E. Josephi . Apr. 1 14 9 ical Department. 93 Salem, Oreg . Willamette University, 1865 W.H. Bvrd . 1 16 Medical Department. 94 Philadelphia, Pa . ■ Jefferson Medical College.. 1825 James W. Holland _ [ May 28 22 23 95 . do . Medico-Chirurgical College 1881 Seneca Egbert. A.M... 16 20 % . do . . . Temple College, Philadel- i 1901 W. Wallace Fritz i June 10 11 o phia School of Medicine. I 97 . do . ‘ University of Pennsylvania, [ 1765 Charles H. Frazier _ i June 18 25 38 Departmentof Medicine. 98 . do . Woman’s Medical College 1850 Clara Marshall . May 20 12 18 of Pennsylvania. 99 Pittsburg, Pa . Western Pennsylvania 1 1886 J. C. Lange . j June 1 29 29 Medical College. 100 Charleston, S. C . . Medical College of the State 1823 Francis L. Parker . Apr. 5 10 11 of South Carolina. 101 Chattanooga, Chattanooga Medical Col¬ 1889 E. A. Cobleigh, A. M. . . J Apr. 16 10 16 Tenn. lege, Grant University. 102 Knoxville, Tenn. Tennessee Medical College. | 1889 C.P.McNabb . ' Apr. 1 14' 1 10 103 Memphis, Tenn. . . Memphis Hospital Medical j 1880 i Wm. B. Rogers . Apr. 30 10; 18 College. 104 Nashville, Tenn.. University of Nashville, j 1850 William G. Ewing . , Apr. 2 14 4 Medical Department. 105 . do . University of Tennessee, 1876 Paul F. Eve . ...do _ I 12 8 Medical Department. 106 . do . Vanderbilt University, 1874 Wm. L. Dudley . ...do - j 14 12 Medical Department. *In 1902. a Approximately. SCHOOLS OF MEDICINE, 1719 medicine for the year 1902-3 — Continued. ■ Students. | Years in the course. | Weeks in year. | Tuition fee. Graduation or exami¬ nation fee. Fees of entire course. Value of grounds and buildings. Permanent productive funds. Income from tuition and other fees. Total income, exclud¬ ing benefactions. *5 5 X 5 Bound volumes in li¬ brary. Instruction in day or evening. S Women. Graduated in 1903. Having literary de¬ gree. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 i 136 9 29 4 30 885 8320 8100, 000 0 811, 967 0 Day . . 71 128 10 38 4 36 9, 671 Day .. 72 65 0 13 4 30 125 0 0 Day . . 73 165 0 33 15 4 32 100 825 500 100,000 812,500 16.150 819. 379 Day .. 74 245 0 28 30 4 30 25 700 Day . . 75 223 13 45 23 4 30 125 10 640 218, 588 30, 911 34,902 0 6, 617 Day .. 76 795 0 168 4 32 200 25 830 *2, 250, 000 Day . . 77 269 10 60 30 4 30 150 25 2,800 Dav .. 78 311 72 56 4 33 180 25 740 518, 852 135,000 48, 870 55,031 824, 050 375 Day .. 79 127 13 29 21 4 32 125 a 500 71, 972 0 17, 890 24,594 6,635 Day .. 80 1 10 4 32 75 25 10, 000 0 Day .. 81 83 0 4 4 Day . . 82 113 14 4 28 60 10 *18,000 * 5, 000 Day . . 83 0 22 7 4 30 50 0 205 20,000 0 900 900 2,000 | Day .. 84 169 1 54 12 4 30 100 25 *30,000 | Day 85 106 40 4 32 125 25 530 25,000 11,600 0 Day .. 86 79 *6 22 "i6 4 32 130 25,000 8,500 8,500 300 Day .. 87 98 26 39 4 34 125 0 300,000 200, 000 11,000 20,000 5,000 2,500 Day .. S8 202 12 58 13 4 28 50 10 277 80, 000 12,500 1,000 Day .. 89 163 49 18 4 26 50 25 309 100,000 6 11,000 0 2,000 Day .. 90 39 2 14 2 4 28 75 305 30,000 o 3,050 3,050 Day . . 91 79 12 10 4 26 al00 30 410 1 a 1,000 Day . . 92 23 4 5 2 4 24 30 350 2,000 2,000 Day .. 93 770 166 4 30 180 a 750 *1,000,000 291,233 110, 937 4,000 Day . . 94 430 93 4 34 150 a 625 *400,000 Day .. 95 53 "’6 5 39 125 *5 | . 3,084 Eve .. 96 472 110 162 4 38 200 0 812 * 269, 414 *51,120 90, 674 14, 808 Day .. 97 0 165 30 19 4 27 al30 0 521 123, 000 j 276,314 18, 070 29,904 0 2, 600 Day .. 98 112 5 59 4 38 130 0 520 150,000 0 40,122 40,122 500 Day .. 99 93 2 21 4 26 100 Day . . 100 261 3 42 4 27 «55 1 a 300 200,000 0 Dav 101 80 0 8 4 25 50 25 20,000 4,200 0 0 Day . . 102 675 0 195 '*62 4 26 75 30 110, 000 0 57,525 57, 525 ! 3, 856 Day . . 103 312 5 50 39 4 26 65 25 285 *40,000 0 500 Day .. 104 150 31 10 4 26 65 25 38,000 10, 000 Day 105 162 34 4 26 100 25 ^ 425 83,000 1 15, 778 Day .. 106 & Laura Memorial Medical College and Miami Medical College were consolidated in July, 1903. 1720 EDUCATION REPORT, 1903, Table 10. — Statistics of schools of Location. Name of institution. Y ear of first opening. President or dean. ' Session closes— [ Number of professors. Special and assistant in¬ structors. 1 2 3 4 5 6 7 107 Nashville, Tenn.. Walden University, Me- harry Medical College. 1876 G. W. Hubbard . Mar. 2 11 10 108 Sewanee, Tenn... University of the South, Medical Deoartment. 1891 J. S. Cain . Feb. 1 14 2 109 1901 Hugh L. McNew Apr. Apr. 1 15 10 110 Fort Worth, Tex.. Fort Worth University, Medical Department. 1894 Bacon Saunders, LL. D . 7 14 11 111 Galveston, Tex . . . University of Texas, Medi¬ cal Department. 1891 Allen J. Smith . May 30 8 17 112 Texarkana, Tex . . Gate City Medical College.. 1898 J. W. Decker . Apr. 30 10 113 Burlington, Yt ... University of Vermont, Medical Department. 1821 H.C. Tinkham . June 28 7 ”24 114 Charlottesville, Ya. University of Virginia, Department of Medicine. 1827 W. G. Christian . June 19 9 9 115 Richmond, Va.... Medical College of Virginia. 1838 Christopher Tompkins May 10 16 20 116 . do . University College of Medi¬ cine, Department of Med¬ icine. 1893 J. Allison Hodges . May 15 18 14 117 Milwaukee, Wis.. Milwaukee Medical Col¬ lege.* 1894 May 1 22 28 118 . do . Wisconsin College of Physi¬ cians and Surgeons. Homeopathic. 1893 A. H. Levings . Apr. 30 29 17 | 119 San Francisco, Cal Hahnemann Medical Col¬ lege of the Pacific. 1883 James W. Ward . Sept. 10 20 15 120 Denver, Colo . Denver Homeopathic Col¬ lege. 1894 James P. Willard . Apr. 23 21 121 Chicago, Ill . Chicago Homeopathic Med¬ ical College. 1876 A. C. Cowperthwaite, LL. D. Apr. 28 31 26 122 . do . Hahnemann Medical Col¬ lege. 1890 Howard R. Chislett. . . May 12 31 26 123 1 . do . Hering Medical College .... State University of Iowa, Homeopathic College. 1891 J. T. Kent, A. M . Apr. June 11 30 14 124 Iowa City, Iowa . . 1876 George Royal . 17 11 7 125 Louisville, Ky.... Southwestern Homeopathic Medical College. 1892 A. Leight Monroe _ Apr. 26 15 12 126 Baltimore, Md . . . Southern Homeopathic Medical College. 1891 George T. Shower,. A. M May 5 12 3 127 Boston, Mass . Boston University, School of Medicine. 1873 John P. Sutherland... June 5 23 25 128 Ann Arbor, Mich. University of Michigan, Homeopathic College. 1875 W. B. Hinsdale . June 18 17 15 129 Detroit, Mich . Detroit Homeopathic Col¬ lege. 1899 D. A. MacLachlan _ Apr. 21 18 10 130 Minneapolis, Minn University of Minnesota, College'of Homeopathic Medicine and Surgery. 1888 A. P. Williamson . June 5 18 4 131 Kansas City, Mo.. Hahnemann Medical Col¬ lege, Kansas City Univer¬ sity. 1888 Sam. H. Anderson _ Apr. 7 33 4 132 ! St. Louis, Mo . Homeopathic Medical Col¬ lege of Missouri. 1857 W. B. Morgan, A. M . . Apr. 9 26 6 133 New York, N. Y .. New York Homeopathic Medical College. 1860 Wm. Harvey King, LL. D. May 10 31 15 134 . do . New York Medical College and Hospital for Women. 1863 M. Belle Brown . May 14 23 14 135 Cincinnati, Ohio . Cleveland, Ohio.. Pulte Medical College . 1872 J. D. Buck . May May 5 17 11 136 Cleveland Homeopathic Medical College. 1850 Gaius J. Jones . 4 27 10 137 138 Philadelphia, Pa . San Francisco, Cal Hahnemann Medical Col¬ lege. Eclectic and physiomedical. California Medical College c 1848 1878 D. Maclean . May 15 8 14 30 14 139 Atlanta, Ga . Georgia College of Eclectic Medicine and Surgery. * In 1902. 1839 C W. M. Durham . i Approximately. Apr. 1 12 0 Approximately. SCHOOLS OF MEDICINE 1721 medicine for the year 1902-3 — Continued. Students. | Years in the course. Weeks in year. Tuition fee. Graduation or exami¬ nation fee. Fees of entire course. Value of grounds and hnilrlinp-K 0 i Permanent productive funds. Income from tuition and other fees. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. Instruction in day or evening. a o 5 O o cl Having literary de¬ gree. s 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 243 9 41 29 4 26 §40 §10 §170 §40,000 §30,000 §8,500 §12, 700 81, 200 900 Day . . i 202 38 26 4 25 (*) 13,000 13, 000 Day . . ! 204 9 30 5 4 24 25 . 7, 750 7,750 Day . . 106 oj 9 4 26 25 50, 000 0 5,367 5, 924 Day .. 174 5 35 4 35 0 0 95 300, 000 0 6,225 46, 225 0 4, 742 Day .. 109 1 26 27 4 26 25 300 8,645 8,645 Day . . 227 0 31 4 4 26 110 25 485 20, 000 o! a30,000 30,000 0 a 2, 000 Day .. 151 25 4 36 a 90 350 (6) 18, 700 (6) Day . . 219 0 35 18 4 30 85 30 370 125,000 13, 030 18, 880 829 Day . . i 187 o 44 9 4 30 85 30 370 60 000 Dav 164 1 29 4 28 120 10 490 200, 000 500 Day . . 100 3 23 20 4 32 100 15 450 40,000 0 0 Day . . 28 13 12 3 4 32 100 0 455 20, 000 1,250 4,300 4,400 3,300 Day .. 24 6 6 4 28 100 a 405 35 non 0 15,000 Day . . ! 120 9 37 15 4 30 100 0 425 75 ,000 0 11, 197 0 2,500 Day .. 152 38 70 1 4 30 100 0 a 425 150,000 18,000 7,500 Day .. 65 27 24 4 4 31 100 0 400 40,000 9,280 9,280 1,500 Day .. 31 1 11 2 4 36 65 • 0 260 25,000 6 2,080 5,480 0 5,000 Day .. 18 6 5 3 4 30 75 0 320 10,000 2,000 2, 000 Day .. 20 6 3 1 4 i 28 100 30' 475 30, 000 2,200 500 Day .. 94 27 36 14 4 32 125 30 518 200, 000 48, 000 12,019 14,025 6,481 4,459 Day .. 64 12 13 10 4 38 351 10 a 5, 000 30,000 Day . . 45 14 8 4 30 ! 60 25 337 53,000 0 3,598 3, 598 0 Day .. 16 ! 2 6 5 4 32 a 90 0 360 3,000 Day .. 58 17 4 30 75 0 a 315 J . Day .. 36 l 13 6 9 4 28 1 ! 65 25 300 10 non ! 3,000 3, 000 500 Day .. 105 29 _ ! 4 32 125 30 550 375 ,000 1 9, 375 10,405 4,800 Day .. 34 8 0 4 26 1 i 125 30 565 Day .. 28 1 3 10 4 28 1 75 25 325 20,000 2, 275 I 2, 275 500 Day .. 106 9 40 ”ii 4 30 100 25 150.000 12,000 i 12,000 0 3,000 Day .. 233 ! o 69 4 30 1 125 30 550 Day .. 60 4 32 100 1 . Day .. 46 2 "’is 1 4 24 80 25 ! . 3.601 Day .. b Not separate. c Statistics from Jour. A. M. A., Aug. 15, 1903. 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 1722 EDUCATION REPORT, 1903. Table 10. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. 'Session closes — 32 S-. O : X J. ■ . S 5 ZD ZD ! & o S g | 1 L 2 'Z x 5 £ I £ ^ x 3 §*3 — Sf X z 2 • , - £ z ro^ c ® 5 "x s £ i ** S 9 10 11 12 13 14 15 16 17 i 18 19 20 21 22 23 34 1 5 0 3 a 28 8100 §25 8350 . 0 S5, 965 0 . Day . . . 1 oo 4 16 0 4 30 100 25 . i (b) 0 7,000 810,000 . Dav . . . 2 113 4 221 5 4 SO 100 0 405 §30,000 0 12,000 12, 000 0 . . Dav .. . 3 121 4 43 4 34 .... 4 69 1 21 .... 4 29 100 20 0 7,500 5 78 0 1" 4 28 1 100 10 410 1-50,000 j 7,000 7,000 400 (<0 6 29 7 l 3V 100 . 50, 000 2,500 . Dav .. 47 0 10 4 4 32 80 0 326 . 0 3, 161 . Eve .. . 8 33 3 30 100 . Eve . . . 9 200 2 30 100 350 . . Dav .. . 10 125 6 31 11 4 28 100 25 . 20, (XX) i 12,000 . Dav .. . 11 473 170 15, 4 30 100 1 20 1,300 ay.. . 12 553 18 173.... 4 ! 30 .... . 13 160 5 40 12 4 30 1001 20 500 100,000 l.OOO* Day .. . 14 14 0 4 0 4 30' 100 1 10 . Dav .. . 15 212 2 63 .... 4 1 ' 28 100 ; 10 . 35, 000 0 , 22,000 . Dav .. . 16 53 1 16 2 4 ! 28 100 10 0 1 5,025 6,954 . Dav .. . 17 151 1 32 3 4 36 1 100 0 0 13,985 19, 185 0 300 Day .. . 18 70 1 19 1! 4 30 100 . 50, 000 7,100 7. 100 0 Day .. 19 295 3 65 2 4 28 100 30 . 110.000 34.000 40,000 0 . Dav .. . 20 15 0 4 30 100 25! 460 20, 000 . . Dav . . 21 216 2 57 22 4 31 S 100 1 35 0 . Dav .. 22 98 0 23 3 4 30 100| 30 11, 670 11, 670 0!. . . Dav .. . 23 220 64 38 4 30 1001 30 470 . 20, 000 . . Dav .. 24 112 27 13 3 38 150 500 . 500 Day .. 25 1 190 7 42 1 4 4 31 125 . 1 200, 000 0 a 16. 000 . 0 500 Day .. 26 | 144 5 80. 3 4 40 65 j 10 . 1 30.000 0 . a 1,000 Day .. 27 i '' 0 ' 46 0 4 34 60 30 320 18, 000 0 ' 7,335 10, 186 0 a 1,000 Day .. .1 28 142 0 34 2 4 37 100 0 400: (6) a 12, 250 21,500 . . Dav .. u 117 29.... 4 30 100 20 30 243 "*7 « 70? _ 4 30; 100 20 . 60, 000 a 28, 000 . . Dav .. 31 130 0 20 10 4 28 100 0 20,000 . 32 30 2 9 1 4 28 100 0 3,200 5,700 1,100 Day .. 33 101 1 22 _ 4 30 100 . 34 271 7 62 2 4 32 100 80 . 51, 818 0 32,355 38, 615 0 Dav . 35 1 395 i .... 44' 13 4 32 200 0 ! . 120,000 0 73,340 81, 673 0 0 Day .. 36 bNot separate. c A day course and an evening course. 1726 EDUCATION REPORT, 190." Table 11. — Statistics of schools of 1 b f £ O £ •g X X qj ir. j Location. Name of institution. O 05 President or dean. Session, closes — o £« ” | •o| 1 ^ Sh CS JC *o rO 3 c3 0 S* g & o c. 00 I o 3 4 5 6 7 37 New York Dental School * . 1893 May 5 May 6 6 26 38 Cincinnati, Ohio.. Cincinnati College of Den¬ tal Surgery. 1893 G. S. Junkerman . 8 1 39 . do . Ohio College of Dental Sur- 1845 H. A. Smith, A. M . May 1 7 1 3 gery, University of Cin¬ cinnati. 40 Cleveland, Ohio .. Western Reserve Univer¬ 1892 H. L. Ambler, M. S _ June 18 9 6 sity, Dental College. 41 Columbus, Ohio .. Portland, Oreg ... Ohio Medical University, Department of Dentistry. North Pacific Dental College. 1892 Louis P. Bethel . Apr. 16 Apr. 30 14 15 j 4 42 1893 Herbert C. Miller . 6 43 Philadelphia, Pa . Medico-Chirurgical College, Department of Dentistry. 1897 Robert H. Nones . _ do ... 13 18 44 do Pennsylvania College of Dental Surgery. Philadelphia Dental College. 1856 Wilbur F. Litch . _ do ... 7 22 45 . do . 1863 S. H. Guilford, A. M ... May 1 6 5 46 | . do . University of Pennsylvania, 1878 Edward C. Kirk, Sc. D. June 15 12 ! 4 Department of Dentistry. 1 ! 47 Pittsburg, Pa . Pittsburg Dental College, 1896 W. H. Fundenberg _ May 1 9 ! 12 Western University of Pennsylvania. 48 Nashville, Tenn.. University of Tennessee, 1877 Joseph P. Gray . May 5 10 8, Dental Department. 49 . do . Vanderbilt University, Dental Department. 1879 D. R. Stubblefield, A. M. ....do... 8 3 50 . . . . .do . Walden University, ! Meharry Dental College. 1886 G. W. Hubbard . Mar. 2 7 3 12 51 Richmond, Va.... University College of Medi¬ cine, Dental Department. 1893 L. M. Cowardin . May 12 • 5 52 . do . Virginia School of Den¬ tistry, Medical College of 1897 Christopher Tompkins . May 10 10 6 Milwaukee, Wis .. ! ! 10 53 Virginia. Milwaukee Medical College, Dental Department.* 1894 May 1 10 54 _ do _ Wisconsin College of Physi¬ cians and Surgeons, Den¬ 1899 Mav 11 20 8 tal Department. * In 1902. SCHOOLS OF DENTISTRY. 1727 dentistry for the year 1902-3 — Continued. Students. Years in the course. Weeks in year. Tuftion fee. Graduation or exami- 1 nation fee. X S-. P G> 02 Value of grounds and buildings. p ac G3 Income from tuition and other fees. Total income, exclud¬ ing benefactions. *5 Bound volumes in li¬ brary. Instruction in day or evening. 3 Women. Graduated in 1903. Having literary de¬ gree. S 9 10 11 IS 13 14 15 16 17 is 19 20 22 CO Of -IS 14 l‘> 3 32 SI 50 §25 a §490 . Day . . i 741 2 15 4 26 100 §20, 000 300 Day 253 81 4 30 100 •20 440 1,000 Day . . I 115 40 8 4 30 100 445 c §13, 000 Day . . ' 200; 62 4 28 100 ■ 10 1 80,000 17, 625 §23, 343 i,ooo; Day _.l 122 4 23 9 4 30 110 ’ 20 480 2,000 §10,000 14,950 17, 188 Day 85 0 25 [ 1 4 29 100 25 Day . . ! 265 8 81 4 30 100 30 . 35,000 Day . . 378 10 120 12 4 31 115 35 485 130,000 0 Day .. 410 102 4 37 : 100 30 445 Day . . 201 4 57 4 28 100 30 18,000 20,000 0 Dav 122 4 *27 4 30 100 25 * 23, 000 • Day .. 107 1 16 0 4 28 100 25 65, 000 0 o cc 0 Day . . ; 47 5 4 26 35 10 150 (b) 700 Day . . 60 0 10 4 30 100 30 Day .. 28 0 11 1 4 30 100 ' 30 ; 430 2,935 Day .. 174 2 48 1 28 120 10 370 500 Day . . 21 7 2 4 32 100 15 0 0 Day .. Approximately 5 Not separate. 1728 EDUCATION REPORT, 1903. 1 2 3 4 5 10 11 12 13 14 15 16 17 18 19 20 22 23 24 25 26 27 28 29 30 31 Table 12. — Statistics of schools bi> a E 1 5 w ‘8 ) - y i Day .1 29 4 14 1 2j 1 36 0 75 0 150 Day . 18 2 3 2 30 2 50 1, 000 1,000 Day . 83 9 19 1 H 40 0 30 5 100, 000 2,500 Day . 45 0 12 19 2 25 4 80 10 170 22. 000 0 Day . 36 4 17 3 2 27 4 75 15 165 2,385 2, 385 Eve.. 3 5 0 3 30 0 40 10 130 400 1,400 1,000 Day . 21 0 9 2 28 70 20 155 ■ Day . j 17 1 6 0 2,4 - I 36 1 o 30 3 a 143 ( b ) 1,348 o j a 1, 500 Day . 82 4 34 0 j 2 32 0 100 15 40 000 12, 500 12, 500 300 Dav 183 16 31 1 I 2 34 4 100 10 72. ; 500 §18, 621 14, 918 0 5, 559 1 ' Day . 67 1 3 20 0 , 2,4 36 j 0 3E 10 C61 a 6, 000 1 ! Day . 29 1 0 12 0 2 ! 36 1 o J 60 10 ! 145 0 1, 500 1,500 0 Eve.. 49 1 | 7 8 i 1 2 ! j 38 i o i 7£ 10 ! 165 C61 (*) (*) 565 | .. | Day . 90 i 4 20 2 j 26 1 3 ! 65 10 | Eve.. 187 6 72 .... ... 2 ! 30 4 1 a 65 10 i 147 40 2 7 ° 2 32 1 4 15 i 155 0 3,000 3,000 3,500 0 w | 50 1 28 ° 2 I ^ 4 64 10 i 138 0 0 2,711 2,996 0 (C) 172 8 i 50 2 | 32 1 4 80 10 i 180 1 50, 000 0 a 16, 000 6,000 3,000 Day . b Not separate. c Afternoon and evening. ed 1903 — VOL 2 - 33 1 2 4 5 a 7 8 10 11 12 13 14 15 16 17 18 19 20 2L 22 23 24 25 27 28 29 30 31 \ 1730 EDUCATION EE PORT, 1903, Table 12. — Statistics of school of Location. Name of institution. Year of first opening. 1 President or dean. Session closes — Number of professors. 1 J X X 5 b i ~ X L GQ i I 2 3 4 5 6 7 32 Buffalo, N. Y . Buffalo College of Pharma- cv, Universitvof Buffalo.* 1886 i Willis G. Gregory . j May 2 . 0 11 33 New York, N. Y.. College of Pharmacy of Citv of New York. 1829 Henry H. Rusby . : Apr. 30 7 5; 34 Chapelhill, N. C .. University of North Caro¬ lina, De'partmentof Phar- macv. 1898 ; Edward V. Howell . June 4 6 9 35 Raleigh, N. C . Leonard School of Phar- macv. Shaw University. 1891 ! James McKee . . ' Apr. 9 2 °! 36 Ada, Ohio . Ohio Normal University, School of Pharmacv. 1884 B. S. Young, prof . 1 July 21 4 2 37 Cincinnati, Ohio.. Cincinnati College of Phar¬ macv, Ohio Universitv. 185© j Julius H. Eichberg _ 1 June 10 8 38 Cleveland, Ohio . . Cleveland School of Phar¬ macv. 1882 i Joseph Feil . May 7 5 0 39 Columbus, Ohio . . Ohio Medical University. Department of Pharmacv. 1892 | George H. Matson . Apr. 16 6 4 40 . do . Ohio State University, Col- lege of Pharmacv. ‘ 1885 George B. Kauffman . . . June 24 j 12 9 41 Scio College of Pharmacy .. 189© J. H. Beal . : Aug. 18 June 5 6 4 42 Norman, Okla .... University of Oklahoma. Pharmaceutical Depart¬ ment. 1894 Edwin DeBarr, M. S ... 1 i 43 Corvallis, Oreg . . . Oregon Agricultural Col¬ lege, School of Pharmaey. 1899 : A. L. Kinsely _ June 18 11 9 1 , 44 Philadelphia, Pa . Medico-Chirurgical Col¬ lege, School of Pharmacy. 1898 Harvey H. Mentzer _ Apr. 25 5 r 45 ; . do . Philadelphia College of Pharmacy. . 1821 | Joseph P. Remington .. Mar. 26 5 6 46 Pittsburg. Pa . Pittsburg College of Phar- ! macy, Western Univer¬ sity of Pennsylvania. I 1878 ; Julius A. Koeh . 1 Apr. 10 6 1 5 47 48 Charleston, S. C . . Brookings, S. Dak. Medical Collegeof the State of South Carolina, School of Pharmacy. ; South Dakota' Agricultural ! College, Department of Pharmacy. 1889 Francis L. Parker . B. T. Whitehead, prof .. Apr. 5 June 26 4 2 49 Knoxville, Tenn. . 1 University ‘ of Tennessee, School of Pharmacy. ! 1898 ! June 19 2 1 50 Nashville, Tenn .. Vanderbilt University, De¬ partment of Pharmacy. 1879 J. T. McGill . . June 18 5 1 51 . do . Walden University, Me- harry College of Phar¬ macy. 1888 I G. W. Hubbard . . . . f Mar. 2 ’ 2 g 52 Sewanee, Tenn. . . University of the South, Pharmacy Department. 1899 J. S. Cain . Jan. 28 6 53 Dallas, Tex . Baylor University, College of Pharmacy. 1901 1 I E. G. Eberle . Mar. 15 6 ) Day . i 56 ! 3 5 2 28 2 92 w 1 Day . ! i | b Not separate. •Afternoon and evening. 1732 EDUCATION REPOET, 1S03, Table 13. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. President or dean. ••Session closes. Number of profes¬ sors. Special and assist- 1 ant instructors, j 2 3 4 5 6 7 1 Washington, D. C. United States College of Veterinary Surgery.* 1894 C. B. Robinson . Apr. 16 j 11 2 2 Chicago, Ill . McKillipVeterinaryCollege 1892 F. S. Schoenleber . Mar. "0 I 10 2 3 Indianapolis, Ind . l Indiana Veterinary College. 1892 W. B. Craig . Apr. 1 10 8 4 Ames, Iowa . Iowa State College, Division of Veterinary Science. 1881 John H. McNeall . June 8 12 9 5 Grand Rapids. Mich. Grand Rapids Veterinary College. 1897 Wm. A. McLean . Mar. 28 10 2 6 Kansas City, Mo.. Kansas City Veterinary Col¬ lege. 1891 S. Stewart . Mar. 15 19 3 7 Ithaca, N. Y . New York State Veterinary College. 1896 James Law . June 23 12 4 8 j New York, N. Y .. New York American Vet¬ erinary College. 1899 Alexander F. Liau- tard. Apr. 1 15 6 9 Columbus, Ohio . . Ohio State University, Col¬ iege of Veterinary Medi¬ cine. 1900 David S. White . .. June 24 12 6 10 Philadelphia, Pa . University of Pennsylvania, Veterinary Department. 1884 Leonard Pearson . June 17 7 11 Pullman, Wash... Washington Agricultural College, School of Vet¬ erinary Science. 1897 S. B. Nelson . June 18 4 4 * In 1902. SCHOOLS OF VETERINARY MEDICINE. 1733 veterinary medicine for the year 1902-3. Students. Graduated in 1903. Students having literary degree. Years in the course. X X o > Tuition fee. Graduation or ex¬ amination fee. Fees of entire course. Value of grounds and buildings. Permanent produc¬ tive funds. Income from tui¬ tion and other fees. Total income, ex¬ cluding benefac¬ tions. i Benefactions re¬ ceived. Bound volumes in library. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 27 | 4 0 3 27 $70 0 $210 350 79 ! 21 3 23 85 $10 280 $80,000 800 ; 45 15 3 24 85 20 7, 500 $4,661 $4,661 48 4 3 ; 4 36 0 0 -- | - 25 56 I 18 i 1 1 3 24 65 25 ! 20, 000 3,890 3,890 26 , 6 26 80 10 10, 000 0 8, 092 9, 478 1 62 12 ! 3 | 3 i 40 j 0 130,000 ! 58 io ! 5 3 1 23 ] 100 25 0 1 0 5, 560 5,560 0 1,300 i 92 11 ; 0 I 3 36 o ! 5 j 85 75, 000 '[ $10, 000 2,300 a 10, 000 65 16 3 a34 100 350 55, 000 5,000 6,300 $4,500 2, 500 6 0 j 0 ! 3 i 36 0 0 5 | a Approximately APPENDIX. « A. — Synopsis of Laws Governing the Practice of Medicine in the United States. No note is made in this compilation of the usual requirement that the applicant for a license shall be 21 years of age and of good moral character. The name of the secretary of a State medical board in each State is given, to whom application should be made by intending applicants for licenses, as the requirements are frequently changed by the legislatures. It should not be inferred that the certificates of other States are always accepted in those States where the law provides for reciprocity of licensure, for frequently the medical boards have not made satisfactory arrangements for such interchange of licenses. As chief source of information, reference was made direct to the statutes of the different States and Territories contained in this Office and in the Library of Congress, but acknowledgment should be made of assistance from Polk’s Medical Register, 1904, and a resume of medical practice laws by Dr. R. J. E. Scott, of New York, in the New York Medical Record, May 28, 1904. Alabama. — An examination is required before the State board of medical examiners or an examination and a recognized diploma before one of the county boards (fee, §10). “When applicant states in writing that he has neither studied nor proposes to practice major surgery, said applicant shall be exempt from examination in said branch of major surgery.” (Law as amended February 26, 1903.) Chairman of State board of medical examiners, Dr. W. H. Sanders, Montgomery, Ala. Alaska. — There is no requirement in Alaska except the payment of a license fee by itinerant physicians. Arizona. — The board of medical examiners consists of five members (three regu¬ lar, one homeopathic, and one eclectic), each to serve five years. The requirements for a license are (1) a diploma of a lawfully organized medical college, (2) an exam¬ ination, and (3) residence in Arizona. Examination fee, $10, in addition to $2 at time of making application. Penalty for practicing without a license, fine of $100 to $1,000, or imprisonment three to twelve months, or both fine and imprisonment. No provision for reciprocity of licensure. Licenses may be revoked for cause. (Session Laws, 1903.) Secretary of the Territorial board of examiners, Dr. Ancil Martin, Phoenix, Ariz. Arkansas. — There are three boards of medical examiners (regular, homeopathic, eclectic), each consisting of seven members appointed by the governor, each mem¬ ber to serve four years. The only requirement for an applicant 21 years of age is an examination (fee, $10). Penalty for violation, fine of $25 to $500, or imprisonment ten to ninety days, or both fine and imprisonment, each day of practice being a separate offense. No provision for recognition of certificates of other States. (Acts, 1903.) Secretary of the Arkansas Society Medical Board, Dr. J. P. Runyon, Little Rock, Ark. n The matter of this appendix has been revised in the case of nearly every State to the close of 1903 and in a few instances to include the year 1904. 1734 REQUIREMENTS FOR PRACTICE OF MEDICINE. 1735 California. — The board of medical examiners consists of nine members (five regu¬ lar, two homeopathic, and two eclectic, elected by the respective State societies). An examination is required for a license, and in addition the applicant must have grad¬ uated from a medical college having requirements equal to those prescribed by the Association of American Medical Colleges. Provision is made for recognizing the certificates of other States and Territories having equal standards. The fee for a license is $20. Penalty for practicing without a license, fine of $100 to $500, or imprisonment sixty to one hundred and eighty days, or both fine and imprisonment. (Act of February 27, 1901.) Secretary of State board of medical examiners, Dr. George G. Gere, 825 Market street, San Francisco, Cal. Colorado. — Board of medical examiners consists of nine members. The require¬ ment for a license to practice is an examination (fee, $10) or a diploma of a recognized medical college (fee, $5). Applicants graduating after January 1, 1900, must have attended four courses in four separate years. Only residents of Colorado are regis¬ tered. Secretary of board of medical examiners, Dr. S. D. Van Meter, 1723 Fremont street, Denver, Colo. Connecticut. — The State board of health appoints three examining committees — regular, homeopathic, and eclectic. The requirements for a license are an exami¬ nation and a diploma of a legally incorporated college (fee, $15). “The secretary of each of said medical societies shall file with the secretary of the State board of health a list of medical colleges or institutions recognized as legal and reputable by his society; or all of such secretaries may agree upon a single list.” Reciprocity of licensure is authorized. Penalty for violation of law, fine of $100 to $300 for the first offense, and for each subsequent offense $200 to $500, or imprisonment thirty to ninety days, or both. (General Statutes, revision of 1902 and act of 1903.) Secre¬ tary of State board of health, Dr. C. A. Tuttle, New Haven, Conn. Delaware. — The medical council of Delaware, consisting of the chief justice of the State and the presidents of the two State boards of medical examiners, issues certifi¬ cates of license to practice medicine and surgery. The two boards of medical examiners (regular and homeopathic) have five members each, appointed by the governor, each member to serve two years. An applicant for a license must have a competent common school education and a diploma from a medical college, must have studied medicine four years and taken three regular courses of lectures prior to graduation, and must pass an examination. The fee is $10, which shall be returned in case of failure to pass the examination. Applicants examined and licensed by, or who have been members of, State examining and licensing boards of other States with equal standards may be licensed without examination upon payment of $50 to the treasurer of the medical council of Delaware. Penalty for practicing without a license, fine of $100 to $500, or imprisonment not more than one year. (Acts of April 18, 1895, and March 16, 1899. ) Secretary of State medical council, Dr. P. W. Tomlinson, Wilmington, Del. District of Columbia. — The board of medical supervisors consists of three physicians and two laymen. The three physicians are members by reason of being the presi¬ dents of the three examining boards (regular, homeopathic, and eclectic). The two laymen, one of whom must be a lawyer, are appointed by the Commissioners of the District of Columbia, as are also the three examining boards, each board having five members. The requirements for a license are an examination (fee, $10) and a medical diploma after study of medicine for three years if the diploma was granted prior to June 30, 1898, or four years if granted after that date. The Jaw provides for reciprocity of licensure. Penalty7 for practicing without a license, fine of $50 to $500, or imprisonment ten to ninety days, or both fine and imprisonment. (Act of June 3, 1896.) Secretary of board of medical supervisors, Dr. W. C. Woodward. Florida. — There are nine boards of medical examiners, one representing each of the seven judicial districts, one the homeopathic physicians, and one the eclectic. 1736 EDUCATION REPORT, 1903. Each board consists of three members, and each member is to serve three years. The requirements to practice medicine are an examination and a diploma of a recog¬ nized medical college (examination fee, $10, not returnable in case of failure to pass). No provision for reciprocity of licensure. (Revised Statutes of 1892 and acts of May 17, 1895, and May 4, 1899.) Secretary of board of medical examiners (first district), Dr. J. B. McKinnon, Pensacola, Fla. Georgia. — The governor appoints three separate boards of medical examiners of five members each (regular, homeopathic, eclectic), each member to serve three years, but no member can belong to the faculty of any medical college. A certifi¬ cate is granted to any graduate of a medical college requiring not less than three full courses of study of six months each who shall pass a satisfactory examination (fee, $10), but not more than two courses shall be required of anyone who graduated prior to April 1, 1895. A recent amendment provides for the recognition of licenses of other States having equal standards. (Act approved December 12, 1894.) Sec¬ retary, Dr. I. H. Goss, Athens, Ga. Hawaii. — Aboard of medical examiners consisting of three physicians, each to serve three years, is appointed by the governor. Licenses are granted after exami¬ nation (fee, $10). Penalty, fine of not more than $250. Chairman of board of medical examiners, Dr. C. B. Wood, Honolulu, Hawaii. Idaho. — State board of medical examiners consists of six physicians appointed by the governor to serve six years each, a majority not to be from any school or system of medicine, and not less than three schools of medicine shall be represented at all times. The requirements for a license are a diploma from a college of medicine in good standing and an examination before the State board (fee, $25; not returnable). For practicing without a license the fine is $50 to $300, or imprisonment from ten days to six months, or both fine and imprisonment, together with costs of prosecution. (Act approved March 3, 1899. ) Secretary of State board of examiners, Dr. R. L. Nourse, Hailey, Idaho. Illinois. — The State board of health grants certificates to practice medicine to all who pass a satisfactory examination and in addition hold diplomas of recognized medical colleges. A fee of $10 is charged for examination and $5 for a certificate, if issued. Certificates of other States are recognized under certain conditions. Penalty for practicing without a license, fine of $100 for the first offense and $200 for each subsequent offense, or in case of nonpayment of fine and costs the defendant shall be committed to the county jail thirty days for the first offense and ninety days for each subsequent offense. (Revised Statutes, . 1899. ) Secretary of State board of health, Dr. J. A. Egan, Springfield, Ill. Indian Territory. — ' The United States judge of each district in the Indian Terri¬ tory shall appoint for his district a board of medical examiners, consisting of three persons” who are “graduates of some reputable medical college recognized by either of the American medical college associations,” ^ach member to serve four years. The requirement for a certificate to practice is an examination (fee, $10) or a diploma which has received the approval of the board (fee, $1), but no diploma issued after July 1, 1904, shall be approved unless issued by a medical college requiring for admission an examination in all the common branches and the higher mathematics, and requiring attendance on four courses of at least six months each in separate calendar years. No provision for reciprocity of licensure. Penalty, fine of $25 to $100. (Act of Congress approved April 23, 1904.) Secretary of board of med¬ ical examiners of the central district, Dr. B. W. Caldwell, Hugo, Ind. T. Indiana. — State board of medical registration and examination consists of five members appointed by the governor for terms of four years, no member to belong to the faculty of any medical college, and each of the four systems of medicine to have at least one representative. REQUIREMENTS FOR PRACTICE OF MEDICINE. 1737 The requirements for a license are a diploma of a reputable medical college and an examination (fee, $25). Anyone who matriculated in a recognized medical college in Indiana prior to January 1, 1901, and who, with a diploma from such school, makes application for a license prior to January 1, 1905, shall be granted a certificate without examination. The law provides for reciprocity of licensure with other States. Secretary of State board of medical registration and examination, Dr. W. T. Gott, Crawfordsville, Ind. Iowa. — The State board of examiners consists of the physicians of the State board of health. The requirements for a certificate are an examination (fee, $10) and a diploma of a medical college recognized by the board and requiring attendance upon four full courses of study of at least twenty-six weeks each. Law provides for recog¬ nition of certificates of other States (fee, $50). Penalty for violation, fine of $300 to $500 and costs, and imprisonment until it is paid. (Annotated supplement to the code, 1902, chapter 17; amendment of March 15, 1904.) Secretary of State board of examiners, Dr. J. F. Kennedy, Des Moines, Iowa. Kansas. — The State board of medical registration and examination consists of seven members appointed by the governor for terms of four years each. Applicants who- have studied medicine four periods of six months each may be licensed after an exami¬ nation (fee, $15), or on a diploma of a reputable medical college (fee, $10). Licenses may also be granted to medical graduates who hold certificates from other State or foreign boards having equal standards (fee, $10). Penalty for violation, fine of $50 to $200. (Act of March 22, 1901.) Under date of March 20, 1903, the State board published a circular letter stating, “No registration will be made on diplomas or cer¬ tificates from other State boards. ’ ’ Secretary of State board of medical registration and examination, Dr. G. F. Johnston, Lakin, Kans. Kentucky. — The State board of health grants certificate to any graduate of a repu¬ table medical college who passes an examination (fee, $10), but “all students who are matriculated in any medical or osteopathic college in this Commonwealth on or before February 1, 1904, and shall have graduated prior to September 1, 1907, and make application to the board prior to January 1, 1908, shall receive certificates without examination.” Certificates may be revoked for cause. Penalty for violation, fine of $50, and for each subsequent conviction fine of $100 or imprisonment thirty days, or both. (Carroll’s Statutes, 1903, chapter 85, article 1, and amendment of 1904.) Secretary of State board of health, Dr. J. N. McCormack, Bowling Green, Ivy. Louisiana. — There are two boards of medical examiners (regular and homeo¬ pathic) , each having five members appointed by the governor for terms of six years. The requirements for a license are (1) “a fair elementary education,” (2) a diploma of a recognized medical college, and (3) an examination. The fee for examination is $10, one-half to be returned if no certificate is granted, and there is an additional fee of $1 for a certificate. No provision for recognizing licenses of other States. Penalty for violation, an injunction from any competent court forbidding further practice, and the board ‘ ‘ may sue for and demand of the defendant a penalty not to exceed $100, and in addition thereto attorney’s fees not to exceed $50, besides the costs of court.” (Acts of July 13, 1894, and July 2, 1896.) Secretary of board of medical examiners representing the Louisiana State Medical Society, Dr. F. A. Larue, 624 Gravier street, New Orleans, La. Maine. — The governor, with the advice and consent of the council, appoints a board of registration in medicine, consisting of six practicing physicians, each mem¬ ber to serve six years. The requirements for a license are an examination (fee, $10} and graduation from a medical college recognized by the board. The law provides for the recognition of certificates of other State boards. Penalty, fine of $100 to $500, or imprisonment three months, or both. (Revised Statutes, 1903.) Secretary of board of registration in medicine, Dr. A. K. P. Meserve, Portland, M*\ 1738 EDUCATION REPORT, 1903. Maryland. — There are two boards of medical examiners, each consisting of eight members, elected by the Medical and Chirurgical Faculty of the State of Maryland and the Maryland State Homeopathic Medical Society, respectively, each member serving four years. No member of any medical college or university can serve. A written examination before one of the boards is required (fee, $20) . * To be eligible to examination the applicant must have “a competent common-school education/’ and have either received a diploma from some legally incorporated medical college in the United States requiring a four years’ course ora diploma or license conferring the full right to practice in some foreign country. The law permits reciprocity of licensure with other States and the District of Columbia. Medical students, at the end of their second year of study, may be examined on anatomy, physiology, medical chemistry, and materia medica. Penalty for violation of law, fine of $20 to $500, or imprisonment thirty days to one year, or both fine and imprisonment. (Act approved April 11, 1902.) Secretary of medical board of examiners of Medical and Chirurgical Faculty, Dr. J. M. Scott, Hagerstown, Md. Massachusetts. — Board of registration in medicine consists of seven practicing physi¬ cians appointed by the governor, with the advice and consent of the council, for terms of seven years each, no member to belong to the faculty of any medical col¬ lege. Applicants for licenses must pass an examination (fee, $20). No provision for recognizing licenses of other State boards. The certificate of a physician may be revoked for felony or crime in the practice of his profession. Penalty, fine of $100 to $500, or imprisonment forthree months, or both. (Revised laws, January 1, 1902. ) Secretary of board of registration in medicine, Dr. E. B. Harvey, State House, Bos¬ ton, Mass. Michigan. — The governor appoints a board of registration in medicine of ten phy¬ sicians (fiye regular, two homeopathic, two eclectic, and one physiomedical), no member to belong to the faculty of any medical college. The applicant for a certifi¬ cate shall (1) have4' a diploma from a recognized and reputable high school, academy, college, or university having a classical course, ’ ’ or shall pass a preliminary exami¬ nation; and (2) he shall be a graduate of a recognized medical college having at least a four years’ course of seven months each; and (3) he shall pass an examination. Certificates of other States or countries may be accepted. Fee for examination or for recognition of certificate of another State or country is $25, but graduates of an approved medical school in Michigan pay an examination fee of $10 only. Penalty, fine of not more than $100, or imprisonment not more than ninety days, or both. (Act approved June 9, 1903.) Secretary of State board of registration in medicine, Dr. B. D. Harison, Sault Ste. Marie, Mich. Minnesota. — State board of medical examiners consists of nine members appointed by the governor for terms of three years each . The requirements for a license are an exam¬ ination (fee $10, not returnable) and attendance at a recognized medical college four full courses of at least twenty-six weeks each, no two courses in the same year. No provision for the endorsement of other State licenses. Certificates may be revoked for cause. Penalty for violation, fine of $50 to $100, or imprisonment ten to ninety days, or both. (Act of April 22, 189b.) Secretary of State board of medical exam¬ iners, Dr. C. J. Ringnell, Minneapolis, Minn. Mississippi. — The State board of health examines all applicants for license to prac¬ tice medicine (fee, $10.25). Penalty for practicing without a license, fine of $20 to $200, or imprisonment not exceeding thirty days. (Acts of 1892 and 1898.) Secre¬ tary of State board of health, Dr. J. F. Hunter, Jackson, Miss. Missouri. — The State board of health grants certificates to all applicants who (1) possess satisfactory preliminary qualifications and (2) pass the examination (fee, $15). No provision for recognizing certificates of other States. Penalty for violation of law, fine of $50 to $500, or imprisonment for thirty days to one year, or both fine and imprisonment. (Act approved March 12, 1901.) But students matriculated REQUIREMENTS FOR PRACTICE OF MEDICINE. 1739 prior to March 12, 1901, shall be granted a license on presentation of a diploma of any medical college of Missouri (fee, $15). (Law as amended March 21, 1903. ) Sec¬ retary of State board of health, Dr. W. F. Morrow, Kansas City, Mo. Montana. — The board of medical examiners consists of seven members. The re¬ quirements for a certificate to practice are an examination (fee, $15) and a diploma of a recognized medical college, and, if graduated since July 1, 1898, attendance upon four courses of at least six months each. Certificates may be revoked for unprofes¬ sional, dishonorable, or immoral conduct. Secretary of board of medical examiners, Dr. Wm. C. Riddell, Helena, Mont. Nebraska. — The State board of health appoints four secretaries, who shall be gradu¬ ated physicians (two regular, one homeopathic, one eclectic) of at least seven years’ consecutive practice, to assist and advise the board of health in its duties. The requirements for a license are an examination and diploma of a medical school in good standing which requires a preliminary examination for admission and attend¬ ance on four courses of study of six months each, but the requirement of four years shall not apply to those who graduated prior to August, 1898. Fee for a license, to graduates of medical colleges in Nebraska, $10, to all others $25. Certificates may be revoked for cause. Penalty for violation, fine of $50 to $300, and costs, and stand committed until payment is made. (Cobbey’s Annotated Statutes, 1903, sections 9416-9433. ) Secretary of State board of health, Dr. George H. Brash, Beatrice, Nebr. Nevada. — State board of medical examiners consists of five practicing physicians (three regular, one homeopathic, one eclectic) appointed by the governor for terms of five years each. Certificates are granted to graduates of recognized medical col¬ leges in the United States; also to graduates of recognized medical colleges without the United States who pass a satisfactory examination. Fee for certificate, $25. Penalty, fine of not less than $100 or imprisonment fifty to one hundred and eighty days, or both. (Act approved March 15, 1899.) Secretary of State board of med¬ ical examiners, Dr. S. L. Lee, Carson City, Nev. New Hampshire. — The governor and council appoint three separate State boards of medical examiners (regular, homeopathic, eclectic), of five members each, each member to serve five years. The superintendent of public instruction is ex officio regent of the State board of medical examiners. License to practice medicine is granted after an examination to any candidate who submits satisfactory evidence that he (1) is more than 21 years of age; (2) is of good moral character; (3) has a preliminary education equal to a registered academy or high school; (4) has studied medicine four years of nine months each, including four satisfactory courses of at least six months each in four calendar years in a registered medical college; but “the regent shall accept as the equivalent for any part of the third and fourth requirements evidence of five or more years’ reputable practice, provided that such substitution be specified in the license; and as the equivalent of the first year of the fourth requirement, evidence of graduation from a registered college course, provid¬ ing that such college course shall have included not less than the minimum require¬ ments for such admission to the second year of a medical school registered as maintaining at the time a satisfactory standard;” (5) has graduated from a registered medical college, or has a license to practice in some foreign country (fee, $10) . Applicants examined and licensed by other State examining boards having equal standards may be licensed without examination (fee, $5). Penalty, fine of not more than $100 or imprisonment three months for first offense, or fine of not more than $250 or imprisonment not less than six months for a subsequent offense, or both fine and imprisonment. (Act of 1897, as amended April 2, 1903.) Secretary of State board of medical examiners for New Hampshire Medical Society, Dr. J. T. Greeley, Nashua, N. H. New Jersey . — A State board of medical examiners, consisting of nine members, is appointed by the governor, each member to serve three years. An applicant for a 1740 EDUCATION REPORT, 1903. license must (1) have received a certificate or diploma issued after four years of study in a normal, manual training, or high school of the first grade in New Jersey, or have an equivalent academic education, and (2) he must have graduated from a reputable medical college recognized by the board, or he must hold a diploma or license conferring full right to practice in some foreign country, and (3) prior to receiving his medical degree he must have studied medicine four years of nine months each and have attended four courses of at least seven months each, and (4) he must pass a medical examination (fee, $25). Candidates who graduated prior to July 4, 1803, and have been in continuous practice five years may be admit¬ ted to examination after attendance on three courses, or after two courses if grad¬ uated prior to July 4, 1894. Applicants examined and licensed by or who have been members of State examining boards of other States with substantially equal requirements may be licensed without examination on payment of a fee of $50. Penalty for first offense, fine of not less than $100 or imprisonment not less than thirty days, or both. For each subsequent offense the penalty shall be double the preceding. (Acts of 1894 and 1903. ) Secretary of State board of medical examiners, Dr. E. L. B. Godfrey, Camden, N. J. New Mexico. — The Territorial board of health grants licenses to graduates of medical colleges in good standing (fee, $25). A medical college in good standing “is declared to be one of at least ten years’ continuous existence, one which now requires a high school certificate, or its equivalent, for admission to it, and one which now or here¬ after requires an attendance on, and gives four full courses in four separate years, and one which has ample clinical facilities such as are furnished in large cities.” The law provides for reciprocity with other States and Territories. Certificates may be revoked for cause. Penalty for practicing without a license, fine of not more than $100 or imprisonment not over ninety days, or both. (Act of March 12, 1903. ) Secretary of New Mexico board of health, Dr. D. B. Black, Las Vegas, N. Mex. New York. — The regents of the University of the State of New York appoint three boards of medical examiners (regular, homeopathic, eclectic) of seven members each. The applicant for a license must (1) have the general education required, (2) have studied four years of nine months each and have attended four courses of at least six months each, (3) have graduated from a registered medical col¬ lege or hold a license to practice in some foreign country, and (4) must pass an examination (fee $25). Five years’ practice of medicine may be accepted in place of the general education and attendance required. Students of registered medical colleges, who are 19 years of age, may be examined in anatomy, physiology and hygiene, and chemistry at the end of their second year’s course. The law pro¬ vides for reciprocity of licensure. Penalty, fine of not more than $250, or imprison¬ ment six months, for first offense; for a subsequent offense a fine of not over $500 or imprisonment not less than one year, or both fine and imprisonment. (Act as amended March 23, 1902. ) Executive officer of the regents, Andrew S. Draper, Albany, N. Y. North Carolina. — The board of medical examiners, consisting of seven members, is appointed by the State medical society. An applicant for a license must (1) exhibit a diploma of an approved medical college or a license to practice in some other State, and (2) must pass an examination. Each applicant receiving a license must pay a fee of $10. Penalty for practicing without a license, fine of $25 to $100, or imprison¬ ment in the discretion of the court. (Act of 1899.) Secretary of State board of medical examiners, Dr. G. W. Pressly, Charlotte, N. C. North Dakota. — The State board of medical examiners consists of nine members (eight of whom shall be practicing physicians), appointed by the governor. Licenses are granted after examination (fee, $20) to persons who have attended three courses of lectures of at least six months each. No provision for reciprocity of licensure. REQUIREMENTS FOR PRACTICE OF MEDICINE. 1741 Secretary of State board of medical examiners, Dr. H. M. Wheeler, Grand Forks, N. Dak.' Ohio. — State board of medical registration and examination consists of seven mem¬ bers, appointed by the governor; each member to serve seven years; the different systems of medicine to be represented. The requirements for a certificate are a high school education, graduation from a recognized medical college or foreign license, and an examination (fee, $25). The law provides for recognition of the certificates of other States (fee, $50). (Bates’ Annotated Statutes, 1903.) Secretary of State board of medical registration and examination, Dr. Frank Winders, Colum¬ bus, Ohio. Oklahoma. — Territorial board of health consists of three practicing physicians, appointed by the governor for two years. Applicants for license to practice medi¬ cine must (1) present ‘ ; proof of ten years’ continuous practice, or proof of gradua¬ tion from a reputable medical college,” and (2) pass an examination (fee, $5). Penalty, fine of $50 to $100, or imprisonment thirty days to six months, or both fine and imprisonment. (Act of March 12, 1903.) Secretary of Territorial board of health, Dr. E. E. Cowdrick, Enid, Okla. Oregon. — State board of medical examiners consists of five members (three regular, one homeopathic, one eclectic), appointed by the governor. Applicants for license must pass an examination (fee $10), but applicants who have been licensed in other States after an examination may be excused from examination. (Act approved February 17, 1903.) Secretary of State board of medical examiners, Dr. Byron E. Miller, Portland, Oreg. Pennsylvania. — The medical council has supervision of the examinations, which are conducted by the three boards of medical examiners (regular, homeopathic, and eclectic), consisting of seven members each, appointed by the governor, each mem¬ ber to serve three years. The requirements for a license are (1) a competent com¬ mon school education, (2) medical diploma (if granted after July 1, 1895, holder must have studied medicine four years and attended three courses of lectures) or license to practice in some foreign country, (3) an examination (fee, $25). Applicants examined and licensed by other State examining boards having equal standards of requirements may be licensed without examination (fee, $15). Act of May 18, 1893. Secretary of medical council of Pennsylvania, I. B. Brown, Harrisburg, Pa. Philippine Islands. — The board of medical examiners consists of three physicians, each to serve three years. Every one desiring to practice medicine must submit to an examination and must present a diploma of a medical college recognized as repu¬ table by the board of health for the Philippines (fee, $15). Penalty for practicing without a license, fine of not more than $150, or imprisonment not more than ninety days, or both. (Act of December 4, 1901.) Secretary of board of medical exam¬ iners, R. E. L. Newberne, Manila, P. I. Porto Pico. — The board of health, on the recommendation of the examining com¬ mittee, grants licenses to graduates of recognized medical colleges who pass a satis¬ factory examination (fee, $25). Graduates of reputable medical schools who have been licensed by State boards after examination may be licensed without examina¬ tion upon payment of the fee of $25. Secretary of the board of examiners, Dr. Quevedo Baez, San Juan, P. R. Rhode Island. — State board of health grants certificate “to any reputable physician” who passes a satisfactory examination (fee for the examination, $10, ‘ ‘ and not more than $2 shall be charged for a certificate”). Penalty, fine of $50 for first offense, and for each subsequent offense a fine of $100 and imprisonment thirty days, either or both. (Chapter 165 of the General Laws, as amended November, 1901.) Secre¬ tary of State board of health, Dr. G. T. Swarts, Providence, R. I. South Carolina. — State board of medical examiners consists of eight members, appointed by the governor to serve two years each. The governor also appoints three homeopathic physicians as a State board of homeopathic examiners. All 1742 EDUCATION REPORT, 1903. applicants for certificates must pass an examination (fee, $5), and to be eligible to examination the applicant must have a preliminary education equivalent to the pos¬ session of a teacher’s first-grade certificate and must have graduated from a medical college after an attendance of four years of twenty-six weeks each. Fee for each certificate issued, $5. Penalty for violation, fine of $50 to $300, or imprisonment of thirty to ninety days, or both. (Act of February 27, 1904.) Secretary of State board of medical examiners, Dr. W. M. Lester, Columbia, S. C. ) South Dakota. — Board of medical examiners, consisting of. seven physicians (four regular, two homeopathic, one eclectic), is appointed by the governor for terms of three years. An applicant for a license must present a diploma from a recognized medical college which requires four full courses of lectures of six months each, and must pass an examination (fee, $20) . Provision is made for reciprocity of licensure with other States and Territories. Penalty for violation, fine of $500 to $800, or im¬ prisonment thirty to ninety days, or both. (Act approved March 5, 1903.) Secre¬ tary of board of medical examiners, Dr. H. E. McNutt, Aberdeen, S. Dak. Tennessee. — State board of medical examiners consists of six physicians (four regu¬ lar, one eclectic, one homeopathic), not connected with any medical college, who are appointed by the governor for terms of four years. Every applicant for a certificate to practice must pass an examination (fee, $10, and $5 additional for the certificate, if granted). No provision for recognizing certificates of other States. Penalty, fine of $10 to $25 for every offense. (Act approved April 22, 1901.) Secretary of board of medical examiners, Dr. T. J. Happel, Trenton, Tenn. Texas. —Three boards of medical examiners (regular, homeopathic, eclectic), of nine members each, are appointed by the governor for terms of two years. All per¬ sons desiring to practice medicine must pass an examination (fe'e, $15), but anyone licensed in another State or Territory with an equal standard of requirements may be licensed without an examination upon payment of the regular fee of $15. Penalty for violation, fine of $50 to $500, or both fine and imprisonment not exceeding six months. (Act approved February 22, 1901.) Secretary of board of medical exam¬ iners for the State of Texas, Dr. M. M. Smith, Austin, Tex. Utah. — A State board of medical examiners, consisting of seven members, is appointed by the governor at each regular session of the legislature by and with the consent of the Senate. A certificate is issued to any graduate of a medical school in good standing who passes a satisfactory examination (fee, $15). (Acts of 1892 and 1894.) Secretary of State board of medical examiners, Dr. R. W. Fisher, Salt Lake City, Utah. Vermont. — Each board of censors (homeopathic, eclectic, regular) shall issue certifi¬ cates to persons who present a medical diploma and pass a satisfactory examination, and to physicians licensed in other States which have equivalent requirements in the opinion of the board (fee, $5). (Act approved November 11, 1902.) Secretary of board of censors, Dr. S. W. Hammond, Rutland, Vt. Virginia. — The State board of medical examiners, appointed by the governor, con¬ sists of three members from each Congressional district, two from the State at large, and five homeopathic physicians. The requirements for a license are an examina¬ tion (fee, $10) and a medical diploma. The board may, in its discretion, accept in lieu of an examination a medical diploma and a certificate granted after examination in some other State or Territory. Medical students may be admitted to a partial examination at the end of the second year’s course. Penalty for practicing without a license, fine of $50 to $500. (Acts of April 23 and December 17, 1903.) Secretary of State board of medical examiners, Dr. R. S. Martin, Stuart, Va. Washington. — State medical examining board consists of nine members, appointed by the governor. An applicant for a license must pass an examination (fee, $10) and must have graduated from a “medical college now having at least a three years’ graded course.” A license granted after examination in another State may be REQUIREMENTS FOR PRACTICE OF DENTISTRY. 1743 accepted in liea of an examination, in the discretion of. the board. Penalty for practicing without a license, fine of $50 to $100, or imprisonment ten to ninety days, or both. (Act of February 18, 1901.) Secretary of State board of medical examiners, Dr. T. B. Swearingen, Tacoma, Wash. West Virginia. — The State board of health grants certificates to practice medicine to all persons who pass a satisfactory examination (fee, $10). Secretary of State board of health, Dr. Hugh A. Barbee, Point Pleasant, W. Ya. Wisconsin. — The Wisconsin State board of medical examiners consists of eight members (three allopathic, two homeopathic, two eclectic, one osteopathic), appointed by the governor for terms of four years each. To secure a license to prac¬ tice medicine and surgery the applicant must pass an examination and must be a graduate of a reputable medical college requiring at least four courses of seven months each in separate calendar years, and “a preliminary education equivalent to that nec¬ essary for entrance to the junior class of an accredited high school, including a one year’s course in Latin, and that shall after the year 1906 require for admission to sueh school a preliminary education equivalent to graduation from an accredited high school of this State.” The examination fee shall not exceed $15, with $5 additional for the license issued. Any person licensed by another State board requiring an equal standard and holding a diploma from a reputable medical college may be licensed without examination on payment of a fee not exceeding $25. Penalty for violation, fine of $50 to $100, or imprisonment not exceeding six months, or both. (Act approved May 22, 1903.) Secretary of State board of medical examiners, Dr. F. R. Forsbeck, Milwaukee, Wis. Wyoming. — State board of medical examiners, consisting of three persons, is appointed by the governor. A certificate is granted on the diploma of a recognized medical college (fee, $5) or on examination (fee, $25). No provision for reciprocity of licensure. Penalty, fine not exceeding $100, or imprisonment not more than thirty days, or both fine and imprisonment. (Act approved February 14, 1899.) Secretary of State board of medical examiners, Dr. G. P. Johnston, Cheyenne, Wyo. B. — Laws Governing the Practice of Dentistry in the Various States and Territories. Alabama — Board of dental examiners consists of five members, each to serve five years, elected by the Alabama Dental Association. Licenses to practice dentistry are granted after examination (fee, $10). Penalty for practicing without a license, fine of $50 to $300. (Acts of 1894, as amended March 4, 1901.) Secretary of board of dental examiners, Dr. T. P. Whitby, Selma, Ala. Alaska. — No regulation. Arizona . — The board of examiners consists of five resident practicing dentists, appointed by the governor for a term of four years. The requirements for licensure are an examination (fee, $25, not. returnable), and that the applicant shall (1) furnish satisfactory evidence of having graduated from a reputable dental college of the United States, which must be a member of the National Association of Dental Col¬ lege Faculties, and recognized by the board of dental examiners; or (2), shall have graduated from a high school or similar institution of learning in Arizona, or some other State or Territory of the United States requiring a four years’ course of study, and have completed an apprenticeship of three years, of twelve months each, with a licensed practitioner of dentistry; or (3), furnish a certificate from the State board of dental examiners, or similar body of some other State or Territory of the United States, showing that he or she has been a licensed practitioner of clentistry in that State or Territory for at least five years. The penalty for violation is a fine of $100 to $200, or imprisonment three to six months, or both fine and imprisonment, for 1744 EDUCATION REPORT, 1903. each and every offense. (Act of March 17, 1903.) Secretary of board of dental examiners, Dr. J. L. Hamilton, Phoenix, Ariz. Arkansas. — Board of dental examiners consists of five dentists appointed by the governor for two years. To secure a license to practice the applicant must pass an examination (fee, $5), but if a diploma of a reputable dental college is presented to the board it may, in its discretion, excuse the applicant from an examination. No provision for recognizing licenses of other States. Penalty for practicing Avithout a license, fine of $5 to $25 for each day. (Act of May 23, 1901.) Secretary of board of dental examiners, Dr. A. T. McMillen, Little Pock, Ark. California. — The board of dental examiners consists of seven reputable practicing dentists, appointed by the governor for terms of four years. No member of the board shall be a member of the faculty of any dental college, or shall have any financial interest in such college. A license to practice dentistry is granted only after an examination (fee, $25, not returnable). No person shall be eligible for examination who is not a graduate of a reputable dental college indorsed by the board of dental examiners, or who shall not have graduated from a high school or similar institution of learning in California or some other State of the United States requiring a three years’ course of study, and who can not furnish satisfactory evidence that he or she has completed an apprenticeship of four years of twelve months each with a licensed practitioner of dentistry in California, or who can not furnish a cer¬ tificate from the State dental board of some other State in the United States showing that he or she has been a licensed practitioner of dentistry in that State for at least five years. Penalty for violation, fine of $50 to $500, or imprisonment five days to six months, or both fine and imprisonment. (Statutes, 1903.) Secretary of State board of dental examiners, Dr. H. G. Baird, 502 Sutter street, San Francisco, Cal. Colorado. — State board of dental examiners consists of five practitioners of den¬ tistry, appointed by the governor for a term of two years. To secure a license an examination is required (fee, $10), the prerequisite being a diploma of graduation from some reputable dental college. Penalty for violation of law, fine of $100 to $300, each day of illegal practice being regarded as a separate offense. (Act of April 17, 1897.) Secretary of State board of dental examiners, Dr. M. S. Fraser, 407 Mack Building, Denver, Colo. Connecticut. — Board of dental commissioners consists of five practicing dentists of not less than ten years’ experience in practice of dentistry, appointed by the gov¬ ernor for terms of two years. The requirements for a license are (1) an examina¬ tion (fee, $25, but $20 shall be returned in case of failure to pass the examination); and (2) a diploma or other sufficient certificate of graduation from some reputable dental college duly recognized by the laws of the State in which it is situated, or three years of instruction under some reputable dentist, or three years’ continuous practice of dentistry. The penalty for violation of the law is a fine not exceeding $50 for each offense, each week of unlawful practice being considered a separate offense. No provision for recognizing certificates of other States. (General statutes, 1902.) Secretary of board of dental commissioners, Dr. J. T. Barker, Wallingford, Conn. Delaware. — Board of dental examiners consists of five reputable practicing dentists, appointed by the governor for terms of four years each. An examination is required in order to secure a certificate (examination fee $10, and $1 for a certificate, if granted). The by-laws of the board of examiners require the applicant to be a graduate of a recognized dental college. Penalty for practicing without a license, fine of $50 to $300, or imprisonment not more than six months. (Act of March 31, 1885, as amended March 23,1899.) Secretary of board of dental examiners, Dr. C. B. Jefferis, Wilmington, Del. District of Columbia. — Board of dental examiners consists of five reputable dentists, appointed by the Commissioners of the District of Columbia, to serve terms of five REQUIREMENTS FOR PRACTICE OE DENTISTRY. 1745 years each. A certificate is granted to anyone who passes a satisfactory examination, or to anyone who is a graduate of a dental college requiring a three years’ course of study. Fee for examination, $10; for certificate, $1. Penalty for practicing without a certificate, fine of $50 to $200, or in default of payment imprisonment thirty to ninety days. Provision is made for reciprocity of licensure. (Act of June 6, 1892, and amendment of 1904.) Secretary of board of dental examiners, Dr. Mark F. Finley, 1928 I street NW., Washington, D. C. Florida. — Board of dental examiners consists of five dentists, appointed by the governor for terms of two years. A diploma of a reputable dental college and an examination by the board are required in order to practice dentistry (fee $10). Pen¬ alty for violation, fine of not more than $500, or imprisonment not more than six months, or both. (Revised Statutes of 1892, secs. 828 and 829; act of June 3, 1899.) Secretary of board of dental examiners, Dr. F. B. Hanna, Umatilla, Fla. Georgia. — Board of dental examiners consists of five members, appointed by the governor from ten names submitted by the Georgia State Dental Society, each mem¬ ber to serve five years. The requirements for a license are (1) an examination, and (2) a diploma from a dental school having a curriculum equal to those of the majority of dental schools in the United States, or a license from another State board (fee, $10, not returnable). Penalty for practicing without a license, fine not exceeding $1,000 or imprisonment not over six months, or work on the chain gang. (Supplement to the code, 1901.) Secretary of board of dental examiners, Dr. D. D. Atkinson, Brunswick, Ga. Hawaii. — Board of dental examiners consists of three practicing dentists, appointed by the governor, each to serve three years. A certificate is granted to any graduate of a reputable dental college who passes a successful examination (fee, $20, not returnable). Certificates may be revoked for cause. Penalty for practicing without a certificate, fine of not more than $200. (Act approved April 25, 1903.) Secretary of board of dental examiners, Dr. M. E. Grossman, Honolulu, Hawaii. Idaho. — Board of dental examiners, consisting of five practicing dentists, is appointed by the governor, for terms of three years each. An examination is required to secure a license (fee, $25, not returnable), and in addition the applicant must have had three years’ experience in a dental office, or must have a dental diploma or a certifi¬ cate from some other State board. Penalty for violation of law, fine of $50 to $200. (Act of February 16, 1899.) Secretary of board of dental examiners, Dr. W. W. Palev, Mackey, Idaho. Illinois. — Board of examiners consists of five practicing dentists, appointed by the governor, each to serve five years. The requirement for a license is an examination (fee, $10), or a diploma of a reputable dental college (fee, $5). Penalty for practicing without a license, fine of $25 to $100. (Act of May 30, 1881, as amended April 15, 1899.) Secretary of State board of dental examiners, Dr. J. G. Reid, 67 Wabash avenue, Chicago, Ill. Indian Territory. — No information of any regulation as to practice of dentistry. Indiana. — The State board of dental examiners consists of five practicing dentists, one appointed by the governor, one by the State board of health, and three by the State Dental Association, to serve two years. The requirements are ( 1 ) an examina¬ tion (fee, $20), and (2) a diploma of a dental college recognized by the National Asso¬ ciation of Dental Faculties, or affidavits “that the applicant has been an assistant in the dental office of a reputable licensed dentist or dentists of this State for a period of time not less than five years.” Penalty for violation, fine of $25 to $200. Pro¬ vision is made for the recognition of certificates of other States. (Acts 1899 and 1903. ) Secretary of State board of dental examiners, Dr. D. L. Stine, Indianapolis, Ind. Iowa. — Board of dental examiners consists of five practicing dentists, appointed by the governor for terms of five years each. The requirements for a license are an ed 1903 — vol 2 - 34 1746 EDUCATION REPORT, 1903. examination (fee, $20), and graduation from a reputable dental college recognized by the board. Penalty, fine of not more than $200, or imprisonment not more than forty days, or both. (Act of April 16, 1900.) Secretary of board of dental exam¬ iners, Dr. C. S. Searles, Dubuque, Iowa. Kansas. — State board of dental examiners consists of three practicing dentists, appointed by the governor, each to serve four years. The requirement for a certifi¬ cate is an examination (fee, $10), or a diploma from a reputable dental college rec¬ ognized by the board ( fee, $5) . “ Residents of this State only shall be eligible for registration.” Penalty for violation, fine of $25 to $100. (Act approved February 24, 1903.) Secretary of State board of dental examiners, Dr. M. I. Hulls, Hutchin¬ son, Kans. ' Kentucky. — The board of examiners in dentistry consists of five dentists appointed by the governor. An examination and a dental diploma are required to obtain a certificate (fee, $20). Penalty for violation, fine of $50 to $200. (Act approved March 17, 1904.) Secretary of board of examiners in dentistry, Dr. Henry Pirtle, 116 West Chestnut street, Louisville, Ky. Louisiana. — State board of dentistry consists of five dentists, appointed by the gov¬ ernor for terms of seven years. The applicant for a certificate, according to the board’s “ Rules for conducting dental examinations,” must be a graduate of a recog¬ nized dental school and must pass an examination (fee, $25). Penalty for practicing without a certificate, fine not exceeding $100, or imprisonment not exceeding three months, or both. (Act of July 3, 1900, as amended in 1902.) Secretary of State board of dentistry, Dr. L. A. Hubert, 137 Carondelet street, New Orleans, La. Maine. — Board of dental examiners consists of five dentists, appointed by the gov¬ ernor, with the advice of the council, for terms of three years. An examination is required for a license (fee $20, not returnable) . Penalty for violation, fine of $25 to $100 for each offense. (Revised Statutes, 1903.) Secretary of board of dental examiners, Dr. D. W. Fellows, Portland, Me. Maryland. — State board of dental examiners consists of six practicing dentists, appointed by the governor out of a list of nine names proposed by the Maryland State Dental Association, each member to serve six years. Any graduate of a dental school in the United States may be examined, and if found qualified shall be given a certificate, but any graduate of a regular dental college may be registered without examination, in the discretion of the board. A fee of $10 shall be paid by every appli¬ cant for examination and registration. Penalty for practicing without a certificate, fine of $50 to $300, or imprisonment not more than six months. (Act approved April 4, 1896. ) Secretary of State board of dental examiners, Dr. F. F. Drew, 701 North Howard street, Baltimore, Md. Massachusetts. — Board of registration in dentistry consists of five members appointed by the governor, with the advice and consent of the council, for terms of three years each. An examination is required to secure a certificate (fee, $20). Penalty for violation, fine of $50 to $100, or imprisonment three months. No provision for rec¬ ognizing certificates of other State boards. ( Revised laws of Massachusetts, 1902, ch. 76, secs. 24, 26,28.) Secretary of board of registration in dentistry, Dr. G. E. Mitchell, Haverhill, Mass. Michigan. — The board of examiners consists of three practical dentists appointed by the governor, to serve three years each. A certificate is granted after examina¬ tion (fee, $10), or to anyone holding a diploma from a reputable dental college hav¬ ing a course of instruction and practice equal to that of the college of dentistry of the University of Michigan (fee, $3). Penalty for practicing without a certificate, fine of $25 to $100, or imprisonment not more than ninety days, or both fine and imprison¬ ment. Secretary of board of dental examiners, Dr. W. C. McKinney, Saginaw, Mich. Minnesota. — Board of dental examiners consists of five resident practicing dentists, appointed by the governor for terms of three years. The requirements for a license REQUIREMENTS FOR PRACTICE OF DENTISTRY. 1747 are an examination by the State board (fee, §10; not returnable) and a diploma of an approved dental college. Penalty for practicing without a license, tine of §20 to §100 or imprisonment one to three months, or both. No provision for recognition of licenses of other examining boards. (Laws of 1889, ch. 19.) Secretary of board of dental examiners, Dr. C. H. Robinson, Wabasha, Minn. Mississippi. — Board of dental examiners consists of five practicing dentists, appointed by the governor for terms expiring ’with that of the governor appointing them. A high-school education and an examination are required for a license (fee, §10). Penalty for violation, fine of not over §500 and imprisonment in the county jail not more than six months, or either. (Annotated Code of 1892, secs. 1454, 1528-1531; amendment of March 16, 1904.) Secretary of board of dental examiners. Dr. W. R. Wright, Jackson, Miss. Missouri. — Board of dental examiners consists of five reputable dentists, appointed by the governor for terms of five years each. “No professor, director, owner or stockholder of any dental college or school shall be appointed a member of said board.” A certificate is granted to any graduate of a reputable dental college requir¬ ing an attendance on not less than three courses of six months each (fee, §2), or a certificate may be issued after an examination by the board to anyone who has studied dentistry in Missouri for three years or who holds a license from the dental board of another State (fee, §10). Penalty, fine of §50 to §200, or imprisonment twenty to sixty days, or both. (Revised Statutes of 1889, secs. 8526, 8528, 852ff, 8534.) Secretary of State board of dental examiners, Dr. S. C. A. Rubey, Clinton, Mo. Montana. — The governor appoints a board of dental examiners consisting of five members, each to serve five years. An examination before this board is required in order to secure a license to practice dentistry. “To be eligible for such examination the applicant shall give satisfactory evidence of having practiced dentistry five years, or having been a bona fide student five years, under immediate supervision of a licensed dentist, or shall present a diploma from some reputable dental college.” Fee, §25, not returnable. (Act approved February 25, 1901.) Penalty for violation, fine of §50 to §200, or imprisonment one to three months, or both fine and imprison¬ ment. Secretary of board of dental examiners, Dr. D. J. Wait, Helena, Mont. Nebraska. — The State board of health appoints three secretaries, for terms of three years, from a list furnished by the State dental society. An examination by the secretaries (fee, §10) or a diploma from a reputable dental college (fee in this case, §2) is required to secure a license. Penalty for violation, fine of §25 to §50 and costs for each offense, and offender to stand committed until such fine and costs are paid. (Compiled statutes, 1903, chap. 55, Art. II. ) Secretary of board of dental secretaries, W. N. Dorward, Omaha, Nebr. Nevada. — Board of examiners consists of five practicing dentists, appointed by the governor for terms of four years each from a list of ten names furnished him by the Nevada State Dental Society. A certificate is granted to any one passing a satisfac¬ tory examination or to any graduate of a reputable dental college when the board is satisfied as to the character of such institution. The “board of examiners may charge each person applying to or appearing before them for examination for a cer¬ tificate of qualification a fee of §10, which fee shall in no case be returned.” Penalty for violation, fine of §50 to §200, or imprisonment six months. (Act approved March 16, 1895.) Secretary of board of examiners, Dr. C A. Coffin, Reno, Nev. New Hampshire. — State board of registration in dentistry consists of three practi¬ cing dentists, appointed by the governor with the advice of the council, to serve ‘three years. An examination by the board is required to obtain a certificate (fee, §10). Penalty for violation, fine not exceeding §100 for each offense. (Statutes and laws of 1901, chap. 134.) Secretary of board of registration in dentistry, Dr. A. J. Sawyer, Manchester, N. H. 1748 EDUCATION REPORT, 1903. Neiv Jersey. — Board of registration and examination in dentistry consists of five members, appointed by the governor for terms of five years upon recommendation of the State dental society. An examination by the board is required for a license. No person shall be examined by said board unless he has received a good common school education and a diploma from a dental school recognized by the board, or shall present the written recommendation of at least five licensed dentists of this State of five years’ standing, certifying that he is qualified for such examination, or shall hold a diploma or license to practice in some foreign country and granted by some authority recognized b}' the board. The board may license "without examination any applicant who has been duly licensed after examination in any other State, provided his professional education shall not be less than that required in this State. Penalty, fine of not less than §50 for first offense; for subsequent offenses, not less than $100, or imprisonment not less than two months, or both. (Act approved March 17, 1898, as amended March 22, 1901.) Secretary of board of registration and examination in dentistry, Dr. Charles A. Meeker, Newark, N. J. New Mexico. — Board of dental examiners consists of five practicing dentists appointed by the governor for terms of four years. A certificate to practice is granted to any person passing a satisfactory examination (fee, $25) or to any holder of a diploma from a college recognized as reputable by the National Association of Dental ^Examiners (fee, $5). Penalty for practicing without a license, fine of $20 to $100, or imprisonment one to three months, or both. (Act approved February 23, 1893.) Secretary of board of dental examiners, Dr. D. W. Manley, Santa Fe, N. Mex. New York. — The State board of dental examiners is appointed by the board of regents from nominations by the State dental society. The requirements for licen¬ sure are an examination by the board (fee, $25), the prerequisites being (1) an edu¬ cation equivalent to that of a four-year high-school course, and (2) a diploma from a registered dental school or a license to practice in some foreign country. Penalty for violation, for the first offense, fine of not less than $50, and for a second offense, not less than $100 or imprisonment not less than two months, or both fine and imprisonment. (Dental law of March 28, 1901, as amended March 25, 1902.) Executive officer of the board of regents of the University of New York, AndrewS. Draper, Albany, N. Y. North Carolina. — Board of dental examiners consists of six members elected by the North Carolina Dental Society. An examination is required for a license (fee, $10). Penalty for practicing without a certificate, fine of $25 to $50. (Acts of 1879, ch. 139; 1887, ch. 178; 1889, ch. 228; 1891, ch. 251.) Secretary of board of dental examiners, Dr. J. S. Betts, Greensboro. North Dakota. — State board of dental examiners consists of five members appointed by the governor, to serve five years each. A license to practice may be granted to anyone holding a diploma of a reputable dental college or to anyone passing a satis¬ factory examination who has been practicing or studying dentistry under a licensed dentist for three years immediately preceding. Examination fee, $10, and a further sum of $5 for a certificate. Penalty, fine not exceeding $300 or imprisonment not more than sixty days, or both. (Revised Code of North Dakota, 1895.) Secretary of State board of dental examiners, Dr. H. L. Starling, Fargo, N. Dak. Ohio. — State board of dental examiners consists of five practicing dentists, not members of dental colleges, appointed by the governor for terms of three years. Applicants for license must present a diploma from a legally chartered dental college and pass an examination (fee, $20; not returnable in case of failure). The board shall excuse from examination graduates of Ohio dental colleges up to and including the June, 1905, session of the board. Upon unanimous vote of the board, applicants holding a license from another State requiring a diploma and examination may be excused from examination. Penalty for violation of law, fine of $50 to $100 or imprisonment ten days to one month, or both. (Acts of April 29 and May 10, 1902. ) REQUIREMENTS FOR PRACTICE OF DENTISTRY. 1749 Secretary of board of dental examiners, Dr. H. C. Brown, 185 East State street, Columbus, Ohio. Oklahoma. — Board of dental examiners consists of five practicing dentists appointed by the governor. The requirements for a license are an examination by the board or a diploma; fee for license, $10. Penalty for practicing without a license, fine of $25 to $200 or imprisonment not more than six months, or both. (Revised Statutes of Oklahoma, 1903.) Secretary of board of dental examiners, Dr. A. C. Hixon, Guthrie, Okla. Oregon. — State board of dental examiners consists of five members appointed by the governor for three years from a list furnished him by the State dental asso¬ ciation. An applicant for a license must present a diploma from some reputable dental college and must pass an examination (fee, $10) . “All dental colleges which are members of the National Association of Dental Faculties shall be deemed reputable and in good standing.” Penalty for practicing without a license, fine of $50 to $200 or imprisonment not more than six months. (Act approved February 20, 1899.) Secretary of State board of dental examiners, Dr. 0. D. Ireland, Dekum Building, Portland, Oreg. Pennsylvania. — The dental council of Pennsylvania consists of the superintendent of public instruction, the president of the State board of health and vital statistics, and the president, for the time being, of the Pennsylvania Dental Society. It super¬ vises the examinations conducted by the State board of dental examiners and issues the licenses to practice dentistry. The board of dental examiners consists of six dentists of good standing appointed by the governor for a term of three years each. The requirements for a license are (1) a competent common school education, (2) a diploma of a recognized dental school or a license to practice in some foreign coun¬ try, and (3) an examination (fee, $15). Applicants examined and licensed by other State examining boards having substantially the same standard of requirements may be licensed without an examination on payment of $10. Penalty for violation, fine of $50 to $200. (Act of July 9, 1897.) Secretary of dental council, C. N. Schaeffer, Harrisburg, Pa. Philippine Islands. — A board of dental examiners, consisting of three reputable dentists appointed for three years each by the commissioner of public health with the advice and consent of the board of health, grants certificates to practice dentistry to all candidates who have received dental diplomas and who in addition pass a satisfactory examination (fee, $10). Penalty, fine of not more than $100 or imprison¬ ment not more than ninety days. (Enacted January 10, 1903. ) Secretary of board of dental examiners, Dr. W. G. Skidmore, Manila, P. I. Porto Pico. — The superior board of health grants licenses to applicants who possess a fair common school education, a diploma from a reputable dental college, and who pass an examination (fee, $25). Dr. Manuel Y. de Valle, San Juan, Bayamon, P. R., member of dental examining board. Rhode Island. — Board of registration in dentistry consists of five practicing dentists, appointed by the governor for three years each. Licenses are granted after exami¬ nation by the board (fee, $20). Penalty for practicing without a license, fine of $50 to $100. (Chap. 155, General Laws of 1896, as amended by acts of 1897 and 1901.) Secretary of board of registration in dentistry, Dr. P. J. Lleffern, Pawtucket, R. I. South Carolina. — State board of dental examiners consists of five members elected by the State dental association for terms of five years. An examination is required for a license (fee, $15) . Penalty for practicing without a license, fine of $50 to $300 or service at hard labor on chain gang from one to twelve months. (Code of South Carolina, 1902.) Secretary of State board of dental examiners, Dr. E. J. Etheredge, Leesville, S. C. South Dakota. — State board of dental examiners consists of five practicing dentists appointed by the governor for terms of five years from names furnished by the South 1750 EDUCATION REPORT, 1903. Dakota State Dental Society, twice as many names being submitted as there are appointments to be made. An applicant for a license must (1) have been in active practice of dentistry for three years or must have pursued the study of dentistry for three years under a regular practicing dentist, and (2) must pass an examination. A graduate of a reputable dental college may be licensed without examination, in the discretion of the board, according to the law, but the board requires all to pass an examination. The fee for examination is $10 (not returnable), and for a license a further sum of $5. Penalty for violation, fine of not more than $100 or imprison¬ ment not exceeding thirty days, or both. (Acts of March 7, 1901, and March 11, 1903.) Secretary of State board of dental examiners, Dr. G. W. Collins, Vermilion, S. Dak. Tennessee. — Board of dental examiners consists of six practicing dentists, appointed by the governor for terms of three years. The requirement for a license is an accept¬ able diploma or an examination before the board. Fee for each certificate issued, $5. No provision for recognizing certificates of other States. Penalty for violation, fine of $25 to $300. (Code of 1896, secs. 2627, 2628, 2631, 2634. ) Secretary of board of dental examiners, Dr. F. A. Shotwell, Rogersville, Tenn. Texas. — State board of dental examiners consists of six practical dentists, appointed by the governor for terms of two years each. Certificates are granted to the grad¬ uates of reputable dental colleges and to all who pass a satisfactory examination. Fee for each certificate, $10. Penalty for practicing without a license, fine of $25 to $300. (Chapter 97, Laws of 1897. ) Secretary of State board of dental examiners, Dr. C. C. Weaver, Plillsboro, Tex. Utah. — Board of dental examiners consists of five members, appointed by the governor for terms of four years. Anyone desiring to practice dentistry must pass an examination. To be eligible for examination the applicant must have practiced dentistry two years or studied dentistry three years under a licensed dentist, or have a diploma from a reputable dental college recognized by the National Associa¬ tion of Dental Examiners. Fee for examination, $25, of which $20 shall be returned in case of failure to pass the examination. Penalty for violation, fine not exceeding $300 or imprisonment for six months, or both. (Revised Statutes, 1898, as amended March 12, 1903.) Secretary of board of dental examiners, Dr. H. V/. Davis, Salt Lake City, Utah. Vermont. — The board of dental examiners consists of five dentists, appointed by the governor to serve two years. A license is granted on examination (fee, $10). Penalty for violation, fine of $25 to $100. (Act approved November 8, 1898. ) Secre¬ tary of board of dental examiners, Dr. G. F. Cheney, St. Johnsbury, Vt. Virginia. — State board of dental examiners consists of six dentists, appointed by the governor to serve three years each. Certificates to practice are granted after exami¬ nation only, fee $10. No provision for recognizing certificates of other State exam¬ ining boards. Penalty for practicing without a license, fine of $50 to $200. (Acts of 1890, 1894, and 1903. ) Secretary of State board of dental examiners, Dr. R. H. Walker, Norfolk, Va. Washington. — Board of dental examiners consists of five practicing dentists, ap¬ pointed by the governor for terms of two years. An examination is required for a license, and applicant must be a graduate of a recognized dental college. Exam¬ ination fee, $25. Penalty, fine of $50 to $200 or imprisonment not exceeding six months. (Act of 1897 as amended March 18, 1901.) Secretary of board of dental examiners. Dr. W. E. Burkhart, Tacoma, Wash. West Virginia. — The State board of dental examiners consists of five practicing den¬ tists, appointed by the governor for terms of four years each. The only requirement for a license is a satisfactory examination (fee, $10). Penalty for violation, fine of $50 to $200 or imprisonment one to three months, or both fine and imprisonment. REQUIREMENTS FOR PRACTICE OF DENTISTRY. 1751 No provision for reciprocity of licensure. (Act of February 20, 1897.) Secretary of State board of dental examiners, Dr. H. M. Van Voorhis, Morgantown, W. Va. Wisconsin. — State board of dental examiners consists of five practicing dentists, appointed by the governor for the term of five years, from names recommended to him by the Wisconsin State Dental Society. Licenses are granted after examination, but the State board may, in its discretion, license without examination any graduate of a reputable dental college recognized by the board which requires four full courses of lectures of at least seven months each, and which requires for admission thereto a preliminary education equivalent to that required for entrance to the junior class of an accredited high school. An applicant for examination must have gradu¬ ated from a reputable dental college, or must have practiced dentistry for four years immediately preceding, or must have served as an apprentice to a reputable dentist , for five years. The fee for each license granted, wThether on examination or not, is $10, in no case returnable. Penalty for violation, fine of $10 to $100. (Wisconsin Statutes, 1898, as amended May 21, 1903.) Secretary of State board of Rental exam¬ iners, Dr. J. J. Wright, 1218 Wells Building, Milwaukee, Wis. Wyoming. — It is unlawful to practice dentistry in Wyoming without having received a diploma from a reputable dental college, recognized as such by the National Association of Dental Examiners. Penalty, fine of $50 to $200 or sixty days in jail, or both. (Revised Statutes, 1899, secs. 2207-1212.) No dental board provided for. CHAPTER XXXVI. STATISTICS OF NORMAL SCHOOLS. The number of students pursuing teachers' training courses in the several classes of institutions for the year 1802-3 was 88,003. This was a decrease of 6,143 from the number reported for the preceding year, although there was an increase of 23 in the number of institutions reporting. In all public institutions there were 58,837 normal students, 49,175 of these being in public normal schools. In all private institutions there were 29,166 normal students, 14,939 of these being in piivate normal schools. Private universities and colleges alone show an increase in the enrollment of normal students over the preceding year. The fob- lowing table shows the number and classes of institutions offering professional instruction to teachers and the number of normal students in each class for the last four years: Normal students reported for four years. Classes of institutions. 1899-1900. 1900-1901. 1901-2. 1902-3. Insti¬ tu¬ tions. I Stu¬ dents. tats- stn. tions. | dents- i Insti- 1 tu- ; tions. Stu¬ dents. Insti¬ tu¬ tions. Stu¬ dents. Public normal schools . 172 47,421 170 43,372 173 49,403 177 49, 175 Private normal schools . 134 22.172 118 ! 20,030 109 15.665 109 14,939 Public universities and colleges .. 26 2:004 34 3,019 39 3,003 37 2.997 Private universities and colleges.. 221 7, 520 213 i 7.453 195 7,687 204 8,340 Public high schools . 506 10, 703 528 11,298 368 10,483 458 6. 665 Private high schools . 417 | 8,522 393 j 8,985 357 7,892 279 5; 887 Grand total _ . !,476 ' 98,342 1, 461 94, 157 1,241 94,133 1,264 88,003 In all public institutions _ _ 704 j 60, 128 732 ! 57.689 580 1 62,889 672 58.837 In all private institutions . 772 1 38; 214 729 I 36,468 661 : 31,244 592 29,166 Tables 19 and 20 show the d'stribution of normal students, by States, according to the classification in the above table for the scholastic year 1902-3. Table 21 gives a list of universities and colleges offering normal instruction to teachers. This chapter is devoted more particularly to the statistics of the 286 public and private normal schools reporting to this Office in 1903. For the year there were enrolled in the regular training courses for teachers in these schools 64,114 stu¬ dents, as compared with 65,068 the preceding year. There were 9,927 graduates as compared with 10,005 the preceding year. The public normal schools showed an increase of 198 in the number of graduates. There has been a constant growth in public normal schools since 1890, while the private normal schools have had many fluctuations in their progress in the same period. The following table compares the statistics of 1890 and 1903: 1889-90. 1902-3. Schools. In¬ struct¬ ors- N ormal stu¬ dents. Normal gradu¬ ates. Schools. In¬ struct¬ ors. ' Normal stu¬ dents. : Normal . gradu- ! ates. Public normal schools . Private normal schools _ Total . . . . 135 43 178 1,182 274 26,917 7,897 4,413 824 177 109 2,597 790 49, 175 14,939 8,782 1,145 1,456 34,814 5,237 286 3,387 64,114 9,927 1753 1754 EDUCATION REPORT, 1903. Of tlie 64,114 students in public and private normal schools there were 9,927 graduates in 1903, or 15.48 per cent of the total enrollment of normal students. If the 23,889 normal students in other institutions had a proportionate number of graduates, the total number of normal graduates for the year must have been about 13,625. This is a very small number of recruits for the ranks of the army of nearly 450,090 teachers in the public schools alone, which army is increasing nearly 10,000 a year. Taking into account the vacancies caused by death and res¬ ignation there must be thousands of places to be filled by half trained and untrained teachers. PUBLIC NORMAL SCHOOLS. With three exceptions all the States and Territories have public normal schools supported from State funds. In these three provision is made for the education of teachers in the State colleges. The best illustration of the steady growth of public normal schools is a record of the increase in public appropriations for their support from year to year. The aggregate of such appropriations for public normal schools for the year 1902-3 was $3,582,168 for running expenses and $1,268,742 for buildings. This was an increase over the preceding year of $354,078 for support and $362,441 for perma¬ nent improvements. The following table gives a synopsis of appropriations for public normal schools, year by year, since 1890: Public appropriations to public normal schools for fourteen years. Year. For sup¬ port. For build¬ ings. Year. For sup¬ port. For build¬ ings. 1889-80 . §1,312,419 1,285,700 1,567,082 1,452.914 1,996, 271 1,917,375 2.187,875 $900,533 409,916 384,635 816,826 1.583,399 1,003.9-33 1 1.124.834 1 1896-97 . ! $2,426,185 2,566.132 2,510,934 2,769.003 3,068,485 3.228,090 3,582, 168 $743,333 417,866 560,896 718,507 709,217 906,301 1,268,742 1890- 91.. . . . 1891- 92. _ _ 1897- 98 _ _ j 1898- 99 . .1 1892-93...... _ 1393-94 1899- 1900 . . i 1900- 1801 1894-95 1801-2 _ 1895-96.. . . . 1902-3 . The statistics of the 177 public normal schools will be found summarized in tables 1 to 11, while tables 22 and 23 give in detail the information concerning these schools. The public normal schools had 2,597 teachers for the instruction of normal students, the number of men being 1,088 and women 1.509. There were 834 teachers wholly in other departments, making the total number of teachers in these public institutions 3,431. As shown in Table 2, there were 49,175 students in the normal departments, 11,613 males and 37,562 females. There were 840 students in business courses and 6,044 in other courses of secondary grade. In the elementary grades there were 29,940 pupils. The aggregate enrollment was 85,999, as shown in Table 3. The same table shows that there were 2,489 negro normal students, most of them receiving instruction in public normal schools provided for the colored race in the South. Table 3 also shows that there were 44,752 children in the model schools connected with the public normal schools. Table 4 shows that for the year ending June, 1803, there were 8.782 graduates from public normal schools, 1,354 men and 7,428 women. There were 247 gradu¬ ates from business courses and 424 graduates from other courses. It was not possible to secure complete financial statistics from all the 177 public normal schools. Table 5 shows that 139 of these schools received for the year $3,582,168 from public appropriations for support, 108 received $566,499 from NORMAL SCHOOLS. Ifr r r' l 05 tuition and other fees, 11 received $88,978 from productive funds, while 3D received $334,870 from sources not classified. The aggregate income of 14.2 schools was $4,572,515. The aggregate value of property possessed by 137 public normal schools was reported as $24,156,470, as shown in Table 6. The number of volumes in the libraries of 157 schools was 808,975. The amount of funds appropriated for build¬ ings and improvements for 53 schools was $1,268,742. Four schools received bequests to the amount of $118,712 for permanent endowment. The aggregate annual appropriations for the support of public normal schools for the past six years are reviewed in Table 7. Table 8 shows for the same period appropriations for buildings and improvements. BRANCHES OF INSTRUCTION. The number of students in each of the nine leading subjects embraced in the courses offered by most of the public normal schools will be given in Tables 9, 10, and 11. A synopsis of these tables is given below, showing the number and per cent of the 49,175 students in each branch. Number and per cent of public normal students pursuing certain studies. Number 1 of nor¬ mal stu¬ dents. Per cent of total number i of nor¬ mal stu¬ dents. Male normal students. Per cent of male normal students. , Female normal students.1 Per cent of female normal students. Public normal students . . . . _ _ 49, 175 10,030 11,199 10,874 13,998 10,606 13.013 2,853 6.933 12.441 11,613 1,368 1,558 1.804 2| 689 1,899 2,053 534 1.092 2,006 37,562 | 8.662 9,643 9,070 11.309 8,707 10,960 2,319 5.841 10,4-35 Students in— History of education . . Theory of education _ School organization and supervi¬ sion . . . School management and discipline. School hygiene . . . . Psychology and child study . Ethics . . . School laws . . . . Practical pedagogy . . . 20.40 22.77 22.11 28.47 21. 57 28.46 5.80 14. 10 25.30 1 11.78 13.40 15.53 23.16 16.35 17.68 4.60 8.40 17.27 23.06 25.67 24. 15 30. 11 23. 18 29. 18 6.17 15.55 1 . 27. 78 PRIVATE NORMAL SCHOOLS. Tables 12 to 17 inclusive give summaries of the statistics of the 109 private nor¬ mal schools reporting to this Office. These tables may be compared with tables 1 to 6, which summarize similar items for public normal schools. Table 18 compares certain items of statistics for public and private normal schools. In public normal schools less than 24 per cent of the students are males, while they comprise more than 46 per cent in private normal schools. In the for¬ mer the graduates were nearly 18 per cent of the enrollment as compared with less than 8 per cent in the private normal school enrollment. In the public normal schools 49,175 of a total enrollment of 85,999 were pur¬ suing professional courses for teachers. This was 57 per cent of the total. In the private normal schools where the total enrollment was 38,746, the number in normal courses was 14,939, or 38 per cent of the total. Table 24 gives in detail the statistics of the 109 private normal schools. 1756 EDUCATION REPORT, 1903, Table 1. — Summary of statistics of public normal schools in 1902-3 . SCHOOLS AND INSTRUCTORS. State or Territory. Schools. Teachers for normal students. Teachers wholly for 1 other departments. | Total number teach¬ ers employed. Male. Fe¬ male. Total. Male. Fe¬ male. Total. | Male. Fe¬ male. Total. United States- . 177 1,088 1,509 2,597 163 671 834 1,251 2,180 3,431 North Atlantic Division. . 62 332 657 989 67 392 459 399 1.049 1,448 South Atlantic Division . _ 25 98 177 275 62 101 163 160 278 438 South Central Division... 25 148 141 289 19 47 66 i 167 188 355 Noi'th Central Division _ 42 350 386 736 14 120 134 1 364 506 870 Western Division . . 22 160 148 308 1 11 12 161 159 320 North Atlantic Division: Maine _ 5 7 32 39 1 1 2 8 33 41 New Hampshire . i 3 9 12 0 0 0 3 9 12 Vermont _ _ 8 5 15 20 1 5 6 6 20 26 Massachusetts . 10 52 77 129 2 62 64 54 139 193 Rhode Island _ 1 3 15 18 0 22 22 3 37 40 Connecticut _ 4 15 45 60 1 11 12 16 56 72 New York _ 19 91 251 342 28 188 216 119 439 558 New Jersey. . . 4 20 58 78 7 55 62 27 113 140 Pennsylvania _ 15 136 155 291 27 48 75 163 203 366 South Atlantic Division: Delaware _ Maryland _ 1 4 8 12 0 4 4 4 12 16 District of Columbia.. 2 1 18 19 1 0 1 2 18 20 Virginia _ 3 16 24 40 30 60 so 46 84 130 West V irginia _ 6 24 24 48 10 13 23 34 37 71 North Carolina . . . 6 22 39 61 3 3 6 25 42 67 South Carolina. . _ 1 7 31 38 0 0 0 7 1 31 38 Georgia .. . .. _ 4 16 24 40 12 16 28 28 40 68 Florida _ _ 2 8 9 17 6 5 11 14 14 28 South Central Division: Kentucky . . . 2 7 3 10 1 7 8 8 10 18 Tennessee- . . 1 21 10 31 0 0 0 21 10 31 Alabama . 6 42 52 94 4 22 26 46 74 120 Mississippi . ... _ 5 15 6 21 0 6 6 15 12 27 Louisiana _ 2 7 32 39 0 2 2 7 34 41 Texas . . . . 4 26 25 51 0 3 3 26 28 54 Arkansas _ 2 1 4 4 8 2 0 2 6 4 10 Oklahoma _ _ 3 26 9 35 12 7 19 38 16 54 Indian Territory _ North Central Division: Ohio . . . . 4 5 18 23 0 0 0 5 18 23 Indiana _ ... ... 2 33 9 42 0 7 7 33 16 49 Illinois . . 5 54 49 103 3 16 19 57 65 122 Michigan _ _ 4 39 55 94 0 27 27 39 82 121 Wisconsin . . 9 65 74 139 1 32 33 66 106 172 Minnesota _ ... 6 32 47 79 0 22 22 32 69 101 Io.wa . . . ... 2 29 35 64 0 5 5 29 40 69 Missouri . . 3 32 20 52 0 6 6 32 26 58 North Dakota _ 2 20 13 33 0 2 2 20 15 35 South Dakota . _ 3 11 24 35 10 1 11 21 25 46 Nebraska . 1 9 13 22 0 0 0 9 13 22 Kansas. . . . . 2 21 29 50 0 2 • 2 21 31 52 Western Division: Montana . 1 5 4 9 0 0 0 5 4 9 Wyoming . . . . Colorado . . . 1 16 1 11 27 0 0 0 16 11 27 New Mexico . 2 10 7 17 0 2 2 10 9 19 Arizona _ _ _ 2 8 7 15 0 0 0 8 7 15 Utah . . . 2 36 17 53 0 0 0 36 17 53 Nevada Idaho _ _ _ 2 10 5 15 0 0 0 10 5 i 15 Washington . . . 3 18 16 34 0 6 6 18 22 40 Oregon . . . 4 22 16 38 1 2 3 23 18 41 California . 5 35 65 100 0 1 1 35 66 101 NORMAL SCHOOLS 1757 Table 2. — Summary of statistics of public normal schools in 1902-3. STUDENTS AND COURSES OF STUDY. State or Territory. Students in normal depart¬ ment. Students in busi¬ ness courses. Other students j in secondary grades. Pupils in elementary grades. o 1 © 3 2 Total. Male. Female. Total. Male. Female. Total. Male. © © Total. United States . 11,613 37,562 49,175 334 1 506 j 840 1,672 1 4,372 6,044 13,554 16,386 • 29,940 North Atlantic Division. 3,163 13,593 16.756 73 67 ! 140 ! 554 2.879 3,433 7,268 8,617 15,885 South Atlantic Division . LOSS 3.166 4.254 109 340 , 449 624 841 1.465 990 1,225 2.215 South Central Division.. 1.882 3.708 5.590 78 79 j 157 i r 296 450 '746 1.326 1.367 2.693 North Central Division. . 4,648 13,-589 18,237 70 12 82 77 98 175 3,062 3] 935 6. 997 W estern Division . . . 832 3,506 4.338 4 8 12 ] 121 104 1 225 908 1,242 2.150 N orth Atlantic Division: 1S3 786 969 33 45 78 2 117 119 j 34 259 293 20 20 40 90 100 ! 190 123 1.654 1,777 981 986 1,967 0 '217 '217 0 0 0 0 29 29 1 595 537 529 1.066 New York . _ 806 4.978 5,784 0 5 5 i 182 2.3-62 2,544 3,201 4,205 7.406 32 888 900 78 137 215 1,180 1,251 2 431 Pennsylvania _ 1.982 4,119 6.101 73 62 ; 135 274 331 j 605 1,246 1,501 2,747 South Atlantic Division: | ... Maryland _ _ 10 312 322 7 33 40 District of Columbia . 14 154 168 Virginia _ _ 79, 234 ! 313 5 0 5 150 430 580 475 583 1,058 West Virginia . . 497 460 957 100 64 | 164 130 335 465 35 35 70 North Carolina . j 289 972 1.261 0 35 35 94 171 | 265 South Carolina . 0 312 312 0 117 117 35 95 ! 130 Georgia . . 107 583 690 4 124 128 344 76 420 299 i 226 525 Florida 92 139 231 45 82 127 South Central Division: j Kentucky _ _ _ 42 91 133 47 58 ! 105 Tennessee . . 1 228 340 568 Alabama . . . j 588 1,108 1.696 15 17 32 91 150 24i 443 458 901 Mississippi 143 180 323 14 25 39 216 220 j 436 Louisiana 73 613 6861 1 218 210 : 428 Texas . . 515 892 1,407 8 4 12 142 103 245 Arkansas _ 1 68 1 3 139 21 12 33 81 79 160 Oklahoma . . ...j 227 411 638 34 46 80 191 275 466 179 239 418 Indian Territory . * North Central Division: 1 Ohio 1 518 519 Indiana . . . 590 1 786 1,376 Illinois 689 1 2,127 2.816 6 6 12 995 1.053 2,048 Michigan 195 1,386 1,581 12 32 44 121 *414 Wisconsin 566 1,948 2. 514 31 17 48] 527 760 1 1.287 Minnesota . 178 1.070 1,248 665 711 1. 376 Iowa... . . 436 1.795 2,231 70 12 82 26; 17 43 328 294 6.22 Missouri . 866 1.896 2,262 178 255 433 North Dakota .. 169 '49-5 664 49 54 103 South Dakota 143 372 515 2 26 28 132 260 392 Nebraska . 155 402 557 Kansas . 660 1,294 1,954 67 134 201 Western Division: Montana . . . . 8 125 133 18 39 57 Wvoming . . Colorado . 20 252 272 130 323 453 New Mexico . . 18 65 83: 4 8 12 25 i ✓ 43; 68 108 73 181 Arizona . 61 151 212 5 6 111 48 56 104 Utah.. . . 242 401 643 Nevada . Idaho ... . 97 193 290 28 54 82 Washington . 105 587 692 103 169 272 Oregon . . 135! 274 409 91 55 146 88 100 188 California . 146! 1,458 1.604 385 428 813 1758 EDUCATION REPORT, 1903. Table 3.— Summary of statistics of public normal schools in 1902-3. TOTAL ENROLLMENT OP STUDENTS. 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 Y ork _ New Jersey - Pennsylvania _ _ South Atlantic Division: Delaware . . . Maryland _ District of Columbia .. Virginia . . W est 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 _ 1 - Iowa . . . Missouri - - - - North Dakota _ Sputh Dakota . . hi ebraska . . Kansas . . . Western Division: Montana _ _ _ Wyoming . . Colorado . . . New Mexico . . Arizona _ _ _ Utah _ _ Nevada _ Idaho _ _ Washington . . Oregon. . California _ _ Total enrollment in I all departments. Colored students in¬ cluded in normal department. Number of children in model school. Male. Fe¬ male. Total. | Male. | Fe- | male. | Total. ! i Male. 1 Fe- ! male. 1 Total. 27,173 58,828 85,999 964 ; 1,525 2,489 | 20,534 i 24,218 j 44,752 11,058 25,156 36,214 7 1 56 63 11,102 1 12,809 23,911 2,811 5,572 8,383 325 582 907 921 1,202 2,123 3,582 5,604 9,186 607 843 1,450 1,046 ! 1,145 2,191 7,857 17,634 25,491 25 42 67 5,694 i 6,856 12,550 1,865 4,880 6,725 0 2 2 1,771 ! 2,206 3,977 216 831 ! i 1.047 107 128 1 235 117 | 119 0 0 100 100 j 200 144 379 i 523 0 0 0 ! 150 175 325 i 1,104 2,640 ! I 3,744 0 11 11 ! 2,129 1.682 I 3,811 0 246 ! 246 0 0 0 ! 195 '222 417 ! 538 1.124 1.662 0 1 1 1.796 2,130 3,926 ! 4,189 11.550 15,7:39 4 19 23 | 4,377 1 5; 813 ! 10,190 1.290 2,256 3,546 0 7 1,016 ! 1,183 2; 199 j 3, 575 6,013 9,588 3 18 21 ' l 1 1,232 1,376 ; 2,608 i 17 345 i 862 1 0 j 0 0 7 33 40 14 154 ; 168 13 62 75 [ 386 328 714 709 1,247 1,956 75 175 250 223 378 601 762 894 ! 1, 656 50 51 1 101 383 1,178 [ 1,561 175 282 [ 457 179 205 | 384 35 524 559 0 0 0 19 46 65 754 1,009 1 1,763 12 12 24 89 168 257 137 221 358 18 ; 44 62 89 149 238 42 52 94 216 248 464 228 340 568 ! 80 120 200 1,137 1.733 2.870 272 j 469 741 385 370 755 373 425 '798 84 123 207 47 49 96 291 823 1,114 0 0 0 218 210 428 665 999 1,664 147 143 290 168 164 332 53 i 45 98 631 971 1,602 S 11 20 100 148 248 1 518 519 0 5 5 1 . ' 1,193 1,707 2.900 590 786 1. 376 7 7 14 114 ' 84 198 1,690 3.186 4; 876 8 12 20 ! 1.485 1.471 2,856 328 1,832 2,160 0 0 3 670 '847 1,517 1.124 2,725 3,849 _ i 655 885 1,540 843 1,781 2.624 740 781 1,521 860 2.118 2.978 0 0 0 328 294 622 1.044 i 1,651 2; 695 i _ 208 280 488 218 549 767 0 1 0 0 49 54 103 277 658 935 0 0 0 143 226 369 155 402 557 42 93 135 727 | 1, 428 2, 155 10 15 25 67 134 201 26 | 164 190 0 0 0 152 210 362 150 575 725 0 i 0 0 130 323 453 155 ! 189 344 0 0 , 0 85 115 200 114 213 327 . 50 55 105 242 401 643 198 202 400 125 247 372 j 0 0 0 32 44 76 208 756 964 185 316 501 314 531 429 1,886 2,417 0 2 2 154 i 785 168 773 322 j 1,558 NORMAL SCHOOLS. 1759 Table 4. — Su mmary of statistics of public normal schools in 1902-3. NUMBER OF NORMAL AND OTHER GRADUATES. State oi» 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 . . 1,354 7,428 8,7 82 j 80 167 247 125 299 424 North Atlantic Division .. 351 3,571 3,922 11 14 25 49 162 211 South Atlantic Division. . . 136 539 675 . 1.9 52 71 42 33 75 South Central Division _ 376 621 897 5 16 21 21 58 79 North Central Division ... 398 1,935 2,333 45 85 ISO 12 41 53 93 762 1 5 0 North Atlantic Division: | j 20 144 164 1 53 98 103 1 _ - 18 530 548 8 31 .... 39 1 191 192 New York _ _ 127 1.717 1,844 0 I 1 1 j 20 i 81 | | 101 276 281 9 li ! 20 Pennsylvania _ _ 172 564 736 11 13 24 ; 12 39 51 South Atlantic Division: I 3 90 93 82 Virginia . . 35 110 145 5 0 5 26 0 26 West Virginia ... _ 22 ! 35 57 10 10 20 14 13 : 27 North Carolina .. _ 22 i 52 74 South Carolina _ 0 i 25 25 0 23 23 0 16 16 Georgia _ - - 43 150 193 4 19 23 j 2 4 6 Florida.. . _ _ 4 ! 2 i 6 South Central Division: Kentucky. _ ... . 9 : 37 46 Tennessee . .. _ 128 1 74 202 Alabama . . . . 96 137 233 2 1 4 6 I 10 44 54 Mississippi _ . .. 14 7 21 Louisiana 4 125 129 Texas 80 158 238 2 j 9 Arkansas . . . 2 3 ! 5 8 4 | 12 Oklahoma _ . .. 43 80 j 123 s 12 15 ! 1 3 | 4 Indian Territorv North Central Division: Ohio . . . 0 246 1 246 Indiana . . . . . 0 27 27 Illinois . . _ _ 22 236 258 1 Michigan 40 849 389 40 80 120 ! Wisconsin . _ _ 162 354 ! 516 8 28 j 36 Minnesota . . . 16 305 j 321 I _ ' Iowa . . 49 95 ! 144 | 4 1 5 ! 2 1 4 6 Missouri _ 28 37 ! 65 No^th Dakota _ 12 42 54 1 ! 4 ! 5 South Dakota . 5 27 j 32 2 9 H N ebraska _ 23 112 ! 135 1 Kansas _ _ _ 41 105 | 146 Western Division: Montana. _ _ 0 22 j 22 ! Wyoming . . Colorado _ _ 4 82 86 : :::::::: _ 1 N e v Mexico . 0 5 i 5 : Arizona _ 8 20 ; 28 ; Utah _ 24 59 ! 83 Nevada _ _ . . — Idaho . . 6 1 27' 33 _ Washington . _ 13 88 101 . 1 6 Oregon. . . 5 9 14 _ 5 i California.. . 33 450 483 _ . l i 1760 EDUCATION REPORT, 1903, Table 5. — Summary of public normal schools in 1902-3. INCOME FROM VARIOUS SOURCES. State or Territory. 1 Number of schools reporting. Appro¬ priated hy States, counties, or cities for sup¬ port for 1902-3. | N umber of schools reporting. Received from tuition and other fees. % 0 g fee ? S p, a * £ Received from produc¬ tive funds. N umber of schools reporting. Received from other sources and un¬ classi¬ fied. | m 5 C'tx CO C vj 33 or f- 0 ® P. P2 © a ~ 3 fc Total income 1 for the vear 1902-3. United States . 1,39 $3,582,168 108 $566,499 11 $88,978 39 $334,870 142 $4, 572, 515 North Atlantic Division _ 46 1,239.215 33 315,317 i 1 160 10 83,692 46 1,638.384 South Atlantic Division _ 18 306,151 14 41,140 2 53,007 9 157.429 19 557,727 South Central Division. ... 22 299,039 16 68.062 1 1,500 | 13 78,032 23 444.633 North Central Division _ 82 1.190.608 30 115,863 4 28.061 3 971 33 1,335,503 W estern Division . . 21 547. 155 15 26,117 3 6,250 1 4 16,746 1 21 596.268 North Atlantic Division: Maine . _ 2 10, 150 2 680 2 10,830 1 26,000 1 800 1 26,800 Vermont A . . . 3 17,500 3 675 1 160 1 1,832 3 20,167 8 265,633 4 1,025 8 266, 658 1 64,000 1 64.000 2 38; 797 2 38.797 16 5S0; 135 ii 22.032 2 ; 917 16 613,084 New Jersey _ 1 52,000 l 27,000 1 79.000 12 175,000 ii 263,105 7 80,943 12 519,048 South Atlantic Division: Delaware _ _ Maryland _ _ _ ! 1 20,000 l 4,441 j 1 24,441 District of Columbia Virginia . 2 30,000 2 1,800 1 50,607 3 134,929 3 I 217.336 "West Virginia _ _ .. 6 82. 473 6 3,920 2 8,100 6 94. 493 North Carolina _ 4 46,0a5 1 16,700 1 2,400 1 4;500 4 69.635 South Carolina _ 1 48,243 1 9.701 1 3,000 1 60.944 Georgia . . 3 47,400 3 4,578 2 6.900 3 1 58,878 Florida . . 1 32,000 1 1 32,000 South Central Division: Kentucky . . . . . . 1 8.000 1 200 1 1,500 1 4.880 1 14,580 Tennessee .. . _ . 1 20.000 1 10,000 1 40.000 1 70. 000 Alabama . 6 45.800 5 10, 392 5 : 19;C09 6 i 75,201 Mississippi 5 4,950 3 2,200 1 j 25 1 5 7. 175 Louisiana _ _ 1 27,000 1 3,200 1 2,000 1 32.200 Texas _ _ 4 99,500 4 41. 741 2 : 2,200 4 : 143,441 Arkansas . 1 3,789 1 329 2 i 7,918 2 12. 036 Oklahoma _ 3 90,000 3 90,000 Indian Territory _ North Central Division: Ohio . . . . . Indiana . . . 1 67. 950 1 4,550 ; _ _ 1 1 72,500 Illinois ... ... _ _ _ 4 199, 213 4 13,812 | i j 593 1 . 122 I 5 213, 740 Michigan. . 3 137,121 3 14,042 ; 1 4.200 _ 3 155,363 "Wisconsin. . . 9 322, 955 8 21,040 1 1 ; 9,500 1 9 353.495 Minnesota . . 5 135,500 5 9,249 ' . ! 5 144, 749 Iowa . . . i 117,969 i 23,309 ' 1 609 i 1 141.887 Missouri B 77, 100 3 19,400 3 961500 North Dakota 1 16,400 1 1,500 ..... 1 17.900 South Dakota 2 1 29,900 2 3,833 | 2 33.733 N ebraska . . 1 35.000 : 1 35.000 Kansas . . . . . . 1 2 51,500 2 ; 5,128 | 1 13,768 1 | 240 2 70,636 Western Division: Montana 1 22,000 1 i 428 ‘ 1 | 22,428 Wyoming.. _ ... j Colorado . 1 65,000 1 2,600 1 67,600 New Mexico . 2 29.000 1 1,200 j 1 250 1 1 16,450 2 40.900 Arizona 2 28,000 2 1.595 2 29. 595 Utah .. 1 26,000 1 1,500 j 1 3,000 1 30,500 Nevada Idaho 2 25,000 1 290 i 1 3,000 2 ; 28.290 "W ash i ti gton B 124, 500 2 6,380 _ i 3 130. 880 Oregon 4 40,350 4 10,108 1 6.000 4 56. 45S California 5 187,305 2 2.016 2 296 5 189,617 NORMAL SCHOOLS 1761 Table 6. — Summary of statistics of public normal schools in 1902-3. VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Number of schools re¬ porting. Volumes in libraries. Esti¬ mated value of libraries. Number of schools re¬ porting. Value of buildings, grounds, apparatus, etc. Number of schools re¬ porting. Total money value of bene¬ factions or be¬ quests for per¬ manent endow¬ ment, 1902-3. Number of schools re¬ porting. Appro¬ priated by States, counties, and cities for build¬ ings and improve¬ ments. - United States . . 157 808,975 $983,198 137 $24,153,470 4 $118,712 53 $1,268,742 North Atlantic Division . 57 258,676 299,497 44 11.571,277 2 38,351 10 423,165 South Atlantic Division . . 17 57,689 76,825 17 2,774,000 1 79,961 7 84:912 South Central Division . . _ 20 65,866 66,741 22 1.189,200 1 400 7 112, 700 42 328, 691 418,255 85 6, 235, 868 16 414, 850 Western Division . . 21 98.053 121,880 19 2,386,125 13 233,015 North Atlantic Division: 8 2,030 1,450 3 77,000 1 5; (XX) 10,000 1 90,000 3 10,000 9.000 3 48.000 Massachusetts . 9 35, 657 45,907 1. 753,350 1 38,251 O 81,503 1 12. 645 15.000 1 850,000 Connecticut... . . 4 25.275 24! 806 2 254.832 .... 1 18.000 New York _ 19 80,503 107.814 12 3,807,389 . ioo' 4 268, 040 3 5,900 8.750 3 697, 900 Pennsylvania _ _ 14 81,666 76. 770 12 3,932,806 3 55, 625 South Atlantic Division: Delaware . . Maryland _ 1 4,600 6,850 1 163,500 t r . District of Columbia . . 1 477 475 Virginia . ... _ 3 19,188 15,000 3 1,118,500 1 79,961 2 30,000 West Virginia. . _ 6 IS, 600 39,300 6 '714,200 i 54,900 North Carolina . 2 809 750 3 206.800 i 12 South Carolina _ _ _ 1 5, 705 8,000 1 325.090 Georgia _ _ 3 8,300 6,450 3 248; 000 Florida _ _ South Central Division: Kentucky _ 1 1,197 1,800 1 50,000 1 15,000 Tennessee . .. 1 15,000 10, 000 1 250,000 Alabama . . . . . 4 7, 535 j 6, 857 6 258.036 1 | 400 Mississippi. . . . 4 6,550 6,575 5 2i:000 1 500 Louisiana _ _ . 2 4, 271 3,000 1 100.000 1 14,400 Texas . . . 4 22,159 27,409 4 169.960 .. 2 42.000 Arkansas _ 1 3,386 3,000 1 92.000 1 '800 Oklahoma 3 5,768 8,100 3 248,204 ; 1 40,000 Indian Territory . ... North Central Division: Ohio . 4 4,082 3,540 Indiana . . 1 35.000 i 50,000 ..... 363, 000 1 50, 000 Illinois . ... 5 63,649 | 76,000 4 1, 982. 000 1 30.000 Michigan .. 4 34,000 j 52. 474 4 643, 637 3 115. 950 Wisconsin... . 9 70.883 ! SO; 769 9 S75, 039 2 27,000 Minnesota . 6 29; 577 1 28; 272 5 842, 162 4 79,500 Iowa . . 2 14,600 31.000 2 345,000 Missouri _ _ 3 19,000 21,500 3 540, (XX) 2 23.000 N orth Dakota . . . . 2 8,000 8,500 1 44, 000 1 60.000 South Dakota . . 3 17,500 12,200 3 235,000 1 24,000 Nebraska _ _ „ _ 1 16,000 25,000 1 150,000 Kansas . . . . 2 16,400 29,00) 2 216,000 1 5,500 Western Division: Montana ; 1 4,227 4,000 1 115,000 1 29,015 Wvoming.. . . Colorado. . . | 1 20.000 30,000 1 240, 000 1 25,000 New Mexico 2 5.500 6,500 1 100.000 Arizona . i 2 5; 000 5, 500 2 194; 000 I 2 35,000 Utah 1 20,000 25,00) 1 250,000 Nevada _ _ Idaho ... . 1 2 800 700 2 160,000 j”T 12,000 Washington ! 3 11,800 12,000 3 865. 000 ; 1 14,000 Oregon . i 4 4,200 5,000 4 215,000 1 3 11.500 California 26.526 83. 180 4 747, 125 i 4 100, 500 1 ed 1903 — vol 2 - 35 1762 EDUCATION REPORT, 1903, Table 7. — Review of public normal school statistics, 1897-1903. APPROPRIATION FROM STATE, COUNTY, OR CITY FOR SUPPORT. State or Territory- 1897-98. 1898-89. 1899-1900. 1900-1901. 1901-2. 1902-3. 12,586,132 $2,510,934 $2,769,003 $3,068,485 $3,228,090 $3,582,168 North Atlantic Division _ South Atlantic Division _ South Central Division _ North Central Division _ W estern Division . . . — North Atlantic Division: Maine _ -- _ New Hampshire... . 1,035,502 220,328 131,165 881,437 297,700 1,010,913 280,350 132,715 779,256 307,700 1,147,471 230,883 154,638 934,731 301,280 1,133,099 303,453 237,697 1.044,491 349,745 1,237,283 280,203 225,771 1,040,363 444,470 1.239, 215 '306,151 299,039 1,190.608 547,155 26,900 13,000 15,000 175,878 25,000 16,000 517,105 55.661 190,958 31,020 13,000 17,000 196.668 55,000 34,303 513,507 45,000 105,415 32,750 13,800 15,500 179,862 60,000 15,234 596,780 45,000 188,545 34,000 10,000 16,000 211,197 58,500 30,00-0 519,985 52.000 201,417 22,900 18,300 16, 750 241,010 58,500 16,000 498,703 48,000 317,120 10,150 26,000 17,500 265,633 64,000 38,797 590,135 52,000 175,000 Massachusetts . . Rhode Island .. _ ... Connecticut. . . .. New York. . . New Jersey . . Pennsylvania ...... South Atlantic Division: 12,875 20,000 20,000 20,000 20,000 20,000 District of Columbia _ Virginia . . . West Virginia _ 47,996 36. 400 37; 657 30,000 45.400 10,000 3, 375 20,00-0 | 22,445 6,820 15,000 42,500 5,025 16,000 36.666 122, 550 32.800 30,0-00 36,500 8,500 4,325 20,000 21.800 6,890 16,000 42,700 5,000 16,000 30,000 66,300 33,075 31,508 36.500 13.500 3,700 20,000 23,550 4, 760 16,000 53,700 3.500 29,428 48,663 90,300 36,538 44,052 44,400 19,500 3,600 20,000 34,975 2,000 18, 000 95,600 3,250 60,272 38,333 71,100 48,007 49,468 41, 785 11.500 8,000 20,000 43,000 4,482 18,000 77.500 3,789 51,000 30,000 82,473 46,035 48,243 47,400 32,000 8,000 20,000 45,800 4,950 27,000 99,500 3,789 90,000 North Carolina _ South Carolina . . . * Georgia _ Florida . . . South Central Division: Kentucky . . Tennessee - - Alabama _ ... Mississippi . . . Louisiana _ _ . . Texas. _ .... .. Arkansas. . . Oklahoma _ Indian Territorv North Central Division: Ohio . .. _ 8,000 60.750 127,777 95,650 259,396 128,000 51,737 49,950 20,227 27, 0U0 24.750 28,000 7,700 4,000 65,352 96,000 88,700 198,717 125,000 55,887 39,750 23.400 28,500 25,000 28,950 15,000 29,000 65,000 139,216 117,000 266.415 106,500 52, 0d0 43, 2o0 23,650 30,150 27,500 35,000 15,000 24,000 67,780 191, 713 137,121 215,329 127,000 80,900 62,725 13,895 43,450 30,000 46,500 18.440 3,000 60,000 23,000 30, 000 10,000 ! Indiana _ _ _ Illinois _ _ Michigan _ _ . . Wisconsin. _ _ Minnesota. _ Iowa _ _ .. Missouri _ _ .. North Dakota . _ _ South Dakota . . Nebraska . . . Kansas _ _ Western Division: Montana . ... _ Wyoming 98,216 75, 310 128, 799 210, 751 108,250 86,400 197,200 26,150 48,415 30,000 a5,ooo 15,350 67,950 199,213 137, 121 322,955 135, 500 117, 969 77,100 16,400 29,900 35,000 51,500 22,000 Colorado . . . . New Mexico. . . Arizona . ... 35,000 6,500 11.500 58.500 35,000 35,000 7,000 15,000 7,500 43,000 21,000 17,000 7,500 -65,000 29,000 28,00-0 26,000 Utah _ _ Nevada 7,500 Idaho _ 14,000 Washington .. 12,500 Oregon . . . 9. 700 California _ 142,300 14,000 ! 29,200 I 20,500 186,500 14.500 15,100 24.500 167,680 14.500 31,200 28.500 171,695 17,000 59,250 34,750 189,030 25,000 ! 124.500 ! 40, 350 187. 305 NORMAL SCHOOLS 1763 Table 8. — Review of public normal school statistics, 1897-1903. PUBLIC APPROPRIATIONS FOR BUILDINGS AND IMPROVEMENTS. State or Territory- 1897-98. 1898-99. 1899-1900. 1900-1901. 1901-2. 1902-3. United States _ North Atlantic Division _ South Atlantic Division _ South Central Division ... $417, S66 $560,896 $718,507 $709,217 $906,301 $1,268,742 131,217 57,435 4,310 97,504 127,400 113,659 58, 775 5.275 133,375 249,812 210.639 101,254 36,570 251,094 118,950 227,476 78,240 50,250 241, 751 111,500 176,534 124, 747 35,050 381,170 188,800 423.165 84,912 112, 700 414, 950 233,015 North Central Division _ Western Division . North Atlantic Division: 41,000 715 0 o 0 740 8,000 1 5,600 8,000 1,760 j 93,583 | ! 4,650 5,600 i.doo 5,920 53,300 2,000 81,500 Rhode Island . . . 1 60,000 97,406 18,000 288,040 55, 587 4,515 29,400 18, 732 4,000 28,887 70,216 j 5,000 26; 500 69,567 4,000 95,-367 New Jersev _ _ _ _ Pennsylvania _ South Atlantic Division: Delaware . . 58,500 55, 625 Maryland .. .. . . 2,760 0 4,504 3,770 Distinct of Columbia . . . Virginia... . _ _ 2,500 45,450 20,000 35,800 5,000 35,000 950 20, 000 30,300 1 15,412 30,000 54.900 12 West Virginia . _ North Carolina _ .. 53,319 5,000 42,600 South Carolina _ 1.725 5,000 800 20,940 6.500 8.200 Georgia _ Florida . ... . . . 456 5,355 49,910 South Central Division: Kentuckv _ _ 800 15,000 Tennessee . . _ Alabama . . . . Mississippi _ 1,000 110 1,800 75 1,800 345 1,500 22,325 600 10,000 35,000 10,000 500 14,400 42,000 800 40,000 Louisiana _ 9,250 6,000 750 18,500 5,800 Texas . . . . Arkansas _ . . .... 2.000 400 2,000 GOO Oklahoma _ _ Indian Territory. _ North Central Division: Ohio _ 2.300 50 - - - o' 55,390 58,000 2,904 5,800 50. (XX) 1,000 1.500 8.500 2.500 8.500 21,195 140,000 18, 575 55,000 50.000 55,500 Indiana _ _ 50.000 30. GOO 115.950 27.000 79,500 Illinois _ _ .. _ 90.375 0 Michigan ... _ Wisconsin... . 17.500 39, 354 15,000 50,000 34,631 21,600 50.000 58,050 Minnesota _ 10,000 Iowa. .. ... _ ... Missouri _ . .. _ North Dakota _ _ 3,000 ,300. 20,000 1,000 2.000 25,000 | 5,000 23.000 60,000 24,000 South Dakota . Nebraska _ 52.500 5,000 20.500 j 14.470 3,000 21,000 3,400 5,500 20,000 25,000 Kansas ... _ _ 5,500 29,015 25, OCX) Western Division: Montana _ Wyoming _ ... Colorado _ _ 50,000 0 20,000 New Mexico _ _ . . 5,000 19.700 13,000 Arizona .. . ... . 16,000 58,500 6,000 11,000 j 35,000 Utah _ _ Nevada ... _ 23,000 Idaho.. _ _ _ 50 2,850 6,000 21,000 52,300 36,000 23,500 12,000 14.000 11,500 108,500 Washington. . . 6,500 17,500 197,812 2,500 37,000 46,000 Oregon . . . 13,750 66,500 California . . . 0 1764 EDUCATION REPORT, 1803. Table 9 .—Number of students pursuing certain subjects in public normal schools in 1902-3. State or Territory. History of education. I Theory of education. School organization and supervision. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . _ . 1,368 8,662 10,030 1,556 9,643 11,199 1,804 9,070 10,874 North Atlantic Division .. 466 4,890 5,356 611 5,738 6,349 650 4,926 5,576 South Atlantic Division. _ _ 177 501 678 190 510 700 149 496 645 South Central Division . _ . 291 757 1,048 346 836 1,182 439 1,036 1,475 North Central Division... 339 1,817 2,156 303 1,641 1,944 484 1,934 2,418 Western Division . 95 697 792 106 918 1,024 82 678 760 North Atlantic Division: Maine _ 20 127 147 28 211 239 32 218 250 New Hampshire. . . 0 54 54 0 54 54 0 54 54 Vermont _ 23 170 193 7 98 105 7 101 108 Massachusetts . . . . . 13 557 570 9 592 601 9 663 672 0 76 76 Connecticut- . 1 420 421 1 443 444 1 297 298 New York . . . 214 2,581 2,795 244 2,796 3,040 200 2,413 2,613 New Jersey . . 1 307 308 1 317 318 0 224 224 Pennsylvania. . . 194 598 792 321 1,227 1,548 401 958 1,357 South Atlantic Division: Maryland _ _ 0 96 96 0 96 96 5 93 98 District of Columbia . . 14 108 122 14 108 122 13 62 75 Virginia . . 8 89 97 38 116 154 8 89 97 W est Virginia . . . 26 37 63 34 36 70 11 19 30 North Carolina . 109 144 253 89 125 214 66 85 151 South Carolina Georgia . . 14 25 39 15 29 44 48 148 194 Florida 6 2 8 South Central Division: Kentucky 6 8 14 6 39 45 Tennessee . _ . 1 Alabama . . . 156 448 604 173 453 626 204 479 683 Mississippi. . . 14 5 19 33 39 72 10 25 35 Louisiana _ 0 85 85 0 77 77 0 55 55 Texas _ _ 105 199 304 101 194 295 210 459 669 Arkansas . . . 2 3 5 22 18 40 2 3 5 Oklahoma . . 8 9 17 11 16 27 13 15 28 Indian Territory North Central Division: Ohio . 0 304 304 0 314 314 0 101 101 Indiana . _ _ 0 60 60 0 60 60 33 96 129 Illinois. . . . . 38 352 390 60 479 539 58 419 477 Michigan . . 32 317 349 0 60 60 40 290 330 Wisconsin . . . 85 227 312 90 283 373 122 454 576 Minnesota . 12 153 165 4 56 60 2 106 108 Iowa . . 21 90 111 21 86 107 17 71 88 Missouri... . . . 71 105 176 47 78 125 117 168 285 North Dakota .. ... 12 21 33 12 21 33 12 21 33 South Dakota . _ 5 22 27 5 22 27 5 22 27 Nebraska . 20 60 80 18 75 93 6 50 56 Kansas . . 43 106 149 46 107 153 72 136 208 Western Division: Montana _ _ _ 0 24 24 0 51 51 0 25 25 W vominp' " j - Colorado. . . . 4 82 88 4 82 86 4 82 86 N e w Mexico . . . . 2 1 3 2 1 3 2 1 3 Arizona . . . 8 20 28 11 38 49 11 38 49 Utah _ _ 23 65 88 20 58 78 20 58 78 Nevada Idaho . . 9 41 50 6 16 22 6 16 22 Washington . . . 7 77 84 16 103 119 6 62 68 Oregon. . 21 58 79 24 71 95 14 31 45 California. . 21 329 350 23 498 521 19 365 384 FORMAL SCHOOLS, 1765 Table 10. — Number of students pursuing certain subjects in public normal schools in 1902-3. State or Territory. School management and discipline. School hygiene. : Psychology and child study. Male. Fe¬ male. Total. Male. ! Fe¬ male. Total. Male. | Fe- | male. Total. United States _ ... 2,689 11,309 13,998 1,889 j 8, 707 10,606 2,053 | 10,960 13,013 North Atlantic Division __ 1.108 5.849 6,857 749 ! 5,145 5,884 667 5,459 6,117 South Atlantic Division. . . 189 726 915 217 745 962 193 543 736 South Central Division . _ _ 714 1.475 2,189 398 931 1.329 387 939 1,376 N orth Central Division . . . 592 2.513 3,105 474 1 1,347 1,821 655 3,109 3,764 W estern Division . 86 746 S32 61 539 '600 151 869 1,020 North Atlantic Division: Maine . . . 82 218 250 18 96 112 29 154 183 N ew Hampshii*e. . . 0 0 85 35 0 40 40 Vermont. . . 7 101 108 1 23 137 130 23 120 143 Massachusetts . . 12 693 705 : 9 474 483 14 566 580 0 77 77 0 141 141 Connecticut _ 1 297 298 1 427 428 0 310 310 New York . . 200 2,413 2.613 200 2,410 2,610 j 248 2, 710 2,958 New Jersev . 1 307 308 1 307 308 1 823 324 Pennsvlvania . . 855 1,766 2,621 499 1,182 1,681 ! a52 1,086 1,438 South Atlantic Division: Maryland. . . 10 312 322 4 94 98 5 | 93 98 District of Columbia. _ 14 108 122 14 I 154 168 14 1 1 108 122 Virginia. . . 88 114 152 8 159 167 39 1 122 161 ■West Virginia _ 16 23 39 17 22 39 ; 30 | 43 73 N orth Carolina . 66- 85 151 129 189 298 | 83 133 216 South Carolina . . Georgia . . . . 15 29 44 1 45 147 1 192 is | 29 j 44 Florida 30 GO 85 7 15 j 22 South Central Division: Kentuckv 6 39 45 0 31 j 31 Tennessee _ _ .. Alabama . . . .. 268 572 840 j | 210 474 • 684 111 362 j 473 Mississippi.. _ _ 38 39 72 ! 4 5 9 33 22 55 Louisiana . . ... 0 55 55 j ! 0 55 55 0 72 72 Texas _ _ _ _ 392 752 j 1,144 185 377 542 228 484 • 712 Arkansas _ _ . _ 2 3 5 2 3 5 2 3 5 Oklahoma _ 13 15 28 17 17 34 13 15 j 28 Indian Territory North Central Division: j ! I Ohio . . ! 0 285 285 0 195 195 0 359 359 Indiana . . | 0 60 60 108 270 378 Illinois _ _ _ -J 58 419 477 91 172 263 102 655 757 Michigan ... . . 1 40 300 340 0 50 50 44 382 436 Wisconsin _ _ i 143 494 637 33 168 201 110 310 420 Minnesota . . . 1 7 244 251 2 106 108 27 465 492 Iowa _ _ ..j 81 259 340 22 58 80 80 223 303 Missouri . _ : 143 240 383 220 310 530 43 59 ; 102 North Dakota . 12 21 33 16 32 48 South Dakota _ . . . 5 22 ! 27 22 37 59 j 1 8 9 Nebraska _ _ _ 30 80 110 15 60 75 12 50 j 62 Kansas.. . . . 73 130 i 212 69 131 200 ! 112 286 | 398 Western Division: Montana _ 0 28 j 28 0 28 28 j 0 45 | 45 Wyoming _ _ _ J Colorado. _ _ 4 1 82 i 86 13 118 131 13 118 1 131 New Mexico . . _ 2 1 I 3 2 1 3 2 1 i 3 8 20 ; 28 8 i 30 38 13 42 i Utah . . . 20 58 78 20 58 78 20 58 j 78 Nevada. .. _ Idaho _ . ... 4 1 16 20 1 30 | 50 80 Washington _ .... 10 106 116 3 i 34 37 31 186 217 Oregon _ _ _ 19 70 89 14 22 36 26 1 81 | 107 California _ .. . 19 365 384 i ! 248 249 16 i 288 i 304 1766 EDUCATION REPOST, 1903 Table 11. — Xunibei " of students pursuing certain subjects in public normal schools in 1902-3. Ethics. School laws. Practical pedagogy. State or Territory. Male. Fe- | male. Total. Male. ! Fe- j male. > Total. Male. Fe- : male. Total. United States _ 534 2,319 2,853 1,082 5,841 6,933 2,006 j 10,435 12,441 North Atlantic Division ..; 128 970 1,098 388 3,109 3,497 441 i 4,396 | 4,837 South Atlantic Division . . 102 163 265 225 551 776 215 782 997 South Central Division ..' 128 340 468 124 431 555 255 625 1 880 North Central Division ... 158 765 923 229 1,049 1,278 952 3,841 | 4,793 Western Division . . 18 81 99 126 701 827 143 ! 791 | 934 N or th Atlantic Division : Maine . . 26 169 185 33 218 250 29 144 173 0 119 119 0 54 i 54 Y ermont . . . 11 98 109 4 101 108 141 j 148 Massachusetts.. _ 3 177 180 9 532 541 9 683 ! 672 0 65 65 Connecticut . . . . 0 85 95 i 274 275 1 313 314 New York _ _ 44 286 330 108 1,084 ; 1,192 151 2.006 ! 1 2,157 0 200 200 1 '307 308 Pen n syl vania _ ... 44 145 j 189 231 581 812 243 703 946 South Atlantic Division: 5 83 98 10 312 322 13 62 75 14 108 122 Virginia . . 8 33 41 8 33 41 3-9 116 155 West Virginia. ... . . 27 37 64 3 7 10 31 39 70 North Carolina _ South Carolina _ _ . 53 68 121 139 191 330 76 123 199 Georgia . . . .. . 14 25 39 44 144 188 15 29 44 Florida _ _ 13 21 34 30 55 85 South Central Division: j Kentucky. . . 20 8 28 6 8 14 6 39 45 Tennessee _ Alabama... . . _ 71 312 383 68 327 1 395 165 454 619 Mississirmi 10 25 35 43 51 94 Louisiana _ .. . . 0 55 55 Texas . . . . 34 16 50 25 55 j 80 26 10 36 Arkansas . . 2 3 5 2 3 ! 5 2 3 5 Oklahoma _ _ Indian Territorv . ... 1 1 9 13 13 [ 26 1. _ 13 13 26 North Central Division: I Ohio _ _ _ 0 247 247 0 101 101 0 295 295 Indiana . . . . 10 61 71 Illinois. .. _ 6 18 24 26 304 330 107 682 789 Michigan 44 353 397 Wisconsin _ _ 13 i 77 90 102 325 427 172 658 aso Minnesota _ . 3 57 60 3 69 72 17 307 324 Iowa . _ _ 1 11 12 301 899 1.200 Missouri . .... _ 18 18 36 0 0 ' 0 160 249 409 North Dakota . 33 50 83 South Dakota _ _ 5 22 27 5 22 27 5 22 27 Nebraska _ _ 6 49 i 55 18 75 93 20 110 130 Kansas _ ... . 107 277 384 74 142 218 83 155 238 Western Division: Montana _ WvomiTlcr 0 28 28 8 18 26 0 24 Colorado 4 | 82 . 86 N ew Mexico _ _ ! 2 1 3 2 1 3 5 1 6 Arizona _ _ 8 20 ! 28 8 20 28 11 i 38 49 Utah _ _ _ 0 4 4 20 58 78 Nevada _ Idaho . _ _ .. 32 49 81 I 34 52 86 Washington . . 1 2 18 | 20 ! 22 145 167 19 104 123 Oregon _ _ _ _ 6 10 18 20 63 ! 83 30 102 132 California _ _ 34 i 405 j 439 20 330 350 NORMAL SCHOOLS, 1767 Table 12. — Summary of statistics of private normal schools in 1902-3. SCHOOLS AND INSTRUCTORS. State or Territory. Schools. Teachers for normal students. Teachers wholly for other departments. Total number of teachers employed. Male. Fe¬ male. Total. Male. Fe- 1 male. 1 Total. Male. Fe- ! male. Total. United States . . 109 425 365 ; 790 236 263 499 631 628 1,289 Nor til Atlantic Division.. 7 62 105 167 1 0 1 63 105 168 South Atlantic Division.. 29 48 81 129 39 101 140 87 I 182 269 South Central Division... 99 73 63 136 90 121 211 163 184 347 N orth Central Division . . . 42 240 111 351 104 39 143 344 150 494 Western Division . 1 2 5 _ l_ 2 2 4 4 7 11 North Atlantic Division: Maine . . . . . . 1 0 2 i 2 1 , 0 1 1 9 3 V errnont . . ... ; _ Massachusetts . . 3 1 21 22 i 0 _ 0 0 1 1 | 21 j 22 Rhode Island _ Connecticut _ .. 1 New York . . . 1 54 74 128 0 0 1 6 _ 54 S 74 128 ; | Pennsylvania _ ... 2 7 8 15 0 0 1 0 8 15 South Atlantic Division: Maryland _ 2 6 0 6 3 1 I 4 9 1 10 District of Columbia.. 2 0 9 9 0 0 0 0 9 9 Virginia... . . .. 4 12 18 30 21 8 29 33 26 59 West Virginia. . 2 4 7 11 0 2 ! 2 4 9 13 North Carolina _ ... 6 12 18 30 5 34 39 17 52 69 South Carolina _ 5 4 8 12 5 24 | 29 9 32 41 Georgia . . . 6 6 16 22 4 26 30 10 42 52 J: lorida _ _ 2 4 5 9 1 6 5 11 16 South Central Division: Kentucky _ _ 8 9 8 17 3 21 24 12 29 41 Tennessee . . j 8 24 27 51 16 33 49 40 60 100 Alabama . . . . 6 14 10 24 70 56 126 84 66 150 Mississippi _ _ .. 2 7 11 18 0 9 9 7 20 27 Louisiana . . 'T'exas _ _ _ i o j 10 9 12 0 l g 9 10 4 14 Arkansas . . 4 9 5 14 1 0 ! 1 10 5 15 Oklahoma _ Indian Territorv _ ! North Central Division: .... Ohio . . . 8 ; 53 16 69 1 25 6 31 78 22 100 Indiana . . . 7 ' 60 39 99 i 1" 4 21 43 120 Illinois . 9 ! 87 19 56 1 *7 6 23 54 25 79 Michigan. . . 1 2 3 2 1 3 3 3 6 Wisconsin. _ _ 2 14 0 14 0 ! 0 0 14 0 14 Minnesota. _ ... 9 0 8 2 2 4 10 2 12 Iowa _ _ 6 37 11 48 12 6 18 49 17 66 Missouri. _ _ 3 13 5 18 17 9 26 30 14 44 North Dakota . South Dakota _ 1 4 3 7 0 0 0 4 3 i 7 Nebraska _ _ ' 2 9 16 3 2 5 10 11 21 Kansas . . . 2 6 7 13 9 3 12 1 15 10 ! 25 Western Division: Montana _ Wyoming . . — — — Colorado _ 1 2 5 7 2 j 9 4 ! 4 j 7 1 11 New Mexico . . Arizona . . . . Utah . . _ ... Nevada . _ Idaho _ ■ Washington . . Oregon . | i California . . . — — 1 1 | j J 1768 EDUCATION REPORT, 1903, Table 13. — Summary of statistics of private normal schools in 1902-3 , STUDENTS AND COURSES OP 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. 1 Total. Male. Female. Total. Male. Female. Total. _ Male. Female. Total. United States . 6, 934 8,005 14,939 2,380 1,255 3, 635 4,683 3,268 ! 7,951 5,680 6,591 12,221 North Atlantic Division. 293 913 1,206 2381 212 450 349 349 698 South Atlantic Division . 493 919 1,412 ”'il7 107 224 359i 502 861! 1,785 2,912 4,697 South Central Division . . 1.000 1,136 2. 136 228 152 i 380 507 432 j 939; 2,605 j 2,555, 5.160 North Central Division. . 5,148 4,961 10, 109 2.014! 984 i 2,978 3,558 2, 109 5,667; 875 | 767 1,642 W estera Division _ ... 0 76 76 21 32 53 21 13 84 16 ; 8 24 North Atlantic Division: ' | r= Maine _ _ 5 10 15 0 0 0 40 15 55 0 0 0 New Hampshire . . . 1 Vermont ... _ _ _ i 6 184 184 Rhode Island . _ Connecticut- _ . . 176 553 729 198 197 395 . ! 349 349 698 112 278 1 South Atlantic Division: 1 Delaware _ _ Maryland . . . 43 16 59 41 40 81 District of Columbia . 0 27 22 18 40 Virginia . . . . j 48 137 185 23 8 31 85 C5 | 150 78 | 202! 280 West V irginia . . . 65 78 143 15 8 23 37 49 86 North Carolina _ 82 268 350 8 23 31 178 242 420 431 j 720 1,151 South Carolina . 93 172 265 25 24 49 35 24 59 428 546 ' 974 Georgia . . . 136 183 319 36 39 75 26 131 157 623 1,199 1,822 i 263 Florida . _ 26 38 64 10 5 15 35 40 75 125 138 South Central Division: 1 Kentucky . . . 160 205 385 34 30 64 53 48 101 308 387 C95 Tennessee . 332 456 788 94 93 187 74 65 139 716 821 1,537 Alabama _ _ 245 254 499 290 218 508 1,079 789 1.868 Mississiupi _ 79 60 139 4 2 6 267 ! 295 562 Louisiana _ _ Texas _ _ 71 60 131 80 9 _ 1 89 48 18] 66 118 98j | 216 Arkansas . . | 113 101 1 214 20 20 40 38 81 119 117 165 282 Oklahoma _ ... I _ Indian Territory _ North Central Division: . Ohio _ ; 1.300 1,107 2,407 ! 435 122 557 1.697 407 2,104 289 299 588 Indiana. _ _ _ 2,165 1.796 3,961 367 120 487 817i ! 937 1,754! ! 101 85 186 Illinois . . 490 ; 581 1, 071 ! 342 164 506 521 76 597 121 76 197 Michigan _ . . _ 24 48 72 38 35 73 52 119 171 3 8 11 Wisconsin . . .. 37 33 70 40 0 40 86 84 170 Minnesota, _ _ 35 23 58 0 0 0 3 6 3 118 5ft; 168 Iowa _ 507 728 1,235 1 211 1 127, 338 63 I 167 230 83 58 141 Missouri . . . 1 289 1 270 559 1 305 1 1-33 438 : 162 172 334 1 3 4 N orth Dakota _ _ _ I 1 South Dakota _ 11 30 . 41 i 6 0 0 0 o 0 26 49' 75 Nebraska . . 200 315 515 ; 160 89 249 [ 243 230 473 42 49 91 Kansas _ _ 90 30 120 116 1 174 290 0 1 i; 5 6 11 Western Division: Montana . . . . Wvoming _ _ 1 Colorado _ 0 76 76 21 32 53 21 13 34 16 8 24 New Mexico. 1 - Arizona I i Utah... . . j _ , N e vada _ . Idaho _ _ ...... Washington.. _ ir _ Oregon . _ _ California . 1 1 1 I 1 i NORMAL SCHOOLS 1769 Table 14. — Summary of statistics of private normal schools in 1902-3. TOTAL ENROLLMENT OF STUDENTS, ETC. State or Territory. Total enrollment in all departments. Colored students in¬ cluded in normal deoartment. i Number of children in model school. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. 1 Total. 19,627 19,119 38,746 474 762 1,236 1,462 1,671 | 3,183 North Atlantic Division .. 880 1,474 2,354 3 1 4 365 369 734 South Atlantic Division _ _ 2,754 4,440 7.194 243 413 653 254 382 636 South Central Division . . . 4. B40 4,275 8,615 f 213 335 548 429 476 905 N orth Central Division . . _ 11,585 58 8,801 129 20,396 187 15 13 28 414 444 858 i _ j _ _ 1_ N orth Atlantic Division: 45 25 70 16 20 36 New Hampshire. . 0 184 184 Rhode Island _ _ Connecticut . 723 1,099 1,822 3 1 4 | 349 349 698 New Jersev . . 112 168 278 South Atlantic Division: ' Delaware _ _ Maryland _ _ 84 56 140 7 1 16 23 1 District of Columbia . . 22 45 67 0 12 12 22 68 j 80 Virginia . 234 412 646 35 102 137 I West Virginia.. _ _ 117 1£5 252 15 33 48 i North Carolina . _ 699 1,253 766 1,952 1,347 70 98 168 76 119 195 South Carolina _ 581 90 95 185 38 40 78 Georgia . . 821 1.552 2,373 15 44 | 59 105 146 251 Florida 196 '221 417 11 13 1 24 13 19 32 South Central Division: Kentucky . 555 670 1,225 20 49 i 69 60 69 129 Tennessee _ _ 1,216 1,435 2,651 105 211 316 117 137 ! 254 Alabama . 1,614 £50 1.281 357 2,875 707 9 15 ' 24 252 270 522 Mississippi _ .. .. 79 60 ; 139 Louisiana . I Texas . . 317 185 502 _ _ Arkansas 288 337 655 Oklahoma . 1 i Indian Territory North Central Division: Ohio . . . 3,721 3,450 1,474 117 1,935 2,938 897 5,656 6,388 2,371 327 40 35 75 Indiana _ 6 6 j 12 2 48 44 ! 92 Illinois . . 1 1 ! 120 134 254 Michigan _ 210 Wisconsin.. .. 163 117 280 .. : 78 84 i 162 Minnesota _ _ 156 73 229 i 1 1 2 93 89 J 182 Iowa _ _ 884 1,080 578 1,944 1,385 0 1 1 Missouri _ _ 757 1 North Dakota _ .. 1 _ South Dakota . 37 79 116 1 0 i 0 | 0 1 0 0 ! 0 Nebraska _ 645 683 1,328 1 4 : 11 ! 35 53 ; 93 Kansas 211 211 422 ! Western Division: Montana . . . . Wyoming; _ Colorado . 58 i 129 187 New Mexico _ Arizona. _ _ 1 _ 1 . 1 Utah _ 1 Nevada . . ... 1 _ ; _ ; Idaho _ _ — Washington _ _ _ i _ Oregon _ ... .. California . . . . :::::::: 1 i 1770 EDUCATION REPORT, 1903. Table 15. — Summary of statistics of private normal schooU in 1902-3. NUMBER OF NORMAL AND OTHER GRADUATES. State or Territory. N ormal graduates. Graduates in business courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe- | male. Total. United States. _ 489 676 1,145 408 265 673 277 227 504 North. Atlantic Division .. 43 185 227 0 0 0 2 2 4 South Atlantic Division . . 80 146 226 11 21 32 14 21 35 South Central Division . . 100 97 197 77 -57 134 42 36 78 North Central Division. . 247 341 • 488 312 177 489 219 161 380 W estern Division . . . 0 7 8 10 18 0 7 7 North Atlantic Division: : Maine . . . . . 1 4 5 ! 0 0 0 2 2 4 N ew Hampshire . _ Massachusetts _ 0 68 : 68 Rhode Island . . _ New York . . 31 i03 134 _ _ New jersey . Pennsylvania _ _ 10 10 20 South Atlantic Division: Delaware .. . . .. Maryland . . 10 8 18 District of Columbia . 0 6 6 Virginia . . 12 | 14 26 4 i 5 3 2 5 West Virginia. . 3 ' 6 9 North Carolina .. .. 1 32 33 1 13 14 7 ; 15 22 South Carolina _ _ _ 8 23 31 2 5 7 o 0 2 Georgia . . 41 49 90 Florida . . _ 5 8 13 4 9 6 2 4 6 South Central Division: j Kentucky. _ 16 23 38 8 4 12 9 9 18 Tennessee . . 67 63 130 59 38 97 33 27 60 Alabama. . _ _ 6 6 12 0 0 0 Mississippi. _ _ V 4 11 Louisiana ... _ Texas . . Arkansas _ _ _ _ _ 4 2 6 10 i 15 1 25 — _ Oklahoma . _ _ I Indian Territory . . North Central Division: _ >1 | Ohio _ 71 42 113 17 19 36 2 4 6 Indiana _ _ _i 34 42 ! 76 57 20 77 ! 52 21 73 Hlinois . . . . 8 ! 27 | 35 j 19 15 1 34 10 18 28 Michigan . . _ ... 12 | 26 ; 38 ■ Wisconsin . . 11 i 7 ! 18 | 1 0 | 1 I 7 j 12 19 Minnesota . . 10 i 10 20 0 0 0 io ! 0 10 Iowa.. . . . 41 40 1 81 §3 14 47 6 16 22 Missouri . . ... . _ 20 9 ; 29 149 102 251 113 58 171 North Dakota _ ... South Dakota . _ 5 13 18 0 0 0 0 i 0 0 Nebraska .. is : 22 i 49 36 1 7 43 19 32 51 Kansas ... _ ... .. 17 3 I 20 ; W estern Division : Montana Wvomine- Colorado _ _ o 7 i 8 10 18 0 i 7 | 7 New Mexico Arizona _ ... _ Utah . _ _ _ Nevada . . i _ Tdaho 1 Washington . ... _ 1 _ _ Oregon _ 1 _ . ! _ . . . ! California . . 1 . .. i 1 ! 1 1 NORMAL SCHOOLS 1771 Table 16. — Summary of statistics of private normal schools in 1902-3. INCOME FROM VARIOUS SOURCES. State or Territory. o 3 ix ll Appro¬ priated by States, counties, or cities, for sup¬ port for 1902-3. X 3 o 3 ti S E g ^ A Received j from ! tuition and | other j fees. 3 o || -2 © 3 52! Received from produc¬ tive funds. 1 in 0 "3 IL x c \°t 3 p, K Received from other sources and i unclas¬ sified. a 1 'o I SfcL1 X p 3-1 — ' O v "p o ■A Total in¬ come for the year 1902-3. United States _ 19 $20,934 61 | $377,522 18 ! $58,895 35 $358,714 68 j $816,065 North Atlantic Division _ 2 1.100 5 152,094 2 1 12,556 ! 2 : 71,305 1 5 ' 237,055 South Atlantic Division _ 9 9,460 20 i 37,151 7 i 13,366 15 65,673 23 125,650 South Central Division _ 7 9,374 18 1 40, 852 5 ! 20,235 1 10 ; 189,899 19 260,360 North Central Division .. . i 1,000 18 | 147,425 4 12,738 j 8 | 31,837 21 193,000 Western Division . North Atlantic Division: Maine _ _ i 1.000 1 500 1 20 1 20 1 1,540 New Hampshire _ _ Massachusetts . . . 2 j 12,500 O 12,500 Rhode Island . . New York . . i 100 i i 137,846 1 i 12, 536 1 71 , 285 1 221, 767 Pennsylvania . . i 1.248 ; 1 1,24-8 South Atlantic Division: ! • Delaware . . Maryland _ _ . ; i 2,000 1 2,000 District of Columbia i 525 1 525 Virginia _ ! 3 5,678 1 8,293 2 29,531 3 43.502 West Virginia _ _ i 2,500 1 320 1 1,132 1 719 1 4.671 North Carolina _ 2 520 4 ! 17,328 1 2.733 ! | 4 j 23,941 6 44,522 South Carolina . . . 1 ■ 640 | 5 4,422 2 68 i 3 6,181 i 1 5 11.311 Georgia . .. _ 3 1.800 4 6,078 2 1,140 3 3,001 ! 4 12,019 Florida . 1 2.000 2 2,800 2 2,300 o 7,100 South Central Division: | \ “ Kentucky . . . 4 5,756 1 300 2 4.750 i ^ 10.806 Tennessee _ _ .1 3 ! 3,320 6 21,396 o 3.250 j 4 16,064 : 1 7 i 44.030 Alabama ... _ 3 | 5, 784 ! 3 7.470 2 j 16,685 ! ! 3 ; 152. 3*5 3 ! 182,324 Mississippi _ 2 3,3G0 1 j 16,700 ; 2 20,000 Louisiana _ _ Texas. . . . . 1 1.500 1 1.500 Arkansas . . _ 1 ! 270 2 1,430 2 1,700 Oklahoma Indian Territory ... .. North Central Division: 1 Ohio . . . . 5 35,382 — 2 3,400 5 38,782 Indiana . .. _ 1 j 1.000 4 82.600 4 83,600 Illinois . . . _ 2 9.000 1 1,500 1 300 2 10,800 Michigan _ 1 475 1 475 Wisconsin _ .. ... i 7, 457 j 1 1.783 ; 1 9,240 Minnesota . . 1 3,896 1 2 ! 9,100 2 12,996 Iowa. . . . 2 6.712 1 1,181 1 3,689 1 2 11,582 Missouri. _ _ 1 5,760 1 5, 760 North Dakota _ _ South Dakota . . _ 1 2,200 ; l 2, 600 i 4,800 Nebraska _ _ 1 13, 585 i 13,565 Kansas _ _ 1 1.400 i 1.400 Western Division: Montana _ _ Wyoming . _ _ Colorado . ... New Mexico _ Arizona _ _ Utah. . . . :::::::::: Nevada _ _ Idaho . L . Washington. . . ! .... .... Oregon . . . ...J .... :::: California . . _ ” | . .... _ ! 1 1772 EDUCATION REPORT, 1903. Table IT. — Summary of statistics of private normal schools in 1902-3. VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Schools reporting libraries. Volumes in libraries. Estimated value of libraries. Number of schools reporting. 1 Value of buildings, grounds, apparatus, etc. N umber of schools reporting. Total money value of benefactions or bequests for perma¬ nent endow¬ ment re¬ ceived dur¬ ing the year. United States _ 84 169,513 $151,033 79 $5, 554, 569 11 $752,417 Novth Atlantic Division _ 5 28,237 30,750 1 CC oi Sou ill Atlantic Division _ __ 21 29,260 23,160 23 604.109 4 8,482 South Central Division _ 23j 37,290 24,625 26 1,175:523 3 698, 435 N orth Central Division _ 34 73,926 71,498 29 1,633,200 4 45,500 Western Division . . _ . 1 800 1,000 h- - - | North Atlantic Division: Maine . . . . 1 200 350 . New Hampshire _ Vermont _ _ _ Massachusetts _ ... 2 5,100 , 5,100 Rhode Island _ Connecticut . . . . New York . . . . 1 22,637 j 25,000 1 2,141,737 New Jersey . Pennsylvania _ _ 1 300 300 South Atlantic Division: Delaware . . . . . Marviand _ _ _ _ 2 7,340 7,000 2 i 80,000 District of Columbia. _ Virginia _ _ 1 1,500 1,500 2 55,000 West Virginia . 2 6,000 5,000 2 54, (XX) N orth Carolina. . 5 5, 850 5,800 5 269,009 1 2.500 South Carolina . . 4 2,000 1,450 5 50,609 1 4; 857 Georgia.. . . . ... 5 4,570 1,710 5 i 65.500 2 1,125 Florida _ _ 2 2,000 700 2 30,000 South Central Division: Kentucky _ _ . . . 6 2,340 1.600 7 43.416 1 150 Tennessee . . . 6 17.000 9,350 7 335; 000 1 600 Alabama . . . . 5 7.900 5,900 4 621.607 1 697,685 Mississippi . 2 4,500 3,300 2 127,000 Louisiana. . . . Texas . . 2 5.100 4. 075 2 , 33, 500 Arkansas _ _ _ 2 450 '400 4 12,000 Oklahoma . . . Indian Territory . North Central Division: Ohio. . . . . 6 22,900 24,350 5 210,000 2 35,500 Indiana . . . 6 19, 374 18.025 5 510.000 Illinois 5 8,500 8,100 3 390,000 Michigan . . . . . 1 500 700 1 3,000 Wisconsin . . 1 3.052 2,000 1 2,000 1 9,500 Minnesota 2 1,850 2,600 2 67.000 Iowa _ .. _ 6 7.a50 5,023 5 172,700 1 500 Missouri .. 3 3,100 5,100 3 113,000 North Dakota South Dakota 1 1.300 800 1 30,000 Nebraska. . . 2 3.000 1,800 2 125,500 Kansas 1 3,000 3,000 1 10,000 Western Division: Montana _ _ _ Wyoming . Colorado 1 800 1,000 New Mexico _ _ Arizona _ Utah Nevada Idaho . . . Washington . Oregon . California . . : l I NORMAL SCHOOLS 1773 Table 18. — Percentage of male and female students and percentage of graduates to total number in normal course in public and private normal schools in 1902-3. In public normal schools. In private normal schools. State or Territory. United States - North Atlantic Division. South Atlantic Division . South Central Division . . North Central Division . W estem Division . . . . Male. . Female. Graduates, j Male. Female. Graduates. 23.62 1 76.38 1 17.86 46.42 53. 58 7.66 18.88 j 81.12 23.42 24.30 75. 70 18.82 25.58 74.42 15.87 34.92 65.08 16.01 33.67 ! 66.33 17.84 46.82 53. 18 9.22 25.49 j 74.51 12.79 50.92 49.08 4.83 19.18 j 80.82 19.71 ! 0 100.00 9.21 North Atlantic Division: Maine _ _ _ New Hampshire _ Vermont _ Massachusetts _ Rhode Island _ Connecticut . . . New York.. . . New J ersey _ 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 . 18.89 1.68 11.60 6.92 0 .17 13.93 3.56 32.49 81.11 98.32 88.40 93. OS 100.00 99.83 86.07 96.44 67.51 16.92 45.38 35. 15 33.33 66.67 j 33.33 30.84 0 32.23 31.88 31 22 12.' 06 ; 0 24.14 40. 29 100.00 j 75.86 "59.71 36.96 18.41 7.19 3.11 96.89 28.88 ! 72.88 27.12 30.51 8.33 91.67 48.81 0 100.00 22 22 25.24 74. 76 46.33 25.84 74.05 : 14 05 51.93 : 48.07 5.98 j 45.45 54.55 ! 6.29 22.92 77. OS 5. 86 ! 23.43 76.57 8.43 0 100. 00 8.01 j 35.09 64.91 ! 11.70 15.51 i 84.49 27 97 42.63 ] ■5T. S7 28.21 39.83 60.17 2.60 | 40.63 59.37 29.31 31.58 6S.42 34.59 43.84 57.16 10.41 40.14 59.86 3d. Db 42.13 57.87 16.50 34. 66 65.34 13.74 49.10 0 i.9' 2.40 44. 27 55. 73 6.50 56.83 43.17 7.91 10.64 89.36 18.80 1 36.60 63.40 16.92 54.12 ! 45.88 ! -. 47.48 52.52 3.60 52.80 47.20 2.80 a5.5S 64.42 19.28 .19 99.81 47.40 ’ 54.01 | 45.99 469 42.88 57.12 1.96 54. 66 45.34 L92 24.47 75.53 9.16 45. 75 54.25 3.27 12.33 87.67 24.60 I 33.33 66.67 52. 78 22.51 77. 49 20.53 52.86 ] 47.14 ] 25.71 14.26 85.74 25.72 60.35 39.65 34.48 19.54 80.46 6. 45 41.05 58.95 6. 56 :>. 28 61.72 2. 87 51.70 j 48.30 5.19 25.45 74. 55 8.13 27 77 72.23 6.21 26. S3 73.17 43. 90 27. 83 72.17 24.24 38.83 61.17 7. 77 33.78 66.22 8.39 75.00 25 18. 67 6.02 93.98 16. 54 7.a5 92.65 31.62 o 100.00 9.21 21.69 78.31 6.02 28.77 71.23 13.21 37.64 62.36 12.91 — 33.45 66.55 11.38 15.17 84.83 14.60 33.01 66.99 3.42 9.10 90.90 30.1 1 1774 EDUCATION REPORT, 1903. Table 19. — Normal students in universities and colleges , and public and private high schools in 1902-3. State or Territory. In universities and ; colleges. In public high schools. In private high schools. 0 s | Institutions. Male. 6 Z Total. 32 t o o cn Male. 3 Total. X 5 A 02 1 Female. United States _ 241 4,369 6,968 11,337 1 458 1,825 4,840 6,665 , |279 2,143 3,744 5,887 23,889 X. Atlantic Division. .. 37 1,167 898 2.065 142 j 365 2,330 2,685 49 209 | 694 903 5,663 S. Atlantic Division 44 671 1.022 1.693 1 55 229 ! 456 i 685 45 473 : 677 1.150 3.528 S. Central Division . 43 843 1,530 2,373 | 102 657 i ! 745 1.402 ! ! 88 757 1.134 11.891 5. 666 X . Central Division . ... 94 1.532 2,938 4,520 150 563 1,276 1.839 70 465 i 842 1.307 7,666 Western Division _ 13 156 530 686 : ! 9 41 ' 33 44 i 27 239 j 397 636 1,366 X. Atlantic Division: Maine . 4 20 21 41 I 6 41 | 70 j 111 7 8 ; i 91 99 251 Xew Hampshire _ 1 7 0 ^ ! : 1 0 3 3 4 1 l 1 54 55 65 ! 18 15 120 135 10 6 ! I 35 41 178 Massachusetts . . 4 3 205 208 | 6 278 | 347 2 2 1 19 21 576 Rhode Island . 1 87 43 80 ' . 80 Connecticut . i 1 0 1 1 i 3 0 20 20 21 New York _ IB 838 443 1,281 ! 78 ! 121 ,1,441 1.582 s 6 0 i 93 j 93 2,936 New Jersey _ 1 11 0 11 ; 4 1 48 49 60 Pennsylvania . 13 251 186 437 j 28 ; 118 ; 369 1 487 17 : 192 5*4 1,498 S. Atlantic Division: ! ! | j ! 1 0 2 2 I 2 5 l 16 21 23 Maryland _ 3 2 71 73 | 5 47 | 93 . 140 i 4 ■ ; 35 .... 27 62 275 Dist. of Columbia _ 2 1 12 80 92 1 1 0 2 2 94 "Virginia . . 4 118 i 78 1S6 | 6 i 21 80 i 101 48 121 169 466 West Virginia _ 3 55 | 44 99 : 4 162 157 319 418 Xorth Carolina _ 8 236 330 566 8 25 52 i 77 13 108 119 225 868 South Carolina _ 6 86 132 218 8 23 40 ; 63 5 ; 63 105 168 449 Georgia _ _ 13 120 167 287 14 61 68 129 9 | 41 1 102 143 559 Florida . . . 4 42 118 160 12 ; ! 47 j 107 : 154 1 2 : is 1 44 62 376 S. Central Division: 1 Ken tuck v. . .! 8 229 194 423 13 239 223 ■ 482 20 148 ! i 257 405 1,290 Tennessee _ 12 350 536 | 886 12 ; 70 89 159 * 17 ; 148 j 136 284 | 1,329 Alabama. _ _ 6 6 55 61 ; 7 29 ; 34 : 63 : 6 90 ! 1 138 228 352 Mississippi _ 90 421 ! 511 : 23 96 131 ! 907 i j 11 , 103 I 211 314 ; 1.052 Louisiana _ _ 4 20 ! 135 1 155 ! 5 17 1 37 1 "54 i i 5 18 29 47 j 256 Texas _ ! 5 33 1 ! 64 97 : 38 [ 159 : 192 351 | 16 | 116 I 1 208 324 i 772 Arkansas . 5 115 j 120 235 4 ! - 47 39 ; 86 1 ; 10 ! 134 129 263 j 584 Oklahoma , 3 0 i 26 26 28 Indian Territory _ 1 0 5 5 5 X. Central Division: , 1 Ohio _ 1 1 16 ^ 224 294 518 : 38 113 | 214 327 4 S 51 45 96 i 941 Indiana . . 1 1 3 : 55 ! 48 ms : 21 ! 50 I 82 132 1 10 j 1 12 22 257 Illinois _ 1 1 11 j 197 ; 637 j 834 i 12 i 1 22 ! 126 ! 148 | 9 95 257 352 ! 1.334 Michigan _ 1 20 ! li 31 13 18 50 : 68 1 ^ 2 12 14 113 Wisconsin .. _ _ 6 158 i 173 331 9 23 : 80 i 103 4 7 i i 25 32 466 Minnesota _ 5 1 72 j 132 204 ' 7 7 | 75 ! 82 5 j 55 : 61 116 402 Iotva _ 14 : 298 i 555 853 i 14 99 | 147 246 1 14 123 132 255 1,354 Missouri _ 10 i 128 ; 306 434 14 92 | 139 231 | 18 97 192 289 954 Xorth Dakota i 2 ! 18 ! 120 ! 138 ! 1 0 8 8 146 South Dakota . . . : 4 : 23 I 39 62 4 1 11 ! 12 3 15 38 53 127 Xebraska. ‘ _ 9 : 205 : 427 682 ; 6 12 18 i 30 6 7 46 53 715 Kansas _ _ 13 134 j 246 j 380 ! li 126 326 1 452 4 | 3 22 25 357 W estern Division: Montana . : 1 1 10 ii ■ i 0 5 5 | 16 Wvoming.. . . j 1 1 49 50 50 Colorado . . . 2 i 36 58 94 _ j 2 0 17 j 1 47 i 141 X ew Mexico _ 2 2 11 13 13 Arizona 1 2 1 3 .... 1 3 Utah . 2 84 297 381 1 l 6 186 220 j 406 | ! 787 Xevada . 1 2 22 24 l i 1 0 ■ i| 25 Idaho . . . i l 0 4 4 ! 4 Washington . . 1 18 9 27 4 0 13 ; 13 6 ; 23 : 67 j 80 , 1 130 Oregon. . ' 5 8 40 48 ; 2 j 10 11 i 21 6 6 21 ! 27 96 California 2 2 33 35 1 24 : 72 j 96 131 , 1 1 : FORMAL SCHOOLS 1775 Table 20. — Distribution of students pursuing teachers' training courses in various institutions in 1902-3. State or Territory. In public normal schools. United States _ . 49, 175 North Atlantic Division - 16.756 South Atlantic Division _ 4,254 South Central Division _ 5. 590 North Central Division _ 18. 237 W estern Division . 4. 338 North Atlantic Division: Maine . ■ New Hampshire _ Vermont _ Massachusetts . . Rhode Island _ Connecticut . . N w 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 _ j Oklahoma _ _ Indian Territory _ North Central Division: Ohio . . Indiana . . Illinois _ _ Michigan _ Wisconsin _ _ Minnesota _ _ _ j Iowa - . . . Missouri . j North Dakota _ South Dakota _ Nebraska _ _ Kansas . . W estern Division: Montana _ _ _ Wyoming _ Colorado _ New Mexico _ _ Arizona _ Utah _ Nevada _ Idaho _ 969 119 293 1.777 217 593 5.784 900 6.101 322 168 313 957 1.261 312 680 231 133 588 1,696 323 686 1.407 139 519 1,371 2.816 1 581 2.514 1.248 2.231 2,262 664 515 557 1,954 133 •7p> ' 3 212 643 280 Washington _ 692 Oregon - - 409 California . . . = 1.604 In private normal schools. ; 14.939 1.206 1,412 2. 136 10, 109 76 15 *184* 729 '278' 185 143 350 265 319 64 788 499 139 131 214 2.407 3.961 1.071 72 70 58 1.235 559 41 515 1.20 In univer- In public , In private j Total sities and high high | normal colleges. schools, i schools, j students. 11,337 2,065 1,693 2,373 4.520 686 6,665 j 5,887 : 88,003 2,695 j 903 ; 23,625 685 : 1,150 9.194 1.402 i 1,891 13.392 1.839 ! 1,307 36.012 44 ; 636 5.780 41 111 ; 99 1,285 7 3 55 184 _ 135 41 469 208 347 21 j 2,537 80 _ _ _ 297 . . 1 20 617 1.281 1,562 93 9.449 11 • 49 _ 960 437 487 574 7.877 2 21 i 73 141 | 62 i 92 . 2 ■ 196 101 j 169 99 319 | 566 ■77 j 225 j 218 63 168 ! 287 129 i 143 i 160 154 62 ! 23 656 289 964 1.518 2.479 1.026 1.568 671 423 462 886 159 61 63 511 227 155 54 97 351 235 86 5 405 I 1.788 284 : 2.685 228 2,547 314 : 1.514 47 Q_io 324 | 2,310 263 937 26 664 5 518 103 834 31 331 204 853 434 138 62 632 380 327 96 3,867 132 22 5; 594 148 352 5, 221 68 14 1.766 103 32 3.050 82 116 1,708 246 255 4.820 231 289 j 3,775 8 810 12 53 683 30 53 i 1.787 452 25 2.931 11 50 94 13 3 381 24 48 35 5 1 4 13 21 ! 149 50 17 459 gg 215 406 j 1,430 25 294 90 . 27 96 822 505 1,735 1776 EDUCATION REPORT, 1903. Table 21. — Colleges and universities reporting students in teachers' training courses. Normal students. Location. ALABAMA. Anniston _ Athens. . East Lake _ Lafayette _ Marion. . Do . . Selma.. . Talladega . Tuskegee _ University _ ARIZONA. Tucson . . ARKANSAS. Arkadelphia _ Clarksville _ Con wav . . Do . . Fayetteville Little Rock . CALIFORNIA. Berkeley _ Claremont . . Los Angeles . Mills College _ Pasadena . . San Jose _ 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 _ Institution. Anniston College for Young Ladies. Athens Female College _ Howard College . . Lafayette College . Judson College . Marion Female Seminary . . Alabama Baptist Colored University. Alabama Synodical College for Women. Alabama Conference Fe¬ male College. University of Alabama (public). University of Arizona (pub¬ lic). Arkadelphia Methodist Col¬ lege. Arkansas Cumberland Col¬ lege. Central Baptist College . Hendrix College . University of Arkansas (public). Philander Smith College.... University of California (public), a Pomona College . University of Southern Cal¬ ifornia. Mills College . . . . . Throop Polytechnic Insti¬ tute. College of Notre Dame . Leland Stanford Junior University. « University of Colorado (pub¬ lic). « Colorado College . . . University of Denver. . . State College for Colored Students (public). Gallaudet College (public) .. Howard University (public) John B. Stetson University. Florida Agricultural Col¬ lege (public). Florida Conference College. St. Leo College . . Florida State College (pub¬ lic). Rollins College . . 1898. 1889. 1900. 1901. 1903. 1902. ' Male. Fe¬ male. Total. 0 7 12 5 5 20 34 18 . 11 15 35 1 1 2 0 20 20 1 0 12 12 1 . 124 . 3 10 0 10 10 24 20 12 5 5 10 4 1 3 2 1 3 19 20 5 15 20 12 10 22 18 0 22 22 16 6 14 32 18 21 75 25 100 45 17 17 26 23 48 71 717 598 689 14 „ 12 12 9 3 4 2 18 12 24 13 16 2 16 18 20 30 21 35 25 0 17 17 211 295 264 269 42 47 23 24 42 66 15 17 21 28 12 16 28 14 3 3 2 0 2 2 5 5 5 5 2 3 5 21 9 81 105 102 10 77 87 48 35 56 33 40 19 40 36 23 8 8 3 5 6 3 5 0 5 40 80 147 30 75 105 8 9 0 10 10 o Has a pedagogical department. NORMAL SCHOOLS, 1777 Table 21. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Institution. 1898. 1899. Nc 1900. >rmal 1901. studei 1902. its. 1903. Male. Fe¬ male. TotaL GEORGIA. 20 14 42 0 42 lie). 3 2 1 Do 139 13 20 9 17 14 8 22 Do . . Morris Brown College . 45 42 43 32 33 6 10 16 27 30 30 40 2 9 Cuthbert _ Andrew Female College _ 8 4 6 0 3 3 North Georgia Agricul- 44 68 67 17 15 26 25 51 tural College^ (public). Dalton _ _ Dalton Female Seminary . . . 3 4 5 7 10 0 10 10 10 6 8 6 0 29 29 35 20 0 12 12 7 1 3 20 50 0 10 10 11 10 30 12 20 0 20 15 4 4 Sontb Atlanta . . Clark 'Universi ty _ i 47 55 45 62 j 4 2 49 51 11 11 8 8 4 12 lege. 29 30 IDAHO. University of Idaho (public) - 3 ILLINOIS. Abingdon. Hedding College _ _ . _ 4 1 Bourbonnais St. Viateur’s College _ 30 Cartilage Carthage College 8 I 20 Chicago ! University of Chicago « ! 300 _ 1 654 21 505 526 Do St. Ignatius College _ 16 1 Effingham . Austin College . 90 j 175 150 145 ! 180 , 50 60 110 Elmhurst . . . i Evangelical Proseminary... 20 | 17 10 6 7 ! 8 0 8 Eureka . . . 1 Eureka College _ _ 6 6 ft Evanston . Northwestern University «. 20 j 11 "20 49 48 6 18 24 Ewing .. j Ewing College 50 58 0 58 Fulton ... _ Northern Illinois College ... 1 35 | 35 t Greenville _ _ Greenville College . . . "'ll 7 l 5 5 10 Jacksonville . ... Illinois College _ 8 14 20 8 Do. . Hlinois Woman’s College ... 15 18 10 12 10 Lincoln. . . . Lincoln University . 55 2 3 4 2 6 Naperville _ _ | Northwestern College . 15 12 10 2 5 7 Rock Island | Augustana College . 7 j 16 77 29 Upper Alton j Shurtleff College 10 5 5 10 Urbana . . . . | University of Illinois. . 1 55 18 39 26 31 57 Westfield.. . . .. ! Westfield College . . . 14 18 ^ 21 17 12 12 6 18 Wheaton. Wheaton College _ 18 10 1 INDIANA. Bloomington .. Indiana University (pub¬ 128 94 181 156 lic ) .a Crawfordsville . . _ Wabash College . 4 6 20 Greencastle. De Pauw University 61 . Hanover . . . Hanover College .. ... j _ 5 Indianapolis _ Butler College.. . . j 20 Merom . . Union Christian College _ €5 50 j 54 77 60 30 i-s 48 Moores Hill Moores Hill College 1 20 22 58 85 19 27 A ft Upland . . Taylor University. . 32 44 16 14 10 6 3 ! “ INDIAN TERRI¬ TORY. Bacone. _ _ Indian University . . 6 Muscogee . . _ Henrv Ken da1! College _ 6 3 0 5 5 IOWA. Cedar Rapids. Coe College 10 22 28 1 26 Charles City _ ! Charles Citv College . i 29 1 27 32 1 29 29 3 i 29 « Has a pedagogical department. ED 1S03— VOL 2 - 36 1778 EDUCATION REPORT, 1903, Table 21. — Colleges and universities reporting students in teachers' training courses — Continued. Location. j Institution. Normal students. 1898. 1899. j 1 1 1900. 1901. 1902. 1903. Male. Fe- | male., Total. iowa — continued. College Springs .. Aruitv College . . 37 13 31 ! 9 ! 24 O 22 24 Des Moines College . . 14 1 Do . . Drake University . . 173 219 249 { 221 i 275 78 178 | 256 9 20 5 10 i 15 Favette ... . - Upper Iowa University _ 33 16 25 j 47 j 54 | 25 75 j 100 15 6 5 ; 5 11 4 2 12 14 121 67 I : 17 ! 33 ! 41 74 Iowa Citv _ State University of Iowa 70 | 81 1 63 52 j 20 80 I 100 (public).® Lamoni . Graceland College . 4 0 2 2 Palmer College . . 8 12 11 23 Iowa Wesleyan College _ 12 i 1 129 j Mount Vernon _ Cornell College . ! 73 1 138 64 j 68 5 2 j 120 1 10 17 27 Pella . . Central University of Iowa. 26 24 1 46 i U i 22 ! 40 15 55 42 15 1 1 43 30 ! 53 • 48 45 1 1 47 9 I 0 14 1 14 32 ! 47 I KANSAS. ! Midland College . 4 92 80 111 117 j 27 i 10 1 12 22 11 1 13 ; 10 3 3 | 6 Holton _ Campbell University . i 67 | 85 85 f 15 10 5 15 Lawrence . . University of Kansas (pub- 51 | 67 ; 10 85 45 j lie). « Lecompton . _ ! Lane University . . • 44 32 25 18 17 8 j 10 18 Lincoln _ Kansas Christian College _ S) 49 2 45 20 25 45 Lindsborg _ - . Bethany College. . . 23 26 33 52 55 j 24 31 55 Ottawa - Ottawa University ... _ 26 9 11 ! 20 15 8 12 20 Salina . _ _ Kansas W esley an U niversity 66 71 71 1 59 61 20 1 30 50 Sterling Cooper Memorial C ollege _ 3 40 12 30 i 10 ! 38 48 'T'opeka _ Washburn College _ 4 2 6 Wichita Fairmount College _ 12 17 10 13 0 1 15 15 Do . Friends University . . 20 1 10 11 Winfield _ ; St. John's Lutheran College . 14 | Do . . ! Southwest Kansas College . . 34 42 28 ! 28 , 29 10 j 20 30 KENTUCKY. | Ba r hours ville . 1 Union College . 33 19 52 Berea _ _ i Berea College _ _ _ 54 81 162 204 105 j 55 160 Georgetown . . ! Georgetown College . . 1 ^ 46 30 30 ! 23 13 1 10 23 Glasgow _ ! Liberty College . . 16 25 1 56 Harrodsburg _ ! Beaumont College. . 12 20 Hopkinsville _ j Bethel Female College . . 1 . 2 Do.. . . . ; South Kentucky College ... 1 . 1 10 10 — Lexington . < A. and M. College of Ken¬ 39 138 j 133 102 i 68 I 34 100 tucky (public). Do . . ! Hamilton College . . 0 8 3 Do . Kentucky University _ 7 ", i 56 ! 56 1 Millersburg . Millersburg Female College. ...... is 25 ! 20 15 0 ! 8 ! 8 Nicholas ville . Jessamine Female College .. i . 6 Owensboro _ Owensboro Female College . 50 45 0 45 45 Russellville . Logan Female College . 5 Winchester . . . Kentucky Wesleyan College 17 17 [ 33 37 12 20 32 LOUISIANA. New Orleans ! Leiand University 22 14 15 29 Do.. . New Orleans University _ 23 1 25 24 , 29 20 1 15 16 Do Straighi University 10 12 28 j 16 12 3 60 63 Do. . . i Tulane University . . 42 2 45 47 MAINE. Kents Hill _ Maine Wesleyan Female 25 8 10 i 14 6 0 5 5 College. Lewiston . Bates College _ _ I 17 8 25 Orono . . University of Maine (pub- i li rt \ — 16 1 12 14 3 2 5 Woodf'ords . IaC ) . Westbrook Seminary . 12 12 6 ! o i 6 6 « Has a pedagogical department. NORMAL SCHOOLS 1779 Table 21. — Colleges and universities reporting students in teachers ’ training courses — Continued . Normal students. Location. Institution. 1898. 1899. 1900. 1901. 1902. Male. 1903. Fe¬ male. Total. MARYLAND. 19 13 Do . Notre Dame of Maryland. . _ 16 14 15 15 0 15 15 Washington College . 32 44 44 31 40 2 42 44 I 20 9 14 0 14 14 MASSACHUSETTS. 3 28 31 62 113 Do Radcliffe College . . 63 56 47 63 0 58 58 130 75 0 70 70 38 ■Wellesley.- _ Wellesley College _ _ 73 64 42 42 32 0 49 49 f _ 6 Do 39 MICHIGAN. Adrian . . Adrian College . . 9 0 6 6 20 11 31 38 30 34 i 34 1 17 10 30 12 16 "Hillsdale (public). « Hillsdale College . . 8 40 13 S4 19 _ Ka amazon Kalamazoo College 9 17 14 | 14 Olivet . Olivet College _ _ _ 12 17 17 i 14 15 _ MINNESOTA. Albert Lea Albert Lea College . . 5 21 0 16 16 Minneapolis Augsburg Seminary _ 19 0 19 Do . University of Minnesota 1 iso 110 36 ; 109 80 27 so 123 (public ).« • | North'd eld . Carleton College . . . 12 7 : 36 25 6 10 16 St. Paul Macalester College . . . _ _ 11 Do Hamline University. . 31 1 18 St. Peter _ Gustavus Adolphus College . 20 17 33 17 18 20 1 io 30 Winnebago City. _ Parker College . . 13 10 5 ! io MISSISSIPPI. Blue Mountain . . _ Blue Mountain Female Col¬ 50 40 40 | 50 ;; 0 50 50 lege. Brookhaven . Whitworth Female College . 15 20 12 12 0 10 10 Columbus _ Mississippi Industrial Insti¬ 78 78 ”85’ ; 129 244 0 | 244 244 tute and College (public ). French Camp _ 1 Central Mississippi Insti- 45 6 3 3 | tute. i Holly Springs _ ] Rust University.. - - 40 25 10 91 210 60 j 40 100 Meridian . . Meridian Female College . . . 1 12 6 35 .55 60 0 I 65 65 Pontotoc _ ; Chickasaw Female College .. 12 i2 0 8 8 Port Gibson . Port Gibson Female College . 2 2 2 University _ University of Mississippi 24 28 | 29 ! 49 1 30 4 34 (public). « MISSOURI. Albany . Central Christian College. .. 9 13 15 8 Bolivar _ .. _ Southwest Baptist College.. ! 31 Bowling Green _ Pike College _ _ _ 6 | 9 I io 0 1 1° 10 Cameron _ | Missouri W esleyan College . 18 13 10 1 18 8 5 24 29 Clarksburg _ Clarksburg College ... 14 16 26 1 13 3 22 25 Columbia . . ■ University of the State of | 63 116 71 93 123 63 78 141 Missouri (public). « Fulton . . . . Synodical College ... 0 100 100 Glasgow . . . ! Pritchett College . . . 2 i 4 Lagrange. .. .. Lagrange College . . i 15 18 44 | 36 55 30 i 25 55 Lexington _ Baptist Female College _ 1 5 5 Libert v . . Liberty Ladies’ College _ 1 _ I 20 — — MorrisVille _ _ Morris vilie College _ _ i 33 I...... . Nevada _ _ | Cottey College for Young 1...... ! 20 | 0 8 8 ; Ladies. 1 Odessa . . . ! Odessa Coliesre. ..... . 1 10 ! 13 l 6 i 8 i 20 c< Has a pedagogical department. 1780 EDUCATION REPORT, 1903, Table 21. — Colleges and universities reporting students in teachers'1 training courses — Continued. Normal students. Location. Institution. 1903. 1898. 1899. 1900. 1901. 1902. Male. Fe¬ male. Total. Missouri — con¬ tinued. St. Louis _ St. Louis University . . 51 20 15 8 2 5 0 6 6 Ruskin College _ _ 102 12 14 "Warren ton . _ Central Wesleyan College .. 26 30 37 36 32 15 25 40 MONTANA. College of Agriculture and Mechanic Arts (public). Montana Wesleyan Univer¬ sity. University of Montana (public). 4 15 12 5 1 1 Helena . . 9 9 10 3 10 1 10 u NEBRASKA. 11 12 20 22 4 24 28 6 6 0 6 6 46 50 21 I 26 2 26 28 Crete . . Doane College . _ _ 10 8 11 19 Grand Island . . Grand Island College . 1 28 12 12 | 25 4 8 4 10 0 15 4 25 4 University of Nebraska (public) . Nebraska Wesleyan Uni¬ versity. York College . . . . ! 140 157 1 130 153 112 169 281 University Place . York 80 6 114 157 29 107 136 48 40 22 40 65 105 NEVADA. Reno . State University of Nevada (public) . 48 65 51 2 22 24 NEW HAMPSHIRE. Hanover _ _ • Dartmouth College. _ _ n 7 7 0 7 NEW JERSEY. New Brunswick _ . Rutgers College . . 8 13 15 12 11 0 11 NEW MEXICO. Albuquerque . ! University of New Mexico (public). New Mexico College of Ag¬ riculture and Mechanic Arts (public). ' 9 19 13 10 0 8 8 Mesilla _ . . | i2 2 3 5 NEW YORK. Alfred Alfred University . 24 14 12 30 11 6 17 Brooklyn Adelphi College 22 22 30 40 27 0 26 26 Canton . St. Lawrence University _ 8 4 4 8 Clinton Hamilton College . . . . 20 20 25 50 30 20 0 20 Elmira. . . _ Elmira College . . 3 3 17 0 20 20 Hamilton . . . Colgate University . 9 12 35 0 35 Ithaca Cornell University® New York _ _ Barnard College . . 14 71 93 0 59 59 Do .... College of St. Francis Xavier College of the City of New York (public). Columbia University® 28 20 26 28 12 10 0 10 Do . . 173 188 236 110 710 533 0 533 Do 55 116 74 Do Manhattan College . . 26 28 31 25 20 0 20 Do New York University _ 182 346 226 206 289 140 218 358 Potsdam Clai’kson School of Tech¬ 5 Rochester . . nology. University of Rochester _ 21 26 18 1 20 20 16 8 24 Syracuse . . Syracuse University . . 72 35 108 128 138 49 102 151 NORTH CAROLINA. Chapelliill University of North Caro¬ lina (public). Biddle University _ _ 61 Charlotte 37 37 49 52 65 | 71 136 Do _ _ Elizabeth College . . . 1 a Has a pedagogical department. NORMAL SCHOOLS, 1781 Table 21. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Institution. NORTH CARO¬ LINA— con t’d. El on College _ Hickory _ Louisburg _ Murfreesboro _ Raleigh - Do _ Salisbury _ Wake Forest _ Weaverville . NORTH DAKOTA. Agricultural Col- North Dakota Agricultural lege. College. University _ University of North Dakot a (public). OHIO. Elon College . Claremont College _ . Louisburg Female College. Chowan Baptist Female College. Baptist Female College _ Shaw U ni versity . . Livingstone College _ Wake Forest College _ Weaverville College _ Akron _ Alliance ... Athens _ Berea _ Cincinnati . Cleveland.. Columbus. Defiance _ Delaware _ Findlay . . . Hiram _ _ Lima _ _ Marietta . . . New Concord _ ; Oberlin . . . . Oxford _ : Do _ Painesville _ Richmond . . Scio . . Tiffin _ We3terville. Wilber force Wooster .... OKLAHOMA. Stillwater _ Buchtel College . Mount Union College _ Ohio University (public) Baldwin University _ University of Cincinnati _ W estern Reserve University Ohio State University, (pub¬ lic). Defiance College _ Ohio Wesleyan University.. Findlay College _ Hiram College . . . Lima College . . Marietta College _ Muskingum College . . Oberlin College _ Miami University _ W ester n College for Women . Lake Erie College and Semi¬ nary. Richmond College _ Scio College _ Heidelberg University _ Otterbein University . . . Wilberforce University _ University of Wooster _ Albany _ Dallas _ Eugene _ Forestgrove _ McMinnville _ Philomath _ Salem . . PENNSYLVANIA Allentown _ Do . . Annville _ Beatty . . . Bryn Mawr _ Carlisle . . . College ville _ Easton . . . Gettysburg _ Oklahoma Agricultural and Mechanical College (pub¬ lic). Albany College . Dallas College _ University of Oregon. . Pacific College _ McMinnville College ... Philomath College _ W illamctte Universitv . Normal students. 1898. 190 88 80 11 20 86 Allentown College for Women. Muhlenberg College . . Lebanon Valley College _ St. Vincent College _ Bryn Mawr College _ Dickinson College _ U rsinus College . . . . Lafayette College _ Pennsylvania College . . . 29 20 18S9. 173 113 1SC0. 1901. 1903. 1902. Male. 171 i S 164 17 53 23 25 53 119 19 120 1 49 32 14 I 140 1 146 " 23" 48 18 12 29 22 33 20 34 23 23 50 114 19 5 261 18 21 17 22 Fe¬ male. 44 56 120 24 138 97 0 0 1 119 a Has a pedagogical department. 13 Total. 14 51 9I 13 0 | 33 I 5 j 3 I 4 i 9 • 211 164 17 2 4 134 oo 102 22 22 13 24 1782 EDUCATION REPORT, 1903 Table 21. — Colleges and universities reporting students in teachers'1 training courses — Continued . Normal students. Location. Institution. . 1898. 1899. 1900. 1901. 1902. Male. 1903. Fe- ! male. Total. PENNSYLVANIA— continued. 7 8 8 19 i 12 y 19 25 60 77 127 22 37 59 Lancaster _ Franklin and"Marshall Col- 15 12 11 18 11 0 11 lege. Buekne’l University . 107 Albright College ..I . 15 21 22 i 43 Philadelphia . Central High School (public) 82 32 22 16 16 16 o 16 Do . . . University of Pennsylvania" 78 44 55 23 30 29 o 29 Susquehanna University ... D 12 16 21 27 20 ! 47 1 1 _ 1 (public). 11 9 35 8 30 80 1 ioo 40 ! 20 60 Wavnesburg College. . . 1 1 21 1 . 40 35 75 RHODE ISLAND. 50 52 42 I 34 1 75 37 43 80 SOUTH CAROLINA. Columbia, . _ Allen University _ _ 20 27 1 29 ! 19 28 15 19 34 Do . . South Carolina College 32 39 45 40 23 16 27 43 (public ).« 26 18 16 Do _ Due west Female College _ 7 6 15 15 13 0 ! 10 | 10 Greenville Furman University . . _ 30 22 22 Do . . . . Greenville College for 5 8 3 Women. Do . Greenville Female College 15 0 15 15 Orangeburg . Claflin U niversity . . . 89 34 44 60 56 47 61 108 Spartanburg . Converse College . . . 50 8 0 8 SOUTH DAKOTA. Brookings _ South Dakota Agricultural 18 13 5 3 8 College (public). Huron Huron College . 14 20 29 17 35 Mitchell _ Dakota LTniversity _ .. . 60 65 73 49 70 4 15 19 Redfield _ Redfield College. _ 16 16 3 16 14 3 11 14 Yermilion . . . University of South Dakota 6 8 14 43 12 11 10 21 (public). Yankton . _ Yankton College _ 16 TENNESSEE. Bristol . j King College. _ 12 1 12 Brownsville _ Brownsville Female College 5 10 1 15 0 ! 25 25 Chattanooga j Grant University _ ... _ 8 Hiwassee College . Hiwassee College . 27 14 32 I 35 Jackson . . Memphis Conference Fe- 3 3 3 i male Institute. Jefferson City _ ! Carson and N e wman College ! 20 25 10 15 25 Knoxville ... _ Knoxville College _ . _ | 53 37 60 1 95 35 14 29 Do . University of Tennessee 16 9 ! 16 50 66 (public) .« Lebanon .. Cumberland University _ 13 ' McKenzie . Bethel College . 14 Maryville _ Maryville College _ 20 17 51 ! 51 30 i io 40 Milligan .. Milligan College _ 35 50 80 | 40 42 20 ! 22 42 Murfreesboro _ Soule College . . ... 50 Nashville _ Fisk University . . . . | 14 17 Do . . Roger Williams University. 1 39 42 26 i 16 1 44 3 7 10 Do . 1 University of Nashville _ 1 . 603 550 i 550 228 : 340 568 Do . 1 Walden University _ ... 38 ; 48 45 ! 51 0 1 12 12 Do . Ward Seminary . j 38 Pulaski : Martin Collesre 20 .. Eogersville . Eogersville Synodical Col¬ 16 j 15 8 15 lege. Se wanee . . . . l University of the South .. 1 12 30 42 Spencer . . Burritt College _ j 23 : 46 j 38 j 60 31 14 9 23 Sweetwater . ! Sweetwater Military Col- 2 2 i 4 1 lege. 1 1 i i « Has a pedagogical department. NORMAL SCHOOLS, 1783 Table 21. — Colleges and universities reporting students in teachers' training courses — Continued. Normal students. Location. Institution. ■ 1903. 1898. 1899. ; 1900. 1901. j 1902. | Male. Fe¬ male. Total. TEXAS. Austin _ _ Universitv of Texas (pub- 91 ! 97 129 | 123 1 he). « 0 Belton . - Savior Female College . 20 i 10 25 25 5 5 ! Brownwood . Howard Pavne College . 22 ! 40 | 11 27 j 35 j 25 20 j 45 Campbell .. . Henry College . . ... .. 19 8 1 8 0 i 2 Cliapelhill . . Chapel Hill Female College. 6 1 11 9 io ! 10 Marshall . . IT ! 37 29 j 8 j 12 : 20 Texas Christian University. 17 ! 15 4 "Waco _ • Do . . . 38 28 27 1 Paul Quinn College . .. .. 7 I 7 ] 8 6 5 0 5 5 UTAH. Logan. . _ Brigham Young College _ 21 26 1 17 36 1 21 9 23 32 Salt Laxe City . . . L niversity of Utah (public)''' 1 411 141 [ 387 386 329 j 75 271 349 VERMONT. Middlebury. . Middlebury College . . . _ 10 30 30 19 VIRGINIA. - Bridgewater Bridgewater College 17 19 11 | 26 o? ] 8 ! 17 25 37 Fredericksburg .. Lynchburg . . . Fredericksburg College. .. 0 37 Bandolph-Macon Woman's 20 1 ai 22 17 18 0 1 24 21 College.« Richmond Virginia Union Universitv 2 1 Williamsburg _ William and Mary College.. 116 113 100 103 i 103 , no j o 110 Winchester . Valley Female College . . 2 4 6 WASHINGTON. Burton Vashon College _ _ 6 8 8 4 Pullman Washington ~ Agriculture College and School of ! 13 Science (public). Seattle . . University of Washington (public). ! Whitworth College .. 65 49 25 Tacoma 2 1 1 Walla Walla _ : Whitman College _ . 8 i 8 ! 18 9 27 WEST VIRGINIA. Bethany . ' Bethany College. . . 1 21 ; io 8 18 Barboursville _ Barboursville College _ 1 p ! 25 7 j 59 25 21 49 Lewisburg _ Morgantown _ : Le wisburg Female Institute ! West Virginia University j 23 ! 36 H 27 j 20 l 12 32 (public). « WISCONSIN. Appleton . . Lawrence University _ | 25 29 i 29 | 38 i 27 21 1 13 37 Beloit . . Beloit College _ _ _ 23 32 25 1 26 18 I 10 j 11 21 Galesvilie . _ Gale College _ _ _ 1 15 : 15 Madison _ University of Wisconsin 1 31 59 j 210 212 189 j 120 | 135 255 (public ).« Milton ... . . 1 Milton College. . . . . 3 1 3 0 3 Milwaukee . Mil waukee-Downer College . 0 7 7 Ripon . . ! Ripon College . . 3 J 40 4 1 4 5 WYOMING. Laramie _ _ ' University of Wyoming 1 29 j 28 : If j 27 32 1 : 49 50 i (public). « i a Has a pedagogical department. Table 22. — Number of students pursuing certain subjects in public normal schools in 1902-3. 1784 EDUCATION REPORT, 1903. Practical pedagogy. Fe¬ male. ■ g~| ^3 ESS §3 8x88 £ c3 [ X «i©oo ohh 050 05 >e CC i OOHO Ii && , © *! fc- 883 0005 CO so o -S3 vj S3 8 © 1 CQCOOO CJlO 050 (M iC HOX OHO g § H i © -1 *2 8*g 00 |5 1 *-8 CO i ;§ © I jH rHlCX Ci ;0 o «i«d 05 ; i ° pi . © *1 C2 88g S®S8 S3 ®SI 3 sga © i 0> H £ OCX £^3 Cl iO | CO ooo ii zr >> 4 r 3 So® ' 8 i CO 8£8 S 8S|S © l jo 8 i® 33^ =° i Ci ; CO 00^0 School manage¬ ment and discipline. « «8 sss -2 X 8gs 8 8SSS © 3 X JSS* i33£ 05 1-! O X OOt— !0 °l|§ 8JS-S ®ss . ® *1 1 8^3 S38 *~3 CO 8gS 8 8S3S ■S a a lC — CiC5 t— 1 HCti> Ci HOX H O O r—! O Theory of education. © *i *2 833 S®5* ^3 5 8§§ 8 8S|S •S cS S 3g*> 2*°8 ®*<* SN a H C £- H O O H O a ii 4 CO 883 £38 *-3 : M § SSS « ssss © i 2? S8* iSssg: 530 i 05 2 ^ COHO Name of institution. H i i i-s i i , • , s ■ 1 i 1 i o 1 1 i ; \& u i i i* is : : :§ IS : : l-s :jzi : '*U i® : :S 1 © "^ . • © < ills ^ ? ii. 3 e# ije H|l isj a|i® || i §M Is ©3^ © © S © S .S c I3|l afe] 1 i * > i i > > i i > i 1 j I! 3 i mii »- &.s ^ < i U 1 1 || s 3 g H §1 7 I IS 1 Q S i 3 < 1 § = 1 ° J o i s £ * fc | £ 2 3 ffl a: i B ;| II \& \* i i i i i • i ' iii i i i • i ii« i i • • i i • • 1 iii i ; ; ! >> :| : f o'! ! . a .B ^ if §111 “as s | e & 111 S «J | 111 * { 1 1 11! 1 | Iss | i S ^ III 3 1 : d.2 , (L-P !l| ill ! h _r_r i« o 8 > . ^3^3 :l&g !5“i“ ! 8|| i^q c5 eg 111 loco ICOCCQD ri«ei5-# »o!D i~cc c;o 1^22^53 2 |52ho5 N OEMAL SCHOOLS. COHOSH 58? < B ,_, O O o o cox a a SS 0 0 O O •P-P bobo d 0 3rd bi) 3 ■g* ®8 Mrd 'd o •Sco flrH S d Md © « 3 3 oM rd'd © pi X d 33 a a o o i 33 coco ^ <3 d 33 $ d 5s eg 3©rd Edfd ©3 ,di-)- □ 3§ ®as b£o « '|Q d H <13: 'r 2 rd^rs O fl Xm ^ 0> ?H U O £ a3£ © £<£ d^ £3 S3 ■ 48&S&3 |8g83 xi5x d o g.l 3 £ r-J £ d i^'o ®tb 3^33 3^^a 02 S 2 a cn cso2 o a a3 d © •£ o£-£ g §>2.3 © dr9 o I”H O 2 ° ®2 .— I <3 d d ^ 0 3j &£ c3 d d d _r o ox Oh ,Pj d IS d © O d £3 3^ 33 x!> .x d d o d p O ; | r-J ’OS J J Ith OS O c ® S 0 :° j 1 OS - M - 3 | MM 0 ro 0 5 c ® ; j ; i j 50 64 | gg5i£g ;s ** s ^ j 3 ^^S5* '♦SS S !S 0 S 0 ^°° i *C • 3 g 0 I '|2 S S g S|S = j OS '* : °S2 ° 8 ° rH°° ; 8S | ~-£S:gg %'*'*'* 83g 8 8 3 S||£i | == 5 0010 c« ~SS ° S ° "°° j s j i - f g 8 SSS S a 3 j|S i ° : 5 0 os 0 izgg “ = 0 i“ i gs 2 5 « :g l= 3 gs» i == O 0-^2^ »’ ’ S 0 X 0 3 = | g£ | SSS2S5 0 ^88 « S 5 S|S i o c^-:eo»rr o rc «gg “ g - r->0° : Uj in ill i & 1 J*| s ||i £& c gs* 5« §X a 4-2 §t:t [* :] |l rj : — A ;! ;i ;| IS ii ! | hi 1 1 * < 2 7: ! J ; 2 f 1 ; C b £ i 1 !3 1 11’? : S c | g = A J 111 • si II! :xa *• |1 ;5 \i fi 11 fi : a iJz > G - rj. £ ; *5 p 1 ■E- II u -J. | i II 1 1 i* I 1 if E 1 jS. 1 S I i :& 1 i* ■> \s l \i i ■5r ! A : - 1 \Z il ;i it 1! t = is i •£ £ >-. c 72 = © a K ' 1= ;s'i IP ifcl i 0 £ ijs K ■ irj - fg'S iii > | a j's ;t> ii: ;Jz r1 ^ • JIM | j 4 j j j j • g, i"g i : : l i ! i J i 0 :g: : : : £ : : :-§ : ^!S: j j- 3 ^ i| 43 s fu g 0 ©lovf : . .2 IL'g . ft. : rf 3 ® >; 8 0 s ^ a Z -A ‘ S ^ 15® 2; 5 " ^ ^ ^ 'S QO -n 1 ! I !*S 3 i 3 s s I 8PaS | 1 £[£$. § 5 | -a S 5 ;.|^:si ; * 1 ill “ | z 1 s I " ?tlH 1 sin 1 n His 1 m 1 1 | |gi“ ! I J|| | 1 1 eIH 1 § K & a 111! 1 M ► lilt ! i"SS S iS SfeSlI SSgg & ££ 8 S 8 8388 Table 22. — Number of students pursuing certain subjects in public normal schools in 1902-3 — Continued. 1788 EDUCATION REPORT, 1903. Practical pedagogy. Fe¬ male. c |323£83 : S!§ss j* ; a 23 Male. _ QC H o i° CO S<* School laws. Fe¬ male. rH i I38SS j ;Oi§2ao5fi j a 8 23 Male. o * loot- j i 2 8 83 Ethics. Fe¬ male. to 1-1 ' i j ° ; isjjj Ig i i a |S Male. ©3 • O ; :S ja j ; CO X) jro Psychol¬ ogy and child study. Fe¬ male. 2 ^ 1 |3238iggg ggaasgaa a $ 83 Male. « H •no^ogrHgcg ©OOOfc-CiOO CO 05 28 School hygiene. Fe¬ male. H H " 1 ggg^ggg 2gg8£338 & 8 88 a5 1 o 1-1 ®* 3 ^OO^^JOO° CO 8 23 School manage¬ ment and discipline. Fe¬ male. Ci 1-H r— i a |3233Sgg gggassaa a Oi 28 1 * | CO X) 28 Theory of education. Fe¬ male. 1 j ° 1 6ISSas • ZD “=2 Male. H jOONCSNOO O § History of education. Fe¬ male. w " 1 |228gggg ggasasaa s Male. 5? rH ^ot-oco^o© OOOONOOO SO § *8 Name of institution. - NEW MEXICO. New Mexico Normal University. Las Vecras .. _ New Mexico Normal School, Silver City . . . NEW YORK. New York State Normal College, Albany* . _. Stntn WAvrvinl Brooklyn Training School for Teachers* . Buffalo City Training School for Teachers*.. . Buffalo State Normal School . . . . . . uonoes Training fccnooi . . . . . . . State Normal and Training School, Cortland _ State Normal and Training School, Fredonia . State Normal School, Geneseo . Jamaica State Normal School. _ _ New York Training School for Teachers . . Normal College of the City of New York _ _ _ Oneonta Normal School . . . . State Normal and Training School, Oswego.. . Plattsburgh State Normal and Training School _ State Normal and Training School, Potsdam . Syracuse High School, Normal department . NORTH CAROLINA. Elizabeth City State Normal School . . North Carolina State Colored Normal School, Fay- a Si Si P ft ! OI £ “ XJlrz >>P If W ill qs Plymouth State Normal School* . . . . State Normal School, Salisbury . . SoS- S8SSS3gSS!8S§§gg|;g§§ SB gggg NORMAL SCHOOLS. 1789 S §S8S 3 * 338°° 53 :: |883333gg 8 : 8 CO OOOO CQ rH CO 00^1 OS j< 83^8883°° 8 O © j 3 ^ 3CT83 8 j i jg jgg.jg O ; j 3 rH CO CO iC CO £ I i js i§g j° i 3S ! th o ; ; ; 1^8 ^ ;38 is 1 8 OO ; rH CO j j j j^i-H lil joct- ;£ 5 2 8 ggkS 3 rH OCQg-H j 3 CC OOOO Ol rH COCQCOlO 838*88388°° £8 o o'oOl S CC O ; |« 8s|8gg§g8 3 j j 2 ooo oi io co | | co 3833833°° 3 j o 55 gS8S s r-i OiMCCO 8528ggsgg8gg 3§ Ol OOOO M rH CO rH lO £838285533°° 33 55 ; o ; 3 I-H . oc->oo 55:23 ;g gg ;§g8 8 » O ; i 3 r-l OHCO'# °83 855 j3°° 8 55 go:3 lO 1-1 2^83 55Sg jg jggggS *8 •M ooo i ° H COOi OiH °83 |£ js588°° 83 55 go8?5 co 2^83 55 j 55°g38°3g8 28 i g 3 OOOO rH CO rH C: iO as j Ih^ O NORTH DAKOTA. State Normal School, Mayville . ! . . State Normal School, Valley City . OHIO. Cleveland Normal School - - Columbus Normal School . . . - . - JDayton Normal and Training School . : £ : H 1 -r : o : a ; 02-t: . r-l F ; c 1 1 Is 1 3 ii s g .!» s li cs a c 3 ^ 1 jp I fl g & X \jL A J LU1 Itti. AX Ui XJJLkLX. kJV-UWC'l, JJVI.U1VUU - Colored Agricultural and Normal University, Langston . . OREGON. Southern Oregon State Normal School, Ashland _ Central Oregon State Normal School, ®Drain . Oregon State Normal School, Monmouth . Eastern Oregon State Normal School, Weston . PENNS YLV ANIA. State Normal School, Bloomsburg . Southwestern State Normal School, California . Clarion State Normal School . . . East Stroudsburg State Normal School _ Northwestern State Normal School, Edinboro. . Indiana Normal School of Pennsylvania _ _ Keystone State Normal School, Kutztown* . Central State Normal School, Lockhaven . Mansfield State Normal School _ , . . FirstPennsylvania State N ormal School, Millersville Philadelphia Normal School for Girls . . . is i! II 3_T 1 1 =1 p-CD a >> D © P q !li 50 Slippery Rock State Normal School . Otr,!/, ^ .1-, , .^.4- H S ri 1 g ~ ■i g § S g 1 I S 1 J o Q 2 ! ! s ■g 1 g IsS gsgf* - sSISssIsSSsll 13 3 * Statistics of 1901-2. Table 22. — Number of students pursuing certain subjects in public normal schools in 1902-3 — Continued. 1790 EDUCATION RE POUT, 1903, If Fe¬ male. O H i i © S 388 §& 8 Male. > O i j* £ CjH CO School laws. fea b» £ 8 i° ; §88 j 8 Male. © H ip 8 |° r— : ^ GO g S i 0 *1 43 H 3 to j o 4 50 40 8 8 'eS a * ;8 © tP r-i 00 Psychol¬ ogy and enild study. Fe¬ male. H ~ cc |Sg3 § §38 §8 § Male. H rH S3§£ O CO School hygiene. Fe¬ male. H Is s8° S 383 88 8 1 © 3 §8° 8 rH«S OO CO School manage¬ ment and discipline. Fe¬ male. © £ ■8 §88 §8 8 Male. X iO Sssss £ °§^ School or¬ ganization and super¬ vision. Fe¬ male. 1 £ § §88 8 8 Male. o 8 o GO Theory of education. Fe¬ male. o 8 g*-gs § 5838- §£ 8 i i o §'°8£ o rHttTH og CO History of education. Fe¬ male. co 3 § §88 § 8 Male. 0? 1 iO 93 68 01 ot 23 (5 1 16 0 j co Name of institution. H 5 A i . ~ 3 i a t 11M s S g s Ills 8 1 I 1 1 j 1 ? 1 i'a !l r_ ; 5 il ) c ;Jz ) a ! tH j ig § T-i^ 50 s 1 1 1 — • oo . J^> ?£^g **-8 £ r-iiO ^ occco O 3S88^ =° jcc^ fc-OS §5 1 s8S § COCO o §8^ * s^s -a 7 12 2 8 \i @ 8 coco CO 35 is £>OCO 00 UI 30 t£ QO^St-W tH CO ^c?5o3sjth § rH ^ L-tHCO^ *0 CO CO WASHINGTON. State Normal School, Cheney . . . ■Washington State Normal School, Ellenburg - 1 S 1 ! M :- | 1 ! | i 1 * 1 1 \ ] s 1 -5 2 & 1 a ■= 5 P l P Is set 3 !1 M H 3 0 til OS © .S 1-3 £ . p, ||1 41 I'S.I gll iljl is$ ills 5 O.P? *fc>§E fill-* 1 c iz 1 rJ. 1 WISCONSIN. Dunn County Teachers1 Training School, Menomo- S 1 rC a 1 si State Normal School, Oshkosh - - State N ormal School, Platte ville . . . _ _ _ State Normal School, Kiver Falls - - - State Normal School, Stevens Point . State N ormal School, Superior _ _ _ _ - Marathon County Training School for Teachers, Wausau _ _ _ _ _ _ _ - - - g a t ■f i l l 1 \ 2 §g§ ggggg | § ggggggg g 1792 EDUCATION REPOET, 1903, Table 23. — Statistics cf public Location. Name of institution. Teac Entire num¬ ber em- ‘ ployed. hers. In¬ struct¬ ing normal stu¬ dents. < Entire number enrolled. Students Below normal and high school grades. [ In nor¬ mal course. L i Female. | Male. | Female. Male. 3 © © I © i r3 g Z ft Male. © 1 ft 1 ! 3 4 5 1 6 7 8 9 io 11 12 ALABAMA. 1 Florence _ State Normal College . 5 6 5 6 161 193 37 29 124 164 2 Jacksonville ... State Normal School . 4 7 3 3 175 203 70 74 96 I 127 3 Livingston. _ Alabama Normal College. .! 3 1 10 2 ! 10 12 249 8 231 4 Montgomery _ State Normal School for , 7 19 7 ! i 11 424 647 191 174 : 181 375 Colored Students.* 5 Normal _ _ Agricultural and Mechani- 20 23 19 20 222 246 90 103 91 94 cal College. 1 1 G 7 9 6 2 143 195 55 78 88 117 ARIZONA. 7 Flagstaff . Northern Arizona Normal 2 3 2 3 28 52 13 16 10 30 School. 8 Tempe . Normal School of Arizona. 6 4 6 4 86 161 35 40 j 51 121 ARKANSAS. 9 Mount Ida . _ Mount Ida Normal Acad¬ 1 1 1 1 74 78 40 38 13' 28 emy. 10 Pine Bluff . . Branch Normal College ... 5 3 3 3 94 86 41 41 1 53 45 CALIFORNIA. 11 Chico . . . . State Normal School . 6 15 : 6 14 141 401 98 ! 136 43 265 12 Los Angeles _ _ do . . 10 22 I 10 22 250 i 665 209 218 | 41 447 13 San Diego do 6 8 9 90 301 78 74 ! 12 227 14 San Francisco . _ do. . . . 5 6 5 6 0 119 0 119 15 San Jose _ do _ _ 8 14 ! 8 14 50 400 50 400 COLORADO. 18 Greeley . . Colorado State Normal 16 11 16 11 150 . 575 130 323 20 252 School. CONNECTICUT. ; 17 Bridgeport . . Bridgeport City Normal 2 10 2 6 537 568 537 529 0 39 School. 18 New Britain _ State Normal School _ 6 30 6 30 0 237 0 237 19 New Haven State Normal Training 4 3 4 3 1 224 1 224 School. 20 W iliimantic do . A 13| 3 6 0 95 0 95 DISTRICT OF CO¬ i LUMBIA. 21 i : Washington . . W ashington Normal 0 10 0 10 1 92 1 92 School, No. 1. 22 _ do _ Washington Normal 1 8 1 8 13 62 13 62 School, No. 2. FLORIDA. 23 De Funiak Florida State Normal 3 3 3: 3 49 84 0 0 49 84 Springs. School. 24 Tallahassee _ Florida State Normal and 11 11 5 6 88 137 45 82 43 55 Industrial School. GEORGIA. 25 Athens. . . State Normal School _ ' i 12 7 12 87 440 87 440 26 College _ Georgia State Industrial 12 1 7| 1 500 80 164j 53 12 12 College* 27 i Douglas _ Southern Normal Institute 5 5 0 e 167 133 135 108 8 11 28 Milledgeville _ Georgia Normal and In¬ 4 22 0 n 0 356 o| 82 0 120 1 dustrial College. 1 1 1 1 * Statistics of 1901-2. NORMAL SCHOOLS, 1793 normal schools , 1902-3. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. | Years in normal course. © o 1 ! 32 ! 3 £ I & 1 > '3 es 2 ^3 A af © S 2 +3 g p‘3 c? Sb* ° Ws o yg ® of cj £ bo. 2 t> Amount of State, county , or city aid. 1 _____ Total income for the year 1902-3. Amount received from State, county, or city for buildings and im¬ provements. In busi¬ ness course. In bigh school grades. r 6 £ Female. Male. Female. 6 Female. O Is ,2 g 3 © i Female. 13 14 13 16 17 18 19 20 21 23 23 24 25 26 27 28 29 37 29 0 0 9 17 6 36 2,500 S 50.000 $7,500 $12, 800 9 2 70 74 67 90 4 36 1,000 40,000 8,300 9, 100 4 18 0 0 0 4 36 12.000 7,500 8, 651 6 0 0 52 98 191 _ 174 181 375 9 8 6 36 300 40,000 8,500 15, 400 01 15 17 26 32 32 ,5 91 94 O 9 4 36 3,735 76, 036 4,000 . 15,150 — 0 0 6 6 40,000 10,000 14,100 0 0 5 6 15 15 0 0 2 ' 4 40 1,000 55,000 9,000 9,470 $5,000 35 40 0 0 6 13 4 40 4.000 139,000 19,000 20,125 1 30,000 21 12 0 0 i i 45 1 1.100 800 0 0 0 i 0 53 45 i ] 2 3 4 I 1 33 3, 386 92.000 3,789 10,936 0 0 0 o 98 136 6 35 4 40 10.500 ' 162. 500 32 OS) ! 33, 315 ' 28,500* ! 209 218 0 ; i 103 4 40 10.000 200. 000 52, 000 52,281 j 12, 000 78 74 0 i 2 61 4 40 3.226 84,625 29.500 29. 515 61,000 2C0 150 0 2 40 5,300 18! 775 19.506 200 185 18 199 2 40 7.500 r’moco 55. 000 55. 000 5,000 0 0 130 323; 0 o 4 82 2 38 20, 0C0 240, 000 65,000 ' 67,600 25,000 0 0 346 860 0 o 0 12 2 40 1,075 79,832 13, 797 13, 797 750 750 0 85 2 40 8,000 500 700 0 i 1 94 2 40: 10,000 200 320 0 o 2 40 6,200 175,000 25,000 _ 25,000 18,000 1 227 204 0 o 1 1 45 2 361 477 0 0 0 0 159 124 13 J 6 30 2 36 0 0 0 0 11 o! 0 4 2 4 1 33 32,000 32,000 0 0 0 ! 0 11 33' ! 0 0 0 0 33 38 0 0 i i a 134 1 4; 40 5,800’ 125,000 22,500 27,560 324 12 30 43 12 ; 12 ! 4 J » ' 12 26 29 0 0 1 , 4 J 40 1.000! 16.000 2,000 2,875! 0 0 i 0 | 52 ! ° i H 1 1 0 12 i 4 ! ! | 36 1,500 1 105,000 i 22,900 H l 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 22 23 24 25 26 27 28 ED 1903 — VOL 1794 EDUCATION REPORT, 1903, Table 23. — Statistics of public Teachers. | Students. Entire num¬ In¬ struct¬ ing normal stu¬ dents. Entire j Below normal and - high school grades. In nor- i Location. Name of institution. ber em¬ ployed. number enrolled. mal course, j ,2 © r® *2 "ca d 6 'g © | © d © 1 © r3 "eg fa a S fa S fa fa 1 Q 3 4 5 6 7 1 8 9 !10 11 12 IDAHO. I 29 Albion _ ... _ State Normal School . 6 o ! 6 2 1 82 68 12 18 50 50 30 Lewiston .... _ do _ _ _ 4 3 4 3 63 j 179 16 36 | 47 143 ILLINOIS. 31 Carbon dale _ Southern Illinois State 12 7 12 7 : 374 428 85 ' 90 1 283 330 Normal University. 32 Charleston _ Eastern Illinois State Nor- 1° 9 10 4 271 375 , 98 103 173 272 mal School.* 33 Chicago . Chicago Normal School _ 1 12 11 12 11 1 274 1 0 0 1 274 P4 Northern Illinois State 10 21 •7 10 605 1,032 551 617 | 54 415 Normal School. o5 Hlinois State Normal Uni- ! 13 17 13 17 439 1,079 261 1 243 | 178 838 INDIANA. versity. 36 Indianapolis . . Indianapolis Normal School. 1 4 3 4 3 j 0 60 0 60 37 Terre Haute _ Indiana State Normal : 29 13 29 6 590 726 | i 590 | 726 School. IOWA. 38 1 Cedar "Falls _ State Normal School 25 33 25 i 33 1 6001.860 198 ! 174 120 1 402 1,686 39 Woodbine . Woodbine Normal School . 1 4 4 ! 2 260 : 25S 130 34 109 i KANSAS. 1 40 Emporia Kansas State Normal ! 19 1 ^ 19 | 23 j 678 1.356 67 1 134 OH 7, 322 School.* 41 Hays . . Western Branch Kansas 2 6 2 6 49 1 72 49 72 KENTUCKY. State Normal School. 42 Frankfort . . Kentucky Normal and In¬ 3 6 2 89 110 •: 47 53 42 j 52 i dustrial Institute for Col¬ ored Persons. 43 Louisville. Normal Department, Lou¬ isville Public Schools. 1 7 J 1 1 0 39 0 39 LOUISIANA. 44 Natchitoches _ Louisiana State Normal 7 19 1 7 19 , 187 609 ! H4 194 73 415 School. ! 45 : New Orleans _ New Orleans Normal and 0 15 1 0 i 13 | 104 214 104 16 0 198 Training School. MAINE. 46 Castine . Eastern State Normal 3 7 ! 2 6 ! 82 416 25 35 1 57 381 School. 47 Farm i n s'ton Farmington State Normal School.* 2 11 2 11 16 153 16 153 48 Fort Kent. . Madawaska Training : School. 3 1 ! 3 1 ^ 75 0 0 75 75 | 49 Grorham . . . Western State N or mal 2 8 2 8 5 157 5 157 School. 50 Springfield . Springfield Normal School. C 4 0 1 4 38 ! 30 1 1 8 10 30 20 MARYLAND. 51 Baltimore _ Maryland State Normal School. 4 12 4 8 17 345, 7 33 1° 312 MASSACHUSETTS. 52 Boston . . Boston Normal School . . Q 12 3 12 0 ! 234 0 234 53 _ do . . . Massachusetts Normal Art 13 3 13 3 74! 262 6 6 74 262 School. 1 I 1 1 1 1 1 Statistics of 1801-2. NORMAL SCHOOLS, 1795 normal schools, 1903-3 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. In busi¬ ness course. In higli school grades. Male. J Female. Male. Female. •erepi | Female. Male. | Female. 13 14 15 16 IT 18 19 20 0 0 0 0 14 22 0 C 18 22 0 0 6 85. 90 8 0 0 98 103 0 0 0 0 900 900 0 2 141 135 261 243 1 2 c 4 0 0 * 0 0 114 84 3 0 0 0 0 198 174 0 0 70 12 26 17 130 120 0 0 67 134 10 15 42 52 216 248 114 184 0 0 0 0 0 0 104 16 0 0 25 35 0 o 70 80 12 13 0 0 0 0 33 0 0 575 107 o 3 0 0 0 0 0 0 0 2 Gradu¬ ates from normal course. CD ft $ O O ■a a o S fn c3 t>j 'o o o m p] >> u 03 rO a ■ grounds, build- furniture, and fic apparatus. & o o . ii c3 . 4-* *o O . iome for the year 1902-3. received from county, or city dldings and im- nents. Male. Female. .2 CQ ft <3 >4 m 0) o> £ <§ a 3 O • Value of ings, scienti pi o a .a •+j o EH §2*2 o 03 Jh O aS=2 p< 21 22 S3 24 So 26 27 28 29 3 2 4 40 300 1100,000 $16,000 $19,000 $12-, 000 29 3 25 4 40 500 60,000 9,000 9,290 - 1 30 11 e 4 38 16,800 322,000 37,493 41,138 25, .000 31 8 ii 2 38 4, 618 2, 192 32 1 173 2 40 14,000 1,000,000 70,000 70,000 — 0 33 7 46 3 42 8,231 300,000 44,000 45,408 5-, 000 34 2 36 20,000 360,000 47,720 55,004 35 0 27 2 20 36 4 39 35,000 363,000 67, 950 72,500 50,000 37 47 91 4 36 14,000 320, 000 117,969 141,887 38 2 4 4 40 600 25, 000 39 40 103 4 40 15,400 212,000 46,500 65,134 5,500 40 1 2 2 40 1,000 4,000 5.000 5,502 41 9 6 3 36 1,197 50,000 8,000 14,580 15,000 42 0 31 2 40 43 | 4! 49 4 32 2,800 100,000 27,000 32,200 14,400 44 0 76 2 38 1,471 45 10 47 2 38 1,500 50,000 9,000 9,600 43 4 42 : 47 4 4 38 450 25,000 43 0 41 2 38 49 2 7 4 30 80 2,000 1,150 1,230 50 3 90 3 36 4,600 163,500 20,000 24,441 0 51 ; o 103 2 40 3,000 52 ! 5 20 4 38 252 275,000 26,306 26,306 53 1796 EDUCATION REPORT, 1903, Table 23. — Statistics of public 54 55 5(5 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 79 80 81 82 83 84 Location. Name of institution. MASSACHUSETTS— continued. Bridgewater _ Fitchburg . . . Framingham _ Hyannis _ Lowell . . State Normal School. . . _ do . . . . _ do . . . . . _ do _ Training School for Teach- Salem _ Westfield . Worcester State Normal School _ do . . . _ do _ _ MICHIGAN. Detroit ... Marquette Mount Pleasant . Ypsilanti 1 _ MINNESOTA. Washington Normal School Northern State Normal School. Central State Normal School. Michigan State Normal College. Duluth... Mankato . . Moorhead St. Cloud St. Paul... Winona .. State Normal School _ . do _ _ _ _ do . . . . . . _ do* _ _ _ St. Paul Teachers’ Train¬ ing School. State Normal School. . . MISSISSIPPI. Abbeville _ Bluesprings _ Holly Springs . . . Sherman . . Walnut Grove... MISSOURI. Abbeville Normal School *. Bluesprings Normal Col¬ lege* Mississippi State Normal School. Mississippi Normal Insti¬ tute. Mississippi Central Nor¬ mal School. Cape Girardeau . j Kirksville _ Warrensburg ... State Normal School (third district).* State Normal School (first district). State Normal School.. . MONTANA. Dillon . NEBRASKA. Montana State Normal School. Peru . . NEW HAMPSHIRE. Nebraska School. State Normal Plymouth . NEW JERSEY. New Hampshire State Normal School. J ersey City _ Newark . . Teachers’ Training School . Normal and Training School. Teachers. | Students. Entire num¬ ber em¬ ployed. In- j struct- ing normal stu¬ dents. Entire 1 number enrolled.- Below normal and high school grades. In nor- j mal course. Male. 6 a © Male. Female. Male. Female. _© 1 © '3 a © Male. Female. 3 4 o 6 7 ! 8 9 10 11 12 8 20 1 ,, 8 248 484 ! 219 249 j 29 245 5 19 4 7 436 496 430 381 6 115 5 19 1 5 11 0 | 206 1 o ! 0 0 208 4 9 ! 3 4 113 162 : ioo 116 7 1 46 ' 1 24 1 9 226 i 255 ! 22-5 240 0 15 4 21 4 12 3 232 3 232 t 3 5 3 1 137 i 0 1 0 1 137 9 7 8 3 162 3 , 162 2 25 2 6 0 i 125 0 125 6 9 6 9 61 310 41 72 8 j 206 11 16 11 16 130 i 542 80 342 50 200 20 32 20 24 137 855 137 855 4 6 4 3 ! 56 169 52 « 4 123 7; 1 16 7 16 178 418 140 i 155 38 263 g 11 5 11 50 134 50 134 9 11 9 6 168 296 114 96 54 200 0 10 0 3 241 294 241 249 0 45 7 15 7 8 150 470 118 165 32 305 2 2 2 2 i JO 65 60 40 10 25 1 2 1 2 75 83 71 78 4 5 8 2 8 2 84 123 84 123 2 2 2 0 80 65 45 50 35 15 2 4 2 0 64 89 40 52 10 12 7 5 7 5 200 163 o 0 200 : 163 12 12 12 10 387 j 576i 78 j 101 j 309 475! 13 9 13 5 457 912 ; 100 154 357 758 5 4 5 4 28 164 IS 39 g 125 9 13 9 13 155 402 1551 402 3 9 3 9 2 117 2 117; 4 33 4 ! 33 568 656 587 573 1 83 3 24 3 6 0 200 0 200 I i * Statistics of 1901-2. NORMAL SCHOOLS, 1797 normal schools, 1902-3 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. | Years in normal course. 1 Weeks in school year. h oa 02 © s > Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, county, or city aid. 1 Total income for the year 1902-3. In busi¬ ness i course. In high scliool grades. ■i ! s 1 = © fn 1 Female. 0 A © g © ft 6 1 © 'd a © | Male. 9 © 13 14 15 16 17 18 19 *0 21 22 23 24 25 | 26 27 28 0 0 0 0 219 249 0 0 81 94 4 38 | 8, 459' $49,825 $50,300 0 0 0 0 430 381 0 0 l 59 2 38; 3,500 $247,500 41 ; 026 41,026 0 0 0 0 110 93 0 0 0l 49 2 38 4,500 220.350 31, 751 31, 751 0 0 0 0 106 116 0 0 1 17 2! 40 1,000 150,000 30,000 30.000 226 240 0 14 1 38 160 172 .... 0 3 21 87 2 40 4,000 300.000 34,075 34,375! 271 295 0 2 0 50 2 40 3.800 350.000 27.650 27, 750 0 0 0 0 32 29 0 1 1 37 3 38 10.146 210,590 25.000 25.150 i 0 0 0 0 300 400 0 0 0 50 3 40 500 50,000 . 0 0 12 32 41 72 0 1 lj 26 2 36 5,500 100,000 27,630 29,097 .... .... .... — 140 160 — 3 36 5,000 150,000 35,000 37, 500 0 0 189 215 0 2 39 273 3 36 23,000 343,637 74,491 88,766 0 0 0 0 52 46 0 0 0 „ 1 ® 38 1,500 125.000 18,500 19,000 I 140 155 3 72 I 5 38 8, 875 170,500 32. 500 35.000 75' ; 70 5 35 5 ; 38 2,600 124. 662 19,500 20,400 114 96 5 64 ! 5 38 5, 323 187; 000; 32,500 34,649 .... 241 249 0, 18 2 38 4,500 1 0 0 118 165 0 0 3 109 5 36 6, 779 235,000 32,50$ 35, 700 I 1 0 0 0 20 ! 18 : 0 0 0 o 4 36 500 1,500 600 1,200 3 36 1.500 800 ' 1,025, 1 ’ 27 31 84 123 14 5 5 36 5, 750 12,000 2,250 2,250 0 ! o 0 0 0 0 0 ; o 3 32 250 4.000 800 800 Oj 1 i 0 14 1 25 0 0 0 0 ■ * 0 | 2 3 i 32 50 2,000 500 1,900 0 0 0 0 1 30 25 0 0 12 10 4 40 3,000 100,000 26,225 28,625 ! 78 101 ; 16 27 4 48 10,000 140,000 30, 875 38, 875; 1 - 100 154 4 ! 38 j 6,000 300,000 20,000 29,000 0 1 0 0 0 152 210 0 0 ! 0 22 3 38 ! ! 4 227 115,000 22,000 22,428 42 j 93 ; 23 112 5 36 16,000 P 1 35,000 35,000 0 0 100 100 0 0 1 53 ! 2 36 5,000 ! 90,000 26,000 26,800 0 0 0 0 388 392 0 0 0 31 2 38 1 _ _ 500 600 0 3 ! 0 2 40 700 200,000 i 1 1 J 50 1 1 j 8 ! j «H # r-J o S © .. > >»© ©-S <1 29 0 54 $75. 000 55 6,500 55 _ 57 _ 58 _ 59 _ 60 0 61 0 62 2,500 63 30,000 64 83,450 G5 10,000 66 15; 000 67 41,000 68 _ 69 . . . 70 13,500 71 73 74 (O 500 76 21,000 77 2,000 78 _ 79 29,015' 80 81 0 82 83 84 1798 EDUCATION REPORT, 1903, Table 23. — Statistics of public Location. 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. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 8 4 5 6 7 8 9 10 11 12 | 1 B 21 3 3 485 551 485 487 0 64 17 34 10 16 237 849 128 191 31 521 4 7 4 105 117 77 59 8 80 3 5 3 3 50 72 31 14 10 35 11 11 11 11 196 709 | 155 348 41 381 _ 5 16 5 16 217 374 151 181 40 161 4 44 4 27 271 583 256 256 j 15 827 i 0 14 0 3 0 49 : o 0 0 49 7 21 7| 12 219 716 196 247 23 464 1 6 1 6 0 43 0 43 5 15 4 11 356 660 ; 231 , 239 110 414 5 16 5 15 237 424 165 202 : 81 191 6 16 6 10 406 536 175 224 ; 181 265 4 13 4 13 34 476 34 476 5 13 5 13 170 332 120 149 50 183 5 49 5 11 960 1,723 914 1452 46 271 9 86 0 31 0 2, 800 0 663 19 12 6 226 423 131 134 274 8 12 8 12 267 546 235 257 32 289 6 14 6 14 27 156 27 156 9 12 9 12 131 359 99 266 2 31 2 19 472 575 472 516 0 59 8 38 2 9 0 66 0 66 2 3 2 3 68 152 68 152 3 2 3 2 46 79 46 79 5 5 2 2 145 173 80 88 65 85 10 30 10 80 0 494 0 459 2 1 2 1 35 171 14 83 21 88 3 1 3 ] 89 109 89 109 12 . 8 42 248 42 248 8 7 8 5 176 301 49 54 127 247 3 6 3 6 0 306 0 306 2 8 2 8 0 101 6 0 0 101 NEW JERSEY-Con- tinued. 85 Paterson _ 86 Trenton ..: . NEW MEXICO. 87 Las Yegas . 88 Silver City _ NEW YORK. 89 Albany . 90 Brockport _ 91 Brooklyn _ 92 Buffalo. . 93 _ do . 94 Cohoes . . 95 Cortland . 96 Fredonia _ 97 Geneseo . 98 Jamaica _ 99 Newpaltz . . 100 New York . . . -101 do . . 102 Oneonta _ _ 103 Oswego . . . 104 Plattsburg _ 105 Potsdam . . 106 Rochester.. . 107 Syracuse . ... NORTH CAROLINA. 108 Elizabeth City... 109 Fayetteville _ 110 Franklinton _ 111 Greensboro . 112 Plymouth _ 113 Salisbury . NORTH DAKOTA. 114 May ville _ 115 Valley City . 116 117 Paterson Normal Training School. New Jersey State Normal School. New Mexico Normal Uni¬ versity. New 'Mexico Normal School. New York State Normal College.* State Normal School _ Brooklyn Training School for Teachers.* Buffalo City Training School for Teachers.* Buffalo State Normal School. Cohoes Training School _ State Normal and Train¬ ing School. State Normal School. . . Jamaica State Normal School. State Normal and Train¬ ing School. New York Training School for Teachers. Normal College of the City of New York. Oneonta Normal School . . . State Normal and Train¬ ing School. Plattsburg State Normal and Training School. State Normal and Train¬ ing School. Rochester Normal Train¬ ing School. High School, normal de¬ partment. Elizabeth City State Nor¬ mal School. North Carolina State Col¬ ored Normal School. Albion Academy, State Normal School. State Normal and Indus¬ trial College. Plymouth State Normal School.* State Normal School . State Normal School. _ do . . . . Cleveland . Columbus. Cleveland Normal School. . Columbus Normal School.. * Statistics of 1901-2. NORMAL SCHOOLS 1799 normal schools, 1902-3 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, county, or city aid. c3 © © <2 CO ©^4 0th © Eh Amount received from State, county, or city for buildings and im¬ provements. In busi¬ ness course. In high school grades. Male. 1 Female. Male. Female. Male. Female. Male. JD Q © Male. Female. 13 11 lo 16 17 18 19 20 21 22 23 24 25 26 27 28 29 2 40 ! 200 1 i 0 0 78 137 m 19! 0 4 5 195 3 38 5,000 425, 400 §52,000 $79,000 0 0 20 28 30 . 70 0 0 0 5 3 36 i 2,000 100,090 20,000 20,000 4 8 25 45 4 40 1 3,500 9, (MX) 20,909 0 0 0 0 155 348 0 1 20 114 2 39 ; 3, 550 238,910 29,951 40,766 $8,000 o 0 26 32 151 181 0 0 9 34 2 ! 6, 575 27,509 28, 800 o 0 0 0 256 256 0 1 15 324 1 ~~40 1,500 170,000 0 0 0 249 271 0 0 Q 0 i 40 1,000 1,800 1,800 0 5 0 0 ' 196 247 0. i 0 7 ; 119 4 39 7,000 ! 256,500 32,000 32,698 i 0 1 26 2 38 100 10, 009 1,046 1,804 0 15 7 231 239 0 1 0 13 95 4 39 8, 817 250,499 29,330 29,569 374 0 0 41 31 165 202 i 1 5 2 29 4 39 773 27,000 28, 200 ' 250,000 0 0 50j 47 175 224 2: 2i 19 107 4 39 5,000 235,000 32,034 33, 799 0 2 n 95. 2 40 : 2,500 30,000 30. 000 120 149 4 40 4,000 25,216 : S > oc ; i 0 0 0 0 0 914 1452 0 0 119 2 40 2,993 12,000 12, 000 1 0 0 0 2,137 326 616 0 8 G 512 5 38 8,046 1,600,000 220,000 220,000 18 15 131 134 o 0 4 40 3,000 350,000 31,100 31,400 285 257 1 0 4 69 4 39 14, 716 130,000 37, 658 39,292 j 9, 668 0 0 0 0 82 67 0 0 4 40 ( 3,921 162,500 28, 000 I 26,950 0 0 0 .32 93 169 204 0 0 g 34 4 39 5,889 303,980 27,500 29,178 | j 0 0 0 0 472 516 0 0 0 27 2 40 804 100,000 350 450 0 13 2 40 319 4 38 | 609 2,320 ! 2,320 4 .... 65 85: 11 4 32 | 0 85 179 205 0 ! 30 4 35 200,000 40,000 63,600 21 88 | 4 ' 40 | 1,800 1, 857 w! 89 109 11 1 IB 4 I ' 32 200 5,000 1,858 1,858 1 0 0 0 21 4 36 5,000 0 0 49 54 0 0 12 21 4 36 3,000 44,000 16, 400 17,900: 60.000 1000 1500 0 2 0 146 2 38 2,200 6 1 0 0 6 193 207 0 2 0 46 2 ! 36 382 . . 99 109 110 114 115 116 117 1800 EDUCATION REPORT, 1903, Table 23. — Statistics of public Teachers. Students. Location. Name of institution. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number ; enrolled.- | Below normal and S high j school grades. 1 In nor¬ mal j course. d © g © ft £ Female. Male. Female. i d S d 1 © ft Male. Female. 1 2 i 3 4 5 6 7 8 9 10 11 12 OHIO — continued. 118 Davton . 0 | 2 0 2 i 68 1 66 ing School. 119 Toledo . _ Toledo Normal Training 0 2 0 2 0 45 0 0 0 45 School. OKLAHOMA. 120 Alva .. _ _ Northwestern Territorial 19 4 19 4 252 355 51 65 186 271 Normal School. 1 121 Edmond . . Territorial Normal School. 14 10 2 3 272 486 49 83 32 129 122 Langston _ _ Colored Agricultural and 5 j 2 5 2 107 1 130 79 91 9 11 Normal University. OREGON. 123 Ashland . . Southern Oregon State 5 3 5 3 127 1 103 30 38 6 10 Normal School. I i 124 4 4 3 2 31 ! 68 1 31 68 mal School. ! 125 Monmouth . Oregon State Normal 9 5 9 5 69 145 6 5 63 140 School. ! 126 Weston . . . Eastern Oregon State Nor¬ 5 6 5 6 87 113 52 57 35 56 mal School. PENNSYLVANIA. 127 Bloomsburg _ State Normal School 12 15 12 8 333 437 1 333 437 128 California _ _ Southwestern State Nor¬ 12 13 12 13 343 579 198 211 145 ; 368 mal School. i 129 Clarion . . . Clarion State Normal 1 8 7 8 •7 : 137 224 101 164 School. 1 130 East Strouds- 1 East Stroudsburg State 1 9 7 9 7 192 199 ! 100 40 ' 92 159, burg. Normal School. ! 1 131 Edinboro _ _ ; Northwestern State Nor¬ 11 8 11 8 ' 213 409 | 50 58 160 i S51! mal School. I 132 Indiana . . ..1 Indiana Normal School of : 10 17 10 15 293 583 ' 88 120 163 360 Pennsylvania. 1 133 Kutztown _ Keystone State Normal : 19 7 ! 3 439 326 285 229 82 70 School. * 134 Lockhavan _ i Central State Normal | 8 10 6 ! io 200 400 40 61 110 300 School. 1 1 135 Mansfield Mansfield State Normal n 1 9 11 ; 202 305 182 279 School. ! 1 136 Millersville • _ First Pennsylvania State 22 21 10 6 427 565 ; 100 104 203 325 Normal School. | 137 Philadelphia .... Philadelphia Normal School 2 i ^ o i 28 151 744 : 151 409 0 335 for Girls. | 138 Pittsburg Normal Department Pitts¬ j 9 10 2 9 0 58 0 53 burg High School. 1 133 Shippensburg ... Cumberland Valley State ! io 9 10 9 179 241 43 51 136 190j Normal School. 140 Slipperyrock _ Slippery Rock State Nor¬ 12 9 11 9 245 452 95 122 150 330 mal School. 1 141 W estchester . . . State Normal School _ 15 16 15 16 221 493 96 98 125 385, RHODE ISLAND. 142 Providence Rhode Island Normal 3 37 3 15 0 246 0 217 j School. SOUTH CAROLINA. 143 Rockhill . . Winthrop Normal and In¬ 7 31 7 31 35 524 So 95| 0 312 dustrial College. SOUTH DAKOTA. 144 Madison _ : State Normal School.. . 4 9 4i 9 78 268 43 101 i 35 167 145 Spearfish _ _ do . . . 13 101 3 10 104 238 39 102; 65 136 149 : Springfield . _ do . . . . 4 6l 4! 5l 95 152 501 57 i 431 69 * Statistics of 1901-2. NORMAL SCHOOLS 1801 normal schools. 1902-3 — Continued. Student Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. Years in normal course, j o 02 02 44 § £ Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, county, or city aid. M Total income for the year 1902-3. Amount received from State, county, or city for buildings and im¬ provements. In busi¬ ness course. In nigh school grades. Male. • >2© ■3 -a fill Sm«S p, < In busi¬ ness course. In high school grades. d 1 d Total income for the year 1902-3. Total money value of bene¬ factions or bequests for permanent endowment re¬ ceived during the year. In busi¬ ness course. In bigh school grades. Male. Female. © © a © © 1 Female. Male. o' a a © h © Female. 13 14 15 16 17 IS 19 20 <0 1 ^ 22 23 on 25 26 27 28 - 0 0 12 13 3 48 2,000 §40,000 0 0 0 0 0 6 0 2 36 1, 634 349 97 788 903 22 21 12 14 4 50 75,000 15 17 28 30 8 6 8 48 400 33,000 §5,000 3 50 12,000 350, 000 75,000 20 0 1 0 11 3 50 825 25, (XX) 38 22 16 101 4 0 4 40 505 40,000 17 47 66 2 4 4 36 470 39,000 9,082 §500 13 7 5 2 29 750 3,700 2,500 64 25 | 1,200 65 60 0 0 0 0 17 24 2 48 3,600 65,000 10 0 1 4 40 3,000 10,000 * 1,400 0 109 164 17 3 0 0 40 1,200 0 0 0 0 0 0 0 0 500 350 0 0 0 43 40 20 49 16 22 4 35 600 21, 416 3,606 150; 12 26 1 2 86 500 300 3 1 0 0 5 3 0 0 0 0 * 40 600 10,000 2,100 26 27 39 45 0 0 0 0 4 39 400 10,000 4,750 0 5 2 14 3 .... 40 200 3,000 0 0 40 15 16 20 1 4 2 , 33 200 1,540 0 10 0 4 5,340 60,000 * 0 0 1 7 16 0 8 3 2,000 20,000 2,000 0 0 0 0 i 0 0 0 56 2 30 10,000 0 0 12 1 2 36 100 J 2,500 -- - 1 3 40 5, COO 1 3 1 3 0 0 0 0 38 500 3,000 475 0 35 j 52 119 12 28 3 36 _ 1 j 32 1 l 1 1 31 32 33 34 £6 oi 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 55 56 57 58 59 1808 EDUCATION REPORT, 1903, Table 24. — Statistics of 'private Teachers. Students. Entire num¬ In- l struct- Entire Below normal In nor¬ ber ing nor¬ number and . high school grades. mal em¬ mal stu¬ enrolled. course. Location. Name of institution. ployed. dents. _© © © © © Male. 'cS a © Male. a © _© ! a a © © "cS g © ! Male. a © 1 2 3 4 5 6 7 8 9 10 11 13 MINNESOTA. 60 4 2 4 0 95 70 75 50 20 20 of the U.N.L.C. 61 New Ulm _ ... Dr. Martin Luther College. 6 0 4 0 61 3 43 0 15 3 MISSISSIPPI. 62 1 3 1 3 120 85 1 75 60 45 25 63 Tougaloo _ Tougaloo University. . 6 17 6 8 230 272 192 235 34 35 MISSOURI. 64 Chiilieothe . Chillicothe N ormal College Laddonia Normal institute 18 5 9 3 o4o 366 278 243 2 3 1 1 2 12 1 3 1 9 66 Stanberry Normal School . 10 6 3 1 210 200 10 18 NEBRASKA. 67 Santee - . - Santee Normal Training School. 3 4 1 3 158 59 42 49 7 4 68 Wayne . Nebraska Normal School.. 7 7 6 6 487 624 193 311 NEW YORK. 69 New York . •_ Teacher’s College (Colum¬ 54 74 54 74 723 1,099 349 349 176 553 bia University). NORTH CARO¬ LINA. 70 Asheville . Normal and Collegiate In¬ i 14 0 11 0 275 0 60 0 160 stitute. 71 1 Henderson.. . Henderson Normal Insti¬ 4 8 3 1 195 285 162 255 33 30 tute. 72 Liberty . . Liberty Normal College ... St. Augustine’s School _ 3 2 3 1 125 100 40 35 12 10 73 Raleigh . 6 13 3 2 165 185 134 I 144 19 25 74 Wilmington . . G-regor y N ormal Institute * 1 10 1 2 100 250 95 ' 226 5 24 75 Winton Waters Normal Institute .. 2 5 2 i 1 114 158 13 19 OHIO. 76 Ada . . . Ohio Normal University. . . Northeastern Ohio Nor¬ 29 g r 1 3 2, 229 860 0 0 447 518 Canfield . 6 1 1 6 | 1 80 ; so 40 46 mal College.* ! 78 Dayton . . St. Marv’s Convent* . _ 14 0 14 ' 0 90 0 25 0 65 0 79 Fostoria . Ohio Normal Training 4 2 1 1 63 , 54 32 : 12 8 14 School. 80 Lebanon . . National Normal Univer¬ 17 10 17 10 1,200 900 CO t 275 700 500 sity.* 81 New Philadel¬ John P. Kuhn's Normal 1 0 1 0 36 32 19 ! 12 17 20 phia. School.* 82 TremohtCity _ Western Normal Univer- 3 1 3 1 4 9 0 1 o 4 9 sity* 83 Woodville _ Lutheran Teachers’ Semi¬ 4 0 4 0 19 0 0 0 19 0 nary. PENNSYLVANIA. 84 Ebensburg Ebensburg Normal Insti- i tute.* 2 7 2 7 30 66 30 66 85 j Muncy _ _ Lycoming County Normal ; School. 5 1 5 1 82 100 82 100 SOUTH CAROLINA. 86 Charleston. . Avery N ormal Institute . . . Wallingford Academv* _ ' 1 7 1 3 101 225 55 100 21 101 87 _ do _ _ 1 3 1 li 57, 83 421 56 15 27 * Statistics of 1901-2. NORMAL SCHOOLS 1809 normal schools . 1902-3 — Continued. Students. In bust- In high ness school course, grades. Chil¬ dren in model school. Colored Gradu- stu- ates dents in from normal normal course, course. f- .5 1C © >* Weeks in school year. 02 3 > 00,2 t*g 2 2 •2 '3 ^ © ic'd s 2 © § ogl s* J> >> 0 $ © n © G cw f-1 O CO G g 'd § 2 1 0 © 2 2 ,3 ©rG+3 § c ^ j!l! EH Male. £ ! 1 s A 1 Female. © 1 1 1 3 13 11 15 16 17 IS 19 20 21 oo 23 24 25 26 27 2S 1 0 0 0 18 14 0 0 3 10 4 36 650 $42,000 $5,996 0 60 0 0! 3 0 75 75 1 1 7 0 2 40 1,200 25,000 7,000 0 61 25 32 500 2.000 1.800 62 _ 4 2 34 7 4 4 32 4,000 125,000 is; 200 63 267 123 _ 17 3 2 48 600 50.000 64 _ 0 0 6 6 0 0 0 0 41 40 500 3,000 65 88 10 162 172 3 6 2 42 2,000 60,000 5. 760 66 0 0; 109 6 15 25 4 3 36 - 1, SO0 50, 500 13,585 0 67 160 89* 134' 224 20 33 18 22 4 i 50 1.200 75, 000 68 _ 198 197 349 349 3 1 31 103 4 34 22,637 2,141,737 221,767 69 0 18 0 37 1 ° 43 0 24 4 36 2,000 160,000 13,743 70 0 0 0 0 1 1 33 30 0 0 4 36 5,000 71 1 8 5. 65 50 20 15 0 3 4 40 500 2.500 2.280 72 1 12 16 i 55 60 19 25 1 5: 3 34 2.500 70.000 16.234 $2, 500 73 l 5 24 4 32 350 24,000 5.000 0 74 r J 101 139 1 13 19 4 32 500 .12; 500 2,265 75 253’ ! 371,529 ! 305 0 0 0 0 11 j 5 ! 3 50 10,000 70,000 25,000 35,000 . 73 9 7 31 I 1 2 3 40 1,500 50,000 3,4:0 77 0 0 _ j 27 0 1 o 0 0 ! 4 40 78 j 28 28 _ — - j 0 i ® 3 46 600 30,000 5,882 500 79 I 150 50 137 75 0 0 0 0 ’ 50 i 30 1 48 10,000 25,000 80 4 i 40 500 81 | 50 300 82 ,0 j 35 0 1 0 6 ! 0 5 40 500 35,000 4,000 i 83 i 84 1 10 10 2 j 20 300 1,248 ! 85 25 1 1 24 0 \ 0 i 18 24 0 20 4 ■ 36 1,000 25,000 5. 650 0 86 _ 1 38 40 15 : 27 1 3 32 2,500 224 ! 87 ed 1903 — vol 2 - 38 1810 EDUCATION REPORT, 1903 Table 24. — Statistics of privaie Teachers. j Students. Entire num¬ In¬ struct¬ Entire Below normal: and j high | school grades. In nor¬ ber ing nor-! number mal em¬ malstu- enrolled. course. Location. Name of institution. ployed. dents. ©. CD © CD Male. a r2 cS s "ci a S fe Male. 3 a a Male. c3 a : c3 % i t Oco =4-4 | a- o ■eg o Es Total money value of bene¬ factions or bequests for permanent endowment re¬ ceived during the year. 23 24 25 26 27 S8 3 30 400 $5,109 $2,847 $4,857 ; 8 2 32 200 12,000 1,200 1 49 1 1 82 400. 6,000 1,390 90 4 i 35 1,300 1 30,000 4,800 0 91 2 40 5,000 20,000 5,000 92 ! 3 ' 40 3.000 40.000 1,000 93 2 ; 40 500 50,000 5,000 0 ! 94 95 2 ! 40 5,000 100,000 11,000 ! 600 86 4 40 5,000 812 0 97 4 33 2,500 45,000 8, 750 98 1,000 75,000 12,468 99 2 48 5,000 30,000 100 3 40 100 3,500 1,500 0 101 4 36 35,149 1 102 2 36 5,000 1,800 0 j 103 . 4 32 1,500 50,000 6,553 0 104 2 10 105 4 34 5,500 50,000 4,671 106 • 3 40 500 4,000 ; 107 3 42 3,052 2,000 9,240 9,500 ; • 108 4 40 109 CHAPTER XXXVII. STATISTICS OP SECONDARY SCHOOLS. The aggregate enrollnleiit in the schools and colleges of the United States for the scholastic year ending June, 1903, was 17,539,478. In the elementary schools, public and private, the enrollment was 16,511,024. Of this number the public common schools had 15,417,148, while the estimated number in private elementary schools was 1,093,876. The first eight grades of the common school course in most of the States are known as the elementary grades and the grades in private schools generally correspond to these. The grades from 9 to 12, inclusive, in most of the State school systems are known as the secondary, or high school grades. Private high schools, academies, seminaries, and college preparatory schools maintain practically the same grades. The total enrollment in the secondary or high school grades for the year mentioned was 776,635, or 4.43 per cent of the aggregate 17,539,478. Public high schools and the preparatory departments of public colleges and the nonprofessional departments of public normal schools had 608,412 of the secondary students, while private high schools and academies and the preparatory departments of private colleges, private manual training schools, and the nonprofessional departments of private normal schools had the remain¬ ing 168,223 secondary students. The 776,635 secondary students were distributed among the eight above-men¬ tioned classes of institutions, as follows: Institutions. Male. 1 Female. Total. Public high schools . - . . 245,771 1,672 7,552 50, 434 4,683 29,749 348,442 4,372 2,603 51,413 3,268 13,890 5.809 4,940 592,213 6,044 10. 155 101,847 7,951 43, 639 5,809 8,977 Public normal schools . . Public universities and colleges Private high schools _ _ _ _ _ Private normal schools . . . . Private universities and colleges . . .. .. . . Private colleges for women . . . Manual training schools . . . . _ . _ . 4,037 Total . . . 343,898 432,737 776, 635 There was a gain of 41,875 in the enrollment of secondary students over the preceding year. The gain in public high schools was 41,602; in the preparatory departments of public colleges, 937; in private colleges, 2,524; in private normal schools, 834; in colleges for women. 104. The decrease in secondary enrollment in private high schools was 2,843; in public normal schools, 251 ; in private manual training schools, 1,032. The net increase in secondary enrollment was nearly 6 per cent. The percentage of increase in the number of public secondary students was 7.47, while the percentage of decrease in the number of private secondary students was 0.24: The enrollment of secondary students in public and private institutions 1813 1814 EDUCATION REPORT, 1903. is given by geographical divisions for the two years mentioned in the following table, the percentage of increase or decrease being indicated: Students receiving secondary instruction in public and private high schools and academies and in preparatory departments of colleges and other institutions. 1001-2. 1902-3. Per cent of increase or decrease. Public. 1 Pri¬ vate. Total. Public. Pri¬ vate. Total. Public. rate. |T»tol- United States - 586,124 168,636 734,760 : 608,412 168,223 776,635 7.47 «0.24 5.70 North Atlantic Division .. South Atlantic Division... South Central Division ... North Central Division... Western Division _ i 184.800 80,953 43,060 269:467 37,844 53,279 25,589 30,567 48,719 10,482 238,079 56.542 73. 627 318, 186 48,326 1 198.843 ! 32,879 48,573 286, 143 41,974 1 51, 751 24,255 30,504 49,119 12,594 : 250.594 57,134 79,077 335.262 ^ 54,568 7.60 6.22 12.80 6.19 10.91 a 2. 87 5.26 o5.21 1.05 a 0.21, 7.40 0.82 5.37 20.15 12.92 a Decrease. Since 1890 the rate of increase in the number of secondary students from year to year has been greater than the rate of increase in population. The number of sec¬ ondary students in both public and private institutions in 1890 was 367.003, or about 5,900 to the million of population; in 1895 the number had increased to 539,712, or 7,900 to the million; in 1900 the number was 719,241, or 9,500 to the million; while for the year 1903 the number of secondary students aggregated 776,635, or about 9,700 to the million population, or almost 1 per cent. The enrollment of secondary students in private institutions has scarcely kept pace with the increase in population, while the enrollment in public institutions has increased more rap¬ idly. In 1890 public secondary students constituted 0.36 of 1 per cent of the pop¬ ulation, while in 1803 the proportion was 0.76 of 1 per cent. These facts are shown in the following table: Secondary students and per cent of population. Year. In public institu- tions. In private institu¬ tions. In both classes. Secondary- students. Per cent of popu¬ lation. j Secondary students' Per cent of popu¬ lation. Secondary students. . Per cent of popu¬ lation. 18S9-90 . . . . . . 1 221.522 0.36 145,481 0.23 367,003 0.59 1890-91 _ _ _ 222.868 .35 | 147,567 .23 370,435 .58 1891-92 _ _ _ _ 247.660 .38 154.429 ! .24 402,089 .62 1892-93 _ _ _ 256.628 .39 j 153,792 j .23 410, 420 .62 1893-94 _ 302,006 .45 178,352 .26 480.358 .71 1894-95 _ _ _ 361,370 .53 178,342 .26 539,712 .79 1895 96 _ _ _ _ 392, 729 .56 166,274 .23 559.003 .79 1896-97... _ _ _ 420,459 .59 164. 445 .23 584,904 .82 1897-98 _ _ 459,813 .63 166,302 .23 626, 115 .86 1898-99 . . 488,549 .66 166,678 .23 655.227 .89 1899-1900. . . . . 530, 425 .70 188,816 .25 719.241 . 95 1900-1901 . . . . . 558,740 .72 i 177,260 .23 736, 000 .95 1901-2 _ _ 566, 124 .72 1 168,636 .22 734,760 .94 1802-3 . 608,412 .76 168, 223 .21 776,635 .97 This chapter is devoted to a presentation of the statistics of the 8,490 public and private high schools and academies reporting to this Office for the year 1902-3. It has been found impracticable to collect complete statistics of the preparatory departments of colleges and other institutions, but the number of secondary students is reported. While the collection of statistics in detail from 8,490 public and private high schools presents many difficulties, the results are measurably satisfactory. The following table shows the progress of public and private high schools since 1890: SECONDARY SCHOOLS. 1815 Public and private high schools since 1889-90. Year. reported. Public. Private. Total. Schools. Teach¬ ers. Students. Schools, i Teach- 1 ers. Students. Schools, i Teach¬ ers. j Students. 1889-80 . 2,526 9,120 202,963 1,632 7,209 94,931 4,158 16,329 297,894 1890-91 . 2, 771 8,270 211 ; 596 1,714 6,231 98,400 4,485 ! 14,501 309.996 1891-92.. . 3,035 9,561 239,556 1,550 7,093 100,739 4.585 ; 16.657 340.295 1892-93 . 3.218 10,141 254,023 1,575 7,199 102,375 4,793 | 17,340 356.398 1893-91. . 3,961 12.120 289, 274 1,982 8,009 118,645 5.946 20,129 407.919 1891-95 . 4,712 14,122 350,099 2,180 8,559 118,347 6,892 22,681 468,446 1895-96. . 4,974 15,700 380,493 2,106 8,752 106.654 7,080 | 24.452 487, 147 1896-97 _ 5,109 16,809 409,433 2.100 9,574 107,633 7.209 ! 26,383 517,066 1897-98 . 5,315 17,941 449.600 L990 9,357 105.225 7,305 27,298 554, 825 1898-99.. . 5,195 ! 18,718 176:227 L957 9,410 103.838 7,452 1 28,128 580,065 1899-1900 _ 6,005 20,372 519,251 1,978 10,117 110. 797 7,983 30,489 630.048 1900-1901 . 6,318 j 21,778 511, 730 1,892 9,775 108,221 8,210 31,553 649,951 1901-2.. . | 6,292 ' 22,415 550,611 1.835 9,903 104. 690 8,127 32,318 655,301 1902-3 . . 6,800 ! 24,349 592,213 1,690 9.446 101,847 8,490 33,795 694,060 The above table exhibits the remarkable growth of public high schools in thirteen years. In 1890 there were 2,526 public high schools, with 202,963 students, while in 1908 the number of schools had increased to 6,800, with 592,213 students. This was an increase of 169 per cent in the number of- schools and 101 per cent in the number of public high school students. There was an increase in the num¬ ber of private high schools and their enrollment up to 18.95, when the number of schools reporting was 2,180, with 118,347 students. Since that date there has been a decrease, the number of schools reporting in 1903 being 1,690, with 101,847 students. The relative progress of public and private high schools since 1800 may be learned from the following table: Relative progress of public and private high schools in thirteen years. Year reported. Per cent of num¬ ber of schools. Per cent of num- \ ber of teachers. Per cent of num¬ ber of students. Public. Private. Public. Private. Public. ! Private. 1889-90 . 60. 75 39.25 55. 85 44.15 68.13 31.87 1890-91 . . . . 61.78 38.22 57.03 42.97 68.26 31.74 1891-92 _ _ _ _ 66. 19 33. 81 57. 42 42.58 70.40 29.60 1892-93 . . . 66.23 33. 77 60.25 39. 75 70.78 29.22 1893-94... . 66. 67 33.33 60.21 39.79 70.91 29.09 1894-95 68.37 31. 63 62.26 37. 74 74 74 25.26 21.89 1895-86 . . . . 70.25 29.75 64.21 35.79 78.11 1896- 97.. . . . 1897- 98 _ _ 70. 87 72.76 29. 13 27.24 63.71 65.72 36.29 34.28 79.18 81. 03 20.82 18.97 1898-99 73.74 26! 26 66. 55 33.45 33. 18 82.10 82. 4L 17.90 T 899-1900 _ 75 22 24.78 66.82 17.59 1900-1901.... . . . . 76! 95 23.05 69.02 30. 98 83.35 16. 65 1901-2 _ _ _ _ 77.42 22.58 69.36 30.64 84.02 15 98 1902-3 . . . . 80.04 19.96 72.05 27.95 85.33 14. 67 In 1890 about 68 per cent of the secondary students were in public high schools, and in 1903 over 85 per cent. PUBLIC HIGH SCHOOLS. Table 43 of this chapter gives in detail the statistics of the 6,800 public high schools reporting to this Office, the more important items being summarized in tables 1 to 15. The number of teachers instructing secondary students in the public high schools in 1902-3 was 24,349, as shown in Table 1. This teaching force included 11,806 men and 12,543 women, an increase of 848 in the number of male teachers and 1 ,086 in the number of female teachers over the preceding year. There was a total of 592,213 secondary students — 245,771 boys and 346,442 girls. The mini- 1816 EDUCATION REPORT, 1903. ber of male students increased 18,757 and the female students 22,745 in one year. In elementary grades connected with many of the high schools there were 116,327 pupils, a decrease of 1,535. As shown in Table 2, there were 30,860 public high school students preparing for the college classical course, and 27,280 preparing for college scientific courses. The number of graduates for the year ending June, 1903, was 69,991, an increase of 3,729 over the preceding year. Of the total number of graduates, 22,887 were college preparatory students, an increase of 1,869. Of the total number of sec¬ ondary students. 9,771 had military drill. The number of students in each State in each of the leading high school studies is shown in tables 3 to 11, inclusive. A synopsis from these tables is given below, preceded by items relating to the number of students preparing for college and the number of graduates. Students in certain courses and studies in public high schools. Courses, studies, etc. Number of students. 1 Per cent of total ! number. Male students. Per cent of total number of male students. j Female students. Per cent of total number of female students. Students preparing for college: I Classical course.. . . 30,860 5.21 14,767 6.01 16,093 4. 65 Scientific courses . . . . . 27,280 4.61 16,437 6.69 10,843 3.13 Total preparing for college . 58,140 9.82 31,204 12.70 26,936 7.78 Graduating in 1903 _ _ _ 69,991 11.82 25,560 10.40 44,431 12! 82 College preparatory students in gradu¬ | ating class . . . 22,887 a 32. 70 10,870 a 42. 53 12,017 « 27. 05 tudents in — Latin . 297,925 50.31 114,828 46.72 183,097 52.85 Greek . . . . . . 12,033 2.03 6,106 2.48 5,927 1.71 French . . . . . 50,486 8.52 17,481 7.11 33,005 9.53 German . . . 104,435 17.63 41,115 16.73 63.320 18.28 Algebra . . . 340,822 57.55 145, 502 59.20 195! 320 56.38 Geometry. . . . 166,847 28. 17 69,886 28.44 96,961 27.99 Trigonometry . . 10,997 1. 86 6,303 2.56 4.694 1.35 Astronomy . . 9. 794 1.65 3,899 1.59 5,895 1.70 Physics . . 98,005 16.55 42,164 17. 16 55,841 16.12 Chemistry . . 43,015 7.26 20,338 8.27 22,677 6.55 Physical geography _ _ 131, 775 22.25 55,183 22.45 76,592 22 ill Geology . . . Physiology . . 17,212 2.91 7,196 2.93 10,016 2.89 144, 691 24.43 60,931 24.79 83,760 24.18 Psychology . ... 9,407 1.59 3, 184 1.30 6,223 1.80 Rhetoric . . . 266. 830 45.06 107,348 43.68 159,482 48.03 English literature . . 1 281,103 47. 46 112,487 45.77 168. 616 48.67 History (other than United States) . ! 232.439 39.25 92,806 37.76 139,633 40.30 Civics . 117,570 19.85 j 49, 153 20.00 68,417 19.75 a Per cent of total number of graduat es. There was a small decrease in the number of students preparing for college, the number being 58,140, as against 58,691 the preceding year, the percentage falling from 10.66 to 9.82. The total number of graduates was 69,991, or 11.82 per cent of the total enrollment. Of the graduates, 22,887, or nearly 33 per cent, had been preparing for college. Careful estimates have shown that about 43 per cent of the aggregate high school enrollment will be found in the first-year studies, 26 per cent in the second year, 18 per cent in the third year, and 13 per cent in the fourth-year studies. If the 592,213 public high school students were divided thus, there would be 254,652 in the first year, 153,975 in the second, 106,598 in the third, and 76,988 in the fourth year. In the synopsis given above it is shown that 297,925, or more than half the stu¬ dents, were studying Latin. There were 12,033 studying Greek, or about 2 per cent of the whole number. In 1893 the " Committee of ten” on secondary school studies, appointed by the SECONDARY SCHOOLS. 1817 National Educational Association, recommended four years of Latin and two years of Greek in the classical course and four years of Latin in the scientific and English courses, respectively. For ten years the high school courses of study have been approaching the standard recommended by the committee, but the time given to Greek seldom exceeds one year in the schools where it is offered at all. It is certain that nearly all the 12,033 students in Greek in 1903 belonged to the 22,887 college preparatory students in the graduating class of that year. Of the 6,800 public high schools, 5,940 reported students in Latin, while only 877 reported stu¬ dents in Greek. Of this number, 569 schools were in the North Atlantic Division, with 8,401 students in Greek, 142 in the North Central Division^ with 1,831 students in Greek. In nine States Greek was not studied in the public schools. The per cent of students in Greek fell from 2.50 in 1902 to 2.03 in 1903, and the actual num¬ ber was reduced by 1,747, notwithstanding the large increase in general enroll¬ ment. There was a decrease of 81 in the number of schools reporting students in Greek. It is somewhat misleading to make a comparison between the 297,925 students in Latin (50.31 per cent of the total enrollment) and the 12,033 students in Greek (only 2.03 per cent of total enrollment). Supposing that all the high schools offered four years of Latin and one of Greek, then all the 592,213 enrolled in 1902-3 could have had the opportunity of studying Latin, while only the 76,988 students of the fourth year could have had the opportunity of studying Greek. In fact the schools actually had 50 per cent of the possible number of students in Latin and nearly 16 per cent of the possible number in Greek. The per cent of students in each of the leading high school studies reported annually for the past eleven years is given in the table which follows: Per cent of total number of secondary students in public high schools in certain courses and studies, etc. Students and studies. 1892-93 ! 1893-94 1894-95 1885-98 1896-97 1S97-981 1898-99 ! 1899- 1900 1900- ! 1901 1901-2 ' 1902-3 Males . . . . 40. 10 1 40.45 , 41.15 41.51 42.36 42.08 41.39 41.64 41.46 41.21 ■ 41.50 Females . . 59. 90 59.55 58.85 58.49 57.64 57.92 58.61 58.36 58.54 58.79 58. 50 Preparing for college, classical course _ 7. 50 j 7.87 7.53 7.68 6.62 6.21 6.10 6.02 6. 12 5. 59 5.21 Preparing for college, scientific courses ... 7. 10 6. 43 6.22 6.14 5.55 5. 15 j 5. 41 4.80 5.03 5.07 4.61 Total preparing j for college _ 14. 60 14.30 13.75 13.82 12.17 11.36 11.51 10.82 11.15 10.66 9.82 Graduates . . 12. 60 12.90 12.11 12.05 12. 22~ 11.79 11.86 TT89 12. 13 12.03 11.82 Graduates prepared for college « _ 29.97 28. 70 28.08 ! 29.28 29.26 27.45 28.85 30.28 31.27 31.72 32.70 Studying— Latin. . . 43.08 44.78 ! 43.97 ! 46.18 48.36 49.67 50.39 50.61 50. 45 50.07 50.31 Greek . 3. 40 3.33 3. 10 3.11 3.13 ! 3.12 i 3.12 2.85 2.63 2.50 2.03 French . 6. 42 6.81 6.52 1 6.99 6.86 7.54 7.94 7.78 8.29 8. 61 8.52 German.. . . 11.92 11.77 11.40 12.00 12.42 | 13.25 14.01 14.33 15.45 16.25 17. 63 Algebra. . 52.88 56.14 54.27 | 54. 64 55. 46 ! 56.13 57.09 56. 29 56.96 56. 15 57. 55 Geometry _ 26. 00 27.20 25.34 26.23 26.71 27.09 27.94 27.39 27.83 27.92 28. 17 Trigonometry _ 2. 73 2.93 2.53 2. 48 2.45 ! 2.27 2.05 1.91 2. 04 1.90 1.86 Astronomy _ 4.79 4. 40 4.21 1 3.82 3.33 2.78 2.34 2.05 1.65 Physics - 23. 27 25.29 22.77 22.08 21.09 ! 20.69 20.20 19.04 18.40 17. 48 16.55 Chemistry.. _ 10.00 10.31 9.15 8.95 8.83 | 8.30 8.39 -7.72 7.56 7.37 7.26 Physical geogra- , phy . ! . 23.89 25.54 25.38 24. 94 24.29 23.37 22.83 22.57 22.25 Geology . . . ! 5.00 4.80 4.62 4. 37 4.04 3. 61 3.44 3. 11 2. 91 Physiology . i . i 29 95 31. 94 30.84 29.98 29.21 27.42 26 60 24.90 24. 43 Psychology . . t 2.74 3.00 2 90 2. 74 2.39 2.38 2.19 1.84 1.59 Rhetoric . . . 32.05 32.34 34. 24 35.97 37. 55 38 48 40. 71 42 87 45.08 English literature . 1 40.07 41. 75 42. 10 45.08 47.07 47.46 History (other ; than U.S.). . 33.88 36.48 34.33 35.28 35. 76 37.70 38.32 38.16 38.91 39.30 39.25 Civics . 1 . 1 1 | 1 22.74 1 21.97 21.66 20.97 20. 15 19.85 « Per cent of total number of graduates. 1818 EDUCATION REPORT, 1903. Tables 12, 18, and 14 compare the statistics of public high schools in cities of 8,000 population and over with public high schools outside of such cities. In the 587 cities of the class indicated there were 782 public high schools, with 9,683 instructors and 278,296 secondary students. Outside of these cities there were 6,018 public high schools, with 14,666 instructors and 313,937 secondary students. In the cities the high schools had an average of 356 students to a school and 29 students to a teacher. Outside of the cities there was qn average of 52 students to a school and 21 students to a teacher. Table 14 shows that 4.774 high schools answered the inquiry as to date of establishment and that 2,636 of these had been established prior to 1891. An exhibit of the equipment and income of public high schools in each State will be found in Table 15, so far as the items could be obtained. Of the 6,800 schools, 6,164 reported libraries aggregating 3,733,914 volumes, and 6,142 had grounds, buildings, and scientific apparatus, etc. , valued at $138,625,557. Only 2,119 of the high schools could give a statement of their income. These received for the year ending June, 1903, an aggregate of $7,290,733. In most cases the accounts of high schools are not separated from the accounts of public school sys¬ tems, and for this reason no satisfactory aggregate can be obtained or estimated as to the income of all the public high schools. PRIVATE HIGH SCHOOLS AND ACADEMIES. Tables 16 to 29 summarize the statistics of private high schools, academies, and seminaries. Tables 16 to 26, inclusive, are similar to Tables 1 to 11 relating to pub¬ lic high schools, and the two series may be compared. Tables 27 and 15 may also be compared. Table 30 is a comparison of certain averages computed for public and private high schools. There were 1,690 private secondary schools reporting to this Office for the scho¬ lastic year 1902-3. These schools had 9,446 teachers of secondary students and 101,847 secondary students, 50,434 males and 51,413 females. In the elementary departments of these schools there were 124,921 pupils. Of the secondary students, 24,253 were preparing for college, 13,006 for the classical course, and 11,247 fcr scientific courses. There were 11,561 graduates for the year, 5,350 of whom had prepared for college. There were 9,049 students in military drill. The number of students in each of the leading high school studies in each State will be found by consulting Tables 18 to 23. The percentages of students in each course and study are given in Tables 24 to 26. The following table is a synopsis of the number and per cent of students, by sex, in college preparatory courses, the number and per cent of graduates, and the number and per cent in each of the high-school studies in private secondary schools for the. scholastic year ending June, 1903: Students in certain courses and studies in private high schools and academies. Courses, studies, etc. Number of students. Per cent of total number . Male students. i Per cent of total number of male students. Female students. 1 Per cent | of total number of female students. Students preparing for college: 4,579 Classical course _ _ _ 13,006 12. 77 8.427 16.71 9.08 Scientific courses . . . 11,247 11.04 8,748 17.34 2,499 4.86 Total preparing for college. . 24,253 23.81 | 17,175 34.05 7,078 13.94 Graduating in 1903. .. . . . 11,561 | 11.35 5,713 11.34 5,848 11.36 College preparatory students in gradu¬ a 31. 42 ating class . 5.350 « 46. 17 3,513 ! a 61. 39 lr837 Students in- Latin . . 45,063 44.24 22,920 ! 45.40 22, 143 43.06 Greek . . . . . G.918 i 6.79 5,475 10. 86 1,443 2.81 French . . . . . . 25,250 24.79 8,939 1 17.72 16,311 29.78 a Per cent of total number of graduates. SECONDARY SCHOOLS 1819 Students in certain courses and studies in private high schools and academies — Continued. Courses, studies, etc. Xumber of students. Per cent of total number. Male students. Per cent of total number of male students. Female students. Per cent of total number of female students. Students in— Continued. German . 21.153 20.74 10,885 21.58 | 10.238 19.91 Algebra . . . . . 49.043 48.15 ! 28.309 52.16 i 22. 734 44.22 Geometry . - 24.395 23.95 | | 14.473 28.69 9.922 19.30 Trigonometry . — 4.&51 4.76 j 3.-354 6.65 1.497 2.91 Astronomy . . . 4.357 4.77 1 1,188 2.-35 a 669 7.12 Physics... . . . . . . . 15. 545 15.26 7.837 15.53 7.708 14.99 Chemistry . . 8, 7-35 8.57 i h 4.276 8.47 4,459 8.67 Physical geography . 18.268 17.93 8.410 16.67 9.858 19.18 Geology . . 4.433 4. 35 ! 1.649 3.27 2.784 5.42 Phy si ology . . . . . ! 21,959 21.56 9,011 17.86 ! 12:948 25.19 Psychology _ _ _ 5. 489 5.39 1.515 3.00 3.974 7.73 Rhetoric .. . . 36.253 35.59 15, 435 80.60 20.818 40.49 English literature _ _ 39.194 38.48 16.674 33.06 22.520 43.81 History (.other than United States) . 36:617 .35.94 15. 932 31.59 ! 20.685 40.23 dries". . 17.397 17. OS 7.668 15.20 9.729 18.92 Tlie above table shows that over 24 per cent of the -students in private second¬ ary schools were preparing for college. A similar table on a preceding page shows that less than 10 per cent of public high-school students were making such preparation. The per cent studying Latin was about 44 as compared with 50 per cent in the public high schools, while the percentage in Greek was 6.79. as com¬ pared with 2.03 in the public high schools. The per cent in algebra was 48.15. as compared with 57.55 in the public high schools. The progress made by private secondary schools in the last ten years is indi¬ cated in the increased percentages of students in certain courses and studies, as shown in the following table: Per cent of total number secondary students in private high schools and acade¬ mies in certain courses and studies. Students and studies. 1892-93 28 1 > $ ,0 1 | 1896-97 1897-98 1398-99 1899- 1900 1900- 1901 1901-2 1902-3 Males . . . _ 50.39 48.46 50.15 40.44 i 49.58 49.98 50.30 49.73 49.23 1 49.51 Females . . | 47. 90 ; 49.61 51.54 49. 85 50.56 i 50.42 50. 02 49. 70 .50.27 50.77 50.49 Preparing for college: Classical course . . ! 15.60 16.36 17.30 18.50 17.72 15.54 ! 16.00 19.07 19.19 13.72 ! 12. 77 Scientific courses. .10.80 i 9.55 9.78 10.78 10.45 | 9.82 9.74 12.80 14.11 10.91 j 11.04 Total preparing for college _ 26.50 25.91 27.08 29.28 .28.17 ; 25.36 25.74 31.87 33.30 24.03 ' 23.81 Graduates _ STtO-: j 9.40 10.11 10.58 10.93 , 11.54 11.42 11.02 11.05 , 10.92 11.35 Graduates prepared i for college a . . 60.10 50.39 47.93 46.55 46.81 ; 44.35 44.75 ' 46.52 45.67 44.50 46.17 Studying— i Latin . . . 39.23 40.77 43.14 46.36 46.67 | 48. 45 49.80 46.92 47.29 46.64 44.24 Greek. . . 8.61 9.04 9. 55 9.83 1 10.22 : 10.43 9. 35 9.77 8.37 7.89 i 6.79 French . 18.47 18. 85 : 19.38 : 21.31 21. 83 23.04 i 23.15 22.83 23.05 i 24.39 24.79 German _ _ 15.63 15. 25 16.07 i 17.46 18.84 ; 18.45 ! 19.04 18.47 19. 31 20. 31 20.74 Algebra _ _ 42. 75 44.37 46.88 | 49.22 49.50 51. 70 52.17 ! 49.40 49.14 50.63 ! 48.15 Geometry _ 20.37 20.54 22.06 23. 84 24.45 24.43 24.71 i 23.72 24. 3S 25.64 23.95 Trigonometry _ 1 5. 76 5.93 5.39 5. 51 ; 5.45 ! 5.25 5.02 ! 4.83 5. 07 5.13 4.76 Astronomy _ * . 6.69 7.99 1 7.46 : 6. 91 6. 75 1 6.46 6.04 ! 5.73 1 4.77 Phvsies . 19.76 20.91 20.32 21.02 20.14 19.59 18.89 18.87 17.45 ' 17.01 15.26 Chemistry _ _ | 9.94 10.32 9.79 9.89 10.49 9.62 9.78 9.34 9.35 9.42 8.57 Physical geogra- plLV 18 15 99 77 21 81 ! 91 79 21 25 20 57 20 33 20 04 17 93 Geology . j 6:61 ~6!ll j ~5l 90 6! 11 5.91 310 1 | 5.42 4435 Physiology . . 1 _ 22.34 28.01 26. 71 26.80 25. 95 24.77 24. 60 24.46 21.56 Psychology . 1 . . J 5.13 6. 74 7.35 I 7.48 I 7.07 ! 7.00 6. 93 6. 17 5. 39 Rhetoric 29.12 32.01 32.00 [32.43 32. 78 34.02 34.58 36 80 35 59 English literature 33! S8 35! 30 36.90 27:95 37! 89 38. 4S History (.other than U.S.) . ! 32.46 34.07 35.60 37.35 ! 37.31 37.59 38.82 36.11 35. 87 36.85 ! 35.94 Ciyics . 15. 74 15.95 18.41 18.73 | 18.41 17.08 « Per cent of number of graduates. 1820 EDUCATION REPORT, 1903. The value of equipment, income, benefactions, endowments, etc., of private high schools, academies, and seminaries will be found exhibited by States in Table 27. The number of volumes in the libraries of 1,266 schools was 1,918,708. The value of property of 1,126 schools was $119,304,448. Tuition fees aggregating $7,512,216 were received by 992 schools, and 173 schools received $107,677 from public funds. The amount of $653,110 was received by 257 schools from productive funds, while 416 schools received $2,021,544 from sources not specified. The aggre¬ gate income of 1,041 schools was $10,294,547. Benefactions were received during the year by 170 schools, amounting to $1,153,177. The total money value of endowment reported by 212 schools was $26,714,807. Of the 1,690 private high schools 867 are controlled by religious denominations. In Table 44, which gives in detail the statistics of these schools, the name of the denomination controlling each is given in column 4. Tables 28 and 29 show the number of schools in each State controlled by each leading denomination. The following synopsis is made from these tables: Religions denomination and nonsectarian. ! Schools. Instruct¬ ors. Students. Nonsectarian . . . . . . . 823 I 4,601 4S.941 Roman Catholic . . . . : 362 1 1,972 17,007 Baptist . . . . . . 84 435 6,619 Methodist . . - . . . . . j 68 449 6,297 Episcopal . . . . . . . 88 664 5,138 Presbyterian . . . . . . 72 305 3,912 Friends J . _ . . . 47 256 2,933 Methodist Episcopal, South . . . . . 30 115 2.322 Congregational. . . . . ___ _ . 40 190 2,272 Lutheran . . . _ _ . . . 28 147 1,912 Other denominations . 48 312 4,494 Total . . . . . . . . . . 1,690 1 I 9,446 1 101,847 COMBINED STATISTICS. Tables 31 to 38 give the combined statistics of public and private secondary schools. Certain statistics are compared in Table 30. In the public high schools there were 87 students to a school and 24 students to a teacher, while in the private high schools there were 60 students to a school and 11 to a teacher. The latter item indicates that the teachers in private secondary schools must devote a large portion of their time to the instruction of elementary pupils. The number of public and private secondary schools reporting to this Office for the year 1902-3 was 8,490, with 33,795 teachers and 694,060 secondary students, as shown in Table 31. Of the aggregate enrollment, 397,855, or 57.32 per cent, were girls and 296,205, or 42.68 per cent, boys. The number of students reported as preparing for college was 82,393, or nearly 12 per cent of the total number of sec¬ ondary students. The graduates for 1903 numbered 81,552 — something less than 12 per cent of the enrollment for the year. The number of graduates who had prepared for college was 28,237, or nearly 35 per cent of the total number of graduates. Tables 33 to 38 give the number and per cent of students in each of the leading high school studies in the public and private secondary schools in each State for 1902-3. From these tables is condensed the following synopsis for the United States: SECOND ARY SCHOOLS. 1821 Students in certain courses and studies in public and private high schools and academies. Courses, studies, etc. Number of students. Per cent of total number of sec¬ ondary students. Male stu¬ dents. Per cent of total number of male students. Female students. Per cent of total number of female students. Students preparing for college: Classical course . . . ... 43,866 6.32 23,194 7.83 20,672 5.20 Scientific courses _ _ _ _ 38,527 5.55 25,185 8.50 13,342 3.35 Total preparing for college . 82,393 11.87 48,379 16.33 34,014 8. 55 Graduating in 1903 . . . 81,552 11.75 31,273 10.56 50,279 12.64 College preparatory students in grad¬ uating class . 28,237 « 34. 62 14,383 a 45. 99 13,854 « 27. 55 Students in- Latin . . 342,988 49.42 137,748 46.50 205,240 51.59 Greek . . . . . 18,951 2.73 11,581 3.91 7,370 1.85 French . . . . 75,736 10.91 26,420 8.92 49,316 12.40 German . . . . 125, 558 18.09 52,000 17. 56 73, 558 18.49 Algebra.. . . . . 389,865 56. 17 171,811 58.00 218.054 54. 81 Geometry . 191,242 27.55 84,359 28.48 106; 883 26.86 Trigonometry . . . 15.848 2.28 9, 657 3.26 6,191 1.56 Astronomy . . . 14,651 2. 11 5,087 1.72 9,564 2.41 Physics . . . . . — 113, 550 16.36 50,001 16. 88 63,549 15.97 Chemistry . . . 51,750 7.46 24,614 8.31 27,136 6.82 Physical geography . 150,043 21.62 63,593 21.47 86,450 21.73 Geology . . . 21, 645 3.12 8,845 2.99 12,800 3.22 Physiology . . . . . . 166; 650 24.01 69.942 23.61 96,708 10,197 24. 31 Psychology . . . 14. 896 2.15 h 699 1.59 2.56 Rhetoric . 303,083 43.67 122,783 41.45 180,300 45.32 English literature _ _ _ 320. 297 46. 15 129,161 43.61 191.136 48.04 History (other than United States) . 269; 056 38. 76 108, 738 36. 71 160. 318 40.30 Civics . 134,967 19.45 56, 821 19.18 78,146 19.64 a Per cent of total number of graduates. The progress made in ten years by the secondary schools of the country in the increased enrollment year by year in certain leading studies is exhibited in the synopsis below. In 1889-90 there were 100,152 students in public and private sec¬ ondary schools studying Latin. This was 33.62 per cent of the total enrollment of secondary students in these schools for that year. In 1902-3 the number had increased to 342,988, or almost 50 per cent of the total number of high school stu¬ dents. Since 1890 the per cent of secondary students in algebra has increased from 42.77 per cent to 56.17 per cent in 1902-3. Percentages for other studies for eleven years are shown in the following table: 1822 EDUCATION REPORT, 1903. Per cent of the total number of secondary students in public and private high schools and academies in certain courses and studies, etc. j ! | i ! Students and studies. 1892-93 1893-94; 1894-95 1895-96 1896-8711897-98 1898-99 Males. . . . 143.62 43.39 Females . . I 56.38 56.61 Preparing for college. | classical com*se _ , 9.90 : 10.34 Pr sparing for college. ' scientific courses . . . Total preparing for college _ 8.22 33 43.00 57.00 10.00 7.11 18.12 17.67 | 17.11 11.46 , 11.88 11.60 Graduates _ Graduates prepared for college a - Studying— Latin _ _ _ | 41.94 43.59 4.92 ! 4.99 9.94 10.31 ; 13.00 1 12.78 49.92 52.71 24.36 25.25 3. 61 3. 80 Greek _ French... . . German - - - Algebra - Geometry _ Trigonometry _ Astronomy _ Physics _ Chemistry _ Physical geography “Geology _ _ Physiology . . Psychology _ Rhetoric _ English literature. . History (other than United States) _ Civics _ _ 36.62 ; 30.92 32.44 43. 76 4.73 9.77 12.58 52.40 24. 51 3.25 5. 27 22. 15 9.31 22.44 5. 52 28. 03 3.35 31.31 22. 25 9.98 33.46 24.02 10.31 35. 78 34. 65 43.40 56.60 10.05 7.16 17.21 32.69 46.22 4.58 10. 13 13.20 53.46 25. 71 3.15 5.19 21.85 9.15 24. 93 5.20 31.08 3.82 32.27 35.73 43.84 56. 16 8.94 6. 57 15.51 11.73 i 11.95 32.60 48.01 4.60 9.98 13. 76 54.22 26.24 3.08 4.89 20.89 9. 18 24.64 4.93 29.98 3.82 33.78 36. OS 43.50 : 42.93 56.50 57.07 6.03 6.18 14.02 ! 14.05 1899- 1900 1900- 1901 1901-2 1902-3 43.16 56. 84 42. 83 | 42.49 42.68 57. 17 : 57. 51 57. 32 8.32 6.21 8.30 6.54 14.53 14.84 11.75 ; 11. 78 11.74 11.95 11.86 30.60 I 31.61 49.44 4.50 10.48 14.24 55. 29 26.59 2.83 4.40 20.48 8.55 24.33 4.66 29.38 3.64 35.30 38.90 37.68 21.41 50.29 4.27 10.68 14. 91 56.21 27.36 2.58 3.94 19.97 8.64 23.75 4.41 28.62 3.23 36.70 40.60 3S. 32 20.89 6.89 6.32 5.97 ' 12.86 11.87 32.95 | 33.48 49. 97 3.95 10.43 15.06 55. 08 26. 75 2.42 3.43 18.88 8.00 22. 88 4.02 26.96 3.19 37.70 41.19 37.80 21.09 49.93 3.58 10.75 16.09 55. 66 27.26 2.54 2.96 18.24 7.86 22. 42 3.88 26.27 2.98 39.69 43.90 38.41 20.60 33.67 49.52 3.36 11.13 16.94 55. 27 27.58 2.42 2.64 17.39 7.70 22.22 3.48 24.83 2.53 41.90 45.60 38.90 19.87 11.75 34.63 49.42 2.73 10.91 18.09 56. 17 27.55 2.28 2.11 16.36 7.46 21.62 3. 12 24.01 2.15 43. 67 46.15 38.76 19.45 a Per cent of total number of graduates. Of the 694.060 secondary students in public and private high schools in 1902-3, abont 43 per cent, or 298,446, were first-year students; 26 per cent, or 180,455, were in the second year; 18 per cent, or 124,931, were in the third year, and 13 per cent, or 90,227, were enrolled in the fourth-year class. Assuming that all the schools offered a four-year course in Latin, it may then be said that all the secondary students in these schools in 1902-3 had the opportunity of studying this language. As a matter of fact 49.42 per cent did study Latin. The per cent of students in Greek was only 2.73, but as this study, where offered at all, is generally limited to the fourth year, it may be said that only 90.227 students had the opportunity of studying Greek. The actual number reported in this study was 18,951, or 21 per cent of the number of students in the highest class. In the courses of study recommended by the Committee of ten,” algebra is provided for in the first and third years. As there were 423,377 students in these two classes, we might expect to find this number in algebra. The number actually reported in algebra was 389,865, or nearly 93 per cent of the first and third year students. Physics is a second-year study, and it might be expected that most of the 180,445 students in the second-year class would be reported as studying physics. The number actually reported in this study was 113,550, or about 63 per cent of the number to whom opportunity was offered. In the table which follows is given in condensed form the four courses of study for high schools recommended by the Committee of Ten on Secondary School Studies at the meeting of the National Educational Association in 1893. The figure 1 indicates that the study is to be pursued a whole year, and the one-half limits the study to half a year. The notes explain the provisions for optional studies. SECONDARY SCHOOLS. 1823 Secondary school studies recommended by the Committee of Ten (1893), showing time devoted to each study. The four courses of study. Studies. Classical. Latin-scien¬ tific. Modern lan¬ guages. English. Years . -- 1 2 | 3 4 12 3 4 i i 2 3 4 1 2 3 4 Latin 1 11 1 111 1 1 : 1 1 1 Greek 1 French . . . . - i ! — («> ; («) i («) — - ! («) ; («) i («) 1 1 1 1 0 b ) i (&) (&) ; (&) German . . . . Ill 1 ....; Ill («)' 1 1 1 (&) | (&) W (&) Algebra . . .. 1 * i 1 .... 1 4 1 — - X 4 1 .... 4 4 Geometry 1 4 ... 1 I _ ! _ : 1 4 _ 1 4 _ Trigonometry l ' i X Astronomy _ _ _ 4| 1 “ 4i _ Physics 1 1 i 1 ...j _ _ ' 1 .... 1 Chemistry 1 1 1 1 Physical geography . . . i 1 .. 1 _ 1 .... 1 .... Physiography _ _ _ _ ........... 1(c) _ — - 1 (<9 Geology _ _ _ _ _ _ _ _ 4 _ 4 Meteorology . . . . i _ 1 _ | 4 _ i Botany I i !.. 1 .... 1 ... Zoology _ __ . . . .... (d) _ j — - (d) ____ ( d ) Physiology . _ I _ i _ i _ 1 4 4 _ j 4 History...*... .. . . . i 1 1 — - 1(e) 1 .... 1 (e) 1 i — - 1 (e) 1 1 1 1 English . . . . | 1 j 1 1 I 1 1 11 1 : 1 1 1 1 j 1 1 1 i 1 a German or French. & .Latin. German, or French, e Geology or physiography. d Botany or zoology. e Trigonometry and higher algebra, or history. DISTRIBUTION OF SECONDARY STUDENTS. Tables 89 and 40 show by States and divisions the distribution of the 776,635 secondary students in the eight classes of institutions mentioned on the first page of this chapter. Table 41 compares the number of students in secondary education with the total population. The number of secondary students to each 1.000 of population in 1903 was 9.72. The number of students in institutions of learning above the high school was 251,819, or 8.15 to the 1,000 population. This number includes all students who in 1902-3 were receiving higher instruction in universities and col¬ leges, all professional students, including those in theology, law. medicine, den¬ tistry, pharmacy, and veterinary medicine, and all in training courses for teachers in normal schools. Students in nurse-training schools, business schools, and in schools for the defective classes are not here included as in either secondary or higher education. Of the public high schools of the country there were 36 for boys only and 20 for girls only, all the others being coeducational. Of the private high schools there were 825 for boys only, 527 for girls only, and 838 coeducational. These comparisons are made by States in table 42. Tables 43 and 44 give in detail the statistics of public and private secondary schools. 1824 EDUCATION REPOET, 1903, Table 1. — Public high schools — Number of schools, secondary instructors , second¬ ary students, and elementary pupils in 1902-3. State or Territory. 1 § V, Number of sec¬ ondary teachers. Number of second¬ ary students. Colored stu¬ dents (in¬ cluded in pre¬ ceding col¬ umn) . Elen pil: all on< 6 s lentarv pu- 3 (including below sec¬ tary grade) . u © B Pi 'A Male. Female. Total. Male. Female. Total. Male. Female. Total. i i b I Total. 1 United States.. 6,800 11,806 12,543 24,349 245,771 346,442 592,213 3,152 6,740 9,892 58,677 I ' 1 57,650116,327 N. Atlantic Div _ 1, 556 3,125 4,653 7,778 82,465 111,366 193,831 466 708 1,172 12,615 10,271 22,886 S. Atlantic Div _ 407 723 580 1.303 11, 772 18, 404 30.176 560 1,491 2,051 5,781 ! 6,013 11, 794 S. Central Div . 708 1.137 822 1,959 18, 451 27,563 46,014 918 2,210 3,128 7,877 8,095 15,972 N. Central Div _ 3,688 6.005 5,628 11,633 116,988 166,026 283,014 1,155 2,256 3,411 30,329 31,415 61,744 Western Div . 081 816 860 1,676 16,095 23,083 39,178 53 77 130 2,075 1,856 3,931 N. Atlantic Div.: Maine . . . _ 142 170 195 365 3,835 5,119 8,954 3 7 10 641 677 1,318 New Hampshire ,55 73 122 195 1,713 2,240 3,953 1 2 3 223 230 453 Vermont . 63 70 90 160 1,614 2,202 3,816 4 1 5 526 513 1,039 Massachusetts . . 24(J 629 1.084 1,713 18,129 22,691 40,820 86 147 233 1,675 1,581 3,256 Rhode Island . . . 22 77 92 169 1,610 2,137 3,747 15 23 38 61 53 114 Connecticut _ 77 139 263 402 3,986 4,925 8,911 17 33 50 148 194 342 New York . 407 945 1,760 2,705 31,565 41, 377 72,942 159 224 383 6,943 4,419 11,362 New Jersey . 97 221 399 620 5,384 7,644 13,028 74 103 177 244 261 505 Pennsylvania . . . 453 801 648 1,449 14,629 23,031 37,660 107 166 273 2,154 2,343 4,497 S. Atlantic Div. : Delaware . 14 23 26 49 496 759 1,255 0 0 0 64 60 124 Maryland . 50 120 77 197 1,988 2,956 4,944 107 197 304 564 582 1,146 Dist. Columbia. . 7 77 104 181 1,319 2,163 3,482 218 595 813 0 0 0 Virginia _ 62 85 93 178 1,691 2, 768 4, 459 114 381 495 682 784 1,466 West Virginia .. 30 55 28 83 678 1,072 1,750 29 51 80 200 185 385 North Carolina . 34 45 48 93 1,056 1,417 2,473 16 49 65 308 286 594 South Carolina . 84 111 66 177 1,511 2,152 3,663 42 93 135 1,267 1,385 2,652 Georgia . 115 151 101 252 2,380 3,965 6,345 19 63 82 1,987 2,018 4,005 Florida . 41 56 37 93 653 1,152 1,805 15 62 77 709 713 1,422 S. Central Div.: Kentucky . 78 137 121 258 2,579 3,840 6,419 136 391 527 461 520 981 Tennessee . . 96 122 97 219 2,005 3, 140 5,145 173 384 557 1,534 1,427 2,961 Alabama.... - 71 95 99 194 1,515 2,477 3,992 58 127 185 1,259 1,222 2,481 Mississippi . 98 104 99 203 1,773 2,527 4,300 140 428 568 1.820 1,858 3.678 Louisiana . 44 85 89 174 1,476 2,092 3,568 41 52 93 546 561 1,107 Texas _ * _ 273 466 243 709 7,244 10, 746 17.990 278 597 875 1,410 1,653 3,063 Arkansas . . 50 70 43 113 1,034 1,604 2, 638 72 186 258 437 447 884 Oklahoma _ 20 46 25 71 660 928 1,588 20 45 65 93 86 179 IndianTerritory 8 12 6 18 165 209 374 0 0 0 317 321 638 N. Central Div.: Ohio . 721 1,184 737 1,921 20, 758 26,828 47, 586 226 381 607 7,848 8,056 15,904 Indiana . 510 942 470 1,412 13,284 17,489 30,773 187 437 624 6,097 6,083 12, 180 Illinois . . . 378 815 887 1,702 17,180 26,115 43, 295 116 255 371 1,542 1,701 3,243 Michigan . 364 562 750 1,312 12,900 18,098 30,998 55 70 125 3. 179 3,450 6,629 Wisconsin 220 376 502 878 8,837 12,389 21,226 4 18 22 407 472 879 Minnesota . 146 240 474 714 6,639 9,890 16,529 24 33 57 60 70 130 Iowa . 345 492 720 1,212 12, 433 17,543 29,976 42 55 97 884 1,003 1,887 Missouri _ _ 294 517 387 904 9,228 14,316 23,544 310 689 999 2,325 2,262 4,587 North Dakota ._ 31 38 50 88 641 988 1,629 0 1 1 214 211 425 South Dakota .. 75 87 69 156 1,448 2,010 3,458 1 1 2 1,217 1,222 2,439 N ebraska . . . ao6 388 288 676 6,555 9,776 16,331 21 33 54 4,585 4,720 9,305 Kansas . . . 268 364 294 658 7,085 10,584 17,669 169 283 452 1,971 2,165 4,136 Western Div.: Montana . . _ 23 40 54 94 762 1,238 2,000 0 4 4 12 40 52 Wyoming. _ Colorado... . 9 13 10 23 171 259 430 0 1 1 55 68 123 54 162 159 321 2.983 4,322 7, 305 21 31 52 101 82 183 New Mexico _ 9 18 13 31 255 271 528 1 0 1 44 23 67 Arizona . . .... 4 7 7 14 110 126 236 1 0 1 0 0 0 Utah _ 7 28 29 57 551 843 1,394 0 0 0 0 0 0 Nevada . . 9 12 7 19 152 248 400 0 1 1 90 93 183 Idaho _ 10 20 10 30 252 338 590 1 2 3 35 18 53 Washington _ 76 132 123 255 2, 196 3,338 5,534 6 5 11 815 820 1,635 Oregon . 50 65 47 112 1,166 1,709 2,875 2 2 4 589 666 1,255 California. . . 130 319 401 720 7,497 10,391 17,888 21 31 52 334 46 380 SECONDARY SCHOOLS. 1825 Table 2. — Public high schools — Number of secondary students in college pre¬ paratory courses; number of graduates and college preparatory students in graduating class in 1902-3. Secondary students preparing for I college. Classical conrse. Scientific courses Graduates in class of 1903. College prepara- 3 tory students in I '3 the graduating "L class of 1903. .5r state or territory. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. j ® >> 1 g u ‘ 'S ^ +3 ! 02 United States. . . 14,767 16,09330,860 16,437 1 10,843 27,280 1 25,560 44,431 69.991 10,870 12,017 22,887 9,771 N. Atlantic Div _ 8,191 6.55614, 747 6.712 2,729 9,441 j 8.563 14.278 22,841 3,661 2.956 ! 6.617 4.925 S. Atlantic Div - 625 881 1.506 600 240 840 I 1.065 2.339 3,404 442 530 972 957 S. Central Div _ 1,148 1.403 2.551 811 722; 1.533 1.244 2,867 4.111 549 783 1.332 423 N. Central Div . . 4. 297 6.300 10.597 6.976 6.147 13.123 13.070 22.311 35.381 j 5,406 6, 694 12,1001.912 Western Div. . . 506 953 1,459 1,338 1.005 | 2,343 1.618 2,636 4.254 812 L054 1,8661,554 N. Atlantic Div.: 1 . . Maine _ _ 363 360 723 300 S 124 424 437 771 1.208 ! 158 204 362 i 210 New Hampshire 94 104 198 193 136 329 228 360 588 119 125 244 i 217 Vermont ... ... 157 90 247 209 142 351 201 , 323 527 104 98 200 109 M assachusetts. . 2,572 2.904 5.476 1.972 305 2.277 2.341 3.569 5.910 955 811 1,766 3,863 Rhode Island . . . 420 336 756 84 22 106 181 264 445 82 63 143 Connecticut _ 264 220 484 482 56 538 ' 880 1.357 207 158 365 New York . . 3.481 1.708 5.189 2.269 1.509 ; 3.778 2.132 3,687 5.799 1.126 810 1,936 320 New Jersey _ 240 205 445 358 146 504 559 1.067 1.626 198 156 354 ! 121 Pennsvlvania . . _ 600 629 1.229 845 289 1.134 1.954 3,427 5,381 712 533 1,245 85 S. Atlantic Div.: Delaware . . . 26 11 37 24 15 39 46 I 103 149 r 9 16 Mar viand . 40 27 67 79 8 87 168 352 520 79 62 141 Disk Columbia . 88 82 170 207 30 237 I 185 328 513 66 39 105 , 648 Virginia _ 48 78! 126 48 18 66 113 367 4S0 42 48 90 W est V irginia . . 20 10 30 15 13 28 62 184 ! 246 13 14 27 North Carolina . 54 81 135 27 5 32 85 145 230 4S 81 129 110 South Carolina . 95 196 291 49 45 94 127 313 440 73 125 198 32 Georgia _ ... 203 319 522 107 74 181 229 441 670 91 119! 210 39 Florida . 51 77 128 44 32 76 50 ! 106 156 23 33 56 128 S. Central Div.: Kentucky. . 208 189 397 157 94 251 ! 247 ! 528 775 80 94 174 100 Tennessee . 137 144 281 38 55 93 | i36 329 465 48 64 112 25 Alabama . 86 108 194 66 39 105 86 286 372 44 62 106 ; 42 Mississippi . 112 161 273 83 79 162 118 265 383 58 103 j 161 20 Louisiana . 51 66 117 50 48! 98 98 ! 253 351 70 67 I 137 35 Texas. . . 476' 607 1,083 323 359 682 437 937 1.374 199 309 508 28 Arkansas . . . 54 103 157 66 21 87 72 170 242 34 72 I 106 33 Oklahoma _ 21' 19 40 23 26 49 41 78 119 15 9 24 60 IndianTerritory 3 6 9 5 1 6 9 21 30 1 3 4 80 N. Central Div. : Ohio . 1,138 1,319 2,457 j 1,670 1.414 3,084 ! 2.417 3,663 6,080 949 | 987 1.936 398 Indiana . 513 700 1.213 779! 297 1.076 1.577 2.408 3.985 541 ’ 574 1.115 266 Illinois _ _ 601 887, 1,488 ! 1.112 922 2,0:34 1.890 3.484 5.374 784 962 1.746 173 Michigan . 227 380 607 880 1.070 1,950 1.395 2.317 I 3.712 616 697 1.313 25 Wisconsin . 285 564 849 483 277 760 ! 1.023 1.687 2.710 373 ; 450 823 53 Minnesota . 66 129 195 579 788 1,367 1 743 1.299 2.042 457 ! 668 1.125 13 Iowa . 434 703 1,137 547: 600 1.147 ; 1.385 2.361 3.746 580: S 740 1.320 90 Missouri . 378 574 952 I 312 272 584 1 782 1.623 2.405 ! 320 414! 734 130 North Dakota .. 9 23 32 41 31 72 1 67 115 182 44 53j 97 South Dakota .. 33 67 100 38 30 68 184 287 471 I 71^ 90 161 N ebraska . 212 380 592 249 195 444 816 1.638 2,454 311 492 803 748 Kansas . . . . 401 574 975 286 251 537 791 1,429 2.220 360 567 927 16 Western Div.: i Montana _ 35 78 113 73 12 85 76 124 200 35 51 86 214 Wyoming _ 5 5| 10 4 0 4 6 38 44 3 9 12 Colorado _ .. 109 175 284 311 219 530 292 499 791 163 176 339 674 New Mexico _ 3 2 5 10 20 30 10 26 36 4 17 21 75 Arizona . . 10 g 15 13 12 25 9 16 Utah . 23 17 40 31 8 39 56 83 139 35 35 70 195 Nevada . 0 2 2 3 1 4 24 40 64 t 10 17 Idaho . 11 23 34 9 11 20 27 48 75 15 21 36 70 Washington _ 137 254 391 177 106 283 223 353 576 80 104 184 255 Oregon. . . . 42 46 88 45 44 89 169 262 431 52 56 108 California . 141 351 492 665 j 579 1.244 722 1,151 1.873 411 1 566 i 977 7! ED 1903 — VOL 2 - 39 1826 EDUCATION REPORT, 1903, Table 3. — Public high schools — Number of secondary students pursuing certain studies in 1902-3. State or Territory. Latin. Greek. French. Schools re¬ porting. © 1 Female. % B & . ~ it ©.£ O ‘-P 02 ^ la . 3 S s 0 B 6 . ^ be m c O ~ 3D ^ 'si os g © IS ^0 United States _ _ 5.940114. 828 183. 097 297,9:25 ST7 6,106 1 it 6* »o 17, 481133, 005 50. 4S6 North Atlantic Division... 1.471 36.071 56.193 92.264 569 4. 440i3, 961 8.401 721 13.598: 12, 856 36. 454 South Atlantic Division... 420 7.316 11.829 19.145 64 298! | 149 447 83 857 1.564 2.421 South Central Divisioxh... H40 9.333 15. 601 24.934 56 376 305 681 55 510: 1.267 1.777 North Central Division _ 3, 070 54.492 87. 116 141.608 142 762 1,069 1.831 126 1.823 5.484 7.307 Western Division . . m 7.616 12,358 19,974 46 230 443 673 57 693 1.834 2.527 North Atlantic Division: ! Maine . . . . 129 1.042 2.759 4.401 67 280 29S1 578 98 900 1,715 2.615 New Hampshire . 54 840 1.312 2. 1521 31 ; 104 123 227 47 644 950, 1.594 Vermont . . . 61 641 1.007 1.648 33 110 103 213 44 289 493’ 782 Massachusetts _ 234 6.892 10. 707 17.599 1461.657 1.413 3.070 : 224 6.990 9.515 16.505 Rhode Island . . 19 751 978 1.729i 12 188 j 121 289 , 16 367! 691 1.058 Connecticut . . 76 2.042 2.341 4.383! : 40 384 ! 194 578 44 4481 1.091 1.539 New York . . 400 13.166 19.918 33.084 1 1521.1451.159 2.304 194 3.324 6.71210.036 New Jersev . 78 2.224 3.631 5. 855 26 179 145 324 32 273! 704 977 Pennsylvania . . . 420 7.873 13.540 21. 413 62 ; 413 405 818 22 363! 985 1.348 South Atlantic Division: Delaware _ . 14 417 644 ; 1.081 . 2 26 32 58 Maryland _ 47 1.826 1.895 3.221 3 47 2 49 [ 15 239 390 629 District of Columbia. . . 4 446 931 1.377 4 ! 56 34 90 5 152 156 308 Virginia . . 59 853 1,410 2,253 2 4 0 4 19 1 101 295 396 W est V irginia . . 28 248 480 728 North Carolina _ 32 761 1.070 1,831 7 1 51 . ... _ 55 106 6 . 96 119 215 South Carolina. . 83 1.128 1.675 2.803 11 40 19 59 9 172! 142 314 Georgia . . . 114 1.765 3.068 4.833 35 i 92 32 124 23 69 402 471 Florida _ _ _ 39 372 656 ; 1,028 2 8 7 15 4 2 28 30 South Central Division: Kentucky . . . . 70 1.489 2.434 3.933 9 173 ! 16 189 8 ' 282 238 520 Tennessee _ 78 952 1.655 2.607 7 20 8 28 8 10 28 38 Alabama . . . . 65 821 1.500 2.321 8 19 19 38 12 13 82 95 Mississippi _ _ _ 83 1.004 1. 558 2.562 • 20 71 130 201 9 3 11 14 Louisiana . . . . 42 527 786 1.313 3 ! 14 29 43 i 15 134 777 911 Texas _ _ 232 ; 3.543 5.985 9.528 5 50 78 128 7 46 81 127 Arkansas.. . . 44 537 1.012 1.549 3 19 ! 13 32 3 22‘ 50 72 Oklahoma . . 19 343 552 895 1 10 1 12: 22 Indian Territory. . . 107 119 226 North Central Division: Ohio _ _ _ 625 11.128 15.297 26.425 40 237 248 485 21 353 765 1.118 Indiana. _ _ 470 8.199 11.425 19.624 6 29 28 57 6 57 123 180 Illinois-- . 337 7.792 1 13,830 21.622 21 121 170, 291 28! : 610 1.960 2,570 Michigan . . . 248 4.108 6.692 10.800 20 80 92' 172 341 352 946 1.298 Wisconsin . . 110 1.667 : 3.138 4.805 11 54 74 128 0 5; 5 10 Minnesota . . 145 3.369: 6.076 9! 445 S 22 32 54 10 234 762 996 Iowa . . . . 300 1 5.662 : 9.259 14,921 6 20 35 55 5 25 122 147 Missouri. . 1 . 253 4.244 7.510 11,754 20 146 282: 428 10 i 128 616 744 North Dakota. . . 30 401 i 716 1.117 3 5 23 28 South Dakota . . 47 580 973 1,553 1 0 9 9 1 1 12 13 Nebraska . . 274 3,676 6.042 9,718 3 0- ! 49 76 9 23 109 132 Kansas . . . 231 3,666 6,158 9,824 6 26 ! 50 76 4 30 41 71 Western Division: ; | - ! Montana . _ 23 340 643 983 3 50 78 128 Wyoming . . . ! 9 101 171 272 Colorado . . 53 1, 771 2.587 4,358 10 85 134 219 * 64 343 407 New Mexico. _ 9 98 108 206 1 3 0 3 1 4 0 4 Arizona . .. .. _ 4 45 58 103 1 2 1 3 1 0 1 1 Utah _ _ _ 6 211 308 517 1 10 20 30 4 87 126 213 Nevada.. 8 93 172 265 1 7 12 19 Idaho _ _ _ 10 134 169 303 W ashington . . . . ! 04 974 1,850 2,824 4 18 21 39 5 65 259! 324 Oregon _ _ _ _ 26 $)7 527 894 1 3 2 5 California . . 127 3,482 5, 767 9.249 29 l 267 379 - 413 1,013! 1,426 SECONDARY SCHOOLS. 1827 Table 4. — Public high schools — Number of secondary students pursuing certain studies in 1902-3. State or Territory. German. Algebra. Geometry. Schools re¬ porting. Male. © Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States _ 2, 30341, 115 63, 320104, 4356, 795145, 502|l95, 320 '340,822 5,891 69,886 1 96,961166,847 N. Atlantic Division ... 849 17.225 26. 191 ; 43.416 1.553 44,820 j 55,310 100,130 1,447 23,58830,045 : 53,631 S. Atlantic Division _ 7T 1,191 1.902 3,093 435 8,438 12,303 ! 20,741 : 351 3,683 ! 5,028 8,711 S. Central Division _ 74 927 1.456! 2,383 737 ! 13,273 1 19,814 ! 33,087 1 602 5,038 8.545 13,583 N. Central Division _ 1,128 19,442 30.067 49.509 3.690 | 69,239 94,861 164. 1003, 166 32, 31846, 353 78.671 W estern Division . 175 2,330 3, 704 6,034 380 1 9,732 13,032 | 22,764 j 325 | 5,261 j 6,990 12,251 N. Atlantic Division: | | | Maine _ _ _ 22 87 257 344 : 142 i 2,097 2.793 ’ 4,890 131 1,149 1,517 2,666 New Hampshire . . . 16 80 134 214 55 '821 1.007 l! 828 47 337 710 1,247 Vermont _ ... 25 lioi 158 268 63 788 983 1,771 59 406 565 971 Massachusetts _ 135 2.330 3,7901 6.120 239 9.066 9,318 18,384 230 5, 650 : 5.395 11,045 Rhode Island _ 16 312 430 742 22 '901 1,033 1,934 ! 20 596 ! 614 1.120 Connecticut _ 765 1, 492 2.257 77 ! 2,068 ! 2,386, | 4, 454 70 1.229! 1.376 i 2. 605 New York _ 355 8,22811841 20.069 406 | 15.228 : 18* 031 : 33,259 388 7.814 11,154 18,968 New Jersey _ 68 1,937 2.941 4.878 97 : 3, 555 4,820: ! 8,375 89 1,381 i 2.083 3,464 Pennsylvania _ 156 3,376 5,148 8.524 452 10,296 14,939 25.235 413 4,914 6,631 : 11,545 S. Atlantic Division: | Delaware _ . 7 71 104 175 u 364 564 928 14 164 ! 229 393 Maryland _ 27 623 990 1,613 50 1,516 ! L916 1 3,432 50 1, 253 ; 1.254 2,507 Dist. of Columbia.. 6 246 472 718 6 458 '522 980 6 344 ! 508 852 Virginia . ... _ 1 18 117 206 323 ! 62 1.257 ! 1,885 : 3,142 50 424 617 1,041 West Virginia . . 7 26 73 99 : 30 '453 669 1.122 28 139 [ 286 425 North Carolina _ g 3 2 5 33 811 1.110 1,921 23 220j 336 556 South Carolina _ 3 80 6 86 84 1.166 1,671 2,837 j 56 276 ! 485 761 Georgia . . 3 18 20 38 115 1, 936 3! 174 5; 110 ; 94 713 ; 1,077 1 1,792 Florida ... . . _ 4 7 29 35 41 477 792 1,269 30 148 ; 236 384 S. Central Division: I Kentucky _ 19 ! 419 431 850 77 1,620 ' 2,235 3,S56 62 738 1.120 ’ 1,858 Tennessee .. _ 6 21 98 119 98 1,557 2.416 3,973 81 551 988! 1.539 Alabama . . . . 4 21 85 106 71 ; 1.159 ' 1,866 : 3,0.25 61 491 9241 1. 415 Mississippi _ 4 12 33 45 ! 98 1 1,319 1,990 3.309 57 250 456’ 706 Louisiana . . _ 44 822 1.328 2, 150 36 334 1 738 1.072 Texas.. . . 30 344 591 935 273 ! 5.521 8.0.56 13,577 233 2.276 3,727 6,003 Arkansas. . . 6 55 ! 146 201 50 802: i; 194 1,996 30: 248 414 682 Oklahoma ... _ 5 55 72 127 , 20 389 596 985 17 114 144 258 Indian Territory... 8 i 84 132 216 5 36 34 70 N. Central Division | ! Ohio _ _ 166 3,126 3,980 7,106 721 : 12,680, 16.044 28,724 602 5.636 7.257 12,893 Indiana _ 113 2, 239 3,158 5. 397 512 8,393: 10. .541 18,934 ; 435 4,117 5. 456 9.573 Illinois _ 131 3,222 5,476 8.698 378 ' 9.791 13.621 23. 412 359 4. 725 6. 824 11.549 Michigan . . 160 2,240 3.942 6, 182 364 7,159 10.226 17. 385 321 2.696 3,862; 6,558 Wisconsin _ 141 : 2. 132 3,090 5,222 220 4,052 5,421 9, 473 217 2.129 3.025 5,154 Minnesota _ 97 1,705 2,719 4.424 146 ; 3.505 4. 914 8,419 142 2.368 3.489 5,857 Iowa _ 98! 1.666 2,497 4. 163 345 ! 7.204 9,816 17.020 318 3.348 4.798 8,146 Missouri. __ _ 50! 1.272 2,091 3,363, 294 ! 6.582 9,409 15,991 223 2.589 4.080 6,669 North Dakota _ 7 75 155 230 31 308 599 907 28 156 249 405 South Dakota _ m 116 185 301 75 858 1,203 2.064 55 386 568 954 Nebraska . . 55 699 1,186 1,885 336 4.426 6,679 11,105 263 2.250 3 685 5. 935 Kansas _ _ 97 950 1,588 2,538 268 4, 281 6,385; 10,666 203 1,918 3,060 4,978 Western Division: | Montana . _ m 110 162 272 23 487 753 1.240 ! 23 251 415 666 Wyoming . . . 5 9] 46 55 9 108: 153 '261 8 28 1 52 80 Colorado . . . 45 656 1,125 1,781 54 1.763 2.343 4,106 52 1,109; 1,444 2,553 New Mexico . 2 9 8^ 17 9 170 197! 367: 9 64 62 126 Arizona _ _ I 2 10 (7 16 4 61 81 142 3 29 22 51 Utah... . ! 4 148 219 367 7 239 294 338 6 122 147| 269 Nevada. . ! 1 9 123 205 328 9 69 169 238 Idaho _ . _ : 4 13 .... 26 39 10 156 210 366 f 59 133 Washington _ .. 24! 344 610. 954 76 1,340 1,951 3,291’ 63 735 1,051; 1.786 Oregon . _ 5 65 1411 206 50 842 1,173 2,015 20 303] 440! 743 California . _ 1 966 1,361 2,327 129 4,443 5,672j 10, 115 j 125 2, 492j OO M M 5,606 1828 EDUCATION REPORT, 1903, Table 5. — Public high schools — Number of secondary students pursuing certain studies in 1902-3. Trigonometry . Astronomy. Physics. State or Territory. © . <-< bD w p © © . u be © £ © © . ® a •- © 0+3 © eg a $ o +3 © a % is © Ta a 3 O pH OQ A A o Eh OQ ^ A © pR o Eh o P. 02 A © o Eh United States.. . 889 6,303 4,694 10,997 755 3,899 5,895 9,794 5,202 42,164 55,841 98,005 North Atlantic Division.. ,805 2,408, 1.243 3,651 343 1,702 2,711 4,413'1,225 13,037 15,358 28,395 South Atlantic Division.. 88 657 609 1,266 41 226 278, I 504 259 2,604 3,511 6, 115 South Central Division... 1551 755 1.050 1,805 61 272 436] I 708 ! 586 i 4,046 6,003 | 10,049 North Central Division. .. 237 1,742 1,425 3.167 288 1,578 2,286 3,864 2,866 19,648 27,583 47,231 Western Division _ ... 104 741 367 i;i08 22 121 184 305 266 2,829 3,386 6,215 North Atlantic Division: Maine . _ 0 37 10 47 67 255 350 605 105 660 775 1,435 12 63 21 84 15 71 97 168 41 398 423 821 2 2 6 8 24 92 128 220 44 206 301 507 43 468 525 88 391 768 1,159 123 202 3, 755' 3,311 357 7,066 3 40 16 56 8 39 84 18 407 764 21 158 28 186 18 65 174 239 56 584 690 1,274 7,328 127 844 661 1,505 284 64 443 391 834 305 3,318 809 4,010 1,225 4,266 80 163 121 18 114 325 439 84 2.034 62 633 323 956 41 232 394 626 370 2,900 7,166 South Atlantic Division: 2 15 26 41 14 155 232 387 Maryland _ _ 20 280 117 397 18 78 78 156 42' 443 371 814 District of Columbia _. a 111 87 198 6 394 360 754 Virginia. _ . 18 66 102 168 4 35 14 49 43 452 685 1,147 West Virginia.. . ... 1 0 4 4 2 10 7 17 22 71 200 271 North Carolina . 1 6 0 6 1 2 0 2 ie; 161 2471 408 South Carolina. . 4 39 54 93 3 19 51 70 29 259 378 637 Georgia . . . 26 117: 181 308 7 37 72 109 62 520 800 1,320 Florida _ _ 1 13 38 54 92 4 30 30 60 *1 149 228 377 South Central Division: Kentucky . . . . 27 209 216 425 14 57 118 175 53 626 659 1,285 Tennessee _ _ _ 11 24 30 54 9 35 65 100 70 340| 607 947 Alabama 19 64 141 205 8 21 52 73 52 332 541 873 Mississippi . . . 9 31 16 47 7 66 87 153 84 539 822 1,361 Louisiana 39 35 74 32 44 76 34 248 524 772 Texas . . . 75 341 532 873 12 46 58 104 246 1,655 171 2,405 4,080 Arkansas ... _ ! 6 39 80 119 1 6 3 9 26 280 451 Oklahoma 3 9 9 18 16 103 135 238 Indian Territory _ i 8 0 8 5 32 30 62 North Central Division: Ohio 55 330 1 337 667 123 614 872 1,486 85 576i 3,740 4,656 8,396 Indiana . . . 22 159 108 262 5 35 50 295 ! 2, 392 3,082 5,474 6,379 Illinois _ _ 26 331 ! 97 428 46 294 451 745 339 2,740 1,929 3,639 Michigan . . 29 231 I 71 302 15 113 108 221 314 2,887 i 4,816 Wisconsin 6 75 | 80 155 212, 1,126 1,903 3,029 Minnesota 5 84 82 16 100 7 41 69 no 109 1,069' 1.473 3,150 1 2,542 Iowa . . . 14 107 189 40 217 330 547 308 2,146 i 5,296 Missouri . . . 46 232 367 599 14 54 91 145 167 1,410 , 2,206 158 3,616 North Dakota 22 105 263 South Dakota . . 2 13 12 25 5 16 28 44 50 233 311 544 N ebraska . •_ . 20 87 134 231 10 71 88 159 247 1, 275 ; 2,035 3,310 Kansas _ _ _ . 12 108 ; 101 209 23 123 199 322 227 1,483 2,083 3,566 Western Division: | 114 179 293 Montana. 4 22 -17 39 19 Wyoming 2 2 16 18 5 18 34 52 Colorado . . 12 131 ! 52 183 9 61 0 86 147 48 609 825 1,434 New Mexico _ 2 13 6 19 1 1 1 6 41 25 66 A "H 7nn a. 2 8 5 131 _ _ 1 17 8 25 Utah 3 32 , 30 62 5 57 69 126 Nevada 1 8 13 21 8 47 85 132 Idaho . _ l _ 1 3 3 6 2 16! 22 38 7 52 58 110 Washington . . 5 48 15 63 2 9 19 23 37 373 504 877 Oregon 1 13 j 8 21 702 3 16 18 34 17 153 224 377 California . . 74 471 ! 231 2 9. 9 18 113 ; 1,348 1, 375 2,723 I 1 SECONDARY SCHOOLS, 1829 Table 6. — Public high schools — Number of secondary students pursuing certain studies in 1902-3. State or Territory. Chemistry. Physical geography. Geology. © . u be A c ro‘43 c ■S& 01 Male. Female. Total. © . fi ti 'o+3 O £ T P, m Male. Female. Total. © . u be w c °f Ol ~ Male. Female. Total. United States _ 2,046 20,338 22,677 . 43,015 5,439 55,183 76,592 131,775 1,061 7,196 10,016 17,212 North Atlantic Division. 693 7,783 7,837 15,620 1,200 12,272 17.639 i 29.911 499 3.462 4.764 8.226 South Atlantic Division . 82 988 1.282 2. 270 333 3,864 5.423 i 9.287 31 162 380 542 South Central Division.. 150 1,119 1. 635 2. 754 543 1 6.345 9.349 | 15.694 128 865 1.411 2.276 N orth Central Division . . 941 8,665 10.020 18.685 3,097 29! 076 39.509 68.585 346 2.307 2,928 5.235 Western Division . . 180 1,783 1,903 3,686 266 3,626 4.672 I 8,298 57 400 533 933 North Atlantic Division: Maine . . . 75 377 492 869 101 643 773 : 1.416 60 280 399 679 New Hampshire . 30 237 213 450 32 186 196 382 20 82 109 191 Vermont . 23 129 161 290 53 403 553 956 29 109 171 280 Massachusetts . 175 2.103 2.347 4.450 132 1.065 1.542 j 2,607 84 376 662 1.038 Rhode Island - 14 187 300 487 14 168 147 315 3 6 11 17 Connecticut . . 36 323 405 728 49 605 I 666 1.271 26 129 268 397 New York . . 181 2.681 1.978 4.659 338 j 3,950 5,903 ’ 9.853 179 1,237 1,492 I 2.729 New Jersey _ 59 592 762 l.a54 66 850 1.179 i 2. 929 21 I 187 350 537 Pennsylvania _ _ 100 1.154 1.179 2.333 , 415 4,402 6,680 11,082 77' 1,056 1,302 | 2,358 South Atlantic Division: Delaware.. . 64 91 13! 210 312 1 522 225 31 46' 692 692 1,384 District of Columbia. 5 204 301 505 2 216 309 525 Virginia . 21 195 255! 450 42 550 810 | 1,360 6 40 28 68 W est Virginia . 7 26 57 83 25 215 312 527 2 14 18 32 North Carolina . 2 241 54 78 28 386 551 937 South Carolina . 5 . 15 56 71 66 552 801 ! 1,353 6 16 59 75 Georgia . . 20 * 159 334 493 ! 80 809 1.278 i 2,087 11 47 207 254 Florida . . . 10 76 103; 179 31 234 358 592 6 45 68 113 South Central Division: * Kentucky . . 18 274 266 540 53 6-54 722 1,376 12 53 99 152 Tennessee . 8 44 89 133 46 520 907 1.427 46 282 339 621 Alabama . 15 68 1.31 199 42 441 j 745 i 1,186 10 62 123 185 Mississippi . . 10 56 57 113 59 665 1.116 1,781 9 114 281 395 Louisiana . 17 138 311 449 41 461: 853 1.314 12 67 99 166 Texas.. . 63 403 654 1,057 250 3,029 4.211 7.240 29 186 322 508 Arkansas . . 8 65 64 129 28 '372 493 '865 7 79 144 223 Oklahoma _ _ 8' 53 45 98 18 167 224 391 2 6 4 10 Indian Territory _ 3 18 18 36; 6 36 78 114 1 16 0 16 North Central Division: 1 Ohio . . . 135 1,274 1.324 2.598 639 5.157 6,896 12.053 84 572 762 1,334 Indiana . . . _ 103 945 1.133 2.078 406 3, 260 4.004 7,264 26 214 231 445 Illinois . . . 138 1.441 1.521 2,962 325 4. 771! 6.538 11,309 24 200 305 505 Michigan . . . 190 1.596 1.520; 3,116, 314 2,346 3.244 5,590 52 255 344 599 Wisconsin . . . 1 27j 366 283 649 217 2.870 4.019 6,889 4 33 22 55 Minnesota . 87 720; 974 1.694 60 514 653 1.167 11 94 101 195 Iowa . 55 485 597 1,082 303 3.155 4.075 7.230 51 418 455 873 Missouri . . . 57 703 1,129 1,832 229 1.997 2, 712 4.709 22 117 191 308 North Dakota . . . j 5 26 31 57 16 96 128 224 6 19 23 42 South Dakota _ 1 14 65 96 161 68 502 719 1,221 9 53 77 130 Nebraska. . . . ! 72 531 821 1.352 292 2.109 3.181 5,290 15 110 131 241 Kansas . . . . 58 513 591 1,104 228 2,299 3,340 5,639 42 222 286 508 Western Division: i Montana . ! 8 72 87 159 20 190! 252 442 1 8 2 10 Wyoming _ i ! 2 4 12 16 6 40 45 85 2 4 12 16 Colorado . . 1 j 38 ; 338 432 770 39 817; 1,129 1.946 25 221 322 543 New Mexico . 3 25 18 43 6 59 75 134 2 4 5 9 Arizona . . ... 1 3 15 12 27 4 32 33 65 Utah . . ! 4 44 36 80 6 131 185 316 3 22 23 48 Nevada _ _ 8 60 97 157 8 76 104 180 Idaho.. . . . . I 1 9 16 8 86| 134 220 3 19 21 40 Washington . . 12 83 88 171 71 757; 1.061 1,818 8 29 53 82 Oregon .. . . . 5 104 168 272 47 435 521 956 11 84 86 170 California _ | 96 1.031 1 944 1,975 i 51 1,003 1.133 2.138 2 9 6 , -15 1830 EDUCATION REPORT, 1903, Table 7. — Public high schools — Number of secondary students pursuing certain studies in 1902-3. State or Territory. Physiology. Psychology. Rhetoric. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. , Female. Total. United States . 4,643 60,931 83,760 144,691 801 3,184 I 6,223 9,407 5,959 107,348159,482 266, 830 North Atlantic Division 1,075 20, 727 28,613 49,340 151 465 1,461 1.926 1.366 36,571 53,712 90.283 South Atlantic Division 297 3, 728 4,813 8,541 54 242 459 701 373 3,984 6.488 10, 472 South Central Division. 575 7, 775 10.385 18,160 140 608 1.008 1.616 648 7,489 13,268 20,757 North Central Division. 2,581 27,348 38,172 65.520 435 1, 772 3; 122 4,894 3,246 51.600 74, 455 126.055 Western Divisiou . 115 1,353 1.777 3, 130 2! 97 173 270 326 7,704 11,559 j 19,263 N orth Atlantic Division: Maine . . 86 622 744 1.366 18 57: 116 173 123 1.369 1.935 1 3,304 N ew Hampshire _ 21 104 124 228 4 13 19 32 47 806 1.070 1,876 Vermont _ _ 29 166 237 403 19 41 122 ■163 60 528 802 1 1,330 Massachusetts _ 148 2,796 2,893 5,689 6 ■ 18 33 51 218 9.726 11.963 i 21,689 Rhode Island.. _ 9 33 121 154 2 2 11 13 20 1.008 1,277 ■ 2,285 Connecticut . . 36 252 493 . 745 1 8 18 26 70 3,008 3.647 6, 655 New \ork-. . . 387 10,46614,292 24,758 55 ! 127 703 830 332 12,041 19,349 31,390 New Jersey . 63 1,341 1.993 3,334 4 ! i 68 69 90 2.371 3,588 ; 5,959 Pennsylvania . . . 296 4,947 7,716 12,663 42 198 371 569 406 5,714 10,081 15,795 South Atlantic Division: Delaware . 10 212 321 533 5 10 23 33 14 150 233 383 Maryland . _ 35 397 506 903 4 60 52 112 42 665 417 1,082 District of Columbia _ 1 98 240 338 Virginia . . 43 591 . j 655 : 1,246 5 26 60 86 54 731 1.196 1,927 W est V irginia. . . 17 176 221 397 2 1 12 13 25 173 294 467 N orth Carolina . . . 28 460 ' 555 1,015 2 12 12 24 32 314 479 793 South Carolina _ 51 478 771 ! 1,249 6 12 79 1 91 70 496 815 | 1.311 Georgia . . . 88 1.074 ! 1,376 2. 450 11 43 75 118 102 1,060 2.298 i 3,358 Florida . . 25 340 408 '748 19 78 146 224 33 297 516 813 South Central Division: 1 Kentucky . . 69 988 ! 1,302 2,290 21 119 251 370 72 1.126 2.349 ' 3,475 Tennessee . . 74 923 1,243 2, 166 8 25 33 58 89 846 1,519 2,365 Alabama. . . 56 808 997 1,805 6 30 65 95 55 632 1.238 1,870 Mississippi . 87 999 1,501 2,500 9 38 86 124 75 639 1,205 1.844 Louisiana _ 30 526 637 1, 163 8 32 44 76 38 542 1,202 1.744 Texas. . . 202 2,815 3,826 6.641 69 275 ! 436 711 254 3,131 4,858 7.989 Arkansas _ _ _ 44 521 664 1,185 6 33 i 26 59 42 310 553 863 Oklahoma . . 7 128 355 283 11 45 63 108 16 232 274 506 Indian Territory _ 6 67 60 127 j 2 11 4 15 7 31 70 101 North Central Division: Ohio . . 590 5,974 8,078 14,052 ! ■ 71 265 : 392 657 626 8,257 10,942 19, 199 Indiana . . 197 1,471 1,884 3,355 ! 43 288 | 379 667 442 7,794 10.368 18,162 Illinois ... . . 302 5.245 7,393 12,638: ! 17 52 146 198 345 9,169 14,007 23,176 Michigan _ _ 299 21434 3,424 5,858 | 28 88 201 289 330 4, 554 6,320 10.874 Wisconsin. _ . 210 1,905 2,652 4, 557 | 156 516 916 1,432 | 175 2,146 2,814 4,960 Minnesota . . . 76 615 1,022 1,637 1 2 30 46 76 133 3.556 5,389 8,945 Iowa.. _ 276 3,086 4.155 7,241 : 18 60 99 159 332 5,083 7,283 12,316 Missouri _ 187 2.538 3,563 6.101 42 202 402 604 251 4,399 7.057 11,456 North Dakota _ 15 145 230 375; 2 4 9 13 30 267 449 716 South Dakota . . 39 405 i 578 983 4 3 21 24 65 548 754 1,302 Nebraska . . 212 1,711 1 2,620 4,331: 6 12 51 63 272 3.012 | 4,726 7.738 Kansas . . . . . . 178 1,819 2,573 4,392 46 252 460 712 245 2,865; : 4,346 7,211 Western Division: I Montana _ . 13 144 ! 201 345 22 438 719 1,157 Wyoming. _ .. 4 17 20 37 8 52 71 123 Colorado . . . . I 17 199 ! 237 436 9 50 86 136 51 l,457i 2,089 3,546 New Mexico . . ... 5 37 40 77 1 0 1 1 8 105 121 226 Arizona, . . 2 6 12 18 4 29 34 63 Utah . . i 6 81 1 95 176 3 21 41 62 6 136 222 358 Nevada . 8 94 127 221 9 120 205 325 Idaho . 3 23 33 56 1 2! 8 10 10 99 125 224 Washington _ 26 392 523 915 4 16 21 37 60 943 1,565 2,508 Oregon . . 22 218 257 4751 2 6 11 17 39 473 748 1,221 California . 9 142 232 374 1 1 1 5 7 109 3.852 5. 660 9,512 SECONDARY SCHOOLS 1831 Table 8. — Public high schools — Number of secondary students pursuing certain studies in 1902-3. State or Territory. English literature. History. Civics. Schools re¬ porting. Male. Female. Total. u fci> Vj £ o’-p aa Male. Female. Total. ® . il A c c’-H o u OQ Male. Female. Total. United States . . . 5,732 112,487 168,616 281,103 6,011 92,806 139,633 232,439 5, 405 49,153 68,417 117,570 N. Atlantic Division-. 1.291 41. 545 60,373 101.918 1,399 30.379 44.110 ! 74.489 1,307 13,368 18.808 32.174 S. Atlantic Division .. 340 5.991 10,166 16. 157 382 5, i 5 ; 9.607 i 15,382 261 j 2.445 3. 385 5.830 S. Central Division ... 545 6.209 10,581 16.790 595 7.531 ! 12 943 | 20.474 561 5,800 8.106 13,906 N. Central Division. .. 3,213 •48. 133 71.849 119. 982 3, 288 41.158 60.253 101,411 3,014 25,204 34. 565 59.769 Western Division . 343 10.609 15.647 26.256 346 j 7,963 12.720 , 20,683 262 2,338, 3,553 5,891 N. Atlantic Division: i Maine . . _ 121 1.525 2. 185 3, 710 124 ! 1,568 2,130 3.698 103 628 884 1,512 New Hampshire .. 44 932 1,241 2, 173 50 | 753 954 1. 707 34 150 167 317 Vermont _ 55 507 728 1.235 60 556 777 ! 1,333 53 349 480 829 ' Massachusetts _ 223 12. 722 16,866 29.588 232 j 8,462 11,132 I 19,594 185 : 2,024 2.496 4,5:20 Rhode Island . 21 1.47C 1.989 3, 459 22 757 1. 160 , 1.917 1 I9 227 323 550 Connecticut . 69 2,951 3,582 6.533 ! 72 1,503 2.098 ; 3,601 : 62 578 733 1.311 New York . . 253 11.853 17.694 29,547 871 9.F3 13.339 ! 22,512 364 4,118. 6.103 10:221 New Jersey . . 87 2.85 2 4.538 7.390 90 . 1.908 2, 958 ! 4,866 73 905 1.120 2.025 Pennsylvania _ 413 6,733 11,550 18,283 : 378 ; 5,689 j 9,562 : 15.261 414 4.387 6.502 ; 10:889 S. Atlantic Division: ' • • Delaware . - 12 121 221 342 14 190 298 488 12 92 177 269 Maryland _ 47 1,471 2.169 3.640 45 1,202 1,646 i 2,848 44 ' 541 ( 763 1,304 Dist. Columbia _ 7 1.264 1.977 3.241 7 525 930 j 1,455 2 18 10 28 Virginia _ 50 554 1,021 1,575 51 835 1,453 i 2.288 36 269 844 613 West Virginia _ I 25 214 428 642 28 270 419 '689 26 178 1 260 438 North Carolina ... 29 764 1.051 1.815 28 503 730 1,233 21 313 408 721 South Carolina .. _ 55 528 996 1,524 74 | 752 1,154 1.908 46 358 530 888 Georgia . . 87 804 1,838 2.642 99 1,153 2,372 3,525 43 410 505 915 Florida . . . . . . j ' 28 271 465 736 36 ! 345 605 950 ; 31 266 1 388 654 S. Central Division: Kentucky _ _ ! 67 1,254 1,858 3,112 62 1 1,000 1,976 2.976 I 63 805 1 986 1,791 Tennessee _ ; 60 575 995 1.570 69 856 1, 425 2,281 ! 61 502 | 712 1,214 Alabama . . . ! 52 402 981 1,383 49 540 955 1.495 33 279 480 759 Mississippi _ j 64 676 1,099 1 . 775 73 j 710 ! L177 1.887 1 77 696 1,133 1,829 Louisiana _ | 42 548 1,107 1,555 41 1 677 j 1,417 2.094 33 280 485 765 Texas . . i 201 2.143 i 3,504 5.647 244 3,210 ! 5,149 8,359 23 2 2,506 3,431 5,937 Arkansas. . . ! 37 375 610 985 32 | 323 574 897 i 38 445 528 973 Oklahoma _ ... 18 218 398 616 19 148 264 352 ! 18 221 275 496 Indian Territory __ 4 18 29 47 6 67 66 133. 6 66 76 142 N. Central Division: Ohio . 602 9,794 13,167 22,961 624 6,468 9.080 15, 548 637 5, 135 6,470 11,605 Indiana . 475 8,138 10, 731 18. 869 453 6.035 1 7,959 13.994 308 2,210 2.735 4.945 Illinois- ... _ a5i 9.763 16, 126 25,889 355: 6.020 9,386 15,406. 278 2.519 3,624 e; 143 Michigan _ i 313 3,210 5,068 8,278 348 4.782 6,992 11.774 324 2.451 3.539 5.990 Wisconsin. _ 198 2. 101 3. 145 5.246 214 2.344 3,341 5.685 206 1, 747 2.482 4,229 Minnesota . . ' 126 1,630 2,606 4,236 133 2,559 4.226 6,785' 104 792 1.134 1.926 Iowa _ _ _ _ 314 4,558 6,828 11,386 322 3,986 5, 578 9. 564 303 3,163 4.206 7.369 Missouri _ , 265 2,851 4,538 7,389 278 4.214 6.329 10,543 232 1,985 2,771 4,756 North Dakota _ 29 213 423 6:36 25 186 as2 518 21 120 174 294 South Dakota . ... ! 61 430 649 1.079 65 563 800 1.363 67 430! 645 1.075 Nebraska _ 256 3,216 5,016 8.232 252 1.911 3. 124 5.035 308 2,218 3.275 5,493 Kansas _ 223 2, 229 3,552 5,781 220 2,090 3, 106 ; 5,196 226 2.434 3,510 5,944 W estern Division: Montana . . 21 261 449 712 21 490 877 1,367 18 99 176 275 Wyoming . . 9 63 80 143 8 55 107 162 8 46 83 129 Colorado ... _ 1 50 1.964 2,935 4.929 49 1,768 2,536 4.304 34 ai9 573 9.32 New Mexico. . 8 69 76 145 9! 107 122 229 4 52 47 99 Arizona . . . 3 80 100 180 i 17 24 41 4 27 37 64 Utah . 5 205 264 469 6 159 230 3S9 5 64 87 151 Nevada . . . 9 152 248 400 9 119 199 318 8 61 122 183 Idaho . . . 9 110 172 282 9 95 125 220 6 95 114 209 Washington . ! 68 1,067 1,714 2,801 62 889 1.401 2.290 38 294! 483 777 Oregon . . 33 377 548 925 47 645 1,091 1,736 24; 210; 375 585 California . . . I 128 6,239 9,031 15.270 124 3,619, 6,008 9,627 H 1,031; 1 1,456 2,487 1832 EDUCATION REPORT, 1903, Table 9. — Public high schools — Proportion of male and female students , per cent of students pursuing certain courses, per cent of graduates, etc., in 1902-3. Per cent of total number. Per cent State or Territory. Total secondary students. Male. Female. College classical prepara¬ tory students. College scientific prepara¬ tory students. - Grad¬ uates in 1903. of grad¬ uates prepared for col¬ lege. United States . ^ 592,213 41.50 58.50 5.21 4.61 11.82 32. 70 North Atlantic Division ... 193,831 42.55 57.45 7. 61 4.87 11.78 28. 97 South Atlantic Division _ 30, 176 39.01 60.99 4.99 2. 78 11.28 28. 55 South Central Division _ 46,014 40. 10 59.90 5.54 3.33 8.93 32.40 North Central Division _ 283,014 41.34 58.66 3. 74 4.64 12.50 34.20 Western Division _ 39,178 41.08 58.92 3. 72 5.98 10. 86 43. 86 North Atlantic Division: Maine . . . . 8,954 42. 83 57. 17 8.07 4.74 13.49 29.96 New Hampshire . 3,953 43. 33 58. 67 5.01 8.32 14. 87 41. 50 Vermont . 3, 816 42.30 57.70 6. 47 9.20 13. 81 37.95 Massachusetts . . 40,820 44. 41 55. 59 13.41 5.58 14.48 29.88 Rhode Island . . 3,747 42. 97 57. 03 20.18 2.83 11.88 32.58 Connecticut . 8,911 44.73 55.27 5.43 6.04 15.23 26.90 New York _ 72,942 43. 27 56. 73 7.11 5. 18 7.95 33.39 New Jersey. . 13,028 41.33 58. 67 3.42 3.87 12.48 21.77 Pennsylvania . . 37,660 38.85 61.15 3.26 3.01 14.29 23. 14 South Atlantic Division: Delaware . . 1-255 39. 52 60.48 2.95 3.11 11.87 10.74 Maryland _ 4,944 40.21 59. 79 1.36 1.76 10.52 27. 11 District of Columbia . . . 3, 482 37.88 62. 12 4.88 6.81 14.73 20. 47 Virginia . . . 4,459 37. 92 62. 08 2. 83 1.48 10. 73 18. 75 West Virginia . . 1,750 38. 74 61.26 1.71 1.60 14.06 10.98 North Carolina _ 2, 473 42.70 57.30 5.46 1.29 9.30 56.09 South Carolina . 3,663 41.25 58.75 7.94 2. 57 12.01 45.00 Georgia . . 6,345 37.51 62.49 8.23 2.85 10.56 31.34 Florida . . 1,805 36. 18 63.82 7.09 4. 21 8.64 35.90 South Central Division: Kentucky . 6,419 40.18 59.82 6.18 3.91 12.07 22. 45 Tennessee.. . 5,145 38. 97 61.03 5.46 1.81 9.04 24.09 Alabama . . . 3,992 37.95 62.05 4.86 2.63 9.32 28. 49 Mississippi . . 4,300 41.23 58. 77 6.35 3. 77 8. 91 42.04 Louisiana . 3,568 41. 37 58.63 3.28 2. 75 9.84 39.03 Texas . 17,990 40. 27 59. 73 6.02 3. 79 7.64 36.97 Arkansas . . 2,638 39.20 60.80 5.95 3.30 9.17 43.80 Oklahoma. . . 1,588 41.56 58.44 2.52 3.09 7.48 20. 17 Indian Territory . 374 44. 12 55.88 2. 41 1.60 8.02 13.33 North Central Division: Ohio . 47,586 43.62 56.38 5. 16 6.48 12.78 31.84 Indiana . . . . 30, 773 43.17 56. 83 3. 94 3.50 12.95 27.98 Illinois . 43,295 39.68 60.32 3.44 4.70 12.41 32.49 Michigan . . 30,998 41. 62 58.38 1.96 6. 29 11.97 35. 37 Wisconsin . 21,226 41.63 58.37 4.00 3.58 12. 77 30. 37 Minnesota . . . 16,529 40. 17 59.83 1.18 8. 27 12.35 55.09 Iowa . 29,976 41.48 58.52 3. 79 3. 83 12. 50 35.24 Missouri . . 23,544 39. 19 60.81 4.04 2. 48 10.21 30.52 North Dakota . 1,629 39. 35 60. 65 1.96 4.42 11.17 53.30 South Dakota . 3,458 41.87 58.13 2 89 1.97 13.62 34.18 Nebraska . . 16,331 40. 14 59.86 3! 62 2. 72 15. 03 32. 72 Kansas _ _ 17,669 40. 10 59.90 5.52 3.04 12. 56 41.76 Western Division: Montana . . . 2,000 38. 10 61.90 5.65 4.25 10.00 43.00 Wyoming... . 430 39. 77 60.23 2.33 0.93 10.23 27.27 Colorado . . . 7,305 40.84 59. 16 3.89 7.26 10. 83 42. 86 New Mexico . 526 48.48 51.52 0.95 5.70 6. 84 58.33 Arizona . 236 46.61 53.39 0. 00 6.36 10.59 64.00 Utah . . 1,394 39.53 60. 47 2.87 2. 80 9.97 50.36 Nevada . 400 38.00 62.00 0. 50 1.00 16.00 26.56 Idaho . . 590 42. 71 57. 29 5.76 3.39 12. 71 48.00 Washington . . . 5,534 39. 68 60.32 7.06 5.11 10.41 31.94 Oregon . . . 2,875 40. 56 59.44 3.06 3. 10 14.99 25.06 California . 17,888 41.91 58.09 2.75 6.95 10.47 52. 16 SECONDARY SCHOOLS, 1833 Table 10. — Public high schools — Percentages of secondary students pursuing certain studies in 1902-3. Per cent of total secondary students. State or Territory. Latin. Greek. French. 1 Ger- I man. j Alge¬ bra. Geom¬ etry. Trigo¬ nome¬ try. As¬ tron¬ omy. Phys¬ ics. United States . 50.31 2.03 8.52 17.63 57. 55 28.17 1.86 1.65 16. 55 North Atlantic Division . _ 47.60 4.33 18.81 22.40 51. 66 27.67 1.88 2.28 14. 65 South Atlantic Division. . _ 63.44 1.48 8.02 j 10. 25 68. 73 28. 87 4. 19 1.67 20.26 South Central Division . . . 54.19 1.48 3.86 5.18 71.90 29.52 3.92 1.54 21.84 North Central Division . . . 50.04 0. 65 2.58 17.49 57. 98 27.80 1.12 1.37 16.69 Western Division . 50.98 1.72 6.45 15.40 58.10 31.27 2.83 0.78 15.86 North Atlantic Division: Maine _ _ 49. 15 6. 45 29.20* 3.84 54. 61 29.77 0.52 6.76 16.03 New Hampshire _ 54.44 5. 74 40.32 5.41 i 46.24 31.55 j 2.12 4. 25 20. 77 Vermont . . 43. 19 5.58 20.49 7.02 46.41 25.45 0.21 5.77 13.29 Massachusetts . . 43.12 7.52 40.43 14.99 45.04 27.06 ! 1.29 2.84 17.31 Rhode Island . _ 46.14 7.71 28.24 19.80 51.61 29.89 j 1.50 3.28 20.39 Connecticut . . . 49.19 6.49 17.27 25.33 49.98 29.23 2.09 2.68 14.30 New York _ 45. 36 3. 16 13.76 27.51 , 45.60 26.00 2.06 1. 14 10.05 New Jersev.. . 44.94 2.49 7.50 37.44 64.28 26.59 2.18 3.37 15.61 Pennsvlvania . 56.86 2. 17 3.58 22.63 67.01 30.66 | 2.54 1.66 19.03 South Atlantic Division: Delaware . 84.54 0.00 4.62 j 13.94 73.94 31.31 j 0.00- 3.27 30.84 Marvland _ 65. 15 0. 99 12. 72 i 32.62 69.42 50.71 t 8.03 3.16 16.46 District of Columbia . . 39. 55 2.58 8.85 i 20.62 28. 14 24.47 5.69 0.00 21.65 Virginia . . . . . 59. 75 | 0.09 8.88 j 7.24 70.46 23.35 3. 77 1.10 25.72 West Virginia . . . 41.60 i 0.00 0.00 5. 66 64.11 24.29 0.23 0.97 15.49 North Carolina . 74.04 I 4.29 8.69 ! 0.20 77.68 22.48 0.24 0.08 16.50 South Carolina . . 76.52 i 1.61 8.47 2.35 77. 45 20.78 I 2.54 1.91 17.39 Georgia . . 76.17 ; 1.95 7.42 j 0.60 80.54 28.24 | 4.85 1.72 20.80 Florida ... . . 56.95 ] 0.83 1.66 1.99 70.30 21.27 ; 5.10 3.32 20. 89 South Central Division: Kentucky. . . . 61.27 2.94 8.10 13.24 60.07 28.95 ’ 6.62 2.73 20.02 Tennessee . . . 50.67 ; 0.54 0.74 2.31 77. 22 29.91 1.05 1.94 18.41 Alabama _ _ _ 58.14 i 0.95 2.38 ' 2.66 75. 78 35.45 5.14 1.83 21.87 Mississippi _ 59. 58 | 4.67 0.33 1 1.05 76.95 16.42 : 1.09 3. 56 31.65 Louisiana . . 36.80 1.21 25.53 ! 0.00 60.26 30.04 2.07 2.13 21.64 Texas . 52.96 ! 0.71 0.70 5.20 75. 47 : 33.37 4.85 0.58 22. 57 Arkansas . . . 58.72 1.21 2.73 j 7.62 75. 66 , 25.09 ; 4.51 0.34 17. 10 Oklahoma . 5S.36 1.39 0.00 8.00 62.03 i 16.25 0.00 1. 13 14.99 Indian Territory . 60.43 0.00 0.00 0.00 57.75 1 18.72 : 2.14 0.00 16.58 North Central Division: Ohio _ _ _ 55. 53 1.02 2.35 ! 14.93 60.38 1 27.09 ! 1.40 3.12 17.64 Indiana . . 63.77 0.19 0.58 i 17. 54 61.53 | 31.11 0. 85 0.28 17. 79 Illinois . . . 49.94 1 0.67 5. 94 20.09 54. 08 ! 26.68 0.99 1. 72 14.73 Michigan _ 34. 84 0.55 4. 19 19.94 56. 08 j 21.16 0.97 0. 71 15.54 Wisconsin . . 22. 64 i 0.60 0.05 24.60 44.63 24.28 0.73 0.00 14.27 Minnesota _ _ _ 57. 14 0.33 6.03 | 26.77 50.93 35.43 0.60 0.67 15.38 Iowa . . . 49.78 0. 18 0.49 ■ 13.89 56.78 1 27.18 0.63 1.82 17.67 Missouri . . . . 49.92 1.82 3. 16 14.28 67.92 28.33 2.54 0.62 15.36 North Dakota . . 68.57 0.00 1.72 ! 14. 12 55. 68 24.86 0.00 0.00 16. 15 South Dakota . 44.91 0.26 0.35 1 8.70 59.69 ! 27.59 0.72 1.27 i 15.73 Nebraska . 59. 51 0.47 0.81 11.54 68.00 36.34 1.41 0.97 i 20.27 Kansas . . 55.60 0.43 0.40 14.36 60.37 i 28.17 1.18 1.82 | 20.18 Western Division: Montana . . 49.15 0.00 6.40 ' 13.60 62.00 ; 33.30 1.95 0.00 14.65 Wyoming . . . 63.26 ! o.oo 0.00 j 12.79 60.70 i 18.60 0.00 4.19 12.09 Colorado _ 59. 66 ! 3.00 5.57 ; 24.38 56.21 i 34.95 2.51 2.01 19.63 New Mexico _ 39.16 0.57 0.76 : 3.23 69. 77 ! 23.95 3.61 0.19 12.55 Arizona . . . . . 43.64 1.27 0.42 6.78 60. 17 1 21.61 5.51 0.00 10.59 Utah . . 37.09 2.15 15.27 i 26.33 38.24 19.30 4.45 0.00 9.04 Nevada _ 66.25 0.00 4. 75 0.00 82.00 ' 59. 50 0.00 5.25 33.00 Idaho . . . 51.36 0.00 0.00 6.61 62.03 I 22.54 1.02 6.44 18. 64 W ashington _ ... 51.03 0.70 5.85 17.24 59. 47 ! 32.27 1.14 0.51 15.85 Oregon _ _ _ 31.10 0.00 0. 17 7.17 70.09 1 25.84 0. 73 1.18 13. 11 California . . 51.71 ! 2.12 7.97 13.01 56.55 31.34 3.92 0.10 ‘ 15.22 1834 EDUCATION REPORT, 1903, Table 11. — Public high schools — Percentages of secondary students pursuing certain studies in 1902-3. Per cent of total secondary students. State or Territory. Chem¬ istry. Physi¬ cal geog¬ raphy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. Rhet¬ oric. Eng¬ lish litera¬ ture. His¬ tory. United States . . . 7.26 22.25 2.91 24.43 1.59 45.06 47.46 39.25 North Atlantic Division .. 8.06 15.43 4.24 25.45 0.99 46.58 52. 58 38.43 South Atlantic Division . _ 7.52 30. 78 1.80 28.30 2.32 34.70 53. 54 50. 97 South Central Division ... 5.98 34.11 4.95 39.47 3.51 45.11 36.49 44. 50 N orth Central Division . . . 6.60 24.23 1.85 23.15 1.73 44.54 42.39 35. 83 Western Division . 9. 41 21.18 2.38 7.99 0.69 49. 17 67.02 52.79 North Atlantic Division: Maine . . 9.71 15.81 7.58 15. 26 1.93 36.90 41.43 41.30 New Hampshire. . 11.38 9.66 4.83 5. 77 0. 81 47.46 54. 97 43. 18 Vermont . . . 7.60 25.05 7.34 10.56 4.27 34.85 32.36 34.93 Massachusetts . 10.90 6.39 2.54 13.94 0.12 53. 13 72.48 48.00 Rhode Island _ 13.00 8.41 0.45 4. 11 0.32 60.98 92.32 51.16 Connecticut . . . 8.17 14.26 4.46 8.36 0.29 74. 68 73.31 40.41 New York. . . 6.39 13.51 3.74 33.94 1.14 43.03 40. 51 30. 87 New Jersey _ _ 10.39 15.57 4. 12 25. 59 0.53 45.74 56.72 37.35 Pennsylvania . 6.19 29.43 6.26 33.62 1.51 41.94 48.55 40.52 South Atlantic Division: Delaware . 12.35 41.59 0.00 42.47 2.63 30.52 27. 25 38.88 Maryland _ 5. 18 27.99 0.00 18.26 2. 27 21.89 73. 62 57.61 District of Columbia . . 14.50 15.08 0.00 0.00 0.00 9. 71 93.08 41.79 Virginia . . 10.09 30.50 1.52 27. 94 1.93 43. 21 35.32 51.31 West Virginia . . 4.74 30.11 1.83 22. 68 0. 74 26.69 36.69 39. 37 North Carolina . . 3.15 37.89 0.00 41.04 0.97 32.07 73.39 49. 86 South Carolina _ 1.94 36.94 2.05 34. 10 2.48 35.79 41.61 52.03 Georgia . . Florida . . 7. 77 32.89 4.00 38.61 1.86 52. 92 41.64 55. 56 9.92 32.80 6.26 41.44 12.41 45.04 40.78 52. 63 South Central Division: | Kentucky . . 8.41 21.44 2.37 35.68 5.76 54. 14 1 48.48 46.36 Tennessee . 2.58 27. 74 12.07 42.10 1.13 45.97 1 30.51 44.33 Alabama _ _ 4.98 29.71 4.63 45.22 2.38 46. 84 34.64 37.45 Mississippi . 2.63 41.42 9.19 58.14 2.88 42. 88 41.28 43.88 Louisiana . 12. 58 36. 83 4.65 32.60 2. 13 48. 88 ! 46.38 58.69 Texas. . . 5. 87 40.24 2.82 36.91 3.95 44. 41 | 31.39 46.46 Arkansas . . 4 89 32. 79 8.45 44.92 2.24 32. 71 37.34 34.00 Oklahoma . . 6.17 24.62 0.63 17.82 6.80 31.86 38.79 22.17 Indian Territory . . 9.63 30.48 4.28 33.96 4.01 27.01 12.57 35.56 North Central Division: Ohio . . 5. 46 25.33 2.80 29.53 1.38 40.35 48.25 32. 67 Indiana . 6.75 23. 61 1.45 10.90 2. 17 59.02 61.32 45. 47 Illinois _ _ _ 6.84 26.12 1.17 29.19 0.46 53.53 59. 80 35.58 Michigan . 10.05 18.03 1.93 18.90 0.93 35.08 26.71 37.98 Wisconsin . . . 3.06 32.46 0.26 21.47 6. 74 23.37 24.72 26. 78 Minnesota . _ 10.25 7.06 1.18 9.90 0.46 54. 12 25.63 41.05 Iowa. . ... ... 3. 61 24. 12 2.91 24.16 0. 53 41.09 37.98 31.91 Missouri . . 7. 78 20.00 1.31 25.91 2.57 48.66 31.38 44.78 North Dakota . . 3.50 13.75 2.58 23.02 0.80 43. 95 39.04 31.80 South Dakota _ 4.66 35.31 3. 76 28.43 0.69 37.65 31.20 39.42 N ebraska _ 8.28 32.39 1.48 26. 52 0.39 47.38 | 50. 41 30.83 Kansas. . . . 6.25 31.91 2.88 24. 86 4.03 40. 81 32.72 29.41 Western Division: Montana . 7.95 22.10 0.50 17.25 0.00 57.85 35.60 68.35 Wyoming.. . . . 3.72 19. 77 3.72 8.60 0.00 28.60 | 33.26 37. 67 Colorado . . . . 10.54 26.64 7.43 5.97 1.86 48.54 ' 67.47 58.92 N ew Mexico . . . 8.17 25.48 1.71 14.64 0. 19 42. 97 27.57 43. 54 Arizona _ _ 11.44 27.54 0.00 7.63 0.00 26.69 76. 27 17.37 Utah . . 5.74 22.66 3.44 12.63 4.45 25.68 33. 64 27.90 Nevada . 39.25 45.00 0.00 55. 25 0.00 81.25 100.00 79.50 Idaho . . 2. 71 37.29 6.78 9.49 1.69 37.97 47.80 37.29 Washington . 3.09 32.85 1.48 16. 53 0.67 45.32 50.61 41.38 Oregon. . . 9.46 a3.25 5.91 16.52 0.59 42. 47 32.17 60.38 California . 11.04 11.94 0.08 2.09 0.04 53.18 85.36 53.82 Civics. 19.85 16.60 19.82 30.22 21. 12 15.04 16.89 8.02 21.72 11.07 14.68 14. 71 14.01 15.54 28.91 21. 26. 0. 13. 25. 29. 24. 14. 36. 27. 23. 19. 42. 21. 33. 36. 31. 37. 24. 16. 14. 19. 19. 11. 24. 20. 18. 31. 33. 64 33. 64 13.75 30.00 12. 76 18.82 27.12 10.83 45.75 35. 42 14.04 20.35 13.90 OOWOT^OOCOHQO: COrOOOQ^CnOOiCO ■ O OO CD t>© ^WCCOl^WHOO COCC^OtCOCHOQDCO SECONDARY SCHOOLS, 1835 Table 12. — Statistics of public high schools in cities of S ,000 population ancl over, 1902-3, State or Territory. Schools. Secondary instructors. Secondary students. Male. Female. Total. Male. Female, j Total. United States . . 782 3,860 5^823 9,683 113,952 164,324 278,276 North Atlantic Division . 801 1,658 2,646 4.304 53,341 70, 179 123,520 South Atlantic Division . 65 238 334 572 5,116 9,399 14, 515 South Central Division . 99 261 308 569 5, 476 10,872 16, 348 North Central Division . . 271 1,413 2,164 3,577 41,789 62,090 103, 879 Western Division . 46 290 371 661 8,230 11, 784 20,014 North Atlantic Division: Maine . . . . . 41 31 68 99 1,163 1,604 2, 767 New Hampshire . 9 25 52 77 848 1,143 1,991 Vermont . . . 3 10 17 27 321 434 755 Massachusetts. _ _ 81 450 725 1,175 13, 795 16,706 30,501 Rhode Island . . 12 65 77 142 1,376 1,797 3, 173 Connecticut . 211 88 169 257 2,955 3,366 6,321 New York . 69 548 931 1,479 21,324 26,892 48, 216 New Jersey . 80 143 240 383 3,964 5,546 9,510 Pennsylvania . . . 65 298 367 665 7,595 12,691 20,286 South Atlantic Division: Delaware . 1 9 13 22 269 412 681 Maryland . . . . . . 10 56 55 111 1,177 1,791 2,968 District of Columbia . 7 77 104 181 1,319 2, 163 3,482 Virginia . . 15 32 59 91 • 862 1,850 2, 712 West Virginia . . 6 13 12 25 257 394 651 North Carolina . 6 11 16 27 383 514 897 South Carolina . 6 16 18 34 297 520 817 Georgia . 9 17 43 60 421 1,425- 1,846 Florida . . . 5 7 14 21 131 330 461 South Central Division: Kentucky . 19 63 67 130 1,369 2,216 3,585 Tennessee . . . 14 26 47 73 638 1,547 2,185 Alabama . 10 15 31 46 394 826 1.220 Mississippi . 5 6 13 19 219 524 743 Louisiana . . 6 21 38 59 401 906 1,307 Texas . 33 93 86 179 1,816 3,669 5. 485 Arkansas . ■ 8 20 17 37 368 775 1,143 Oklahoma . . 4 17 9 26 271 409 680 Indian Territory . North Central Division: Ohio . 53 262 352 614 7,938 10,332 18, 270 Indiana . 37 186 194 380 4,509 6,507 11,016 Illinois . 50 327 430 757 8,285 13, 737 22,022 Michigan . . . 33 154 301 455 5,244 7,381 12, 625 Wisconsin 27 109 182 291 3,224 4,479 7,703 Minnesota . 14 76 192 268 3,265 4,680 7,945 Iowa . . . 21 89 173 262 2,840 4,357 7,197 Missouri . . 19 142 168 310 3,358 5,829 9,187 North Dakota . 1 5 6 11 119 143 262 South Dakota. . 1 1 7 8 104 166 270 Nebraska . . . 3 24 71 95 1,225 1.738 2,963 Kansas . . . 12 38 88 126 1,678 2. 741 4,419 Western Division: Montana . . . 3 10 22 32 298 501 799 Wyoming _ _ 1 0 5 5 38 71 109 Colorado . . 10 74 84 158 ! 1,630 2,441 4,071 New Mexico . . Arizona . . . . . Utah.. _ _ _ 3 21 23 44 462 745 1,207 Nevada _ _ Idaho . . 1 5 1 6 93 111 204 Washington . . . . 7 45 61 106 1 1,294 1,947 3,241 Oregon . . . 2. 10 16 26 376 690 1,066 California . . . 19 125 159 284 1 4.039 5,278 9,317 1836 EDUCATION REPORT, 1903, Table 13. — Statistics of public high schools outside of cities of 8,000 popidation and over, 1902-3. 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 . Schools. Secondary instructors. Secondary students. Male. Female. Total. Male. Female. Total. 6,018 7,946 6,720 14,666 131,819 182,118 313,937 1,255 1,467 2,007 3,474 29, 124 41,187 70,311 372 485 246 731 6,656 9,005 15,661 639 876 514 1,390 12,975 16,691 29,666 3,417 4,592 3,464 8,056 75,199 103,936 179,135 335 526 489 1,015 7,865 11,299 19, 164 131 139 127 266 2,672 3,515 6,187 46 48 70 118 865 1,097 1,962 60 60 73 133 1,293 1,768 3,061 159 179 359 538 4,334 5,985 10,319 10 12 15 27 234 340 574 56 51 94 145 1,031 1,559 2,590 338 397 829 1,226 10,241 14,485 24,726 67 78 159 237 1,420 2,098 3,518 388 503 281 784 7,034 10,340 17,374 13 14 13 27 227 347 574 40 64 22 86 811 1,165 1,976 0 0 0 0 0 0 0 47 53 34 87 829 918 1,747 24 42 16 58 421 678 1,099 28 34 32 66 673 903 1,576 78 95 48 143 1,214 1,632 2,846 106 134 58 192 1,959 2,540 4,499 36 49 23 72 522 822 1,344 59 74 54 128 1,210 1,624 2,834 82 96 50 146 1,367 1,593 2,960 61 80 68 148 1,121 1,651 2, 772 93 98 86 184 1,554 2,003 3,557 38 64 51 115 1,075 1,186 2,261 240 373 157 530 5,428 7,077 12,505 42 50 26 76 666 829 1,495 16 29 16 45 389 519 908 8 12 6 18 165 209 374 668 922 385 1,307 12,820 16,496 29,316 473 756 276 1,032 8,775 10,982 19, 757 328 488 457 945 8,895 12,378 21,273 331 408 449 857 7,656 10,717 18,373 193 267 320 587 5,613 7,910 13, 523 132 164 282 446 3,374 5,210 8,584 324 403 547 950 9,593 1J, 186 22, 779 275 375 219 594 5,870 8,487 14,357 30 33 44 77 522 845 1,367 74 88 62 148 1,344 1,844 3,188 as3 364 217 581 5,330 8,038 13,368 256 326 206 532 5,407 7,843 13.250 20 30 32 62 464 737 1,201 8 13 5 18 133 188 321 44 88 75 163 1,353 1,881 3,234 9 18 13 31 255 271 526 4 7 7 14 110 126 236 4 7 6 13 89 98 187 9 12 7 19 152 248 400 9 15 9 24 159 227 386 69 87 62 149 902 1,391 2,293 48 55 31 86 790 1,019 1,809 111 194 242 436 3,458 5,113 8,571 SECONDARY SCHOOLS, 1837 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, 1902-3. State or Territory. Number of schools reporting date of establishment. Number established prior to 1891. Average teachers to a high school. Average students to a teacher. Average students to a school. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. In cities of 8,000 popu¬ lation and over.. In schools not in cities of 8,000 and over. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. United States _ 4, 774 2,636 12.4 2.4 28.7 21.4 355.9 52.2 N orth Atlantic Division . 1,088 597 14.3 2.8 28.7 20.2 410.4 56.0 South Atlantic Division. 304 154 8.8 2.0 25. 4 21.4 223.3 42.1 South Central Division. . 527 257 5.7 2.2 28.7 21.3 165. 1 46.4 N orth Central Division . 2,539 1,550 13.2 2.4 29.0 22.2 383.3 52.4 Western Division _ 316 78 14.4 3.0 30.3 18.9 435.1 57.2 North Atlantic Division: Maine . . . 86 48 9.0 2.0 27.9 23.3 251. 5 47.2 N e w Hampshire .... 29 22 8.6 2.6 25.9 16.6 221.2 42.7 Vermont . 36 27 9.0 2.2 28.0 23.0 251.7 51.0 Massachusetts . 152 127 14.5 3.4 26.0 19.2 376.6 64.9 Rhode Island . 18 11 6.4 2.7 22.3 21.3 264.4 57.4 Connecticut. . 52 36 12.2 2.6 24.6 17.9 301.0 46.3 New York _ _ 334 135 21.4 3.6 32.6 20.2 698.8 73.2 New Jersey . . 63 43 12.8 3.5 24.8 14.8 317.0 52.5 Pennsylvania . 318 148 10.2 2.0 30.5 22.2 312.1 44.8 South Atlantic Division: Delaware . . . 9 6 22.0 2.1 31.0 21.3 681.0 44.2 Maryland _ 35 22 11.1 2.2 26.7 23.0 296.8 49.4 District of Columbia 6 4 25.9 0.0 19.2 0.0 497.4 0.0 Virginia.. . 43 26 6.1 1.9 29.8 20.1 180.8 37.2 West Virginia . 20 9 4.2 2.4 26.0 18.9 108.5 45.8 North Carolina . 29 7 4.5 2.4 33.2 23.9 149.5 56.3 South Carolina . 50 25 5.7 1.8 24.0 19.9 136.2 36.5 Georgia . 78 39 6.7 1.8 30.8 23.4 205.1 42.4 Florida _ _ _ 34 16 4.2 2.0 22.0 18.7 92.2 37.3 South Central Division: Kentucky . 67 40 6.8 2.2 27.6 22.1 188.7 48.0 Tennessee _ 69 36 5.2 1.8 29.9 20.3 156.1 36.1 Alabama . . 40 19 4.6 2.4 26.5 18.7 122.0 45. 4 Mississippi . . . 63 37 3.8 2.0 39.1 19.3 148.6 38.2 Louisiana . 33 6 9.8 3.0 22.2 19.7 217.8 59.5 Texas . . 195 91 5.4 2.2 30.6 23.6 166.2 52.1 Arkansas . 36 23 4.6 1.8 30.9 19.7 142.9 35.6 Oklahoma . . 17 2 6.5 2.8 26.1 20.2 170.0 56.7 Indian Territory _ 7 3 0.0 2.3 0.0 20.8 0.0 46.8 North Central Division: Ohio . . 507 308 11.6 2.0 29.7 22.4 344.7 43.9 Indiana . . . 372 162 10.3 2.2 29.0 19.1 297.7 41.8 Illinois . 282 217 15.1 2.9 29.1 22.5 440.4 64.9 Michigan . 189 147 13.8 2.6 27.7 21.4 382.6 55.5 Wisconsin. . . 163 113 10.8 3.0 26.5 23.0 285.3 70.1 Minnesota _ _ _ 118 54 19.1 3.4 29.6 19.2 567.5 65.0 Iowa . . 196 158 12.5 2.9 27.5 24.0 342.7 70.3 Missouri . 212 108 16.3 2.2 29.6 24.2 483.5 52.2 North Dakota . 22 10 11.0 2.6 23.8 17.8 262.0 45. 6 South Dakota . . 55 23 8.0 2.0 33.8 21.5 270.0 43.1 Nebraska _ 221 126 31.7 1.7 31.2 23.0 987.7 40.1 Kansas _ 202 124 10.5 2.1 35.1 24.9 368.3 51.8 Western Division: Montana . . 18 1 10.7 3.1 25.0 19.4 266.3 60.1 Wvoming . 5 4 5.0 2.3 21.8 17.8 109.0 40.1 Colorado _ _ _ 42 22 15.8 3.7 25.7 19.8 407.1 73.5 New Mexico .. . 7 1 0.0 3.4 0.0 17.0 0.0 58.4 Arizona . 4 0.0 3.5 0.0 16.9 0.0 59.0 Utah . 6 2 14.7 3.3 27.4 14.4 402.3 46.7 Nevada . 4 3 0.0 2.1 0.0 21.1 0.0 44.4 Idaho . . . 8 3 6.0 2.7 34.0 16.1 204.0 48.9 Washington . . 58 10 15.1 2.2 30.6 15.4 463.0 33.2 Oregon . 41 9 13.0 1.8 41.0 21.0 533.0 37.7 California . . . 123 23 14.9 3.9 32.8 19.7 490.4 77.2 Table 15. — Public high schools — Equipment, income, benefactions, and endowments, 1838 EDUCATION REPORT, 1903. Total money value of endowment. •^nnonry 1 1 a Ills j Is!3 : Islllll i : ssafiaw ! ; ill! ■•!!•§• i * iiiii ■ « • 1 • i • « i i i 1 i 1 l Suipiod -aj sfooqos 8 i-J^COOJ j nc^chxco ! ! | Oil— 1 l—l j ; j ; lOi i la •pmora:v | S’ s» iisll 1111 i ig§* if of ! ‘r-Tr-T i i: 1 8-:| ; j ; ;§ jg* | | iii is 1 1 III 1 •gurpiod -a.i sfcoqog 8 «oo^3lo ; ! | r-HCOr-i 5* i— CO co Cv£r-f •Sm^jod 1 -9J sfooqog 1 !3!SS : L^Sco^S-gP?: 04=5 ii ^030005*^ Public appro¬ priations or taxation. ' •junouiy 1 s m mwm: iiiii ; of of ! lllllllli 811118151 1181181 ss¥ass¥g| "SSSSSSSf ss¥s ;Sg8 •guicfjod -a.i sfooqog i of SSils JI| I 11 =3 •arqnA ; U- " 8 s mu mm S “ “8" lElllligi Illgissfi iilllll ! isllillll S'l'ilSflli 1811112 1 rnVT of ofocfr-T r-T 03 •fiuipiod -a.i sfooqog § o' mis - . « gSSgpgggg giSSStegS i & 3 j •sanmjoA 5 § of IS11E SS's'll Illiliill ! 11 SI ill 1 sill ill ssssgssgsg sssssss •^ui^.jod -aj slootpg s Sills' - co ! ! §i;§g®i$gg§ 833S8§§ tA c % & t-4 c .2 $ 01 ; §§ J# i i m I SIP oggS® d ‘ 1 1 1 1 1 1 1 1 rn o § ;g : ^ ;;a S ;5 ! J-g J i J.SQ 1 IgWlliliSllll 3g;|£^36£:l(£5Q 1 1 y ;§ ;S . ^ o n !^S: 1 £!> &1 i • i 1 i i t < i 1 i i r i i M i i i i i i i i i i i O i i i i « i i 1 I 1 1 •1-1 1 1 1 1 I 1 1 1 1 1 ® 1 1 1 1 1 • 1 CC c3 1 'T: • • « 1 1 1 » !Chii^i,i,i|i •ri ^ 1 1 1 1 1 1 1 1 i —i id i i q i i i i i i * ; O Q * 1 ^ * * ». , ‘ » 1 lill 1 SECONDARY SCHOOLS. 1839 if III ill :! is i-5 ! • 1 L i • • ■ i 1 • 1 : » i i i i • i • i i * i i « i i i • • i > ■ i i- i— p ; : H i i mis Is i ! ! T-i NO ' ' > 1 10 1 1 • 1 T-I 1 1 II II II II jo j*o > i • i • * i » i »- ■ > ■ i ;S i • i i • i i i i ji j i j-1 i h h i- • i ^ si nmmmm wmmmm S3 |i|g|'feggb-Wl S=®«Ss==3£g sapsssase^sss i i iifsilsi ; •) <*- igfeS | C5 ir— ;§ i • i i 1 i i i i • i i i \% » i • f • • • « • i i i ii : ; g*®*-®"** ;« ; i05 01 X gg siiiiiis s a-— ~ ill i jco ; 1 1 1 1 i i i . » i i i i * i • i 8 1 ^ gXXONHCCC ^ : II lllfsiilggga sggjj sissss l-s 1 is £ ; • I CD £— 1 i ■ i i • ■ ■ **“8 ggS5Sfc®S5&r53SB — 03 ^ ;C • • i • 1 i i i i i i * i i i i * • i i i i 1 i i i 5i i- s-sS zhe>{ ■ i i * i i 1 • S 1 1 • i ■*- 111 c J ~ i ■ i * ■ i [jj- 1840 EDUCATION REPORT, 1903, Table 16. — Private high schools and academies — Number of schools, secondary instmictors, secondary students, and elementary pupils in 1902-3. State or Territory. CO 8 A 8 Secondary in¬ structors. Secondary stu¬ dents. Colored sec¬ ondary stu¬ dents, in¬ cluded in pre¬ ceding column. Elementary pu¬ pils, including all below sec¬ ondary grades. o S A a 3 Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 1,690 4,013 5,433 9,446 50,434 51,413 101,847 968 669 1,637 53,108 71,813 124,921 North Atlantic Division 612 1,899 2,415 4,314 21,690 18,677 40,367 28 7 35 18,700 20,641 39,341 South Atlantic Division HOB 570 839 1,409 8,022 8,650 16,672 477 74 551 9,529,12,185 21,714 South Central Division. B2B 554 683 1, 237 9, 149 9,001 18,150 400 529 929 12,560,14,110 26,670 North Central Division. B28 716 1,115 1,831 8,847 11,090 19,937 56 58 114 6,63115,347 21,978 Western Division . 124 274 381 655 2, 726 3,995 6,721 7 1 8 5,688 9,530 15,218 N or th Atlantic Division: Maine . . . 31 53 92 145 1,104 1,218 2,322 1 0 1 137 122 259 New Hampshire _ 29 105 59 164 1,316 706 2,022 3 0 3 1,561 1,242 2,803 Vermont . 17 36 45 81 611 605 1,216 0 0 0 479 560 1,039 Massachusetts . . 98 290 428 718 2,922 2,844 5, 766 14 8 17 3,591 4,593 8,184 Rhode Island . 12 43 51 94 357 348 705 0 0 0 788 948 1,736 Connecticut . 56 129 183 312 1,421 1,489 2,910 6 3 9 312 736 1,048 New York . 177 555 802 1,357 4,993 5,376 10,369 0 0 0 6,617 7,530 14,147 New Jersey . 61 228 250 478 2,361 1,587 3,948 1 0 1 1,068 1,544 2,612 Pennsylvania. . 181 460 505 965 6,605 4,504 11,109 3 1 4 4,147 3,366 7,513 South Atlantic Division : Delaware . 3 8 13 21 53 76 129 0 0 0 104 90 194 Maryland . . . 42 114 140 254 894 1,248 2, 142 0 0 0 1,098 880 1.978 District of Columbia 25 56 181 237 201 920 1,121 0 0 0 339 868 1,207 Virginia _ ■_ . 62 121 161 282 1,653 1,444 3,097 130 183 313 1,097 1,350 2,447 West Virginia. . 14 32 50 82 566 541 1,107 0 0 0 407 562 969 North Carolina . 90 138 139 277 3,072 2,382 5, 454 39 50 89 3,167 3,434 6,601 South Carolina . 17 45 49 94 512 637 1,149 123 145 268 437 549 986 Georgia . 41 50 82 132 945 1,111 2,056 69 249 318 2, 145 3,103 5,248 Florida _ _ 9 6 24 30 126 291 417 116 147 263 735 1,349 2,084 South Central Division: Kentucky . 84 130 186 316 1,988 1,849 3,837 11 30 41 2,909 3,299 6,208 Tennessee . . . 66 108 118 226 2,032 1.859 3,891 58 61 119 2,646 2,699 5,345 Alabama . . . 32 59 80 139 946 '948 1,894 89 149 238 845 1,271 2,116 Mississippi . . 84 37 61 98 707 878 1,585 32 109 141 1,678 1,729 3,407 Louisiana . 24 39 73 112 536 619 1,155 7 10 17 789 977 1,766 Texas . . . 51 125 106 231 1, 965 1,955 3,920 169 157 326 2,211 2,485 4,696 Arkansas . 21 37 33 70 765 664 1,429 34 13 47 948 1,060 2,008 Oklahoma . . . 5 10 15 25 58 86 144 0 0 0 131 160 291 Indian Territory . . . 6 9 11 20 152 143 295 0 0 0 403 430 833 North Central Division: 1,950 Ohio . 43 118 86 204 990 1.193 2,183 0 0 0 491 1,459 Indiana . . . 25 71 113 184 8591 998 1,857 6 10 16 605 1,475 2,080 Illinois . _ 54 94 217 311 1,171 2,016 3, 187 10 2 12 629 2,586 3,215 Michigan . . 17 28 91 119 417 680 1,097 1 0 1 798 1,269 2,067 Wisconsin . 22 78 85 163 837 640 1,477 0 0 0 402 705 1,107 Minnesota . 28 72 88 160 871 9-17 1,818 0 0 0 1,314 1,391 2,705 Iowa . . 34 61 112 173 1,111 1,259 2,370 2 0 2 994 1,772 2, 766 Missouri . . 69 121 191 312 1,608 2,013 3,621 36 44 80 812 3,281 4,093 North Dakota . . 2 0 8 8 10 60 70 0 0 0 61 185 246 South Dakota . 6 12 20 32 139 250 389 0 0 0 138 239 377 Nebraska . 16 30 71 101 435 552 987 1 2 3 307 726 1,033 Kansas . . . 12 31 33 64 399 482 881 0 0 0 80 259 339 Western Division: 210 475 685 Montana . 4 1 10 11 6 98 104 0 0 0 Wyoming. . 1 0 7 7 0 26 26 0 1 1 36 174 210 Colorado . 6 2 23 25 22 142 164 1 0 1 302 600 902 New Mexico . 3 8 9 17 45 81 126 0 0 0 170 156 326 Arizona . . 2 0 5 5 2 29 31 0 0 0 195 299 494 Utah . . . . 13 54 34 , 88 896 1,020 1,916 0 0 0 380 535 915 Nevada 1 .. Idaho . . 4 4 13 | 17 46 117 163 0 0 0 224 182 406 Washington . 15 18 44 62 241 348 589 6 0 6 645 1,107 1,752 Oregon . 15 47 49 96 422 523 945 0 0 0 472 1,064 1,536 California . 61 140 187 327 1,046 1,611 2,657 0 0 0 3,054 4,938 7,992 SECONDARY SCHOOLS, 1841 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 1902-3. Secondary students preparing O 0 © r>5 © d © A tor college. Graduates in paratory stu- 1 . the class of U. fills 111 gl'ctu- uating class Classical Scientific 1903. State or Territory. course. courses. of 1903. ® >> © © © : 6 1 g *c3 Eh © 1 | © Eh a a © Total. 5s> "3 rl i 05 United. States _ 8,427 4,579 13,006 8,748 2,499 11.247 5,713 5,848 11,581 3,5131,837 5,350 9,049 North Atlantic Division .... 4,630 1,824 6.454 5,033 ' 777 5.8103,187 '2.663 5,850 2 232 i 866 3.098 3, 646 South Atlantic Division _ 1.346 880 2.226 991 247 1.238 | 634 I '765 1.399 j ’389 262 ! 661 1.4Q3 South Central Division . ... 1.173 804 1.977 1.047 S 599 1.646 564 I 687 1.251 279 204 483 1.292 North Central Division _ 941 755 1,696 1.086 666 1. 752 1,062 1.371 2,433 ' 465 386 851 2.072 Western Division . . 837 316 653 591 ; 210 '801 266 ! 362 628 138 119 257 636 North Atlantic Division: Maine . . 336 ITS 509 157 ; 50 207 179 178 357 I 95 56 151 0 N ew Hampshire _ 47 411 305 42 347 223 69 292 145 18 168 72 Vermont. ... _. _ 94 42 136 99 44 143 61 93 ; 154 41 20 1 61 152 Massachusetts - _ ... 1.132 299 1.431 670 97 767 473 437 910 ; 388 105 ! 493 76 Rhode Island . 84 21 105 28 0 28 23 57 80 6 13 19 34 Connecticut . . . 408 163 571 278 38 316 218 : 207 425 169 40 209 87 New York _ ... ... 909 455 1.364 1.312 216 1.528 723 694 1,417 478 188 686 1. 865 NewJersev - . . 541 133 674 956 140 1,096 374 263 ; 637 271 76 347 '323 Pennsylvania _ 762 491 1.253 1.228 150 1.378 | 913 665 1,578 639 350 989 1,037 South Atlantic Division: Delaware . . __ 4 5 9 27 21 48 3 6 9 3 4 7' 23 Maryland . . . 141 141 | 282 ' 205 18 223 130 137 i 267 86 58 144 112 District of Columbia _ 22 j 34 i 56, i 41 , 38 79 ; 22 79 ; 101 i 19 13 32 0 Virginia . _ _ 350 136 486 231 ! 24 255 100 146 1 246 ; 69 37 103 557 West Virginia _ _ . . . 16 23 39 14 6 20 1 46 65 111 11 3 14 76 North Carolina _ . . . 567 269 1 836 ! 375 ! 84 ! 459 ! 264 177 441 162 67 229 453 South Carolina _ ... _ 83 85 16S 35 | 18 53 39 53 92 32 23 55 ; 148 Georgia . _ . . 155 186 341 61 j 38 i 99 i 97 87 114 16 53, 69 34 Florida- _ _ 8; 1 9 2 0 2 "3 i 15 18 1 4 5 ! 0 South Central Division: Kentucky _ _ - 305 i 190 495 ! 189' 72 ! 261 ! 117 1 150 267 59 45 104 294 Tennessee . . 233 128 361 224 : 125 ; 349 163 201 1 364 87 54 141 40 Alabama 95 1 117 68 | 104 163 221 1.53 78i 91 46 1 244 124 42 36 45 1 61 87 19 18 5i 11 24 j 143 75 Mississipoi . . - _ 30 Louisiana . . . . 50 i 47 97 49 52 S 101 30 j 52 282 6 21 07 81 Texas _ _ _ _ _ 206 144 850 228 117 345 132 122 1 154 70 36 106 471 Arkansas . . . .. . ... 83 64 147 107 80 187 34! 37 71 15 21 36 ! 188 Oklahoma . . 16 15 31 9 0 2 3 10 13 2 9 0 Indian Territory _ _ 68 44 112 17 16 33 9 I 16 2 4 6 0 North Central Division: - Ohio.. . . 129 56 185 255 83 338 145 149 284 73 33 106 40 Indiana . . . . i 17 63 80 70 H 81 83 145 I 228 44 54 98 344 Illinois . . 85 1:29 214 130 82 212 165 284 ' 449 48 125 214 Michigan . . 14 95 109 52 27 79 81 87 | 168 61 34 95 100 Wisconsin _ _ 170 40 210 123 33 156 102 117 219 58 38 95 300 Minnesota - - _ _ 139 34 173 46 46 92 104 111 215 37 24 61 245 Iowa . _ _ _ 73 48 121 95 56 151 175 178 353 56 49 105 110 Missouri . 164 123 287 125 136 261 112 1 195 1 30 41 33 307 i 42 1 4 40 1 82 2 493 0 N orth Dakota _ _ 3 10 South Dakota _ . . . 38 20 58 168 81 15 129 46 9 ; 135 48 24 264 94 2? 6 10 26 48 50 as Nebraska . . 93 75 32 40 73 73 15 28 11! 18 Kansas _ 16 65 DO 113 Western Division: Montana . 2 4 6 1 0 4 ~ 0 0 42 12 ^2 0 s' 8 0 0 Wyoming. . . 0 0 0 0 0 0 0 u 0 Colorado _ _ 0 17 17 o 4 4 li 31 2 0 44 0 1 0 0 1 42 0 0 New Mexico . . . . 0 0 2 0 o 0 0 9 0 1 40 9 0* 47 11 0 0 0 A 0 Arizona _ 0 2 1 31 0 35 Utah -. .. _ 44 32 76 91 17 18 . 50 Nevada ... „ . Idaho .. _ 20 23 31 43 84 rt g i3 95 204 439 r-j 11 44 46 170 18 2i Q Washington . 53 58 130 363 26 70 12 21! 86 12 12, 61| 24| 33; 147 i ID 6 115 408 Oregon. _ _ _ 96 37 133 292 74 ie: 130 92 300 California _ 122 1 170 76 ed 1903 — vol 2 - 40 1842 EDUCATION REPORT, 1903, Table 18. — Private high schools and academies — Number of secondary students pursuing certain studies in 1902-3. Latin. Greek. French. ' State or Territory. “Sut^-iod -e.i sfooqog Male. Female. . $ Eh * p °? r3 ft Female. Total. •hui^.tod -e.i Male. Female. Total. United States . . 1. 484 22,920 22,143 15,068 697 5, 475 11,443.6,918 1 89518,939 16,311 25,250 North Atlantic Division. . . 557 10,751 8,829 19,580 319 3,231 556 1 666 :3, 897 494 6.420 9.263 15,683 South Atlantic Division . _ 8,805 ; 3,615 7,450 120 ! 217 , 803 157 883 2,572 3,455 South Central Division . . . . “277 8.727 3,487: 7, 214 113 686 1 279 j 965 114 694 1,219 1,913 N orth Central Division _ . 292 3. 816 i 4.908| 8,751 119 892 ! 200 1,092 164 605 2, 277 2,882 W estern Division . . 99 791 1,274 2,065 26 110 | 51 161 66 337 980 1,317 North Atlantic Division: Maine _ _ _ _ BO 495 ' 505 1,000 21 121 96 217 27 284 322 556 N ew Hampshire . 21 719 ! &57 ! 1.103 ; 171 332 37 369 23 508 254 760 Vermont . . . 16 270 ! 231 ! '501 1 -11 62 16 78 16 150 ! 225 375 Massachusetts . . 91) 1.856 1.289 , 3.155 1 49 1 673 103 779 884.436 1,680 3,116 Rhode Island. . . 11 151 193 : 341 6 56 10 66 1 11 286 1 248 534 Connecticut . . OD 988 862. 1.880 37 363 76 139 4-9l 354 841 1,195 New York. . . . 160 2.119 2, 373 A 52g ! 77 62i 1 120 741 148 1.837 3,171 5.008 New Jersev . . 0< 1.860 , 918 2.308 I 31i 372 103 478 52 747 880 1,627 Pennsylvania . . . . 117 2. 753 ; 2.081 1 1,814 70 631 99 730 82 870 1,642 2,512 South Atlantic Division: Delaware . . . . 3 44 61 I 108 2 1 7 8 3 1 41 62 103 Maryland _ _ 35 511 i 733 1,274 ! 20 82 47 129 30 253 652 905 District of Columbia . . 21 110 327 i 437 7 21 ! 23 44 22 81 ! 785 866 Virginia . . . ■ 55 1.004 ! 610 j 190 . 1.614 | 23 102 1 31 133 42 231 ! 853 587 “West Virginia . . 1 11 124 1 314 6 10 4 14 8 13 ; 105 118 North Carolina . . 1 77 1,277 , 800 i 2,077 So 227 30 257 34 113 : 269 412 South Carolina . . . . ! 15 165 208 373 6; 31 58 87 10 107 161 268 Georgia . . 40 496 , 609 104: , 1.105 19 1 78 44 122 8 11 i 185 196 Florida _ _ _ _ 6 44 1 148 2 4 5 9 0 0 0 0 South Central Division: 1 Kentucky _ _ 67 732 719 1.451 30 139 ■ 46 185 35 210 ' 283 493 Tennessee . . 1 59 1,068 780; ! 361 ; 1,846 27 257 i 87 i 344 15 74 ; 132 206 Alabama . . . r SO 380 I 741 10 53 ; 32 i 15l ! 85 11 31 I 1781 209 Mississippi . . ! 25 236 ; 309 1 545 | 11 38 1 53 8 75 21 96 Louisiana . . . . i 20 191 i 222 116 sl 1 56 25 81 18 209 109 ! 618 Texas _ _ 46 709 i 657 1,366 i is: 95 331 j 128 20 60 , 157 217 Arkansas . . | 21 350 , 318 696 6 44 38 82 6 35 35 70 Oklahoma . . 4 17 38 55 1 1 1 2 1 0 4 4 Indian Territorv _ 5 43 55 98 9 3 ; 2 5 0 0 0 0 North Central Division: 1 2351 Ohio. . . . . . 89 5S5 517 1,082 17 1 27 262 ' 27 98 324 422 Indiana . . . ... 21 354 495 849 9, 48; 1 23 71 13 65 | 241, 306 Illinois . . 49 652 ! 892 1,544 18' 88 39 127 35 128 416 544 Michigan . ... 16 197 | 330 527 8! 81 11 42 9 58! 2751 [ 333 Wisconsin. _ ... _ 21 377 211 591 12 125 14 1391 1 44 97 137 284 Minnesota . _ _ 25 501 | 320 821 12 165 8 173! 15 97 : ; 172 269 Iowa . . . . . 28 328 1 48 1 815 8 56 9 65 8 5 67 72 Missouri _ _ _ _ j 61 571 1.005 1.576 20 99 11 110 29 50 431 481 North Dakota. . . 2 10 48 58 0 0 0 0 1 1 25 26 South Dakota . . 4 12 64 106 g 6 5 11 2 0 32 32 Nebraska . . . 15 110 282 402 9 28| 16 44i 7 1 117 118 Kansas _ _ _ 11 139 211 383 4 H 7 18 4 5 40 45 Western Division : 20 Montana . . • 4 5 39 41 0 0 0 0 1 0 20 Wyoming . . . 1 0 7 7 0 0 0 0 0 0 0 0 Colorado . . .. ... 6 0 71 71 0 0 o 0 3 0 47 47 New Mexico . . .. 1 0 1 1 0 0 0 0 0 0 0 0 Arizona . 2 0 14 14 0 0 0 0 0 0 0 0 Utah _ _ _ 10l 62; 188 250 3i 9 4 13l 5 17 90 107 Nevada _ Idaho. . . . 2 22 _ 30 52 1 3 2 5 1 0 20 20 Washington . . . 11 81 134 215 3 5 9 14 5 3 44 47 Oregon . . . . 12 182 167| 349 1 30 20 50 8 42 69 111 California . . . . . H 439 623 1,062 15i 1 H 79 i 43 275 690 965 SECONDARY SCHOOLS. 1843 Table 19. — Private high schools and academies — Number of secondary students pursuing certain studies in 1902-3 . State or Territory. German. Algebra. Geometry. Schools re¬ porting. Male. i Total. Schools re¬ porting. Male Female. Total. r3.S oT! 02 a Male. | Female. Total. United States . 1,018 10,885 10,238 21,123 1,573 26,309 22,734 49,043 1,413 14,473 9,922 24,395 North Atlantic Division - 467 6,m 5,253 11,489 574 12, 725 8,633 1 537 7,815 4,220 12,035 South Atlantic Division - llsi 787 930 1.717 284 4,270 3,839 8,109 233 1, 856 1,326 ] 3,182 South Central Division . 118 964 779 1.743 299 4,790 4,238 9,028 259 2,0^8 1,584 1 3,632 North Central Division - 252 2.496 2.695 5,191 297 3,406 4. 484 7,840 282 2.010 2,075 4,085 Western Division . — 09 402 581 983 119 1, 118 1,590 2,708 102 '744 717 1,461 North Atlantic Division: Maine . .. . . 15 44 57 101! 29 589 540 1,129 28 308 273 581 New Hampshire . 18 169 107 276 25 852 282 1,134 24 639 144 783 Vermont .. . 10 38 49 87 161 175 1 188 363 17 124 88 212 Massachusetts . 78 738 745 1,483 91 1,872 1,098 2,970 83 1,359 756 2,115 Rhode Island . . 8 30 88 118 12 216] 219 435 11 168 85 253 Connecticut _ _ 46 421 452 873 55 884 632 1,516 51 499 305 804 New York . 147 1, 765 1.675 3,440 169 2.830! 2,436 5,266 158 1,755 1,204 2.959 New Jersey . 52 1,056 615! 1.671 56 1.563] 872! 2.435 53 1.023 474 1.497 Pennsylvania . . - 108 1, 975 1,465 3,440 121 3,744 2,366! 6,110 112 1,940 891 2,831 South Atlantic Division: Delaware . 3 18 17 35 3 53 69 122 3 16 25 41 Maryland ... _ 28 300 332 632 40 599; 726 1,325 37 417 315 732 District of Columbia - 18 28 178 206 23 131 363 494 22 64 157 221 Virginia . . 33 236 128 : 364 59 1,098 644] 1. 742 50 473 201 674 West Virginia . 8 34 93 ! 127 14 186 182! '368, 13 74 86 160 North Carolina . - 11 58 62 | 120 82 1,374 888 2,262, 53 447 197 644 South Carolina.- . 6 71 43 114 16 253 260 513 14 95 77 172 Georgia . 5 42 77 119 39 532 573 1,105 36 254 230 484 Florida . . . . 0 0 0 0 8 44 1341 178 5 16 38 54 South Central Division: Kentucky . . 37 395 246 641 73 1,014 829 1,843 57 356 199 555 Tennessee . . . 1 26 123 94 217] 64 1,020 932 1,952] 60 418 397 815 Alabama . . 9 26 53 79 29 494 4821 976 24 205 180 385 Mississippi.. . . . . 4 1 8 9 32 443 425 868! 26 194 86 280 Louisiana . . 5 21 16 87 | 21 267] 2411 508 ; 19 144 112 256 Texas _ _ _ j 25 333 295 628 51 1.148, 922 2,070 49 603 490 1,093 Arkansas... . . 8 58 42 100 20 '329 312 641 17 108 95 203 Oklahoma . . 3 5 19 24 4 13 35 48 3 10 4 14 Indian Territory _ 1 2 6 8 5 62 60! 122 4 10 21 31 North Central Division: Ohio . . . . . &5 425 328 753 38 399 476 875 38 305 195 500 Indiana . . . 1 19 197 288 485 23 329 459 788 21 182 215 397 Illinois . . . . 1 44 329 518 847 49 389; 702 1,091 44 267 381 648 Michigan .. _ _ 13 95 141 236 17 239 295 534 17 128 97 225 Wisconsin . . . 22 346 339 685 21 280 196 476] 21 205 141 346 Minnesota . . 24 414 280 694 27 413 339 752 26 296 177 473 Iowa . . ... 24 168 204 372 29 318 480 798 1 27 122 211 338 Missouri . . . . j 42 357 327 684 62 805 1,600 1,805 57 301 419 720 North Dakota. _ _ 2 1 19 20 2 1 34 35 1 1 14 15 South Dakota. . . . 4 13 42 55 4 24 71 1 95 4 8 30 38 Nebraska _ _ 13 41 119 160 14 118 207 : 325 1 15 136 145 281 Kansas . . 10 110 90 200 11 91 175 266 H 59 50 109 Western Division: i Montana _ ... _ 0 0 0 0 4 6 67 73 4 2 23 25 Wyoming _ _ 0 0 0 0 1 0 26 26 1 1 0 16 16 Colorado _ _ 4 0 35 35 6 5 81 88 5 3 35 38 New Mexico _ _ 0 0 0 0 3 12 10 22 2 22 2 24 Arizona _ _ _ _ 0 0 0 0 2 0 11 11 2 0 6 6 Utah _ 10 78 78 156 13 194 231 ! 425 i 1° 112 136 248 Nevada . . . . Idaho . . . . 2 5 12 17 4 33 73 ] 106 ! 2 7 16 23 Washington. . . 10 41 69 110 14 103 168 271 i 13 50 57 107 Oregon . . . . 8 112 103 215 i I3 137 155 292 J 10 86 53 j 139 California . . 35 166 284 450 59 628 768 1,386 1 54 462 , 373 ! 835 1844 EDUCATION REPORT, 1903, Table 20. — Private high schools and academies — Number of secondary students pursuing certain studies in 1902-3. State or Territory. Trigonometry. | Astronomy. Physics. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 594 8,354 1,497 1 4,851 513 1,188 3,669 4,857 1,114 ' 7,837 1 7,70815,545 North Atlantic Division. . . 219 1,827 354 2, 181 1 173 449 1,372 1,821 388 3,708 2,715 ! 6,423 South Atlamic Division . . _ 109 428 826 754 74 200 556 756 178, 1,112 1,288; 2,400 South Central Division _ 127 508 436 944' 84 236 610 846 204 1,348 1.348 2.696 North Central Division _ 99 423 815 7381 123 227 841 1,068 246 1,254 1,729' 2,983 YV estern Division . . 40 168 66 234; 49 76 290 , 366 98, 415 628 ; 1,043 North Atlantic Division: I Maine . . 1 3 0 8 17 72 98 170 27 194 143 337 New Hampshire . 8 73 5 78, 8 24 42 66 15 255 71 326 Vermont - .. 5 15 2 17 9 39 57. 96 13 71 68 139 Massachusetts . . 25 199 18 217 26 37 248 285 63 578 345 923 Rhode Island. . ... ... 5 43 2 45 3 0 34 34 9 39 60j 99 Connecticut _ 26 117 16 133 16 51 70 121 35; 196 1871 383 New York _ _ 70 495 99 594 47 77 392 ; 469 ! 1001 782 966 1,748 New Jersey . . . .. 25 285 69 334 13 30 126 156 401 419 278; 697 Pennsylvania _ 54 617 143 760 34 119 305 ; 424 88; 1,174 597 I 1,771 South Atlantic Division: 1 Delaware . 2 3 4 7 0 0 0 0 3, 12 12 24 Maryland _ ... 20 145 38 183 10 13 75 88 31 156 196 i 352 District of Columbia . . 18 13 36 49; 13 0 167 167 16 36 179 215 Virginia _ ; 81 138 77 215 16 27 97 124 39 384 289 673 West 'V k'ginia . 7 24 27 51 5 6 35 41 12 63 101 164 North Carolina _ 17 64 56 120 12 131 72 203 41 316 193 509 South Carolina . . 6 29 34 63 6 8 35 43 10 65 81 146 Georgia . . ! 12 12 44 56 8 15 52 ; 67 21 68 182 250 Florida . . ! 1 0 10 10 4 0 23 23 5 12 55; 67 South Central Division: Kentucky . . . 31 104 79 183 : 23 53 116 169 45 ! 200 242 442 Tennessee . . . 24 95 83 178 14 29 103 132 39 198 209 407 Alabama . . ... 13 38 62 100 10 35 75 110 17 I 170 173; 343 Mississippi . . 10 79 16 95 11 36 41 77 25 240 208 448 Louisiana . . 8 35 36 71 9 7 112 119 15 80 123 203 Texas . . . . ! 31 126 135 261 19 67 139 206 43 ! 355 2761 631 Arkansas... . . ... 7 23 21 44 3 3 6 9 14 84 77 161 Oklahoma . . 2 7 3 10 2 4 i 11 3 9 22 31 Indian Territory.. . 1 1 1 2 3 2 11 13 3 12 18 30 North Central Division: I Ohio _ _ _ 13 113 10 123 15 26 78 104 33 176 167 343 Indiana . . - 12 63 51 114 10 19 96 115 17 1 120 161 281 Illinois . . 14 58 51 109 24 53 164 217 39 136 293 i 429 Michigan _ _ 4 26 2 28 4 A. 31 35 14 90 126 j 216 Wisconsin _ _ _ 8 25 11 36 5 3l 21 52 18 107 52 159 Minnesota . . 7 35 10 45 5 13 24 37 19 92 126 218 Iowa _ _ 7 22 23 45 14 15 88 103 28 163 189 352 Missouri. . _ _ 31 77 ; i5i 228 30 33 232 265 51 214 432 646 North Dakota _ 1 1 3 4 1 0 3 3 2 1 8 9 South Dakota . 0 0 0 0 3 8 9 17 4 18 36 54 Nebraska . . . 1 0 3 3 4 3 40 43 12 86 102 188 Kansas _ _ 1 3 0 3 8 22 55 77 9 51 37 88 Western Division: Montana . 1 0 5 5 3 0 28 28 2 0 15 15 Wyoming _ _ _ 0 0 0 0 1 0 2 2 1 0 11 11 Colorado _ 0 0 0 0 3 0 19 19 5 3 49 52 New Mexico . . 1 0 2 2 2 22 2 24 3 22 3 25 Arizona . . . . 0 0 0 0 0 0 0 0 2 0 12 12 Utah _ _ 3 16 1 17 3 1 8 9 10 62 65 127 Nevada Idaho _ _ _ _ 0 0 0 0 1 0 2 2 2 2 22 24 Washington. _ _ 3 10 5 15 5 7 38 45 11 33 71 104 Oregon . . 7 26 18 44 7 12 39 51 10 58 53 111 California . . 25 116 a5 151 24 34 152 186 52 235 327 562 SECONDARY SCHOOLS, 1845 Table 21. — Private high schools and academies — Number of secondary students pursuing certain studies in 1902-3. Chemistry ! Physical geography. Geology. State or Territory. ® . « bo c'-i-5 o A 2 O *-■ ai Male. Female. Total. © . u bo o+3 O ti o 02 Male. Female. Total. Schools re¬ porting. 1 | © ; ^ Female. Total. United States . 738 4,276 4,459 8,735 1,077 8,410 ; 9,858 18,268 440 1,649 2,784 4,433 North Atlantic Division. . . 300 2,221 1,853 4,074 j 350 2,827 M 05 CO S j 5,839 145 ! 726 889 1,615 South Atlantic Division . . . 99 543 674 1.217 j 212 1.758 3,650 52 157 836 493 South Central Division _ 107 628 1.102 213 1,892 1,897 | 3,789 100 i 365 611 976 North Central Division .. . 170 769 1,017 1. 786 223 1,470 2,187 1 3.657 104 ; 269 701 970 W ester n Division . 62 269 287 556 79 463 870 1,333 39 132 247 379 North Atlantic Division: 1 Maine. . . 22 129 125 254 24 153 186 339 18 89 86 185 New Hampshire. . 12 113 51 164 15 144 76 | 220 5 18 30 48 Vermont _ _ _ 11 40 39 79 14 96 ; ioo 196 4 28 20 48 Massachusetts _ .. 48 302 825 627 48 223 306 529 18 122 142 1 264 Rhode Island . . . 7 32 25 57 7 48 74 122 4 18 18 36 Connecticut . . 24 86 110 196 25 174 153 327 9 39 73 112 NewAork . . 98 600 650 1,250 108 751 1,058 1.809 50 ; 188 309 497 New Jersey . 33 325 192 517 36 327 257 584 10 70 59 129 Pennsylvania _ _ 45 594 336 930 77 911 802 1,713 27 1-14 152 ! 296 South Atlantic Division: Delaware . 1 13 23 36 2 10 8 18 0 0 0 0 Maryland . . 18 116 130 246 30 206 229 435 3 10 84 44 District of Columbia.. 13 8 121 129 15 15 154 169 10 4 77 1 81 Virginia _ _ _ 29 216 120 336 37 347 m 703 12 37 72 ! 109 West Virginia _ 7 13 41 54 12 90 125 215 2 6 2 8 North Carolina _ 18 136 83 219 65 671 491 1.162 11 64 65 ! 129 South Carolina ... . . 3 20 19 39 14 116 112 '228 2 5 15 20 Georgia . . . . . 8 21 1 117 138 32 282 328 610 9 31 57 88 Florida.. . . 4 0 20 • 20 5 21 89 110 3 0 14 14 South Central Division: Kentucky . . j 00 118 135 253 56 442 206 435 877 25 108 120 228 Tennessee . . 11 33 85 118 32 275 481 23 97 157 ! 254 Alabama . ! H 63 <4 137 19 122 143 265 11 38 61 99 Mississippi . . . 11 57 22 79 22 230 204 434 8 16 40 56 Louisiana . . .. 36 55 91 19 175 158 333 7 8 47 55 Texas . . . . . 25 136 j 216 352 41 | 495 492 987 14 57 126 | 183 Arkansas . . 5 27 18 45 18 190 i 146 336 5 27 23 50 Oklahoma _ 2 2 16 18 4 20 31 51 8 10 23 33 Indian Territory . 1 2 7 9 4 12 13 25 4 4 14 18 North Central Division: Ohio ... _ _ _ 1 25 156; 86 242 19 205 130 335 13 73 53 126 Indiana . . 1 15 81 134 215 17 82 228 310 8 9 86 95 Illinois . . . j 29 165 168 333; 32 90 326 416! ! 18 42 153 195 Michigan _ _ t 9 46 37 83 9 57 99 156 2 0 12 12 Wisconsin _ ... 10 33 57 90 20 169 112 281 6 29 25 55 Minnesota _ _ i 11 35 68 103 18 184 195 379 3 8 27 35 Iowa . . . . i 13 36 89 125 26 228 276 504 14 26 78 104 Missouri _ _ ! 39 115 257 372 55 329 523 852 23 31 179 210 North Dakota _ 1 1 4 5 1! 0 20 20 1 1 3 4 South Dakota ... _ 2 5 9 14 3 26 40 66 3 15 26 41 Nebraska . . . __ 9 56; 56 112 13 27 117 144 3 12 12 24 Kansas . . . 7 40 52 92 10 73 121 194; 23 46 69 Western Division: Montana . . 2 0 11 11 3 0 45 45 2 0 15 15 Wyoming _ - . . Colorado . . . . 0 0 0 0 1! 0 19 19 0 0 0 0 2 0 21 21 6 22 85 107 3 1 36 37 New Mexico... _ 0 0 0 0 2 22 1 23! 3 22 5 27 Arizona . 1 0 4 4 0 2 11 13! 1 0 5 5 Utah . 8 36 43 79 j lo! 146 180 326; 6 29 38 67 Nevada . . Idaho . . 2 1 18 19 3 13 • 29 42 2 5 5 10 Washington.. _ 5 13 32 45 9: 34 87 121 i 2 12 24 36 Oregon . . . . 9 57 45 102 12 81 99 180 ; 4 12 16 28 California . 33 162 113 275 1 143 314 457 i 16 51 - 103 154 1846 EDUCATION REPORT, 1903, Table 22. — Private high schools and academies — Number of secondary students pursuing certain studies in 1902-3. State or Territory. United States . N. Atlantic Division .. S. Atlantic Division. . . S. Central Division _ N . Central Division . . . Western Division _ N. Atlantic Division: Maine. . . New Hampshire .. Vermont . Massachusetts _ Rhode Island . Connecticut . New York _ New Jersey . Pennsylvania _ S. Atlantic Division: Delaware . Maryland . . District of Colum¬ bia . . Virginia _ West 'V irginia _ 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 . North Dakota _ South Dakota . Nebraska . Kansas _ _ Western Division: Montana . . Wyoming . Colorado . New Nexico.. . Arizona . . Utah . . Nevada . Idaho . . . Washington . Oregon . . . California . Physiology. Psychology. Rhetoric. 1 Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. 1,098 9,011 12,948 21,959 1 499 j 1,515 3,974 5,489 1,387 15,435 20,818 36,253 368 2,855 3,846 6,701 158 460 1,478 1,938 498 7,246 8,168 15,414 207 1,924 2,252 4,176 68 212 534 746 237 2,164 3,021 5,185 234 2,542 3,031 5, 573 112 397 732 1,129 265 2,672 3,171 5,843 225 1,302 2,751 4,053 122 357 884 1,241 280 2,345 4,631 6,976 64 388 1,068 1,456 39 89 346 435 107 1,008 1,827 2,835 22 109 153 262 13 41 70 111 27 462 505 967 14 132 122 254 4 I 6 18 24 22 432 182 614 14 53 89 142 11 22 47 69 16 159 226 385 38 207 413 620 15 10 188 196 79 813 1,501 2,314 8 144 97 241 4 50 80 130 11 212 165 377 31 221 285 506 5 0 68 68 39 555 746 1,301 ! 125 879 1,351 2,230 44 31 363 394 156 1,606 2,397 4,003 | 38 278 250 528 14 15 79 94 41 999 764 1,763 78 832 1,086 1,918 48 285 567 852 107 2,008 1,682 3,690 2 9 14 23 0 0 0 0 3 21 37 58 ! 23 176 224 400 10 3 64 67 36 269 657 926 15 17 150 167 9 0 83 83 22 48 412 460 40 389 363 752 13 39 76 115 33 599 562 1,161 9 145 178 323 • 7 56 37 93 14 102 159 261 70 799 752 1,551 11 81 94 175 75 776 527 1,303 13 96 147 243 3 1 27 28 14 68 183 251 29 266 361 627 11 32 132 164 32 253 396 649 3 27 63 90 4 0 21 21 8 28 88 116 60 436 612 1,048 27 43 114 157 63 497 785 1,282 43 497 549 1,046 19 61 150 211 58 663 640 1,303 25 416 327 743 11 62 90 152 19 202 289 491 26 281 415 696 13. 32 69 101 30 301 331 632 16 i 96 272 368 10 43 72 115 21 168 228 396 40 ! 469 529 998 22 135 184 319 48 680 699 1,379 16 ! 296 242 538 6 16 37 53 17 130 146 276 4 1 18 36 54 2 2 11 13 4 8 20 28 4 33 49 82 2 3 5 8 5 23 33 56 20 130 254 384 18 48 95 143 37 257 592 849 19 50 257 307 11 42 99 141 21 236 491 727 37 155 516 671 13 62 129 191 45 352 734 1.086 11 | 39 130 169 7 10 57 67 15 206 416 '622 16 ! 97 122 219 7 15 38 53 17 189 249 438 18 137 273 410 9 30 30 60 27 384 499 883 27 230 424 654 13 50 77 127 29 209 424 633 52 307 477 784 29 69 284 353 57 327 837 1,164 2 3 50 53 1 1 2 3 2 1 17 18 3 30 37 67 3 9 20 29 4 16 51 67 . 10 55 93 148 5 3 34 37 15 76 168 244 ■ 10 69 118 187 6 18 19 37 11 92 153 245 ■ 2 0 60 60 1 0 10 10 4 5 73 78 1 0 7 7 0 0 0 0 1 0 16 16 .1 5 0 46 46 2 0 | 23 23 5 5 92 97 3 22 40 62 1 0 2 2 2 22 4 26 J 0 0 0 0 1 0 5 5 1 0 6 6 . 12 83 186 269 5 16 50 66 12 183 363 546 •1 3 17 48 65 2 5 12 17 4 30 63 93 9 37 122 159 9 56 52 108 12 92 117 209 . 10 88 158 246 3 3 48 51 12 136 149 285 . 19 141 401 542 15 9 144 153 54 535 944 1,479 SECONDARY SCHOOLS. 1847 Table 28. — Private high schools and academies — Number of secondary students pursuing certain studies in 1902-3. State or Territory. English literature. History. Civics. a £ |1 1 c !H u br A £ g'-g 1 Female. Total. 5X) X Tt? * 9 1 © 0 fe Eh United States . 1.403 16,674 i 22,520 39,194 1.406 15,932 20, 685 33, 617 1,008 1 7,668, 9,729 17,397 North. Atlantic Division... 522 9.111 9,520 18,631 514 7,438 8,09715,535 | 335 2,822 3,012 5.834 South Atlantic Division . . . 234 1.694 3. 236 4.930 254 2,459 3.278 5.737 171 ! 1.296 1,533 2.829 South Central Division.... 24i 2.428 2,969 5.397 245 2,568 3,140 5.708 203 1.748 1,884 3.632 N orth Central Division .... 202 2.443 5.136 7.579 289 2,644 I! 626 7.270 ' 208 1.449; 2. -308 3.757 W estern Division . 106 998 1,659 2,657 104 823 1,544 2,367 1 91 353j '992 1,345 North Atlantic Division: | 1 | Maine . . . . 28 461 508 989 ; 28 334 344 678 25 119 145 264 New Hampshire . . 17 319 268 587 ; 23 , 604 285 889 13 90 64 154 Vermont _ . _ 16 103 169 272 ; i6 151 180 331 13 58 85 143 Massaclmsetts . . . 88 1.76S 1,947 3,715 66 1.043 1,327 2,370 41 | 266 287 533 Rhode Island _ _ 12 131 176 307 10 , 238 ' 247 ' 485 4 53 65 118 Connecticut . . 47 855 967 1.822 ! 47 631 552 1,183 23 65 170 235 New York . 147 1,785 2.584 4.369 ; 166 1.834 2, 716 4. 550 114 j 966 1.044 2.010 New Jersey _ fe 1,398 1.003 2.402 51 i '598 799 1.397 29 | 156 172 328 Pennsvlvania . . 118 2,290 1.898 4.188 ! 109 ; 2,005 1,647 3,652 73 , 1,049 1.000 2,049 South Atlantic Division : Delaware . . 3 17 43 60 2 6 22' 28 1 0! 141 14 Maryland . . . . 37 i 309 I ID 1.084 ; 40 | 407 748 1.155 21 143 189 332 District of Columbia . . 21 69 454 523 21 58 516 569 15 21 153; 174 Virginia . . . : 50 i| 323 597: 920 57 i 795! 613 1,408 25 209 240 449 W est V irginia . . 11 69 161 1 230 ! 13 172 215 387 9 136 125 261 North Carolina . . 61 653 542 1,195 | 70 714! 542 1,256 64 659 491 1.150 South Carolina. . . ... 1 15 52 227 279 : 15 105 268 373 11 23 75! 98 Georgia . . . . 30 190 339; 529 31 207; 282 489 18 79 176 255 Florida.. . . . . 12 98 110 5 0, 72 72 7 26 70 96 South Central Division: I Kentuckv . 1 62 404 579: 983 61 560 675 1.235 51 1 347 460 807 Tennessee . . . . 53 1 627 i 734 1.361 ! 51 425 600 1,025 37 261 292 553 Alabama . . | 19 278 345 623 1 20 219 334 553 15 149 170 319 Mississippi . ! 27 224 279 503 | 24 ! 270 334 604 27 247 269 516 Louisiana . . . 1 21 1 157 1 220 377 ! 20! 149 357 508 11 53 1(34 157 'T'exas . | 47 i 562 ! 614 1,176 ! 45 736 618 1,354 42 516 407 923 Arkansas . . . 1 12 147 1 123 270 15 142 145 287 12 I 134 126 260 Oklahoma.. . . 4 15 44 59; 4 24' 29! 53 4 20 41 61 Indian Territory. _ 4 14 31 45 5 43, 48' 91 4 21 15 36 North Central Division: I I 1 | Ohio . . 39 444 ' 569 1.013 36 318 461! 779 23! 155 134 289 Indiana. . . . . . 21 231 552 783; 20 231 4771 708, 15 73 274 347 Illinois . . . 49 323 801 1,124! 48 266 840 1, 106 2H 162 315 477 Michigan. . . 17 136 444 580 17 142 430 572! 13 89 136 225 Wisconsin . . . 20 251 267 518; 22 293 325 618 15 113 85 198 Minnesota . . . . 26 291 514 805 25 489' 332 821 1 15 113 164 277 Iowa.. . ... 30 237 479 718! 29 214 403, 617 j 28l, 254 317 571 Missouri . . . Ol , 372 946 1,318 61 o34 898 1,432, 50, 341 604 945 N orth Dakota . ... 2 4 40 44 2 0 21 ' 21 2 0 26 26 South Dakota . . 4 26! 85! 111 3 22 62 84; 3 42 63 105 Nebraska . 16 65 S03! 368 ! 15 58' 262 320, ill 72 112 184 Kansas . . n 63 136 199! 11! 77 115, .192. 35 78, 113 Western Division: j ‘| Montana . 3 0 72 72 4 6 52 58 3: 0 71' 71 Wyoming . ll 0 16 16! 1 0 26 26| l! 0 14 14 Colorado . . . . 5 5] ee; 101 1 22 121' 143| ■5 22 63 85 New Mexico . ... _ 2 22 6 28 2 22 6 28| 2 22 2 24 Arizona . . . 2 0 13, 13 2 0 25 25 »> 0 17 17 Utah . . . 9 5l| 85; 136 11 89 120 209 ‘ 33 55 88 Nevada . 1 Idaho .. . . 21 23' 57; 80 3 31 46 77; 3; 10 24 34 Washington!.. _ 13 69' 184' 253 13 91 155 246 10 60 130 190 Oregon . . . 12 184 163! 347 10 125 145 270 10 45 157 202 California . 57 1 967 i 1,611 57 H 848. 1.285! ' 1 161 459 620 1848 EDUCATION REPOET, 1903, Table 24. — Private high schools and academies — Proportion of male and female students , per cent of students pursuing certain courses, per cent of graduates, etc. , in 1902-3. Per cent of total number. Per cent of gradu¬ ates pre¬ pared for college. State or Territory. Total num¬ ber of secondary students. Male. 1 Female. College classical prepara¬ tory students. College , scientific prepara¬ tory students. Gradu¬ ates in 1903. United States . 101,847 49.51 50.49 12. 77 10.94 11. 35 47.96 North Atlantic Division ... South Atlantic Division _ South Central Division _ North Central Division _ 40,367 16,672 18, 160 19,937 6,721 53.73 48. 12 50.35 44.32 43. 54 46.27 51.88 49.65 55.68 56.46 11.03 13.35 10. 89 8.51 9. 71 14.39 7.43 9.06 8.65 11.92 14.49 8. 37 6. 94 12.20 9.34 52.96 47.34 38.30 34. 97 40.92 North Atlantic Division: 2,322 2,022 1.216 5,766 705 47.54 52.46 21.92 8. 91 15.37 42. 29 65. 08 34. 92 20.37 17.16 14.49 56.82 50. 24 49.76 11.18 11.76 12.58 39.61 50. 68 49.32 24. 81 13.30 15. 78 54. 17 50.64 49.36 14.89 3.97 11.34 23. 75 Connecticut . 2,910 10.369 3,948 11,109 129 48. 83 48.15 51.17 51.85 19. 62 13.15 10.86 14. 73 14.62 13. 67 49.17 46. 71 59. 80 •40.20 17. 07 27.76 16. 13 54. 47 50.45 49.55 11.28 1.24 14. 20 62.67 South Atlantic Division: 41.08 58.92 6.97 37.21 6.95 77. 77 2,142 1,121 3,097 1,107 5,454 1,149 2,056 417 41.73 58. 27 13. 16 10.41 12. 46 53.93 District of Columbia _ . _ Virginia _ 17. 93 53. 37 82.07 1 46.63 4. 99 15.69 7.04 8.23 9.01 7.62 31.68 43.08 West Virginia 51.13 48.87 3.52 1.81 10.02 12.61 North Carolina _ 58.33 43. 67 15. 33 8. 42 8.09 51.95 South Carolina . 44. 56 55.44 14.62 4.61 8.00 59.78 Georgia . _ . . 45. 96 54.04 16.58 4.81 5.54 60. 52 Florida 30. 22 69.78 2.15 0.48 4.31 , 27. 77 South Central Division: Kentucky _ _ 3,837 3,891 51.81 48.19 12. 64 7.09 6.98 38.95 Tennessee . . . 52.22 47. 78 9.27 9. 74 9.35 38.46 Alabama . . 1,894 1,585' 1,155 3,920 1,429 144 49.94 50.06 8. 61 12.88 4.59 27.58 Mississippi . . 44.60 55. 40 13. 94 7.82 6. 12 30.93 Louisiana - .. 47. 27 52. 73 8.40 8.74 7.10 32.92 Texas . . 50. 13 49. 87 8.93 8.80 6.48 41.73 Arkansas . . . 53.53 46. 47 10.28 13.08 4.96 50.70 Oklahoma . . . 40.28 59.72 21.53 1.39 9.03 69.23 Indian Territory _ . North Central Division: Ohio . . . . 295 2,183 1,857 3,187 1,097 1,477 1,818 2,370 3,621 ■ 70 51.53 45.35 48. 47 54.65 37.89 8.47 11.18 15.48 5.43 13.46 37.50 36.05 Indiana _ _ _ 45. 72 54.28 4.31 4.36 12. 27 42.98 Illinois _ _ 36.43 63. 57 6. 71 6.65 14.08 27.91 Michigan . . . 38.01 61.99 0.99 7.20 15. 40 56.54 Wisconsin . . 56.67 43.33 14.22 10. 56 14.82 43.37 Minnesota _ . __ . 47.90 52. 10 9.52 5.08 11.82 23. 72 Iowa _ 46.87 53. 13 5.11 6.37 14.89 29.74 Missouri _ _ _ 44.41 55.59 7.93 7.21 8.48 26.71 North Dakota _ 14. 28 85. 72 14. 29 0.00 2.85 100.00 South Dakota .. 389 36. 50 63.50 14.91 6. 12 13.36 16.35 N ebraska . _ . 987 43. 00 57.00 17.02 26.75 7.40 35.61 Kansas 881 45. 28 54. 72 9.19 10.66 8.29 63.01 Western Division: Montana . . . 104 57.69 42. 31 5. 76 4.81 11.53 66.66 Wyoming _ 26 0 0 0.00 0.00 7 69 0 Colorado _ 164 13.41 86. 59 10.36 2.43 13.41 3. 12 New Mexico _ 126 a5.71 64.29 0.00 0.00 8.73 0 Arizona _ _ _ 31 6.45 93.55 6. 45 3.23 0.00 0 Utah _ _ _ 1,916 46.76 53. 24 3.96 2.08 4. 74 38.85 N0V&Cl8f Idaho _ _ 163 28.22 71. 78 ,26. 38 7.97 11.04 50.00 Washington . . . 589 40.92 59.08 14.26 14.43 • 11.88 34.28 Oregon . _ _ . 945 44.65 55.35 14.07 21. 58 9. 74 35.87 California . _ . 2,657 39.37 60. 63 10.99 18.52 11. 29 49.00 | SECONDARY SCHOOLS, 1849 Table 23. — Private high schools and academies — Percentages of secondary stu ents pursuing certain studies in 1902-3. Per cent of total number of secondary students. State or Territory. Latin. Greek. French. Ger¬ man. Alge¬ bra. ! Geom- j etry. j Trig- j onom- etry. As¬ tron¬ omy. Phys¬ ics. United States. . 44.24 6.79 24. 79 20. 74 48.15 lO ©3 CO 1 *2 4.76 4. 77 15.26 North Atlantic Division . 48. 50 9. 65 38. 85 28.46 52.91 29.81 | 4.40 4. 51 15.91 South Atlantic Division.- 44.68 4. 82 20. 72 10.29 48.64 19.08 4.52 4.53 14.40 South Central Division.. . 39.74 5.32 10.54 9.60 49. 74 20.01 4.20 4.66 14.85 North Central Division.. 43. 91 5. 47 14. 45 26.04 39. 32 20.49 5.70 5. 35 14.96 Western Division _ 30. 72 2. 40 19. 60 14.64 40.29 21.74 5.48 5.40 15.52 North Atlantic Division: Maine _ _ 43.07 9. 35 23.94 4.35 43.62 25.02 0.13 7.32 1 ' 14. 51 New Hampshire . 54. 75 18.25 37.59 13.65 56. 13 1 38.72 3.85 3.26 16. 12 Vermont _ _ _ 41.20 6.41 30. 84 7.15 29.86 17.43 1.48 7.89 11. 43 Massachusetts _ 54. 72 13.51 54.04 25.74 j 51.51 36.68 3.76 4.94 ! 16. 01 Rhode Island _ 48. 79 9. 36 75. 74 16.73 61. 70 35.88 1 6.38 4.82 i 14.04 Connecticut . . 62.89 15.09 41.07 30.00 j | 52. 10 27.63 4. 57 4. 15 13. 16 New York _ 43. 61 7.15 48.30 33.18 1 50.79 28.54 5. 73 4.52 ! 16. 86 New Jersey _ _ 58. 46 12. 11 41.21 42.07 61.68 37.92 8.46 3.95 17.65 Pennsylvania _ 43.34 6.57 22.61 80. 97 55.00 25.48 1 6.84 3.82 i 15. 94 South Atlantic Division: Delaware . . 83. 72 6.10 79.84 27. 13 94.57 31.78 5.42 0.00 18.60 Maryland _ _ 59. 48 6.02 42.25 29.51 61.86 34.17 8.54 4.10 16. 43 District of Columbia. 38.98 3.92 77.25 18.37 44.07 19.71 j 4.37 14.89 19.18 Virginia . . West Virginia _ 52.11 4.29 18.95 11.75 56. 25 21.76 6.94 4.00 21.73 28.36 1.26 10.66 11.47 33.24 14.45 4.60 3.70 14.81 North Carolina _ 38.08 4.12 7.55 2.20 41.47 11.81 2.20 3. 72 9.33 South Carolina . 32.46 7.57 23.32 9.92 44. 65 14.97 5. 48 3. 74 12.70 Georgia . . 53.79 5.93 9.53 5. 79 53.75 23.94 2. 72 3.26 12.16 Florida _ _ _ 35.49 | 2.16 0.00 0.00 41.68 12.95 2. 30 5.52 16.07 South Central Division: Kentucky . 37.56 4.82 12. 85 16. 71 48.03 14.46 4.77 4.40 11.52 Tennessee . . . 47.44 8.84 5.30 5.58 50. 17 20.94 4.57 3.39 10.46 Alabama _ _ 39.12 4.48 11.03 4.17 51.53 20.33 5.28 5.28 18.11 Mississippi . 34.38 3.34 6. 06 0.77 54.76 17.66 5.99 4. 85 28.26 Louisiana. . . 36.02 7.01 58.50 3.20 43. 98 22.18 6.15 10.30 17.58 Texas . . . 34.85 3. 27 5.54 16.02 52. 81 27.88 6. 66 5. 76 16. 10 Arkansas . _ 48.71 5.73 4.90 7.00 44.86 14.20 1 3.08 0.62 11.27 Oklahoma . 38.19 1.4S 2.78 16.53 33.33 9. 72 6.80 7.62 21.56 Indian Territory _ 33.22 1.70 0.00 2. 71 41.36 10.51 0.68 4. 41 10. 17 North Central Division: Ohio _ 49.58 ! 12.00 19.33 34.49 40.08 22.90 5.63 4.76 15. 71 Indiana . . 45.72 3. 82 16.48 26.12 42.73 21.38 6.14 '6. 19 15. 13 Illinois . . 48.42 3.98 17.07 26.58 34.23 20.33 8.42 6.80 13.46 Michigan . . 48. 04 3.82 30.36 21.51 48.68 20.51 2.55 3. 19 19.69 Wisconsin _ _ 40.01 9. 41 15. 84 46.31 32.23 23.43 2.44 3.52 10.77 Minnesota _ _ 45.16 9.52 14. 80 38. 17 41.31 26.02 2. 47 2.04 11.99 Iowa . . 34.39 2. 74 3.04 15.69 33. 67 14.05 1.89 4.34 19.85 Missouri . . 43.52 3. 87 13.28 18.89 49.85 19.88 6.30 7.32 17.84 North Dakota . . 27. 14 0. 00 18.56 14.28 25.00 10. 71 2.86 2.14 6. 57 South Dakota _ 27. 25 2. 82 8.23 14.14 24.41 9. 77 0.00 4. 37 13. 88 Nebraska. . . 40.73 4.46 11.96 16. 21 32.92 28. 47 0.30 4.36 19.05 Kansas . . . 43.47 2.04 5.11 22.70 30. 19 12.37 0.34 8. 74 9. 98 Western Division: Montana . 42.31 0.00 19.23 0.00 70.19 24.03 4. 80 26.92 14.42 Wyoming . . 26.92 0.00 0.00 0.00 100.00 6. 15 0.00 7.69 42. 31 Colorado _ _ _ 43. 29 0.00 28. 66 21. 34 52. 44 23. 17 0.00 11.59 31.70 New Mexico . 0. 79 0.00 0.00 0.00 17.46 19. 05 1.59 19.05 19.84 Arizona . . . . 45.16 0.00 0.00 0.00 35.48 19.35 0.00 0.00 38.71 Utah . 13.05 0.68 5.58 8.14 22. 18 12.94 0.89 0.47 6.63 N evada . Idaho . 31.90 3.07 12.27 16. 43 65.03 14.11 0.00' 12. 21 14.73 Washington _ _ 36. 50 2.55 7.98 18. 68 46.01 18.16 2.54 7.64 17. 65 Oregon . . . . 36.93 5.29 11.75 22. 75 30.90 14.71 4. 65 5.40 11.75 California . 39.97 2.97 36.32 16. 94 52.54 31.43 5. 68 7.00 21.15 1850 EDUCATION REPORT, 1903 Table 26. — Private high schools and academies — Percentages of secondary students pursuing certain studies in 1902-3. 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. Eng¬ lish lit- era- * ture. His¬ tory. Civics. United States . 8.57 17.93 4. 35 21.56 5. 39 35.59 38.48 £5.84 17.08 North Atlantic Division.- 10.09 14.46 4.00 16.60 4.80 38.11 46. 15 38.48 14. 45- South Atlantic Division.. 7.80 21.89 2.96 25.05 4.47 31.10 29.56 34.41 16.97 South Central Division . . 6.07 20. 87 5.38 30. 70 6.22 32. 19 29.73 31.45 20.01 North Central Division ._ 8.86 18.34 4.86 20.33 6.22 84.99 38.02 33.47 18. 84 Western Division . 8.27 19.83 5. 64 21.66 6. 47 42.18 39.53 35. 22 20. 01 North Atlantic Division: 1 Maine . 10. 94 14. 60 7.97 11.28 4.08 41.65 41.73 29. 20 11.37 New Hampshire. _ 8.11 10.88 2.37 12. £6 1.18 30.37 29. 03 43.97 7.62 Vermont . . 6.50 16.12 3. 95 11.68 5.67 31.66 22. 87 27.22 11.76 Massachusetts . 10.87 9.17 4.58 10.75 3.40 40.11 64.43 41.10 9.24 Rhode Island . . 8.09 17.30 5. 10 34.18 18.44 53. 48 43. 54 68. 79 16.74 Connecticut . 6.73 11.24 3.84 17.39 2.33 44. 71 62.61 40. 65 8.08 New York . . . 12.05 17. 45 4.79 21.50 3.80 38.60 42.14 43.88 19.38 New Jersey . . 13.10 14. 79 3.27 13.37 2.38 44. 66 60. 84 35.38 8. 31 Pennsylvania _ 8. 37 15. 42 2. 66 17.27 7.67 33.22 37. 70 32.87 18.44 South Atlantic Division : Delaware . . . 27.90 13.95 0.00 17.83 0.00 44.96 46.51 21.75 10.85 Maryland _ 11.48 20. 31 2.05 18.67 3. 15 43.23 50. 67 53. 92 15.50 District of Columbia . 11.51 15.08 7.23 14.90 7.40 41.03 46. 65 50. 75 15.52 Virginia . . 10.85 22.70 3. 52 24.28 3. 71 37.49 29. 71 19.79 14.50 West Virginia _ . 4. 88 19.42 0. 72 29. 18 8.49 23.58 20. 78 34. 96 23.58 North Carolina. _ 4.02 21.31 2. 37 28. 44 3. 21 23.88 21.91 23.02 21.09 South Carolina . . 3.39 19.84 1.74 21.15 2.44 21.85 24.28 32. 46 9.53 Georgia . . . 6.71 29.67 4.28 30. 50 7.98 31.57 20.87 23.81 12.40 Florida _ 4.79 26. 38 3.36 21.58 5.36 27.82 26.38 17.27 23.02 South Central Division: Kentucky . . 6.59 22.86 5.94 27.31 4.09 33. 12 25.62 31.83 21.03 Tennessee . . 3.03 12.36 6. 53 26.88 5.42 33. 49 34.98 26. 34 14.21 Alabama _ _ _ 7.23 13.99 5.22 39. 22 8.03 25.92 32.89 29.20 16. 84 Mississippi . . . 4.98 27.38 3.53 43.91 6.37 39.87 31.74 38.11 32.56 Louisiana. . . 7.88 20.17 4.76 31.86 9.96 34.29 32.64 43.81 13.56 Texas . . 8.98 25.18 4.67 25. 46 8.14 85. 18 30.00 34.54 23.54 Arkansas _ 3. 15 23.51 3.60 37. 65 3. 71 19.31 18.89 20.08 18.19 Oklahoma _ 12.50 35. 42 21.92 37.50 9.03 19. 44 40.97 36. 65 42.36 Indian Territory . 3.05 8.47 6.10 27.88 2. 71 18.98 15.25 30. 85 11.10 North Central Division: Ohio. _ _ _ 11.09 15. 35 5.77 17.59 6. 55 38.89 46.41 35.68 13.24 Indiana . . . . 11.58 16. 69 5.12 16. 53 7.59 39.15 42.16 38.13 18.68 Illinois . . 10.45 13. 05 6. 12 21.05 5.99 34.08 35. 27 34.70 14.97 Michigan . . 7.57 14. 22 1.09 15.40 6.11 56.70 52.87 52. 14 20.51 Wisconsin . . 6.09 12. 32 3.72 14.82 3. 58 29.65 35.07 41.84 13.40 Minnesota _ _ 5.67 20. 84 1.93 22. 55 3.30 48.57 44. 27 45. 15 15.24 Iowa _ 5.27 21.26 4.39 27.59 5.36 26.71 30. 21 26. 03 24.09 Missouri . . . 10.27 23. 53 5.80 21.65 9.75 32. 15 36. 40 39. 55 26.10 North Dakota _ 3.58 14.28 2.88 3.78 2. 14 12.85 31.47 15.00 11.42 South Dakota. . . 3.60 16.96 10.54 17.22 7.46 17.22 28.53 21.59 26.99 Nebraska. . . 11.34 14. 58 2.43 15.00 3. 75 14.72 37.28 32.42 18.64 Kansas . . 10. 44 22. 02 7.83 21.22 4.20 27.81 22. 58 21.79 12.82 Western Division: Montana . . 10.58 43. 27 14.42 57.69 9.62 75. GO 69.23 55. 77 68.27 Wyoming. . . . 0.00 42. 31 0. 00 26.92 0.00 61. 53 61.53" 100.00 53. 86 Colorado . . 12.80 65.24 22. 56 28.05 14.02 59.14 61.58 87.13 51.82 New Mexico . . 0.00 18.25 21.43 49.20 1.59 20.63 22. 22 22. 22 19.05 Arizona . . 12.90 41.93 16.13 0.00 16.13 19.35 41.93 80. 65 54.84 Utah . . . . 4. 18 17.01 3.50 14.04 3. 44 28.50 7. 10 10.91 4.59 Nevada . . . Idaho . 11.66 25.76 6.13 39. 87 10. 43 57.06 49. 08 47.24 20.86 Washington . 7. 64 20.54 6.11 26.99 18.33 35. 48 42. 95 41.76 32.26 Oregon _ _ _ 10. 79 19. 05 2.96 26.03 5.40 30.16 36.72 28.57 21.37 California . 10.35 17.20 5. 79 20. 40 5.76 55. 66 60.63 48.36 23. 11 Table 27. — Private high schools and academies — Equipment , income , benefactions, and e% SECONDARY SCHOOLS. 1851 Total money value of endowment. *q.unouiY 1- i lii§l iiiii ffrf - siimm iiiiiiai ; nrn igiwisi wmm i m ss CO- JO U- ; •.ourpiod -9.1 S[ooqog NN0^Xth?OXN« | »HHCH CO a o £ 1 1 •;unoniY mu gsgss gissassss H iiiin l iiBin 1 SSS^SSSSSSf ; : : 3*=§f £ i— I CO i ■ ■ 1 •gUT^JOd -9.i sfootps O lO^aCCOOilOSSCiCi pCHNOHM ! ;C ^ BgSli §2lMS - 1 mn issss irgsisss iiinii ; ®o^|-cog-gg|| «%H JO §ggg® 1 •Sui^aod -9.T sfooqog OjH>oao,-!CE>roj3*s ,-icoocc^co-*coco cagocccoosco Productive funds. ■^unouiY llssl ss'sss 1 1SIIIS1II I118I18I§ gisilf eS?f??fo e-jggo>_o — 03 co co 10 i- cocoa: cc -^03 •SuppiocI -9J sfooqog p~8S oicoo3L--*s- coecr- -jsr.oi^cccoco Tuition fees. •q.unouiY cr- 1 •^ui^aod i -9.1 STOOipS 1 g | 8358"-°* ; -oocco^-^ oooooa«CH t-aoa***^* Grounds, build¬ ings, scientific apparatus, etc. •pmomY oc ''f 3 [ mm gjgW.,- mmm mmmm iiism iiiiiiii¥ mmm& Mmim H C5 nrH-ix" r-Ti-ir-i »-i •.guipiod I -9a spoqos §s Ssa2S*-$Sg@8 S3£§£8£ Libraries. •S9UIUIOA. o go" iiiiij lllls'! 1 8EI8S8SI1 IlillllSi SIsSlII sssgs'sgW “ssssss's’ sssasss* •Surpiod | -9.t siooqog ! § oj 111S§| i £3S£®8SS3 SSSsSS^ o k -0 OOCCOM ©2rHrHIO Tuition fees. - •cpmomy ii gsisisiiiiii rg§§s as |¥3»f's¥|'*'ssfs " 3,650 50,069 95,241 219,954 'Suipjod -0j sfooxpg WS°°2 State and municipal aid. •^unouiy OO OOOOOOOCCOOO oooooo d 1,000 0 0 5,000 •Sui^.iod -9.1 s[ootpg OO OOOOOOOrHOOOO OOOOOO rHOOrH Grounds, build¬ ings, scientific apparatus, etc. •^unouiy ii iiiiiiiiiiii ri§i§ ii iiiiiisWii s i**i ** ©i rH ©f 110,000 474,800 1,316,500 2,291,100 ■gui^.iod -©a sfooxpg COCOCi^ Libraries. •saumpy is iSsimiiiiii linn “ S«SS«8SS-r”f53S “ ^ S 3,240 10,117 12,555 75,548 •fiup.iod -aj sfooxpg State or Territory. South Central Division- continued. 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 . SECONDARY SCHOOLS, 1853 Table 28. — Denominational and nonsectarian schools included in the tables of private high schools and academies, 1902-3. State or Territory. Nonsectarian. Baptist. Congrega¬ tional. Episcopal. Friends. Schools. Instructors. Students. | Schools. cc ?H o O m Students. | Schools. | Instructors. Students. | Schools. O o p Students. | Schools. | Instructors. | Students. United States . - 8234,601 48,941 84 435 6,619 40 190^ 2 272 88 664 5,138 47 256 2,933 North Atlantic Division . . . 377 2,693 23,882 22 146 1.984 6 27 307 39 324 2,460 22 170 1,796 South Atlantic Division ... 165 713 8,771 26 127 1,986 51 24 191 14 86| 732 6 34 1 293 South Central Division _ 158 503 8, 603 26 108! 1.807 9| 52 438] 9 421 409 1 1 14 North Central Division _ 94 498 6,423 10 54 '842 16 68 1,086 18 1531,159 18 51 830 Western Division . . 29 194 1,262 0 °| 0 41 19 250 8 59 378 0 0 0 North Atlantic Division: Maine . . 92 78 1.395 5 42 660 0 0 0 0 0 0 1 5 89 New Hampshire . .. 14 62 872 4 17 289 1 2 28 3 50 402 0 0 0 Vermont . 8 25 447 3 21 268 1 4 57 0 0 0 0 0 0 Massachusetts . . . . 70 540 4,252 1 2 15 2 18 193 6 42 341 0 0 0 Rhode Island . . 5 41 179 0 0 0 0 0 0 1 11 53 0 0 0 Connecticut . . . 39 222 2,132 1 5 86 2 3 29: 9 58 489 0 0 0 N e w Y ork . . 108 880 5, 992 3 19 259 0 0 0 13 112 808 3 20 89 New Jersey _ _ 38 316 2.713 25 208 0 0 0 2 14 99 4 12 86 Pennsylvania _ 75 529 5,900 8 15 201 01 0 0 5 37 288 14 133 1,532 South Atlantic Division: 2 12 1 9 75 Maryland _ 23 144 1,228 0 0 0 0 6 0 ! 3 15 99 2 8 92 District of Columbia. . . 17 155 630 0 0 0 0 0 0 j 1 21 76 1 13 73 Virginia . 38 151 1,669 4 13 270 0 0 0 , 4 17 157 0 0 0 West Virginia . . 5 19 323 2 16 136 0 0 0 ! 0 0 0 0 0 0 North Carolina ... ... 52 147 3, 365 8 23 482 1 3 36 4 25 279 2 4 53 South Carolina . .. _ 7 25 283 3 35 450 0 0 0 ! l 6 98 0 0 0 Georgia . 22 56 1 , 162 8 33 478 4 21 J 155 0 0 0 0 0 0 Florida 1 4 57 1 Y 170 i 2 25 South Central Division: Kentucky _ _ 39 112 1,615 6 29 354 6 0 0 3 11 66 0 0 0 Tennessee . . 38 116 2,240 4 11 189 2 11 ; 103 3 17 142 1 1 14 Alabama . . 19 67 1,076 3 16 309 3 18 153 2 6 61 0 0 0 Mississippi . . 19 46 858 1 2 60 1 3 70 0 - 0 0 0 0 0 Louisiana . 11 41 434 2 8 117 0 0 0 0 0 0 0 0 0 Texas . . . . 23 84 1,624 3 23 388 1 7 45 1 8 140 0 0 0 Arkansas _ 9 29 696 7 19 390 0 0 0 0 0 0 0 0 0 Oklahoma . . . 2 13 j 67 1 - Indian Territory 2 8 60 North Central Division: Ohio . . . . 19 41 1,118 0 0 0 0 0 0 2 13 64 2 6 102 Indiana . . 4 46 582 0 0 0 0 0 0 2 21 100 6 19 336 Illinois . . . . 20 ! 131 1,263 1 6 53 3 12 234 2 8 61 1 1 42 Michigan _ .. _ 5 46 505 0 0 0 1 6 42 0 0 0 1 3 59 Wisconsin . . . 4 36 352 1 8 90 2 10 108 3 85 300 0 0 0 Minnesota _ _ 6 28 230 1 9 129 1 4 52 3 31 263 0 0 0 Iowa .. . . . 8 817 1 6 106 9 5 56 1 10 80 5 16 202 Missouri . . . 27 113 1,356 3 8 148 3 11 250 1 8 40 0 0 0 North Dakota _ South Dakota. _ 0 0 0 1 5 103 1 4 | 72 1 8 52 0 6 0 Nebraska . . .1 1 10 200 0 0 0 1 2 11 169 2 10 127 0 0 0 Kansas _ _ _ 0 0 ! o j 2 | 12 213 1 5 ! 103 1 9 72 3 6 89 Western Division: 1 Montana . . . 0 0 0 0 0 0 0 0 0 o 0 0 0 0 0 Wyoming . . 0 ! o 0 ! o 0 0 0 0 0 0 0 0 0 0 0 Colorado. _ _ 0 0 0 ! 0 0 0 0 0 0 o 0 0 0 0 0 New Mexico . . 1 1 6 43 Arizona . . 0 0 0 i 6 j 6 0 I 0 0 0 0 0 0 0 1 6 0 Utah . . . . 0 0 0 i 0 0 0 1 4 30 1 7 50 0 0 0 Nevada . . . . I-... ! 1 .... Idaho . 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 Washington . . 2 6 86 o 0 0 2 7 108 2 18 86 0 0 0 Oregon . . . . 2 9 112 9 0 0 0 0 0 2 18 109 0 o 0 California . 25 | 179 1,064 0 0 0 1 8 112 2 10 90 0| 0 0 1 1854 EDUCATION REPORT, 1903. Table 20. — Denominational and nonsectarian schools included in the tables of 'pri¬ vate high schools and academies, 1902-3. 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 . V ermont _ _ 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 . . SouthCentral 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 . Lutheran. Methodist. Methodist Episcopal South. Presby¬ terian. Roman Catholic. | Other de- | nomina¬ tions. Schools. | Instructors. | Students. | Schools. V to q Students. o o rd o *| Instructors. Students. Schools. | Instructors. 1 Students. 35 o a? Instructors. Students. m 3 O ■si Instructors. | Students. 28 147 1,912 68 449 6,297 30 Ho! 2,322 72|305 3,912 362 1,972 17,007 48 n 312 4, 494 _ _ _ I 6 89 415 14164 2,113: 0 o 8 34 535 101 583! 5,507 17 134| 1,368 2 8 115 161001,570 11 38 697 22 93 840; 32 173 1,265 4 18 212 1 5 74 22 951,496 15 71 1,434 23; 71 1,020 51 259' 2,383 8 30 472 18 901,268 14 851,074 3 10 176 13 69 983113 685 5,272 11 681 824 1 5 40 2 5 44 1 1 15 6 38 534 65 272 2,580 8 621,618 0 0 0 1 9 123 0 1 =o n 0 rj 1 n 55 0 0! 0 0 0 0 1 14 230 0 0' 0 Q 0 0l 5 16. 165 1 3 36 ! 0 0 (J 2 14 327 0 0 0 0 0 01 2 9 60 1 8 57 , o 0 6 1 12 158 0 0| 0 0 0 0 14 65 544 4 39 263 ! 0 0 0 1 12 111 0 0 0 0 0: 0! 5 30. 362 0 0 0 i e 0 <•] 0 0 0 0 0 0 0 0 0 4 22 177 1 2 17 3 16 104 3 31 426 0 0 0 ll 1 18! 44! 267 2,616 1 ll'! 57 1 0 48 2 31 223 0 0 0 3 21 243 9 54 330 0 0 0 2 18 263 3 41 515 0 0 0 4 12 274 16: 109 1,198 9 71 938 0 0 0 I 0 I 0 0 0 o' 0 0 0 0 0 0 0! 0 0 0 0 : 1 13 176 i 0 0 2 4 36 101 61 473 1 9: 38 0 0 0 1 0 0 0 ; o ! 0: 0 0 0 0 6| 48 342 Ol 0: 0 0 0 0 ) 4 39 431 i 2 n 150 6 33 I 239! 5 16 108 1 2 53 ! 0 0 0 : 2 23 478 0 , o 0 : 3 9 79; 2: 15 91 1 0 O' 0 2 : 8 115 7 20 382 ; 4 11 1 383 7 25 218 1! 4 m 2 121 1 0 0 0 2 5 103 0 0 0 3 19 192 1 4 25 0 Oi 0 0 | G 0 ; 0 0 0 i 4 9 135 1 3 58 2 10 • 70. 0; O' 0 1 0 0 0 1 2 1 29 0 0 0 5 15 136| 0! 0. 0 0 (i 0 j 2 4 66 3 13 204 7 26 1 o. 3o± is! 96 797! 6 J 381 0 0 0 i 11 48 806 1 2 61 6 13 216; i 5 55- 1 2 65 0 j 0 0 1 3 87 1 a 114 1 4 37 2 20' - 57 0 0 0 0 0 0 3 13 174 1 3 1 55 3 13 149 5| 151 193! 1 3; 26 0 t o 0 0 0 0 1 T 17 0 0 0 io; 56 5S7 0 0; 0 1 5 74 5 27 363 3 19 1 539 3 10 174 li 48 573 9 0! 0 ! 0 | 0 0 0 0 0 3 13 283 ! ot 0 0 2j 0 SO 0 0 0 I i 2 i 16 2 10! 61 1 1. . 2 9 161 2 3 74 _ | 0 0 0 I 1 8 45 0 o' J J 12 I ! 76 »! 113| 736j 2 n! 42 i- 0 0 o 0 0 0 0 0 0 0 0 12! 88i 689 1 10 150 17 173 2 15 128 0 0 0: 2 9 103 16 90 834' 4 22 296 i 0 0 1 1 4 67 0 0 1! 1' 55 8! 53 369 0! 0 0 £ 6 42 1 5 67 0 0 0 1 7 133 8 56 385! 0 0 0 5 22 400 1 3 30 0 0 0: 0 0 0 11 63. 714 6 0 0 3 13 277 1 12 150 0 0 0 1 6 122 11 54 488; | 1 4 72 2 11 147 5 30 | 509 3 10 176j 4 13 223 19 1 98. 612 2 10 160 2 8, 70' 1 5 74 1 5 ! 48 0 0 0 __ 1 0 0 0 1 5 40 ! 0: 6 0 2 ie; 155 1 3 1 30 0 0 01 1 7 90 7 1 44 i 216 0! a 0 0 0 0 0 ° 0 0 0 0 1 8 181 3 13 119 1 11 104 0 01 0 1 1 15. 1 3 10 89 1 G 0 0 IL J _ 1 26 0 Ol 0 o 0 5 19 . 121 0 Oj 0 1 ! 3 17 126 0: 0 0 01 1 01 0 0! 1 0 0 0 1 0 0 o! o 0 \ 2 5 31 ol 0 0 0 0! . 0 1 ! 1 - 4 0 0 0 4 16 228. 2 ! 14 j 115 4 46 1,489 0 ! oj 0 P__ ! ... 1 8 1 53 i ""a 52: 2) 6 58 1 a 40 1 1 4 j 40 6 0 0 o ! 0 0 6 17 208i 1 5 21 ol 0 0 0 0 0 0 0 0 1 i 14 253 i 10 55' 471 0 0 0 0 °l 0 0: 0 1 ° 0 1 0 0 1 0 ; o 0 1 ! 32 ! 1 125 1,341 1 5l 50 SECONDARY SCHOOLS, 1855 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, 1002-3. State or Territory Public high schools. Private high schools. W 71 71 !| j! QQ 71 g s “H S ti ; XL X !Tc Cf i X s 85 g £ ~ o i £ 71 1 71 2 1 X | X c ! : a ^ 1 XL 1 71 \ ^ i ri i XL 71^ United States . . . . 3.6 87.1 24.3 17.1 10.3 ! 5.5 60.2 10.7 73.9 6.8 North Atlantic Division . -.. 5.0 124.6 1 24.9 14.7 14.7 7.0 65.9 1 9.4 64.3 9.5 South Atlantic Division . . 3.0 69.1 i 23.2 27.0 7.8 4.6 55. 0 | 11.8 71.7 4.6 South Central Division . 2 A 62.3 23.5 21.6 5.6 3.8 56. 1 14.7 82.5 3.9 North Centi’al Division . . _ _ 3.2 76.7 24.3 16.7 9.6 5.5 67.8 10.8 67.0 7.4 Western Division . . 4.4 102. 8 23.4 10.3 11.2 5.4 : 54.2 10.2 122.6 5.0 North Atlantic Division: Maine . . . 2.6 63.1 24.5 1 9.3 8.5 4.7 74.9 16.0 8.0 10.5 New Hampshire - . . 71.9 20.3 8.2 10.7 5. 6 62.8 12.3 98.6 10.1 Vermont- . . . . . 2.5 60.6 23.8 16.5 8.4 4.8 ! 71.5 15.0 61.1 9.1 Massachusetts .. . . .. r.i 170. 1 23. 8 ; 13.6 24.6 7.3 1 58.8 ; 8.0 83.5 9.3 Rhode Island _ 7. 7 170.3 22.2 5.2 20.2 ! 7.8 ! 58. 7 7.5 144.6 6.6 Connecticut . . - 5. 2 115. 7 22.2 4.4 17.6 5.6 ! 51.9 9.3 13.7 7.6 New York _ _ _ 6.6 179. 2 27.0 ! 27.9 14.2 7.6 i 58.5 i 7.6 79.8 8.0 New Jersey _ _ 6.4 134. 3 21.0 5 2 16.8 7. 7 i 64.7 8.3 42.8 10.4 Pennsylvania . . . 3.2 83.1 26.0 9'. 9 11.9 6.4 i 84.8 11.5 i 57.4 12.0 South Atlantic Division: Delaware _ 89. 6 £j.6 8.9 10.6 7 0 43 0 6.1 64 6 3.0 Maryland 3 9 98^9 25 1 22 9 10 4 6.0 5 51 0 8.4 47.1 8 3 District of Columbia _ 25.9 j 497.4 19.2 ! 0.0 73.3 9.4 | 44.8 | 4.7 48.3 4.0 Virginia . . . 2.9 ! 71.9 25.1 23.6 7 7 4.5 49.9 19.9 84.6 3.9 W est V irginia _ _ _ 2. 8 j 58.3 21.1 ! 12.8 8.2 1 5.8 l 79.0 13.0 69.2 7.9 North Carolina _ 2.7 1 72.7 26.6 17.5 6.8 3.2 j 66.0 19.7 73.3 4.9 South Carolina _ 2.1 | 43.6 20.7 31.6 5.2 5.5 67.5 12.2 58. 0 5.4 Georgia - 2 2 ' 55. 2 25.2 34.8 5.8 3.2 j 50.1 15. 7 127.0 2.8 Florida _ _ _ 2.3 ! 44.0 19.4 34.7 3.8 ; 3.3 46. 3 13.9 231.6 j 2.0 South Central Division: Kentucky _ 3.3 82.3 24.9 12.6 9.9 3.8 45.6 12.1 73.9 3.2 Tennessee _ 2.3 | 53.6 23.5 30.8 4.8 3.2 1 58.9 17.2 80.9 5.5 Alabama _ 2 7 56.2 20.6 34.9 5.2 4.3 59.1 13.6 66. 1 2.8 Mississippi _ 2.1 43.9 21.2 37. 5 3.9 2.8 46.6 18.2 100.2 2,9 Louisiana _ _ 4.0 81.1 20. 5 25.2 8.0 4.6 i 48.1 10.3 73.6 4.2 Texas-. . . . . 2.8 65.9 25.4 11.2 5.0 4.5 ' 76.8 ! 16.9 92.1 ! 4.9 Arkansas _ 2.3 52. 8 23.3 17.7 4.8 3.3 68.0 20.4 95.6 3.4 Oklahoma _ 3.5 ! 79.4 2*> 4 8.9 5.9 5.0 28.8 5. 7 58. 2 2.6 Indian Territory _ 2.3 ! 46.8 20.8 79.8 3.8 3.3 49.1 14.7 i:38.8 2.6 North Central Division: Ohio _ _ _ _ _ _ 2.7 66.0 24.8 22.1 8.4 4.7 ! 50.7 10.7 45.3 7.1 Indiana _ _ _ 2.8 60.3 21.8 23.9 7.8 7.3 ! 74.2 10.1 83.2 8.1 Illinois _ 4.5 ! 114.5 25.4 8.6 i 14.2 5.8 ! 59.0 10.2 50.3 8.3 Michigan _ 3.6 | 85.2 23.6 IS. 2 i 10.2 7.0 ! 64.6 9.2 121.1 : 9.9 Wisconsin _ _ _ 4.0 i 96.5 1 24. 2 4.0 ! 12.3 7.4 j 67.1 9.1 50.3 9.5 Minnesota _ 4.9 I 113.2 23.1 0.9 ; 14.0 5. 7 j 64.9 11.4 96.6 7 7 Iowa _ 3.5 1 86. 9 24.7 5.5 ! 10.9 5.1 ! 69.7 13. 7 84.2 ; 10.3 Missouri _ 3.1 ] 80.1 ! 26.0 15. 6 8.2 i 4.5 | 52. 6 11.6 59.3 4.4 North Dakota -_ . ... _ 2.8 | 52. 5 18. 5 13. 7 - 5.9 ; 4.0 1 35.0 i 8 7 123.0 I 1.0 South Dakota _ _ _ 2.1 | 46.1 22. 2 32.5 | 6.3 5.3 1 64.8 12! 2 62.8 8.6 Nebraska _ _ 2.0 I 48.6 j 24. 2 27 7 7.3 6.3 61.6 9.7 70.8 4.6 Kansas _ 2.5 ! 65. 9 26.9 15.1 8.3 j 5.3 73.4 13.8 28.2 j 6.1 Western Division: Montana _ 4.1 87.0 21.3 \ 2.3 i 8.7 2 7 26.0 9.5 1 171.2 1 3.0 Wyoming _ _ _ 2.6 | 47.7 18.7 1 13.7 | 4.9 7M 26.0 3.7 ! 210.0 2.0 Colorado _ _ _ _ _ _ 5.9 1 135.3 . 22.8 3.4 14.6 4.1 27.3 6.6 1 150.3 5.3 N ew Mexico _ _ 3.4 i 58.4 17.0 i 7.4 1 4.0 5. 6 ; 42.0 9.4 108.2 3.6 Arizona _ _ ! 3.5 59.0 16.9 i 0.0 ! 6.3 2.5 i 15.5 i 6.2 247.0 ! 0.0 Utah _ _ _ I 8.1 ] 199.1 24.5 0.0 19.9 6.7 ! 147.3 21.8 i 1 70.3 j 7.0 Nevada.. . . . | 21 44.4 21.1 20. 3 7.1 Idaho . . . . ... 3.0 1 59.0 19.7 5. 3 7.5 "l.2\ "40.Yj 9.6" "IOC'S" I "’’O W ashington . . . . i 3.4 72.9 21.7 i 21.5 7.6 i 4.1 39.2 9.5 116.8 ' 4.6 Oregon . . . 2.2 57. 5 25.7 ; 25. 1 8.6 i 6.4 j 63.0 9.9 ! 102.4 | 6.1 California . . . 1 °'5 ! 137.6 1 24.8 2.9 14.4 5.1 ! 43.5 j 8.1 131.0 i 4.9 1856 EDUCATION REPORT, 1903 Table 31. — Combined statistics of public high schools and private high schools and academies — Numb r of schools, instructors, aud students in 1902-3. State ox- Territcnry. Total schools. Total second¬ ary 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 . 8,490 33, 795 694,060 296,205 42.68 397,855 57.32 43,866 6.32 North Atlantic Division. . 2,168 12,092 234,198 104, 155 44. 47 130,043 55.53 21,201 9.05 South Atlantic Division . . 740 2, 712 46, 848 19, 794 42.25 27,054 57. 75 3, 732 7.96 South Central Division. . . 1,061 3, 196 64,164 27,600 43. 01 36, 564 56.99 4,528 7.06 North Central Division. . . 4,016 13,464 302,951 125,835 41.54 177,116 58.46 12,293 4.06 Western Division . 505 2,331 45, 899 18,821 41.00 27,078 59.00 2,112 4.60 North Atlantic Division: Maine . 173 510 11,276 4,939 43.80 6,337 56. 20 1,232 10.92 N ew Hampshire . 84 359 5, 975 3,029 50. 69 2,946 49. 31 609 10. 19 Vermont . . 80 241 5,032 2,225 44.22 2,807 55. 78 383 7.61 Massachusetts . 338 2,431 46,586 21,051 45.19 25,535 54.81 6,907 14.83 Rhode Island . . 34 263 4,452 1,967 44.18 2, 485 55. 82 861 19. 34 Connecticut . 133 714 11,821 5,407 45. 74 6,414 54. 26 1,055 8.93 New York . 584 4,062 83,311 36,558 43. 88 46,753 56. 12 0,553 7.86 New Jersey . 158 1,098 16, 976 7,745 45.62 9,231 54. 38 1,119 6.59 Pennsylvania. .. _ 584 2,414 48, 769 21,234 43. 54 27,535 56. 46 2,482 5.09 South Atlantic Division: Delaware . 17 70 1,384 549 39.67 835 60.33 46 3.32 Maryland. . . 92 451 7,086 2,882 40. 67 4,204 59.33 349 4.93 District of Columbia . 32 418 4,603 1,520 33.02 3,083 66.98 226 4.91 Virginia . 124 460 7,556 3,314 1 1 44.26 4,212 55. 74 612 8.10 West Virginia _ 44 165 2,857 1,244 43.54 1.613 56. 46 69 2. 42 Noi‘th Cai'olina . . . 124 370 7,927 4,128 52.08 3,799 47.92 971 12.25 South Carolina . 101 271 4,812 2,023 42. 04 2,789 57. 96 459 9.54 Georgia . . 156 384 8,401 3,325 39.58 5,076 60.42 863 10. 27 Florida . 50 123 2,222 779 a5.06 1,443 64.94 137 6. 17 South Central Division: Kentucky. . . 162 574 10,258 4, 567 44.53 5,689 55. 47 892 8.70 Tennessee . . . 162 445 9,036 4,037 44. 68 4,999. 55. 32 642 7.11 Alabama . 103 333 5,886 2,461 41.81 3,425 58. 19 357 6.06 Mississippi. . 132 301 5,885 2, 480 42.14 3,405 57. 86 494 8.39 Louisiana . . . 68 286 4,723 2,012 42. 60 2,711 57. 40 214 4.53 Texas. . 324 940 21,910 9,209 42.03 12, 701 57.97 1,433 6.54 Arkansas . . 71 183 4,067 1,799 44.23 2,268 55.77 304 7.47 Oklahoma . . 25 96 1,732 718 41.45 1,014 58. 55 71 4.10 Indian Territory . 14 38 669 317 47.38 352 52.62 121 18.09 N orth Central Division : Ohio _ _ 764 2,125 49, 769 21, 748 43.70 28,021 58.30 2,642 5.81 Indiana . 535 1,596 32,630 14, 143 43. 34 18,487 56. 66 1,293 3.96 Illinois . 432 2,013 46, 482 18,351 39. 48 28,131 60.52 1,702 3. 66 Michigan . . . 381 1,431 32,095 13.317 41. 50 18, 778 58.50 716 2. 23 Wisconsin . . 242 1,041 22, 703 9,674 42. 61 13,029 57.39 1,059 4.66 Minnesota . 174 874 18,347 7,510 40.93 10,837 59.07 368 2.01 Iowa . . 379 1,385 32, 346 13,544 41.87 18,802 58.13 1,258 3.89 Missouri _ _ _ 363 1,216 27, 165 10,836 39.89 16,329 60.11 1,239 4.56 Noi'th Dakota . 33 96 1,699 651 38.31 1,048 61.69 42 2.47 South Dakota . . 81 188 3,847 1,587 41.25 2,260 58.75 158 4. 11 Nebraska _ 352 777 17,318 6,990 40. 36 10,328 11,066 59.64 760 4.39 Kansas _ _ 280 722 18,550 7,484 40.35 59.65 1,056 5. 69 Westei'n Division: Montana . 27 105 2. 104 768 36.50 1,336 63. 50 119 5.65 Wyoming . Colorado _ _ 10 30 456 171 37.50 285 62.50 10 2. 19 60 346 7,469 3,005 40. 23 4,464 59.77 301 4.03 New Mexico . 12 48 652 300 46. 01 352 53. 99 5 0. 77 Arizona . . 6 19 267 112 41.95 155 58.05 2 0. 75 Utah . 20 145 3,310 1,447 43. 72 1,863 56.28 116 3.50 Nevada . 9 19 400 152 38.00 248 62.00 2 0.50 Idaho . . . . 14 47 753 298 39.58 455 60. 42 77 10. 23 Washington . . . 91 317 6,123 2,437 39.80 3,686 60.20 475 7. 76 Oregon . 65 208 3,820 1,588 41.57 2,232 58. 43 221 5.79 California . 191 1,047 20,545 8, 543 41.58 12,002 58. 42 784 3.82 SECONDARY SCHOOLS 1857 Table 32. — Combined statistics of public high schools and private high schools and academies — College preparatory students and graduates in 1902-3. State or Territory. Scientific preparatory students. Total college preparatory students. Graduates in 1903. Graduates prepared for college. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . . . 38,527 5.55 82,393 11.87 81,552 11.75 28,237 34.62 North Atlantic Division. . . 15,251 6.51 36,452 15.56 28,691 12.25 9,715 33.86 South Atlantic Division - 2,078 4.44 5,810 12.40 4,803 10.25 1,633 34.00 South Central Division - - 3,179 4.95 7,707 12.01 5,362 8.36 1,815 33.85 North Central Division. . . 14,875 4.91 27,168 8.97 37,814 12.48 12,951 34.25 Western Division . . . 3,144 6.85 5,256 11.45 4,882 10.64 2,123 43.49 North Atlantic Division: Maine _ _ _ _ 631 5.60 1,863 16.52 1,565 13.88 513 32.78 New Hampshire . . 676 11.31 1,285 21.50 880 14.73 407 46.25 Vermont _ _ _ _ 494 9.82 877 17.43 681 13.53 261 38.33 Massachusetts _ _ 3,044 6.53 9,951 21.36 6,820 14.64 2,259 33.12 Rhode Island. _ _ _ 134 3.01 995 22.35 525 11. 79 164 31.24 Connecticut . . . 854 7.22 1,909 16.15 1,782 15.07 574 32.21 New York . . 5,306 6.37 11,859 14.23 7,216 8.66 2,602 36.06 New Jersey _ _ 1,600 9.43 2,719 16.02 2,263 13.33 701 30.98 Pennsylvania . . 2,512 5. 15 4,994 10.24 6,959 14. 27 2,234 32.10 South Atlantic Division: Delaware _ _ _ 87 6.29 133 9.61 158 11.42 23 14.56 Maryland . . . 310 4.37 659 9.30 787 11.11 285 36.21 District of Columbia _ _ 316 6.86 542 11. 77 614 13.34 137 22.31 Virginia.. . . . . . 321 4.25 933 12.35 726 9. 61 196 27.00 West Virginia - - 48 1.68 117 4.10 357 12.50 41 11.48 North Carolina _ _ _ 491 6. 19 1,462 18.44 671 8.46 358 53.35 South Carolina _ _ i 147 3.05 608 12.59 532 11.06 253 47. 56 Georgia . . . 1 Florida _ _ _ _ 280 3.33 1,143 13.60 784 9.33 279 35.59 78 3.51 215 9.68 174 7. 83 61 35.06 South Central Division: Kentucky . . 512 4.99 1,404 13.69 1,042 10.16 278 26.68 Tennessee - - - - - 442 4.89 1,084 12.00 829 9.17 253 30.52 Alabama _ _ 1 349 5.93 706 11. 99 459 7.80 130 28.32 Mississippi . . . . . 1 286 4.86 780 13.25 480 8. 16 191 39.79 Louisiana _ ... 199 4.21 413 8. 74 433 9. 17 164 37.88 Texas _ _ _ 1,027 4.69 2,460 11. 23 1,628 7.43 614 37.71 Arkansas . . 274 6. 74 578 14. 21 313 7.70 142 45.37 Oklahoma _ _ _ 51 2. 94 122 7.04 132 7.62 33 25.00 Indian Territory _ _ 39 5.83 160 23. 92 46 6.88 10 21.74 North Central Division: Ohio . . . 3,422 6. 87 6,064 12.18 6,374 12.81 2,042 32.04 Indiana _ _ _ _ 1,157 3.55 2,450 7.51 4,213 12.91 1,213 28.79 Illinois _ _ _ 2,246 4. 83 3,948 8.49 5,823 12.53 1,871 32.13 Michigan _ _ 2,029 6.32 2,745 8.55 3,880 12.09 1,408 36. 27 Wisconsin _ 916 4.04 1,975 8.70 2,929 12.90 918 31.34 Minnesota _ _ 1,459 7.95 1,827 9.96 2,257 12.30 1,186 52.55 Iowa . . . 1,298 4. 01 2,556 7.90 4,099 2, 712 12. 67 1,425 34.76 Missouri.. . . . . 845 3.11 2,084 7. 67 9.98 816 30.09 North Dakota. . . . . 72 4.24 114 6. 71 184 10.83 99 53.80 South Dakota . . 92 2.39 250 6.50 523 13.59 171 32.70 Nebraska . . . . . 708 4.09 1,468 8.48 2,527 14.59 829 32. 81 Kansas . . . 631 3.40 1,687 9.09 2,293 12.36 973 42.43 Western Division: Montana _ _ 90 4.28 209 9.93 212 10.08 94 44.34 Wyoming . . 4 0.88 14 3.07 46 10.09 12 26.09 Colorado . . 534 7.15 835 11.18 823 11.02 340 41.31 New Mexico . . . 30 4.60 35 5.37 47 7.21 21 44.68 Arizona . . . . 16 5. 99 18 6. 74 25 9.36 16 64.00 Utah _ _ _ 79 2.39 195 5.89 230 6. 95 105 45.65 Nevada. . . 4 1.00 6 1. 50 64 16.00 17 26.56 Idaho _ _ _ 33 4.38 110 14. 61 - 93 12.35 45 48.39 Washington . . . . 378 6. 17 853 13.93 646 10.55 208 32.20 Oregon . . 293 7.67 514 13.46 523 13.69 141 26.96 California . . 1,683 8.19 2,467 12.01 2,173 10.58 1,124 51.73 41 ED 1903 - YOL 2- 1858 EDUCATION REPORT, 1903, Table 33. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1902-3. 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 . . 7,434 342,988 49.42 1,574 18,951 2.73 2,037 75,736 10.91 North. Atlantic Division. 2,028 111, 844 47.75 888 12,298 5.25 1,215 52,137 22.26 South Atlantic Division . 689 26,595 56. 77 184 1,250 2.67 240 5,876 12.54 South Central Division . . 917 32, 148 50.10 169 1,646 2.57 169 3,690 , 5.75 North Central Division.. 3,362 150,362 49.63 261 2,923 0. 96 290 10,189 3.36 Western Division . 438 22,039 48.02 72 834 1.82 123 3,844 8.37 North Atlantic Division: Maine _ _ _ 159 5,401 47.90 88 795 7.05 125 3,171 28.12 N ew Hampshire . . 75 3,258 54.53 48 596 9.97 70 2,354 39.40 Vermont _ _ 77 2,149 42.71 . 44 291 5.78 60 1,157 22.99 Massachusetts . 324 20,754 44.55 195 3,849 8.26 310 19,621 42.12 Rhode Island . 30 2,073 46.56 18 355 7.97 27 1,592 35.76 Connecticut . . 131 6,213 52.56 77 1,017 8.60 93 2,734 23.13 New York . 590 37,606 45.14 229 3,045 3.66 342 15,044 18.06 New Jersey . 135 8,163 48.09 57 802 4.72 84 2,604 15.34 Pennsylvania _ 537 26,227 53.78 132 1,548 3.17 104 3,860 7.91 South Atlantic Division: Delaware . . 17 1,169 84.46 2 8 0.58 5 161 1 11.63 Maryland _ 82 4,495 63.44 23 178 2.51 45 1,534 21.65 District of Columbia . 28 1,814 39.41 11 134 2.91 27 1,174 25.51 Virginia . . . . .. 114 3,877 51.31 25 137 1.81 61 983 13.01 West Virginia ... ... 42 1,042 36.47 6 14 0.49 8 118 4.13 North Carolina . 109 3,908 49.30 42 363 4.58 " 40 627 7.91 South Carolina . 98 3,176 66. 00 17 146 3.03 19 582 12.09 Georgia . 154 5,938 70.68 54 246 2.93 31 667 7.94 Florida _ _ 45 1,176 52.93 4 24 1 1.08 4 30 1.35 South Central Division: Kentucky . 137 5,384 52.50 39 374 3.65 43 1,013 9.88 Tennessee . 137 4,453 49.28 34 372 4.12 23 244 2.70 Alabama . 95 3,062 52.02 18 123 2.09 23 304 5.16 Mississippi . . 108 3,107 52.79 31 254 4.32 10 110 1.87 Louisiana... . 62 1,729 36.61 11 124 2.63 33 1,529 32.37 Texas . 278 10,894 49.72 23 256 1.17 27 344 1.57 Arkansas . . _ . . 65 2,245 55.20 9 114 2.80 9 142 3.49 Oklahoma . _ 23 950 54.85 2 24 1.39 1 4 0.23 Indian Territory _ 12 324 48.43 2 5 0.75 0.00 North Central Division: * Ohio. . . 664 27,507 55.27 57 747 1.50 48 1,540 3.09 Indiana . . . . . . 491 20,473 62. 74 15 128 0.39 19 486 1.49 Illinois . . . _ 386 ' 23, 166 49.84 39 418 0.90 63 3, 114 6.70 Michigan . . . 264 11,327 35.29 28 214 0.67 43 1,631 5.08 Wisconsin _ 131 5,396 23.77 23 267 1.18 16 244 1.07 Minnesota . . 170 10,266 55. 95 20 227 1.24 25 1,265 6.89 Iowa _ 328 15, 736 48. 65 14 120 0.37 13 219 0.68 Missouri _ _ 314 13,330 49.07 40 568 2.09 39 1,225 4.51 North Dakota . 32 1,175 69.16 0.00 4 54 3.18 South Dakota.. . 51 1,659 43. 12 3 20 0.52 3 45 1.17 Nebraska _ _ 289 10,120 58.44 12 120 0. 69 9 250 1.44 Kansas . . . 242 10,207 55.02 10 94 0.51 8 116 0.63 Western Division: | Montana . . . 27 1,027 I 48.81 1 _ 0.00 4 148 7.03 Wyoming . 10 279 61.18 0.00 0.00 Colorado . . . 59 4,429 1 59. 30 10 1 219 1 2.93 10 454 i 6.08 New Mexico.. . 10 207 31.75 1 3 0.48 1 4 0.61 Arizona. _ .. . .. 6 117 43.82 1 3 1.12 1 1 0.37 Utah . 16 767 23.17 4 1 43 1.30 9 320 9.67 Nevada . . . 8 265 66. 25 0. 00 1 19 4.75 Idaho . . _ _ 12 355 47.14 1 5 0. 66 1 20 2.66 Washington _ 75 3,039 49.63 7 53 0.87 10 371 6.06 Oregon _ _ 38 1,243 32.54 4 50 1.31 9 116 3.04 California . 177 10,311 50.19 44 458 2.23 77 2,391 11.64 SECONDARY SCHOOLS 1859 Table 34. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1902-3. State or Territory. German. Algebra. Geometry. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. 1 Num¬ ber. 1 Per j cent. United States. . .. 8,321 125,558 18.09 8,368 389,865 56.17 7,304 191,242 | 27.55 North Atlantic Division 1,316 54,905 23.44 2.127 121,488 51.87 1,9S4 65, 666 1 28.04 South Atlantic Division 189 4,810 10.27 719 28,850 61.58 584 li;S93 25.39 South Central Division. 192 4.126 6.43 1,036 42,115 65.63 861 17.215 26.83 N orth Central Division . 1.380 54. 700 18.06 3,987 171.940 56.75 3,448 82.756 - 27.32 W estern Division. . . 244 7,017 15.29 '499 25.472 55.49 427 13; 712 i 29.87 North Atlantic Divi- sion: Maine . . 37 445 3.95 171 6,019 53.38 159 i 3,247 28.79 New Hampshire _ 29 490 8.20 80 2,962 49. 57 71 j 2,030 33.97 Vermont . . 35 355 7.05 79 2,134 42.41 76 1,183 23.51 Massachusetts _ 208 7,603 16.32 330 21,354 45.84 313 i 13,160 28.25 Rhode Island . . . 24 860 19.32 34 2.369 53.21 31 i 1,373 30.84 Connecticut . . 102 3, 130 26.48 132 5,970 50. 50 121 3; 409 28.84 New York ... . 502 231509 28.22 575 38,525 46.24 546 21,927 26.32 NewJersev . . 120 6,549 38.58 153 10. 810 63.68 142 4, 961 29.22 Pennsylvania . 259 11.964 24.53 573 31.345 64.27 525 14,376 29.48 South Atlantic Division : Delaware . 10 210 15.17 17 1,050 75.87 17 434 31.36 Maryland . . 55 2.245 31.68 90 1 4, 757 67.13 87 3,239 45.71 Districtof Columbia 24 924 20.07 29 1,474 32.02 28 1,073 23. 31 Virginia . . . 51 687 9.09 121 4,884 64.64 100 1,715 22.70 West Virginia . 15 226 7.91 44 1,490 52.15 41 585 20.48 North Carolina _ 13 125 1.58 115 4,183 52. 77 76 1.200 15.14 South Carolina _ 9 200 4.16 100 3,350 69.62 70 '933 19.39 Georgia . . . . . 8 157 1.87 154 • 6,215 73.98 130 2,276 27.09 Florida . 4 36 1.62 49 1,447 65. 12 35 438 19.71 South Central Division: Kentuckv.. . . 56 j 1,491 14.54 150 5,699 | 55.57 119 2,413 23.53 Tennessee . . 32 336 3.72 160 5,925 65.57 141 2,354 26.05 Alabama . 13 185 3.14 100 1 4.001 ! 67.97 85 1.800 30.58 Mississippi . . 8 54 0.92 * 130 4,177 1 70.98 83 986 16.75 Louisiana . 5 37 0.78 65 2,658 56.28 55 1,328 28.12 Texas . . . 55 1,563 7.13 324 | 15.647 1 71.41 302 7,096 32.39 Arkansas . 14 301 7.40 70 2,637 64.84 47 865 21.27 Oklahoma . 8 151 8.72 24 1.033 ! 59.64 20 272 15.70 Indian Territory . . . 1. 8 1.20 13 338 50.52 9 101 15.10 North Central Division: Ohio . . 201 7,859 1 15.79 759 29,599 59.47 640 13,393 26.91 Indiana . 132 I 5,882 18.03 535 19,722 60.44 456 9,970 30. 55 Illinois . . 175 1 9,545 20.53 427 24.503 52. 72 403 12,197 26.24 Michigan . . . 173 6.418 20.00 381 17,919 j 55.83 33S 6,783 21.13 Wisconsin . . 163 i 5,907 : 26.02 241 9,949 43.82 238 5.500 24.23 Minnesota . . 121 | 5,118 ! 27.90 173 9,171 49.99 168 6.330 34.50 Iowa . 1 22 4.535 | 14.02 374 17,818 55.09 345 8,479 26.21 Missouri . . 92 ! 4.047 14.90 356 1 17,796 65.51 280 7.389 27.20 North Dakota _ 9 250 ! 14.71 33 i 942 55.44 29 420 | 24.72 South Dakota . . 17 356 1 9.25 79 2,159 56.12 59 992 25.79 Nebraska . 68 2.045 11.81 350 11.430 66.00 278 6.216 35.89 Kansas . . . 107 2.738 14.76 279 10.932 58.93 214 5,087 1 1 27.42 Western Division: Montana . . . 10 272 12.93 27 ’ 1,313 62.40 *>7 691 32.84 Wyoming . . 5 55 12.06 10 287 62.94 9 96 1 | 21.05 Colorado . . . 49 1,816 24. 31 60 4,192 56. 13 57 i 2,591 1 1 34.69 New Mexico . 2 ' 17 2.61 12 389 59.66 11 150 23.01 Arizona . j 2 16 5.99 6 153 57.30 5 57 21.35 Utah _ _ ! 14 523 15.80 20 958 28.94 16 517 15.62 Nevada . ‘ 0.00 9 328 82.00 9 i 238 I 59. 50 Idaho . . . . 6 56 7.44 14 472 62.68 9 156 20.72 Washington . 34 1,064 17.38 90 3,562 1 58.17 75 1,893 j 30. 92 Oregon . 13 421 11.02 63 2,307 i 60.39 30 ' 882 23.09 California . . 109 2,777 13.52 188 11,511 i 56.03 179 6,441 31.35 I860 EDUCATION REPORT, 1903, Table 35. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1902-3. 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. Per cent. 1,483 15,848 2.28 1,268 14,651 2.11 6,316 113,550 16.36 North Atlantic Division . 524 5,832 2.49 516 6,234 2.66 1,613 34,818 14.86 South Atlantic Division.. 197 2,020 4. 31 115 1,260 2 69 437 8,515 18.18 South Central Division . . 282 2, 749 4.28 155 1,554 2.42 790 12,745 19.86 North Central Division.. 336 3,905 1.29 411 4,932 1.63 3,112 50,214 16.57 144 1,342 | 2.92 71 671 1.46 364 7,258 15.81 North Atlantic Division: 6 50 0. 44 84 775 6. 87 132 1,772 1,147 646 15.71 19.20 12. 84 17.15 19.38 14.02 10. 89 16.09 18.32 20 162 2. 71 23 234 3.92 56 Vermont _ _ 7 25 0.50 33 316 6.28 57 68 742 1.59 114 1,444 157 3.10 265 7,989 863 1,657 9,076 2,731 8,937 8 101 2.27 11 3.53 27 91 47 319 2.70 34 360 3.04 197 2,099 2. 52 111 1,303 595 1.56 405 New Jersev. . . 55 '618 3. 64 31 3.50 124 116 1,716 3.52 75 1,050 2.15 456 South Atlantic Division: 2 7 0.51 2 41 2. 96 17 411 29.70 16.45 21.05 40 580 8. 18 28 244 3.44 73 1,166 969 District of Columbia. 18 247 5.37 13 167 3.63 22 Virginia . . . 49 383 5.07 20 173 2.29 82 1,820 435 24.09 West Virginia 8 55 1.93 7 58 2.03 34 15.23 11.57 North Carolina. _ 18 126 1.59 13 205 2.59 57 917 South Carolina . . . 10 156 3.24 9 113 2.35 39 783 16. 27 18.69 19.98 Georgia 38 364 102 4.33 15 176 2.09 ■ 83 1,570 444 Florida . 14 4.59 8 83 3.74 30 South Central Division: Kentucky 58 608 5.93 37 344 3.35 98 1,727 1,354 1,216 1,809 975 16.84 14.98 Tennessee _ _ 35 232 2.57 23 232 2. 57 109 Alabama 32 305 5.18 18 183 3. 11 69 20. 66 Mississippi . . 19 142 2.41 18 230 3.91 109 30.74 Louisiana . . 15 145 3f07 16 195 4. 13 49 20.64 Texas . . . 106 1,134 5.18 31 310 1.41 289 4,691 612 21.41 Arkansas . . . 13 163 4.01 4 18 0.44 40 15.05 Oklahoma . 2 10 0.58 5 29 1.67 19 269 15.53 Indian Territory . 2 10 1.49 3 13 1.94 8 92 13.75 North Central Division: Ohio . . . 68 790 1.59 138 1,590 200 3.19 609 8,739 5,755 6,808 17.56 Indiana .... 34 376 1.15 15 0. 61 312 17.64 Illinois . . 40 537 1.16 70 962 2.07 378 14.65 Michigan . . 33 330 1.03 19 256 0.80 328 5,032 3,188 2,760 5,648 15.68 Wisconsin . 14 191 0. 84 5 52 0.23 230 14.04 Minnesota . . 12 145 0.79 12 147 0.80 128 15.04 Iowa . . . . 21 234 0.72 54 650 2.01 336 17.46 Missouri . 77 827 3.04 44 410 1.51 218 4,262 272 15.69 North Dakota . 1 4 0.24 1 3 0.18 24 16.01 South Dakota . 2 25 0.65 8 61 1.59 54 598 15.54 Nebraska . 21 234 1.35 14 202 1.17 259 3,498 3,654 20.20 Kansas. . 13 212 1.14 31 399 2.15 236 19.70 Western Division: Montana . _ . 5 44 2.09 3 28 1.33 21 308 14.64 Wyoming 0.00 3 20 4.39 6 63 13.82 Colorado.. . 12 183 2.45 12 166 2.22 53 1,486 91 19.90 New Mexico . 3 21 3.22 3 25 3.83 9 13.96 Arizona, 2 13 4. 87 0.00 3 37 13.86 Utah. . . 6 79 2.39 3 9 0.27 15 253 7.64 Nevada . 0.00 1 21 5.25 8 132 33.00 Idaho . . 1 6 0.80 3 40 5. 31 9 134 17.80 Washington . . . 8 78 1.27 7 73 1.19 48 981 16.02 Oregon . . 8 65 1.70 10 85 2.22 27 488 12.77 California . 99 853 4.15 26 204 0.99 165 3,285 15.99 SECONDARY SCHOOLS 1861 Table 36. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1902-3. 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 . Chemistry. Physical geography. Geology. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report- | ing- Num¬ ber. ! Per cent. 2,784 51,750 7.46 6,516 1 150,043 21.62 1,501 21,645 3.12 993 19.694 8.41 1,550 35. 750 15.26 644 9,841 4.20 181 3,487 7.44 545 1 12; 937 27.61 83 1.035 2.21 257 3.856 6. 01 756 19,483 30.36 228 3i252 5.07 1,111 20.471 6. 76 3.320 72.242 23. 85 450 61205 2.05 242 4,242 9.24 345 9; 631 20.98 96 1,312 2.86 97 1,123 9.96 125 1 1,755 15. 56 78 864 7.66 42 614 10.28 47 602 10. OS 25 239 4.00 34 369 7.33 67 1.152 22.89 33 328 6.52 223 5.077 10.90 178 ! 3.136 6.73 102 1,302 2.79 21 544 12.22 21 437 9.82 7 53 1. 19 60 924 7.82 74 I 1,598 13.52 35 509 4. 31 279 5.909 7.09 444 11.662 14.00 229 3,226 3. 87 92 1.871 11.02 102 j 2.613 15.39 31 666 3.92 145 3,263 6.69 492 12,795 26.24 104 2,654 5.44 6 191 13.80 15 540 39.02 0.00 25 502 7.08 76 1 1,819 25.67 3 44 1 0.62 18 634 13.77 17 694 15.08 10 81 ; 1. 76 50 786 10.40 79 2,063 27.30 18 177 ! 2.34 14 137 j 4.80 37 (42 25.97 4 40 1.40 18 297 3. 75 93 2,099 26.48 11 129 1.63 8 110 I 2.29 80 1.581 32.85 8 95 1.97 28 631 ! 7. 51 112 2.697 32. 10 20 342 4.07 14 199 1 8.96 36 702 31.59 9 127 5. 72 48 793 ! 7.73 109 2,253 21.97 37 380 3.71 19 251 I 2.78 78 1,908 21.12 69 875 * 9.68 26 336 5. 71 61 1.451 24.65 21 284 4.82 21 192 i 3.26 81 2,215 37.64 17 451 7.66 28 540 11.43 60 1,647 34.87 19 221 4.68 88 1,409 6.43 291 8,227 37. 55 43 691 3.15 • 13 174 ! 4.28 44 1,201 29.53 12 273 6.71 10 116 6.70 22 442 25.52 5 43 2.48 4 45 6.73 10 139 20.78 5 34 5.08 160 2,840 i 5. 71 658 | 12,388 24.89 97 1,460 1 2.93 118 2,293 7.03 423 7,574 23.21 34 540 1.65 167 3.295 ! 7.09 357 11,725 25.22 42 700 1.51 199 3; 199 i 9.97 323 5,746 17.90 54 611 1.90 37 '739 i 3.26 237 7,170 31.58 10 110 : 0.48 98 1.797 9.79 78 1,546 8.43 14 230 1.25 68 1,207 3.73 329 7,734 23. 91 65 977 | 3.02 96 2; 204 8.11 284 5,561 20.47 48 518 1.91 6 ' 62 3.65 17 244 14.36 46 1 2.71 16 175 4. 55 71 1,287 33.45 12 171 4. 45 81 1,464 8.45 305 5,434 31.38 18 265 1.53 65 1,196 6.45 238 5,833 31.44 49 577 3.11 10 170 8.08 28 487 23.15 | 3 25 1.19 2 16 3.51 7 104 22.81 g 16 3.51 40 791 10.59 45 | 2,053 27.49 28 580 7. 77 3 43 6.60 8 157 24.08 5 36 5.52 4 31 11.61 i 78 29.21 1 5 1 1.87 12 159 j 4.80 16 642 19.40 9 115 3.47 8 157 39.25 8 180 45.00 0.00 3 35 I 4.65 11 262 34.79 5 1 50 6.64 17 216 | 3.53 80 1.939 31.67 10 118 1.93 14 374 1 9. 79 59 1,136 29. 74 15 198 5.18 129 2,250 ; 10.95 84 2,593 12.62 18 169 0.82 1862 EDUCATION REPORT, 1903, Table 37. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1902-3 . Physiology. I Psychology. | Rhetoric. 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 . 5,741 166,650 24.01 1,300 14,896 I 2.15 7,346 303,083 43.67 N orth Atlantic Division 1,443 56,041 23.93 309 3,864 1.65 1,864 105,697 45.13 South Atlantic Division. 504 12, 717 27.15 122 1,447 3.09 610 15,657 33.42 South Central Division . 809 23, 733 36.99 252 2, 745 4.28 913 26,600 41.46 North Central Division . 2,806 69,573 22.97 557 6,135 2.02 3,526 133,031 43.91 "Western Division . . 179 4,586 9.99 60 705 1.54 | 433 22,098 48.14 North Atlantic Division: Maine . . . 108 1,628 14.44 31 284 2.52 150 4,271 37.88 New Hampshire . ... 35 482 8.07 8 56 0. 94 69 2,490 41.67 Vermont _ 43 545 10.83 30 232 4.61 76 1,715 34.08 Massachusetts . 186 6,309 13.54 21 247 0.53 297 24,003 51.52 Rhode Island . 17 395 8.87 6 143 3.21 31 2,662 59.79 Connecticut... _ 67 1,251 10.58 6 94 0.80 109 7,956 67.30 New York . 512 26,988 32.39 99 1,224 1.47 488 35,393 42.48 New Jersey. . 101 3,862 22.75 18 163 0.96 131 7,722 45.49 Pennsylvania _ 374 14,581 29.90 90 1,421 ! 2.91 513 19,485 39.95 South Atlantic Division: Delaware - - 12 556 40.17 5 33 2.38 17 441 31.86 Maryland . . . 58 1,303 18.39 14 179 2.53 78 2,008 28.34 District of Columbia 15 167 3.63 9 83 1.80 23 798 17.34 Virginia . . . 83 1,998 26.39 18 201 2.66 87 3,088 40.87 West Virginia - 26 720 25.20 9 106 3. 71 39 728 25.48 North Carolina _ 98 2,566 32.37 13 199 2.51 107 2,096 26.44 South Carolina . 64 1,492 31.01 9 119 2.47 84 1,562 32.46 Georgia . . 117 3,077 36. 63 22 282 3.36 134 4,007 47.70 Florida . . 31 838 37.71 23 245 11.03 41 929 41.81 South Central Division: Kentucky . 129 3,338 32.55 48 527 5. 14 135 4,757 46.38 Tennessee . 117 3,212 35.55 27 269 2.98 147 3,668 40.59 Alabama . . . 81 2,548 43.29 17 247 4.20 74 2,361 40. 11 Mississippi . . 113 3, 196 54.31 22 225 3.82 105 2,476 42.07 Louisiana . 46 1,531 32.42 18 191 4.04 59 2,140 45. 31 Texas . . . 242 7,639 34.86 91 1,030 4.70 302 9,368 42.76 Arkansas . 60 1,723 42.36 12 112 2.75 59 1,139 28.01 Oklahoma . . . 11 337 19.46 13 121 6.99 20 534 30.83 Indian Territory _ 10 209 31.24 4 23 3.44 12 157 23.47 North Central Division: Ohio . . 610 14,436 29.01 89 800 1.61 663 20,048 40.28 Indiana . 216 3,662 11.22 54 808 2.48 463 18,889 57.89 Illinois . 339 13,309 28.63 30 389 0. 84 390 24,262 52.20 Michigan . . . 310 6,027 18. 78 35 356 1.11 345 11,496 35. 82 Wisconsin . 226 4, 776 21.04 163 1,485 6.54 192 5,398 23.78 Minnesota . 94 2,047 11.16 11 136 0. 74 160 9,828 53. 57 Iowa . . . ' - 303 7,895 24.41 31 286. 0.88 361 12,949 40.03 Missouri . . . 239 6,885 25.35 71 957 3.52 308 12,620 46.46 North Dakota . 17 428 25. 19 3 16 0.94 32 734 43.20 South Dakota . 42 1,050 27.29 7 53 1.38 69 1,369 35.59 Nebraska . 222 4,479 25. 86 11 100 0.58 287 7,982 46.09 Kansas . . . 188 4,579 24.68 52 749 4.04 256 7,456 40.19 Western Division: Montana . 15 405 19.25 1 10 0.48 26 1,235 58.70 Wyoming . . 5 44 9.65 0.00 9 139 30.48 Colorado _ _ 22 482 6.45 11 159 2. 13 56 3,643 48.77 New Mexico . 8 139 21.32 2 3 0.46 10 252 38.65 Arizona. . . . 2 18 6.74 1 5 1.87 5 69 25.84 Utah _ 18 445 13.44 8 128 3. 87 18 904 27.31 Nevada ... _ 8 221 55.25 0.00 9 325 81.25 Idaho _ _ _ 6 121 16.07 3 27 3.59 14 317 42. 10 Washington _ ... 35 1,074 17.54 13 145 2.37 72 2,717 44.37 Oregon . 32 721 18.87 5 68 1.78 51 1,506 39. 42 California . 28 916 4.46 16 160 0. 78 163 10,991 53.50 SECONDARY SCHOOLS 1863 Table 38. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1902-3. English literature. History. Civics. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. 1 Num- 1 ber. Per ] cent. Schools report¬ ing. : Num¬ ber. Per : cent. United States _ 7,135 320,297 46. 15 i 7,417 ! 269,056 i 38.76 6,413 134,967 19.45 N. Atlantic Division _ 1,813 120,549 51. 47 j 1,913 90,024 38.44 ! 1,642 38,008 16.23 S. Atlantic Division _ 574 21.087 45.01 636 | 21 i 119 ! 45.08 432 1 8,659 18.48 S. Central Division _ 794 22. 187 34.58 840 26.182 1 40.80 764 17.53S 27.33 N. Central Division _ 3,505 127.561 42. 11 3, 57 8 ; 108:681 35.87 3.222 ; 63:526 20.97 Western Division _ 449 28,913 62.99 450 ! 23,050 50.22 353 j 7,286 15. 77 N. Atlantic Division: Maine _ _ 149 4,679 41.49 150 ! 4,376 : 38.81 128 1,776 15. 75 New Hampshire ... 61 2,760 46.19 73 i 2.596 43.45 47 471 7.88 Vermont _ _ 71 1,507 29.95 76 1.664 33.07 66 972 19.32 Massachusetts . 316 33,303 71.49 298 ; 21,964 47. 15 226 5,053 10.85 Rhode Island . _ _ 33 3. 766 84.59 32 2.402 i 53.95 23 668 15.00 Connecticut . 116 8,355 70.68 119 4.784 40.47 85 1,546 13.08 New York . . 400 33,916 40. 71 537 27,062 32.48 478 12,231 14.68 New Jersey.. . 141 9.792 57. 68 141 6.263 36.89 102 2,353 13.86 Pennsylvania . 526 22.471 46.08 487 18.913 38.78 487 12,938 26. 53 S. Atlantic Division: Delaware _ 15 402 29.05 16 516 : 37.28 13 283 20.45 Maryland _ 84 4,724 66. 67 85 4,003 56.49 65 1,636 23.09 Dist. of Columbia .. 28 3, 764 81.77 28 2.024 43. 97 17 202 4.39 Virginia _ _ 100 2.495 33.02 108 3.696 48.91 61 1,062 14.05 West Virginia . 36 872 30.52 41 ! i;076 37.66 35 699 24.47 North Carolina. .. 90 I 3,010 37.97 98 2,489 31.40 85 I 1,871 23.60 South Carolina _ 70 ! 1,803 37. 47 89 i 2.279 47.36 57 986 20. 49 Georgia . Florida . . 117 i 3,171 37.74 130 , 4,014 47.78 61 I 1.170 13. 93 34 846 38.07 41 1.022 45.99 38 750 33.75 S. Central Division: Kentucky _ _ 129 , 4,095 39.93 123 4,211 41.06 H4 2,598 25.33 Tennessee . 113 | 2,93L 32.44 120 3,306 36.59 98 1,767 19. 55 Alabama. . . 71 i 2,006 34.08 69 ' 2,048 34.79 48 1,078 18.31 Mississippi _ 91 1 2,278 38.71 97 2,491 42.33 104 2,345 39.85 Louisiana . . 63 2.032 43.02 61 2,600 55. 05 44 922 19.52 Texas . . 248 ! ! 6,823 31.14 289 1 9,713 1.184 44.33 274 6,860 31.31 Arkansas _ . . 49 1, 255 ! 30.86 47 29.11 50 1,233 30.32 Oklahoma . . 22 675 38.97 23 405 23.38 22 557 32. 16 Indian Territory . . . 8, 92 13. 75 11 224 33.48 10 178 26. 61 N. Central Division: Ohio . . . 641 1 23,974 48.17 660 16,327 32.81 660 11, 894 23.90 Indiana . . . 496 19,652 60.23 473 14, 702 45.06 323 i 5,292 16.22 Illinois . 400 27,013 1 58.11 403 16.512 35.52 304 j 6,620 1 14.24 Michigan . . 330 1 8,858 ! 27.60 365 12,346 38.47 337 1 6.215 19.36 Wisconsin _ 218 i 5,764 1 25.39 236 6,303 27.76 221 ; 4,427 ; 19.50 Minnesota . 152 1 5,041 I 27.48 158 7,606 41.46 119 2,203 12.01 Iowa . . . 344 12,102 37.41 351 10.181 ! 31.48 331 1 7,940 24. 55 Missouri . . 322 1 8,707 32.05 339 11.975 44.08 282 ! 5, 701 320 20.99 North Dakota . 31 680 40.03 27 539 31.72 23 18.83 South Dakota . 65 1,190 30.93 68 1,447 37.61 70 I 1,180 30. 67 Nebraska . . 272 8,600 49.66 267 5, 355 ' 30.92 319 5, 677 32.78 Kansas . . 234 ! 5,980 32.24 ! 231 5,388 29.05 233 6,057 32.65 Western Division: Montana . . 24 784 37. 26 25 1,425 67.73 21 346 16.44 Wyoming.. . . 10 j 159 34. 87 9 188 1 41.23 9 143 31.36 Colorado _ 55 5,030 67. 35 50 4,447 j 59. 54 39 1,017 1 13.62 New Mexico _ .. 10 173 26.53 11 257 39.42 6 123 18.87 Arizona . _ 5 193 72.28 4 66 24. 72 6 1 81 J 30.34 Utah _ _ _ 14 605 18.28 17 ! 598 j 18.07 12 239 7.22 Nevada . . . 9 400 100.00 9 318 i 79. 50 8 183 | 45. 75 Idaho . . 11 362 48.07 12 297 ; 39. 44 9 i 243 32. 27 Washington . . 81 3,054 49.88 75 ! 2,536 41.42 48 967 1 15. 79 Oregon . California . 45 1,272 33.30 57 2,006 52. 51 34 787 20.60 185 16.881 82. 17 181 ] 10,912 53.11 161 3,107 15. 12 Table 39. — Distribution of secondary students in public and private institutions of all classes reporting to the United States Bureau of Education for the scholastic year 1902-3. ( See also Table 40.) 1864 EDUCATION REPORT, 1903. In public institutions. Total public secondary students. Total. 608,412 198,843 32,879 48,573 286,143 41,974 8,954 3,953 3,856 40,820 3,820 8,911 76,968 13,243 38,318 1.289 4,969 3,670 5,039 2,607 2,473 3,765 7,060 2,007 6,527 5,145 4.290 5,059 3,705 17,990 3,005 2,478 374 Female. 353,417 114,266 19, 466 28,347 166,998 24,340 5,119 2,240 2,222 22,691 2,182 4,925 43,739 7,781 23,367 776 2,956 2,199 3,198 1,477 1,417 2,152 4,063 1,228 3,848 r 3,140 2,627 2,641 2,092 10,746 1,693 1,351 209 Male. 254,995 84,577 13,413 20,226 119,145 17,634 3,835 1,713 1,634 18,129 1,638 3,986 33,229 5,462 14,951 513 2,013 1,471 1,841 1,130 1,056 1,613 2,997 779 2,679 2,005 1,663 2,418 1,613 7,244 1,312 1,127 165 Secondary students in public normal schools. Total. 3 O CO 3,433 1,465 746 175 225 ! 0 £ 2,544 215 605 580 465 i is® i 99t Female. Zl£lf 2,879 841 450 98 104 is £ rH • * 1 (© 10 CO CO CO 1 1 ■ CO CO CO r— i CO ' « 1 CO of 1 1 1 | j S£ j 1 1C > u- I Oi Male. 1,672 JO C$©i>Ioi js 0 1 1 1 O* 00 H4 1 • 1 0 0 ! ! IJhS 344 n 16 j© In preparatory depart¬ ments of public uni¬ versities and colleges. 1 Total. 10,155 1,579 1,238 1,813 2,954 2,571 TjH • CO Hj lO 00 ! 03 00 J ID CO Ol 00 | OS 102 295 202 108 m Z98 Female. 2,603 (MCOOOrH CO 0 ! to © co I © I rH CO •t'- ©Oi © CO ©os© 00 ©00 CO HH Male. 7,552 1,558 1,017 1,479 2,080 1,418 £ ©3 !oo t-ic©! 102 273 126 100 I'— t-H i>» 10 CO CO © rH co© In public high schools. Total. CO Oi SB os 193,831 30,176 46,014 283,014 39,178 ^COCDOl^r-IOiOQQ iO ^ OS O CO CO *C iO © wO 03 © CO © CO CO C§ CJ 00 00 iC 05 CD O 05 ^ 58 oS 00 5h 3 05 CO iO 05 ?D S CO oococoocdco'oi'co'j^' r-T cc~ '■>#' r-T ©if co zo r-T «o»o eo-* c©W©i\-T 1— 1 CO I— 1 Female. CQ s CO 111,366 18,404 27,563 166,026 23; 083 5,119 2,240 2,202 22,691 2,137 4,925 41,377 7,644 23,031 759 2,956 2,163 2,768 1,072 1,417 2.152 3,965 1.152 3,840 3,140 2,477 2,527 2,092 10,746 1,604 928 209 Male. 245,771 82,465 11,772 18,451 116,988 16,095 3,835 1,713 . 1,614 18,129 1,610 3,986 31,565 5,384 14,629 496 1,988 1,319 1,691 678 1,056 1,511 2,380 653 2,579 2,005 1,515 1,773 1,476 7,244 1,034 660 165 Total public and private secondary students. Total. 776,635 r* (N> 00 © CO © © lOHCWO 11,602 6,047 5,072 47,463 5,343 12,159 92.385 17,911 52,612 1,418 8,434 5,187 9,027 3,853 9,994 5,935 10,479 2,807 12, 151 12,981 7,326 7,596 5,780 24.386 5,205 2,622 1,030 Female. 432,737 137,208 31,877 43,452 189,058 31,142 6,623 2,946 2,827 25,852 2,930 6,482 51,196 9,415 28,937 852 4,746 3,152 5,052 2,096 4,916 3,293 6,026 1,744 6,592 6,911 4,131 4,202 3,069 13,851 2,734 1,437 525 Male. 868 ‘8f 8 113,386 25,257 35,625 146,204 23,426 4,979 3,101 2,245 21,611 2,413 5,677 41,189 8,496 23,675 566 3,688 2,035 3,975 1,757 5,078 2,642 4,453 1,063 5,559 6,070 3, 195 3,394 2,711 10,535 2,471 1,185 505 State or Territory United States . . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . . . in ew nampsmre . 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 . . SECONDARY SCHOOLS. 1865 ^g'MrHrHt-rgWl-HCOCDCO of rH »OOOV£ ilisiilliSig SsISSSIslgg &V8 3 3 8 r33*'rH’®* rH" ^ ** “HO lililllleggi I11SS1SI61I ^'eot^cooocd'oi'oi r-fcoaH co ofr-Tt-^ i“ ; is i ! ° ! i j$ i50^ «N • is ! ° ! •COCO j is i50^ is i ! (N» ! ! ° ! iS10 i is 1 :6I • ;l ji SS83 SsiSSlllis 1 ;S58 ;; 3s* S' S8j||j3§Sg8£ 1 ill |i ii i llll Igllllixllsl illllllllgl *5* & ^ 8 ; of S S S ^ •®ofS isaiiisuggi inssiisiig gVg'SJS“S3 «»S ”"S' S2SIS8S8I3SS Islissiisss O CO 04 GC 50 ®f of HffiV 04 of-H?H iiiiiinsisi ggiisiisisi Ssaa'asss'g^aa ~ '“'"‘sf liiiiiliiggi siisigisisi SSS'SSSS2JefSS - «■ '"'“S iiiiisiiiisi iissiiisiii d'log^coooo'iocg ofoo'cT rH CO of cf of of Table 40. — Distribution of secondary .students in public and private institutions of all classes reporting to the United States Bureau of ^ Education for the scholastic year 1902-3 . ^ 05 In private institutions. Total private secondary students. Total. E S3 ©i CO CD DUOATIC rH tO^ C5 iC iQ O r HOJ i-T^d'oToi iCCvlCO'^rH YN REPORT, 1903. ssaessssssss ssssssssss %%%&£%% rH tO 05 Os* tO rH GO CO OO O tO O CO 05 GsTofrHCCrrHCOlO^^ COVhC© r-T t^oico* tOfc^CO 05C5CO 05 Female. 79,320 22,942 12,411 15, 105 22,060 6,802 1,504 706 605 3,161 748 1,557 7,457 1,634 5,570 76 1,790 953 1,854 619 3,499 1,141 , 1,963 516 2,744 3, 771 1,504 1,561 977 3,105 1,041 Male. 88,903 28,809 11,844 15,399 27,059 5,792 1,144 1,388 611 3,482 775 1,891 7,960 3,034 8,724 53 1,675 564 2,134 627 4,022 1,029 1,456 284 2,880 4,065 1,532 976 1,098 3,291 1, 159 Secondary students in manual training schools. Total. 8,977 3,261 579 968 2,030 2,139 363 818 338 1,463 76 203 50 33 176 CO ■ ‘Hi O 05 lO rH • -coco to to CO • h j t — i ; i i o ! CO j Female. 4,940 1,918 381 565 741 1,335 288 400 68 1,162 0 0 OCOC5 rH CO OO to CQtOCO • O ; 00 CO 05 05 fc- ; 988 Male. 4,037 1,343 198 403 1,289 804 1© CO© rH COCO ©i c© ^ S5 O O i— ^ CO 1-H loo HOCO ! 1 05 CO CO 1 S : 05 « Secondary students in private normal schools. Total. 7,951 450 861 939 5,667 34 tO ■ i tO • • 05 i 1 co ; ; 1 ‘ § ©qjtrj© !=J©co«D wujiot- o oo © hH rH HHi© 611 99 Female. 3,268 212 502 432 2, 109 13 no Z6I | jg IN h ©! Male. 889 ‘I 238 359 507 3,558 21 o i i 00 1 1 1 > 1 I l i • i tO . . 00 rH <35 coco ■'H CO In pre¬ paratory depart¬ ments of colleges for women. 5,809 1,110 1,533 1,758 1,172 236 271 CO ■ 05 CO • to ^ 1 CO 05 iCOCOCOCOCO ! . ^C005^rH^O In preparatory depart¬ ments of private uni¬ versities and colleges. Total. 43,639 COO 05 CO COriXHO iCOOCO^ co^aocTco 05 05 209 NOO 05 05 924 363 399 96 1,055 796 729 248 1,320 3,455 281 335 829 1,566 622 Female. 13,890 1,025 1,345 3,349 6,948 1,223 o ■H* i— §i®essi Male. 29,749 5,538 3,265 5,340 13,365 2,241 05 iO CO 2,468 597 1,916 rH CO © H rH IM i© CO l© 05 © 1© ©J © ■VC0©CD©OOaO©l f— CO CO t- rH rH CO C5 ©! ©i i© © CO In private high schools. Total. 'HH 00 © 40,367 16,672 18, 150 19,937 6,721 2,322 2,022 1,216 5,766 705 2,910 10,369 3,948 11,109 129 2,142 1,121 3,097 1,107 5,454 1,149 2,056 417 3,837 3,891 1,894 1,585 1,155 3,920 1,429 Female. 51,413 18,677 8,650 9,001 11,090 3,995 1,218 706 605 2,844 348 1,489 5,376 1,587 4,504 76 1,248 920 1,444 541 2,382 637 1,111 291 1,849 1,859 948 878 619 1,955 664 6 50,434 0 05 05*— CO O5 05-H^H05 CO O H CO N rH GO'oTcOCvf 05 1,104 1,316 611 2,922 357 1,421 4,993 2,361 6,605 53 894 201 1,653 566 ' 3,072 512 945 126 1,988 2,032 946 707 536 1,965 765 State or Territory. United States _ North Atlantic Division . South Atlantic Division _ South Central Division . North Central Division . Western Division . . North Atlantic Division: a % 1 £ £ a ,tr i a £ ) i U !1 j a 5> Massachusetts . . . Rhode Island Conn mi t. New York _ _ _ New Jersey . . Pennsylvania _ _ South Atlantic Division: Maryland _ _ District of Columbia .... Virginia _ _ _ North Carolina . . South Carolina _ Georgia . . . Florida _ _ _ South Central Division: Kentucky . . . Tennessee . . . . Alabama _ Mississippi _ _ _ _ Texas _ _ Arkansas . SECONDARY SCHOOLS. 1867 si siiiiiiiiiii g*is*8*§ssi QO -<* CC t-T 55 35 52 ^ o o o o o o •g ° 8 38S00828800 00 ooogoooccoo ocoooooioo goooo •g ° § 33300323300 00 ooo^ooo^oo ooooooooo goooo £ 2538 g 3 Moo^^oocioo.o^o8 |3 ogg^ooo. !52£ g 3 OWffliOiOCQOiON S^o* O O (N 01> T 832°2 © • ••-»•• . Classic- j al course. •apnna^ 12 • ••»... • C9 • a e rC C li iff ! f= IrC 1 c George Blount . 0. L. Dunaway . W. B. Adams . J.T. Collier, B. A . A. C. Martin . J. McCullough . J. W. Sallis . D. L. Paisley . John C. Bunch . John W. Baxter, B. A _ J. S. Maddox . E. 0. Trent . Name. 1 O U1 ■s w . do . Weaver’s High School * . . High School . . do . o o ,3 o m A hi a .....do . . . . do . Union High School . High School * . . do . . do . . . do. * . . do . . do . . do . . do.* . Washington High School. High School . Howard High School (colored). State and post- office. H ALABAMA— COnt’d. Vernon . Warrior . Weaver Station Whistler . Woodlawn . ARIZONA. Bisbee . Globe . c3 GO i>i>i>oooooooocx)oooo PUBLIC HIGH SCHOOLS 1873 mill III i! rH j-7lOc7 go rtOM coco" lilillllil ss-s “r'"'“rS sf OO XOOOCO iOr-T(Neo'«3grH'ig^'r .. 100 .. 1,000 20 300 57 150 .. 1,000 53 200 8 250 .. 500 75 s iii i 001 »ig i i: i i 8| j: 100 100 100 300 .. 100 : 1111 Tf* X X X X X CO CO ^ CO CC( » co o OJ lO | j • • rH X • (M rH • iO ■ I o o o c o >o® ®o® ©®co©© ®® c o ®® ^® ®o< OiOOHOOOOO £8 I O ® ® ® ® ®® ® ® ® ® ®o O O O ® ®® OOOCO ® o < acONOOOO® S3 S3SSS2 SS2 SS8 3X ^ 00 • 03 TH OCOM i— 1 t—t CO CO iH CO •9It?H o H t-COHjHOJCl ■ lOH OCS^ OMfflO Preparing for college. Scien¬ tific courses. •OJBUIOjl H H 2 ”6’ 1 2 20 5 X)HOiOOO O O •9IBR eo CO • ji .O O N H (N CC lO X> - Classic¬ al course. •orBtno^ H ■ rH • 03 rH j rH O O CO rH ; j tH i • >h cs •9F?H H H ■ O -rHiO • O 03 CO C3 O jo* CO ■ ■ o Ele¬ men¬ tary stu¬ dents. "OtBUIO^ o r-t ooooooo o ooooooo oooo ooo ■9FK © ooooooo o ooooooo oooo ooo Second¬ ary stu¬ dents. •9JBUI9J * •9IBH ary in¬ struct¬ ors. •9JBUI9J © rH S a > 35 if 1 Lucas E. Kilkenny . T. A. Lewis . Ira Abraham . George M. Green . G. W. Wright . J. A. Rice . II l! Name. 01 I b X * P | P PlacerCounty HighSchool Citrus Union High School . Kern County High School . High School . . do . El Cajon Valley Union HighSchool. Liberty Union High School. Union High School . §s iw Richard Gird High School union mgn seiiooi . . do . Pierce Joint Union High School. High School . . do _ 1 X Su E ' C 3 p Mount Diablo Union High School. High School . _ do _ Del Norte County High School. 1 ft ! 1 f° OQ H CALIFORNIA— COn. Arroyo Grande .... Auburn . Azusa . Bakersfield . Benicia . Berkeley . Bostonia . Brentwood . Campbell . uentervine . Chico . Chino . uioveraaie . Clovis . College City . Colton . Colusa . c 5 p Concord . Corona . Covina . . Crescent City . PUBLIC HIGH SCHOOLS. 1875 : ill : £888888 j 88888 £8888 ;§ : iiiiilii • 11 iiiiilii : oo^ ; • oWririo • ; a'-'sssg°‘rH‘ j “S' 8'-rS“S“|S a §i!ss!l!lii§ IslalallllSI § sialssisls §§ §1888888 «-T (N~ i-T cf i-T r-T O t— H o o OOOMNON co o CO O CO rH 03 ^ 03 O H CO CCOuO cco : O (NOW rH rH CO t*J 03 rH CO 03 JO rH 00 O ^ CO O H ^00|t~00 OSlQCOrgcO^© rH rHC003 Tf COOICCHINO O O CO iC CO lO O CO 03 COHS§NO t-i^ lOHlOOdlNOH (M CO • o^® o o ^ i rH^ 8 CO 23 s i ■> rH ^ ! was^ 03 O CO j 03 03 § CO VC iO j ; os j ° jo j j o 00 o 03 S j j :° S3 Ith • CO j j 00 CO a j j j 03 H* rH o oooooooooooo oooooooooooo © ooooooooo oo ooooooox O O O O O O O O O O © O . OOOOOOOOOOOO O OOOOOOOOO OO OOOOOOOt'- SgSSa^SSSSSS S “gSSSgaSS S3 rH H 11 ill 8881 11888888 § illllllli II 1111 ills Jim 1 iBWfli I! 5'ort.|od®w^ SMI'S CJ o|ggKw^m^ o|cfoS^ws i— •a3c,-,o^'7?|l)“^§aj * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1903-3 — Continued. 1876 EDUCATION REPORT, 1903. •snj'ej'Bdd'8 ogpuaias put? ‘am^in -inj ‘sSatppnq ‘spiinoiS jo an^RA $9,800 23,000 3,750 5.500 1. 500 63. 500 30, 000 22, 600 56, 250 6,800 1,500 40.500 38,600 1,500 17, 966 75,000 17. 500 •AiRiqnaqi ux saunqoA jo laqranj^ 21 439 445 70 210 191 480 500 1,000 135 714 697 425 50 330 350 1, 180 600 84 749 750 460 •Iliip Ajr^tuui ui jaqxnnK O . . . . ... • . . . . . . . . ... •sxeaA ui esjnoo jo qiSuaq 19 Tji ^ CO CO rji 'T8 Tfi ^ ^ ^ ^ ^ ^ rji Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •ainmaj 18 C4 C4 (M C4 HCOt^ I CO CO • CO CO C5 CO • • l> rH • rH • • •0p?K (M H H C4 CO 05 CO ■ H O • O CO rH . • iO C4 • rH . . Gradu¬ ates in 1903. •aiBma^ 15 16 CO SMiOC^ C4 00 00 rH O HO 00 O iO iC 04 © *• CO O C4 C4 rH rH 04 H 04 •aiBw CO pH H CO CO 04 00 O CO 00 iO CO O • rH jC lO Preparing for college. Scien¬ tific courses. •aiBmaj 2 05 iO O 04 H ^ COHd^^W^HCJH^ COCO Tf H CO 04 04 t-H tH rH rH 04 •ai^H l- ^ T^OiO^OO^COOOiOCOX04N rH C4 05 00 00 hH 04 Tji 04 CO rH ^ C4 rH rH HH Second¬ ary in¬ struct¬ ors. •apuna^ CO 04 O H H 04 O ^ H 04 CO 04 O 04 CO iO C4 rH iO © C4 rH rH •ai^H U5 rH (NHC4HHiOC4HCOTfHHC4CO iO rH CO 04 rH Date of estab¬ lish¬ ment. H • rH lO 04 rH CO 04 04 ■ 05 IH IH C3 rH lO 00 CO CO IH • 0 05 05005 0003 *0505050505 05 05 05 05 LO 05 • 05 00 00 05 00 00 00 00 • 30 X 00 00 00 00 00 00 00 00 00 • HHHHrHHHrH -HHHHH tH rH rH HHH Principal. CO Osmer Abbott . Jefferson Taylor . L. M. Reager . S- a c P- a -H a c: s- £ C. H. Meeker . Jas. D. Graham . Irvin Passmore . Arthur 0. Burke . James Ferguson . F. A . Wa.QTmr T. D. Mansfield . W. Olin Lowe . J. Allen De Gou . U. G. Durfee . Lewis B. Avery . Frank S. Rosseter . W. P. Campbell, A. B _ A. N. Wheelock . Frank Tade . J. A. Metzler . Name. 0? Washington Union High School. High School . Joint Union High School. Union Hieh School . . . do _ _ High School . . do . . do . Union High School _ High School . . do _ . do . Union High School . . do . Shasta County High School. Lugonia and Crafton Union High School. Sequoia Union High School. * Alta Joint Union High School. High School . . do . Union High School . State and post- office. H CALIFORNIA— con. Oleander . Ontario . Orland . Oroville . Oxnard . . Pacific Grove . Pasadena . Paso Robles . Perris . Petaluma . Pomona . . . Portersville . Ramona . Redbluff . Redding . Redlands . Redwood City . Reedley . Riverside . Sacramento . St. Helena . I— QOOOHMM'iUOtOMJOOJOH (N CO •'J* 1*5 <© O rji 05 Ol O O O O O O O O O O HH r— I t-H rH H H H pH pH tH IM 03 03 © © co r^-^© ;©©^co© ^ : ©T^H 03 ^ 03 CO t- 03 © rH 03 CO rH 03 03 rH © rO © 03 CO r- CO © v C © © lO 00 t> © 00 © 03 iO 03 1 8 21 7 22 ! lOO^CX rHlOCC©©^ © 03 I> 00 00 03 rH © 03 03 © rH 03 © 1 4 4 1 16 § i ° 60 40 0 ! ° s- CO © © © © 03 s lO 03 © s is S8“ j ; 03 § © rH 2 11 4 IQ 10 00 © © CO © S3 : o © CC joois © © i © * © © © 03 ^ rH j © © -> © © © o o o o o o o o o o o o o o o o o © ooo ooooooooo ©©© • o o o o © ©©©©03 ©©©©©©©©©©©©©©©©©© © © © ©©©©©©©©© © © © :©©©©© 03 © CO iC CO 03 0C lO rH H 00 03 ^ © © © CO iO (M ^ r © 03 CO (N(N-.p 3§ oil g!l«3w|ii^J I ; •« • . «aS 05 lie § .3 Xt. IfS §a3§ SH..| c^’Ep^ c-f i Jqppp ‘^dd-’3cd: oglffiSo llsSit £K 3 8 1 i| 5 aj| S?a1. O O flP .SP'O „• p 21M o .C tn^s 1S §lfllS:>|l5"|l :t*8U.8 c=I=l?,“|Sl«lSl ^ir- iiOC be : |k‘S.^! _ _ _ „ . jc^OCOCOCfi^C^^g S'5,CO C.S'hn'0 Ofl®flwOC £-cc E £:■§ “•s^ojS'C'tr'O'C'C c P cfl “ oc .sfP o 3 •- ■ - - o -c c -O -c -c •*> : :S5x|.it‘B.3 : : : : : :'S^S-^33 gw^sjw^ •'B&Ug K : :oa q.gqpp : : : : : :pppp;>prg ppg K :pkpk S I W S £ I S!sfi; S^§.SP|, g : :g Oo og-g 5'S gp £ |ll|5«£asSS liiliiliiliii 111 1311 Iflilli 'C £§ : S HI 8 S5?>;SSSSS SsS aaaaa aaaasaaiaasasssaai sn iiismsi aaa mm ics of 1901-2. a Includes pupils of the evening high school taking certain commercial branches, but not pursuing regular high-school studies. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1902-8 — Continued. 1878 EDUCATION REPORT, 1903. •snjBiBddB Dypuaios puB ‘ainjiu -inj ‘sSurpimq ‘spimoiS jo 9n[BA 5i il : ililiil iiililiiiiiiii SS ; £g*3SSg§ gS88?!0'SSS”S8g^ • AiBaqt [anjm sgTmqoA jo J9qmnx ill 1111118 lsillllllsalil r-T ocomh^o 3=^^ :° i-10 iCHCO • fil '9JBUI9^ c 04 CO CO r-J rH Oi g ^ ^OHO jrHrH0004 ^M2H •9IBJU C5 OCOO «COO^ joorno lOHOlO c |i |1 Scien¬ tific courses. •9IBUI9J j H •COO CO • O 'ONIO jr^OOiOO j O • rH • • •9IBK | jcOOO O jrH ^03 jS0 • i So-o §*-| §*lisgs^38s aSfi£o3o : c 5 3 IIS ISSIIsa ssSg§6§slallil Hattie Middaugh PUBLIC HIGH SCHOOLS. 1879 11111II11I111 S'S 85SS S‘S‘*“‘8SS * *“ : : ill 1 11 1 :ilSi§illiil§ ; :iin ; : : ■'■ ss s : S 8^5 S"0*®'* *® § : : S°°3 : S sfllllliSlii r-T «N S ililli il 1 rH~ eit-iVT CO ^ r* r* H< CO ^ < •HIMHCO > CO h< co HiC 00 “ CO O CO TJ< CO |HX coo ■ ; CO CO tH iC ^ CO rH CO l- CO HH CO H H r-’ CO 0 T-i '^T-1 00 rH j H r}< (N CC CJ CO CO O l> OC CO CO 0 O — 1 T— l O lO OOOOO OCOOTf O ; O • 0 a i> CO 1 C 0 CO O CO 01C 0 lOi-HCOr-jO LC^COX • CO - CO 3 rH t-UC • CO CO rH -3* CO Xr?HCO OOO iC l> TT< 0 O -H 10 « CO CO H ^XhO !>• O CO r— 1 o oooooooooooooo oooooo oo o OOOOOOCOOOOOOOOOOOOh^O 0 oooooooooooooo oooooo 0 0 O OOOOOOOOOOOOOOOOOCOOOO 10 SSSSgggS^SSSSSSg SSSSS!J 30 £ 8 SSSIS^SSSSSSag^g^SS i> SSSSi'^Sg^SS'-SS ^ rH 2S 8 OlN^HOl^COHOHHHMO OHOOCOH CO Tf 10 *0 CO CO CO iO H tH TjJ H CO Cl CO CO H CO O CO H CO CC - (NCO^HH»OCO^HCOHHHiO ^ CO ^ H?< r-i CO rH CO CO OHrHI>i— HOOtHHCOCOtHHCOHHOHH 1061 1 iiiiiig 11 i 1 i 111111 1 mill ii ii H Mi 111 fill 1! °a-ss |33 I g w il s? 8-i^ £^■03 ■S sSlufl l|w ■ ■ iip -in if : ^ ^ "32 p4S oS « is»ts? lip lll^i *1 M 5!^Jlli*l*;tKllll! &%& Pf P* K d il 5 ;! ! i| CID • W §1=1 K y So 5 ts • o o o sz5 si! I ,c : &o — sflw-ii ®Q®00000§®^““000di®C c ■SiPg.5P : : : : :£ *>g9,;*5P iili s si Is^g-e _ o|*> Kffi : : :^p“Csc;S !OQ=t 111301111! 1I1I1 11 1 II i JllitBff illfllliillit i sillallSSialll 111111 11 i ls§lsllSs§lSl§illSll ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3— Continued. 1880 EDUCATION BEPOBT, 1903. •sn^BiBddB ogrjuaias puis ‘aamtu | « -xnj ‘sSurppnq ‘spimoiS jo anpBA. •^jBjqTiaq^uisaraniOA jojaqranx ' | iiiiii II II ill S'| gs :“‘a llll llllllllll-lllll IlsillSIIi tO i— < CO HH Tp* t-T 'HUP -£.nnnini ut jaqumx 8 :::::::::::::::: : 4 ::::::: : •siBaA ut asjnoa j lisifitig o qjSuaq; •apma^j 2 X H CO M CO ^ • rH OI> :o CO ■ ^ M ^ Cl : : : W ;CO(MTt<^ Students. 1 |s*i pi- H« •aiBK •a^Bmaj N H <3 H 6 0 65 45 *00 rH 4 .... 1 2 22 11 22 4 N rH i oe,3rtS5 ■ • W^iOCOHH •aiBK iC H HC^XCOOiCNH^OHOO^HO OC5 • rH « CHOOOCj Preparing for college. Scien¬ tific courses. •aiBma^ T* H • • c D '• '• : :° i! => j O j o o • © j j ; O • • C4 O •aiBK CO H • ’ ' O • ' i h i’ -■ i 19 1 250 "T • ^ • • CO j 01 H iC • < D rH • rHt-iOO »OOh j • COO ■ < j • i—i •aiBK H H o ■ * o o j H o 1C CO xf CO xr^COx^COxfxfCOxr x^ CO xH COCOx^x^LOxf^x^x^x^CO TC r-l -rj. -qi (N t-H CO • © © © *C4 • • rH • T-H t-H • ' © © © H C4 H • • x*HCOHQOCslt>CD©COOO tONO © 04©xJ< r^- © © rH ©rHC4©iOC4COOOi005T-HCOiOCO t-H rH lO © © © * £>• CO t-H xH © © lO rH CO C4 © © CO © HHCOHH©©OHH04Hxf© rH CO OOO -OrHO © © 04 © © © © © © CO • © • •° j— ° : : : : :° | : :°S :° t'* C4 1> • r3< -rC 1— 1 t-H 00 CO rH 04 00 © iO CO • iO • • CO • xt* • Xt< C4 xf! C4 • • ■ • 'rH • • 't-H© •© 04 CO x^ 04 I> rH 04 «5 © xf< rH CO © CO 04 xt* *©04 • 04 C4 •© •© rH • © © ■ • C4 C4 • © © • •© 04 04 04 04 xf< © 04 © CO rH CO rH xF © 04 t-H I> 1 © © rH • © rH •© 'rH 04 • rH rH • '©rH *lCC4 • *00 ©!>©©©©©©©©iD> © © © © ©©©©00©©©©©©©©©©© ©©©©©©©©©©©©©© CO © 0H0©0©0©©0^ © © © © ©©©©05©©©©©©©©©©© ©©©©©©©©Tf ©©©©© rH 04 © r^cor^^HiOco©ooiO©co ao* © xt< - © rH 04 XT 04 CO rH CO GO CO x}< CO rH © 04 XT rH © 04 04 HHHH04C0O4C0H©C0C0OJH t'COlCOWOlffiaOOOOM lOr-ICO rH HNOWif ®OINlCH®CilI9r(lO» «OM'3'3(NOO!»!OTjiOtOHO) Ub rHlN^ICS COlOCO NHH rH CbiOOHMHblH C'l JOCOrH i— 1 i— 1 04 i— It— ! i— It— I CO 04 CO rH CO r— 1 (N HHC0©O4H© HHHHHHHHHHHHOIO g 00 04 U- • • © 00 04 • © 00 • • © XT' © • 00 00 | • X CO 00 • • CO • u- 1 00 1892 1884 •© ' U- • 00 © tO 00 04 © © *00 '©CO • © © H 00 • • • 04 CO 04 • © •© *oor^©i>t^ooi> •© 'oooo -©i^t^© • • '©ooi> • 00 *00 » 00 OC GO 00 CO 00 GO *00 • 00 00 * 00 00 00 00 • • 'OOOOCO 00 ^ ■Era* • >» • a> <3:2 <3. ■ S3 'W^Dh- C3 H*-Tf fl> . C 2 w o ft _ s-i t-i H a) -o a ^ o ®«,oo 00 « ££ «3;§.8 3 gj ..s £ 'O cj tc C3 cjOO <5 oj ■ pi tq • c~ S w£o S-Ss-SS be >..s « 35 -M £&% 5? S§?8>1S . .as gajjSp^gs.* $HS S 0 c h .^ . . Q " > *-s M3 g^SW^fc-flOQ* «1Sw>S3gfS§,g£w|.g t4^owwwowS^°tii ls«i 9&s«sh -SO . a 7r< <0 . ■0*3 cffi CPnpa iiphiiImIhiiw ^«30GEO^°OPSffi<3£ &c : : : | bp : : S£|ci.a> : :'§.» Ph b : :mK ■ CO i’So :5.§ .tia tl) £ i : % ;h *22 'ES*? ^ fi'3-S f>>^2 3 3 3 ® § o SdaiiDdflOOOOO ^3” *5 Wcqcgcqcqcogocccccogc GQ CQ GQ »— 4 *02 DD 2 J_i X s i*gs spl !??*!§£ 2 h* * • ■ ■ -eS€S|ggS5i ; 2 S : ^ I r£3 O >’> ci i&i ! S.G jHH a S s 0 £-2 a o c H H t> ooocoocoooo “'C'O O^'D'O'D'O'O'C'C 3.S? pm >.PS5 ;-2 — S Vr1' ^ ® C ' fc? S ftSSl-g-S-cO jj cS d oi 4) O oj.'P.P O >■ O r— I cocol> • OOOOHOJM' I10 10<0 !>• f'- !>• CO CO CO CO tJ* lO CD I i> i CO CO CO < NCOOSOHiNCDrjnOCDN OOOOCO DDDDOJDDD COCOCOCOCOCOCOCOCOCOCO OODO 05 05 O COCO T* * Statistics of 1901-2. Taele 43. — Statistics of public high schools in the United States for the scholastic year 1903-3. — Continued. 1882 EDUCATION REPORT, 1903, •srn'BiBdctB ogijuoios pire ‘gjniiu -juj ‘sSnipnnq ‘spunoiS jo anpsA Of Of $178, 800 . ,o 03 • oooooooooooo • ■ CD o • oooooooooo o o ■ ■ o o> • O O 53 O O lO o o o o o o ; j o' tg • to i-7 oio t-T CO © © rH • • •SIB8A Ul 9SJU00 jo qjSuoi 19 Tt< ^ Tt< CO^OdTf C4 rH 00 04 • • CO rH CO 04 CO JO rH OlHOH O CO • • rH to CO 04 00 04 rH • • rH tj< rH O rH Preparing for college. Scien¬ tific courses. 14 O 04 CO tO • O • • • C4 • • ° ! rH rH O O O 04 rH •9IT?W 13 04 CO^O '• CO ’ • CO j Classic¬ al course. •9[T?m9,J 12 04 1>- • I> CO 04 ■ to • H CO •9IT?K 11 © ^ • © tO rH * ° ! o - Ele¬ men¬ tary stu¬ dents. •9J'BUI9lJ OX O OOOO O O OOOOOCO^t^OOvDO CO CO 04 O 04 TF ‘91'8PI ® O OOOO O O OOOOOi-il> co tp a • O O co o o > l- rH CO 5 04 CO to CO to Second¬ ary stu¬ dents. •9j'am9ki QC 144 423 499 242 111 451 293 17 32 12 56 19 6 ft •ai^H - c G CO 00 CO o O COCOCOO^COCOOCOCOCOtP © CO © to 04 H HHC4C4n rr rH OJ 04 CO 1-1 1-H Second¬ ary in¬ struct¬ ors. ; CTi U- rH CO C4 © 04 rH O O CO rH © rH o rH O O rH •ai'BjM 1 *° © OO^I^tO Tf CO Hrlr-iHHHO^HNHr- Date of estab¬ lish¬ ment. H 1901 1890 1878 1890 1901 1890 1902 1897 1887 1890 1892 1903 1898 1898 1885 1883 Principal. 00 Wilson B. Evans . Emory M. Wilson . M. F. F. Swartzell . A. I. Gardner . Mrs. Anna T. Cooper _ Miss Edith C. Westeott.. W. F. Niebrugge....- . J.H. Folks . L. D.Eiland.L.I _ 0. M. Given . H.J. Rogers . 1 G. W. CamD . . T,. A. Rennet! W.E. Everett, _ C. E. Richards _ Jos. B. Lockev . John B Gable Carl Vincent . ! Name. Of i Armstrong Manual Train¬ ing School (colored).* Business High School .... Central High School . Eastern High School . McKinley Manual Train¬ ing School. M Street High School (colored). Western High School . Chapman High School ... De Soto High School *. . . . High Scnool . Summerlin Institute . Hernando High School... Graded School . c c ■G c cr. & s Pasco County High School High School . . do . . do _ 1 Fernandina . 1 . do . State and post- office. rH DISTRICT OF COLUM¬ BIA. Washington . . do . . do . . do . . do . . do . FLORIDA. Apalachicola . Arcadia . Aucilla . Bartow . Brooksville . Crawfordville . Crystal River . > 5 CD O * o3 Q Davtona . De Mnd . Eustis . ! )OiOr-i • lO TJ< 05 CO • rH O • • 04 • 04 • ^ : -:- -: i i 20 lOO '(NCON 04 ■ CO CO CO Ti* o 0C ’ 04 TJ4 « iCHT 0 1 10 CO u- • 04 04 CO rH • r HH040 ^ : CO ^ : O 04 # oot^^jo-r oo Giooooioor^ ooo cooooo-oo o ’S° ° SS OOO ooo 00££°£ 00 *®^®o£®oo' goooooo o OOO S°g OiCOOO ooo °5JS®2S S' lOCO^^Oi-- £©; cc o ^ co oo C'j -r O CO CO CO GO 04 OOl OrHi-HOOO IOCO O O O O 04 O i I 04 04 OINO'NHOH rf OO O O O rH 04 O OOO lillll II :il illls I :i mill : l :i § l : ;l!l SI &IIII 1 ll III 111 §£ ft ^cc >. !5 ■ N !■ £ bb -inj ‘sSuipjmq ‘spunoiS jo 9t\[BA j •iaBjqijaqjui saomioAjoaaquinx ^ j TIPP ^bjiiiui ur J9quinx j ^ •sjboA ui 9sjhod jo qjSuaq j ® S3 min im-ii II-1S College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •9[BUI9j; IS CO 04 04 O 04 04 tH 0 •9JBK 17 X HHNCO - ox 1—1 ill O c2 '9JBUI9j; cc X O X X 01 os co co 04 X 1C I-H X X •9IBK rH OOIN 04 WiO^OJCOi-O 0 X Preparing for college. Scien¬ tific courses. •9IBUI9J 14 O 04 O O O *ap*rc CO O - Classic¬ al course. ■9JBU39J « 04 X j 01 O T-J X 'fO CON 04 •9IBJ^ H 04 X ■ 04 X 04 T-i C-) rr< cseco iO s in- : •ojBuig.i ® •9IBK ©o^oo^oocoooooooc c5 ° ° ° goo^j.ooooc^oo-socoooo •9IBUI9J •9lBJt b. co5t'2^ ■2 i- •9JBUI9J c OIHOSOO^ I O O T-l T-H O © ,-H © © < •9JBK I 13 m ll ; : illi ill ilill i : lilll I" o _ I! 2 a. i JL !§ i ~ a § “S o”o g“ o o o 6 o o-^o *>» :*>:>»*> : : :2.£p a :os : : : : : :^k £ fi| w„§S83S*\Sw 'S Sp'O | >C S X3 co .C -5 gjssip^-sp j! SE-S'gcJ : c 5 J |i|siJli= IhIIIIIsIsIIsIsSIIoI Islsl 3 §51-5 HIS? l|S||S||||||SSS5gSKS Sfill PUBLIC HIGH SCHOOLS. 1885 iliiliiiiiiii iiiiii ililiii iiii! iiiiliil 04 00 iO H -o 04 o co co o co oa GOH 00 04 O COHORT? °80$°3S;SS8320300S00£^8880S008088800808803880800008 0$0S0S38$g883080?3g0088g32230800808&800g0S80c3?3S0800003 g^gH^iSWHONinL'5^WOO(MiCCOeOCSO®t'®WM^O^OiCNiaOOOOCi3iDO®«l>OOON^'5D*ffl — v - 1 — _ — - 1 _ _ _ _ _ i i ~u eOT-Hi-IOOOr-IOTHOOOOrHOOOOrHOOrHOOr-IC^r-IrHOOOOOOTH^-IOIMT-IOOlOT-iT-IOOININ^HOO ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1886 EDUCATION REPORT, 1903, PUBLIC HIGH SCHOOLS. 1887 mi liliii ilii iiiiliiiiliiiiiiiiisliiiil oocoVi joooo^ojg fvfoVT >o ® 2 ^ © H“gf © 2 © 3 © g of io tC © © g g of £ oc g *f i-ii iliiliili- rn- of H iH r-T ^^^(NhPCOhPhPCOCO JhPcOhPCOhPhPC^hPhPhPCOhPhPhPhPhPhPhPhPCMCOhPhPhPC — rr 05 O (NH ;!NCOO^OCO 03 o CO CO H O lO ^ . o Hp 1C X lO CO OI T— CO eOTKHrt®(NOiH^(NH(NO^^'#NO>MOOHOTH«00»OCO(M 1C o CCCC o o • o o rH 03 lO O CO 10 i 0 rH Ol Ol Hp -M OI • -*> 03 Hp HP CO 5 OWMO 10 1 5 5 11 - • HP X ^P 03 CO O rH o jco 03 - O ' 03 XlHHPO OOOO 0000000X00 oooooooooooooo OOOO OOOOOOOiOOO OOOOOOOXOOOOOOOOOOOOOOOr-jOCOOOOOO sssssss00??; CO©©iO W^OO^CONiOClOOO SSSSSS^SSSS^SSSSSo I Ol T-H O T-l Ol H O i ^OOOCCOr-OJIOOHOOMrtHMOh^OflNKONMOMi ISII IIIsIIsbsI ssIssslSilSIlssIlIssIlillllllll ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1888 EDUCATION REPORT, 1903 oijiiu9ios ptre ‘ajnjra -jnj •sSnipixnq ‘sptmojS jo eni'BA >00000000 o o o o o o o o o o o o o o o >OOOOOOOlO OOOlOOOOOOOOOOOO XMOOOOOOrH iC O O iC O O O O to O O O O O O O'^C^iOTfiOOOiOCO Xj'Bjqil 0q; ui S0inniOA jo J0qmn^; OOOLCOTfOOOc OOOOOOOOi-tc O O O iO O LO o C lOiOiOt^Ot^OC HHOHOOCOC > O LO O O JOiCiCO > 00 lO CJ H ‘IIPP ui laqumjsj •siijaA ui asinoa jo qiSaaq ^ CO CO < ftsiflf! o p os _ 2J OP. ^ P Si •ai'snia.j •aiTJH I> '®OMi IN • CO N IN O ■ O CM B.S • 'O £2 £ S8 5 o3 ^ •ai'BTna.i It)-l • N O • Tf< • t> O -OCOIN d) P >> q Pi p u R P W jjj w,g •ai^raaj oooooooooo o o o o o o o o o o o o o o o •ai« K oooooooooo o o o o o o o o o o o o o o o o 00 p o >»© p *1-0 CQ ctf U •aiBinaj •ara 188 Ncioinctinoiotcoiooo N Tf CO HJl CO N CO IN 05 r-l C.So 8 >>" p co •ai'Binaj IMOH1N -Ct< r-l 05 i £ o •an?H IHifHOMWCICOeOHINi OA 1+5 P’S p -3 .22 p Q p'-1 3 OO 00 00 00 CO 00 00 < Jh m s^o O a d WJ • PJ I'SO > P.S ^ &5 P.S >5 a OP3 >>£; Oirtfla SSsp.'HT:B&t;8BS?§§ cSo3aJc3a3a3aSajo3a3PP.P.C.B ooooooooooooooo lOC0t>00 05Ol-HNC0HjHOC0l>C005 i.— i^Ht— It— ilNIN'NNlNN'NCNNN lootooieotsioiotsistsioifiic PUBLIC HIGH SCHOOLS. 1889 © o o o o o o o © © © © © o © © © © © © 1C too^ioioicTt© vO Cl rH d 8 © o~ © 140,000 130,000 60,000 250,000 175, 000 450,000 100, 000 156,880 200, 000 45,500 25, 000 14, 000 20, 000 15, 000 6,000 15,000 30, 000 © © © © © © © © © © IO © © © © T*©©©©©©10© d©©©vO©Xd© ^©^tOdd^-nr^ X © © LO © ©COiC © © CM © © © © lO © © © © © © © ©vOiO © © © lCOHCO © O I> U- © X © © © © ©CM©©© © © © lO © CM CM © UC lO © O CM X CM XXX © vO t* X ©X iCH^C^iO lOCMXrH iCiCHh ^ rHdrHrH rH XrHrHrHrHCMCM CM •CO . . • •'tf' C<5 T}I r* r}< Tj( Tjf Tjf -t1 -H Tf e®H* 1 10 .... 3 © i> ©XiO l> rH r* • © Id °^H | ^ XT* • • o • o © Tf • © ^ • • CM dXiO d ©X • lO d • d vOtH Xdd • X ©t* X • d d • rH I I ^ Id MrNO!°^?5 dT*X© © HCilO © X d rH T* ©lOCOXX © ^H © XXddlO© Xrrxc TJH d©© VO X X C- rH rH d rH rH d © © r* CO rH © HH X © X © ^ rH XvOt*XI> X t* d d OXHd^O XvOtHtH X dX 1> d rH d X d • co ■ • oo • • ■ rH • • • • iC • d vO • • ■ • © d rH « © • • • © • © • hH X ;S : > : : 8 • 00 vO ■ fti iQ rH d * 00 1 « ■ • © t r* * iiti ifj h • • » • i • © 01 91 I © CO d • • • • » • iQ h • • • » • ^ ^ • • j ;° j : °2 : i10 : : iO ©0©©©v0©©© d ©©©© © ©©© © © © © ©© ©©©©© ©©©© ©©©©©© T* T* e OOOOOOOOO 3 oooo o ooo o o o o oo ooooo oooo oooooo CO tJ< 00 d © t* d © t* CO ^ d (NHOOCO I> CO CO I> © CO lO T* CO vO © t* |> © © vO ^ X © lO lO lO CO HLCr-W^iHCOCl« rH rH CO CO GO tft H N © t* vO © vO X d X © vO d d d X vO rH tji d d I> rH XrH rH l> -tH lO CMC1GO© © d lO vO rH © d CO ©t>TH ©t^iC © © rH CO lO I> © I> t* © © © © t* © iO©©!>00 CO rH © vO ©Xt^dl>X H©hhhhCOCh CO 1> © 00 00 (M 00©GC 1> CO vO U- t^CO d rH X vO X ClClrHCl COrHCMrHiMCO T-* Hr( CO lO T-H (M CO (M © CO i-( (M CM rH © I> © © CM © © CO lO iH HHlOH CO vOd»0 © i> rH rH lO CO CMHHHlO HHHCO rH © rH rH © © rH d CO rH iH Cl rH tH CM rH HCOClHHHCO©iO CO Cl ^ GO © 1> I> d 1> © rH t* © h* y-i H H H rH CO HHH© (MHHHHH r- d rH rH M tH rH T*©iH • 0C © 1C r- © i> oo • i> r» oo oc oooo 00 • 00 oo 00 X i © too 1 X 1873 1883 1895 1894 1888 1874 1889 1890 1855 1882 1856 1900 1893 1885 1878 1871 1891 1890 1900 1892 1880 1895 1880 1893 1803 1870 T3 o flic's if •5 ft • > ' ' S 6 • |ri gtfB ,?'!> cS m S o *03 r-;>> |« ^BfegB|occo !-ssB«lS! I JS J3 J3 .C B B ^ J3 lOODOOO O S’SL SfiSS > > ;u®® 2 o • od ©5 .SB a « > > B CX2B fl O SSSBBa < CO -S' iC <£> t- t ohinco >«£«««« « SSSS S ED 1908 — VOL 2 - 43 © © © T^iccor^oo ooh( iQioiOiCio lt: © co * CO CO CO CO CO co CO co < ‘ vO CO 00 > co CO co CO > co co co co ♦ Statistics of 1901-2. a includes pupils of the evening high school taking certain commercial branches, but not pursuing regular high-school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1890 EDUCATION REPOKT, 1903, •sxxittittddtt ogjiuaps putt ‘aixxixu -anj ‘sSuiptmq ‘spunoaS jo anittA 8SSc lOOOOOOOC > o o o o o o o c > o O lO O O O O l ^OiCiOOOOI • LO COHCOIXM S88 :888 > CO lO • o o o Ajttiqn aqi ux saxunpA jo laqxnnN ■ OOO^OLOO o _ _ _ _ cS.0.0808 - COOI®lOClu3«CIMCfJ'#' g 0105 0'S •apH >OOIl>iOMMHrtCi3^(MMH t't'Hl WHr-uOOOMWCO^HM^HM, ■aittH -d A-A g” s * 8 bis o * •aittxuaj OINiOOCCOOSM^rtOIMHObCI •aittH (OCOr-HMCOi os cu n> oj oi :qQQQfl«r ■ Illssilll' JOHOJMTjiiOcOt^OOOiO. > CO CO CO CO CO CO CO CO CO CO CO c 8SSS8 rk Hi PUBLIC HIGH 8 lilillHiilli illliilillll ! ~ sgsss^s-ssssgg- :8V,#‘S’g®^a8ef“ : SCHOOLS. 1891 iiiiiiili iiiili I :i§§ ssafs“sss2 s^ssfss s ;sfss 1 llli!i!!lillsllls!ll!li!!s liS81siSE II ji IIS §§111 Tf Tfrr'^^ CO 'CO • CO 03 OiCC ' 03 *“ H»o^W®WlOH1ot.«r.OH« c^c^o«u>e050cocCi-iTjfcoo^Jiot-'a'05M o j r- rr -r r-< cq oc ^ r-i ^ O®NOHONt.O^e0H(SH®® ^CO^WOCOOH^H^H^OWOOHOi Tji ■Xrj-^Tf M O X CO ^ • o • • • 00 •> • CO • O Cl • o lOOCOOO ■ o • o oo ■ co • • ■ 03 oo • j j'* j10 j i 03 • O O • • • • O • 03 • »— i O • ^ XOJiQNO • 03 • 03 1 1 ”i‘ "8* 15 3 1 .:L I 9^ O 03 ^ iC • • • O T— • ^ 03 ■ o • • • j 03 O O CO rf • 03 MO ■ • ■ • ■ O CO • i— 1 • : :°° N H i : CO CO O 03 ■ • ■ CO 03 • CO i“H • r-H • • • •03^l>a0030 * 03 : : : ! h° :° j : i- ^ :** : : o oooooooooooooooooooooooooooooooooooo oooooo ooogo O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O OOOOOO OOOiOO 3 5S|3!S§;S3Sgasi8SS2gSSSS{a8S88co2&3S88igSaS8 SSS828S §S8S?i S5 Sg3SS338gwwS2£fj£2;3g823£Sw3i3g£S022^S 383228 03 HCO(NINO^NHWrtO^W!NONOM(NHH(NWOOHb»HnOr-HO^^ CChWON^ 03 tt 03 O O iHH^WH^X(N(NHHi K >.S‘5s6oco J 0*0 “^W -is C a s g SHfco aa^QB.H Jd g B« g J8®^^ » 5dB.a»|a ^HS^dda^^hH^aiSdha^waaDd^a^^jossSj^ddrt^ gSKdS^ S ggSgg832§SSgS§g2::223222*2 o oooooi>i>i>t^i>r^t>r^i>i>r^i>r^i>i>i>r^i>i^t^ SSSgggggggg gggggg ggggg *3-1061 JO Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 1892 EDUCATION REPORT, 1903. •sniBjBddB oijTjnaTOS puB ‘airuiu -jut ‘sSaipimq ‘spunoiS jo anjBA Cl Cl $12, 000 100, 000 60, 000 250, 000 6, 500 30, 000 7,000 80, 000 15,000 8,000 2,000 11,000 30, 000 40,000 30,000 ill : jgif : 12, 000 20,000 is •AJBjqn aqi ursaranioA jo aaqum^i Cl llipiil 11SS|11|S|1 81111 TIHP jJitqinni ui loqumjsl i'SJBaA ui asiuoa jo q^Suai; © H 3 . 4 . 4 . 5 . 4 . Tf T-*COCOCOT*(' pH iQ ;00 \< CO J i> • • • • ill • OICO COO«H(M •aiBK h pH ao :o» : SO *03 ; j ; ; CO H • ^ • 03 ^ H (N 5-^'Jo o> eo ^ >o th m 00 CO £ « g oo e» a> us >o >o « -* 3 th o* co to t- eo^ioec(Neo rHO^.OC^OO^OC^^geO^lN^Ol-lTHNOTeOfNt-TH.ON O - iO) CO O ^ CO - o o o o §3N cooo o rH 03 03 03 03 ^iO CO CO o SO rH 49 8 12 C 04 10 CO 03 O rH o OOOOOOOOOOOOOOOOOOOICOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOQOOOOOOOOO^OOOOOOWOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO sssassassssssasssassssasaasssasigafisgggsssgis^sisisasgs! )«OONHHONOOO(N!aiN^WO«WHOMININO( ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1894 EDUCATION REPORT, 1903, •sruBJBddB ogijuaps pub ‘axnjiu -xnj ‘sSmpxmq ‘spunoxS jo anjBA « e* ooo ‘g# 1111111 1 33S“SS§ § ! 11 COM- 50,000 5, 000 20,000 25, 000 10, 00 12, 100 30, 000 5, 500 800 l 15,000 •AxBxqn aqi ut saumpA jo jaqmnx H « o lllllllll Is SlliifllSffll efe* -T r-T •sxBal ui 9SJTIOO jo qi-gnaq « a tp so -s' to os co -r eo -3« co ^ co co JS s 1 ai •ajuniaj 2 0» CO •9[BK H CO 03 CO O H CO 1C 3C i-» j ■ o CO iilij •ainuiaj O ooooooooo oo oooooootgooooo •aiBK © 00000-0000 oo ooooooooooooo Second¬ ary stu¬ dents. •ajBuiaj 00 SSSSS^SSSS §| SSSSSSSSSSSSSS •apK b- S32 SS°°8§3!§SSSS88 Second- “Is ls° •apmaj © OOHHHO^COCO r-iO OCJO^MOCCOOlOH^^ •apK 1- COHHHWHHC4H rH O 01 lllllllll |S 111 j II 1880 1884 1878 1885 1 Principal. CO S. A. Miller . W F. Sloan _ J.H. Keller . F..T. Vines. Iff !«! ; 1 = ios Miss Charlotte Holmes. . W. W.Lewton . Miss Sarah V. Harden. .. Mrs. 0. L. Minter . jonn ”2 P ii 3°, 48e Jii. b. riauy . Edward J. Delano . C.H. Newman . J.O. Leslie . F. ltarle Newton . Mi'sm Nora M. Simmons 1 A. F. Lyle . 1 Name. 0? High School . Townshin Hierh School. _ High School . _ do _ > O C . do . Nunda and Crystal Lake Union High School. High School . Kiver Forest Township High School. Hi ah School _ . do . Graded School * _ ' ‘ - * ; ; doc 0-0 rs Township High School . . . High School . _ do _ \i 1. ji rH ILLINOIS— cont’d. Nashville . Neoga . . . Newman Newton . Niotn.. Nokomis . Normal . Nunda . Oakland . a' n 5 € Odell . , . Odin _ >i ; ! O Hi VUllU^ll . Oneida . wregon . Orion . Oswego . Ottawa . Palatine . Pana . . . 1 Paris . ssaaaaasa as iiisiiiiinii PUBLIC HIGH SCHOOLS. 1895 ililiiiiiiiiiiiiliiiiliiiiiiii mi s s 'sea s a a §®rv8Srigs sswVs§ s iiiiiiiiiiiiiii ls!§llllillllls!!l!ll“l§§s8§!l ll§llsillllilslelllS Of HCO rH rH Of rHofr rH Of ^(NOllOCO^ • • r-f r— 1 OJCOOIOHO • -HO *CO lOpC*t-jHgrH>O 05 CO 05 l'N^©rH0rH0©0©CD©i < O > , JS ,2 £?' o . oe, £ o •atnuiaj •9inn ft* .2 • Tf O CO CO 1C • icOt* O^MO lO to T}< lO CO CO oi •9IBH • '(DON® .-hcococo co co o r- -i Tff 60® & §? fl o ® .®tpl g 0+3 3 m O •gpungj •9inn •s_ a a os 3 43 5 o ® •9Ii?H O • • 04 CO • • O iiCHO • • CO ■gxnraaj OOOOO-^OOOOOOO OOtHOOOOOOOOI •9IBK lOOOOCOOOOOOOO oot^ooooooooo ■ggjg c “fl o >+0) ® h'O 02 oj ■9X^939^ SgSSSSSSgSSS •9IUH SSS^S^SsSgSSS SSSSSSS89*:^;^ lil § •ai^uiaj iHOOOOONOiHHO •(N(MtH(NOO(MOOO •ei^H |(NC9HHHHH(N( I^HCOlNCOHHCOHHH aS-gg 03 CO^ rt Q 0 ” mu miiiiiiiiii sgssssaaaaaa PUBLIC HIGH SCHOOLS. 1897 liiii liiiiiiiiiillii S' * 8^8 ^ 8 898^°“ 11 ill ss^ssas00"00^^ ^ ass 8388s §ilillls-lillll!l§lll!lllilllli -*S SSS rH~ r-T rH r-Tci I1S1 o • cc ® cs 10 1 2 1 o © T? 05 05 CO iOiO©HHCOW^© © 05 GOt? H © IN • N iC © 05 ^C^dHH(N^OW(NWWj-ONrt© CO 05 05 i> CO 05 T? rH t? O ; j 3 - CO 05 go O oic °?5 000S§S00 0010 383®,oss8 IHHNCO Of)(NOHHHOOHMWO)H^iOirOM^OT!<(NHIN(NHHNN' CO HrlMCOrtOi I O SO HHlOHNHrtCCH«HrtHHNTjlNHHNHr.«NHHi NNMHHHH. I il illlllll illllll ill il il ill III! | i II i illll I & dmdS^ affll !a:SQ^iSwm^HNQQ^'SwH(|i|alj5: K IhB it Ss iff • • * ■ 1 * H • • i i * • H • • • • • eg • iiisiiiiiiiiiiiiiii 1 u m S :llSfisstssSSIS8*5a|Baa88£| 55 Ills ill III ill’s § ': aSil’S S dS S s-s S S 8 S2S.S.5. ? : J >. ^*Bg SB -c^ ss.sip.s^saa sasll Si§lllglllll!Iii§illilllllSlllI II 28111111 ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1898 EDUCATION REPORT, 1903. •snjuruddB ogpuaps puB ‘ajiqiu -mj ‘sSuipnnq ‘spiraoxS jo eniBA 22 $15,000 60, 000 20, 000 20,000 12,000 2,400 5, 000 15,000 15,000 50, 000 51,500 3, 000 2. 500 4,100 5.500 20, 000 3.500 2.500 10, 000 15,000 6,000 20.000 •AxBjqn aq} ui saumiOA jo laqurnM 21 250 1,400 500 400 354 100 300 150 340 800 1,000 300 200 69 109 1,000 75 400 400 776 300 160 1,000 ■[[tip AjB^i[ixn ui laqumjj © 01 ::::::: :::::::::: : : : i i : •sjb3A ui asinoa jo q^Suaq 19 co -"tf t* rt< co oa Tf eo T(t co eo Tf eo ■<* co co eo rf Students. College prepar¬ atory stu¬ dents in-grad¬ uating class of 1903. •aimua^ 18 CO • • QC CO CO • Tt< d Tt< d • d O d • to TH to •ap?M 17 O • • CO d d • CO CO d CO j rH d d j rH O TH Gradu¬ ates in 1903. 16 CO O CO CO tO 00 CO rf tO rH 00 00 UO (M so 00 SO 05 HiO^OOO Cl HHH^COCO rH 05 rH 05 rH Cl CO Cl •aiBH b» SO Cl I> CO CO SO t>- COHOOCOOCNNHQOCI © tO 05 00 d 05 H I> H Tf CO Cl HHCOHrjin rH 05 d l> Cl rH d Second¬ ary in¬ struct¬ ors. •aparaa^ © O to rH rH O O O HO^HCiOOOCOO CIOOHO H •ap?K *0 HHHCO^CIH HCOCOdTfdHHClCl Cl rH d H H d Date of estab¬ lish¬ ment. 05MOHON05 CO d O d SO SO CO r— i SO O 05 |> 00 00 00 00 00 05 05 t"'* 00 SO Is** 05 05 05 05 00 00 00 00 00 00 oo oooooooooooooooooooo 3 00 rH 'S ft O fl CO £ :§5 -oiJ 3*2* ‘at ^ allinnix . "yner . tecords . 3h . McKay . . itegner . 3r . IX . si O XT. ’C C I i j a : M AM «8dgJ»|wIH qc.gpq: 'g Cl CO H« tO SO t'- 00 OJOH'MCOTf iCONOO 05 0 H(NOO -| cp CO CD o CO CO t^oooooooc 05 05 05 05 05 05 05 05 05 05 05 05 05 05 05 05 05 05 05 05 PUBLIC HIGH SCHOOLS. 1899 §11 liliilllii !§§§§ ill ill lllllllliillllilill si il ouseo ao o oToo • load-*© • «>© lOr-T efiotN 10 * io’ o m ^ o oT o hj‘ o 10' o o n ooT • x §|| III :§|P||S|8||S ;a§|| Sg|SS :|8|||8||8|||8 CO rr^^COTf'^^CO^CO^^COOlCOCO -TfCOrf ^ CO CO tF iO 04 r— i CO • • • O • • 03 Otto • -oiocooic OTfc^Hco • o *oh:o • tF I> CO ''f O • tN O LO -*OH • H ( ^OTfHt^cOCCO^CCO^ 1 ic •iCC^CJn. OOiOd^MOTf Oi © * O O ■ OH • O O OOO0COOO — ooooo 8§8 ^oooo ©©©©ooooooooagoogooo o ’8 OOOOOOOOOOOOOO © © © © © OOOlOOOOOOOOOC^OO^OOO © < SsSSS^SSSSSSS^S* S' !=! _ COlM-i ©i-i©©OSO©i-ii-iO©©©©©©©i-ii-te*© rH OH O O^H © O O ni-i JH i-l O .-I o o oo ^8 ©1-1 "Mrlr-M(N!NnMi 'r-irlrt^rt nDii i in iiiif iiiiiiimi ii bs& ISi-S^s^ $,$«•» Nog ill si a».S K 5 2 S®Jo^*Siiocce4^z^do6°5'S^i0 £§.gss3 ®‘g8«Shl^<^»M:®«agc5K>' d: H,— oc*-; •O’O V °“o — ^'C £.*> K ooooooooooo 'C'C'C'C'O'O'O'C'O’O'O SI ■ss_ “XJ'O'O Ig e^s Ilf. gas 3 ns J -O'© 'CD'S - 3 5 1 s _• & - g£ -8 S5SIS ffiE 2K bo© g? : Ii ••c .2-2 ills .jwmmm ii » ll!llls335“SSSs6g5S 55 5 S.E o 818 illiiililslliiililiil llilllssiliiiiiilig ii Ii ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1900 EDUCATION REPORT, 1903, •StU'BXBdd'B O0UU9IOS puu ‘0.114111 -jm j ‘sSuipfinq ‘sptxnojS jo 0141? a. > o o o ) o o o )OiOC4 OOOO OOOOOOOOOOO OOOO OOOOOOOOOOO OOOO OOOOOOOOOOO > o o ) o o 00000 ©*»00of«O o o o o < o O < - o o < io cT of cvf o' cT ’Aj'BjqjI 0q^ ui saraupA jo laqmnN • o o • o > O CM > co § oo o •Iiup .tojiiiui ui J0qum£i •sj'B0X ut 0SJUO0 jo qjSuoq; > co ^ cc eo Tt< tji rf Tf co ^ ^ co co eo co co co co t— -i rti O (h nj 1 . Oft v « p •0[Bin0j; •0[UH OH -tH(N ,0[uin0lj O d •0[UH Hfi CO 50 (N 1 iO H O CO o is o3 co •3PH •01^010^ o « •0[BH OHO • Oi i 1=1 h“, .H QJ j ' wa-' •0[mu0j OOCOOCOXOO OOOOO OOOOOOOOQOOO •0[UH OONOOINOO OOOCOO OOOOOOOOOOO « o ” a V i>> <0 05|>t^’ •01BH COOOOOCMCOGOlOlC 00 10 CM T-l )C5 00H COOCOOCOIOCD •g d w 8b2i OOOOOtHt— 10 COHOOO iCMOiOOHCOHO, •0PH 4 CO H 1—1 CM H CO CO T CO Tf CM ^ H H i O , S' « 8 w S'-1 s IOH00 05 0 03 co 05 00 O O CM CM CD CO “5 00 O 05 • - 00 00 00 N O CO ^ iO O ( l> 05 05 O ( 00 00 00 00 00 05 ( 0) 6 £ MfM : a jllB 1 . t» p . a c W) Mgs! SgMQ BdfflH ^d-io 4 o ”,22, _ . 4 'c ; 2 SB-gfe o : p Jm CD 4 > m ^ &1 c . o 3 aSsl^Wogw S-s2-2|j-2»S|” ^ o o ■O'O'O' bn jGG ■4 :.bo :w o • H, P rcCfi E-a1 £ be he? : bo :3 ; sh ! ® : c . <0 ;0 •jo : « ■ O o §S.§ :h a o ; ; ; fe o O ■ • • o O • n • • • [_, . ih o* * . O O . . . ®ooo. OOOOOOOOOOO .Q'O'O'O h>h-, jS'O'O'O'O'O'O'O'O'O op : : :g£*> . ft B • & ■3 : § : * : 04 H O b3 cd o r3 0Q ft 'O o QJ O 3 CO o Illllfs oooooo oooooo 3S 8b ^Isl. l||5e f||lsl?l||l OOOOO OOoS^^33M aoooo OOQOUOOOOOQ I CO TT lO O 1^ 00 05 > CO CO CO CO CO CO CO >0000000 i CM CO Tj< f TT TJi rfi > o o o ;ss OOOOO 111 PUBLIC HIGH SCHOOLS 1901 10,000 18,000 12,000 45, 000 3,000 3,000 20,000 6,000 4,000 25,000 12, 000 25,000 7,000 5, 000 2,600 20,000 10,000 2,200 5,000 40,000 800 10,000 75,000 i : 10“ : 85,000 7,000 7,000 48, 800 5,000 4,000 3,000 6,000 3,000 10, 500 7, 500 7, 000 75,000 22, 500 20, 000 i 10 121 .... 150 300 .... 2,200 105 160 S8li§§SllllsS ii-lli i 0 : ! 11 111 IggsilSli §ss : *0 -3< ■<*< -s< | 03 tM 03 - CO 03 0 CO CO r— 1 - (N ; • • ON • - CO rHi^C3 CO 0 0 X CO 03 1 rH ^(NTfOOCOO 'X ’ 5*- rH l> CO « X 7 28 1 03 r— ! 03 1 0 IN 1 CO X o^c 1 TJ< CHOC 1 X 1H1C1OM1O - 1 25M CNN - N O N N uO N ico co 0 03 00 •0 O 03 • O O 0 20 0 - O CO ^ 03 - 3 : CO - NjOH 03 - lOTfl ■ON 15 1 03 oc O 03 O ^ iO • 00 - O N i 0 00 0 03 SP° iO - 8 4 lO °o°°eo oo^ooooooocoooo^ ©ooocc®-® o. 003 0030,000 jo 000 °£°°* S0nS0000n°®000n 000°§0§° ®°S8000 :° °S° USSS*3 ^8^S328lC£00;££0OCO gSSgSS0^ |& ^g05 “SS^SSSJjS 3^8 gsas” coo^ooco 00^000,0,3 gs gg0* ass^gg^sgs t-h o, th n o OT-iooocooeoooor-iOi-io ooocoi-ioo^h 00 o 00,0 ooooooot^i-i r-100 C N rH -9* i-l HMrtHHHrtHHNHriNOH ^HOlOHHHW O rH rH IN riHNH«HCC>H CO rH CM 7-106 1 jo Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1902 EDUCATION REPORT, 1903, •snjBJ'Bdd'B ogtjuaias puB ‘aimtu -jnj ‘sSutp[mq‘spuno.iS jo 0n[BA ©* 0* $2, 000 100,000 15,000 8,000 10, 000 5, 000 1,000 6, 500 28, 000 35, 000 10, 000 24,000 1,000 13,000 12, 000 5,000 2.500 25, 000 45, 000 8,000 3.500 -A.iB.iqq 0q; ui s0ran[OA joiaqumx « 200 2,100 500 300 568 250 100 425 250 525 100 150 150 100 500 1 4,000 410 25 300 • 004 O • o t^o • 1H •[[up AiBjqiui ui j0qranN SI : : : : :S •SJB0A ui 0SIUO0 jo qjSu0ri 2 CO Tf T?< TJ< CO Tf CO CO 1 ^J< TT CC * 05 j •0[BH 00 TT | T-H «XHO oo L"- ° ! CO • Gradu¬ ates in 1903. •0IBUI0J | ® iC 04 r-< 04 COOH C4 r-i °h°o,2w '3l«W 51 1 lOXOHr— (HCO»OC4X Tf Q OH> 00»o v H’O CO S3 ■0tBra0j; eooo^ooooooo O « <35 O O O O O O O O d o • g^il •d[BUlB£ •9IBH OC0C0OC4OOOOC0O OOOrHCOOOO' I 04 T— . 04 CO CO r-t KN^CCHHINiOHWt O o ■ o £ c3 gg ^ d Q O > O O • O *04 - __ '^050 • 100 30 00 • *00 *000005 *30 >>= • S-, cSaOi. 8 5o2- fc|^S£g"=-;||| >,u6o8 e:g'H.£'S.SaszS > o ftSw c S^i-s’S ? c -c *“• -r = r : .tB St3 h=sh!I«! i i-h o a> J . o i-H |«3S*^al«|w “ c c ^’O’C So bfiCO' o • • • *So . . . ~|j • . . . . o o cj ■ • • « . .,c o o o o o o •£ ^ o ® O O O O O O x 'O -c B ■o -c -c .5f,s -o ^xi'O'C'O'S’C'O rifl §w.5f : : : : : : : ’ K :hK : : : : : :hK ■§8 §S 522 H&H&H • fc g® a § c t: > £ oc ■S’g'i >c5-a)0'0^ccCBB Cmr-.o®wdcic)0Q)fl}a) oooouoooooooo NMiflOpNOOOlO, 1903 11 oWos !§« S®“ | | Bgf oV^'c O £ £ PUBLIC HIGH SCHOOLS. 1111 in ii illiil :iiiii ii ii i iiiiiiiiiiiiin efa,°’‘S'‘ 82»«“®s :s §s tigs ii§§ iSSS888§ggS88 |S |8 I gis§§gg§3§; « ri’ . r-T 11111 Ti<* ;HCU^HiC ^ m (NOCOlO 00 j j 05 CO • i— 1 CO • 00 • CO CO • • • CO •© • • • M • ■ • © • © tH • •© 1 rH • M j j — i COr-lr-lrtTP^-.!N^-lT^rH(NlM(M^MC<5r-i lO TH rH CM © 1- 1 iH Tf 'nTfHCO(NM a>B o o o 3 3 3 BBB :bEEEEEEBEEEEE lil c c^J-d =2 p t' n C ^ ci 3 BB E >* P § a S e c a £ c c"2 b L ei8a)oai«~-cco IS SSSS SSSSSSBISIIISIIII II gg s ggggggglslslllials * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1904 EDUCATION REPORT, 1903. •sniBJBddB oppuaios puis ‘aaniju -anj ‘sSuippnq ‘spiinoiS joatqBA AiBiqn aqi ui saumjpA jo jaqumiq OOOOO OOOOOOOOOOOOOOOC O LQ o o o o o o o o o o o o o o o o o o < 10050010 O O O O O O O O O O lO O O 10 O L r^io'ooT ©VioVnoVwoowhnVio O 10 o o o O(MIO0O ooooooooc iCOOOiNioor - MNI •njjp iLramiui ui jeqranjsi •s ivzA ui esinoo jo q^Sudi T^COt^COCO^COt3HCOC4 >> , ^ ! (H s- •ai'Bcaa.i •ai^H s.g . 'S too ^ 0) 02 •apsmaj CIOONH -M CO 2 O O >-T3 02 cJ •apmaj CUOiOOllO •a[BH CO lf5 -?< CO 1-H o 'O g a (3.5 O • ° ^ s £ o r**H o © 00^0001^050050050505 • © t> © 00 00 00 05 00 00 05 00 00 00 00 00 *00 00 05 0 ■*a « 2h3 ■g’SWHo a,- 2 a r, d§ 2 ■ 2m ° :c S3 •a ® a §t> &> o s ® ■aXAfl 0 3 © SR'S pa « _ - HWSRccSWrKoW&qdR^.^ - -cd-gSg © jsi-jS’S joj 00^.2 g o 5 3 * o w H o +^^•43 r. O © 3 0®, “ 43 J2 ^ ©a>.5p S a •_ !» : o--1 .oW •a 1=1 iS|^. :gq CQ :43t*r 1 be.°f :^o.2 o ©i •33 3 ; o, ;2 • a • • £ o : o o :h,-;43 o © SH 2“ 6 0*3® of*00 000000^0® 5ca5’i:|,0'aSS'Cl'On43'C'0'd'2,OT3«'?343 o£ a : :«Ha :aa : : : : : :E a a •2 8 SiS 2 S o,d«a .2 2 -w c bp o ^ d be a) 5 -aj c a o as bC4«S 44 44 P, ft • C 2 £ ctS 42 © © >©i-H08000 ©©©©©©© ©©©©©©© ©©©©©©© © © ^ © © L© © © © © © © © © © © © © © © 10 © 888 © © © © © rH CM O : 8 85 iO CM ( > © © © :888 © © © © OrildlO Tf HO lO © © 00 © © © © HO HO ^ © CM CO CO CM CM © HO CM CM © CMtHCOCM nHH 00 HO © rH CM HO rH CM © rH O © © O HO ©HO ©HO © 0 r- © 01 © © © t-h © 00 © © ^ © I> rH CO ©lOCO HO © CM © © © © © ©COHO ©HOCO©©HOHO© HH rH CM rH rH © CM rH CO co 0- CM CM TF cr CO-^CO^ ^ CM rj< rf ry< ^ cr rH CO CO CO ^ ^ CO rH CO CO CO CO rHCOCOrHrHCOCMrH CM CM CO CM CM rH CM rH CO - CO © CM rH © CM -1 © OON iH CO - CM CO CM © HO CO CM CO 2 37 © rH CO rH 00 rH CM © © ^ CM 00 CO CM rH CM CM CO COiOOiO CM CM rf © 00 © (M CO rH Tt< © CO O iO©l> CM © CM (X) TJ< © © CQ t> CM © © © ' co r- ici> cm ©i> i © I> © iH I> CO < © r— ( CM © © iC©©HH©OC HT © OOiCHO CM © © tH © * © © © © © © © lOHHlMHC^CMCM • • rH CO CO 00 *00 CO © rH • i> © ■ © » *00 00 00 00 *00 00 00 CO ■ co © cm • © © © © ■ oo oo © oo ’ l> © © • • © © © 00 * ! 2 rH rH rH '• » rH » HO 00 © HO O0 rH © CM © U- . ic • © © oc © © © © © © • 00 j 00 00 00 oo oo oo © © oo oc • CO © • HO 00 • • © © © • © I>* • • 00 00 © • oo oo • • JiHrH HH ; rH HHH s • rH • T—t rH 1— 1 rH : o Q> & lNCC O < ooo oo oo o ooo oo oo o lOOlO O iO oo o UO O CO lO . 0) 05 co os •9l'era9Lj •91BM C3 -rH O • •9[13ni9l>I ' © CO © © t-H <© © © C? rH © ©© O O •91 VK -m.2 ^ C5 GO O ri Q 0> M HCO(MO GO O O O GO GO era O O *43 9 ° SS-S^S : §3 « o“ 0.0 G.C c3 3 U §!f!« Ns a> M u cS ooo™ ooo o ^ ,G TJ T5 -a ©JC T3 TJ -O g.G T3 -O -O £ .G £ 60 : : : §-.60 : : : |.bo : : : :hB CO g bp K o ! -l.: . G * oo , fe ~ G . :H §|* 2&H o, Wa, .SPg- W.SP £ „! Ss&floSIssmss 'A^SS’AGoccCCCCC 2 G "G fG ! S.'S o o o o o o o i'- co © © h oa co ©© t" oo ©© r-i nm © ©t^co CO CO CO -W Tf TJ< rp T?< rp Tf -*f TT< rf © © ©© ©© ©©© CMCMCMCMCMCMCMCMCMCMCMCMCMCMCM I^COt* TfT^CO^CO coco I> O CD^Tf- JOOOOOOiC OOO >000000010 oo lOOOOOOOOOOCOOOOOOO o co © i> c CD CO CD © CO ^ © 00 ^ C !g£g; CO CO CO 00 ' (M O 00 00 O © H 00 iO CO CO OOOCOOO^Or >-5 cpS^ r 03^ h ^ U hf)‘rr< •Sooooooo oS'O’ZI'T: S’gj'.C £ zz^zzzz^oooooooo VPJ W I-H.N PJ T UJ yj ou 03 »— I O'! CO ^ ICO CO r’- OU 03 CO r-< Ol CO ^ IQ ®D.OD31UHCNCg'3,L'3©M3DOJOH CO 50 50 P 50 50 CO to CO 50 50I> r^P~t^r" 00 OO 00 00 00 00 00 00 c0000>040il3i0l0!0>0i0)0>00 £3 53 S S 5J £1 55 53 5353 53 53 53 53 5^£335353 53 53 *^53 53 o o (NiOOiOiC AiBjqn aq; ui samrqoA jo aaqran^ 1> © lO O O O O lO to O © O OCOIN oooo TfOMfiOioowHOOin (Nr«ow o o uo o ■pup Aa^piui ui aaqran^ •sjb9^ ut asjnoo jo qiSuaq ^CO'^COCO^tF^'M^’ CO ^ CO CO COCOC^^^r^^^ liiii nil •areuia^ •ap?H OHOO • lO a.S • o oS MNMHOin CO t— I 00 Tf CO •9IBH to boa; £ §? •apsma.i OOOKJHIN •9It?H •9I'BUI9lJ •91 i ® a ps^ a -2 m a; H -a •airnna^ 000000000005 >000 OiCOOOOOO •9[BH OOOOOOOOOOOC >000 OCCONOOOO •gB ® o “ fl O >*0) c^Tt O © © <0 • o 0500000) • l> _ _ _ 00 00 00 00 00 *00 *00 00 00 > CT5 I> 00 t>* ) 00 00 00 00 00 ;h5 id Si 0W.2S > ^ O rj 08 ® Q) w fl o> - • ^ gdGg-ggtq ass* ?|dj ^as^li OMQWM^: £ O o u ; ft ; •2 • * CO • : a : M o « ^OOOOOOOOOO^S^OO^S^OOOOOOO ^’O'O'O'O'O'O'O'O’O'O '^^'C'a'a^^'oco'O'O'a'O'O bo :::::::::: cs ^ t>o •• •o ^ . co to .s' £ w sco-py :s m a . O *i 03 +e a> -g _&Cb5rbd0^2-^-i • E “ SS a JS co O a* s° rr vy o o ^ o ■£>,§ :3s 3 a p— p -p- —- -p- -*^3 ^ o oeacpc^+j tC o3 aS cS O § □ » IB [O rtP! i^o .acssosasa^&a cS o> »g <£• 55 « ci 5 OS S-5 S S « ; aLS-HS « OftftftftPHftftftftft p ftftftft ft ft ft ft ft ft ft ft ICOtJ1iO0NOOO)Om(NCO 00 05 o T Icococoeocoeocoeocococo cocococo co co co c PUBLIC HIGH SCHOOLS. 1909 ooooooooooo . o ooooooooooo • o ©©©©©©©oooo© • o r>~ cm' erT ©T oT ioT erT ecT ioT • icT CM rH CO I> • rH 9,000 20, 000 14, 000 25, 000 15, 000 10,000 11,000 5, 000 7,000 15, 000 5,000 40, 000 3,500 4,000 17, 000 10, 000 10, 000 3.500 2.500 1,000 14, 000 3.500 25, 000 1,000 13,000 15, 000 15, 000 4,000 5. 500 12. 000 ©C000©0©0©c00©©00 © © © O O O O © O U- © © © ©©©©©©©©©©© ©1> © © 00 l> CM © CM © O I> O O O © rH©© © © © © I> © CM ©©CM © rH ©©©©©©©© © © H< rH CO © t-H © © © CO © rH CM CO CM 1> H © © t-H 00 CM CO © CO H ^ CO CO CO H © rH r-T cf r-T CM' HH r-T sssss © CM CM CM ^ CO CO CO CO ^ Tf CM ^ ^ ^ CM Tt* H< CO ^ CO CO CO rH CM rt< CO CO Tj< CO CO CO CM ^ CO CO ^ CO ^ ^ CO ^ 1> • CO© NOCOOSNi CM CM CO CO CO CO © i ^ !>• rH © ' I CM O NCOCOiOHOr ©CM^COrHCO^CO CM OHCO! ObOiONOXOOOOOOO OOO OiOONiClNO OOO O^OOiOO^OOlNOO O O O O O © © o CO CM t-H CO tH CO © CO OiOH i C CO H CM ^ © ©00©©hH©(M©©t-I©©©I>- CM CM rH CM CM CO CM CO © © © ©©©©©©© Tf H CM i> © © © CO ©©©CMOOiOrH^O© © © rH CO CO rH ©©©©©©©© CM CO© CM©rf,©©CMrH©'*t!'^T— i©CO'^ rH CM rH CO I> 00 ^ © © CO CM rH I>* © © © rH ^ © CO H TF rH rH CO © © 00 ©'^'tHOC^©^©^00© rH rH © rH rH rH CM rH ©©©N©OHH © CO H H CM CO •^©t-Ht^©t— THrHrH©©©^HI> HH H H H CM © rH CO I> © © H CM H 00 I> © © rH © © CM rH CO CO rH rH *“588 ©CC©©CMOOHJ©OCOrH ©©©X>^rHCMI> ©H(NHHHHH © © © © © © © rH CO © £*• © © © rH © rH rH © CM ^ © © © ©CO © OOOi — iOOOOr-tOO lO O O r-i IM O O t-i HHHHHCMH • • rH © ^ • © © © © 00 1> • • © © • CO CO 00 © CO 00 • ■ © ^ ^ . . © © © © •CM © © © • © • • • CM © • 1> © • © CO CM © ■ • • *oo i> © © . • *00 00 © 00 :||| © • © 00 • 00 • • • © oo . • • © 00 • © © • 00 00 • © i> • 00 00 • © © © © • • • 00 00 00 00 • • ■ • rH rH rH rH rH • rH • • • • H H • rH rH •HHHH • • ,!L ■ - 1o © fe: 23^ fto-g^Sp M be® HD HjijO ©rS op rtas^d^Sd00«“m« W *©P$0WO0££fiSHH re w • r: o ja § o ^ « jj s ® s n36 £ p 2 ■ ii 55 g p . a ® a to,-, a gg£! p © g g-Sf4-3 <5^ © S t>-,5 rfi p ©'Sd’S'^S.e.p^SS ,^§§^1 '-g.2.2S:s^ , pu, pc? : p? p? p? o? p? p? , ^ >* ©2-g.S^s© ■g © ooi boU'p 5S^-Sg’g © © © ©pi £ os o c o o o o o pi pi pi pi pi Pi oi 4J+i'S 3 Cg©'© ©’©'© o p P pHpirt p > c © O >p§ P3 m >fT g a^-c § © a ” © «-p ©■§ > a o x3 .c x< .2 :3 o xfiTjixfimxjiuimui ■00 050H(NCO^iOCC^C I CM CM CO CO CO CO CO C “ ““ ““ * > CO CO CO CO CO CO CO < > CO CO CO CO CO ^ © CD 1> 00 © TH ^ CO CO CO CO CO CO CO uC LC uO lOiOiC 0NOOC5OH(NC _ _ iOiOiOiO«DCO«Oc cococococococococococ ) CO CO CO CO CO CO * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1910 EDUCATION REPORT, 1903. •srqyjBddB oyr}U9ios puB ‘amjiu -juj ‘sSuxpnnq ‘spunojS jo anfBA « $2, 800 84, 000 13,000 18, 000 3,000 5, 000 12, 000 • o o o o o o o • o o o o o o o 'OXOOiOOO • i> ^oVioV • O^ HH 15, 000 8,000 000 ‘01 000 ‘01 000 ‘f 000 ‘001 •AiBiqn ni sauiiqoA jo jaqtnn^l 21 lO iO to o o o o H O 05 iO O O CO (M C4 U- of iOvOOOOOOO cor^otooooo rH CO OJ CO rH CO O o . LO O • rH U- • o o o o o OiOOOO OCUOt-C4 qpjp AiB^iiIra UI Jaqninjsi 20 •siboA ui asjtioo jo qiSiiaq; ! a CO'^CO^CO'^COT^(NCOCO^Tt% a> ® 'O mC(Nooo fl.S« 8 >>£ a) H •eiBHiaji | co O GO O rH O © O O O O O O 04 O O HOHOOOtOrlOWH •8IBH > CO CO r-l CO 04 0> a3-S 0 0j tc^3 rj o ® a © CO 50 to © lO ■ . . .... _ _ 05 05I>050505C505 • 1 O O 05 C5 l>- 00 OO 00 GO GO 00 00 00 • *05 00 00 GO 00 00 25 :;c • ■ :o • :3 • ' c . .. •> '.too * * • p fcuO r* ' .5 • a? Q S c3 P d a> <£ ' ^ ‘"So ' ' ^ ^ ? wj • m ^ §« IIs g s ^3 ^§J 8 ® s ags-g^ gls’sSI g o“ °i ®* gg •*d : c . o : £ . >> . ci , :Wo® "> o ^ W o ^ fa pq o ^ w £ fc S d § ® o h w m £ s as w d P o ^oooooooooooo^^oooooooo rd d d d d d d *d d d d d d r~> rd d d d d d d d d bjQ • ■ ' • •••••••. rO &Q K*S ^ OC g? •£pq^£: : ® p p Wo .&§ X3 « 2“ o E-S'C ? iuo O d HW 5 :^S®5jfl JS>jEg©3S§|§ • p §5 g ft.Sr'S'g.g 3-Hffl^o” £12 W-S g J d § g a a3 1 ^ §*>! | £tS 1 25 g,® £ g,o^ B p p p § § g-c§^s £^3$ g I 8 o gjfcg, OOOOftftft 0.-S « rd -rH -rH O «2COCCC»OQC»ODC»C»COCOCCC»C»CQCQC»CCCOEHEHtHtHtHHEH (NCO^iO0NOOO5OHOICO^iO( i>c^t^r^i>i^i>r-ooGOooGOooooc COCOCOCOCOCOCOCOCOCOCOCOCOCOC •00 050H(NCd^iOON >00000505050505050505 JCOCOCOCOCOCOCOCCCOCO PUBLIC HIGH SCHOOLS. 1911 iiliiiiii HOgdoiC^OO ilillllliil llllllllllllllll o o oo o * 10 oo" m ti o > ousoiot^ooeoeioT-Ticr ic oo i-Tus g iii-m s iis§ii§iii§i-ii§ iiiiiiiiiiiiiisig- i i ef 03 co rr< co ^ : «TfTf« rHCO rf^Od^iOOlNO C1MOCO • Ol O O 'HOM • O O OxO O • O 03 r}< OlO • i-H ^ Ol CO^ 03 CO ■ • 03 • 03 03 CO O ^ CO © .oooooooo OOlOOOOOOOOO &g°°£ ©©ooooooooo^otjtj o o o o t^oooooooo OxOOOOOs ■ oooogooo^ ooooooooo^o^ocog o o o o SS^SSSSSSBSSS^SSS ) o co oo o 03 o ' s ^ OO03OOHOOC0 O OrHOOO^r^cO^r-OOOr <03000r—l0000000000 O O iHHOOlHrtNHHn: CO CO H rH H 03 03 CO r I ii II ii ill! ills III is illl II 03 ft hJ pq t4 * of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1912 EDUCATION REPORT, 1903. •siu’BiBddi? apunaias pm? ‘ain^ra -anj ‘sSuipiinq ‘sptmoiS jo anpsA iOOOOO OlO oo i^0OOOiOHCOC nOHlNCO^H rH A j'Biqii oq; ui sanmiOA jo i0qran& •OOOOOdOOiC ICO oooo > »C lC to O O O lO o d CM O O CM iC r-i rH ^ rH d CO rH •Itiip jCi'bjiiith ui laqmnjsi sivdA ui esitiOD jo qiSnaq; CO CO CO »Sb.-s,S§,< o h cj 2. O ft “SP' ■ai^xna^ •8I8H A P) . Ill O 03 •aX'Binaj ■aX'Buia^ •ai'BK ooooooooooo ©< o o oo OiO •ajBnia^ o “ a « ® b'O •aii?K NH^C?^«O®00ON ©Ol ®0!!0( 33 1-1 o I-Sls O O ■ei'Bmej; OCOOHHHCOOHHO rH O OOOO •9IBM H d d d CO CO d H d H t £8*0 o o oo oo oo s <» C >1 o O O S 3 3 .a © 1 0 ■ o3 © S §0^: ©30 a p. c3 O PS P a -•H & ^^0)0)*^ .'H K* . fin . g 2 • 7d oq .Jp W :::::::: :£ a«< w : :8 W ^ o Xi-d .$? a >sa ±§ a S « 3 £ a® H bod d ® a) 73 ^ OHNCC iO« M»COl lOiOiO lC iO iO »C lO < PUBLIC HIGH SCHOOLS, 1913 § i i ill iiiiii § | 8 ocfo^'.o' mi iiiiiiiiiiiiiiiiiiiiiiiiiii III §§ !3 llilgn i is!l§l!!!l!gll!!!sallsl!3lll rH~ CO~ r-T lO CO 'NH^H x> 1> • o O CO o 0^010 0^0 0^000 00 T^(NI>1 t^HiCHNMOHOOONOOCCCOiOiCC OlOCOCOCOCCOOOOCOOO 'O^MiOOOiOHOCOOCOlOCC' CO 03 03 © T7< 03 • r> co © t s s OOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO-’J'OOO £ ^ OOOOOOOOOOO ooooooooooooooooooooooot^ooo 18 © © 03 1C © «wgS®gSS3SS8;2S'0!S£8SS888g,0;2;8g ©CO © © © 03 Ol 03 CO 03 rH © © CO CO CO 1 -CC©03^03r^COr-i©©©©0!^r-iCC03©i-Hi>©TH0103 4 t— ■ r— ( © 03 03 H03T1HHHHHH03H03HHH03! I 03 Ol r- T- r- Cl Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1914 EDUCATION REPOET, 1903, •siu'Bi'Bdd'B atjtjuatos pun ‘amjtu -xnj ‘sSuipxmq ‘spunoiS jo anx^A OOOOOOOOOOOOOOO *0000000000 O O O O O O O O O O O O O O O <0000000000 OOOOOOOOOOOOOlOO -T^OOOOOOOOO © lT^H^CO'cO iO'cTcT CO to'io'© ofi-T • lc' o o' o' o" cT o' !>■" cT rO rH O O 00 CO rH 00 • Hf< rH CO • • T— 1 • • . • • COHO ■ H iO (M H 'NHW • CO CO H<I>©t^COCOiOOO CN rH Hd rH rH •9rBH 15 l>i0Ot^WHC0^C0H00^00iCiOHC005 rH C4 1C CO HO CO CO Preparing for college. Scien¬ tific courses. •axeman 14 • rH © © . rH** ::::::: •0XBH 13 . . • C* • • • . . . . . Classic¬ al course. •aX'eraaj IS • •coo . O • • *"tf * * • • •aXBH 11 Ele¬ men¬ tary stu¬ dents. •ax^raa,! 10 ! OOOOOOOOOOOOOOOOOOOIOOOOOOO 1 50 •ax«H a OOOOOOOOOOOOOOOOOOOIOOC 1 > o o o o > ) HHOOO(NH(M(Ma5(MHHCOiOHH(MGC CO *00 • © • © • CO CO GO • CO *00 * 00 • CO CO is o • • © • • CO • • tH • • Principal. eo Maurice Ricker . F. C. Clark . F 8. Smith _ W. P. Johnson . W. .T. Flint _ Mrs. Cowman . Miss Evelyn Miller . Miss Abbie S. Abbott _ Chas. L. Bratton . F. W. Edwards . Harry H. Laughlin . R. A. Griffin . Mrs. L. M. Gow . Miss Frances Drake . Guy A. Blaisdell . P. B. Woods _ Miss Mary E. Berry . Ernest W. Fellows . .T O 'Rrifi'fi's J. D. Cherryholmes . E. G. Bailey . .T. S. Mof!owfl.n \i ! a J. L. Mishler . D.G.Weltv . Marshall C. Crouch . Name. « High School . . do . . do.* . _ do _ . do . Laylander High School . . Washington High School. High School* . . do . . do . . do . . do . . do . . do . . do _ _ . do . . do . _ do . do . . . do . _ do _ ' c i'C . op . . op . . op . State and post- office. H iowa— continued. Burlington . Calmar . Carroll . Carson _ Casey . Cedarfalis . Cedar Rapids . Center Junction... Centerpoint . Centerville . Central City . Chariton . Charter Oak . Cherokee . Cincinnati . Clarinda . Clarion . Clarksville _ Clearfield . Clearlake . Clinton _ p c K in C •O Colfax . Collins . Columbus J unction COG50HC4COTt<»0«ONOOOiOHNCO'Tfnf5CONOOCJOHC^CO 36hH^HHHHHHH(NC4(NC4(NW^W1N t> CO CO wcq§H CM « 00.0^3353 ^CN^° ©CM oooooac^gco^oi^^jio^oooocq 10 10 C<5 Tj< rtlO CM rH 00 TF CO lO O 00 0 O O i-i ! ^ 0 00 CM CM O O tH O - CM 32 2 iO 00 •CO 10 iC CM -1 CM T-i CO OO 0 10 CO • -■ T— 1 0 ■^T* CO CM r-i - ca O * 8 0 j 0 i— ( CM O CO T-1 O ooooooooooooooooooooooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooooooooooooooooooooooo sgssssiss^sgas^as^gfesiaassg^as^ssas^aa^ssagsssssa ONW(NHHHCOOOOH05HCCOOHCCiOHN^05 0WHHiO(NH^HHO^^OHHWHNHCOHNWM(N^ IN»OHNHHHOHCOHHHN(N( lOHHOHnHWi ^ Cl, ^ . HH F-« W ^ HH r * ’ HH A FH * • ’ ■ ^ ^5 jj^ • ^ ^ j_ r— i *- • fjj FH 3 1 = ■ 1 a^a«w gdjsw gw gd g^«H§sjH;5o 5 s«w googw § :^|1 ; bcK i : i i ::!::::: I :•:• • IS^.' 000060006000000000 oifflHi®81 ooooooc§®ooooccoo6cooooooo 'O'O'O'O'O'C'O'O'O'O'C'C'O'O'O'O'O'C'O .3 ^ 3 ” -g ,03 3 3 3 3 3 3 3 ,0 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 ol^o^w . ! U! i 5ll igiseer 888883 .’OS . mim ilille— iooflpai uni! ||l|l|i|l|; lllllllllllllllllllllllllllllll of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 1916 EDUCATION REPORT, 1903, •siuBJBddB oyxjuaios pus ‘aimiu i c> -mj ‘sSmp[mq ‘spunoxS jo anjBA 111111111 lillllllsalllll PUBLIC HIGH SCHOOLS. 1917 oooooooooooooooooooo oooooooooooooooooooo oooooooooooooooooooo 00 iO © © r-T oo^^VooiocowiCHd (NH^ COXH H CO H ht<©iOCO©©©©< COtN-^OOHOC 5 0 0 0 > O © © O < - ' •©©©OOiDOOMO© o o o o o o OOlO i M COi01>COOOrH M CO M H iO CO i '^^^CO^T^T^r^T^Tf'^r^T^CO^T^^T^'^^oq^i^^cOCOT^COCO^COT^T^CO^^COT^COCO^M^COT^' iO • • CO • O iO H 00 M • M O t O ^ M 00 CO i 00 CO CO t> I> © M 'NOOMOO M • CO *CO © OOOOOOOCOOOOO OOlC rH Tfi CO COCO OOOOOOOOOOOOOOOOOOOOOOOiCOOOOOOOOOOOOOOOOOOOC-OOOO OHO 'H^COMr-lMMiOMOOrHOOC IHI>H^COC^^CO(N(N I CO H © CO CO H (N < 00 M M O © hH C IH^INiOOhC ©00. lO rHCOM^MCOi-lCO©COMOOCOM©I>COaOI>CO©CO©HNX©OH(MCO'HiOcONX©OHClCO^iOCONX©OH(NCO^iOcON 00 HHHHHHHCl(M(NCJ(NCJ(N(MlMCJCOCOCOCOCOCOCOCOCOCOHHHHHHHHH^iOiOiOiOiOimOirD iO CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CO CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD CD © O iO CD CD CD * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1918 EDUCATION REPORT, 1903, •sni'Bi'Bdd'B Diji^uaios pm? ‘ainjin -inj ‘sSnipxmq ‘spunoiS jo quit? a oooooooooooooooooo© oo o OOOOOOOOOOOOOOOOOOOOOO - >000000 ©©iooooiooooooooooc HOiOHiOcDiOOiOOiO'OiOOCr-COW (NH ill assf iiuiqii 9RJ ui sgtnrqoA jo jaqamjsT i o o o to o •Ilijp ui jaqnxuM •sj-BSi? ui asjnoo jo qjSaaq Jf&SB a -43 o a, ^ c 2 o ,9I'BUI9ki •9[T?H N*0 • •91^019,1 1> lO UO CO t--.ft O 03 •9I^H to :n w iMNNMMOO PS o g ®«g “ ■91BK •9I13UI9J •9I13J\[ •9I'Btn9lJ oooooooooooo5ooooo-^ «a- •9I^H 'C 2 ro ri +J -u § ® rt O >>0* a> m & •giBuig.i tOlMt}^HCt|, i»OiO)OOiOO(N'#t'! •9P?M 'O A*£ o •gt'Brasj IN'li(NNHNTtiOO'#t((OtOHOHOH^'#HOHMM(N •91BK I r-< OiOO oo oo oo oo © t» i> • • • oo i> • oo oo t> _ _ 00 00 00 00 00 00 00 00 • • *0000 *000000 *0000 ,2 0 2 mOQ)QJ W m SHige&Sa S3 o o 3-H &§-g-3 si ills-aSS s C £ §2 3 If If 3S SlSS'S |-K SaS “Sso S S S* lS'5 ro aj ^ ^ to §2 ^ P3 g; d >-5 PQ 0 ^ £-5 W W ® ^ Sg^id^«idd§3id0 be n : I.i bo^0 o o o jo o" n: o o' n h" o o » o g x o o n ri^iogwoow'iowVoVVio'N" iggsgegsgggllllli igllillll :i§llls!ll Is* r-T r-T : r-T M iO ^oooHt>»M^tS • ^ i> O-OiOt^ ■*OHOMH»OOt}-iCX 0 T I 0 COdiOCO^OHCOCOOCO • M CO CM • . T?l CO § M • • • CO 03 O CM • • • 100 ! ° • 'lO • CO • M • C<1 CM CO *-< : 18 ! ° j X r-t Csl Tf 4 4 1. i-1 • 10 :S j j i • rH CM Cl ° ! lO j •iO • C^ (N O i-H . • • CO CO 1—i • • • | O : :S : : : j O OJ O OOOOOOOOOOOOOOOOOOrHOOOOOOOOOOOOOOO OjOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OMOOOOOOOOgOOOOO '^OJCC^rtlCHCCCCOMOr^O^ r-OH:J^HHN!NOOHWCi 1111 Ill II 1111 Ill I III ji* , . -gt* . © — © coJ C H ii 5s«i lipiildilllii ,„a_ ^ . . a fl a _ a § • • • • i— i U • i i • i *^ » i i i i i , , , , , i , , , * l|•l2;QWl•||r|,|||l|, oooog^oooooooooooooooooooooooooooTlS^ooooooooooooo . . %% § rif|i ' aaa Mi pi Is §g |S3S|a2,g lispg liiiiiiiigilll illiS ;§sll g? a III fillip susses - So^S illlglllllllll Iffllllllllllllll * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1002-3 — Continued. 1920 EDUCATION REPORT, 1903, •snjBJBddB ogi;naxos pun ‘amjin -juj ‘sSaxpxmq ‘sptmoiS jo 9U[ba iiiiiiiiiiiipiiiiiiiiii § O ® ^ CO O C io'ooV o'lOffl'oi'N o' •AJBiqn 9qi ui samnxoA jo jaquinx; 1 H © IIIISI!IS§llSlSI§§lilSll 1 •sjBal in 9SJUOD jo qjSaai 5* © ^ CO ^ ^ rr CO ^ CO CO CO ^ ^ Tf< Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •ajBuiaj X • ^ ! rH |HL?CO'OCOHMr-1ri j rHCO^tO j joOrH CO •9IT?K t- •CO ■ ■ rH 04 04 O j j © rH CO Ill O =3 •9[mn9j © ^^OCC ■^N^HWOOC'IHCO'O WiOHCSOLCNr? tO •9fBH CO CO 04 CO •0500rHC0i0)0l'OrfiC •9IBK » • • i^Ol ;04 • ;H0'0 '• • j CO ■ O 1C ■ ■ • j to Classic¬ al course. •9XBTU9J | 12 8 j j j j j :« j j j j j (Ni> • lO • • • —J o ■9JBM H CO • • ; • j O j j CO j j • j O OC ■ O • • • 04 lO Ele¬ men¬ tary stu¬ dents. •oX'Buia.i 01 ooooooooooooooo oooooooo-^ o •9IBK © o o o o o o © o o o o o o o o o o O O O O O O © o Second¬ ary stu¬ dents.- •aXBraaj 1 X sosasssssfesssssss^ssssssss s •aiBit i- S«3si3$S8SSa;S8S38®;S3S8S3gS £ Second¬ ary in¬ struct¬ ors. •9XBTU9J © HONHOOWHHNINHOCOHflOOflifflOiClH CS ■9XBJ^ ! 45 (NHHHHCOnH(NHMHHri^HMrtHr-iHHHH rH n li 11I1II1 3 e£ c -IP = eII-2|5 lisiiiliiiii !«2 !« Sibley . I High School . I L. B. Parsons (supt. ) PUBLIC HIGH SCHOOLS. 1921 llililililiili ; S§|S“SS"3"SSS" : iiiiiiiiiiiiiiii gf ! cf *® : ef 8 °° g S *? S '** '*! s S illiiilliiiiliiiii Ci" 3C iC CO o' © © Ig lO o' CO o' GC l> OC o' CO l§IS8I8SSSSS§» llislls!IlS§ssi!!lllII!§llsl§il§iIil r-i *0 COH *o * 03 • CO • CO CO •COO^W • O CO • T— * 03 cooi CO 05 ■ CM O >^OC3 • 03 03 • ^ *03 « CO ' O H H H ^ ;^o ■ O LO lO O • rH ^ CO • r-i co co 03 CO 03 ! r-i CO *^030 • 03 03 ■ L- • rH • HC^OMNCO O^(N^i0OlClCC ‘O5C3OHW0COCC GO 05 rH OOCOOSLOLOSiO^ HHiOOOCCO'O^ • O CO l> « COO^HCOCl C^'OHO'O^COOU^OXiOCJOtJ'H^ ^ CO r-i iCt^iCC301*Oi>C0 • 03 rH rH * : i00 : : : :3 : i1-1 i50 : j : : : i10 : : - : : 03 • ■ O • • / ■ 03 • • CO 1 • • > r-l O | CO • ■ Ol • CO ■ O | • 03 ■ ■ 03 : .: :« : • • Ol O Ol O : : : i : 10 a is -* i h ::::::: :« : ■ • O i— 1 CO lO :!:!«!:« : i« : : : : : . . CO o * o rH j |rH ::::::: :° : i™*" OOOOOOOOOOOOOOOOOOOOOOOOOOjgOOOOOOOOOOOOOO^OOOOOOOOO ooooooooooooooooooooooooooooooooooooooooogooooooooo Sg|8SS§§S§§5S8ES3;2;g!SSS3§S§!§8gSSS§g228§83:2gSS;82383SgS§!33 ! fill Illlll I Illll III llgf I ■slllliiilillillllii l5S~S.S ££££££ lllllglllglllllglllslIIlllllllllllllllllllllllllHi ed 1903 — vol 2 - 15 * Statistics Of 19Q1-2 Table 43. — Statistics of public schools in the United States for the scholastic year 1902-3 — Continued. 1922 EDUCATION REPORT, 1903, opiqnaras pui3 ‘am^ra -xnj ‘sSuipnnq ‘spunoiH jo ani^A ©1 ©? $3, 000 10, 000 14,000 5,000 25, 000 27, 000 14, 000 40,000 3,000 3,000 30, 000 6, 000 :!§!§!!§ ■ ur5«n lO OX t> >rf •Ai'Bjqn aqi m saraniQA jo jaqumx TH & 81 III II S allllllSIlll r-T r-T r-T r-T CM~ TIPP in jaquuiK 8 . . . . ....... * •sxBaA ut aamoo jo qifhiaT; © H CO CO ^ hH COeO-<* *05 0 ■ • O Ol ■ •aiupi eo tH -H • r-*P5 iw :d ©» High School . . ao . . High School . . do . ’ . Labette County High School. High School * . . do . . do . fin ) c ln~ . do . . do . c o c C,t2rC ) o i rr< ■ Baxter High School . Hi e h School _ > L F > o I73. State and post- office. H iowa— continued. Woodburn . Wyoming . KANSAS. Abilene . Almena . Altamont. _ Anthony . Argentine . Arkansas City . Arlington _ Ashland J Atchison . Attica . Al/WUUU . Axtell . Baldwin _ _ Barnes . ts fi M o 11 Belleville . . ‘3 1 1813 1814 1815 1816 1817 1818 1819 1820 1821 1IIIIIIII II PUBLIC HIGH SCHOOLS. 1923 Ilf fit: lOio'acf oTm cc < llillllllll j 00 to ■^■us' CD o' to'co^dffl'd oodic- ofcCTii'iooo 8“S®" s S I1!sssI!I!12Sl?!S!I! Illsflllalli §11 Is of i-ToT rJP 111 mil i r-i r-fof CO ^ CO °®oa«o;«ooo ^.oo oogoacoODo^o o ° Tt« OS CO • 00 00 © co »o CO • CO CO CO CO I> 00 CO O CO H rH C3 lO • (OOH NH -OOO* • CO O 03 H CO CO H CO H • 0 co 1—1 ^ i> 10 CO Tf CO CO CO ■ H uO CUN H ^ CO • •OH030 co |*oo : CO • • • 0 ! :° : : j js VO • • CO • O O • • ^ 1 0 01 j OI • • • : iM j i j is 0 ! • CN ■ CN « ! ■ -C0 * • • l> ^ tH :S i10 : :g 0 0 • • • ^ iO (N • • • • © iC • • lO -53& g is^^a.g-sa&'g.isg&e'cigSflS 2im ©iiil^l'li.s.§S3-ii l§§ff gif | s 1 ill JLsI 1 111 I S § I ^OOOOOffiKKKWatclKHKKWffla KKKES Ill llilllllllllllllllll lllll lllliillllllllllllll mi s|rs ll! £ s m *B§ ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1926 EDUCATION REPORT. 1903, •snjuiuddu ogijuatos puB ‘ainjiu -jnj ‘sSuipfinq “spiinoiS jo acqey i ©t i « ! $10, 000 10, 000 15, 000 15, 000 4,000 8, 500 2, 000 8,000 lililisllliilllil s'” a s‘ sh =~g'» -g » •AXBjqq aqq ui saumiOA jo laqamyj 5? : O i !lllgll S11SI111I111SIS“1I i-r ©f i- r rH~ •gj'eo.C ut asjnoo jo qjSuaT; ©t ! 2 i rHCOCO 1-1 cocoas C&C*G$iO !>■ ^04 COC4Tjf *t > CO O Tf 04 04 • •aiuj«i »© lO CO iO O tM CO i-t Ca iO O rjtOO ^ C004 tH T-+t- « Preparing for college. is 1 •ajumaj 04 2 00 P- • * 04 • rjt j ■apjf H 1 04 O O ■ ■ 04 04 CO j W j Classic¬ al course. •ainuraj C* H o 04 * CO 04 CO ; • 04 04 •aj^K H H r CO O • 04 t—+ O • ;OH Ele¬ men¬ tary stu¬ dents. •ai'Bmaj s gJOOOOOOgOOOOOOOOOOOOgOOgOO •ai«W a ooooooo-jooooooooogooocooo^oo Second¬ ary stu¬ dents. •ajuiuaj 30 10 S S3 S T 3 S •3pK b* lCf;O!5^*O0S««OOOOr:S0(;oC-S»f,r Second- ary in¬ struct¬ ors. •apBuraj 1® O O r-t OO OH COHHrM aa^trt OH OriO^ iH 01*40 •ajuK »© r-t 04 rtrtH rtH H rH Ol r-f r-t -*• r-t Ot s _ i'3 : o Si ;e4 :c4< !i 8^ | is & Frank H. Baker . W. S. Bean _ "i '■x\ :g • s •_o ill 2 c ill5 m.8« ;4s£ Miss Marne A, Carry .... Paul .1. White _ £ ■ c ■ « [J i < : . F. W. Simmonds . . J. H. Houston . W.B. Hall . H. L, Morgenson . A.J.eaara . II. C. .Tent. _ _ A. B. Ilonnold . A. J. Baker . Willis A. Cain . . M. L. Scheffer . Chas. W. Pennel . . Name. ©* * 1 f, ) O c c S C • c [oc : :* : ; C CC C C C ' CO c c o W ! r r "3 - 'C « 'C 'C r *C » 'C 1 rCTrC ■'w’C’t’C' r TC'CO'C'O I II r H KANSAS— cont’d. Leoti i. i is; h a % II IS Long Island Lorraine . . _ 8 1 y. = § > McCune . McPherson . Macksville _ 1 ■5 :S Mapkato . Maplehill . Marion . Marquette,-.., _ xuaiysvtne _ _ .... Mavlield _ Medicine Lodge . . . Melverne . Miltopvale ........ Minneapolis . Moline . IIIIIIIIIIIIIIIIIIIIIIIIII PUBLIC HIGH SCHOOLS. 1927 liiiiilitiiii 11 Ptp rp'ous'ioai'r^^ifflugTjrco' of o' 1111111111111 111111111 *fiT co CjT ic“ tp" S o of of 88SS tp oo a of !°llls!!lli :§ ll*lSiSIIIls*l i|lgggS§SiS||g|g||3| iCOCO^ i'* ictN! 't-^CCCOQO^O-DO H CO H 30 Cl ^ CO C H O CO t — t CO COCO JM O CO • -HtMOHiO OnOlO » O Ol COri tH *8 “8 O ‘ClOCOCl iO « o -CO • * oi oooooooo o-*o OOOOOOOOOOOOOOOOOl- 0000^00 S008^0S°&:§03! oooooooo ooooooooooooooo 0000*00 s§s°sossosoo° ■OWHXOCO OfNtOXOlT'NT'OST'MtOT'MCR C5SO0 lOHOOrtrH O O O CC O CO OOOTPrtrH^THr-l IS ! ill 1111 il i il ilSIl i ill! w w 3 8 S & K ^ &,* w & ® f4 4 ^ d' ^ S » S © | p4 a ■ i i4 c <3 i-C % P4uc*£ Q £ o cocoooooooo^5'UJ ooooaooooocoooaooog^ooOoccoooo rO’Orurz3rcrar?5rGrorcror& r,^rcp0,0rcrd3ra^aror0'0rcrO''cpcrcrcrc?0-fiir^rurcr0rorrrcrcr-:'crc • • ■ • * • • ■ • ■ • • ' 1 bo ' ’ ' r r ' ■ • ' • r • • • • ' ► • q H >•••••••• ••< « i . ^ " • • • ' : • • >V g e li ifJilSfiSi iiJi Si I m ji if §pi! si jisi in mi i imillllllll 3l|gliiii!|iiiii!|22||Iii!||ii||||! 8 ESP Mig oa-flR &o.2§g® II1II1III1III sillllIlillHlllllillilliiiiiiiiiiii Table 43. — Statistics of public high schools in the United States for the scholastic year 1903-8 — Continued. 1928 EDUCATION REPORT, 1903 •snjui'Bddis agpuaios pms ‘ajnjra -jnj ‘sSuip[inq ‘spunoaJ^ jo an[BA c? w mi ga'as ill? lllllllilllillliii CO-^cC-©'S' 2 ^ o iOi£f»©« •AJBaqi[9m ui sainniOA jo jaqmnx « c §glPPllil!§ sullslllllll •&1B9A ui asjnoo jo iiigaaq ot s ^COCC^COC4^(NCO^'N^C^ C^^CO^COCOT^^COCOrfrH 2 a V m lifillfl* •ainmaj X I w § : p ■ O o - • 03 * : : : : ■aPK - • o o i « TJ1 • 03 03 03 ■ o • COO <03 • • IP •ainraa^ s S^S O j T-i j 03 r-l rH lC O CO CC CO •aiBK s OS o CM -O •OOiTTOCOCOCOO C^C4COONOH f§ P §s! 1=1 •aiBtnaj O I> : ; O •aiBj\[ 2 1—1 O : h :« hi 5 § •aimna^ 5? ■ O j joe o ; ; ^ o • • ^ - : : •aiT?rc r* 03 • O • j 1-H ' 03 O ■ j co ^ i i lifij •ajBraaj 2 OOOOOOCOOjOOOOOONOgOOOOOOMOiS •aiBK • oooooohSoo®ooo«ohooooop«oh Is- . •ainmaj X ssagsT,,",,,ogs'2goo'‘,t'gs®ss2SSSg3,NarH •aiBK §^i,'^s^2St'0!05^02i^^‘0 p ;•£ o oo ;!is \ -aiBrnaj o C'1»--tt--lCO©OOOT— 't-HOC'IOOOOOi— lOOi—it— OOt— iO •aiBK ! 15 T-lH!NCOHHHHr-inriHrtHH'MHHrtC4C4HMHnH Date of estab¬ lish¬ ment. | llll :§ : ii ! 1 III lllilli i Principal. C5 p ff •4 £ :S &=■ II ■88 :ao j a • ;l G. E. Thorp . E. A. Wyatt . Andrew N. Keeler . i \ : c is !* alsfi ii«l ei 1. ; C |i; !i; >5 If as 3< 3ai ! s ii !> is iff ill !& !p3; jp4§i • - c II! gsd HOff : d g s|l !“!§>• ;dwg iap^ffi Name. « I 5 ■§ 5 1 j ; : • c c PO-O ii ill j§ ; i tl in ui C c c c ! C I'C > c ; Cr o c cc : C. ) c o irprp’ o c c ! : O C O ; ■c •c ■o 3* 2 m H ? c < c K 0 III 2 : m cc ■jl ;3i y ii i'Cjs 1111: • ^ 1 :g : ||1! 1131 £ If : p> 15 : ! £ ) C ► > 4' ili 1 s.| ll P . C : E ! C ii Pi \ o . 1-Bp: > s-C ! ^ K : £2* 111 nans. !| I Ill 11 illllllllllllillllllli PUBLIC HIGH SCHOOLS. 1929 illlllllllilll lllillliillil g g “ g »' ■»' g a *>3 a‘a s'”‘s a » .» g s llllllllllillli 1111 "8 S' " "8" S' ” S" “ 8 8 S' “ S'"' I§l!sl!!!f°!f§ SllSlllsIlllg lill*ll§ll«ll|s ISSS >^ O l'* H CO tO Cl CO O CO CO o 04 00 H *- XQ^ t> CO CO CD NHHtHNCOOHO) O CO XHCOtOOCO CO o o 04 Tfi o CO 00 1— : H CO H CO o 04 • ; *- 04 o * CO . . i> CO 04 04 • 04 04 O TP 1 CO • - -* lO Tji o O h*iD ID o 04 lO • CO • o 04 CO CO 04 iD 04 COOOOOOOOOOOOO OCOOCOOOOOOOOOO 0000g00i§000|000 °°^° OOOOOOOOOOOOOO OiCOOlOOOOOOOOO 0000g000000«00° OOr sjgsssassssssss s^as^ssgssssiga ssaasas^w^sgs SCOOO.CjHHgCOjOO^- SiSSS^SS^SSS^SSS OXOHOnHO^nHHO^ OOrHOOOOXOOOCOCO '04OtHOtH©OtHtHOOtHCD04 04 © © © IC1HHHC1H(NHHHH^H rH 04 i ii i in jmiii in \ ii m min usings i mm H 1-4 < d d i d d S § O d ci H sisis;-ss _ „ *-! •" • 'mSS . . J w ^ g § H £ ^ rf. ffi 'S d d "2 g g §1 llii 1^3 11 i» 1 C C O u -g ; ~ -g ; OOOOOOO^^OSS^OOOOOOCCOOOO --'cc’r’c'cii’c^i'crcc'c'c'c'c^'c'ro . : IS-SP ----- - dd :5 d II Mi w-g g_: "d c s §~ lJi_ ■g §02 §■§ § x~ =>-f X-f II O c- -II II “ c'SW'g® o'E^S^'g^ O i I® eg® ^-!iir:i§i§i.r:§s§ii§ o^os :oSsSoe d :od *8 Jail**? Illlllllllilll J \^i ; if isi ;S § 5g©s§-Sj • l!al!li|!|ll§ lllillliillil a»i?« § o 2.2 ' IlllllptfJ lltllSaaaJlaaa • lias * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1930 EDUCATION REPORT, 1903, PUBLIC HIGH SCHOOLS 1931 000 ‘8 : fall 11 llliill 111 : SgS'g Sf" S'e*8*‘8‘3‘J S~% 20, 000 100, 000 40, 000 8, 000 23, 000 iiiliiili lull : ” § S ^ " ~r ^ ^ «: g£ :1 : j -ooo o ^ ! ‘ j O X rH X • t> M CM ^ - : CM rH : :°SS CO • • j CM O O X j X O CM O • CM O :{ -n 5,7 100 0 0 9 I> O X • CO r-? H SCO CO X^ • I ^ : CM XXH 3 00S-3 01 I> O ■ X CO o I> O ^COLO tH O CM M O j -1 O CM O • o o o ^ : OX ■ O • X o O CM j M • : O j :§s 10 CM • i-i o jo j O CM O rH • O M • Tj< O O ; j ^ • X O X M iO X X j CM • ; O • Oto • . . - : cooks jo X 1-0 (N O p X : X X « < ^ • O O O O O O O' OOOOOOO OOOO OOO O' 0000000X00 ooooo £3 O O OOOO o : OOOOOOO O C'l o o ooooo o' or^oo ooooo SS8 SI ir ssf&ssss ss&§ &3S ss Si? §5‘ ssss gs-s sa-sa-sse,Ms® 1^X00 lO j OH j ! ! ^ ° . . C>1> •aiBK si O • O Tj* tH • • j ?-4 < c Grand Cane . Hammond . I-Iaynesville . Homer . Jackson . Jena . Lafayette . Lake Charles . ‘‘S Si Many . Monroe . Mon tcnm crv Napoleon ville . New Iberia . Now Orleans « > 2168 2169 2170 2171 2172 2173 2174 2175 2176 2177 2178 2179 2180 91 XI 2182 2183 2184 2185 2186 2187 2188 PUBLIC HIGH SCHOOLS. 1933 I 1 8 £ 1111 1 linn mu rtVHmoo Qgcocog ill ~S8 1 11111 1> lOO COLO l i iPsisf Slisll r-T CO rH~ r-T 88 g§ 3§Sa 11 si CO CO TJ* !N '■sf rH (M i-l to CO o co £> ^^wcoho rH O O rH O o o O CO 03 N 03 1> CO lO rH © CO 03 CO 03 o 03 00 l> o O C= ^ CO 03 05 T5* ^ CO rH O CO 03 ■' 00 CO oo O O CO ic O CO o 05 oo o ■ o o • ° O O o o o o oc rH CO - ^ Tft O CO j CO TT ■ 03 O i-H 03 rH 03 *- rH 03 03 rH 03 O rH 03 O 03 O 03 ^ CO O OO rH 03 O O rH 03 o O 03 03 O 03 00 tc§HO§M CO O CO CO H 03 00 rH CO O O O OOOggjOO OOOOr-iO OOOOCOOOOOOiOOC- o o o o o O O O OOOICCCOO £°3g°0 ooooc^c ©oooooooooiooo-h ooooo g I 3 1C CO QC — © g £$88S§ ° ° a assays ^a000?^ 855538 CO 03 rfOCOOHHOO OOl^HC^O O © rH O rH O lOCJCOOCCCOCi ! O (N^OHCO O O CO CO (NiOHt ill Hill :i =lllll II II III II ffi i il I ' c s' I 3 © m g < a ■ .1 1 S S a bn 0) - 6^g I I n mm mm n>WffiH3«a ^dH con'd © ^das-.43' *® : : b.s^j£ c.£p a : :oaa 6a o § H fl ’w w qj . ~ v-/'w. »-/ nj OO 43 0-0 -4= 43 £-£ >-.430000^ — 4=043 4300 : h a _bp ; c _bc ogaSogS. 66a :6a .4f O a6 *41 a ill* fspS-i'5. £gS~|| caaaaa : i-g : g i §*.325' gjS £&% «*l i|f|,!ii!il{!M!|l cdKKKaaaaaaaaa a a a a 3 4 0 P'S P S 0£0 OS C Ok o ei§s*s sis 11 •[Ifjp -UBjiitni ui jaqranx ~ •sjboa ui asinoa jo q^Suaq .3„K •apjuia^; ~ sis o x •ajBiuaj ^ •»r®K - ill X = c 1,1 •a[Buiaj[ „ •aii?K ” •a^raaj ~ •ai^K _ a = ~ * 3 \-qmnaq ~ •aiBR r. = = = = = o|«oc« o = r = xcc = o-o = o = o ga0S}g500S00000 •aiBuiaj pf , _ 1 5^ *ai®R SIP •aiBiuad; s :;ci:io-cs- - ^ cs O x: r-J s - :i;?:ccr:r: •aii?K is IP! Hi 1112 : : I i :J ill i ill 5P A c * 1 ■ _ £, — • OC rr* JJT* J*4 • „* c i 2 = - B = 5 Jx : : : : .- ^ ■ o-SS^c^giirg* -^5 = = III se$3*»* fc-*Ml S**ii SMsSsJ :=iMrX <^-xS 1=5 i §: :|ii| = Plp. ~ =.3f = i.rf“ 5 5 f* >.i '1x5, § §~ — X >>*1! J5 flfi §3- A : .£f : 2 c- .if ||-| ;2g g a . x 5 52 1° CD s & is B : x : i :.= . ! -II I fiilliipi! IlliNlUIiil s liiilllllll iiiiiiiiii ui. liiilllllll 1I1IIIIIIISMI PUBLIC HIGH SCHOOLS. 1935 liiiii co csf of -T iiiiiiiiti locoes eTco OiS ofo II iiiiilglllllll ill TT (N^^OD.COT-raOoi:>-T -or- gSgSfSg 11 i sa§ 00 ? i ss gafi -llailSI lsga§ jsa III i -r : :S : : Tf< CO CO T$< • ^ ^ X ^ xr ^ ^r- ^ ^ 0 0 • CO CCCl^ ■ 'jeno-f ■ - CM X O j O 10.0 0 > X 0 00 rH • 0 CM 005 j rH O CO rH 00 j :° :' — O ■ O r-i O tH XOt-( | r- * 0 CM O rH . c M 05 CM X CM lO WO^^CCCj j rH r^OlC 1C 0 oxoth 0 CM uCO CXl> rH O O « c O lC Cl Cl H (N CO t— i iO ^ CO CM j • ^ • T-i CM iO O ^ CM CM t-i COOHHCM rrOOO CO O CM CO ■ O OOO 0 CO ^ 00 ■ • • 0X0 ■ X O O O O rH OO 'OO 0 • O CM X CM 0 CM CM iC r-iCMO tH X ■ • » CM t— 1 r-+ • X ^ X X T-i i-i CM CM X • rji O X • 1C HT< lO WiOHiO i 0 • -H O O CM CM • O CM ■ • • 01 X 0 0 0 : CM rH X X CM * CM XXX X 0 CO CO 0 r>- • CM • H O d iC CO • CM CO • • • X HHOTf< O »C O • t>H d • CM 0 0 CM X iiiiiii i 3”a"”s‘8s «» t^o^oooooousoooor^ooooo ooot-t-t^oooocoooio ooooooocoothooo o lOO -0 00000000000 0 OOOOO OOOOOOt-OOOOI>OOCO 00000000400000 o ooo:ooooo^oo4ocooo HOH.OONOOO^p £ K:i-::Or-;^aMCHnHC, >!-n HHMHOOrriHr-OririO i i - 71 O t- ■ II ill! ililill ill ill! ill mil ii II III SE llll I 0'S 5-3 >-«E .; ' : o.S £ 5~iL2 g?> ji^rs Ex. S|*e 23 ges B§ II O 5h -£ Ci o Is* & p ^ rfW '2 2 S S : : c :s Iff «! a5i§i$;*s 1**12 ■s £ -• ^ £ p: a <; f4 5 a >2 -• 5 ^BilsIrfiHli 1 ^liSliilliS i >PL,wJz;MSaaS :s Ss :sS '•?•■?. *5 S ^•S'dOO'^oocc S i .2=1 g.2>'a—'c— ^ ^ ^ ° J8l § g& gs s £ COOOCOJ"OC„ ii|iiisllpl!^!ip lllllllllilllilli 15 4^ Si** s £ t- a? g| HI i &3Z*i I §1 cS iilSll = o IlSl—ggllsIllSp-glSeSgs 55 id-' 'OOfe; - .-o IIIIIIIMIIIIII III! Illlllllllli T-T06I JO sonstwg * Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1936 EDUCATION REPORT, 1903 •sru'BJBdd'B opijuoios pun ‘eanjiu -mj ‘sSuipjmq ‘spunoxS jo 9njT?A. c? $5, 000 15, 000 10, 000 15, 000 7,250 800 33, 500 . 2, 000 6, 000 2, 000 20, 000 4, 000 3, 500 12, 000 500 O • O • O O • O • O O • 00 • O Tf * TT • c4 •A'jt3jqT[0m uts3uin{OA jo jaqumyj H 0* tCO-^O ■ HD O O O Tf 0 0 O • O O I"- O rH O 'i-iOHDOi-HHDHDO • HD 0 ^r-inrtHi-KNC4CliOH(N TH HH (MCOri Second¬ ary in¬ struct¬ ors. c HCOHtNHOHHOnOHOlHH • JZ ■1 h ; < Frederick H. Dole . A. C. Goddard . A. H. Chadbourne _ _ _ _ E. P. Goodwin . C. M. Teague . Name. ct High School . . do . . do . . do . . do . . do . . . do . . do . . do. * . . do.* . Lindsey High School* ... Sherman High School * . . High School . Norridgewock High School.* High School . Tremont High School Frederick Robie High School. Easton High School . Normal School . High School . . do.* . State and post- office. H MAINE— cont’d. Richmond. . Rockland . Rockport . Rum ford Falls .... Saba tt us . St. Albans. . ' Sanford . Sangerville . Scarboro . Searsport . Shapleigh . . Sherman Mills _ Skowhegan . Solon . South Norridge¬ wock. South Paris . South Thomaston . Southwest Harbor. South Windham. . . Spragues Mill . Springfield . Standish . Stonington . co^iocct^ooaso^icqco^iocot- 550H CO CO CO CO OO CO CO CO PUBLIC HIGH SCHOOLS. 1937 111 111 111 I ill jlllllll 11 : ! : :| llll 1 III II ill : oc'co’i— 'rr'cYooo'o'cYo' -ole ; I-T H-reo" © 11 j : : ;a 3^3 :gg : !§§ "111 II I igsg I oo'oT ii i 111 linn CO Tl< cc 4 ! 4 4 ! 4 i ^ T3- EC -H ^ Tt ! CO ^ 1 -H • -*0 'rr ' CO CO Tf 1 CO 005 iC c > • • r— 1 H CO d o o CO -H rH • - cc CO ! ° r-i Cl CO Cl 1 • • rH rH O Cl Cl o o Cl • - CO • o i-CNX ^ 05 r? d i> i- i ^ 05 O O 1>IC o o g o ^ r-i Cl i> * 0 ii Cl CO r* CO Cl Cl Tf 1 t* O Cl 1C d Cl CO CCOLO o o o CO O r-i - c i ia O 1C 3 ! ° ° 0 o • OC O r-i O O O rH O o Cl O CO O Cl ! ° ci • - • ^ r-i HHCO CO CO CO 9 o - d Cl Cl ! 00 CO CO rH O 05 d : h CO CO o ! o ■ : co : CO • o CJ CJ o H CO H : > rH Cl Cl . ci ^ : o • o 'jic oi_^xooaoo?£ooooooooooooo oo o oooo oooo §g° oooooo g" &c o-S ss hps 11 Isfa _ ai^i s cT ogo *£•§ wg^l! iS-S lisiai :«S S isl-o i®58 *? ii. 1*0 :ss3 12 £g>r si: S3 £5 i !k£k &s 1 p | St 3 22- COjS g.SP :gg : : \t& : : :g O O Cl 1: <3 §3”§ II. l§§! "ssS ““III sii® in ^0® w : \< < 6< & *> t « § S a ~ H & 1 I Jlj!! • 9 • • t $_( • • • i i i t » r • >— -2 ■••0l(»t0lil.? :S :j :■§ :« • :° :s,gj -g :2| ;sa -ox tigoSi^ J3-§g^> :2« . w !iogfill||!|||ili . .... 51' 125 2 o So 53 rC 'O 'C'C li |S| i! ill! g£d a a; iiiiii :^0 IIIIIIIIIIIIII ED 1903 - YOL 2- SJ CC rH uc * sills 46 ii i mi mi i iii min ics of 1901-2, Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1938 EDUCATION REPORT, 1903, Ill r-Toi'of ass PUBLIC HIGH SCHOOLS. 1939 I ; i : §1.1.1. i ; :iiii 1 1 i :§ :ii ill ill S : • 'OiOiOO • • imi f i : is ill i-f 1111 Sillll3 !sllllsls!il§Ii I llsl 111 |S|1II •o' CO (N'H'i-T ifiia'H r-T ^ : i : : i ~ I i :sJ i i in 1 CO 1 ^ ^ ^ ^ t-H O 0-0 i 03 COOrlHCl Tf< O i£> 0 0 rH r? O p 05 (NlO • CO • 0 O CCCO^iC CO CO • O rH rH CO rH COlO * ^°°g 54 14 1 0 coo ;S O1C1O CO rH CC JrHCCt^OCOOi^lH^r- 2| OCJHO CO 03 © ' 1> I- CO rH i^l>O^C^O^^COT- i°°l 0 ; ; 0 • t-00 CB • O • 0 • 0 ^<000 O O O 0 • 0 • O O OHO ^ • • 0 0 O CG CO ! lO « 0 • LCKNH CO T— i O O cq 0 j 0 5 25 5 000000 ^0000000 > OOOOH^OOOOOOOOOO 0 0 0 s° 000 ouo 0 0 0 0 0 '83ooc oooooooo 1 OOOOrHOOOOOOOOOO 0 0000 woo 0 CO 0 0 0 0 2°;2&S: gg§£KSc28 £3§3§^gi£S3gS0Og§ | °|S° °§b gi §332333® SSSSSSSSSS3SgS®g| 3 §°°! |SS SSfcgi o o o o o o lr-^H^H!NHHCOMHOOi I> OXO^ O ! )HiOOO^ !r-Hr-r:^ ^ ^ M ^ ^ i^HOOOO mu I1S1II1I ill! 1 §111 li : II § C fe: 1^2 = X, . r- C ^ o SilsK -sh § g fjS 3'^co ipr" 9-a5 |3^S || ll SB I Upt ill i B g®||,Jg|dS He BS Sj-B’j Slls-;s-4’ g=waSo guodKoS B ft ft H - C3 SI!£ feHHS fcS llll II 3 ISl Be, £ i^gf w^aSSofi rn cB — ® ••= 53 55 .2 -> i 1-s SB Is cIlllSlS|lSl i~8 5 3lS * Id- n §H oB . fg li I 111- I? «s«i ■8* d ^ •Is* <5*6* ,1 ^S§o^§*oooo ' "be “x -£ — ft — jj ft J3 rO 'C 'ft ft f3 £ I-S :-eeK ■gS ig^g, * !b i III1II >>J J - ^|o3 ■’2 ■| C, > fee >, O o Cos' SB 3 S cKk B’S’S.S C g ^ £ C © C (J _ - . „ y, „, iiiiiiiiiiiii I Ipl ft s II I ij bB 53 * 2 {§-5. ft § o o : I'd ;§- cp.cooo ogg.SB^«s§ S^ggpgSS « Rssssa mill iiiisii! lllllSp2|S£SKS3 | sg§s ggjgsss? • H • • • Classic¬ al course. ■oferao,! 12 H O (NHH(MC4Hc005COCCHHC40 00 HH Second¬ ary in¬ struct¬ ors. •OI'BIUOJ © O 00 • -CO • H H O ' H • O H C5 *0505 • • H • iO H lO *05 • lO CO CO • GO 00 • *00 • GO ^ CO t CO *00 • iO • CO • oo • ao • Principal. CO • a II K< 6$ 03 2 William F. Bradbury - Charles H. Morse . Walter D. De Vault _ s~ C b i ^ h 1 a ! o ii Horatio Parker . C. H. Knowlton, A. B _ Alton E. Briggs . William C. Hill . Andrew E. Ford . C. F. Jacobs . William L. Eaton . Miss Caroline L. Cobb. . . H. H. Harriman . H. M. Thayer, A. M . Herbert J. Chase . George F. Joyce, jr . Miss Jennie Y. Freeman, A. B. Frederick Somes . Miss Etta L. Chapman .. Name. l ■31 Si U a a t WP« Latin School . Rindge Manual Training School. High School . > c JT . do.* . Center High School . High School . . do . . do . . do . . do . . do . . do . . do . Holten High School . . do . Sanger High School* . High School . Dennis North High School State and post- office. H MASSACHUSETTS— continued. Cambridge . . do . Canton . p c i H < C is Chatham . Chelmsford . Chelsea . Chicopee . Clinton . Cohasset . Concord . Conway . Cottage City . Dalton . Danvers . Dedham . Dover . East Bridgewater . East Dennis . COCOCOCO CO CO Tf! Tf "3< TP Tp TP Tp TP iO lO iO i2 22 T-H tH ^ TH "H H Tf1 H "H H H TT H H1 H H TT TT Hj *- 00 CC°?H0CO eo^jiN^ TfiONoc^ USOt-NW^© s iO © rH © © © (N©^©©^ ■ • © © © • ^ © © © © © iO © © © © © © © © © iO CO © GC (M O rt< • • H CO i—l • • CO © ■ CO rH rH uOiOH H g -1 o °8 SWI° ^ © ^ CO oo ^ is iO ©HCO © © lOH Hl> H ©©© iO © © © © ©H©©t?©©©©©©1>©©©©©©00©, uw 225, 000 175, 000 25, 000 25, 000 15,000 20,000 26,300 8,000 200,000 1 i! :: S 1111 1 sss“ a AiBaqn aqx m saranxoA jo .xaqninx H 01 25 150 500 500 . 1,600 . 500 100 . 150 30 150 250 60 1,000 50 .1,153 60 50 Ills* | "XXHP AiBinP11 bt -loquin^x % ioo 160 "28 187 •SJ'eaX ai esxnoo jo qxSuaq o H Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •aimna^; 30 HMHMOCOCO o © ^ H r-i CO CO (M CO « CO •aiBK t- H O iH ^ - s f>- O (N C4 (N ^ N « tj< Ill O =3 •axBinaj © H ©< LI !i ic Leonard J. Manning _ T T, Fisher _ Wm.C. Whiting . Edward F. Blood . Charles W. Cutts . Caleb A. Page . W alter Sampson . John C. Hull . John F. Roache . Miss Lillian E. Schaller, A. B. Emory L. Mead . © 1 is i ®» High School*.....*.. . . ao . Classical High School _ English High School . High School . Story High School . High School . . do _ | c Barstow High School . Hiurh School _ Ralph Wheelock High School. High School . _ .'do _ > o o o o rCrCl . do . . do . . do . . do.* . 1 =3 02 H MASSACHUSETTS — continued. Ludlow . . . Lunenourg . Lynn . . do . Malden . Manchester . Mansfield . Marblehead _ Marshfield _ Mattapoisett . Mavnard . c 1 Medford . Med wav _ _ Melrose . Mendon . Merrimac . Methuen . Middleboro . Milford . Millbury . Millis . Milton . illinium iiiiii!in i PUBLIC HIGH SCHOOLS 1943 20,000 25, 000 45,000 140,000 80, 000 5, 000 297,000 5,000 50, 000 80, 000 16, 000 7,000 15,000 15,000 6,000 75, 000 III 11 :! S'SSl°c5 :"■ 225, 000 13,000 70,000 25, 000 10, 000 18, 000 15,000 40, 000 20, 000 8, 000 8,000 40, 000 4,000 9, 000 10,000 1,700 20, 000 28, 500 160, 000 62, 000 7,500 35, 000 50,000 ssgs !§§§il!!gis§l CO WmV 200 300 .. 1,250 400 .. 200 150 50 .. 1,200 200 600 75 100 300 86 400 110 100 .. 300 .. 1,800 150 75 150 250 ii l§s§ii ^ ^ Tt< cc 0 : :ss :::::: : CO ^ Tj4 • ox • U- CO • Og i^O'OOHO : 0 1C 1— < O O O 'CIOM ■ C4 • 0 rH O O rH r'* ! 0^ ;© jococo^o^ O r-i ^ ■ CO 1C OHNH 'XHH '05 • 35 O CC cm r- OHNCOXiOXOlO^O igCrl^CttMCOWOq : -0 1> cc ig* 0 00 O OO * CM O O (N^OlO j§ i"'*-*®* ^ (N CO CO § CO CM CM rH ^ • O CO O I> • dH^fX r-4 O O — < ■ T* -OH^^ rtl° 00 ; BJgo 3Cco USfllj 3c “‘4: 43 6 «l£"e ”*-~=aIk >5 6p SU <3 .£250 llsSii _ 1 q tn r, .2 3-o.s g*§.i b* C ^ 'C Q> 44 44 . ^Il'ggg £ IIUlUl IIP fi-a >3-3= S’gs §<§ gfcsl&iz; g|g® g'SJc 2 5 -a i- o^-0-0 0,243 4:4= 3 ^33 !!!lilll!li!iil!l!IIIl!l!!ll!l!l!l!ll!!l!!!l mill * Statistics of 1901-2. « 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 1902-3 — Continued. 1944 EDUCATION REPORT, 1903. •SrU'BJBdd'B 0TJIJU9I9S pui3 ‘9Jn}UI -jnj ‘sSuippnq ‘spimoaS jo 9tip3A o • o © o O * O O T— 1 04 • O O 04 o o 88 iCToT ooooooooo ooooooooo '0000i0 00>0 0 .CjT«qi[9qiuiS9iiin[OA jojgquinM O O O O 00 CD O OOiOiO^MD (NHC^HODiO OOOOWOlCOOiOlNOOOJ OOiQbOOhOOIMai'NOtO 04 CO r-i CO 04 04 H C4 H ^ ^ •Iiup ui jaqinnjsi •bxbqA ui asjnoo jo q^Suai; fl&sa§ ,9l'BUI9li' •9FM r-i l> 0- . O 3 .3 • 17-5 CO ^ a? o C3 a; o •eiBinaj •91^1 itor^coco oo moomoiohmcihiOO' '9FK ■g^Bing^ '9[«I o o • o o 00 to 05 05 00 00 oo 00 8-d 1C in H M CO lOtOL^a:!' oo ao oo oo oo 3 2 d 3 o o c 3 td -Sis g s s« - ISSgls-s © W ^ d 33 £ g ^ o3 Ja a . d £ d tc a c . o WO JD . *02 CO ^ CD M .g 3 B-a So d d .3 O UP •a • . d . ■,3 © • be bo : 3-C . C 3^2 g Ur>^j34 hQh ? ffi cj 3 .S >> • -pq 3. a d c3 o gd^wa f 2 d -rt d >, 5 S®?s®s^a ]3®o h ^ ^ 3 1> a oS . o a g a p a i-i cS t.'O fe. 2So Saw Q d td • oo © > ©_© . Th 1h QoS cS n © o 3( iPoOO I o o O ■ ■ H • o 3 o • •'f : ■ 6>o . o © © -d--1 ;a2!»co'3 gw . rH^^H C r* • to gp gp^3 o • r*-*. cj rr C75 |-g la^ :5 a 'o ©•S's O n ^ 2 boJ3 r— r bO Ot; o oBc • o : o .^a • © ; w J^a . 0.^0 *W^ “■3^5 S-9 3 2^-3^“ oW^ ooooo^S® ^a c-3f3rd^,©fCrC ^da'O'O'O'O'Oja 9^a 2^a --o^©.<>„ . WoWS« . a S^3 d © 3 PftW §3« © ^oo P33«k ' ' oooao, CO CO CO CO CO ■H © o COM 3 J'ga >. ; 35 3 ^ 2 g g W) M >© a§ Oj -k> r3-3 © bo , 22-2 3 3 ^d©00 3 cocococococoHHHHHPP^I^ OOOOHNCO^ 00 oo CO OO 00 iO lO lO lO lO lO LO D4 D4 D4 04 C4 C4 C4 C4 ( »o o X X lO LO 04 04 N00C5Or-1(MM' i lo to oo 05 o _ _ . _ _ _ _ _ 000000050505050505050505050 iCiOiOiOiOiOiOiCiOiOiOiOiOcO 04 04 04 04 04 04 04 04 04 04 04 04 04 Ol PUBLIC HIGH SCHOOLS. 1945 14, 000 188, 000 50, 000 10, 000 10, 000 2, 500 25,000 . mi ;ii ill s$“s is is i-a mi ii iliisii S8S8 :s :S"8‘88Sg 111 gS" illinium 200 150 500 100 192 500 150 II1S1IP1I iO 700 500 36 380 100 .... 150 75 100 .... 2,000 .... 6,000 _ 375 393 .... 2,997 .... 2,125 III 292 .... 17, 197 .... 2,033 400 400 .... 200 .... 1,800 400 100 100 (NOJ^ ■ rH oo (M • ^ «M ^ OOlCCO o CO CN j j3 •apit i3 WHO OMCOHr^ ji-iOl>C*-A< P- g,^ gg :.2f : ill ^'Vr7~ !J1 ^0000000 0*0 ^'C'C'C'OTC'C'C'o^'d t III IliiiillUUiSiilliJ'S >» ■ X. 30 5^ Ss'lifsf §311111®“ II 1 I a-' “ PUBLIC HIGH SCHOOLS. Ilililliill IlilllllillllM t>o n o“o ffgi d'm m i£ o* ^ 1947 liiiliiliiiilii li i iiaiiiiii3!S§i § isisg : 111 SSI 111 illlllll islllll ® j j° j > j j j j^° N2° j i o « ■ -^CO^O j • • O* ^ j ;HHH o • h • • co * • • ■ e* r-: • © o o » • TJ< : : j600000 : j j«>® : i-1-1-1 jejrH O NHHDOO«31«COiCTfHO ^oooo O CO C* ^ I> CO lO O ^OOHCC5^H*OiOH^(N^CCO rH rH 00 O CO O^OHCOHLC^nCJHOOO ^ CO OCOi-!C^OiC^ oeo j :° j j j j j j :OT*°^ :3° : j 'N O iO • • lQ CO CO CO CO O • • • • C5 * ^ ' o • * lO CO • ' H •••••■• -— j y— j ^ u!5 ■ Q ^ i i »C tj* CO 1 • t~H ^ rji lC* O 03 tii. 3Q • * rH • • t~co : i : : * i :^2 : j •>■* j j’- j : : i ^ j ww • j j j j j j j j j j r r i h j i ;o- j joe. j o° O 000000000*00^0 oo^oooo^ooooooo ooooogcooooooooo OO o 000000000*0000 00*000000000000 00000*000000000 ££ § ssgssssisassiasgsss S3 o o*^3oooo^s^oos « rl O NriOr-NOONOrn«OHS H *Ori OOiNO WOOCO^H'? »?l(NHHOJIC«H!NHH«H * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1948 EDUCATION REPORT, 1903. •snit? j'edd'B ogiinaios ptre ‘einitu -inj ‘sSaipjmq ‘spunojS jo Qtii'BA o o o o o o o o o o O O O O O 8 :88888 :Si§ ) (N (N c r* s ■— 1 > fl OMOOOO • CO 00 O ^ 05 Oi iO • CO iO 05 00 00 00 00 * 00 00 b£)6fl P PQ ! P I <§ , j ■OOOCllC^ j •3IBK CO H 1 i : 3 : :« ) • 0 j j 00 i Classic¬ al course. •9IBUI9J 0> H ^ j • a ) • • • ■ j • j *0 • • ; ; ° ; l> • ; Ele¬ men¬ tary stu¬ dents. '9[BUI9jJ © H ooooooooooogoo® oogooooooo •9IBH © o^oooooooooogooo oogooooooo Second¬ ary stu¬ dents. ■aiBuxa^ X •9IBK Second¬ ary in¬ struct¬ ors. •9TBUI9J © iOOr}-ClXCOHC40N^O(MClrji H O O . . do . . do . . do . . Township High School... High School . . do . State and post- office. rH | MICHIGAN — con. Howell . Hubbardston _ Hudson . Imlay City . Ionia . Iron Mountain .... Iron River . Iron wood Ishpeming . Ithaca . Jackson . Jamestown . Jonesville . Kalamazoo . Kalkaska . . Kingsley . lYlIIgBlUIl . Laingsburg . Lake City . Lake Linden . L’Anse . Lansing . Lapeer . Lawrence . II II 1111 2803 2804 2805 III! 0 OHClM^iOffiNX® l Silssiislig&ils PUBLIC HIGH SCHOOLS. 1951 iiiiiiii co o' o qo rf «-T o aeT iiiiiiii iiiiiiiiiiiiiiiiin sj§*a o' o' o' tcT co" o' of o' , Tjf lOH i-H C 03 O O O 03 X • O xouoo O 03 ■ LO © JOOOOOiOOOOOOOOOOOOOOOO ooooooooooo^goooooooocoo^oiooo oooooooooooooooooooooo oooooooooooo^oooooooooooo^oo = ooo; §§SS|g§^SS'S|05S3S8§20*-|5ooc0?igc,g HOOHHHH^^OHOOHOH^3Q«OHC3 MOHiO^H^HHHMCOHMC^^^HXOO mooxo^ •: X Cl C-3 t— i T Is 111 ge ill l i ill! i il i ii i ill ii ill ii in Sill &-'£t 5=5 = 5 am Srs; s? am = ■* & g *-> rl ■'S sgsailsUI © - 2© sfs" ^ ^ - io ‘jg • j g c g bS’3 S© S'© eg® C s k k *< p fe « h h fe s a w < s 9. ' 3 ■ 5 o • © c "■* C « *S * |s| |5| gills" gilll^f *£j$1 = ^s; -sc 3 o.2 = = “ © = o f-Z 3 2 ©^ sdd|ww !<«; g**;,s j ■ jjHdiss i g^a :®S ill OCCOOCOOOOOOOc OOOOc O c OO'CO'^'CO'CO'C'C’C'C C.C'CO'C'C 'G o o c c c “i 11 OJ . . . £g Cg O©©©©©©'/j©©©© •■|.£P ^ p o o 2 : 3 >-.2£ S§ © =! SI5SS S'S 522^1 5 £ x ^3^3= CT?2i5 = 5E5rb s 5 : 5 c ?.■“ 'J s : - - s = - = “ 5 ~ g 5 2 ® I® ©|gg| ® ‘ . ill 111 ilfi IsSlSI III s®iS£f g § s iS£(S^S!idOC100o3.n.-5-.-OCOOOCOOO 2o“ ; © • a© SEs • 1.1®! j ,sf § llllllllllllllllllllli IIII1I1I11I1IIIIIII8IIIIII11 * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1952 EDUCATION REPORT, 1903. •snjimiddii ogtui0ios pun ‘oinjiu -ju j ‘sSuipimq ‘spunoaS jo 0np?A 22 ooor^oooooo ooooooooooo OOOrHOOOOOO icoic^Vo'd'ddo (NCOn^C^ OOOOOOOOOOOOOOO ©0000003000000© OOOOOOOOlCI^OOOOO X CO 6“ o' N of o' C4 x" ic" lO of lO* lOH CO • CO CO r > a> co co ic a> •9[^H lO -E (M CO OOOOCOOOOOt^-4DOiCOOrH(N •OI'BH a •ei'Binaj iOOiOOMlOOOC . (N05C4HWO^t-iC^ C4 l 'CO^COlOOiCCOOOCCW0OI>OO O CO 1C CC CO C'J CO r-1 ri > 5_ o • *1-4 • *1-4 • GO CO iO • • © • © • oo i> © • • © • ■ i> • x x lo x • • © • co oo »oo *00 00 00 • • © • *oo *00000000 • *cooo • ao > c o 3 U o _ |g osS h Dm ^ ® ^ • C3 S 3 ^ .jWfl s I tE ci OH(NC5^i^lwt'00®OHf)M'fiO(OM»S>OHOC<3-«'in I'M'i'r^t^Nr't'i^xcoxooaoooaicc'Xxoiaosgojg oocoooccccaccoaococccccocoooacooooccooaoooooooaoooao 04 CO • T—i icOCOO • O I> • o < NOg^^O : Jco l^rHCQMC^.OWrHNjH.Or-. iO(NMr- i ^ co i> *o CO rH “ESS*' ^t^NHOOO OOlO 05 T HHOH1NCOW • • C4 ;ONHOOlOOOOH(NCONO : :§M :°c5 : : :::::: :° : :s : : ^ y-i j> C °°^ CO • *00 • LO O 04 C5 ^ 04 04 OI OO j C0 04 0C0C ©O co°o© : : COOH ° : j : :£S :::::: : :s : : OlOHN r-i . CO • 04 i-i O 04 j OIlOH • © O 04 j HCOiO CO • • • ^ • 04 • • co • • ©COOOOXOOOgOOOIgOOOOOOOOOOgjCOOOgOiCOOOOOOOOOOOOOOOOOOOO ogoiooo^ooo^ooocogoooooo^ooc^ooogacgooooooooooooooooooo M©T-tt>MOOeOr-l©T-l,HCO©©rHi-iCOi';,Hi-ia Pi Is- '9J3UI9JX •9I3JV- III •9[3UI9J OIMOOOOi-l'^rHr-lOT-lr-iOOT-tOT-l'MOr-iCCOi-iT-lO •9I3R °A II i IS 111 : -m o o a o.p a: a Ms = W fllltMlj* i2ls ofcw ^hdH |2d ok.H£ 5^^ *p5 § I* S a 11 11 m O 8 g IS'S-cS^ rr E £££££££££ m -11111111s ■M3 od cc ac •: ilillliillllliSIIIIlllllll PUBLIC HIGH SCHOOLS. 1955 liiiiiiiiiiiiiii iiiiisiiiiiiiiiiiiii s “ a ~ ® s ■ a s « s “s ® a ls g s“ . a a s 8 s s a" a as a s a s r-T r-T tH VO : O IllllsllillliSlilil! r-T r-T r-T rH ; O rH CM - 00 O rH O CO CO tO CM CO CO CO * H rH Tl< O CM CO to • CO rH CM aoic ^ CM CM CO tO CO tO ^COCC^t^WC^tOOtOcOCJtM 22 2 3 ST 81 HOHiOgCMHCO^I-ClHCOiOX 1G 1 0 O CM O CM H O CM O^CM^rH^COrHt>iO^CMCO CO CO CO tO CO TfCOTi'MiOOlMM^iOWO^NlO o HHOO 1> tO • O CO 0 11 OlO CM 00 ■oia O O to « OHHH tO *> I> • CO tC O CM HNHQ 00 CM rH CO tO • tO tH • CM o CM tH ■ CM O CM O • CO OH • • 1> tH • • CM O • CM - O • CO CM : O rH • CO lCH • • O 00£aoco£0S0058000300000°30000 oooooooooooooooooooo 00^000S0!JOHroo§000000??0000 ac OOOOOOOOOOOOOOOOOOOC aaa^sasaasa^aa^aa&agasaaasa aag3QCg8£g3aa3sasaaa&, §‘°®N^s®^sHHi^^ssa§i.sgs§a aasa^aasaaa^asss^as^ lOWOO^OHOCOOHOOOOWCCOHOWCICCH^HOW l(NTt<^OCCHJM Tj'OhOOSOOHiO XiCH^ >ct>fi>o<4 rH iC • CO 00 CO • ■ ■ CQ • • o » • CO CO - :° : ooooooooo oooooooooooooooooooooo oooooooooooooooooo ooooooooo oooooooooooooooooooooo oooooooooooooooooo H(M(NC^iOHHHCO HCONHH(N(Nl»H(Nw.a5Sa@1g5^^jlgSSa ■g o :-a e ® o “"IlflfPlIt: ,2^^ § So 11 «3c<3 2s C->_3 COCOWOOO CNCOM •0t>0«5^00i 'Ofmnaj *9I«TC l-g O « ■9l«H O CO • O O 'M . ■ +s B c *■§ ■ai'Bmaj oooooooo ooooooooooo ooo •3IBH oooooooo ooooooooooo ooo §“d o >•. o O ^ rrj zn<£ •ei'Bmaj ^ ^ N CO lO 05 lO CO 00 05 ^(NOO (N ^ ^ lO H M •apK OWNMiOHClO |r^oqt~ CO l- C!.S c „• O. ss5 ob^o '9{'BUI3t>£ l-3«HC 22 j 2 1 o°s b^Wv-iSpiWw cc 03 4h C o WO “o o .d'd'd' K^. COS* d <» ,d .be 5 otooodooog 'Odd'C'CC'Cd'Ov 0 ! =a «5 1 ^ d^ bo rrt Odd o ° -3 o.£f § CM bc.kf<< Km _■ HI1-4 o l|S8S Ss-SS-S o> d <1> DO)OC^ jjdjd plhp^ph^^phPhPh SSoqScq CO^iO0NCCC5OH«NCO OOOOOOOt-Hi-HtHt-h COCOCOCOCOCOCCCOCOCOCO PUBLIC HIGH SCHOOLS, 1959 niiiirai lliilillii e?«8°°“S§§§SS§ iiiiiill !! 8 S’ 1 i II sipjii 11 §11! li if 111 111 11 11 1 ;|S j 009 20 700 |$8 Tt« TT ^ ^J4 TT< ^ CO ^ 04 ^ ^ TJ< ^ ^ ^ ^ ^ ^ COr i ^ C^J • - CO ^ t .04 CO ^ ^ • 04 ’ CO CO 04 05 t— i 04 rH 00 • 04 o ■ 04 04 j H N CO H O O lO •■ ^ OSH CO jCO(M ^ 00 • lOHCOHCOMOO • O 1> ; CO t-H j C<1 o ^ tH CO ■ ' X 05 O U* • CO O CO 04 j CO ^ CO CO 04 04 00 • CO © ;iC^ | T?iOCCHiO^iO«0i05^^^^Tj< j 00 1 ;n so lOH^fHMNO j O 00 ; ^ CJ • N^O^HCO^HiOCO'OH 05 CO ; ^ ^ ; © 1-1 • 30 04 Ol I • • '• • r^co '(Noccio « • 04 • « • :g : ^ j © LO • ■ « Tf! 1© CO • ' • • • iO ' g: III' mini «BjS g g&liH p4e-JhS«ksh 5 © 6 gg «ljj 8 -CO .5P : w : g IS .8 8-3 £•§ §^®?!i®o©,E§®& 3-E.£f£«! g :g^’S.SPg.S? S KS o :o^3Koa -p x ao rz — "•5K &3? IS c « li Hi ill! lilMlfll! I i% list iff ipinsii o3 m zd v: m cc cc ce rc x H H H > P> ^ ^ ^ ^ ^ ^ S ^ ^ S S ^ S N 'H B g'S S 111! I a g£ ss iilEi 2S838g3388^88388388888§33338^ 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3' 3 3 3:3 3 3 3 S338 38 83 8888S83S 3333 33 33 33333333 of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1960 EDUCATION EEPOET, 1903. •gnjBJBddB oyijuaios puu ‘omjiu -inj ‘sSuipimq ‘spunoaS jo 0njBA $1, 500 26, 000 1, 500 10, 000 4, 000 25, 000 10, 000 14, 000 1,500 3,000 ill :l i S :g 0(N(M ®v^- •AjBjqip oqj ui soumjoA jo aaqran^ « 1 i i°ll : : ^ 1 i§ 200 2,200 32 1,000 600 g r il i 1 1,600 I ‘lU-xp -SjBjniui ui i0qum>i § :g : •sjbba ui 9SJUOO jo qjSuaq 2 CO CM * ^ CO Tf CM 1 T? CM Tf Tji Tji Tjf CO CO CO CO CO CO CO Students. College prepar- atory stu¬ dents in grad¬ uating class of 1903. •0IBUI0J X H n . . • co l> O Ith j CO lO j CM • •0UK t- H |> ! i * 00 rH CM • r-i j r-l CO • c Gradu¬ ates in 1903. ■0JT3HI0JJ s (M lO •CO?OCOH> • CO O iO CM CM iG •0IBJ\[ O tH co i> :^HMHON j CO CM CM t— t o Preparing for college. 1 Scien¬ tific courses. •ojBinej; ■<#< ; -T CO • i : j CD tH •0JUH M H • O CO • j • 1 III 1 Principal. Jz i Joe Cook . 1 j. i. opaim . W. I. Mitchell . L. M. Cox . Miss Emma Edmonds... T. T,. Trawiek > !| 1 *" if • • r ! ! > • i < ■ r . . ! )^r •■g iWt iji y: ^d? U 6; do; i 11 M E. E. Bass . Miss Lizzie W. Coleman. f! F Sn.imdprs J. N. Powers . A T-T Hpndprsrm || ! o c il is T O Griffis _ a £ I! is !c W. A. Anderson . ] i: is ii ■ip. c j rz Graded School . .:5 Hi 8«; SP«J 3 oaf il !? p High School . High School (colored) ... Tlip-h fip.bnol Graded School . Graded School (colored) . TTip'h fiphonl Harrison High School _ 1 1 ip-h Snhnnl _ > L I'C i Normal Institute . 1 8 C S a !i II High School . State and post- office. H Mississippi— con. P!nl d wntor Columbus . . do . Como Depot . Corinth . i j c Ellisville . il C ti ! Ui a Z c DC Greenville . . do . Grppnwnnd Grenada . rln > fi. d Harrison Station .. Hattif'sburtr _ ! C II ! a \X | Holly Springs . j 1 Jackson . 1 PUBLIC HIGH SCHOOLS 1961 8,000 1,000 17, 500 _ 600 mi ill 1111111111 iiii ©lS'ccO VocT IMO'd^KOHOrlN I>'jh'o'cO llllll 1-l^r o' oc ill llllll r-TcOrH COO rH tH\-H | JM ;§ 1- IIs 300 700 11 ®s! Eggs B|g 81 -1 11 11 1 03 1 co rH CO CO ! CO CO 1— i CO CO CO > CO rH CO CO CO > CO CO CO CO CO rH CO 03 1 CO CO rH CO ) • rH rr * CO CO .CO CO CO Ol CO to OHO - 03 rH • 03 -\ 0 03 03 C3 rH 2 O • 03 10 0 OHI> rH rH !>• Ol - cc 03 rH rH CO CO CO 0 0 03 03 CO H to rH CO CO O - O rH CO 0 © O rH iO j l- rH O 00 - 0 O - - *- : 0 • lOtCCO ^ i CO 03 rH 03 03 CO O 03 * - : coo^ O 00 -< CO rH 03 CC CO COX> O rH 03 03 03 NOW iO CO O rji rH T-i rH rH HCNOO Jf 00 03 03 03 ° S8°830000 000 °°£° 0 §^°SS0000 000 S00?3S00ggS °°S3° §S00gSS°g2g0' ’S°ggSS 00 8&i5 SSS^SS^S ISS^S^S ^ ^agSSggSa sg§§ 33S10 ^^S2Sffl0>WHS rH OH^^C^Or-'OH r-i rH rH OtH03000300003 OHHO OOOr-iOOOrHOOrHrH r-H r-H O O O rH rH HHnnOCO(N(NH HHH HritNHHHHHHO HHHH HHHH ^HHHHHO H sS^Sj *g§ S'£=2 |»2 jit’ll § cat' IlSSgS'Sss ££S llrflllfL Jlsi 353 :Z&g$&te& ££££» lllllllll III! llllilllllll min s gsssssaas s CO COMMCCCOCOCCCOCO CO •Statistics of 1901-2 T^ble 43. — Statistics of public high schools in the United Stales for the scholastic year 1902-3 — Continued. 1962 EDUCATION REPORT, 1903, •sni'BJ'Bdd'B optiuaiDS pm? ‘ojnjxu -inj ‘sSutpxmq ‘spimoiS jo atti'BA <5? « $3,000 6,000 BOO 1,000 1,500 8,000 600 15, 000 25, 000 13. 000 1,700 10, 000 20, 000 2. 500 3.500 10, 000 13, 500 9,000 1,000 30, 000 1 AxRiqix aq; nt samrqoA jo jaqumyx l H 91 S j : 1111 slSsel§ssl r-T fc ^g30 Pi Is- •0XBUI3J 00 •0XBK fc=* OO © COOiOQOiN^OsOO Second¬ ary in¬ struct¬ ors. ■aXBina.i a r-i t* HHOMHH(NOH O rH O O O rS rH O O tN •0XBK o O C 1 £ c c > o : ! ” J s !-!< I^S isIsls : : till llll |1 IS: IS * 1: 1: | Oakland College High School . . do. * . . do . . do. * . . do . . do. * . . do . \ State and post- office. H pi f “ f a c ” 2 s p Vicksburg . Vosburg . !?! ill! Wesson . Woatnmnt. Winona . Yale . MISSOURI. Adrian . Albany . Amity . Amsterdam . Appleton City . Armstrong . Arrow Rock . Atlanta . Aurora . 3 P* CO Ci PUBLIC HIGH SCHOOLS. 1963 I lilliilliiiii 111111 Hi 111 •O “ ^ s" gj g § 1 cof» jceodf 1111 1111111 Pi GC O 00 O O ut' I g glllliaisslil 1I11P ilss31§§§P liellBI 1! g ^ ' ^ ^ CO 03 CO CO ^CCC0C*03^<^03C0^C0 t-i ■ O tC O OCM^HH Ol ' s CO O lOr-X ‘2^ ss? H i- ^ O OriOOM^O 03 03 CO O 03 03 C o:cuoc*to IO ^0*0 O • O • • -03 03 03 ■ X O ^£0000000X0000 OOOOOtJ OOO OOOgOOOOOOO r-^OOOtOOO oooo O OOOOOOOOOOOOO OOOOOlO OOO ooo-rooooooo cooooigoo OXHO 8 S2$ocgxo S£§-£3£gg5§2 gggg8«S SSS; O oo^og^^ccoc^occo^ f2;C2; r-i O O r-i CO HOOHOHnN r-i COOr-iCOr-.O r-i O r-i OJr-iOOOOJCCOr-iCOO nXCCOOnn lO rH O t 03 HHHHHHHC3H 03 03 CO iHHCOHH HHH CO r-i 03 rH rH 03 r-i r-i i—i 03 H 03 - iHHH CO O r-i O 1 llillllllsll i slslll 111 Issl i :I 8 m Jg © j >.J £ | >. g £ , 222 » ISSill^slPl Ss^SiJ S ||| CCqO s ^ O ffl %. ■ > ~ 2 > t, C - ^ " Sdo^S iljill ij|I t £ g § 5> II =5 ctfa £.gcj Jpo 5 X2 s I co| I lei 6-c^l^ cc s ; :s s > oo cog¬ s’ <\ «!■§ oS®. ’U- %U%i'U42 • • • ^ o fcr • • . ■S J&JsJ il* ; c =.H 111 S O G> fllggSo — 2 - pi— c c - ssssSss i!L . sH-g’gssi 5 g 2 S 2 2 ffi pq pc. pq a? pq "HI pqpq : n gigs , saaaaaaaaa ; aaaalaa Mi : : j : j ufi Egisg. o ! > ! ’Ella- •if r 1 IIII8IIIIIIII 11I1II 111 lilllllllil llillll IIII * Statistics of 1001-1 Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1964 EDUCATION REPORT, 1903, •snj'Bj'eddB oyiitiaios pm? ‘ajnpu -mj ‘sSuippnq ‘spiinojg jo 9np?A 0? $30,000 10, 000 . 20,000 5, 000 8, 000 9, 000 3, 000 5, 000 is 111 is 11 1 11 fill o m" qo" « o* m ■cl io" o cf o a" SS'SfS •.UBjqixatn nt somnjOA jojaquin^ * O 1 lllsl!!!llasllal!!ll! 1111 Of rif •SJB9.C ut gsanoD jo q;Su9T; « 1 2 1 CO CO CO CO CO rH ; OJ CO CO ^ CO CO ^ Students. College prepar- ‘MiiP •giBxnaj 2 CO H O CO O H ..... ■ H !N rO (N . •9PK N H ; O O OOHHHO . OTfHO ^ • t— 1 rH 4!s •opmiaj SI coco -o • CO CO SO O CO CO CO • « 04 t> • *COC40^ l> O* o'S’-1 •9PH to pi ^ 1 O H>COHHriH ' ■ t-H (M ■ ' O ^ r O • 0 0 ■^T* rH rH t}* j 03 HCIO 03 CO rH rH lO-fl#N CO XCt'H cooo^ H CC O X CO rH 03 oc ^ ^ CO 03 03 CO 03 03 03 O^ONlOHOMTjlHM rH THiO O O ^ 03 03 HHH^O 03 HttO l> CO O CO - 1-5 ’HrH O O O § : CO ©03 OO ic rH O CO O O O CO ® j *- CO rH O rH I> 03 - i-H t-H 05 - 03 OI 03 ^ O 03 CO • 0 j 0 CO COlO iC 00 O O O CO O CO 0*> : :£S*> a a ooooooooooodood«H®doo?,5®o6ooo66ooooooo 'C'C'C'C'O'd'C'C'O'C'C'O-C'C'O tCC^B'C'O i Ci'C-OC'C'CCCCrc-ct^^ g 4^vS SfoS.2 SoESS l^ocEEESEE fefefefeh .^CCO .333000000 ll 1^2 £ ^ O wH HrJCCfJ :|?rllllgl££l5 iOCHE^ ii® c o c § § s'S c| § II1III1IIII lilllllllllllllil 1IIII llllllillllllll of 1901-2. Table 43.— Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1966 •sni'eiBddB oxjr}uaps ptre ‘amiiu -jtij ‘sSnipiinq ‘spuncuS jo erqi? a >0000000 riffo-cf r-Tcro'r-T 000000000000 LOOOOOOOOOOOO L^iOOOOOOOiOOlOiO COXOO(NiCOOHiC^*vD aqi ui saunv[OA jo jaqnmjvj LOOOiOOOOtM O O OC O O o o COHO C4COHH o 000000000 O lOOiOtOOiOOOO o t- O 00 o CO 10 o ‘IIPP Axeiixpoi ui laqinn^; •s ivbJL nr esinoo jo iftSna'i '^^CJ'^CO'^^COlMCOTt'CO to2 >> -2 •ai-BTna^ •»I®H A i=l . I.S •3XBTH3J ICO^fi-iCSt^iOOO^ GO tN Tf 1 N tC C4 iC H GO '■^HCOHO^W(N(N!N(N cq^HX-^iOQOf 'd A a §r §g 8 b£ © • • O 00 r . . _ cri cn> *05 • *0^0000 'Oico 00 oc *oo • . 00 oc c . .. '05 0 i 00 • 00 00 i*ggisjli 1 sisiSs,a&^S'a j^llcsIa'S '% llaSgSMBI^S 3 "S •S'o ^ .2 *3 § •£ o * E-f ^ H ® H oq =3 C5 § ^ O H H Eh A! M a l p3 m ^ W oSo S £ ® ■© Q H g QQ’® o o o © o o A 'C ^ '©! -O ”© *d 60 • ■ § © o §m OH a £W K occ C^rCj rj ®,g ®P- Ph W fl , o s-i m <■^03 0 ® s ® 8 Ss 2 S'© ^’Sca'SS ' >, J ©-©42 >> j -, flj 0 c/3 ’ O -h o O q d H ® ^ S ^ *3 9 os © s 60 Pi ■§§§*> as 3 -gg .2 j* • <3 c 0 2 2 o'd • Q) O •»— < i M-H •!-< *“» £ CU C3 CO^iOONXCiCHtNW" OOCOOOOOOOOOOOO^Oia5a5< COCOCOCOCOCOCOCOCOCOCOC cocococococococococococ PUBLIC HIGH SCHOOLS. 1967 mil “SSSS =1111111 : II mill : ;g~st-s‘efs ; t-Ttt cr. oVo oToc • iifiiii ill! iiiiiiiiiiii o' C'ftff ofc-T jPo" o'oicc'r-T r-T r-ToicV«i'oc«Voo gs Slslls3 Iglllil ISIS SSSISISSSSSI OI r-T r-T iH ^ ^ CO O Ol CJ 1C H CO O uo ri UC CIO HCl^ CJ O CC O rH o o T— : o o ' OOOOOOOOOOOOOO OO OOOOOOO OOOOOOO 0X00 OOOOOOOOOOOO OOOOOOOOOOOOOO OO OOOOOOO OOOOOOO OOOO ^OOQOOOrHOOOO o -? ac t'- ic o o ic o -r o) x oo SI5 ''"SS-SSSSSSSSS •Siil§£i£t'gl03c ^ C* oc OO^XiOONNOCHiC^O^a'.COiCONfNOiO^XOOl ICO(NCOiOH^HCOiO W H H H CO ^ 00 I m*V*K b lit §bl ■0{'Bni0 j[ •0IT?K COOCOiOOO^O»OO>OOXHiOCO0OOCOOSLOOOiO'vOOO»O CO CM CM CM TT< r— i r-H CM CM t-h rH CM CO i— ( CM CM OCMOt-HOOCMt-HOOOt i O O O O O O CO I iO iO -CO *00 • © © r-i © • • CM CM • • © 00 iO CM oo i> © q* • • © © • • o* go oooo *oo *oo 'oocoo^ao 'S ® ® . . o £ ■ 2 . . . s - ^■s g £ °.s § § J •a^$a>3 £®“Ss3-a ISIS'S >|w *Hp od£ |«H 02 dooo'oooooocooooooo^oo C'C'C'C'C'C'C'C'C'O’C'C'O'C'C'C'C'C'C-SXJ'C'C t® ::::::::::::::::: : g.w> S 'b u ® bo*3.-a S' ■5-SqO_g © a; iu 05 Ot CM : * ' « uC CO l> : O O O CO CO O CO CO »-ri -r b1 rf ^ tj< Tt ^r> ^ icocoeoeocfjeijcocQcoffQCQMeOMeocoeoMweocoeocoeoco PUBLIC HIGH SCHOOLS. 19G9 11111111 llllllilll iooionoVoh HnHOor^ogoco i iiiiiii illinium in 11 §§S883§8 g8« ll-IISI CO «ef t-T i §imis nnmm $ mu- d CO T* ^ Tt< < CO T* ^ d d r}< ^ TJH CO T?< CO d CO rH ' * d CO d CO d CO rH CO uo CO 00 d (NCl^ 5C ^ O d O (M 1-1 CO « o s^a d hhh OCOHC1 d CO rH CO CO HH«« * CO CO d 41 9 90 1 46 1 3 OiOOlC totococi Ti< ^ ,-H lO O lO ^Or-UOlO JiOnO o rH i-J CO jCCO^g Tj< rH CO iCHOCO CbriM COOSr-ilOeO^ NOCOH^ - O Tf O OOtHCN d • • ^ O O CO • O rH CO \0 • • CO d CO * a ix> Op L ^ E-I A > ! 1 cci® ‘^■3 je |®||l:§i|||g« ® s’^®. Iq® ^ J osJ^w^ hDitlSdh^hWh^? §J„ S“>< £** Cizid og -§ o ed 1903 — yol 2 - 48 III III ggg * Statistics of 1901-2. a Includes pupils of the evening high school taking certain commercial bi-anehes, but not Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1902-3 — Continued. 1970 EDUCATION REPORT, 1903, PUBLIC HIGH SCHOOLS. 1971 ii ii i 11 : 11 11 111 1 ill 1111 ililiillll :||| s's sa § S“ : 88 88 S‘ ;”8 s’s's'" »-s-o»-a-»-c- 8-v ;«=Jo IS II I IIS II llsla § III sill i-T cl" «T CO CO CO r- CO CO 'CO^Tff CO cor*-*: O l CO "T* Ol ’'T' CO 1 — • OJ :-M ^r< CO co co r> 03 CO O CO 03 co O • Ol 03 CO ?: ci x ic ^ c co*oi> iocnc CO CO CO CO 03 T 03003t* CO 00 MCO — OCO— COCOOCOlCOOI oo o o o ooo o o ooooo o ooo oooo o o o o o o £s°°?r OO CIO o ooo oo ooooo o ooo oooo ooooooor^oor-ooo £3 £3 8 £8 S£§£g $ §88 8888 ££ 8£ 2 288 §2 !8 § £83 CCtH COH lO ^-r-iO ■CO O O O COM NOC1 03 r-i 03 t CHHCr.ClOOH.CHCNO CO rH 03 *C H Cl r- Ol Cl Cl t- C Cl 01 Ol r— I t-M r :01-CHC3m ii if I ill ii iiiii I ii ; in II is i ilsi Ii 1 1! 2^ 5- si I is |*g-5 c g § B§ 3«l 3$ 884 °c |lJJ< S f.5ssd s III I a=oB Ss ~E-' = £ dctd Sd^ |jy Ui ;1 § S-3 2 x S.- 53 8 5- > ~ -«Sj *— 55‘-32c;!-'3^ 5g|^td| _ |ss.;c>!si4ssi>-^ |t{ ** /~V •VT .iry-r‘rH^Vrl *-< 7-xor, no soflBTms* Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3— Continued. M2 EDUCATION REPORT, 1903. •sniujuddu ogpuatos pin? ‘0in;m -anj ‘sSuipnnq ‘sp'uncuS jo anf'BA Aj'Bjqp 0ip ui soumfOA jo lequm^j •pup Aa^ppra: ui leqxnn^ o o o o o o o o o o O LO o o o (Ncindco C4 r-i • ooooooooo >10001000000 •rHOOrHOOOOO "or^ofod^i'^'crrcDco' o o o o o o o o o o OOOICO co o'ciio OOiCOOOOiCOOOOOOOOOOOOOOOLOt^O O (N O H lO O CO O O lO CO H O O O h i-O O Ol O O O ^ (X' O CO HCOHHCO iO (NC^OOtO CO OrJ<(N(NCO^ •s ivz& ui esinoo jo tftSuoT; TH(NrHCO(MCOrHCOH CO T— i rH CD CO CD •0P?J\[ C5 OOOOOJOOOOOOOONO^OOOiO^O^OOOOO CO^ Tji DH (Nio CO ID CO *0 i Second¬ ary stu¬ dents. •©psuioj 00 1- THC0^O(NCDNCDQ0NC00000DMl>O01^Ni0OiOO50000 00 rH MHC1 rH CD CO (M HHHH rH HO0HCO0DiOHTf I> rH rH OCO(M HH tH CDtHiHCO Second¬ ary in¬ struct¬ ors. ■©X'Buio.i » COOOHOHOHCDHOOOOWOOOOOOHOIHHH •0IUM *0 H(NNOOOOCOO(N ■ iO 00 00 ooooi^aDOioa) • oo oo 0005000000000500 *00 00 00 00 (NiO ■ O 0-1 05 O 00 • 05 00 00 05 co • oo oo oo flu'll £3 £ ■y ci m 2 od ° .P a> >.% ID K to flails la'wpqdjfiWSy g'i_3td S W H p4 t-j H fl h" H H ^ ^ >4 § o" o h ^ h h jS pH o CJ53 > S> P>l>aiiD a li« o o 2 OOP 553 CO!>OCaiOH(NM-lDOtDNC 'iOONOOOOt * ■ t~t-r;~ocaoo6a6o6c6cocoooaoaia>o>c£didi®>djdjo>©© lO iO iC iC iC »C iO iO id iO O iO iO LO iO iO iO iO iO iO iO iO 0 cocococococococococococococococococococococococococo PUBLIC HIGH SCHOOLS 1973' I ! 1 I I 1 1 i I ! II II I ilji II II SI 11 111 11 III 11 II 11 11 111 1 1 1 1 I ocrr^^:^oirtiocOrHS^r^e4'arco«oooorH^ec^^r^adiOTrj>og'^''^"iN!Nr-7oTH^:ocx5'coo'=CT)'''iOi-Hi>o'?o g££ggg£i3g& :llsSllllllls SI S|l|SggS|S||||||SSS||S| •'NCC(NC^COCO'^THCOC^C < (N O • C^t'- O OI>0X0000 3Si3°eJ00i2000000!30030g3000i§300S0000030000g000S >t-ooot-t-oOOOrHOOOOOr-iOrHi-HTHO(MOOr-iOOrHOO i O rH O t-I O O t inHNOHOHHi mi III In im I iiniii inii l m a> M«1 SI is iil^IpISJ *bim s=s ssses s-SSfl S^s£,j b S«.S E s !l !J$ ;s§5g| ^Sgptjl i P^ellSaS|jgpg||6Sls Sill * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3. — Continued 1974 EDUCATION REPORT, 1903, PUBLIC HIGH SCHOOLS. 1975 llllllili jliillil jlliiiili ills iilllilll iiliiiiiiin uso" o'cTvn'co' • to r-Tr-T r-T o' ■ r-7 ?c eo co" sc c-T ci" co" i gfef is 8|g§||!|||S||g!|S|SgSSg|SS3 1111-11— Is S288§I8S*8 ^tJ 1— 1 CO ic © co CO oi> r-i CO O TJ< r-i CO r-i CO M ■ I>* CO CiiQQO M ^ X ‘O CC h* LdiCCl>^CO rHl>CC©l^T-! : O 0 ox O CO o o M M • * r CO O • M M M o ■ CO M • © — < M CO M • M o • l> ^ M M CO uo r-i r-i M o OOtCOOOOOOO ^OOgOSOOOOUO^gO==CXOOOOOOOCHOO^OOOOO OO^OOOOOOOOOONOOXO^OOOOgg^gOOOOOOO^OOgOOCDOOODNOOgOO S^a5SSSS§'g.SS'°S'i,^^S5e3§SS^^S00^‘0SS|S3 2P§5>3Sc^!t sssoiisoimi :335: 3 Hi £§IiUi= §s i p jj-E=i!-=-i §! s § s 5l 1 Ifel ! IlSfll III! ! I H •32333333 oooooooaBBBBBHBBBa ; a a a a ; 3.saaaaa^3; illlilllllllilllli illlElliillllllglllllil * Statistics of 1001-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1976 EDUCATION REPORT, 1903, PUBLIC HIGH SCHOOLS, 1977 111 C.V.'rN I I I I I I I I I fill II I sill i I § I TfOO tjT TJ1 r-7 r-< I-I to t- ^1 Irt VC t> id OI O -qT o' TT TP (M iiiii |™^o-o liiiiiiiiii o oTio" ogf ^5 oo o oTtj7 II SgS|||S s S«l§ IISI§IISSIISSIIII llslll"! IOI(NOO!Ni rH CM 1 1 28 co o • O CO CO rH CO l> tO CO CO CO CO rH oir^o co OlO o 1 2 102 3 COHDU-KJOfflCIKLONM UOCOHOO 03 Tt< ^ O^HCOI>-J rH lO 1> 05 03 03 rH ^ 1 1 1 61 0 CO COOHCOHOiO^HHCOr oc CO - © 03 © CO CO O lO *H 03 CO 03 rH CO lO 03 O CO 03 rH 03 03 o 03 CO 03 -1 , 03 CO ■ © o 03 03 03 CO LO iO • O rH rH 03 rH o o ^ • O X(NHCl ^«Hor2g^riHOr8SK,oH^s: ©rH©O©rH©©C0OO©O©'^O03 03©OrH©03 03OC0OrH©rHOO©rHOOO03rHrHrHOrHrHOC0 03OrHrHO ics of 1901-2. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1902-3 — Continued. 1978 EDUCATION REPORT, 1903 PUBLIC HIGH SCHOOLS 1979 1 1 B § §_ i § §§§§§§§§§§§§ o'iOm'j! CMo'cMOcTo^iC^OcC-T'-^'Oi-.C^iC’o^^CO'iO^'— -^ccrric'^r^sic'r^'cc--s NiSOiOrtrt 31'^‘hOS §liisl°ss§ :|-iliiii-ill!§l-iil-gsl5Sl-l-§li-Ssiiiig| : t- « — ■ csi co co oj -i'c^TfT--?‘?g^^c^c^-5j‘'a'Kr H O rH H H 03 O rH 03 tH -> 03 rH • * - >-* CO rH © o3 03©©03 rH 00 OOi-i I> © © Ol © © r^ CO ©© © © CC © © HCOTfHOC COWC^OJiCOlCO X t'- rH O CO 03 03 03 CO rH © © 03 rH rH 03 CO r-i rH © CO^ CO© - HHCOHHC © 03 • 03 © 03 CO © co oo 03 ■ © © © rH 03 © ; CO CC 03 03 © -3 03 ■ rH - O © © § cc 03 03 *-• . - co : •H 03 O o o © -• j :« © © • -> © ©OOOOOOOOOOOO^OagOO^OOOOOOOO.-OOOOOOOOOOCOOiOMOOOOOtOOOOO gOOOOOM^Og. f-nnH 1-11—11 ■0C<10i-0t-i — CiO — i-i-OOtHOOOt-^i - iOOOOi-lOOtHOi-lOT-lOOi-H©®. - OOOOn^OH lOCr-HHnrtHrtHHrtHHONHNHNrtHHNHHi - ooccooooo : r ^ '-IX : : : :j : : :- :„■§ : o o > o o 5 to C4 •HUP Aminm in aaqum ui esjnoo jo q^Suaq; > , ™ "S S?o i-s g.S & < •apstnaj •a[VH O'! • CO *i-l •apuiaj g o5 as a rt1-1 ■9[^H bc^ 3 So .3 a> S-i r-i S o •apuia.i •appi •apniaj 3 •Slew lOMffllNOO: OCOiOH-^-^^N S a .5 to § •apuia^ ■ai*K 'OOJOl^OOOO •apmaj •ai^W X) ff A C-S o O K- P •apraa^j ONOOOHHHOMHNMM •a PM °i O eg CO (U ~ B Os » O 00 Tf1 CO GO OS os • OS 00 OS CC CO 00 00 ■ 00 ooooooooc- OO -00 • 00 00 CO OHOOOCOCMHO iNHNHNHHH 00 * 00 00 O si ppajhao'^jo^aq W.2£.3Axj S.S a | . os m t/2 COpqm« - 6 % p ^ o w i-s* << ^ S p4 c4 ii - '£ O-M r* •rH /*|-\ * fn * 8*^ 1 0} . . OOOOOOOOO O' ooo i'0'a,orora'0,orcr IfilSg g^gs* c3 cu a; a) zz 0=3 * © a •S§o|S0.slS « E >,£2 HSfSfl oo oo c CO CO CO CO CO 'ICON • O0)0> l CO oo OO CO GO CO 00 COOJOth'NCO^iOcD 0050000000 0000050500505050 cococococococococo PUBLIC HIGH SCHOOLS. 1981 $15, 500 5, 000 5,000 14, 000 7,000 2,000 lllllll sss'^sss 11 3“ 1 111111 ill iiiiiiiii 11 ; mill a SS^S" :§'§ Sga‘“5'"S“5'S,“' SS : :8'r8>‘8 83 S8 lillSllPS S S|S|!8||S lllgll §S SS|S| 1 1 :g3 :::::: : : ::::::::: : : : : :g : : S : :.£ : ifi rjt -st< ^ -rj> Tj< CC CO -* TJ< Tff -* O rH 1> O • Cq o^'-i'o i’Hg5 • ^ CD cq COrH^CqiO CO CO CD 03 OI>-ODHiOCOHOCl VH rH lO tN “gHH 10^ O : : : :?3 !'* : rH 00 ©^ >> o jwSqJ IS s«3“i H-. .^O^.S-S1 ags|« ■s^.ldj; :s ... . 3'^ £02 C31 ^Qi-3Q«iSc£3p4^ .^12 g-§|g««g9Sftfi^0QOpd HWi ^6§ilp-ap§||||| ggggsgg iwMMUOOOfiHwI^OOOOH SRWKS-^y HilsUt K(£'aS;£i§c§t laiiiiiiiiiiiiiiii iiiiiiiii mum iiiiiiiii 7-IOf.T jo Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1982 EDUCATION REPORT, 1903, ogrjaaps puB ‘siiniu -juj ‘sSaipimq ‘spunoiS jo anpsA Cl ci illli ;i : 1 nil iliiliii ?r sgss ;a¥asssg •AJBjqii aqr tit S3TnnpA joiaqmnx H Cl o sglgSIP ^1111111111 i—T ©f •sib a.C nr asinoo jo qqguaq Cl « H ' 1-1 ^ T}< ^ T}1 T* T* JO -<* Tj< CO TH 2 3 1 CO llWHii •aiBmaj 0 0 NOOh ■ -S t— 1 •ai?K 17 C* C4 o • MOiOOOOWO • ' rH CO i •aXBuiaj H ^COOt-OWrt -HOOt-COCS^OCSOO^* ■aiBrf to o WWOWHO^O^LOINH rH rH 04 Preparing for college. flog .ss s “8 ‘a[Binaj -4 rfWOO O OtTC^HO • 00 O 'COO ’aiBK H rH '^GCCOiOi-i * tC rH • TJ< lO Classic¬ al course. •a^Buiaj Cl M 1 NHOrlO • • CO O ' CO C4 J>* • * • » O •aiBK W CONHOC4 « 'iCOO * Ol 04 rH • • • ■ OJ Ele¬ men¬ tary stu¬ dents. ■apnnajj 10 0^00*0000 oooooooooooo •aiBK & OCOOO^IOOOO oooooooooooo Second¬ ary stu¬ dents. •apmiaj X •aiBK h Second¬ ary in¬ struct¬ ors. •a[Binaj CO HHHHOHNNH OC^^I>COOCOC^C4N!M^ rH i •a[Bjt o OOHHHHHOH HMHWOf^^HrttNOIlO Date of estab¬ lish¬ ment. I ^ ii ja : HIIHI! : ill Principal. CO . Miss Emma E.firiffln ... ') • C i! IS . ^4 a X rz I \U :S II . Fred S. Ubbey . . A. B. Hayden . . Harry L. Moore . HflnrvH.Pra.ti, a 3 53 ;n •»ci il? . S. W.Kobertson . Fred. S. Shepherd, Fh. D. Henry P. Miller . W. T. Whitney . Preston H. Smith . Y.C. Pilgrim . K. M. Van Horn . William IS. Chancellor .. J. M. McCalli© . Wm. Macfarland . Chas. H. Platt . ClarenceE. IIedden,A.B. Miss Clara S. Bur rough.. Name. « *' A * n . do * _ i o [-a Simonds High School ... High School . . do . . do _ j o union High school * _ High School . . do . . do . . do . . do . . do . . do . . do . Manual Training and High School. 1. 'fl * 5I 1 CO H NEW HAMPSHIRE— continued. Su nance . Trov . 1 | 1 Warnor . West Lebanon . Whitefield . Wilton . . 1: JS a a >: wooasvine . NEW JERSEY. Asbury Park . Atlantic City . Atlantic Highlands Bayonne . Belleville . Bolvidere . Bloomfield . Boonton . Bordentown . Bridgeton . Caldwell . Camden . PUBLIC HIGH SCHOOLS. 1983 i!‘ liliilil iliii Iliii SSSSS SiiSliiiliiii 3*8 « $5 ®~S 5 SS^S nil SgS"8 mi liiiisii ss83es8sis$issssiiis8i^siissp. rH CO rH 4 rH rH tH iHC^H HCCHrlCO IT > CO ^ 04 CO 04 " 04 © i-H rH © © © T— i 0s? T— i O CO 00 © -- o«>hmnoo © 04 © rj< 04 T-I CO rH r-i CO CO IM 04 04 © 04 CO rH CO © rH rH © 04 3 MOOWOOg(N« C4U-I^^©04C0©C4T-HrH© 00 © rH CO . ^JCOOOC^COIO^O^ £CO rH © 04 04 rH00O4^H©OJO4C4 04 © CO Og^iCOCOrH«0«OOOuOrHCO 04 00 rH rH TH tH 04 1> ^©M< rH CO ©CO © © 04 O O rH rH © © rH CC © ■ © ^ © © o ■ xia n © jo^oo © © © T— j rH HCC04N © rH I> 04© « 04 rH S'- © • © ©rj< • Oi H H ^ ■ T— 1 CO 00 04 04 CO rH 04 • CO • T— 1 ■ • tH * co - -- *• rH j 04 CO O 04 04 j rH 04 © • CO ■ tH ■ • 04 04 a r? © © © © ; 04 O © rH © ■ 0^00 OOOOOOO© ©OOOgOOHOOOOCOOOOOOCOOOOOOCOOOOOO© ©o © © © © ©©©©©©©© 00©lCH0 0X0©©©©©©©00i-C0©©00 0©©000©0© o© SS^g'-gSS! £Sb 'g^gS^igSS SSSS^gsa^SS! 'SS-SS^SSSSi m ) © © i> 04 r-i CO CO o CO r .O^HOlCMOHiO^OXOCO- iC0ri©CC04CO©O4©O4©- © 04 © rH rH ' 04 T-i rH© i 04 t— l © 04 rH © flg'gs sS^SSis® 'So^U |il|&s.2i g»s*g^.gs * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902—8 — Continued. 1984 EDUCATION REPORT, 1903. •stuTUBdcTB ogiiuaios puis ‘ajiijra -jnj ‘sSuipimq ‘spimoiS jo anp?A 111 sas iiii li S'SSS'S "S' iiilllliii saasea‘"as‘s Axejqn aqx ui satanjOA joiaqtan^ ^ 111 Ills i-Tco" slllslSIISI§lll -r r-r . ri r-r •Iiup AJi?)iiiin in aaqiunK •sjuaA ui asinoo jo qiSaaq; SI O -3 Is Co« n i >» A ” sSss ■aiBinaj *3 PH OO O O O © O O O 10 © © © © © © © © o © i> © © © -rfOOOOOOO IOOOOOOOOOOIOOOO •aiBinaj j x 3 SSgSgSSS “SSSSSSSSSS^SSSS •3IT3H ■o Ai C.5 o ^ ftls *91^ai0j OC ri C CO (N X -O OCOCOON(N^HOCOHn^WO •9FH TF iH ^ Oi CO ^ Tf ' i OJ H H H O) t IlsSSi §S i '111 ;i! ill S’ >,2 5 mm || if- ill' :^co ill i^i o o c o c o O^OOOOOO — — -r -c i3 'c: 'c *c i m. illllllllllli PUBLIC HIGH SCHOOLS, 1985 40,000 7,000 20, 000 129,343 450,000 6, 000 30,000 10,000 ! 28, 000 1 33, 600 6, 000 i 20,000 12,000 25, 000 15, 000 55, 000 54, 000 40, 000 50, 000 10, 000 15, 000 50,000 4,000 20,000 45,000 10,000 5, 000 9,300 3,000 10, 000 28,200 6, 000 5,000 ,6,000 12, 600 ills! 1 II r-T -f Cf 2,500 406 600 275 SISHSS e iillilSIiliii »1 1 HH rH H r-T r-T rHrnW GO O r- 17 7 19 CO 00 O CO iC > NCCO ^lOCOOOOO coio^e* o>*t 1 CO - 1 lOHCO C^^COCIO cs 1 O H CO •OOC4 j 1C o lO cc ■ 'COOl'CO • ooo o* 8 20 1 1 TJ< l> • I> CO CO • VC CO £ islf I . Igsas o c4 £-§ ■O tx •2 -.algos ■- saSsfi|Hi sSs^ “§2 wo d eg 1 II 1 ;.S5s tno^ jlli^ 1 Ii _ IISh : p ££££=£ mu i in itiii ED 1903 - VOL 2 - 19 i§§§‘ f statistics of 1901-2, Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 1986 EDUCATION REPORT, 1903. •snjBiuddB ogipuaps put? ‘3jnjiu -iuj ‘sSmpimq ‘spuno-iS josnpLV lililiiliiliilillissSillS! Aiuiqii oqi m serarqoA jo laqmnx illlgilllllliSilsislgslill _r cfr-T HHH rH cLr-T r-T r-T rH~ •IIijp ur jcaqnxnx TiiT-rr'^'-5pTr-^''7|T}MHWHS5 uotpc* COtPCH COOICN TJ1 Gradu¬ ates in 1903. •apjmaj j *o ^ cu> o o M53C0TP o •op?K 53 •*}( CH Tp tj> 0C lO Preparing for college. Scien¬ tific courses. •9IBTH3J: H CO ; 53 M ■ CO 00 OlOO ocoo o o •9I«K h *°a rH Or-l ■ l£> 00 0-0 00 OlN 53 CS Classic¬ al course. •91UUX9J rH • -M O C'J T CO O CO ^ S° : § co s«^&,ri3-ic4'co' w2 - 03 ^<-^r-g-0’ !N CITOOSHCI MOCK 5 j °§ isSKNOKH- Wwin -03 t»K«OMr-iO 1 7-1 O -IP CO iC ['•^ei^ocoM . o . . s° •CSIiO ■ rN . Ol o • o • O 7-1 O • • '002 CO 1-1 w O ic . o | ci o :§ :S SS °2 ■ 03 • co cc . ~D . CO r— ' C-i • ■ * CO t— i OJ ,-c^OI O • CI ■ CO CO O O • f-i • Ol § : S§5° ■ O ■ CO CO o • • iCCiC^ * :c to •-acci r-! » CO 00 'KlOH "I ;s O • OK 83” 03 • ■ 03 05 CO • CO 03 03 • •^r CM 1 CS 71 ■ -O iO t— . CO 00 o r-ooo o oo oo OOOOCCOOOOOOOOOOOOOOOOOOOOO OOOOOOGOOOOO «oo o 1 °1. © © ©ooo^ooooooooogooooooooooo ooooooooooo o o r S'1" sssssa-sasg -T -O oo ® § is SSSSSS-SSSS — oocs o §° ss a®M»OKHNrtKLOHMNOO!lNHHJ1«Kdi?. ,-i r-( 111! II §g iglg ills illll i linn jl|||| lllllllllll ij j§ 2 j • ^ •••»••»*•««• i 1 i 1 1 1 • I « | • : j : : : : : : : 8|g? Ill- | S52l=s g g B5^ 5 S Sc 5 i|s llll^ S -E SMifcili* shIs IlilHiUii ■-•571 Ip el 111 - L - C ci 5 C ~ >> o I| a 5£ MM -|N| . Iflili af«B ss'afa^o^ of 1901-2. a Includes pupils of the evening high school taking certain commercial branches, but not pursuing regular high school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 1988 EDUCATION REPORT, 1903. •stUBJ’BddB ogrjuaios pirn ‘ainjin v -anj‘sSaipimq‘spunojS joaniBA lillll iiilii iiiliiliill •AjBjqn oqj ui saumiOA jo iaqnm ^ iH | « 1 iiilii Ellin iiiiiiiiiig cf r-TcLi-Ti-T .-h i-T co co -3< of cf 'HUP Aj^piiui ui laqumvi § :::::: :::::: : : r ::::::: : •sit?a.v ui asinoo jo i^Sua'i C5 ; ^ CO ^ ^ Students. iititUll 8 ^ = o •apunaj X I tH 1 C1HCOO 7-1 * 04 Ol t— 1 t— 1 HHOHOrji • •ai^K H O 7— 1 CO COCO COOlCOCOt^aSrHlXMOlO •ai«K IQ C^T-lr-l-^jlCCO J> j O O CO LO TMKMHiCOiCOOH ing for ege. Scien¬ tific courses. ■apmaj 2! NO'OO • O • © © ^ O-MOOOOC » OOHW •aii?K CO i— i 1C Ot CO jo j'N'NO l> CO r-i H rH* rH t-H rH H of rH* th' 03 rH H r-T 03 HHH ::::::::::: :::::::: iTTTl^ ! i I ::::::::: :5i :::::::!: ! 3 hOH^OHHH(N • • CO • • HMHMHINONO ''-Cl jcoc 03 O lO ’0 • CO rH ’c3 03 03i0^ • • • t-H j O t-H OMCIM^OH^O • • CO ; | OiOHCOH^H^Csl • • 00 O CO • *H • 03 03 • O OI CO CO tO • • • rH • rH CO CCrf^COOHM^OOiCiO HOCiCCIC^^^QHHO CO CO CO 5 14 COCOM^iCOOiCJOSH O I> WCIOH iC ^ 0 HM^NHHHINOHO OQCr-.WH^HCO^OO 0 00 H t-H 05 OOC^iC^^^OiOCOCOiCOCCHH rH CO ^ 10 1 0 i° US • ; 0 0 hhcco j 0 0 8 :8MOOO° i^SS^0 :W00So i • O 03 CO O • CO t-H tH I-1 O i i®” lCOHCO * 0 CO 3 :£-^- i^^S i r 0 Tf • •03 00 OH COCO t-H CO rH tO OC O ^ :-^=^o ; CHiCO^ • iO 03 • -HHC1CCO • OCO rH 03 • OOOIAOOOOO^O oooooooooooocsoooooooooooooooooo g§00£s500 000—00000—0 ooooooooooooooooooooooooooooooo sgssgssssss agsssss;s!5!sss|sa||g5|9sss^^^ss^g; 'CC^^^OOQCO^ .ssgssgsssssgs^gsggssss^sssisssssssgs^ss^ass I-)C f) ?1 ® H (M ic ^ H CC (MOCOMNMKM^HWHHHMO^iaMMCOMMN^NCOOJWCfflHHOHOiNiNN l-^HHM- i i i :§io : : °o co : • • ■ ■ • ■ §® : 09 ::::::::::::::::: 8 : ^ooo : ‘ i i : ill! i ill If : i i I i i ill ill i i ;.; i ; i ; i ; i i i i! ; If ; ill! j i > c * o © o 0 © o o P! o s* o o o 6 o o o o o o o o o o o o o c o 0“ d* o o ' C-? ®f!,CrCrC,^'C,CrC OXiC CX3rC'drC'C'CrrrC'C:rC'C'CrC,OrCrC'C'73 O'C'CrC OX'O’C ! ^31 §S£ 8 gSggggalilisii li2iSf.SP.fa O 00 i fc-fr OCsOOOOOOOCOOOkkKKHSSKKmKSSK 88 8sJg§SI§8S;ggi 3-3333333-3 . 000000000 Si ooi 333333333333: lllllllllllllllllllllll! 3-I06T JO Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1990 EDUCATION EEPOET, 1903. ! -snjujTiddB otjuuaps pin? ‘amjiu -uij ‘sSuipiraq ‘spunoiS jo anpA o a> o o © oo o o o co o OC4O^O(N0O5iOCOO 'OOO- 1 r- o io t • ^ o i> < i Oi iO CO ^ O <0 lO •pup aibjijtui ui .laqtnnx •SIB9^ UI 9SJUOD JO qjSu9T[ §>£ >* . £* R?co I •aiwm9J P d-S-§ § &§ I - ■'OcshH I -apH INOCOW^r CO O O CO O O ' O CO • CO © CO TP H P a ^ tc o> H rQ •9XBTU9J <©©©iO©©rH©©C-1©© ©©©©©©© •9I^K ® W © © © rH © © TP ©© 00 © © ©©©©©©© © © © TP 'd 2 32 £ tc ^ o . w 0) % r$ CO 03 05 osi 00 00 00 00 00 00 pa © id I* ‘dodt^oockpa^a^ o 5P I'S-SeSsS a §W2 §p P Pp aW.g d §W ft « > d O TO d’$ s'* Sp

^ fk 2 HI2i88§ P S -s -^a . o' o.Sf’3I§o P <» ;So § 'd c5 o "SJo <0 O §o®o-o®offlo : : : ig'o'S o § Sa2-3.SfS.SPg.Sf3.SP : : : :.2£.s* : : :‘S2S»“a < pkksSwpW : : : :« w : : :p£pp pp 2^ o ui O o3 P —• Si O . . .CO OpOQ o co a< o 2 u a I1 CO f^'S GdS”^'dc3g.Sft cooooss.2 >s, ^SWSWKKSit?, OJ 'u 3 : S : 0) c> ^.o • 0 :w IN C«5 TP © © I> 00 C PUBLIC HIGH SCHOOLS, 1991 liiiiiiilili •g; S 1888081 8888 8888888 111I1I11111I11S11 gvv,vrr-»v gWgrfgg s-s-a-?v-^ss-s-g-s-o-s-g-g-»jr 88888888888188888883 8888 8888881 88888888818888388 i-T r-Tr-TtcT r-Tr-Ti-T -si" r-Tl>lH HH HlONCO r-T r-Tci r-T i-Ti-TtH ofl-Tr-T of OOOM HHCOHr-.(NN 04 rH • O O Ol Ol © O O CO ^ aHH3 rH O OJOHHCOiCO 04 HHO?l H H ^ O CO CO CO 04 O • rH - 01004 040404 iO 04 04 04 04 O O rH rH CO 04 O CO O O OuO CO iO H^iO'<}icO^Mt'®^IN'»^iOO ® ” $2 OWCONINCOHlO'fHOeOt't'^OiN (NH^^ TfHHOOM»Og^H(N^OHOH CO O CO ^COiOO^iOM 0!MC^COHHlOC^HCO^^O^^H'0 OHuOCOOOO CO O I> O >o iO lO O rH ^ O ° °s is J h CO j o ! o o COHOH lO oc^ iO 04 CO • LO ! zo ^ • 04 o rH • • • CO rH 00 04 04 rH • i rHO° : j i° O iO • 04 • CO rH ■ ^ O O O co^oog. 04 O • • O rH O • • 04 CO rH » • • rH iO • CO • 04 rH • CO 04 O rH ®©gi°® oooog^oooooogooogo 'OOO30OOOCTJOOOOOOO; OOOO OOOOC-JOO ooooooooooooucooooso «OW(N OlWCOMNCON C<5 iH ^}< CC iH 5nai«aj!5; *<* fH K- M sPs^||=fIaS«i“ iSo WCBfl3 3? Shifts g/SS* § J c-2 g'g'g § 3 cso©© .g .2 S .2 .S o o o o o o o o SS2S ssssgsssssssssss^ llllill!!lllll!!l!l§ Ills fllftil IIIIII11IIWWII1 ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1992 EDUCATION REPORT, 1903, •snuunddi? aypuaios pu« ‘ojuxiu -.inj ‘sSuipjiriq 'spiitioj^ jo an[A\ $40,400 28,000 7,850 125, 950 4,472 29, 957 282, 500 950, 000 235,745 500, 000 900, 0C0 •jLituqiiaqjui saumioAjojaqran^i 2, 000! 3, 029 508 1,194 431 1,130 472 3, 482 106 3,756 • o j ® IHJP Anmiinf ui Jtaqain^ o Ci : : : : : : : : : •siboA ui asjnoo jo qjSuaq; 2 ^ Tfl ^ ^ TfH CO T* 1 CO Students. o .a 33 « •ainmaj GC O CO -NCO Ot-O -<* CC • S} *ai*TC h CC CM OOCC1 CUM O O C5 20 ! ° Gradu¬ ates in 1903. •aimna^ eo -c g cs ooo o © | 00 ^ CO *-< O . . co •9PM 10 H CO CM OHM CC C5 U- o iC CM 05 CO ; O Preparing for college. Scien¬ tific courses. •airnnaj SI no CO CO I> O 0050 i— 1 - . » CM rH O • •ainn 2 coco 04 CC CO COMrH O coco I> S : Classic¬ al course. •ainraa^ 2 COCC MOOrH CO O " : 05 20 g ° g •ai«H H ^ rH (MH 04 quauiqsixq'B^sa joa;n(j i ^ 1857 1898 1796 1894 1899 1897 1897 1902 1888 1900 1897 1866 1897 1902 1897 Principal. • • • a ■ Chas. A. Hamilton, A. M. J. Stanton Kingsley, Ph. B. Arthur R. Mason . William H. Doty . Frederic V. Webster, A.M. Arthur M. Scripture . Miss Ida M. Babcock. . . . John T. Buchanan . William McAndrew . Miss Margaret M. Slat¬ tery. Edward J. Goodwin . £ o o o o o 03" o ooFoorooo I SSSggggS'TgSgS W^WW&SSWS •SSSBSSSSf ■§§ss?§ ssss assess !nSSc5i5c153S ~M iCV-i M OC T-I (MO lOdriHM r-tCr,(CNNlCrtOHLOI> x: S o p HEsE«,£ I PI ai WffiSS St2 |h cS u EiS 1 li >Q O O 'o s.Sllg oooct'Jocro,2t'Jc‘,Jo ’O'C'O c-S'Q'S g o.C'C • • "S-SP •• :§P.^5M 1 db : :o kok i i . iip * .d 1*1 ?1 1 II §! Sgjss | 11 O O O C c ctf o 'C'O'C’C C^'O s-SP.: : fflilft Sl|llo ■a“-=ss it g OC oocol 22^21 :22s SSsSlSSl * Statistics of 1901-2. concludes pupils of the evening high school taking certain commercial branches, but not pursuing regular high-school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 1994 EDUCATION REPOET, 1903. •snj'BJ'Bdd'B ogtjraps pins ‘ainjiu ; « -.mj ‘sSmpimq ‘spuncuS jo anp?A , ! I iiiisii § ill liiiiiiiiiii s -•'sssjggsssa-'s! •l.n3jqt{ aqj m saumjoA jo jaqranx Islalll 1 Sss IlSIilllsi 1-Tr-i of cfr-T CO r-T of 1 ’I[ijp Apniin| ai laqumsi § •SXB9A ui asinoa jo qjSusq a ^ "tl* CO tji t}< ^ ^ ^ ^ ^ ^ ^ ^ Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •ainraaj CSj HMTfO • O CO O C4 (M • t— t CO t>- O H C*i •ait? It t- H OCOOrH |cOC^ i O j rH Or-l Jo^t-OlO^ Gradu¬ ates in 1903. •apmtaj S > H °®SHHcJ® S : O MOHOOCOrlM^ CO •apjt W | O t© CO r-l r-t l> C O • tH O^OO^r-JMOO, - Preparing for college. Scien¬ tific courses. •aj'Braaj tH CO 00 lO • • O O • iO '050 • O 1-i • o •aiupc co H CW-O’f . .H GO Tf • I> • 00 O • rH O • - Classic¬ al course. •ajmaaj j 9* • CO • © O l> O I> C4 CO « rH lO « © • CO *0[UK H H * * r-f § am isigil I Lillis I 2“.aS||.g|^3:^g||gs: i UPi I -s-e-et; . . * £££££ Sgslllslw | US llllllllllll PUBLIC HIGH SCHOOLS, 1995 iliiiiSiSiglililii S x' % 5 3 2 s 8 '-r2 30 8 s S'30 ^ 2 illllllllllillllll 111 llllllal s¥^3a'Sg°,'3-8Wg'''sfS S|S “8”83S?fg Is II I § § is I If I 11 IS 1 SI II SI 1 la I si I IS 8 1 § 1 111 glSIgSgg i-Tr-TcM --h" cIoTi-Tas' I-T I-T r-T H « l-Tr-T lOV) r-T r-Tr-T o' CO HiOti I-T r-TrH .-T cf OOrtMXOrtiOC CM Tl> rl CO r- CO : ok"ho ^ 3; M lO M T r. ■ O CC t- o o o o o MHOOHOONiSIN CO L-: CO MXCICJXXH- OMHCOON o jo j o o jo 03 TJ< oco j ;^u=g5 jo OC^OO jo j t— i O :g : : : i050 CCJN MCOI^iOI> I> j CO j O* 00 j rH XN iON • 'OOO • O OiOOr-ieO ^ • HO :S : : : i^3* ° i**®1" ^® CO joH^OHC^ CO3 ►4 GQhh Name. 0? High School . . do . Free Academy . High School . Union School and Acad¬ emy. Hieli School . . do . Union School . High School . Institute . Hi eh School _ Union School . High School* . . do . . do _ . do . . . do . I . °P . 1 . op . 1 I, it 1 H NEW YORK— con. Union . Union Springs . Utica _ J . Valatie . Vernon . Victor . Waddington . Walden . .. Walton . Wappingers Falls. . Warrensburg . Warsaw . Warwick . Washingtonville .. Waterford . Waterloo . Waterport . Watertown . Waterville . Watkins . . Waverly . Webs tor . Weedsport . Wellsville . 1 Westfield . lllll! Iilllllllllsllllll PUBLIC HIGH SCHOOLS. 1997 lillsIaEllil 1 "'sssssasssss s' 8 eog«‘ g Hi r-Tcir-T §fgsiiigi§a§§ 1 111 a 1§1 «HH O OCOOClHLOnCOlCO^ rH -HH CO 0*1 lO ^OH CO • CO • O rH • j CO coo O CO •OOr-1 j O Ol O • |COi> tH rH jlO O o • • Ol • c ooo • :h^m :co2,H : i*®3 03 ^ i«* gj CO • • 03 • T : •HH -HH ; • . .m^WOQpSS 10 1 § I it m o o o o c o o _2 £irO*3'V-r3 T! <0 T3 .1§1T PP^K -■s, is llfl Pi ^ g R1; Ilj 8 I :fi lisi s® ;m~! ; 'C Xi 'C >>X sr§ 1 illllllll! 2 •Selfs wg^-g lllls s o sfil mill ! < S p p .5 2 o £££££ £ III 3 i i I ill! i sm t a S 8. ?j|S| isas| gsssswsSs lasss^g o= sslssll LCS of 1901-2. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1902-3 — Continued. 1998 EDUCATION REPORT, 1903. •snj'Bi'Bddtt ogijuoios pui? ‘0.114111 -jnj ‘sSuipxraq ‘spunojS joeni^A aqi ni sainniOA jo leqmn nj * o o • o o > O 10 o o o o o o OlO 000000000 000000000 0000000000 tOOOOOOCMCO CMOCOOOOCMCO HO H O C4 l> CQ ■COrHQOCMCOCMCOCOt OOO o' co'icT OOO 1OO1C CO I> rH •IIiip ui I0qinnjsr •sjisal ui asinoo jo qjSuoT; 19 CO ^ ©b CO ->* :N CO CO CO CO CO ^ 00 CO O H ^ O tO j t> ^ CM CM •3TO 1- CM to o rH CO tO O rH CO CO I> 05 rH H CO O co rH rH •ap*K 15 1 CM to O co CM 05 to O rH CO CMHHOiOt^HH Preparing for college. Scien¬ tific courses. •9J13UI9J 14 : : ° :° j : : : : : *®r® pi 13 1 • • CM • CO • : j500 : j : i Classic¬ al course. •ajuraoj « CO • 00 • 0 : 00 j : : : : •91 T?JNT 11 ^ • rH • I> 40 j i i i : i j j° j j j j Ele¬ men¬ tary . stu¬ dents. 10 OOtOOOrHOO OCOtOOOOOOOOOOOO CM CM CM t> CM •OIUM 1* OOtOOOOOO OOOOCMOOOOOOOOO rH CM CM l> tH Second¬ ary stu¬ dents. •ojumoj QO O rH O tO CM X> O H MOOCDOOiCNNCOOCOiOO CMOrHHH CO rH CD CM CO H lO (M CO H H 00 CO CM CM CM rH CO CO CO rH CM TJ< rH rH ^ CM rH Second¬ ary in¬ struct¬ ors. ■9j«tu0^; M MCOHNNOO?) COOOblOiMHIMHfflTitNHO •9I^H 0 HHHNHHNH HHHHH(NHHHK5HHHH ll-sl c3 c ri'fl rj o P ) 00 00 00 00 co 00 O CO o o o o 00 00 00 00 00 00 r'S : 2 ? o to • d o5&4) ■ o -a 2 „;o a a a • ■ m ■ pq 0) • " 2 b I . 2 3 S ■jleSlloag.ig'g^a w -,• >4 § S ^ ^ - 0000000000000 ^R,0rd'0,0,0'dr0'0rc'0'0,6r0 bo PSo I 0^,0 offcl g! 2® 'll H CO "H iO 0 U* OO OOOOOOOO lO iQ iO »0 kO kO iC iO OOt-HC1CO^lOOI>OOOOt-^03 i CM CM rr o CO O O CO CO CO H r-T r-T 88 CM 1,000 500 3,500 600 150 200 OOOOCMO OOOOOOO OiGOlGHlG OOhOOiOlO CO CO rH T-H H LG H H ^ o CO CO CM ^ CO ^ ^ ^ CO ^ CO CO ''tf ^ CO ^ CO CO ^ iH • H OC O rH Od I>(MiO!>HO CD H Cl CO iO O 'f KN^CXNH^ lO CO CO CO ri H CO CO rH • ^ CO OOOOOOOOOO O CM O O O O O '0500 OOO OO THO^OOOO^O oooooooooo ot^ooooo §853 CO O oc O 10 GO LO CM ^ 00 CO CM O (NHDlr-I^^CO OCOHOCO'DH CO r-l CO CO CM 01 CO lO O vC (M GO ' < CM rH CO CM CO 00 1— i lO ONGO ©.2 !S« cj ki; p,« fc?g^S!fi6SS o > £ 2 s 2 2^ -SS £§|o £*£ 2g Rh|“ ^■2" w-g t»»© S’ r ® M r, w ^ ^ pi 2 rj O O 03 S'D cl 2 2 to.H a s gs s-gs-ss" s^s £*e 5 S C C C ^ Si'S B ^ ~ -g © cj sf oS S ei «* OfLP-,CL,cet>£: 2 sss°ss^ >SSflcccSg . C) 'O N X C3 O H (N lO iO iC' iO lO LG i iOiCiOiOlOiCiO OHC1CO LGioimo IN CO OOt-HCMCOt^iOOI ^ ■’H H O id L-O lO lO lO i 1C iro Id lO LC lG lO IQ C k _ . ) »G LC lG to 1C C kO lQ iO lO LG 1C LG XCiOHCMCC’ lC iO C£> O CO CC c “ “ ‘iGi ♦ Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2000 EDUCATION REPORT, 1903. •snjiuixldi? agpuaios pin? *9.1114111 -jiij o o XjBjqi[9ii)iiisaran[OAjo jaqinrnj i ^ 00000000 O J<-^'l>l^OiCO- o O t^rr* •aimnaj OtCMOOO^OOOXH^^OOHH OCO^iO •ep*JNr j *• OOO »C O»0t>OOC4Tfm ^g^'pq^gjjtrio ddy^ <, K c ; " o .C'CS bo -c ® H © ^ * o '0_-X3 C O £> O Ul OOO tcaLa3 £ K ® bo o c a o o ° oco OOOOOOOOOOOO S'? ® o o o rCfCfCrCrCrCrCrCrOrOrCrO 03 .2PrC 'C T3 P p: i-i O to 1-* « j * CC d to rH^Tj* d | • d • l O • • • : • CO : i- TH : : : - • O d iO d • j j : - : iC d ; ; :*-* ; • CO co • d d i i« i 1-1 j oc ^ LO d • d • i -Jr H d J cino^ooffl^oooo o o o o o oo^ocooo ^■§§0§00§g0000 °S° co 00«ooor.o Ss-^ S®. 88823388 ■®3ci5isaS®,'5S5;1' £ x ® S'15 0~0 OrirtWO 0_0 I-^OOO COO CO -^OO^OOOi-i HOrlM.NHMHHNHNH C^l !—. — i HH NNUCOHMHH OOOOOOOOOOOOOO MO OOOOOOCOOOOOOO o < ^ 00 aassssgssass60?; ss. S ^ ®g-'- O O OONMrtOOHOMMHOO HH i-4 t-4 HHNlOHHNOIrtHTfHHH r-i CO 111 mu I ii rn i i ii in ii •= eu MS iliz If !>ScS|JS •cs wmm *a i iz S d ^ ^ < e4 d 1,^ d >> «fc = ££•=!! f*l|£|d| .-g*< a'flo«a^.|w c-S 5 = - „ aSlsIsI -s!ll|3«i|«|fe| ^dacd^diUS^aiiS-^d § .o •fi * a! 5S-i *> -s o c H* o 111 pS . o *^■3 |l|c up; * ^ K S S. t 111 2**1; a ~ 8®§ ^-Eo'fsf* : •=0*2*000000006 . - - ^ ., n-r = rj'C'C'C'C'C'C'C'C'C £ d „«J y& © . -W ii & c i=5oX So s Iflilliiilill ip iS-- o £ £ I limn ! ff) pq pc pq pq pq pq pq pq lllllllllllll Hi || ed 1903 — vol 2 - 50 itffllll I 1 llllllllllilll II * Statistics' p£ 190J-2, Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 2002 EDUCATION REPOET, 1903, •snyBjBddB otjijuatas pus ‘ainjiu i -jnj ‘sSuipiraq’spunojJo jo ! 5* iiiiiiiii mi mu ii icoVrociooou'i •<* cL o o tjT o ef gf io co cs S aqi ut sautnjoA jo laqtun nj 11181 Hills 1181 sHs •pup AjBqntu ut jaquinjNi •&reaA ut asxnoa jo qjSuai a H co Tr co co rj< co co cocs-tfeo-* coco Students. College prcpar- aim y stu¬ dents in grad¬ uating class of 1903. •aiBtua^ 18 HHH • CO C'l H 04 O COd -o •ap?rc H HHH |lC0 1 '■ -• : - 04 i— < o X j • Gradu¬ ates in 1903. •apmia.j CD H CO Tf< CCnOH ZQ o CO CO | •apjK 15 04 r-H iC X • CO HCOOM 2 lO j *• Preparing for college. Scien¬ tific courses. | -annual I14 04 ■ CO • • • CO | . . 1> • csuo •ap?K cc H rH • Tf< ' t> • rH • « * i • i ^ tH 04 rH Classic¬ al course. •ajBuiaj 2* H co ^ Tf • '• ! ■ 04 04 • ^ • CO ■ •ajBK ii CO CO ^ • 03 • i— 1 r-i • j rH CO • ■ 04 H • Ele¬ men¬ tary stu¬ dents. •aruuiaj; 10 OOOOOOjHOOOMO OOOO ogoco ®~ •8FM © OOOOOOHgOOOO OOOO 00030 Second¬ ary stu¬ dents. •apituap » •ap?K t» Second- ary in¬ struct¬ ors. •apunaj © HHOOOCCHOOO^OO OCOOO HOiNOO HO •aiBj\[ o HHHXHC1HHWNHH (NHNN C1HHHH rH 04 Date of estab¬ lish¬ ment. ii im 1893 1890 1894 Sx ioF^SoJ :S XX » 05 X O X ■ X P*i |ii!l Ssl? Sfgsf sggia iog1"«Sls Saog5 gg •SHJh'oJ s^ogl issjg-” «d fill liH! si PUBLIC HIGH SCHOOLS, 2003 iiiiiiiiiiii °'gr^rg£8£g00e0)0)«;HH, MNnNHWOHMNH r-i JB c? Vtc t, 5*8 •ajBuiaj •aiT?K | "3 3 3 8 •ajBina.i •ajBj^ £ 5 w g. •ajBina.i i C OOOOrHOO OO iCCOOOO i-IOOO(N •aiBJV 55 OOOOCCOO OO 10 O O O O CO CCOOOC1 •ajBtaaj 0!COO!Nt'*iO I-~ O 'I>CMOt^t> OOOlOCO 1 at If? 1T5 CO I O " P O >> CO <3 •apK lOOLdwexN t-ico isoc^o- '3AA “ §f*§B ■ g £ £ ° m * ” •aiBraaj OfJOMONO t~0 00^04X0 OOHNO 'aiBjt ! lo HHNNHH 55’*S 3 00 00 00 00 CO 00 o . £j?s M co pq >3 aj ^ 1-1 do c h? t» ;a s ■ • coAi -> : : : : i-aSia*5 : i-S-Spam-SP : : a : : : : :s Sq> a : :pb£ a : : :® a >> c3 c3 « C s 5 ° > t; cs c Sts as OHIM ^-t r-1 .— i ,— i ■— irtNNOi cic'fio . PUBLIC! HIGH SCHOOLS. 2005 mi iiiiiiiiiiiii i ill iiiiiiiiiiiiii i iiiii ©’'-.CC<5|0 ■ U5 O O CO O O t'" IS 1C g ■v" rt C*5 eeO'V COOCCOgj IC-O OC »I> CC 1-1 50 0 IO jo" '©©iCIO 30 1,000 750 180 . 240 30 50 2,100 3,000 . 1,000 1,200 125 50 400 40 649 25 1,000 200 200 300 125 600 200 90 400 40 250 200 CC TJ< rr ^ CO © 04 00 j ■ • O CO rH • i> co O CO • rH CO ^ 04 rH • — H CINuC • (NH^HHCO rH j oj CO ; • C O CO iC CO r-i 04 ’ I> • ^ HOCOOO^Tjt C4 h*« rH CO I> O CO © H j NKiCcioco cq rH CO 04 rH • C C CO Ol © CO CC CO ^ ■ 04 OC © CO © 04 1-0 i- C£ • 04 04 to • - : ■ T?< rH • • CO is j : i CO rH • 04 © • CO CO ^ • ^ : 04 • Tf< i j • CO 04 : > i« : • rH iH • CO 04 *04 | | 1 1 04 ©> j rH - Ith • rH CO -CO !- : z i _ 0l_ ©oo o^ocoooooicmo^ooooo o 000000 o © o o o SS' ooooooogoioooooo o igSSSS0^!; © © © oooooo :8S3SQO£aoiosi8|j © © © © © ^ © >o © s^sssssssss 'SSSSs1 iCOrf COJOlOMCM igg^SSSS 85SSSS4 OOOI>r^Or-(THOOOOOO*>OrH O © rH © OOOi— l0i-^r--000000’ 'WHHOO HH^HH inHHHHHCOr II C Cl Efi II si ® h > III II III CL> I II 1 I III llllllll ft in I Sslsl Kill llW3s!KPISfS 1 K. ... ... ... S^wSg 5^WWs!5gwe!|MH3^a.|^ tf Sda3a^gHfcg:0'|S'^ gBg.-g**? ^l|^l!-sJ§gw|g g C &WJ3 ftJS bocg g g ^si^iis^ss I’iS g ?!«!! * Statistics of 1901-2.. Table 43. —Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2006 EDUCATION REPORT, 1903. •snjBJBddB ogpuaias pun ‘ainjin i e* -inj ‘sSurpjmq ‘spunoaS jo etipjA j ©I j oooooooooo HiOiO'OtT (NiCOGo" l>" ooooooooooooo© oooooooooooooo COOOlOOOOOOOOOOO ^\ooVioooVdioodococo •AjBiqn sqi ui sanmjOA jo aaqranx H 01 600 200 OOOOOOO OOOOOOCOOOOOOOO O O LO O O O O O uO O LO O O h o Ol O O O O lO CM CM rH CM O ^ !M OOHiOHCMCMOCMH^mO rH CM CO •[jup AjBiijim ui aaqum^ © 0? : : •sj'eaA ui asinoa jo qjSuaq; 19 ->tfi co eo co tji ■<* co Tf co eo rt< ^ to eo ^ Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •ajBuia^ !8 CO ; 05 j SO CO • CM 10 1 2 ”s* • CM rH • • ■apUM 5 i i- CO rH I> CM rH rH Tf CM • • lO • rH Hi CO j rH Gradu¬ ates in 1903. •apsmaji s CO ;gO 05 j O CO CM O O H CM CO I> rH rH CM uO l> rH CM •ap?j£ 15 CO rH CM iO CM CM CM l> CO H4 tO Preparing for college. Scien¬ tific courses. •ajnuiaj 14 i1-1 ■ CM CM * j j j j j ^ j : : : •8{BK 12 1 r ■ rH • CO rH rH CO • • • • CM - : : : : Classic¬ al course. •ajBuxaj[ 12 1 “ i j o CO O CO • CM • CO rH • • CO • CM • • ■aPK XT lQ j co | j • iO CM CM iQ ■ • ■ if5 1— 1 CM « SO CO rH Ele¬ men¬ tary stu¬ dents. •aremaj 10 OOOOt^tCOQOOO OCQOOOOOOOOC^OOO CO rH T-1 rH ■ai'BH ; ^ OOOOHOOOOOiOO OOOOOOOOtOOi>OrHO to CO.C4 r-i r-t ■ ■ 05 SO • I> 1>- « • 00 ^ • ‘ 00 ^ • 00 00 J • . ; 1895 1900 1894 <£(=!* •r„5a3s-?<3Ji5& „a q a a uK ^r-._ . r-j • . . r- . GO . Or° Cj O w ft ft g g g« dpqdrtw^fe^copqg bcj d Hd>P3WHHWW&HMWQH o o o 02 w .C'C O O «!©W : ■ o :3^ . o--, •-C 2 ■ o o COX3 • rH ''%% •5.sp : • a olc®oo®'5io®oo^®oocoo rara o £'ror3'T3 § 9^r,ororcroro •oSr'i'hi)* jjn • • • • ■ r> « O .S' ■ • x3 0.0 oa ci !£- 0) o 04 ass fH O o « ftfl t; o> n ® ®® £££ a © C3 cS •S > C2 - 3 .a>T3 i-2 3 S'd .3.2; CS <3 OO: : a . . 5 ^ bpg? 2 g S : be M _ , JT_ • • • W ’’ — 1_J 'A • ^ Q) rT^ * r* ■ +H G O ^ ,rZl +■* f-* 9 H 53 !S£52Jn'£*Q8oa> C3C303 0a)aL)OO.H.Hr^r-.,H OO0 .oooooooooo OrHCMCOHixOSOt^OO© i> i> i>a^ i> i> o 1> I>. o t'- !>• 1^ :i>00O5OH^C0 ‘i CO 00 05 05 05 05 • l> 1^- PUBLIC HIGH SCHOOLS 2007 1111 llllllll 111 111 111! I 111111111 11111S1111 fill wcod'f doHgMcioid ooc^»d'd'o7*d''<<'oJadr-r d h » d o d rr tp > ©^afooTr-Tcd©©^ ddod 1111 siiiisn ii in n>s llil i 11 Hilling g ' 00 ^ ^ ^ s?< c^i ^ co tjico^cc^c^co-^co -r sr- cc ^ ^ co TT ^ ^ w l> CO CO iCrfLO I^CJM * O OOOO ©OOOOOOO ©OOOOOOO^OO ©©©IN© 3°^°° 000^§i000S © © © © 00000*0 00 ©OvlOOOOOOuCOO © © © uo © g°s*so° ooo?;s£ooog $323 222£83g5?*?*2 2^ 2222c52coc5' ;23l^S£22 g§§22 SESS*10®^ SS^S^&SSS00 00 g OC OC © © 'N O 1 lOOO© © © © « d «i siidd w d B S od L |w 1.1 ° ° c ? -C'3'a b-^ 60 ■ ■ - ! gif” O B §lal 1 nl*gs* mis§ '■■'■■ .3o ; '" o o o 2'"oo-2cqooo iX,3rcro o b r; -o S-crcrcr3 ;.5f : : : •*£.£? : : s.» iB : : :d B : :;>b * 8 o>-^5 ^ O® , B B i! liifjflj lliibi «ai„ IllB gggggggg 88S8888G<3ii 1 1 § § S S S OOOO OOOOOOOO OOOOOOOOKfflK SKSWBSffi i Is G : fc„s - B B = 2 v £ sa SBIf gglifl 1152 I II 111 I ".IS gsfg 1SBBBBBBBS BBBB Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2008 EDUCATION REPORT, 1903, ' T •snpuBddB oyijuaps puB ‘aiujiu -jnj ‘sSaipiinq ‘spunoiS jo 9niB*A C> 51 $1,500 800 10, 500 10, 000 10, 000 6,000 8, 000 26, 000 4,000 10,000 3,000 80, 000 1,500 2,000 .3, 000 15, 000 10, 000 18, 000 3, 000 6, 000 . AjBjqn aqj ui samtqoA jo .laqran x 5? 8: OcOOOiC’fO OOO ICOOOOOOOOOO hOOiO’D'DO TfOO t^OOi-*OTriO»COOO H 04 iO 04 HH r-tio C0HHH 15 rH 04 CO rH 04 • 100404 HC5I> • CO • rH 04 04 rH lO Preparing for college. Scien¬ tific courses. •0IBUI3J 14 • • • • iH • : i : •9IBK CO lH • . rH . rvj , •fOHH • • • O • • • Classic¬ al course. •apuuaj & H j ;rtCO i i • 00 • rH 04 1 50 • • • li j : j N ! • CO *C4iO • • • • tO * Ele¬ men¬ tary stu¬ dents. •aiaraaj 10 O CO T- o O 0* O O O O QO O OOOOOOOOOO^OO 04 iO CO 50 LO 04 C4 ■aieiM Ci iC CO 04 00 50 0000 O t-H o OOOOCOOOOOOO 50 rr iO 04 CO' Second¬ ary stu¬ dents. •apemaji 00 ion oomhoioo t^-ioco io i> no i> co 04 co rH rH 04 04 04 04 CO r-i 04 rH H O CO HHCO^WHrl •9IBH fc. 050 uO O 00 04 00 04 t*041> tO COOtONiOOt^CCCDCO 04 HHH04r-i01 04 rH HCOtOrlriHrt OJMHH Second¬ ary in¬ struct¬ ors. •9JBUI3J 1° OO OHrlMOrlO MOO OMHOOOHMOOO •9 [BM ! to ^ rtrHTHrHrHrHTH .h^ h„NHhhhhch Date of estab¬ lish¬ ment. Tji 1896 iO O iO OO iO O 50 os u- co o 00 00 00 oo 00 c* HHHHHH 040* O 00 CO 50 • lO • ' 00 iO 0*0* O LC l"* O* > 00 N • *0*0* 00 00 C* 00 00 00 *00 00 • -00 00 rH rH HHHH 'HH • 'HH Principal. :: i ! 3 id W.S. Wallen . T.C. Woodward . H. L. Armstrong . Wayland B. Peck . O.H.Maffet . W.H. Block . C. L. Johnson . TT H Eliekine-er _ Fred D. Gleeson . Geortre Pierce _ W. D. Sydenstricker . T. Howard Winters . E. C. Myers . W.W. Parmenter . W.L. Atwell . G. A.CarbaUgh . Geo. P. Harmount . Miss Mary I. Haskins . . . 0. G. Hershey . E. H. Hatton . . H. E. Hall . Name. | * * c or. fcj s Hopewell Township High School. High School . . do . . do . . do.* . . do . Liberty Township High School. . do.* . Green Townshin T-Tie-h School. Coal Grove High School.. Kingsbury High School .. High School . .....do.* . . do.* . . do.* . . do . Educational Institute .... High School . . do . . do . State and post- office. 1 - ohio— continued. a | | ! C » C :d c ) ; 1 r 1 ! 5 Hubbard . Hudson . Huntsburg . Huntsville . Huron . Hyattville . Independence . Inland _ Ironton . . do . Jackson . Jackson Center.... Jacksontown . Jacksonville . Jamestown . Jefferson . . Jeffersonville . Jerome . Jerry City . o>-h c^co^iotor^co ooh (N co -w; eg cx> c; o ^ C lC »C JO C CD oo go ocoOGOoocoooco occoco ooxooooooooococaooooo PUBLIC HIGH SCHOOLS, 2009 illlllll i iiii §1 1 NioViflO-oV V OcTcTs© T -S' 1> ii mu mill, i; . CO '^ICO OTTOr-iO HOIOWO LgiC © C© O ^ frill! j § Sill gs 8 SII81 n | l 11 i ||8 ggfgSSggg ^CO^COTr :j£.2£§> oK !o co K § llligil* .C.2.G _ed Mi S&o dc3®oc6'JJooo KK K K dfiB ‘ § ill A -02 2 |i .£? -W-g “llSg ^H 1 j Is ilsilslisim o OKgoK^ K ‘ i^^cr000000 — CH £ =3© ? ~ . j d 3 5 : 5 ■jOs ;c“a O i§ " '053 aj k ® o t« be fee “£.gi§S§E.S .s .5.5 5 K WWW Illlllll I IIII II I mu Him miiiiii * Statistics of 1901-2. Table 43. — Statistics of jmhlic high schools in the United Slates for the scholastic year 1902-8 — Continued. 2010 EDUCATION REPORT, 1903. I •sruBJBddB agijuaios pin? ‘ainjui -jnj ‘sSuippnq 'sptinojS jo a ops a I ! ! $10,000 : 1 iiil 1 ; " “383 3 iiiiii in LC5 30 jO ® lT5 CO O'NS •% •Arojqn aqi ur samniOA jo .raqumx s p § 1111 ilium isi ' r-T D CO ^ lO • 04 O 04 •aiBK O • • 04 04 04 1> 040*OlO^H : M 04 I ? isi "°S ■aptaaj i « • ■ Tf1 ^ • 04 r-i 04 - •ai^K 2 1 i . . ! 04 04 CO O j -* 1-1 3 I *0{'BTH0kj 2 04 10 (M i- 0 04 •apK a O . c^4 • • iO 0 • co CO IN •apmia.j 2 00 0 gjooo oooooorc® 0000 0^ •9 [BK £ 00 0 §?°°° oooooo^o 0000 00 IP •ap?uia.i X 22 2 223S 32§32232 ^ ■apK 1- 32 10 ^333 3222222*- ^^22 2° Second¬ ary in¬ struct¬ ors. •apenia^ 0 !N® O ®C^7-IC0 W^HOOOrlO OOr-iO OO •ai^K 0 r-?T-l i-H HriHH (NiONHnHrtH tH rH r-i C^r-t ^2 A-S 11 “| m 1 | HI : 1 jgggll i 11 1 :l Principal. c: 1 5i Si ■ 8* ; i is 1 i ill 2 2 ! s m - 3 ^.1 s 4 £ HSfe <4 O > U ; ce 15 .c i5a| IS £ i! ■ < iij :| Si : c. 0 *- jSo5 >ddc 2 % 0 g !a< p - w e • \i.ii i2 !S ■d 1 ! e if i< ;s L 1 > i? !< 3 o> S £ » £2 i a : dd I K . « i ! :> ! i : i : : t II A 5 Si Jjivu puui j U W 11 S « I p High School. Hamilton Township High School. High School . . — .do . . do _ _ 1 0 c 'O 'C > c '■ra Ii Pc ' PK 1 0 0 j'O'C 1 i a, • hi SJ ~ s .0 Damascus Township High School. High School . i. ■gg 20 2° 2 00 i \ § : IS j § g: ! 1 1 1 3 1 Is! • c S! a | li in III 0 if 5 § % 2 32 ii 1 C-2 2 SS S-t i < “s i s § Si a ^ Ui io g §232 22222222 3233 33 =2 3 3333 33333333 3333 33 PUBLIC HIGH SCHOOLS. 2011 I iiil 8" iliiiiii liiililiiiili I Iiil illlliSil !ISSI!alsllll j • rH lQ rH r-T • 1 §gp 1 lIsIllSlIIll > lO 03 CO X> j | rH Oi OS CO H lO t— i eococo ■ CO oc rH t> ,-1 iH O O O O O O O O O' 00^00000000 o^co o oooooooooooo • as o co 03 co ic § SSSSS^SSSS®?® 'SSSSSSs^SS O ©rH03OOOOrHI>OOi0>O I>©©rHO3O3©O3©C0rHO3C0©© OH^O O r-«©r-i^©rH©©r^©©i CO HnW, < 03 rH 03 CO CO r-» 03 03 03 t— ; r-n — t i 03 03 03 03 03 1 i 03 03 r-i 03 03 03 I sipliipi od dWSWfid^WWWtfd ics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 2012 EDUCATION REPORT, 1903, •snjtueddB oppuaios pm? ‘ajnjiu -jnj ‘sSutpimq ‘spimojJS jo 9tii??A • 5? i ii at a, uuu • 25,300 1,200 4,000 1,000 8, 000 8,000 2,200 30, 000 4,000 1, 500 10,000 20, 000 7, 000 2, 000 11- J 3 \ •Ajiuqii aqjm saraiqoA jo jaqinn^ rH tasis issssp i! i i| nuu 1,300 200 115 300 150 600 300 TIHP AJ^ifira ui jaqxnnx § •sjeaA m asanoo jo q;Suaq a 04 ^ ^ ^ tP COCOCOC4 04CCCCCO CO ^ rf ^ "H CO H* 1 II wiii •ap?raa.i « H M ” ! j . CO • ^OiC 04 04 ' 3 f- w - •ai^K t- H • C » j • HH • •iC • HiO n Gradu¬ ates in 1903. ‘a^Buiaj CD ■H 04 04 CO j tC(NO 04 1> j • -H 00 1C 00 05 CO 04 04 Students. •afBIM *0 H j i 50 : j 04 H O 04 HH <0 (-4 c ii fi Scien¬ tific courses. •aimnaj H • r>- • • joo *ap?K s O j ; oo • • |S j ! 04 0" 1- eoic^iNccwo CC M i©I> m 1 T- <© | © M 1 T- ©MM 'g j M CO • cc 0 CO l> j 1 Tf T* rH©< M ( rH CO M r^ COM ■ 0C x> 1C 8^ Sg © £ t-O’iJf O lC O O O O M © © 0 0 rH O O O O O rH O O O O O O HHC4 ! rH rH © © © © ©CO©MM©Tf© - © !N fC 1 M rH Ir-lrH 1 rH tH ?H H M M tH M HHn irH 1 CO M rH M M M r-i IHHH (N NrH rH M M _s lrH ss^'ngg 4 f*, -; O „ • p4^d ^•sdSE-nJPQid ®d O O O to O O T ooooooooooo ooooooooooo ooooooooooo rooowiooVco •-iiBiqix aqj ui samnyo a jo ia qnmx i t^ooo ooooooooo ooo sgg •Hup An?}i[ini m jaqmnx j •sjt33A in a&inoo jo qjSuoq ^ CO Tf4 CO CO ' Sc S >» , E H 5?*o • •aiBinaj j ‘SfEK is! T- o G3 as 'SrH •ajBinaji icoinoolc •3IBH | £ 2 53 8 •aiBitra^ | ^ | •aiBK I cc 02 2 c3 5 •ainniaj A >> . ® j d -£ x o >000 OOOOrHOOOOO ^OHOOOCOOOOOh •3I*K ® • ooo or-ooooooo ooooooxxnooo ~ — X o 32 d O >*© O ri w •aymnaj; oooco o^xo^olowomo n^rtCnH MOJrtri *9M O r— ( 04 O O CCHCOO^GO BP c3 x | "ax^uiaj j O OHHO (MOO(MCSHOHO OOt < O t-H O O 04 < •ay^K | ** ! 04 H H HH0404H04COH04 O » tH O O o -xo X 00 ' 00 00 00 4 X O > os ) X X 04 O 04 04 • o O x o x • x o X X O X • X X X o 5 S Sfg © d 2 j I'd - s a 3 -J1 U , ^ 53.0 X3 o 53 rG .5 a o© ds fl22©§a Ol« o o Cga ogo3"^S|d„ fcv-GJjH « O K 0) d S.d WcH.H -SH.mai§SM oo oia G ^ g £>o '3ESlS.2sS'§ 3iS £ X'S'S § OOOCOfcwf^ S’ ilrfiSBI :8 2.2fg3££B 00 33 bo 3 d ||s 3>)Ggc:-SA cSdcSsScSdOdddd P^PnG^CHhU^OlfePH H 04 CO TT1 ‘TT' w^iooMioeiOHNM mLooiCiCinio-Joaffl OOO iO ICIO ooooooooo LQ lO iO »0 lQ lO lO lO lQ sssssssssss. PUBLIC HIGH SCHOOLS, 2015 II il ilii lliHliilillllililii llliiil iiiili iiil of ciis“ oo^io hajSOflHOooo oViOOicnsish rtO'rooi'isic gf o' o r-i co oc'®m" n is mi si88§sii?*ssssiii II IIIS1IS ||S|S| §33?. < h< cc^T-^cOH'co^H'COcocc^^TtfTfTrco^co co co co cc co co ^ -f ' Cl ■ 00 H - j - Cl HCOH i- • tH lC • • • rH rH CO CO j CO tH Cl tH Cl I> Cl CDriH ! Cl - i i -* rH CO - • Cl -< Cl Cl Cl • lO rH rH - Cl Cl CO sc | Cl Cl 00 Cl -< : ICO OO OOOO =005^=°2000^^0^ S3S2g00&8 °3cS003 °°°3 OO OO OOOO oooooogoogooooSog°«^ oogooo^g ®$;S§008 3 00^ ot^ ct^ oo Cbx-?xxo l~ c- ir;- — ' -r- o 5 S3 3 3 §53: ttss is-rjox cc 2S3 H^^OX CO 0 0,00 OO OO OCIOO O O Cl Cl iH O O Cl O O O rH O rH O O O O O O O O O O r-i O O OOOOOO OOOO « ^=T* CO Oi Hr Ir-irHiHr-IOlrHOlOlrH r-nH^r i H :l T- — i T— d rH |H linn II! 81 II a, I Is?’ 2 Ml I, S3'SSS5S£>g.“?ESg: ::=■»» 8”°1I'S« C?£-i§^i-s^-3§S^S^?>5-'. ^ C a S 5 __■ E-i ar* Si . «hH.§HH Hflrfg if ! it i Is i ■ Cl, ! 11 j if j § £ — * G IS7" !■= % §£ 8 8 a §& o - - - 8 8 0? S®S o 8 6 5i2ir:i!is,ow^w6&?:jaw _ -M ■!|lo| . . .Wr£3 ~ . ww^l°3i : : :3^psa.^ : : : « *ks£.5»2 *> t! j2 oG aS 55 ills^ aaall'l 55555S * Statistics of 1901-2 Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2016 EDUCATION REPORT, 1903. •snpuBddB ogijuaios puB ‘aan^iu j m -juj ‘sSuipnnq ‘spimojS jo anpA i © o o o o o o o • o o o o |OOOOOOiOOO ■ orTfduDVow«V .?jBjqr[aq}UTsataatOA joaaqnin^ © © © © © lO © tO O O O O r-H O HrfHtNCCHH OOOOO • tO tH o o o o o o o o © © © iO tO 'MHiOiCOOOO^OiO ^©rHI>CO • iO © CO .rH oicoa3Tdcoa>eo (M CO CM to to • •ap?K 15 1 rH to Tt< 1> t>- LO tO rH © CO Preparing for college. Scien¬ tific courses. •aiumaj 14 © ; ; tO • rH •aiBK 12 1 Tft • 12 1 to • Classic¬ al course. •ap3maj[ 12 1 CO rH ^ i ^ ! © to •ap?K 11 1 l> i 0 0(-00 COOOOiOOOOOOOO-J'Ol^rHOl^ hio co co co co ecus ©©-iCtO»OOOrH HHHH HH r-l C4 CO © rH iO H X> rH rH NH rH rH Second¬ ary in¬ struct¬ ors. •aimuaj 1 50 OHr-IOOOO OOrHOMr-ICOO'^OOOOOOOOO •aiBH lO WH©C^HHH HC^C^H^H(MC^CO(NHHH^HHHH Date of estab¬ lish¬ ment.' H 1893 CO oo 00 1898 1903 1902 i888 1870 1868 1865 1855 1871 1893 Js ;0 o p3 g^r^ . . gs a >-:HSOOcB^ c3 Q SSn'-Sc rH W ^ ^ rH . jH _ ’ E ' 3 SrS cu ao k o g a>-2 vG pPSaZZ-y -ii i»awssi^sg oS^^Opq^Wi-s' cS- ™o( g, • ! .§*' HH- a> c 'H S „ bf E 3 2 £ o ^o^«> t>«S a 13 > a 2 ^ ^ o >?1Z '3 o3 >3 o) '.75 A bj o > O © m /. CD W O O O II ? .6.3 £3 g'sgS's :s -3 -n- d o 3 : oj g-2t3 _ o o-g § 3 3 SB 5 B 03 +^' +j *J o' CO §3*33 tt* ^ oc rr ^ Wo- jo : g-M'o fill 1 II j 111 mis • S ■ § |Sg g|8^ 111 |SgS| 2 11 ggs : - : - : OS r-i w t^^CC'N'N^ r—i TT ■ OSOSr-i '0 ■ OS i-i CO Cl CS ■ r-i CO rr ■ ' » TjfCOlO • • rf CSCC^iH CO CO rH ^ • ' ^HnXOCCC ccr? j HHdJ HCOCOWHH.H ■ » • 1 r-i Tf • lC OS T-! r-i OS 1 a -r? CO O • • • i C rH OS • j ■ jr 10 ; j : j • 1— TJ< : *" 1— j h >H 1 •( N OS • « : • • C 0 ^ : 2 10 CO | « • ^ • • OS CO • • ” ^ j OS i ° : ; ^ ; •0 j j :M j :: JCHCC OS ' 00 ! ! 0 ooooooo ocaoxo £co°3£00S° oc2° gooooo ooox^g o o o o ooooooo ooooo xSg°3 £g°g§c0§0 °°3° 3 = = ® = = °g|£S?S30 c£; SSSSgSS a£geS33 S^'SESS^ £33 £3g O-OO-lC 8S*°S S°3333 338SS! o o r-cc o x o SS x?3 S38 iNr-ONOO OOOOi-lO OOOOO^-Oi-IO OOOO OOOOOO O O rH O r-i O o ■CO CON : !-! N W t-H H NHnr-N ll ill lllii i ill! :i ! ig mi in in mu ii 11 I i 8 s i © - BS~|S.2§ ga^g || Kill *tess ji^a^raa d^aoUc'a cede do be-'x'aa^a: £ a : g b ll »v . It js — * .|aBr c '5xcS IllIIl 11111” esslsf kks<&e4 HKC-'to e=1|c>1 e® i^sridWt; Bd b’h 1 n. i "ii G c ri : : : :ox*> : : :*p : :|-gw a : :ad o a lijjjf sis Mil WaBttXXXtt S'w ll! Ijilif mill II ^.C'C bC o a § £ _■ o o H b 5 111 1 S -3 • -to! oobis jig !g jl* Sa :§1 §1 . .o oodsflfoj^ol e “B SSg&Ilj llliill cCXCCCCCQ^CC ••-^^:purrrcrc^: — j=rrrc,C'C--i c ~ ~ .r: ^ : : : : :§ x a : : : :« a : : : :6^ da a :w ill a Is 1 isi ill i=g 552 e jlfllg ga islsgl Is_ ll&£xH ££ o si o HH sslsSll Ssisis l^sSsIsls ssls isiili IsIlaSS 33 ic 10 it: o oil; o lcicSiqoio IsoSSSSSicS Essie S 3 3 3 3 3 SSSSSSS So 333 ED 1903 — YOL 2 - 51 7.- 1061 JO SDJlSfWS * Table 43.— Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2018 •sniuinddn ogpuops pun ‘aju;iu -mj ‘sguipfinq ‘spunoaS jo 3n [py gooooo gooo< OOOOOO O LO O O O O GO O 00 CO lo'o'h* afcM* o x'x'cTio’ CO CM iO r-t no io o co o o o o o O 00“ GO CM~ CO 'AXBjqq 3qi ui sauirqoA jo asquint 0 0 0 O Ol O t^OOO.O OOOO OO OOO lOOOOiOlO OOXOO OOOlO OOl 1C.1CO CO l> 1— 1 CM* 1-8 O CO r-1 0 CM COH CO co' •pup Aituitiui ui aaqum^j 20 •sm3£ ui 33JUOD jo qiSuaq 19 H< H< X X IT COTf«T} 0 0 X ^ rH • • H* CO O rH Students. g y 2 O =s •ap?K 15 • rH H< • CM rH rH CM O n i CO CM CM • rH • • Preparing for college. Scien¬ tific courses, •3IUTO35 14 CM CM rH • CM • « « • 13 CO • • • CM O rH 0^ ‘ CO • • • CM Classic¬ al course. •3[BUI3j[ 2 co • or • rH O. 1> CM rH XX CM • CM eo •apjif 11 • ; X iO lO Second¬ ary stu¬ dents. •sinraaj 0(0 O^HNOOO CM 0 0X0 X X O C* OO X X X X CM CM X CM CM r-i CM iC CM O P- CO H CM rH CM tH ' -9-M 1 ** O O O X CM O O.OOr-tt> CO CM CM CM O iO OI>OOCO t— 1 CM CM HW O H CM CM iQO CM r-8 CM. 1—1 r— i Second¬ ary in¬ struct¬ ors. •apjuma O r-i tH O O O CM. Q H H O O CM CM O r-irH OOOOO •3PH 1 L* t— ■( CM t— 1 1 — 1 1 — i CM lOHHMH rH Ol CM. r-i HH CM (M CM rH rH x cm x co Q(0 o 2b o os • x go -on X03C0 05 00 * 00 00 *oo J >> o •is I 01 ffi . •>» fJ|-3 3ft > ||l : o 9 "CS B « ® § OPX!> . . . . gis .S o C „ o O M M W W ■ a} ft . 53 fee— y I'd ; ; • H r<( • • : ^ § >ft • 05 £ 2 > • S iSo ci >. O .S -r| O SS^ftc '3® o3 ’’ C. Sr c O .2 a ftt< • : j •'S c3T3 9 d Vj o3 1 H CQ , . • 2 ° H> • Sr'S B 0 egsgf cd CD CD ft ft : t3f> c- 1~ ao ao ao oo oooooooooo iO lO iO lO i£> O lO ft u3 lO ft PUBLIC HIGH SCHOOLS 2019 009 00* ‘SI 1111811 ii 11111111111111 |as”ss" s'” s"””ss£ss's”?s*''s 1 1111 oc cc'cc'c-fiS' 111 -¥a illll 111 1 IS ISI-fll §§ lilslllillillll- 11111*1 \ ££§§§ 88 i Tj< CO T?<^COCOCO^^^r^COCO^^Tfo o o oo g.05 O 0-0 o^ooogoo^^aooo OOO o ££ gf^SSSSS S58?rSSSgga:SSSSSS“ SSSSsJSSS^S'&siS $~S £ 8° ss ss-a® as as assays as s^sssaasi^ssa $*-3 is r—. O (MOOOO^OO OO i-irHOOOC r-i O O O O O 1-t O O T-1 rH O O rH O r > O O O C'l O O * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2020 EDUCATION REPORT, 1903 •siU'SJBddB ogpuaios put? ‘ain}iu -jn; ‘sSnipnnq ‘spunoxS jo 0np?A s| Illlllllli : 1111 ilil S““iS3“§S?S'0' ; SSS" •AJBaqi[ aqi iiisamn[OA joiaqumx lsl°lsll,?ll 1 11S1 I3 *liup ajb}I[ihi ui jaqmnvj 1 : : : : •sjnaA ui asinoo jo nj3u0ri c ’H eo - H 11 T? OJndO Date of estab¬ lish¬ ment. iiiiiiiii i j II 11 1 ill! Principal. « c 5s . F.H. Doyle . 1 . C. G. Kern . . G.M.McCommon . . W. K. Greenbank . . J. W. Cross . . Miss Sadie Lucas . . Miss Lura B. Kean . . H.S. Gruver . . G.J. Graham . rimoiny u. scou . T. A. Edwards . . Wells L. Griswold . . B. H. Games . . i-i. w. noiycross . Willis M. Townsend i i i I * ; d . Miss Frances Morris _ . Miss Blanche L. Miller.. . Ayres K. Ross . Name. I | s 1 . do.* . . do . . do . . do . High School . Central High School .... East Main Street High School (colored).* Ohio Sailors Orphans’ Home School. Itayen High School . High School . U § x X tl EE i : »c P . do . . do . State and post- office. rH ohio— continued. Wilmot. _ _ Winchester . Windham . Windsor . Woodsfield . Woodstock . Wood vi lie . Wooster . Worthington . Xenia . - uo . _ do . Youngstown . Zaleski . = 2 11 11 OKLAHOMA. Blackwell . El Reno . Geary . II I I PUBLIC HIGH SCHOOLS 2021 12,000 iiliii liiiiiii l as"g's» ssss“sss 000 ‘f II 538 3,000 3. 500 20, 000 20, 000 1.500 12, 000 5, 300 1,800 25, 000 10, 000 25, 000 10, 000 25, 000 7,000 5, 000 i CO ii S'- e llslss IlSilll* ii Slllll i ii t*3H j 400 325 257 .. 300 473 CO TT . CO . . • Tfl CO CO Tf TJ< Tfl T)< Ti< CO TP lil Tj< CO INI N-^^rlTjirH CO CM H h}< t-H • CN ' 4 2 .. 3 .. 1 .. 2 .. 2 .. 03 03 CO 03 CO CO • N CO ^ CO CO lO CO H^LCC^MdCOCO'^COCOlC lO ! TTt lOHiOHH ' OI ' rH t— i • 03 - j OKN • • lO (M j rH CO 1C H • ^ "ill O OO OOCOOOO oooooooo O OOCOOOO OOOOOOOO 50 § : O CO ©©t> t>©fc- Tf 00 OC rH © ■ CO CO CO • ^ i C to jq l>CN ic'.c-fccci'^c^cjoioxc: i> i M oc -r ir: tM ddglO r-Hi-Hd CslCOdt- © • CC iC CO i CO • T H CC CJ (N' •'CO rH !>• r-i CO CO -T1 tM -CCI> (M • HCOOTT'CJ :» i : : : : M : : r e r i j • to j 1 ■ 1 • ^ j tM : ;dCO © ; ; ; iO • 1 HC1H :,H : • M Cl -co -rH O. • tM COCO • ! d • tit t 1C • : : • tM • • • • I -M • • c m co i «> : : i p i : h : ■ • ;CO tM !>• i , OO^OO ©©© OOCO GOOOOOOOO--C 000013000000000000 osortoao °OtgO° ©00 00^© WO©©.©©'© .©^©OOaHOOOOOOOgOQO^ ©:©©g*©>^© g-ga |s-^- s ^#3 ■” !g & ^ a 5 ar*' ar^a-a s a s g&ag i-H©Ot-i-l 1C©© r-MNi-IC<5 © r-i >-H i-i CJ © CJ © © r-i © © lM,© r-i r-i Cl © © © © 1-1 !N 1-1 © r-l OOHOMNO Cl-Mi— l©H © 'T d HrtHM nnCOHriHMHHWHH dlr-l MMNHr-iHHHdrHijlM i-l r-i d i-i ^T< i-i .-< III 111 1 1 llllll lililSlill III II 111 s$& ll dSSS &SB, llkl ill*! *0-2 .SiWgd' Wg;^ _ . .... B : S g5 ^.g-c g g 8 § gH u |-gS| 5 £fl ■ §a S.S8 I ferL^SA-o?'? -M csvc gs*« 3 si 1 ||d.a !^w| & Plisj IMilM ti°«s * Statistics of 1901-2 Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2024 EDUCATION REPORT, 1903, •snxBiBddB opijuaros pun ‘ainjiu c? -inj ‘sSuipirnq ‘spimoaS jo onp?A : 1! aa ill 11 £8 §; iiliil •AjBjqi[ aq; ni saranpA jo laqumyx gill iis mill !§a «il COO 1 'Iiup ^iBjiIpai hi laqumyr % •ainaA ui asanoo jo qqgaaq o rH (M CO ^ CO TpCOd COddCOCOCO^F^Tt*^ CO CO CO Tf< Illlllfli •aXBma^j 3D • ■ d • ' H • • • CO • HTfCO i> • • a V 1 Ifl •9IBPI - - • • ^ ^ • *00 | d CO • CO d d 111 O si1-1 •0XBUI9J rHOj-JOO gcoco ^^^c^g.coo^o.eo i>®rH - •0IBK s CO iO (N £0 d ^ T^CO • jcO^Tj O •8 Second¬ ary stu¬ dents. •0XBm0j X 3353 SSoS* d i-H rH ■0IBK Second¬ ary in¬ struct¬ ors. •aXBmaj w OOCOH I>COO HHOOiCNiNiCrfO ^OhOH •aiBK 10 HHWH OOrH COHHH(NHHT?HH CQNNHH Date of estab¬ lish¬ ment. 1 ii iii i i ini ii i mm i“i t““i * t— i t—1 rH * Statistics of 1901-2. Table 43 . — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2026 EDUCATION REPORT, 1903, 1 •sn^'Bxudd'B otjpuaios pat? ‘saniiu -mj ‘sSuippnq ‘spanoxS jo 9np?A St Si lift ; iiiiii g-rfogcog; lilllll : nil gssass-'" : 'AiajqT[ di^ ursoumjOA jo lequmsi Si- 1 o S11®1 ill iisiiPin sm \ •sao3A ui 3SJUOO jo qiSaaq; Si C5 1 CO ^ co CO: CO tH04 CO CO t :C CO 04 04 CO CO CO CO 04 04 CO: CO CO ^ ^ Students. liwlil* •OLBuiaj GO | - 04 r-PlO • rH • l ■O • j - h | 1 1 12 1 CO | rH ■ r-H CO i 04 j ls§ o "3 ■apuiaj; ^ | si CO CO. 04. rH CO HilO r-HMOOIrH lO Ol CO • Preparing for college isi 1=1 •9IBTU3J 3 • 04 Q ■ CO • H - : : Classic¬ al course. ■aimuOif Si 20 3 1 2 OirHiO I '3[8K H Oji-4 -iO. 3 : : ^ Ele¬ men¬ tary stu¬ dents. ,9['BUI9l£ o OOOOOO^OQO-Qfc-gOO 0:000^ ooooa •0[i?K Ci. OOOQOO^OOQO^^OOOO.OOjA oooco Second¬ ary stu¬ dents. •3^019^; 'JO §■ S2S S05 2 %£ cTrt 3- 23 S :*■ •3PBK t- 2^-§t2-3|t'3;ai3a,° 22*^2 2 Seoond- ary in¬ struct¬ ors. a riccaooMc«OH-riooHHr4ao.HH oooo- •9{«IM »0 r4r-.Hi?-'N.®.HHINr4HCqHHi-.r-((NrtHH HCtNH Date of estab- lish- inent. H 1111 If | ? it ill pi 1897 111 Principal. C5 i 1 1 f= & i £ 1 1 Ik 1 lx- William A. Jonesjr..... David M. Soper . B.L. Bearing . II. L. Beber . A. VV. Kelly . F. B. Ott . W E Rnro-fir RF, Me Arthur.” . James 0. Herman . Howard jn. wnson . 0. 0. Coon, A.R . E.E.Sloat . .....I tt. W. Fit, tint? _ 1 ! x ’■$ ;k Eugene K. Richard . W. I). Landis . i > 1 c a: 0 ■ < y i x is s p! i3 U ! cd. Name. s? 1 i 5 i fc pc t ) c ) o- c S'C’C . do . . do . HighSchoolandAcafleruy High School . 1 rl a Edwardsville High School Borough High School*... High Schppl . Borough High School .... rin i i !,= tn = Ralph o District High School. Hitrh Kohnnl _ : ic c i ) c \i 'i 111 iHIHII ! 1 II PUBLIC HIGH SCHOOLS. min 33S — i iiiiiiit :i IC OMNOOOV ; iiiiin 1111 rg?''‘ass g ss tjT sfr 2027 iilliill iii®siif§ 11 | m§ i iSlllllil 1 ill-1 : CS rH X WOO CO c\l LC CO ^ 04 |H1004CO^IO • > «•*=-* O -* CM ^N • 1-0 CO L"- ^ CO CO CO • • : i- i-1 • CO • ^ • C OC 04 ■ ■ : g : • io j CO • CO T-iCC i 04 i 70 i . • . I> •CO • 04 • C N • ox ■ ' : go 04 . rf ^ j '. . O'CO • CO j • CO • • • co : S' : Of CO ^ t> • • 04 • i ; ^ ° r-i-00 ■ O Tj< O ■ •04 • • : :° 04 04 xO j j •> : 000=0000000 oooooooo oogooogooo ooooooo oo oooooooo 000.0000000 ggp^ooooo 000^00*000 0^00000 oo oooooooo §§:SSSSS«»S OS5HOOOHMWO i-ii-IOOi-Hi-!©© OOOrHOSNOOr-IO © i-i rH © © iC r-l OO riHINOOHritl) s^s-sassass Ss^jf°ss §sss*sssi 04I>rHT-tr-.®'S+3 |£j|£o£l gn^o®rO •C"£ £2°§5a^5 qJ£ i-3 ^ Ishd 6*s * 3 X boh E-i K PS er ^ d < e4 §s as j=g .£55 tf « — 02 n 7J • OJ — ^ c -2 •SSStf a«'S?g|i^ wisaisas C > d rK ;>JS * Statistics of 1901-‘J Table 43 .—Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2028 EDUCATION REPORT, 1903. •sruxu'Bdd'B oijiiusios pui3 ‘ajnp.u -jnj ‘sSuipjmq ‘spimoxS jo aiifBA o o o o o o OOOOOOOOC OOOOOOOOC OOOOOOOOC (M rH» © 00 • • © '0505 • • Tf1 tO • © l^» XO • GO oo .ocoooo • *00 * 00 00 • • OC 00 * 00 00 : :S CD : co ^ -<-o o, jail A3 h-G >>0 C rtcj G :oq ■ 0 A3 : C _rj : i‘5>Sj§ ;®a«8 oood o o o o <0 'O T3 .5 *05 "t»J JO T3 "O 13 'O : ; g ^■•■n.bp • • • • :moq0i5 o. ca«9 o Sh d) <3 S > G >z, ® W Ph S'c o op o G c £1-0 «i CflCo ^ c — 5 G- 6 as o3 s- o »c o < CC O JN lCWCCOO 'T-C1H ICO CliO^]> . o «?:c:cu>HTHLCr- C ^ CQ OO OOOOOOOCO OOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOCO OO OOOOOOOlO OOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOi— OOT-i rH O 04 2d SwdS SS*5 JSSSS^gSS^^fesSSSgSSSSSSsHhs^S OO OrHOrHrHOOO CCrlrtnOCi lOHOOOOJHOiNCL ' rH *— i O O O O OOrHr-'. OOOCCO (NMHH^HHH -HHM^p-n^nHH^^r-HT-r-r 111 I II giSi in in lllilll III Ills S JS J 111 £ ccc .'§'32 £ H x“ 3 c- S :« iii l:l £s\-5«ii»?5 ;!•§ If' u I __-0 a*® £.2 ■*- o gw Jm C( Qh^n!OHcs5Sgs-:'QS«S<;l-:^-;o. 2 a i!Ihsi«2 si a -*o coO : J ifcJ : : :1 • : : &1 IS wi ' o o o O^oooa^ooooo w”:|SSmiSw” £ w : : OCCOOOCCCCCOCCCxS 2 ^ o c c c o 'C'C'^'a'O'O'C'C'C'^'O'C'C'O-g-g S^-O'O’O'C'O • ■ • • • • • . . q OQ q 11 O — ' ill liaiiiiniiiiiiiiiiii^i miiiiii •?-I06I JO SOJJBTWS* Table 43. — Statistics of public schools in the United States for the scholastic year 1902-3 — Continued. 2030 EDUCATION REFOBT, 1903. •sni'Rj'EddB ogrjuazos pm; ‘airuiu juj ‘sSuipnnq'lspunoj^ jo onp;A • oooo . • o o o o « • oooo • • o oo • o o o • iO o o • o .ooo *oooo . • o -ooo -oooo • ; o -ooo . oi o o o • •ooooo • • iO. co • • OOtG o • rH 1 a> 02 H Tj m c3 u •QXBina.i •9IBH <0000000 IOOHOC5 CO(MHO°3 ^;igowM|^|od CHMoji-JOcO^WOi-} « i-s cd co O O Sod i-5 i-s >-j ■*<< a . S : cc . G u o o -3 §“ gm.£P « « 5-S 1 •s' oaj,« ::::::::::: O O cA OQCCOOOCCOO To G G 2 .®Pg G GG To To G To G G G G ‘ ■ §W.SP : <" 03 =-« 02 ^ 02 S 33335^ S g’S n ® OOOOOS>>3Ss$ SSggSSHIjzsfcfcjz; S flc-s+j g 02 g lO 10. IQ 1C lO lO to: &Q l^OOOOT-ffMCOT^iOOt^OO 030303000000000 1C I * I - A A A A A A A A A LOiOiCiOiOiOiOiOiOiOiOiO PUBLIC HIGH SCHOOLS. 2031 27, 500 40, 000 15,228 50, 000 20, 000 80, 000 ill ii i © ©'oi I> © © 11 ill fill : il 11 “S' :e''°' “K“8 ; ;8 £3 ii «*** il : ill il II ; a^a s's linns iimiii miss is 1 1 11 111® CO r-t r-Tc-1 j : -1 (NCJiO^XO • CO 1C H!NCCHCC i> *N lC O (NO i g 1 1 ^ H 2 X O O HO Tj< CO • * O LO • H (N cc m ^ rH • rH CO ^ rH £ : is 50°4 icr^HH^cs • CO H* • tH lO o © © o o c o : © © © x © © © © g © © co © © oooo o © © ooooooooo © c- © © © ooooooo 'MOOOT^®©© © g © © ic © © ©o©© © ©© o©©©©®®©© © © © © o C : ;£sS 322° | |° SSgSSSSggS £23? r-T rH~ ; cs? o cox' I vC 1> lC X CiCJOt- 28S55 2S2§ ° °| ^SSSSt^ggS §»; iOOt-jOOO OOOiHOOO oooo O O COO © O i- O Gi M 200 Oi rir-.HMHr-r M i£: CM (M CM OQ CO 1 1111 i i III if III | : i|| il 1111 | j| || j j ill ! i •S^E § 5 _ »OM Ofii?CX . - .-SgMS^a^ £3 ^ c I==E £ ® g js >S s^cS|g s^SSs-i •..,- £££p;£;h S'3S> S 2 II- *8\g :ti®h4 s 5c 2 0 S3 I % §S g||I £S Il«? SI,5lS! *g|| IS gts III 1% ISs O P-i o mgB *d^ •ScU gX O ass Jg “O K»-j Hfl lc:p ^ Ui|H g^3 W-SPo5'gf» Ss c*"W ^'>0® a isliill llliill! lilllii 1111 I II illillli! Ill II * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2032 EDUCATION REPORT, 1903, •snnsiBddB oyrjuaiDS puB ‘ajnjiu -jnj ‘sJguipimq ‘spunoiS joaniBA « $10,000 13,500 7,000 2, 000 40, 000 il :i is ;■ Ill =»s mil mi •AjBjqit aqj ui saratqo.v jo laqranx « o § IlSIlllili COrsVT r-T .. 4,240 78 500 .. 300 115 .. 200 111 •sjb3.C ui asjnoo jo qjSuaq; « © r-i co co co Tf co ^ co co co ^ cc 4 .. 3 .. 4 .. 4 .. 2 .. 4 .. 9 1 t-H ^ CO Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •aiumaj 3 CO j •ap?K l- 04ip l> 04 s • 04 • co - Gradu¬ ates in 1903. •apmiaji s CO rH^ | 2 S ^ •! O geOi-HirMM »— icsr- CO j Tf INCOHH Preparing for ' college. Scien¬ tific courses. ■aiimiaj H rH • T* •aii?TC CO writ' i j • l> Classic¬ al course. •ajBuiaj « ■ ^ ! • j iO • : ™ •aiT?K H • ^ co • 04 ffifi ■ r-i ! co - m4 ■aiBraai 2 o o«oooooooo|oooocj ooooo •aiBK ® o O^OOOOOOOOIOOOO^H ooooo Second¬ ary stu¬ dents. •aiBuia.i QC •aiBK l- Second- ary in¬ struct¬ ors. •aiumaj vj © O HOOHCiCir-tOOOO CO OCiHO rH rH iH O r- •apK 10 rH HHHONHHHHOMOHNNH e<3 rH rH rH r-l Date of estab¬ lish¬ ment. H 1 111 1 1864 1860 ! jl 1 !§i§!!f 1 III Principal. CO W. R. Hartzell . .T. R. Snnt.bfl.rrl _ Ira L. Kinney, M.S _ .. B. F. Bieber . Wm. E. Pollison . s. a. rnuriow, a. m . E. Tj. Pontz _ S. M. Rosenberger . B. Eawara u-aoie . E.O. Tobias _ Robert S. Birch . T-T. R. Rrnnnor _ Miss Mary II. Mayer .... S. Park Barnett . uaen u. uortner . C.V. Smith . J l. Willard Woodward .. T. V. Carver . Geo. Gailov Cham hers ! > iM 5 S3 eS ■S & 111 Name. « Plymouth Township High School. Hi eh School . . . • ■ 1 i j ! ! : o o cr c c 0-0 . do. * . o o sc Boys’ High School . Evening High School .... Girls’ High School . High School . : ii 3 O' O'O' i i! .Northampton llign School. thorough High School Hi ah School . ! c *C » c o i'C’C State and post- office. H PENNSYLVANIA— continued. Plymouth Meeting Port Alleeanv _ Portland . ii i i !E 2| Quakertown . 6 >>> u Reading . . do . . do . Redlion . IIUIIUVU . Reynoldsville . Rich no ro . EJEft*::::::: j ; Robesonia . 1 Rochester . PUBLIC HIGH SCHOOLS, 2033 ©o .©ooooo© .© -oooooooooo ©o .©ooooo o • o .oooooooooo ^ o .lOiOOOiCOO - o .oooooooooo r Ht-T IcToVod^Voo' • x" ' © 0^0 x H^MO C CO Tj» x • • l> TH (N rH 50 : : : O H CQ (N(NC0OHHC0CiTjiHk0^C0.W^Hi0^mHi0^H(NWHH(Nrt(MHHi0C^(N«0^(N 00 O O O QO(NOcOOOiOOOOCiOiOC^OC^OiI>OOiCOC3H0OOr^COOOOOCOOO^H^OOCO(NoOO'MCOCOiO^CDO(NiO CNCN HH(NHC0H(NH^HHC0^H HCCHHHH lO(NH(N(NC^Ht^Hr-lHHH r-i ^ CO OOHOOOHOONOHOHOONOJMOHMNHOOC^HHlNHHOHHOO^OOOOfN^NOHO N l> CO iO r »0 (M X X H OO Ol O lO 1^» CO X X © X X X X X © iC iO iO X X X X X i o o ° PhS =4w ^ W • r* O' • • 'g®rgdp1 got: ^ o o~ o|wa^Hg»iw” p 59 \3 § i'O^i KK 5^ pqD3 Tj • O o 0) > T3 C 5 il ;9 RH(fl w ! s -C2 5 oM. ^3“' ;gb D t, C fi>oo» s» :slfi !QW S !d«9 o_ Pi O W o W bfl'o nS P ooooo5S®ooooo’o 'C'P'P'P'P P 5 .c T3 T3 'O 'C >C 'O > a be °a2 HOS c o ,3 o op! 02 O o O f3* o P ePP ■■£ bo ■ a) Ph P >3 9£ o o IP C pp "•« 3rS-Sfec®3oPMrSg^rgbo p.5 S -2 p all sl Pi H : bo • p o £ci : ^ JiloS o 3 ’7! 3 be bp bo - s’s p§ a a ss a g s-e^.s | g g g g g g^gjj „ . . go sa s be p g go ^9 la If »010HNI»Tl r- i'- t" i'- i'- i- 1.^ t- t' t' r ~ SiOiOiOiOOiOiOiOiCMOiOiOiOtCiOiOPOiOiOiO^iOiOiCiOiOiOvCiOiOiOiOiOiOiOiOiOiOiOiOiCiOiOiOiOiOiO r-i>i^i>xxxxxxxxxxo^050^dicr5a5Cftc^ova> o co d d d d o d d d d “O o d o o o c d cd d o liO LfO LO lCO l£0) i£2i lC) L/0i Lf!) LfO LfT, lCO) lCO, iJT: Lf“0 lO bCCl lO IPO lCj ED 1903 - VOL 2- * Statistics of 1901-2. a Includes pupils of the evening high school taking certain commercial branches, but not pursuing regular high-school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 2034 EDUCATION BEPOKT, 1902, ill PUBLIC HIGH SCHOOLS. iiiiiii iiiiiili li i 11 iiiiiiiii ;ii gssasgs®" :s“ssssa '8 2035 88 giiiiiiiii-iii is s sissinii r-T r-T • CM ^ (NH 'COHO Jt> lC^t^^COI>C5r-(lO HHHOJtNOOC^ ^ H H CJ CO O OO CO iO i — I ■ CO ' lO CO M rH ^ CO CM CM CO CM CO • CO 00 iO • M « CO >oo o ooor-oooooccooooo oo OOOOOOOOHHO^OOO o o o o o o • oo o ooocoooooopioooo-H oo OOOOOOOOO^OO 1-0 000 o o o o o o °°SS * 13' s^s^gsssss^sjss ;8£§33S ISSiSSS OHO O OlNHO^Hn^OO^nHOH OO IOHXOCCOOOOOOOt iHH I— i (NINHHHCOHIMHH^HHHO CM - CJ H CD H H Cl H Cl ! IHHHHC1 II I III 11 11 ill 1I1S1111111I § ® ill 5*3 km* y £ 3tfW. ss 89 gH %< Ch fliPH I Jililiii! £C gfeW&W J opqgp llllllilSlfi £££ SSS3SS5sSS8SS§SS lOiOiCiOiOiCiOOiCOOiCiCiCiO sis I IgsgERgSEgglgg! io loioicusioioioioiaioioioioioi gggggi iC lO lO lO liO 1 * Statistics of 1901-2. Table 43. — Statistics of public high schools in the United Sta,tes for the scholastic year 1902-3 — Continued. 2036 EDUCATION REPORT, 1903. •snyeinddc oyi}ii0ps pun ‘ampin -jnj •sSuxpitnq ‘spunojS jo anpsA Ill ess II as 1 : | : ; III 3 : : : : 3 :g 40, 000 3,000 28.000 , 'Ajnjnq aq; ut saunqOA jo aaqmnx ! o 111 t-t HISS 1 Ilia 1 ss cfr4V of ci •sxnaA nx asanoo jo qiSuaq 5* o pH - CO ^ - ^F rF tF ^F ^F tF tF hF iO iO ^ cc ^ i j s | IliiJMi* X - <1 OC l> rH • Cl Cl C > * a •aTj3j\r i> • c Cl ill O =3 •apraiaj 2 SN?I ■1 • CO Cl to 1 • rH r-i •ainpi 2 -* : 00 S 00,ts • • tF Cl tF ii |i Scien¬ tific courses. •ainxnoj pH : is j : 0rH IO M ^ : ^F • 0i o :Hi> • ^hcc 3 i ” : *- Classic¬ al course. •apninaj; PH ° ; o ! j j* 1 : 3 i S3 •oinjt FH 00 • 3 :g : 3 :« 5 : g : Ele¬ men¬ tary stu¬ dents. •ap?uioj[ C pH r? O CO O O OOC^O^F O OOOO O 0 10 1 •0IBH 55 t-OOOO CONOM O OOOO O JO Second¬ ary stu¬ dents. ■apmuaji X L°|2Sc£ ”|||| S & ss? •apit Second- ary in¬ struct¬ ors. ■aimna^j O 0“=H51H (MOXOO iffl O rHiO •af-BK 1* H CO H O CO i-H l> t> 00 <0 lC t— 4 r-i CO »H CO r- CO Date of estab¬ lish¬ ment. -!< sill 1111 i Ills 1 1 1895 1 Principal. » Edwin A. Noyes . Edgar M. Johnson . W. B. Goddard . Frank E. Thompson _ Geo. H. Brvant, _ [ 1 ! |s I Will iam T. Peck . David W. Hoyt . Charles E. Dennis, ir., Ph.D. George F. Weston . Chas. C. Richardson, A. M Chas. W. Brown, A. M ... J.C. Davis . F.rnest, D. Daniels J. B. Atkinson . J. W. W. Daniel . 1 Name. First Avenue High School l High School . 1 . do . Rogers High School . Townsend Industrial School. Burrillvillc High School . Classical High School _ English High School . Hope Street English and Classical High School. Manual Training I-Iigh School. Cumberland High School. High School . . do _ _ North Kingstown High School. Hierh School _ Graded School* . 1 a s g, t. 'd g j! CQ - RHODE ISLAND— continued. East Greenwich . . . East Providence... Hope Valley . b © 2i ! a 11 Providence . . do . . do . Valley Falls . Warren . Westerly . Wickford . Woonsocket . SOUTH CAROLINA. Allendale . c 3 § PUBLIC HIGH SCHOOLS, 2037 II :§ • llllill ic cTtsoio' c4" ISIS lO r-irH 20, 000 40, 000 it, 500 15, 000 Ii 1C1 ji ii ifi~ t-T oTcct^ • «uu 12, 000 500 1,500 20, 000 2, 000 1 , 000 4, 000 3, 000 20, 000 1,175 10, 000 (500 j *1 ill S”!* 1 ;* 2£ i ii IS i isss-j1 »s j i! :8 j © • 05 » ji; si cc • ^ CO C CO j 05 ny CO - CO Tti . rn T 1C CO CO TT ‘ CO CO 05 • CO ^ CO r-i ■ 05 C IOCO CO c O CO j 05 • CO CO j-irri :- • 05 • 05 i" j" • ! © ^ ^ 05 • nj- iC ! ^ N j *^CO rn© j jiO • »o • © « • ^ 05 • * rH tH N • • 05 rH Ol • 05 Tjt xo CO i" CO •H* ©CO • 05 :« : : 8 COI> 1C •r?OHrji •t'f? • ti -S' CO -3! O • nr © r i CO © - i- •1C • ° ; ; lO 5C«0 C s^e | g^f g| B^pPofi a !g* S|l« nr KE^EE SJa ill”! i S^'g 5 g S § J I se’c o« =H^g l^ipllill^lf^lll — ‘ S i ^ ir E . • - S „• 3 -< ..if- - : “ — > r. . — = r, x ” eJ I I 8 J8J§JgJ§|8gsl « 2 “g o 2 ^ 2 Eg 5 aj'C’ej* 8 ^s|Siii«!ai!S|a ■gm-goD-ga)|ai'gai-g §« iiiiitiiitiiiiii 8 a £ * § lu E 2 I?1 Sot-VP? 2 > 8-g.g = ~£ S C.S-+3 1^- C E S E foopSl *?x w. w« w« ^ w II 0 SSI 1 jl < :S .■§*? • l£||| -OQ23^ I S o'g'E^ g'g’gS o 6 cel o O® IS'I ??§ ©g -= ~: 1 1 § E kese :55eSo^e ::::-■■- O lillliiisssiiilii i o ii |||||||||lllllllgl" 1 : II ObC,« ■ ■ -oo 111 Ujr E - « £ - K a° 6 osS !=_ „ _ = il .„_ . a^i^isIsssssSII Delmar Graded School ...I David A. Quattlebaum, Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2088 EDUCATION EEPOET, 1903. ■snjBXBddB ogxjuaios pm? ‘oirnra « -jnj ‘sSuipnnq ‘spunoiS jo 9np?A iiiiiii i cd.,> cTgs c4"ed Hills! vO~ O-Vr-Tr-T^- li • ^ C4 ^ CO 04 COM a g 'g College Prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •gpmioj x H iO^ a i •9IBK t* H 1 04 iH 00 • « rH • ^ rH W- •OIBUIO^ S H O’# S I0" ; j 04 t> rH •3l»K O H - C4 iH 00 ■ 04 h : • ; 04 iC tH Preparing for college. Scien¬ tific courses. *9IBUI9lt[ h H • ' CO •9IBK 04 04 *iO 4 • • • CC u 6 § •oiBuraj H CO o ^ i 00 04 r- i • • TT* Tf 1 i i 04 • •9IBK a C4 04 tH CO i i i01^ i ■ j 04 o * Ele¬ men¬ tary stu¬ dents. '9JBm9j[ © H ° °£S00 •9IBK cs ° S^000§0S2SS800§° °^°° Pi •9XBTH9.J X 8 °S^S3Si§Sr,^c*eOQ03St'Sg S8*°!8§ l&s •9fBK h VO -d r Mo ^ I|ls 03 05 ® •9JBUI9J » O OOOHNSSOOnriHONOOO'# OHOHH •9JBK 15 1 p l 5 • 1 i c ; p s- | ;£ !! in j* ;< [ o3 : A* ! C ;S W. 11. McNairy . .T. E. Buzhardt- A. J.Thackston . it. P. Clink, scales, ir . .1. It. Martin . > : a i! IS ;J ;c S-i £ = o B ill io^ iss :Si Miss - Thornton ... James A. Merritt . I-Ienrv P. Boggs . . D. L. Bramlett. . . . . . . D. L. Lewis . Wm. G. Blake . R._ M. A levari dor ) ! £ U ■ in : c | II ) < ic S. IT. Edmunds . J. E. Sanders . Name. 5? Palmetto Collegiate In¬ stitute. Hierh School _ ; C c Graded School . Hisrh School _ Graded School . . do* . . do.* . Hisrh School _ : [Si : Graded School . High School . Graded School . St. David’s Academy . Converse Street High School. High School (colored) ... Graded School I ;* 1 c 1 c i High School . Graded School . State and post- office. H SOUTH CAROLINA— continued. Lexinerton _ Littlerock_ 1 Lowndesville . McCormick . Marion . j Mullins . . Orangeburg . Pendleton . Piedmont . . Princeton . . _ Richburg . Ridcrewav _ Rowesville . St. Matthews . Seneca . Simpsonville . Society Hill . Spartanburg . . do . . Summerton _ C 5 c c Sumter . Timmonsville . PUBLIC HIGH SCHOOLS, 2089 Hill mVTocom iiili :sKS iiiiiliiiilliii ©c-for-^x-j'-.e'rc'r^cicOMw. of iiili ci oc cTr-i © iiiiiiiiiiiii CO O O oi lo" O lC o' ~f * CO t~~ co~ : : r is 000 .. 1,200 is ii3SISasilliiSli gS89iS§§iS*SS3i : r-T M M • 03 •HCO • • • ^ * Ol 03 ! 00 • X 03 • CO 03 COCO ■ 03 • MHH ;« : - : • r— 1 • r-i CO j • iO • • 03 03 • CO • 03 03 ■ 03 • • 03 03 • 03 iC j ^ j CO 00 O • rH CO • T"i ^ • * 0 iO iC • & CO j °* j jco^^ j i ° • co • tH CO j HHN iC ^ CO 03 CO <© 03 CO • ^ . 03 • 03 • 03 SO 03 • • 03 • iC • • 03 • CO • • N ^ 03 | | CO | CO 1 j 03 • O • • : 30 ■ r-i tC j •iO 03 « • CO * X • Ol i 50 • 03 . CO joi • • ; o • ■ mo : ■ » CO • • 03 j 03 • CCOOXOOCOOOOO OCCOODC O^OCOHHO^COXCOOO 0 000 0 0 0,0 0 0^0^.00 Sooog|Og§o^g oooooooooo ^0,00000 OOOOOW 0,0^0 OgOOOO ©OOOOOO, OOOCCtCOiOCOOCRCN aooogjeoggogejg o>g2238,a,3SsNe“a®t"§3K=* O^-Cr-OOOT-^^-iOO OlOr-. Or-.OOOOO, ^iOOi-HO^ Or-r-Hr^OriKn - Ot-O, t^OOIOOO III 11 iiiiiiiiiiiii ! iilllii ill il i! iiili £ «a . sai . . I&0M £c»^v;*e^?4Kr; 5 si *’2 ti'i JSifiU d fl4 ca : : 3 :s- :gg ^ r~~*ooi~d~ = ’C-5i:cpE-:£r^ ~ o ~o d 8 :~8_; :Hdgg & : 2~ c ; a 2^2 & :iioS :^l?l 8 : : : : ; ; ; I : :S| i’SifStsIfS'S 1 -sWdsTs *%£££ J* : : : : W : : : : ....do. _ do . _ do . ....do . _ do . ....do. Kelley ] High Sc ooococooooc H„.8jflj]ji r rj s §^r | P'S =3 C g saTS ^•d oio’c - “slli l§lliS| o iiiillllll 1I1IIII11111IIII illllllilliailllll Of 1901-2, Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2040 EDUCATION REPORT, 1903. •snjBjBddB ogijuatos pat? ‘ainjru ; -inj ‘sSuipxmq ‘spunoiS jo anp^v ’ illsiililplilllllliiiii ^ cc o' cT oo“ cf jo'co'of o'ci' sc o' co'ui' oc1 eL o 00“ AJBjqp aqi ui satanjOA jo jaqurn^; isllISIiie§SIsIilSSIIIi§l i— T '* r-T •[[up aibpiith ui jaqinnjsr •sanaA ui 03JUOD jo qjSu.jq Students. g&ggs •axeman X iH co : 03 - : • ■ X -HH(N *ar»K t- H '* : - X • ; i.Srf HI o CS •aiBiua^; ! H rH X CO H TT< H se,'-aai’ Second¬ ary in¬ struct¬ ors. •aXBiuaj o ^oc^o^oooo^oo^^ooo'^oowco •aiBK \ 13 C A . ^ m mi : is i issssss iiiiiiii M* °8 £ § £4o£ w ^ a ® « 6 a as x s 3 h h o> ^ s l.| "'COCOOOOOOOOOOOOOOOOOOOCO ^'C'C’O'cr-'C'O'C'C'S'C'r'r'a'C'C'C'O'c^'C’C'C'r .*> •gS is s° cS oi « 53 l§ Ilflllil»Il!Illillilll|ll o « a> o c c s 3 o^’g § = =3 »:c:c.t2 c c o s; S.2 o * CO 1!§1!!II8I8!8!!I11111!S8! dolph PUBLIC HIGH SCHOOLS, 2041 iiiiliiliiliii O 50 gT r-T CO TT JO r-T O lQ oT 11111 400 800 - 1,273 135 800 120 . 258 595 . 1,200 337 . 500 432 100 450 . 5,385 .. 125 40 .. 150 j |8|8 .. 300 400 . sssggs ” 400 .. 200 8 ii o • g : 003 " ^ CO T* 04 rf< • CO • • CO CO • • CO • 04 j OOOO ■ 04 T}< ! 04 j ■ 04 if3 \ 04 • > ^ ; co rtj ; CO o co o o ■ 1> rH »— i CO • 04 CO • ! co • X rH ; ° i ° jiC “"S i N»OHH • ^ : ^ i LO T“i • • rH • 04 CO •’ 04 ; GO - j CO • CO j ■ ^ • • • 04 i- ~ : rH • ■HO • ■ t— rH • • • j co • CO j ; O 4 ‘ ( N j ^ : ooooooooo^ooooo ssg^as^g^ss^ssi «H>OHnNOlMHINOOHn OOOO OgOOOOOOOOOO® OO 888: OOOO OOOOOOOOOOOOO OO 3S8‘ iCt-MN iC .otdcooo^o; :iCO L- U- rf 883S3 © © 04 © coor^©* IMOHWH^O OO ooccooo * Statistics of 1901-2. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1902-3 — Continued. 2042 EDUCATION REPORT, 1S03, 'snjPj'Bdfl'B o iii j uatos p m? ‘ amini -irtj ‘sSuxpiinq ‘spunoiS jo anjBA • 1 iiill §§§§1111 oo'o'ii dc?Vo 1 tc mi § >OhC O 1 S aq; ntsaumiOA jo jaqtanx « ' 1^3 §1111111 l2R 11 1 •nijp AJtnninr m Jaqmnfj « : . •sjya.t hi a&inoo jo qjSuaq si cc CO Tt< ^ CO CO*rf CO CO CO • CO CC CO o •aiBK *5 CO • • ■ai^W ■ S : - : : 6 g 5 8 ■apstnajj c? ! ! 1 *\ ; s=! tS o c' If Ad- 1 a < dd G zi c- ! c : £ A ;< il :S id 1. il ! t IS r [ it u iii S§|s. | § : 3 : o i CQ ' ij i ■A 3 1 * « i, £ o 1 .3 II II Cr OB ft : :£ : : : c : 1! J :s* g 1 isl | ■c = “s:x ntlSf l K y •5 if; 1 «' cc: ist I ic I'" > 1 1 1 L« il L I o 8 II .5f.S \ii • [c, a 1 ! ;1| 1 ill! I! 1 c % il s w ; £ o i = 5 ; s > : 5 x < o i * H ill^l SSSli :E i. 'd g is s5 1 - Ilf m XJ £ K .C 5 Z CJ 5 1 s II iii i ; C O ; ■ lla o Mil 1 mi i; :O0CJ O* £ jD ( i| > > _>■ - “ -C ~ c il : o £ £ il : o G >-5 j "a >» ; r 5 :o i * ; 3 mu i! lilil 1 III 05 O rH OJ CO 111 11 1 PUBLIC HIGH SCHOOLS 2043 ill 1 0000 «r iiiiiiiiiiiiiin 1111 :lll CO L^r l> ■ ^ r-H 1 008 1 si se O 8 : ||3 11 Is! i§§ 1 O » tt. CO 03 03 CO CO r*Tj< co co eo ->}< oj co co cococo 03 03 03 -* 03 T* r-i O CO 03 to 03 03 T-i 1> — : u: ^ CO 03 £- 03 03 II. 03 x • j CO 03 CO r- r— i • CO ■ ■° 03 O j • -> : o 03 r-4 — - • rr lfO -1 -t^ • • 03 t-H • 03 iO • r-t 03 ^ 03 03 | 03 rr* CO i 03 03 • « CO *+ : °g030£g00 0^0S80 000 ° 0£030£g00 0£g°Sg° 000 ° S,°8§&5ci:^jj £S^S223 8|g S oo^ocoo^-oo coo^occocj o«g o rri_ ro 00038g&0S00£00000300SS°|SS 000£3gg0£00£00000gso£20|Kg3 £3£~SS'0SS£*^3S?3g§®^S0SSS5t~'0 &Sg®c33T*c3'Dc3':i,0O®ScS®T:i,t~t~*c0O532c~t~ Or- : — OOOOOJ~1 T-I^HOtN^HOr-l HlD’N O Hr- 00r-00010100©00^1r-000r-00r-i00® * Statistics of llJ01-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2044 EDUCATION REPORT, 1903, •snjBJBddB aypnaias pm? ‘amiiu ' e> -mj ‘sSuipiinq’ ‘spunoiS jo anpA i « iiiiiiiii in -'"S 11 111 eo oo Looo'o 11 AJiuqi[3iU utsaranpA joaaqranx § :g i :g !lslls !|S ! : ggs §83 •Hup Ajpi[ini ui laqrany; •sj«3a ui asanoa jo qiSua^ 05 CO CO '-tf coco co ^ ^ CO Students. II Si' tlLUiy stu¬ dents in grad¬ uating class of 1903. •apmaji x> • ! 04 • ! ° - • • Tt< CO •apK i> H i r- ' 1> i-H ^ : ^ : ill O ci •apmaj O ■ lO CO I> • O 04 04 • 04 TT CO •apK *5 - • • O i-H i-H Tf - - : Preparing for college. Scien¬ tific courses. •aiBiuaj - : : : CO io : ; O • • rH •aiBjM :: o* • • • 04 ^ ! : a 6 6 ■aiBraaj rH ■ Ol *04 iC | H 1-0 ! i •aiBK si ! ^ • 04 r-t O Ele¬ men¬ tary stu¬ dents. ■aiBniaj o OOOOiflOOOiSOMOCiOg oo ooo ooo •ajBK - OOOO^OOOOOOOOOOO oo ooo ooo Second¬ ary stu¬ dents. •ajBnia^ 805 83*° SSS •aiBK 1- Second¬ ary in- struct- ors. •aiBina^ 1® O O tH O O TH tH tH rH O tH rH © rH O t— ) © © © 04 0 0 •aiBK COHHHHHHHHrtHHrtCH rtH CO H H HHH Date of estab¬ lish¬ ment. 1830 1 SOU III ;|ig||i 1 1 i iii & 31 wW dSh f$d£ I Sfi fii iii III sIS >.a: as s mu iIIij fco -aS.£f • id : :« sb k I II IlIfafflMdlli I -< •< <<< < < < <<-<<:«< <1 : pq PUBLIC HIGH SCHOOLS, 2045 iiliiii a®'* s liiiiiiiiiiiiiiigi iiiiiiiiiipiiiiiiii © rs'i-Teo'lO'cfjO r-5'c^cf«'l-H'(N'ofo'oO co of r-T N tfT of i^T r-T © jg in O itT CO~ N i-T 00 ss" CO 1 1 iisgigi ; Hills l ; : HI H r-T 11 25 100 75 280 50 .. 500 1 in ill IP .. 1,250 300 co co so so • co -se co co co c cows o^tho* cc ri CO tP Tp t* < CO^P TPt? 1 TP Tp j NlOTf • TP • © CO © © 03 03 * • 00 ! OOOOOOOOOOO^OOOOOOOOOOOOOO ooooo ooooooocoooooo o oooooooi>o ooooooooo< OOO OOOOO^OOOOOOOOOOCOOOOOO o 8c saa.asss.^sssss.'pssss^fes^^ssa ?2^u5rt'Scqss53oo?5S®s^Hs§ s 'i-HCOOrHOOrHOr-lOOOOOCXM© OOOOOOOrHOOOCMO(N< IHHOOO O LCS Of 1901-2. Table 43. — Statistics of ‘public high schools in the United States for the scholastic year 1902-3 — Continued. 2046 EDUCATION EEPOET, 1903, PUBLIC HIGH SCHOOLS, 2047 ill iDtj<0 mill liiiij oVooVoh iiiiiiiiiin lllllllllllllll -II Isllll r-T lllss s isseg S3® §§§8§§SgS8 of 111 I ^ ^ ^ CO TT CO I CO O* t" 00 00 iO CO iQ »iO o '§3 § OCO • CO COi-l'-O ■ -in • • 'TCHtllCOO • lC ■ -^ 'MQO-^MH ■ o ooo c^oo^oo oooooooo g ooooooooooooooocooooosoooo-^ooo OOOjHOO gooooooo ^ t^OOOOOOOOOOOOOOOOOOOOOOOOOOi-'lOOO £83 g£8g§8 S88S5§SSS8**§:S33!§§g!§S883ggSSS333 riOH t»OOMMH OOHiHHONO 0^ o o o o o o o o ooooooooo OOOOOOOOCOOOOOOOO ooooooooo •atBtaaj OOiOOI"#iOiflO)Ot'»OOOCClNt' •8I^M lO'-OONOOCO^HiOCJOOOCOX 'O A . $s .5 g w 8 ^ £ o UI 03 •aX'Binaj COHHHOr i o O O O O T iOHNOW •QI'BW HMHtNHHtNHCli TT GO 05 • O CO 00 00 CO • O CTi _ _ _ _ _ _ 00 00 00 '05 00 ■ 05 05 >00 00 00 00 05 00 00 • 02 CO 00 *05 llfS list- P-pSinoeiffl'diio cj o ©J§*f a C3? > o duo &0 5^ pi 55 f4« J-tj . . . s3 g d trH p, S § 5 & <— ! 0£ ■g © ®3o {JO© be _ -G d c3 W3M00®M§!«0 8 8 .pig s>>G o o fl o 'D m S rr> “•S 'pm 4Pr0'C4dx;'0^:'0ft S? BOW ft . ■§§ © ° © e3 as BW«Jl . a OOO^ft'''lOOOOOOO'D c^'C'd'O'O'd'C'C'O g-S.6? £ K Elgg§'§||,as-ga§5l''3 «b,*-ssp i|gg||Hp : © k S 'S © “ g © •"£ &GG s j-2 > flbtS'ciflO 2 2 ho'G G G c3 " g g g’G aoMp'd ,3 o o n a WSSS G G 1-5 G 1-3 S S •fiocor^oo^OHCJco^iocot^ooos OOOOOOi-Ht-Ht-Hi— IrHrHT-Hr-HT-HrH c4'oo -llltsS 300 .. 1,500 300 143 .. 314 li 900 000 30 .. 1,200 307 2,542 II .. 2,500 513 90 175 40 jl i 266 100 100 jii |S| ! CO Tt< T}< TJ< CO CO TJ^ TT 05 CO 0 rt^ Tji tT 3 . 4 . 4 . 2 . 3 . co a 5 CO CO CO 1 r* ^ CO CO Tf< c O CO CO j Tf< CO 1 re ^ • CO CO Tf< •HHCOH ; 05 05 05 rH ■ i> • * lO 05 i tH *05 • • CO 05 • • c q ; ^ : i— i • rH • ! ! 05 05 • rH r-l Tl< 'SI 00 CO O • CO OC rH 05 CO • t> "i" 8 26 4 j rH O i 05 ■ 05 • T— i ■ C "5 • Cl Tj< 00 i-O • CO § ^ CO rH 05 rf< 05 I> • 05 05 CO I> O i 10 ; CO '8 O ■ 05 COO 05 CO rf • i • CO 05 s s O^lHNWCOOOOHOO^nO HHHOlCCrHH^lNCOHHpKNH • OOOOOOO^OOOO OuOOOOOOOOLCOOOO oor^oooooac^ooooo oogoooooig^ooooo SSSg&SSSSSS^SSS SSSSfcS^JSSSS^SSS OrHrHOrHOOOOOOOOOO C^COH(N(NnNrtriHlNHHWH o o o o i* ss cm co ©©OOOOOOO; £-00000® 00000000^^1000000 OrHi-HOiCOOOOOOrHOOr-. 05 HHHHH«(NCCHtHHHHC^^H ED 1903— VOL 2 - 53 T.-TOOT jo Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1902-3 — Continued. 2050 EDUCATION REPORT, 1903. •sniKi'Bdd'B ogtiuatos put? ‘aanini -jnj ‘sSuipimq ‘spiinoaS jo anpx’A 22 OOOOOOOOO OOOO OOOOOOOOO OOOO TfOOiOOOCMOO OOOO iC I'**' oo" H I> co" rt lO o' i^VoV r-H CM CO l> rH 15, 000 23, 623 1,050 1,000 1.500 500 3,000 9,000 2.500 1.500 • Ajujqil aqi ux samnipA jo jaqmnjyi 21 o • . o lO • «CM rH •• CO Ot« O O O CM O O to lO CO H TT tH i> cm cm o in co 1> 8 co 300 175 126 •Ijup iCjwtiitui UI saqrauM Oo •sn?a.{ ut asixxoo jo q;Suoq 10 CO CO ^ CO CO CO Tf< CO COT^CO^COCOr^TfCOCM Tf Students. College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •aiumaj 18 CO • rH vC CM rH •a[uj\[ i- H • CM • CM • CM • CM r*< * : Gradu¬ ates in 1903. •aptuiaj © H rH HCM hHODHN lO iC •aptW 15 -< i ^ * H CM CO H CM Is* CM • Preparing for college. Scien¬ tific courses. •aiurna^ 7# LO CO CM CO " : rH cm •* i : •apjM CO CO CM rH CM r-i CM CM -< o j ; Classic¬ al course. •aixxmaj 12 ec : : CM j iO riCOH •o[uh 11 CM * CM o CM CM rH Ele¬ men¬ tary stu¬ dents. •aptuiaj o H 0001^*00000 ooooooot>oo O O O O H< CO CM rH CM •ai'BW © OOOOOOOOO OOOOOOOrHOO OOOOr-H CM CO CM CM Second¬ ary stu¬ dents. •aj^maj oo HHOCOiOONCiTjc ^OSOeO^NiOTfOOO CM CM tO CTs 03 r-i CO CO 1—1 r-1 CM rt CM rH OO r-i CO TT CM CO ^ r-i n H CO r- •31 'BW l- OtOOaO’flOtOOO lO^iCfNClOl^lMOH Tfrt'OOOl H n CM HnnX O h CM CO rH CO ^ CM CM CO r-i Second¬ ary in¬ struct¬ ors. •aiuraa^ CO OOCMOOOOCOH iOiHtHOtHtHOOOO OHHOO ■9["K 10 rHrHHHCMCMnr-Hr-< O rt H CM H CM CO r-H H rH HHHHH Date of estab¬ lish¬ ment. 1892 1 1897 CO CO CM as x as GO 00 00 coo as • th as x as • as as oo x x *xx CM X X 1903 1850 OlO • o o as . o as x -as f "3 o • • c4 < 9 egg £3S, G ■5H 3D O O QQ i CO 23 ’g 3 O fl d S OS .» w 3 sc c bcEo-£ S ££ !w'a'Wh4»>>'n-K,- o bo g S mli cope! W z; pq >4 ' ‘ ‘ £ OQ 60 O ^ wo o o •CTS’G bo ■gs ,-S g jQjQ 9 ! c$ cS 3 O OO.G.G.G •COCOOJOiCOCOCOaiCO .2 S c § CO 03 CO OK X C5 O H CM CO Tf< lO l'- I'- 00 CO CO X CO 00 M C4 (N -N C4 (M CM O O ^> '«£) a 'O O CD CO ONXOiOH(NCC^iO CDNOOOO oo go oo co as as as as as os as as as as o cm cm cm cm cm cm cm cm cm cm cm cm m cm co CDCDCDCDCDCDCDCDCDCO CD CD CD CD CD J^UBLIC HIGH SCHOOLS, 2051 liiiiiiiiiiii o' x c-f ^ o eo ci" co o «> o co 1S11 oT »- 1'-' o lllllllililiil “a avs‘“ ” s s ” s s lililli OOl^OOMgo" mu §3*gv il ISPs 111IS1P1IS1 -of lllsl r-Tr-Tr-T mil * r-< CO ^ 04 g : : - -tO - CO rH 04 r 04 rH • tOXf g ^-ccco jo, rHlO 30 O TJ1 00 04 CO 54*“ T-04 tH O rH OC CO 04 O QO o 1C Tf ^5 Cft-in - o o CO 04 -to CO rH O 04 ^ : : 04 rHtO 04 04 CO o : ° g 0 04 g g 00 j • GO Tf< • 04 'N ^ 04 2 O ■jc^ccco o TT- - lO rH 3 : 00 o ^ 04 rH 04 • » 04 CO CO • 30 -* 04 04 00 j tH rH to S** : 04 • ; 04 04 000-0 0000 0*0 000000000000 0 0 0-0 1C tc o o o o o o o o o o o o o o o oo ooooooooooooooooooooooooooooooooo o o o o o o o o o o o o S8§3£ ggS3g££3^£gg232;:^gS30.So2gL02:3ggSSi igEgg: J5 ggggg I OO CJ^HOHOMOOOMOMOHTt< 04 'rH OOOIOt-HOOOJO O O OJ 1C * statistics of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-8 — Continued. 2052 EDUCATION REPOET, 1903. •stURjisdd'B ogtpiaras pun !amjra -jnj‘sSuip[tuq‘spuaoaS jo 9niBA « $20, 000 10,000 IIII rr ii jin' 6, 000 12,000 15, 000 2,000 6,000 14, 000 900 10, 000 14, 000 19, 000 12, 000 50,000 1 *AjBjqi[ oqjui S9inn[0.v jo aaqianu , pH o 2, 600 .., 436 js! i 11 :§£§£ i§ SS :§§§ 8 : : •sjb9A at 9smoo jo qjSaaq | * 0* H • ^ ^ ^ T t< ^ ^ ^ 4 .. 4 .. 4 .. 4 .. 4 .. 4 .. 4 .. 4 .. Students. College prepar¬ atory stu¬ dents in grad- uating class of 1903. •9IBUI9J X H ^ • • ■ 'O j- • lO lO rH j • • • CO rH •9I«K t- • rH •ODOMH 1 tH tH j j 1C iO j • I> ■ O iC o ^ • •ar®K ^ ! -NiOCCH • lO rH C* T* Preparing for college. 3< | uiu; courses. •9IBm9J i-i ■ rH ^ rH I • • • CO • l> lO . . . . rH CO •9IBK 2 • • *0 'O CO • • rH Cd * • t> lO o Classic- •oiBraoj 12 2 ! ! 00 C^CO ■ iH j rH 00 - •9[BK H • n :^3 rH • j • • rH rH • <£> • f iO o Ele¬ men¬ tary stu¬ dents. •9I'Bni9li 2 OOOOOHMOOOO^OHMO OO OOOH o *9n»K 0000°m2°m°,'0wh° °? °°°3 ° Second¬ ary stu¬ dents. ■ojcmoj QO •9ra b» Second¬ ary in- struct- ors. •oibuio^ ! « HNHHOOHHOflHHOON O i-H r-IOr-iO Ci *91«K *5 .HrHOrH.OrHrHrH^.Hr^rSrH^ rHrS rS Date of estab¬ lish¬ ment. si :ll II! ii j| jli . 1866 i 3 W Edward G. Baldwin . M.D. Chittenden . MissSusie F. Watts, A. B-! W. H. Botsford . Isaac Thomas . P. A. Gilmore . JohnM. Comstock . O. R. Clayton . narueii 11. uoounougn . . Frank K. Graves . Carlton D. Howe, A. B... Charles F. Prior . Miss Helen Miller . wmiam it. wauers . K. L. Thompson . L. E. Daniels . D. H. Scribner . S. Everett Marks . C. E. Park . L. Whitnev Elkins . Alfred F. Howes . Name. « High School . . do . Graded School _ Academy . High School . runups Acaaemy . High School . . do . . do . . do . . cto . Academy and Graded School. High School . Lamoille Central Acad¬ emy. High School . Black River Academy . . . . Academy and Graded School. High School* . 1 ; c 5 { iS sQ D O 5 H VERMONT— cont’d. Bradford . Brandon . Bridport . ! Bristol . Burlington . Chelsea . Chester . nan vine . Enosburg Falls.... Essex Junction.... Fairhaven . Franklin . Gaysvuie . Hardwick . Hlnesburg . Hydepark . Island Pond . Hi m uj-nuuu . Middlebury . IIIIIIIIIIIIIII II IIII I Middletown 1 Graded School . i M. L. Bro PUBLIC HIGH SCHOOLS. 2053 - *8 8" 1 i mill ii :illll : ill! :ili ill fill ii it 8 \o cfig cTeo © r-T :”»g :^s is 8 to o' to lO • j ;CT 30 300 2,200 505 11113 §S|S||SS|| mu ii i §sis j i s : :£ : : Tj rH CO CO • j -x> iC • H H CO 03 03 O rH CO - rH ^ rH (M H CO • • OJ 05 >(NCUO rH •' CO -■ ■ 03 ^ CO CO CO 05 iO th i> i— co <0 0501 ■ 05 Tf CO rH M ioo :©.©£,- i o 03 r HiO ! co ! - i-i 1> rH rH ^ CO 00 HC^O ■ I> 03 £ i 03 • CO l> • CO CO CO : o o o o o o o o o o o o ^ooo CO o o o © © MlO ’§ 8! NH(NOCO^OOHCOi IC^HHCO lOKHOnHHr-. jp Sh oh >» -CO *> Co C 05 3 .sL«a o C —i . *1 i O c ^ O ^ Mz 111; .gsv£g||p -c g’Eo-^'S I £.c |® gSmlng* : ^ p, £ pqs ■ £ O ill p_i o • • • Q ^ o3 o • • . . . CO0®OOC8® Tn® COOCCCCCO r~T*. 11 '**-*-.'**'& & ^ -© >C 'C ’V 'CJ ^ ^3 'C CCOO ooog^ooo 'O'C’C'C ■© ®c4'r-raci>^ ® il!ill§l «Trfo TT c4~ ® r-T "vt 1111 -a-- uvxRiqi[9m uisgnraiOA jo jaqnmx •H 1,000 l | 1 ill ;*G ^5§£ — r:~ •Sfg :JJ§^a>g.£P :.2P~J? :g“S> :5c s|f Ho :HSHnHoH :hhh :oSH :hoc4"T3<'oiiOi-7i-rr-,'>3<‘ TS*" III 1 s- 111! joVffl'o II xH s 11 ii X § 1 sill 8388888838 l si Illiiill- tP or CO • ^ tt co ec cc ■'tf'XXX ■g' ^ X -^1 X X 'TOl' -H —I NLOH i§8 g^SSS'-S x e-i x o cs 8§§; xx x o lO^C^OOOMiM Oiftr-I O'fOffl W»OTHi-iO«r-lOi-i © © r-, © CN MH ©0©X©0©r-i© NflH'NHMriCOCS. i oa i— i «— i i—i t § ill is im is i iiss i i ii sisi i i i igs i n ii im in I 2 S 5 Mum m SSEioa-<“|^aS8 JSsB ^4^si4d&SS wS4 S.S54 |!gS . © . ■ u . fi-Sl-S |? WHHdddd^faS E^Hd^ \&in* S S-2£ gfaf . .2^5 "lisi* 88§*ES-§§ sl|sl||lj ifsimr l -Sgg o0§!|S|l-l ooc-cdcac.o“ Slsgggm §* E u;tu ■sS|s>s jg 1 o u mu e§ .* 111? 02 ’c'50^ 81 Si a I 11 o ■" 5 ~ ^ o * o: ^ o c c ^ ^ M o o u~ a> v 'C.c© ?-£©■©© cx-ccr ©© © ©©-© Xx: a^'a H* — « HH far* 1 • •>—*-< H- ~ TH » hrHn ^ ^ ,K ®o oooo-^o ■C'O CC'C'Cc^'C he • * * * • *^ dfl .M ■ * ' * * O -M ►H ' 8 5 llflfili IMil 1 If * £3 = J*! •■S^S-sSSl ; -< -< ffl pq S K K » ■z-Tocr jo Bonsiims* Table 43.— Statistics of public high schools in the United States for the scholastic year 1902-3— Continued. 2056 EDUCATION REPORT, 1903. •snyBiuddB ogrjuaios pub ‘ajnjiu -inj ‘sSaipnnq ‘spunojS jo an pi' A j ?* I Hill si : jliiii'fiiiiliiii : of i© LC CO i© • © ; • i©"© OC - "X © co c4" ic" «To . •AJBjqi[aq|ursaran[OAjo jaqmnx ' ?* 1 §?! siiiiiiiiigiiiSiiHi •pup ajb;i[iot ui jaqninx | s 0* ::::::::::: :« ::::::: : •sinaA ux a&inoo jo qjSuaq Si pH College prepar¬ atory stu¬ dents in grad¬ uating class of 1903. •apmia.1 X lO jiO 04 ! ° T i* rH CO - 04 ^ • •aiBK ! 7 I> - CO 04 : Gradu¬ ates in 1903. •apjuiaji , 04 r-: O • >© o ©©©'tfC'J rH CO Tf I •aPK ! 15 rH t^- • I> - * CO CO 04 - CO - : Preparing for college. Scien¬ tific courses. •aiuuiai ' 14 i OC r* iC 04 O • •ai«K CO 04 N • *- 04 T* CO 04 O 04 ! ^ j Classic¬ al course. •apeuiaj pH - ^ 04 to -"8 ^ j j § 1C j •aiBR li 1 ; • iC rH 1-i tO 04 j • a - C4 • litii •afBraaj ~ s ooooocooooooooooou;ooooot* • © . . o * $3 ‘-p J o * C >> N!a|is J! J ill s I ill! s»t .1 g s^s^hbq^h a« gSQ!d« s g g 8 :§ X \x ■alii r-1 § i m :k^W OOCOfi fl Ofl^OOOCOOOOOCOc1 X’xrz~x c — o — 'C c — ~'C'c~'c,c~'c,r rC'c c- fcc ; ; ; &r~ba I'S&c ; ^ * * ' ' ' * * ' ' * 1 ^ Tp II 1° -ill, still s-ssss; ;3s; !§S;£g§S.2 ;SSSeSSS PUBLIC HIGH SCHOOLS, 2057 000 ‘9 if ; a- : liiilllllll SSTS8',r§SSS“S lilllii "-¥3vS :i IIIIII 111 III! 111 :i • © ©©©10 1-7© too ©"©©"co ©i-Tsc ;i 111 sgs IIIIsS : isiiii§iginiiiiiii liiigiiniiss mini r-7 CO r-7 of CS I-T CM CO •xrC0^^04^C004 CC 04 CO nr ^ rr CO CO • © • CO rH J | © : 04 t« ■ LC *hh • CO CO • l> :•*::: G* • • 04 • • co • 04 j 10 Ith CO 11 G 6 • 04 rH CO • » O CO 0^© :, ^ 00 s coccn j • iC TT O rH CO CO 04 ■ - I>HlOC4 •iCH 3 iC COI> j 04 rH 04 • I 2 CO ■ iO "*£* • rH 04 3 h cc co • • 04 rH • • • CO rH cp 04 : : :§=° : : • CO 04 • | • 0 iH 00 iQ : : :SiW'' j • 04 j CO CO 04 ; * °? ; CO 04 • s ! * • • • CO 04 04 • •04 • • 04 CO • i 01 i 04 ^ : s j-'1 j • • • ^ SO 04 • : -* «-< • r N rH ©©©©©©©©©i"©©©©©©©©©©©©©©©' ©©©©©©©© © © © © © c © ©©©©©©©©©.©©©©©©©©©©©©©©©©=2 ©oojpfco©©©©©©© ©05©©©©© ^|ooc^©©©r:S|=oM !2gj; © (M © © CO . i©l-l©HT-l —.^©©©tNOICOi-i©©©© Nrti-IMNH-iKnHNHHnOCII NnrtNrrMC^MTHr., II lllllllllll III III III iiiiii .11 ill :s J :« I'i-iidasSfiS-ssSeS If! S^ccccc X c-C~r:r:~~ &zr * * . cococcco § : § XS :23 .Ha*3! s?sc IPai 111 w — ^ w W Zm Z - - - r or r3'c'crcr^ c — 'C'C'C * ■ • * • * ■•h bc*^ bo 0000 V if * p •o a a .2: 8 i si =<» COOOOCCCs^'C 'C’C'C'C'w'C’C'w c~/^ II ©. >s gif i-g IS. S I till a. a , g||IS = lpl.§ g %mmim s f :1 1 :l § !§ K :W -ipf zT*rc2 lljoS V, T, gs a £ a o ~ z pc p£ c o iiiliiiiiiiliiiiiiiiiillil ilillillillll Iiiiii! of 1901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2058 EDUCATION KEPOKT, 1903. •sn;iu«dd'B opi^traios pun ‘ajn;ra -mj ‘sSuipiniq ‘spunojS jo anpqv c* $12,000 25, 000 50,000 20, 000 1,000 500 35, 000 6,450 50, 000 25, 000 80,000 CO, 000 0,000 18, 000 20, 000 3,000 16, 000 50, 000 50,000 •Jij'Bjqil aq^ m sanmjOA jo jaqcnnx 3 §1111 11 illllll 6|| r-T : Th 250 1,200 1, 100 'UPP ^B^tirni ni jaqmutf § •siuaA ui asjnoo jo q^Suaq 2 ■<* ^ ^ co eo I> I> iH rH ^ OOOO^^H ION CO lO CO rH 04 CO 04 CO CO Ncomn CO 00 CO • Oi J>iO O O - O O : i40 : o (N • • t-h TH (N • rH CO rH 00 : : iO> OO o o oootjoooooooooooooooooooooooooooooogooooooooooo oooooooooooooooooooooooooooooooooooooooooooooo S3® isssssssssssss^sa^s; !^®S®g;SJSSSi5SSS.g5JSS;SaS“gSSg§SS l iC^T-irrTj0000 OOOOOOOOOO O OOOOOOOO OOOOO OOOOOOOOOOOOOOOOOOO riClriHO ClClMClHClOCOMC'lONHKUl'l'OMO •9JBK * i CO OA .« I!H Hill II 111 11 j|o . 1 is §1 l!i3!iiili!ll] til c~ fficcc|c^oc:cccoooo X 1 'w rcpc^2'5,crcrcrcr crcrcrcfc'c^ 5 •O.C £•- it- O C O *“ o o o si rz rz rz si rz rz rz tc Id £| Jo CO £ J3 — £ >> ^ £- ^ f3 'tJSP'So'S cSo£i;,— ' i i “ ® £ S)S^S° s I >?. >— O.'C 0 £"00 ui m n n ^ w c wQC;: og£ «g3 32®piS«©^ 2c « , cS s S mKK o Sbx Si gctic^ aeons sici-:«>i-5cocOh xsiOHsi t-h t-! C9 C9 THrHOC 3 3 1 6 11 O HOlHOtCOO ^§SS3eq.t'in'sS ewoeo^cocc^ucc^eo^ 05 »H l> o WOJHOO® TT 00 COO I>^MCMTfO01>^COrHO0(M • tO GO CO ^ : :S OrHOOOOO ooooooooooooooooooooooooooooooooooooooooooo OrjOOOOO ooooooooooooooooooooooooooooooooooooooooooo sssssss gsassjssssso^sosiggasgssssissgs^sgai^g^sgsss^ssgss iSssssss sgp^ssass^a^gsssssasifessal^ssssjg^jsssssisssssssa M O O C O CO CO HHC^HOHHHCOOHHC5CO^COiOHnClHTt,C^COHCOOHC^Oi*OHCCOH(NC^CO!Nt>'^HO i r-i CM CC rH CC C mu ill illills IIIIIIslllllIIIIII ill 5 j- liiliil ?-aH3f". a® 13 liilsl! ^W.3*^^*^|S?SSwSgSWg av-_. ^ J £ d o h w S •■* ^ H-; <£ ^ ,2 h =s w h S s S 'B ® p$ c p; ^ cc ^ % 'S g h a>iD©.,~i 8111111 !8ii!l!i!!!il!!!!!!!I!l!!ll!l!!il!!iiIlI!li * Statistics of i901-2. Table 43. — Statistics of public high schools in the United States for the scholastic year 1902-3 — Continued. 2062 EDUCATION EE POET, 1903, 'sniuiudds agtpiaiDS puB ‘aim in -anj ‘sSuipfinq ‘spunoaS jo aniBA z\ ' 1111 111111111 sags s‘sass"s‘rH'a>‘ §1111111111 g g g g *>' <= g g- £ » ■' ■AJBiqtx aqx nr saumxoA jo aaqum X 1111 IlllllllllliSllllllll NW CO 1-i C-Tr-i •nup AiBjprai HI laqnmsi * ) a ui asmoa jo qjSuaq j ~ College prepar- UAUiy stu¬ dents in grad¬ uating class of 1903. •axuui9j[ X 3 4 14 14 "4 1 0 Cl Cl Cl 1> Cl cocs j *ait?TC b* • ■ 0 CO Cl • CO r-t Cl Cl TF : j Gradu¬ ates in 1903. •aiBiua^ 16 w,s88 0 Cl 0 CO CO •3I*K 15 Tf< coco-^co^dcuH^ Cl uc Cl * Preparing for college. Scien¬ tific courses. •axuinaj -f Cl 0 rn^. j iO CO NH-O >0 CO •aiBK 13 so 3 33® CO Tj< iHOiiO &•-£ c “ ° c llllir ■?■ *3 o mu mi nil llllllllllllllllillli PUBLIC HIGH SCHOOLS. 2063 18, 000 8.000 110, 00O 10, 000 14,000 12, 000 13, 300 50,000 25, 000 22, 000 8, 000 4,000 1,350 8,000 20, 000 100, 000 15, 000 7. 500 2.500 60,000 O O O O O O O O O O O O O O O O ‘OOOOOO oooo O O O O o O O o O o o O O o o o ‘OOOOOO oooo O O O O O O O O O O O O O GO O O 'OOOOOO oooo l> 5D 50 50 o' oT CO O 00 o o' © O pT o' aT •50 0'h r-T o*' o o" o' co~ o' 5TOH rH HiHOtH^H • ^ O O 50 CO H OOOCOOOr-OOOOOOOOt^OOOOiOCMOOOOOOOiO .OOiCOiCOOOO^OOCOOO COOOOO SoO^OiOHOW»OOOON©OOtf)MWOMNOONOOOOH •COOr-iOiOOOOiOOOOOiOOO OOOO ^^5D^iO(NiO(Mp(NiOCOCOa>COW(NHi05DCOa5^COCC^^OOO^ .COCOOOO(MOO ^ CO • CM • • • i H • • • 00 O 'CM • • • I>- • • • • CM rH 'HO • ... • rH : H : :•: i ! j^^50 Ith CM . 'HHOHH • • O CO • CM • • CO CM • CM CM i— 1 t^(NO(NCOOiC(NCOOOCOHTf'iO^^^COGCOO •cocooocor>o^co • CM rH rH CM • rH rH rH ^■^0^05 CM rH O rH i COCM CM 04 *CO i(NOHC5MHiOiCH^OOlH(NHCOCOW CO • CO O to 00000000000050000000000000000^00000000000000000 oooo tH CM 50 50 ^ OOOOOOOGOOOOOOOOOOOOOCMOOOOOOOQOOOOOOOOOOOOOOOOOO oooo T-1 ^ I> CO '^OCOHCO^COHCO'^ONOcO'^MC^L-NTfO^CDC'lU-HCOOCOOOHC^aJONCOasOO^'MiCOGOGO^iO lOOCO-^ CMCMOCMCMCOCMCMCMr^OOrHCMCMCOCMCMCMCOO c05005CC^(NC^(NC0C0C0C0CQC0C^C0OC0(MC0G0(N00I>O COOirrH WdOHOHHHHWCOHH^^HMCOC^COOiOWCOCOi IHHO • • • r-i 1 i < •arejq; f- H (NiO j • • ^ < o jco 1 4 11 1 2 1 2 3 Gradu¬ ates in 1903. ■opuuo^ 2 >-t o « jo eo -co ji^e^eo-tf05-2|=OTt Preparing for college. Scien¬ tific courses. •ajumaj 2 j ! ° 5 • Tf LO j j co : *9I»K 2 • i M j • J c 5 «iO O i O | • Tfi Is r : •9p?TC pH pH Ele¬ men¬ tary stu¬ dents.1 •9X'BUI9li © ooooooooooooooooooooooooo •9inpj[ © ooooooooooooooooooooooooo Second¬ ary stu¬ dents. _ 1 - X ssssssss|§ssgs'esigs|s|assis 22 10 18 36 16 12 24 21 74 112 60 57 107 53 65 22 13 31 115 39 71 21 23 19 20 Second- ary in¬ struct¬ ors. ■ajBuia^ © 'VI K5 Date of estab¬ lish¬ ment. lllllllllll ! i !| ii in ? mu Principal. CO C. W. Vande Walker _ cainora n,. rtanaan . 1 Thomas S. Thompson . . . s. ju. rearson . W. A. Schwalbe . Fra.n lr .T Tnwtli D.E. Cameron . C. H. Dietz . C F. Viphohn H. L. Terry . A. N. Young . G. F. Loomis . unarms u. rarnn . Francis M. Merica . . John V. Brennan . J. H.Wheelock . O. H. Miller . Benj. B. James . J. J. Enright . VV . VV . 1VI ct I till . W. C. Harrison . J.E. Beckler . Marcus B. Franklin . 1 A. L. Rhodes . 1 ■ Name. High School . Township High School... iiign scnooi . .....do . . do _ . do . . do . . do _ . OP . . op-"-- . op . o o o o 2rCrO'C . do . . do . Blaine High School . High School . . do . . do . o 'O State and post- office. PH WISCONSIN— con. Two Rivers . UIlIUIIgTUVe . Verona . v iroqua . Waldo . Walworth _ Washburn . Waterloo . Watertown _ Waukesha . Waupaca . Waupun . vvttusau . Wauwatosa . Westbend . WestDepere . W'estfield . West Salem . West Superior . Sts . Wilton . Winneconne . Wittenberg . 1 Wonewoc . III! D//U 6771 6772 6773 6774 6775 6776 6777 6778 D( /a 6780 6781 6782 6783 6784 6785 6786 6787 6788 6789 6790 6791 PUBLIC HIGH SCHOOLS, 2065 -54 2066 EDUCATION REPORT, 1903, Table 44. — Statistics of private high schools, endowed academies, seminaries , and State and post-office. Name. ~ Principal. 1 2 3 1 ALABAMA. The Noble Institute . Miss Matilda Gray. _ 2 ' Rev. Edgar M. Glenn 3 . do . lege.* Pollock-Stephens Institute . Mrs. E. T. Taliaferro 4 ■ J . W. Grant (president) Clayton . ! S. V. Turnipseed . 6 Trideka College . * . 1 J. M. Walton. M A . Preparatory Department of the Polytechnic College.* Cleburn Institute . | Florence V. Felter . 8 Edwardsville . i W. P. Weston . 9 Eliska . . . Sevier’s (Miss) School* . i Miss Elizabeth Sevier . 10 Elkmont . Elkmont Hierh School . : W. L. Davis . 11 Gavlesville . Gavlesville High School . 1 S. M. Bennett . 12 Hartselle . Hartselle College* . ; J.H. Riddle . . . ! 13 Huntsville . ! Huntsville Academy . Frank Puryear . ! 14 i Joppa . ! Normal, Industrial, and Collegi- | Horace J. Clark . i 15 Marion . | ate Institute. i Marion Military Institute . 1 James T. Murfee . ' 16 Mobile . | Academy of the Visitation . | Sister M. de Chantal Ryan _ j 17 . do . ! Hunter’s (Miss) Select School for Girls. j Calhoun - Chamberlain’s School Miss S. E. Hunter . 1 18 Montgomery (202 Maple av¬ Miss Calhoun and Miss Cham¬ enue). 1 for Girls. berlain. 19 Montgomerv . ! Loretto Academy _ ' . Sister M. Borromeo . 20 Montgomery (504 Dexter University School . | J. M. and S. C. Starke . 21 avenue). Nat . Green Academy * . ! V. Dillard Peek . 22 Newton . Baptist Collegiate Institute . University School. . 1 A. W. Tate . 23 Plantersville . 1 Edward Young McMorries _ 24 Rockford . Rockford High School . i Jef Sox. . 25 Selma . Alabama Baptist Colored Univer¬ sity.* Spring Lake College . Talladega College . j R.T. Pollard . 26 ! Springville . ' J.B. Stovall . ^ 27 Talladega . . Rev. G. W. Andrews, D. D . I 28 | Thorsby . Thorsbv Normal School . ! R. A. Rasco . 29 I Trinitv . Lile’s University School . i HenrvT. Lile . ! SO ' Tuscaloosa . ! Universit/v High School _ i H. M. Somerville, jr . 31 ! Tuscumbia . Deshler Female Institute . ' Mrs. R. P. Foote . 32 Walnutgrove . Walnutgrove Baptist College 1 John A. Millen . 33 ARIZONA. Prescott . : St. Joseph’s Academy . I Sister St. Peter . 34 j Tucson . | St. Joseph's Convent . Sister Elizabeth . 35 ARKANSAS. Amitv . 1 Amitv High School . 1 Samuel M. Samson . 36 Arkadelphia Arkadelphia Baptist Academy. Belleville Academy F. C. Long . Belleville J. G. Smvth . 38 Bentonville _ Ouachita Bentonville Academy S. Clabom Parish . 39 Berry ville . Clarke’s Academy . ! Isaac A. Clarke . 1 40 Ford vce . . . _ . Little Rock Conference Training j School.* J.D.Clarv . . * 41 : Gentry . Gentry-Hendrix Academy . 1 Sacred Heart, Aoademv* _ _ j M. F. Croxdale . 42 i Helena Sister Evangelista . 43 Imboden . Sloan-Hendrix Academy . j J.E. Hopkins, A. M . 44 j Little Rock Arkansas Baptist College . | Joseph A. Booker . | 45 Magazine _ _ _ Magazine Ouachita Academy . 1 Charles E. Scott . 46 Alavnard Ouachita-Maynard Academy . Hinemon’s University School . J. F. Rorex . 47 Monticello . Ury McKenzie . | 48 Mountainhome . Mountain Home Oua'chita Acad- 1 L. A. Morton . . . 1 1 emy. 1 1 * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2067 other private secondary schools for the scholastic year 1902-3. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all beiow second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. | Length of course in years. | Number in military drill. Number of volumes in library. Value of grounds, buildin furniture, and scientific ap ratus. Clas¬ sical course. Scien¬ tific courses. Male. Female. | "3 | Female. . O IS o a o <6 z 6 l 1 Female. | Male. £ E "3 4 5 6 T s 9 10 ii 12 13 14 15 16 17 18 1 19 20 21 OO R. C . 0 2 0 14 300 667 0 0 0 0 0 2 0 0 3 0 6,015; 1 S50, 000 94 R. C . * 0 112 0 311 0 0 0 67 0 22 0 8 0 3 ° 3, 075; 1 150, 000 95 R. C 0 4 0 120 230 200 0 0 0 0 0 3 1 3 96 R. C . 0 2 0 99 123 356 0 8 0 1 0 0 d 4 0 ; 500 97 R. C . 0 1 0 20 430 489 0 4 4 1 3, 00G . 5,200 . 98 Nonseet ... 4 0 » 0 21 0 3 0 8 0 4 ° h 0 4 1 1 > 99 Nonsect .... 0 6 0 56 20 57 0 3 0 6 1 0 2 4 0 40,000 100 Nonsect 1 24 29 32 35 0 0 1 ; 20 28 ] 8 4 1 0 750 7,500 101 R.C 2 0 15 40 ! 105 0 0 : 0 0 0 0 ° 0 . 102 R.C . I . 2 0 25 o 8 1 1 ■ 4 200' 103 Epis . 6 1 , 0 0 1 0 , 1 r* . 1,500 104 Epis . 1 ; 0: 64 o 61 0 1 Oi i 20 6 4 0 4 0 4 1 04 1,000; ] 200,000 ! 105 R.C . 0 5 ! 0 60 o 26 0 3! 0 2 0 5 0 3 4 1 ol 7, 000 1 106 Nonsect ... 4 0 23 0 59 0 0 0 0 I 0 0 0 0 0 4 23 400 1 107 Nonseet ... 16 0 56 0 45 0 0 0 0 1 °l 1 ni 0 0 4 56 500 40,000 j 108 Nonsect ... 2 1 10 0 11 0 3 0 5 o J 0 4 0 350 10,000 109 R.C . 0 4 0 37 0 165 0 0 0 1 0 0 1 0 0 0 1 700 ; 110 R.C . 0 2 0 40 0 95 0 0 0 0 0 i 4 0 60S; | 50, 000 m R.C . 0 5 0 22 0 0 0 1 : 112 R.C . 1 4 0 18 0 44' 0 5 0 0 4 I 0 : 800 113 R. C . 1 0 12 0 123 0 1 0 3 0 | 1 114 R.C . 0 2 12 26 198 204 o 0 1 { 38 900 115 R.C . 0 3 o 34 0 93 o ! 2 0 2. 0 2 4 900 j 116 R.C . 0^ o! 18 0 0 0 0 0 4 1 15 0 0 4 0 40, 000 i 117 R.C . 0 l o ! 25 0 86 0 0 0 0 0 2 0 0 4 0 500 55, 000 ] 118 Epis . 0 6 0 1 43 2 51 o 17 0 0 1 j 4 1 0 2,000 i 119 R.C . 0 0 6 0 29 0 0 6 0 0 0 0 0 4 250 | 15,000 ! 120 R.C . 2 2 22 ■ 20 300 334 1 ! i 0 3 4 ”42 200 ! 121 R.C . 0 8 0 30 0 100 o i 0 1 0 0 0 4 4 1 1,500 ] 122 R. C . 1 5j 0 60 0 30] 1 0 1 0 K 0 1 4 1,000 :■ 123 Epis . 4 1 21 0 4 0 1 10 0 10 0 4 1*0 1,000 I 124 Nonsect ... 0 9 0 58 0 30 0 10 I 0 0 0 6 0 1 5 400 I 125 Nonsect ... 2 0 46 0 26 0 21 0 16 0 15 0 8 0 5 [’6 ; 3,000 32, 000 126 Nonsect . . . 3 O' 30 0i 10 0 10 0 i 20 0 4 0 4 0 5 2,600 20,000 127 j Nonsect ... 1 2 11 0 15 0 6 0 6 ! 0 0 450 32,000 | 128 P.E . 5 1 51 0 6 0 8 0 10 1 0 9 0 9 1 0 i 4 1 si 500 75, 000 129 Nonsect ... 3 1 29 2 29 2 0 0 0 0 2 0 2 0 1 4 0 500 25, 000 130 Cong . 1 0 2 18 0 0 0 2 1 1 4 3 0 50] 15, 000 ! 131 Nonsect ... o 9 0 85 0 35 0 0 ! ° ! 0 ! 132 Nonsect ... i 0 3 0 19 0 1 0 1 0 0 0 0 0 4] 1 o| 200 i 133 Nonsect . . . 3 2| 28 27 12 16 10 2 3 0 4 1 3 0 4 0: 150 1 134 Nonseet ... 2 9 0 76 0 20 0 10 0 5 4 L.J 800] 45, 000 i 135 R. C . 0 8 0 59 0 81 0 3 0 2 0 28 0 . 2 4 0 2,579 200,000 ; 136 Nonsect . . . 13 0 169 0 0 0 0 0j 1 43 0 40 o' 4 1 o1 1, 6001 1 137 20' 138 139 140 141 142 143 144 145 146 147 14S 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools , endowed academies, seminaries, and ft State and post-office. Name. Principal. i 2 3 Connecticut — continued. ! Lilian Dixon . _ . Lvme . 1 Mrs. R. S. Griswold . i The Misses Patten . . . Milford . Simpson’s (Miss) School . L. Simpson . Mystic . . . Mystic Valley English and Clas- John Knight Bucklvn, A. M .1 New Haven (7 College sical Institute. Hopkins Grammar School . Charles Heald Weller, B. A .. street). New Haven (97 Whitney avenue). New Haven (33 Wall street) . Johnstone's (Miss) School . Mary Sibvl Johnstone . Whedon’s (Miss) School for Bovs. Susan H. Whedon . New Haven (96 Mansfield Willard’s (Miss) Private School .. Mary Reed Townsend . street) . Bulkelev School . . . Walter A. Towne . . do . Williams Memorial Institute . Colin S. Buell . New Milford . . Ingleside School . Mrs. Win. Black . . do . I Weantinaug School for Bovs . Frank Barnard Draper . ' Ne^r Preston . ! Upson Seminarv . . Rev. Henrv Upson . ! Norfolk . i The Robbins School . Alexander M. Blackburn _ j North Stonington j The Wheeler School Clare Revnolds Bass . Norwalk . I Baird’s (Miss) Institute . Cornelia F. Baird . | _ do . The Connecticut Military Acad¬ emy. Mead’s (Mrs.) School for Girls _ Butts’ (Miss) School for Girls E. H. Baker . Norwalk (Hillside) . Mrs. M. E. Mead . Norwich. . Miss Matilda Butts . Norwich (280 Broadway) . . . Pomfret . . . Norwich Free Academv . Pomfret School . . Robert P. Keep . Wm. Beach Olmsted . Putnam .... Notre Dame Academy Sister M. Paula . Salisburv . . . St. Austin’s School . Rev. Geo. E. Quail. . Simsburv . Westminster School. . W. L. Cushing . Southport . Seaside Seminarv * . Catharine Aiken School . Miss Augusta Smith . Stamford . Harriet Beecher S. Devan .... . do . The King School Hiram U. King . Stamford (5 and 7 Willow Low’s (Miss) School . Miss Low and Miss Hey wood. street). Sufiield . Suffield Academv . A. L. Thompson, A. M . Wallingford . The Phelps School . Miss Sara S. Phelps Kelsey . . . Washington . The Gunnery _ _ John C. Brinsmade. . . do . The Ridge _ William G. Brinsmade . Waterburv . Gerard School . Isabel C. Lawton . . do . Notre Dame Convent . Sister S. Egbert . Waterburv . ! St. Margaret’s School Mary R. Hiiiard . Watertown * The Taft School Horace D. Taft Westport . 1 Staples High School . Bessie R. Taylor . Wilton . Wilton Educational Institute Charles W. Whitlock . WTnsted . Gilbert School * . John Eastman Clarke, Ph. D. i E. R. Hall . Woodstock . Woodstock Academy . DELAWARE. Wilmington . Friends School . ! Herschel A. Norris . . do . . Hebb (Misses) School* Miss E. R. Hebb . _ do _ Wilmington Military Academy... Academy of the Visitation . William H. Morrison . DISTRICT OF COLUMBIA. Washington . Mother Mary Agnes Math- aney. Sister M. Clementine . Washington (Eighth street ! Academy Sacred Heart of Mary . . and Marvland avenue SW.). Mrs. Mary D. Chenoweth Washington (7 Iowa circle) . Chenoweth Institute . 1 1 Turner. * Statistics of 1901-2. PRIVATE HIGH SCHOOLS. 2073 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. © "3 3 d 3 a o G) "3 © B © © "3 g d "3 B d "3 § © "3 B © d *3 a d i o h d 3 a d *3 B o oi ■3 a d *3 a © 4 5 6 7 8 9 10 ii 13 13 14 15 16 17 18 19 20 21 22 1 6 0 20 6 10 0 6 0 3 0 2 4 0 350 138 . 0 9 0 28 0 4 0 4 4 9 139 0 5 14 12 5 12 6 5 0 1 0 1 4 0 140 Protestant . 0 2 5 12 7 6 1 1 4 3 3 4 1 2 4 0 141 1 0 8 1 16 3 3 0 1 0 4 1,000 §10, 000 142 Nonsect . . . 6 0 75 0 0 0 30 0 45 0 1 0 17 0 4 0 1,000 50, 000 143 1 9 74 0 0 48 0 16 0 3 0 3 4 0 144 Nonsect ... 5 24 0 17 0 20 0 4 ’0 J 0 1 0 4 0 145 Nonsect ... 0 1 0 4 0 5 0 0 0 0 I 146 Nonsect . . . 5 1 115 0 0 0 1 0 11 0 24 0 6 0 3 0 500 65, 000 147 Nonsect ... 1 8 0 218 0 0 0 24 0 30 0! 6 4 900 125, 000 148 Epis . 0 16 0 79 0 0 0 3 0 12 oi 0 100, 000 149 P.E . 3 0 7 0 9 0 1 0 2 0 3 0 3 0 3 500 75, 000 150 Cong . 1 1 7 2 3 2 2 0 2 o 3 2 0 0 "'6 500 151 Nonsect . . . 2 1 9 6 3 3 2 1 3 0 1 2 1 1 "i 0 525 35, 000 152 Nonsect ... 1 2 5 8 4 6 1 3 4 0 2, 500 75, 000 153 Epis . 0 5 0 48 0 10 0 11 4 154 Nonsect ... 4 0 27 0 6 0 10 0 3 o 5 0 .... 5 0 4 27 155 Nonsect ... 0 7 0 32 2 11 0 12 0 10 0 2 4 2,000 25,000 156 Nonsect . . . 0 4 0 11 0 0 0 0 0 0 157 Nonsect _ 7 12 153 171 40 35 20 5 4 n i4 non 200, 000 158 Epis . 10 0 106 0 6 0 90 0 16 0 14 0 14 0 0 3, 000 150, 000 159 R.C . 0 1 0 10 0 50 0 o 0 o 0 4 0 0 *4 0 160 P.E . 3 0 12 o 7 0 8 o 2 o 1 0 1 0 5 0 161 Nonsect . . . 6 0 45 0 0 0 43 0 2 0 4 0 4 0 6 0 2, 000 162 Nonsect ... 0 1 3 1 1 7 0 1 1 o 0 1 0 1 0 163 Nonsect ... 1 3 0 21 0 49 0 4 0 4 0 2 4 500 164 Nonsect . . . 5 0 26 0 27 0 7 0 10 0 5 0 3 0 ‘”6 200 25, 000 165 Epis . 0 5 0 35 0 40 0 5 o 5 0 8 0 3 4 166 Bapt . 4 1 32 54 8 0 7 5 8 0 3 6 2 1 0 3 4 0 2, 000 90,000 I 167 Nonsect . . . 0 7 0 33 0 13 0 2 0 6 168 Nonsect . . . 5 2 45 5 10 0 12 3 9 0 4 2 4 2 4 0 ! 169 Nonsect ... 4 2 14 0 0 0 7 0 5 0 12 0 12 0 0 15,000 170 Nonsect . . . 0 1 6 12 29 13 4 2 0 0 0 0 '3 0 100 171 R.C . 0 7 0 48 0 167 0 5 0 10 | 4 4, 385 50, 000 172 Epis . 0 5 0 110 11 60 0 6 0 22 0 2 5 173 Nonsect 8 0 88 0 0 0 50 0 38 0 12 0 12 • 0 5 0 35, 000 174 Nonsect 0 2 23 24 0 0 1 1 5 0 2 3 0 1 4 2,400 175 Nonsect ... 2 1 20 0 10 0 4 0 5 0 4 0 4 0 2 '“6 1,500 25, 000 176 Nonsect ... 3 4 65 74 0 0 9 10 11 0 6 12 1 4 4 ! 0 6,000 90, 000 177 Nonsect ... 1 3 23 25 4 3 3 1 1 0 4 5 2 1 4 0 3, 296 25,000 178 Friends.... 4 6 30 45 80 70 1 3 15 18 2 6 2 4 4 0 900 40, 000 1 179 Nonsect . . . 0 8 0 I 31 0 20 0 2 0 3 0 0 4 2,000 40, 000 ! 180 Nonsect . . . 4 0 23 0 24 0 3 0 12 0 1 0 1 0 4 ”23 200 45, 000 181 R. C . 0 6 0 35 0 50 0 0 0 0 182 R. C . 0 3 0 10 12 62 o 0 1 0 0 4 183 Nonsect . . . 4 7 0 15 0 5 0 5 0 5 0 i 3 0 2 5 1 * 300 35, 000 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 DISTBICT OF COLUMBIA— continued. Washington (Woodley road and Twentieth street). Washington (1453 Massa¬ chusetts avenue). Washington (1760 Q, street NW.). Washington (914 Four¬ teenth street NW.). Washington (2701 Four¬ teenth street NW.). Washington (1811 I street NW.). Washington . . Washington (1409 Massa¬ chusetts avenue). Washington (1607 H street NW.). Washington (1312 Massa- clmsetts avenue). Washington (1621 Connecti¬ cut avenue). Washington (1305 Seven¬ teenth street). Washington (1100 M street NW.). Washington (Mount St. Alban, Tenallytown ) . Washington (North Capitol and K streets). Washington (1206 Eight¬ eenth street). Washington (1339 Corcoran street). Washington (601 East Capi¬ tol street). Washington (1310 Eight¬ eenth street NW.). Washington (Third and T streets NE.). Washington (4401 Wiscon¬ sin avenue). West Washington . Chevy Chase School * . Columbia School for Boys . Dupont Seminary . Emerson Institute . Fairmont Seminary . Friends’ Select School . Georgetown V isitation Academy * . Gunston Institute . The Hamilton Institute . Holy Cross Academy . Laise-Phillips School . McDonald-Ellis School for Girls * . Mount Vernon Seminary . National Cathedral School for Girls. Notre Dame Academy* . The Olney School . ! Putnam’s Preparatory School . St. Cecilian Academy . i The University School . Washington College for Young Ladies. Washington School for Boys . j Linthicum Institute . Miss Lea M. Bouligny . Edward D. Merriman . Miss Marjory Moore . Charles B. Young . A. T. Ramsey and Judith L. Steele. Thomas W. Sidwell . Sister Claude Agnes Keedy..i Mr. and Mrs. Beverly R. Mason. Phoebe Hamilton Seabrook . . Sister M. Angelica . Anna Laise Phillips . E. R. Lewis . Mrs. Elizabeth J. Somers . Miss L. A. Bangs and Miss M. B. Whiton. Sister Mary Apollonia . Virginia Mason Dorsey and Laura Lee Dorsey. William H. Putnam . Mother M. Augusta. . . . Robert L. Preston . F. Menefee . Louis L. Hooper, A. M . ... R. C. Balinger (curator) . FLORIDA. Jainesville . racksonville. Tebeau’s (Miss) Boarding and Day School. Cookman Institute . . ...do - Zey West. Jartin. . . . >t. Augustine. :an Antonio. . fampa . GEORGIA. . j The Florida Baptist Academy *. . j Convent of Mary Immaculate . . . . The Fessenden Academy . St. Joseph’s Academy . ! . do . | Holy Name Academy . I ConVent of the Holy Names . . Lthens . Knox Institute and Industrial School. Atlanta . i Hunter’s School for Bovs . Miss Tebeau . . Rev. R. W. S. Thomas and Miss L. M. Whitney. Prof. N. W. Collier . Mother M. Delphine . Prof. Joseph L. Wiley . Sister Jane Frances . Mother Superior . Sister Rosemary . Sister Mary Winifred . L. S. Clark B. T. Hunter * Statistics of 1901-2. PEI V ATE HIGH SCHOOLS, 2075 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. O 3 S 6 3 S Ph d 3 a d ”3 a PR d 3 § d 3 a o pR d 3 § d 'S a o pR d 3 § d 3 a 1 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 2.58 259 260 261 262 263 264 265 266 267 268 269 27G 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Illinois— continued. Bunker Hill . Chicago (Ninety-fifth and Throop streets). Chicago (485 W. Taylor street). Chicago; (4746 Madison ave¬ nue). Chicago (2252 Calumet ave¬ nue). Chicago (4670 Lake ave¬ nue). Chicago (40 E. Forty- seventh street). Chicago (439 Elm street) ... Chicago (1844 Briar plaee) .. Chicago (2535 Prairie ave¬ nue). Chicago (4928 Evans ave- i nue). Chicago (4070 Vincennes avenue) . Chicago (4313 Drexel bou¬ levard) . Chicago (1254 Michigan avenue). Dakota . . Dixon . . . . Elgin _ _ _ Evanston . Galesburg . Geneseo . Godfrey . Joliet . . . Joliet (309 Ottawa street) . . . Kankakee . . Kansas . Knoxville . Media . . . . Mendota . . . Morris . . . Mount Carroll . . Mount Morris . Bunker Hill Military Academy. . . Academy of Our Lady . Academy of the Sacred Heart .... Ascharn Hall . The Dearborn Seminary . The Harvard School . The Kenwood Institute . | The Kirkland School . . j Lake View Institute* . , The Loring School . . .. . j The St. Xavier Academy .. . The Starrett School for Girls . Stevan School for Girls . . Zion College (preparatory de¬ partment). Interior Academy . Steimann College and Dixon Business University. The Elgin Academy* . Academy of the Sisters of the Visitation. St. Joseph’s Academy . Geneseo Collegiate Institute. . Monticello Female Seminary . St. Frances Academy . .* . St. Mary’s Academy . St. Joseph’s Seminary . Eton Academy . St. Alban’s School . Wever-Media Academy . Mendota College . . St. Angela’s Academy . . The Frances Shimer Academy. . . . Mount Morris College . - Rev. S. L. Stiver . . Mother M. F. Seraphica. ...... Madame Charlotte Lewis _ Kate Byam Martin . . Miss Evelyn Matz. _ John J. Schobinger and John C. Grant. Annice Bradford Butts . Mrs. Emma S. Adams _ . . Sara Alma Anable . . Mrs. Stella Dyer Loring . Sister M. Genevieve Granger . Mrs. Helen E. Starrett _ _ Luella M. Wilson _ _ Rev. John A.Dowie . . Rev. H. L. Beam, A. M _ Charles A. Steimann . George Newton Sleight _ Sister Superior . . S. H. Thompson . . Harriet Newell Haskell . Sister M. Stanislas Droesler. . . Mother M. Catharine . . Sister M. Zephyrine . . Edward Willasey. . . . A. A. Noyes . . . J. E. Bradford . . . N. C. Twining . . . Sister M. Jerome . . Wm.P. McKee.... . . J. G. Royer, president . Navoo . Onarga St. Mary’s Academy _ Grand Prairie Seminary Ottawa . . do . Peoria . Port Byron . Quincy . Rock Island . ’. . Springfield (Fourth and Jackson streets) . Springfield . . . do . . . . Syracuse . - . . Toulon (post-office box 33) . .. Pleasant View Luther College _ St. Xavier’s Academy . Academy of Our Lady of the Sacred Heart. Port Byron Academy . St. Mary’s Institute . . Villa de Chantal . Bettie Stuart Institute . Concordia College . Sacred Heart Academy . Waterman Hall . Toulon Academy* . Mother M. Ottilia, O. S. B . Rev. George Franeis Barnes, D.D. Rev. L. A. Vigness . Sister Mary Ursula . . Mother M. Alexandrine . G. H. Bretnall . . Mother Mary Boniface . Sisters of the Visitation . Mrs. E. J. Brooks . . . Rev. Reinhold Pieper, A. B . . Mother Thomasina . Rev. B. F. Fleetwood, D. D. .. Lewis A. Morrow . . . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2079 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students j in the class that gradu- i ated in ! 1903. Clas¬ sical course. Scien¬ tific courses. d 1 d o 6 3 d 5 S d 1 d I d 1 d 1 d S c5 1 1 d a d > Js 1 C‘ aj GO G> 3 1 ■s 1 ^3 03 -.2 Clas¬ sical course. Scien¬ tific courses. 0 o o d d d o> d s S3 cc "2 "3 . "3 tuO I .a s s g G> 1 s 1 H Z> 3 x IS s & is | § 1 & G> § 2, j > 4 5 6 7 s 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Cong . i 21 27 0 7 2 1 2 1 1 0 1 4 1 0 2,000 $16,000 o 3 1 19 2 1 0 1 0 2 4 0 1 34 0 0 J 6 | 0 3, 500 40, 0C0 R C . 0 8 0 50 0 250 0; 2 4 0 M. E . 4 8 75 75 0 a 8 20 22 61 J 6 . 5j 4 60 2,000! 50, 000 3 4 30 60 78 174 11 9 2! 4 573! 35,000 Cong . 1 1 3 5 34 8 0 3 1 0 3i 3 2 3i 3 .... j oj 2, 000! 15,000 4 o 75 60 40 53 21! 16i 0 5, 000 75, 000 R.C . 0 9 3 12 27 40 .... 3 0 1 .... 4 0! 6001 20, 000 3 1 12 10 68 60 0 1 o’ lj 4 22 1,500 80,000 Nonsect . . . 1 6 61 45 20 14 .... 2 0 17; 10 16 14 nj 6 4 ”0 250 600 R.C . 1 3 0 20 45 190 0 4 4 0 400 40,000 Friends. _ j • 1 2 14 22 14 5 7 20| 0! 2 3 0 500 3,500 Friends. ... 1 3 48 44 o: 0 :::: 4! 3! I 4 0 450 11,000 Nonsect ... .7 1 12 18 741 [ 77 .... 19 1 11 ' 4 28: . I 1,200 Reformed . 3 1 46 26 46 26 30 8 _ Ai 0 6 4 5i 1 4 0 3,200; 35,000 Baptist . . . . 4 2 34 72 6 8' 12 6 0 3, 000' Friends. _ lj 2 11 16 20 27 2 3 r"2i 3! 1 3 0 300 70o| Luth . 1 1 85 22 0 0 4 5 3 : 4: 0 1 1 4 0! 200 10, 000! Friends.... 2 2 14 16 18 17 o 1 3! 0 6 2 3 4 3 0! 800 | 10, 000; Nonsect ... 3 2 60 54 125 51 ! 10 i 16i 3 5 5 5 5 4 1,200 ! 25, 000 R.C . 0 4 24 18| 36 34 0 5 i 2 Luth . 5 0 75 8 .... .... .... 12 0! 1 3 0 . 1,127 ! 25,000 Friends.... 1 1 10 7 0 0 0 3 . 5 «: 1 1 4 X 3, 3 ! o' j 500 j 12,000' R. C . 0 4 0 24 0 36 0 0 0 0 0 4 ! 4 ' 0 2,000 Friends.... 0 2 20 15 Oi 0 5' 1 ! 8 1 1 5 1 ! 4 i 0 6, 000 1 Cong . 3 2 47 56 0 0 0 0 9 5 ; 5 4 5 4 1 41 1,600 20, 000 Friends. . . . 1 1 14 28: 2 4 1 3 1 1 1 0 | 1 ! 4 0 1 400 3,500 Bapt . 4 4 53 10-t 3 13 8 29 4 i & 2 4 4 i 0; ! 2,200 40,000. r.c . ; 0 6 0 60 S o 30 0 ! 1 4 | 6,000 Mennonite 9 2 ' 67 37 1 o 0 ,.... — 3 ! 4 ! 4 ; 6 ; 1,650 ! 61,700 Friends....! i 1 1 5 10 10 2 2 1 2 2 ! 4 ! 0 ' 250 2,000 Epis . 9 0 72 0 I o 0 2 i o 18 ! 0 10 i 9 8 0 4 : 72! 500 90,000 Bapt . ! 2 2 28 28 ! 28 27 0 25 0 25 1 ! 4 ! 0 j 500 16,000: Presb . 2 6 93 88 37 44 5 8 16 ; 12 ! 8 .... ! 6 8 6 4 | 0 500 70, 343; R.C . ! 0 3 0 35 0 95 0 0 0 0 0 4 0 0 4 0 i 900 Nonsect ... 1 3 4 20 ! 18 33 2 1 1 0 0 4 1 0 600 ! 10,000 Nonsect . . . 1 1 1 5 20 j 25 0 j 5 ! i 4 3 ....- ! . Cum. Presb 2 2 43 23 ! 23 22 I 6 5 10 6 1 4 4 | 4 4 4 . . . . 1 40 50 10,000 Bapt . 2 1 28 14 15 18 j 0 2 4 0 150 10, 000! Epis . 0 1 13 7 I 22 18 1 2 ! 2 1 " 4 , 0 2, 500 Nonsect . . . 1 1 ; 41 0 ; io 0 8 0 ; 1 ( 1 0 4 2, 000 18, 000: Nonsect . . . 0 3 0 22 I 8 5 I j ° 5 0 5 0 I ° ; 2 1 _ 0 2 4 1 41 1 . ■ . . : 2, 000| Nonsect ... 5 0 68 0 0 0 3 0 15 0 6 0 2 0 4 1 ! 0 4,000 42,000 Nonseet ... ! 2 1 i 41 42 59 48 1 4 0 150 3, 0001 Nonsect . . . 1 1 2 | 21 21 45 31 i o 1 1 ! 0 j 0 .... ! 3 0 3 3 0 125 4, 000! Presb . 2 1 j 40 31 31 31 63 1. i 0 ; 2 3 ! . . M. E. So... 1 : i 49 .sn 54 .... ! 350 4, OOOj R. C . 1 1 : 3 > 22. 18 1 10 , uo 1 22 i 2 3 ! 5 8.... n” 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 2084 EDUCATION REPOET, 1903, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 3 3 Kentucky— continued. 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 4-50 451 452 Clinton . .....do . Corinth . Covington . . do . . do . Cynthiana . Danville . Elizabethtown . . do . Elkton . Fountain Run . Frankfort . Franklin . Glendale . Harlan . Harrodsburg . . do . I Hazel Green . 1 Hodgensville . 1 Hopkinsville . Huston ville . Independence . ! Jackson . Jett . Kirksville . I La Grange . | Lebanon . Lexington . London . . do . Louisville (210 N. Ormsby avenue). Louisville . Louisville (Fourth and Breckinridge streets) . Louisville (Thirty - fifth street and Rudd avenue). Louisville (112 W. Broad¬ way). Louisville (1225-1227 Fourth I avenue). Louisville (712 W. Ken- j tucky street). Louisville (1047 Second street). Lyndon . Madisonville . Mayfield . Maysville (8 Fourth street) . Millersburg . Minerva . Mount Vernon . Nazareth . . do . Clinton College* . Marvin College . Northern Kentucky Normal High School. Notre Dame Academy . Rugby School . St. Joseph’s High School for Boys. Smith’s Classical School . Reed’s (Miss) School Hardin Collegiate Institute . St. James’s School* . Vanderbilt Training School . Fountain Run Normal and Busi- i ness School. Franklin Female Institute . Luna Preparatory School . Lynnland Male and Female In¬ stitute. Harlan Academy . Harrodsburg Academy* . Wayman Institute . Hazel Green Academy . Kenyon College * . Ferrell’s High School * . Central Christian College . Independence High School . Lee’s Collegiate Institute . Excelsior Collegiate Institute . Secrest Normal College . Funk Seminary . St. Augustine’s Academy and High School. St. Catherine’s Academy . Laurel Baptist Seminary . Sue Bennett Memorial School .... The Flexner School * . John C. C. Dunford . Rev. H. W. Browder, A. M... - McIntosh . Sister Mary Armella . K. J. Morris . Brother Francis Laehr . J. E. Austin . Sister M. Gabriel . Joshua H. Harrison ... Arch W. Grubbs . J. B. Cassiday . E. I. Luna . W. B. Gwynn . Rev. A. L. Whitfield... John C. Acheson . W. E. Newsom . Wm. Henry Cord . John C. Pirtle . J. O. Ferrell . Oscar B. Fallis . C. V. Lucy . M. L. Girton . Eudora Lindsay South J. B. Secrest . . .' . J. W. Seeple . Sister M. Kevin . I Sister Mary Vincent . H. M. Shouse . J. C. Lewis . A. Flexner . N. F. Smith Kentucky Home School . Miss Belle S. Peers.. Presentation Academy . Sister Eutropia . St. Benedict’s Academy* (Cedar Sister Evangelista . . Grove) . St. Xavier’s College . Rev. Brother Philip Semple Collegiate School * . Miss Anna J. Hamilton State University . Rev. C. L. Puree, D. D. . University School. Wm. H. Tharp Kentucky Military Institute . Atkinson Literary and Industrial College. West Kentucky College * . Hayswood Seminary . Millersburg Military Institute Minerva Maleand Female College. Mount Vernon Collegiate Institute Nazareth Literary and Benevo¬ lent Institution. St. Vincent’s Academy . C. W. Fowler (supt.) S. E. Duncan . Milton Elliott . Miss Fannie L. Hays Maj. C. M. Best, C. E E. L. Gillis . Charles R. Hunt . Mother M. Cleophas . Sister Mary David . . . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2085 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. 6 £ o5 I 6 § 6 Z 6 "3 a ^c5 1 o 6 | 6 I S 6 *3 6 0 i c5 '3 S ,2 S I 0 1 'S * ; c2 I i 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 4 3 37 34 24 8 9 . 5 6 4,500 $50, 000 405 M/E. So... 4 4 31 46 60 54 35 40 ...: .... 0 1,200 16, 000 1 406 1 2 11 27 51 42 1 4 0 800 407 R. C . . 0 2 0 38 91 124 0 1 0 0 6 0 6 j 4 0 408 1 2 20 10 25 11 i 10 1 6 1 4 30 409 R. C . 4 5 56 0 299 326 3 0 11 0 11 0 3 0 j 410 0 2 48 15 12 3 30 3 1 | 0 1,000 5,000 411 1 2 8 12 10,000 ■ 412 Presb . 2 2 23 25 12 15 6 4 2 2 2 0 2 0 4 0 200 20,000 413 R. C . 6 1 1 4 29 46 1 4 l..._ 3,000 i 414 Meth . 9 0 47 8 0 0 1 4 0 1, 400 28, 000 415 Nonsect . . . o 1 85 41 1 9 0 0 0 0 2 0 75 2,500 , 416 Nonsect ... 2 1 14 20 4 3 14 20 j ! 0 0 0 0 „ J 0 0 1 417 Nonsect . . . 3 0 48 0 56 0 4 0 0 0 0 0 0 0 4 i 0 150 10,000 418 Bapt . 1 2 12 30 28 6 1 1 419 Presb . 1 1 16 13 3 2 0 0 300 5,000 420 Nonsect ... 2 0 21 11 38 32 3 0 8 I 4 4 1 3 1 4 ; 0 0 4, 000 421 A. M. E.... 2 1 8 28 16 16 0 1 3 300 5,000 422 Christian . . 2 2 89 55 60 45 1 0 .... 3 1 3 3 "0 400 12' 000 423 Nonsect ... 2 1 41 34 96 95 11 13 ; 10 5 2 3 i 0 1,500 8,000 424 Nonsect . . . 1 0 20 0 0 0 1 0 0 0 0 0 425 Christian . . 1 2 20 18 21 30 3 0 0 *4 ; 0 100 10,000 426 Nonsect . . . 1 1 9 8 10 8 4 1 0 200 2,000 427 Presb . 1 5 70 100 75 200 4 0 300 25,000 428 Disciples .. 0 3 11 i 18 10 5 1 1 4 0 12, 000 429 Nonsect . . . 1 1 28 i 15 12 13i 1 .. 4 25 2,000 430 Nonsect 0 2 38 ! 27 30 26| 5 2 12 8 5 4 1 3 2 4 ”’6 500 6, 000 431 R. C . i 0 5 0 10 87 90 0 8 4 0 100 432 R. C . 0 2 0 21 26 75 0 0 0 0 4 0 433 Bapt . ! 2 1 11 14 49 51 1 250 434 M. E. So...; 1 2 20 15 164 135' 3 0 4 0 380 30,000 435 Nonsect ... 4 1 22 : 3 8 2 17 3 5 0 4 2 4 2 0 400 500 436 Epis . ! 0 4 0 28 2 22 0 3 4 437 r; C . : 0 4| o 35 50 115| 0 1 0 5 0 700 150, 000 438 R. C . 0 3 „ ! 12 0 58 | 0 0 .... 0 0 4 600 439 R. C . | 9 0 131 0 204 0 13 0 4 0 440 Nonsect ...j 0 10 0 60 15 60 . 0 9 0 16 0 5 4 250 1,500 441 Bapt . 7 3 J 30 23 21 40 ! 10 5 3 1,000 50, 000 442 Nonsect ... 5 2 33 1 2 1 26 1 2 0 2 0 2 O1 0 500 15,000 443 Nonsect . . . 6 0 58 o 9 i 0 3 0 1 0 1 4 58 444 Meth . 1 1 6 5 29 j 51 3 0 1,500 445 Christian . . 2 2 40 50 80 90 6 0 7 ! 0 1 2 1 4 22 75 25,000 446 Nonsect ... 0 4 0 55 10 15 0 3 0 0 0 0 0 4 0 200 20, 000 447 Nonsect . . . 4 1 65 0 15 0 5 0 42 ! 0 9 0 9 0 4 65 250 20,000 448 Nonsect . . . 0 1 4 13 35 25 1 2 3 0 200 449 Presb .... 1 1 11 8 50 48 0 3 - 6 2 0 3 0 2 4 0 75 4,000 450 R. C . 0 i 10 0 70 0 67 0 1 0 g 4 0 5, 000 451 R. C . 0 1 4: 1 0 35 0 65 0 1 0 6 1 1 4 1,200 452 2086 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 453 451 455 456 457 458 459 460 461 462 463 461 465 466 467 468 470 471 472 473 471 475 476 477 478 479 480 481 482 483 481 485 486 487 488 489 490 491 492 493 491 495 496 497 12 3 Kentucky — continued . Xerinx . Loretto Literary and Benevolent j Sister M. Rosine Green | Institution. Newport E. Sixth street!.. Academy of Notre Dame of Provi- Mother Maria . 1 dence. Paducah . Paris . . do . Pikeville . Pineville . Princeton . Rhodelia . Richmond . . do . St. Joseph . St. Vincent . Sharpsburg . Shelbyville . Slaughterville . Stanford . Taylorsville . Trappist . Yanceburg . Versailles . . do . Williamsburg _ _ LOUISIANA. St. Mary’s Academy . Paris Academy * . Tipton (Miss ) Select School * . Pikeville Collegiate Institute . Theodore Harris Institute * . Princeton Collegiate Institute .... St. Theresa’s Academy* . Madison Institute * . .' . The Waters Collegiate Institute.. Mount St. Joseph Academy . St. Vincent’s Academy - ‘ . j. Sharpsburg Male and Female Academy. Science Hill School . ' Van Horn Institute . j Stanford Male Academy . . Spencer Institute . Gethsemani College . Riverside Seminary . Ashland Seminary * . Versailles Training School . j Williamsburg Academy . Sister Anatolia . E. M. Costello . Miss Tipton . Rev. James F. Record . J. T. C. Noe . Rev. W. S. Pryse, D. D . Sister Ed win a . J. W. McGarvey, jr . James T. Barrett . Mother Augustine Bloemer. . . Mrs. Fannie B. Talbot . Mrs. W. T. Povnter . E. McCulley, A. M . S. M. Rankin, J. L. Bosley _ G. C. Overstreet . Rev. Edward M. Obrecht . Lawrence Rolfe . Frederick B. Ayer . W. O. Vaught . Albert S. Hill... . . Baldwin . Gilbert Academy and Industrial ; Pierre Landrv . j College. Covington . Dixon Academy . ' William A. Dixon . Crowley . . . Crowley University School * . : J. H. Lewis, L. I.. A. B . Donaldsonville . j St. Vincent’s Institute . ! Sister M. Clotilda . Grand Coteau . Sacred Heart Convent . Madam E. Deighton . Greensburg . Norvilla Collegiate Institute . ! R. H. Morrison . Mount Lebanon . , Mount Lebanon College . 1 J. R. Edwards . New Iberia . Fasnacht Graded Institute . Miss Marie Louise Fasnacht.. XewOrleansi 4521St. Charles : Academy of the Sacred Heart . Mother C. Desbarats . avenue). New Orleans (1727 Caronde- Dykers Institute . Harriet V. Dykers . . let street). New Orleans (Dauphine Holy Crass College . I Rev. D. J. Spillard, C. S. C _ Reynes streets). New Orleans (1440 Camp Home Institute . i Miss Sophie B. Wright . street). New Orleans (2308 Espla¬ nade street). New Orleans. . New Orleans (1321 Annun¬ ciation street ) . New Orleans (2618 Coliseum street). New Orleans (1973 Coliseum street). New Orl earns . New Roads . ■ Opelousas . ....do Shreveport Picard Institute . St. Aloysius College* . St. Simeon’s School . Southern Academic Institute . University School . Ursuline Convent . Poydras Academy . Academy of the Immaculate Con¬ ception. Opelousas Female Institute . Shreveport University School . Alice Gamotis . Rev. Brother Celestin . Sister Adelaide d' Annoy . Kate C. Seamen . T. W. Dyer . Mother St. Ignatius . I. J. Vaughan . Sister St. Veronica . Mrs. M. M. Hayes . George Summey . .* * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2087 other private secondary schools for the scholastic year 1902-3 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. 02 3 ?■ g 0 1 0 >> f-l § 8 £ m O 9 'o ' 0 grounds, buildings, ire, and scientific appa- i Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ-* ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. ; O d d d d <6 d 1— < d I a> "3 s d £ *3 g * d g d a 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2! 23 R C 0 4 o 34 0 33 G 6 0 1,625 R. C . . 0 6 0 24 0 46 ! 4 700 1 R C 3 0 20 35 76 128 0 J 0 4 4 0 400 110,000 1 0 28 2 4 0 1 13 o 4 0 0 1 0 6 0 0 0 6 .... Presb . 2 2 18 13 85 69 4 10 0 0 2 0 2 0 3 0 i, 100 18, 000 3 0 23 48 62 1 1 2 3 .... 4 38 100 10, 000 1 17 16 24 21 o| 0! 4 50,000 R.C . 0 4 24 21 8 0 0 0 0 0 3,000 Christian . . 1 7 1 43 19 54 2 13 0 2 6 .... 3 .... 0 2 4 0 300 20, 000; Nonsect . . . 2 0 31 0 7 0 4 0 2 0 o, 0 O' 0 5 0 2,000 ! 100,000; R.C . 0 4 0 40 o 35 0 0 o 3 0 3 4 0 2,962 40, 000 R C o 4 0 40; o 60 0 6 4 0 1,300 Nonsect . . . 1 0 2] 8: 14 134 : 119 2! 0 2 . 0 4 0 150 l . i Nonseet ... 0 9 0 63 0! 68 0 7 .... o1 9 0 4 4 ! . Nonsect ... 1 0 25 23| O' 7 5 0 0 0 °j 3 0 500' Nonsect ... 1 0 10 20 1 0 4 0 3! 0 0 3,000! Nonsect ... 1 1 7 2 8 3 1 1 .... 4 0 200 7,000: R.C..., _ 9 0 84 0 0 0 5 0 0 15,000 Nonsect ... 1 2 28 13 13 16 0 2 .... I . P.E . 1 1 1 0 32 11 ! 0 6 0 3 0 0 0: 0 4 0 700 25,000 Nonsect ... 1 ! 1 20 6 13 7 2 3 10- 1 0 2 j 1 2 1 4 0 j 2,000; Nonsect ... 1 2 2 52! I 44! 118 101 29 8 7 0 4 3 3 2 4 0 1,500 M. E . 5 2 ; 7 10 101 99 0 0 0 0 0 '• 0 0 4 0 2,500 Nonsect . . . 3 0 ! 43 8 ! 8 5 3 0 12 0 4 0 3 0 | 4 0 1,100 37,000 Nonsect . . . 3 1 ! 50 60 60 ; ioo 8 12 4 8 1 3 1 3 4 0 175 3,500! R.C . 1 0 0 21 0 ! 104 | 4 800 R.C . 0 9 0 45 38 36 .... .... 1 . Nonsect . . . 0 1 10 8 1 17 0 2 6 0 0 1 0 0 4 0 2, 500 Bapt . 5 0 61 21 60 28 ; 0 1 Nonsect ... 0 1 8 6 22 1 16 1 0 1 0 3 2 1 0 500 . R.C . 0 5 0 33 0 97 0 33 1 0 3 4 0 1,175 Nonsect . . . 0 3 ! ' 0 16 0 0 0 1 ! . 3 300 8, 000; R.C . 8 o j 150 0 1 40 i 0 20 o 15 ! 0 15 ! 0 | . 0 2,000 60 000 Nonsect ... 3 15 0 75 ! 10 100 0 16 0 1 0 0 15 0 15 3 0 800 i 20, 000| R.C . 0 3 ! o 35 25 25 1 | R.C . 3 j 0 75 0 150 ! o 10 o 6 1 0 i 2 1,000 35, 000j R.C . 0 5 0 57 76 83 0 ' 6 4 "35 6,000 Nonsector.. Nonsect ... 4 0 '! 46 : 0 48 0 0 ! 8 0 10 3 46 400 20, 000 R.C . 0 16 2 ! o I ; 105 0 o 2 4,590 Nonsect ... 1 j 15 15 87 89 0 1 4 500 10,000 R.C . 0 3 5 i 14 20 36 4 "'"6 200 4,500 Nonsect ... 0 2 1 :j 30 ■i 28 10 15 0 2 1 3 1 3 4 5,000 Nonsect ... 2 0 16 0 13 0 6 0i 1 i 0 0 0 0 0 4 ”'6 a No report. 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 , 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 608 509 510 511 512 513 614 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 louisian a— con tinued . Spearsville . Thibodeaux Everett Institute . S. H. Knox . . Mount Carmel Academy . Mother Mary Anna. MAINE. Athens . Bethel . Bluehill . Bucksport . Charleston . Cumberland Center . Dresden Mills . East Machias . Farmington . Foxcroft . Fryeburg . Gray - . Hebron.. . Houlton . Limington . New Castle . New Gloucester . North Anson . North Bridgton . North Parsonfield . Pittsfield . < . Portland . . do . Saco . Sebago . South Berwick . South China . Yassalboro . Waterville . Wilton . Yarmouth . MARYLAND. Baltimore . Baltimore (Roland Park) .. Baltimore (1816 St. Paul street). Baltimore (Cathedral and Preston streets). Baltimore . Baltimore (917 N. Charles street). Baltimore (Charles street extended). Baltimore (847-851 N. How¬ ard street). Baltimore (Walbrook) . Baltimore (1432 Park ave¬ nue). Baltimore (Twenty-fourth and St. Paul streets). Somerset Academy . Gould’s Academy . . . . Bluehill-George Stevens Acad¬ emy.* East Maine Conference Seminary. Higgins Classical Institute... . Greely Institute* . . Bridge Academy . Washington Academy . The Abbott School . Foxcroft Academy . Fryeburg Academy * . Pennell Institute* . Hebron Academy . . Ricker Classical Institute. . Limington Academy . Lincoln Academy . Stevens School . Anson Academy . Bridgton Academy . Parsonfield Seminary . Maine Central Institute . St. Elizabeth’s Academy . St. Joseph’s Academy . Thornton Academy . Potter Academy . Berwick Academy . Erskine Academy . Oak Grove Seminary and Bailey Institute. Coburn Classical Institute . Wilton Academy . North Yarmouth Academy . Academy of the Visitation . Baltimore Country School for Girls. Boys’ Latin School . The Bryn Mawr School . Calvert Hall College . The Cary School* . The Country School for Boys . Deichmann College Preparatory School. Epiphany Apostolic College . Friends’ School . The Girls’ Latin School . James E. Lombard . Frank E. Hanscom . . Walter H. Russell . Simpson A. Bender . H. Warren Foss . Henry Herbert Randall . Leslie A. Bailey, A. M . Archie Sherman Harriman .. George Dudley Church, A. B.. Lyman K. Lee, A. B . Charles Glidden Willard . C7 W. Pierce . Wm. E. Sargent . Justin O. Wellman . B. M. Clough . G. H. Larrabee, A. M.* . M. B. and L. P. Stevens . Harry E. Pratt . C. C. Spratt . Fred. W. Ernst . F. U. Laudman . Mother M. Euphrasia . Sister M. Adelaide . Edwin P. Sampson . Albert C.Eames, H.E.Thomp- son. Frank E. Nye . W. J. Thompson . . . Arthur W. Jones . Franklin W. Johnson . Drew T. Harthorn . Rev. B. P. Snow, A. M...1 — Sister M. Placide . Corinne Jackson, Bertha Chapman. James A. Dunham . Miss Edith Hamilton, M. A. . . Mrs. and Miss Cary . . Roland J. Mulford . . . Edward Deichmann Rev. Robert J. Carse . J. W. Gregg . Harlan Updegraff . . . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2089- other private secondary schools for the scholastic year 1902-3 — Continued. j 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. 0 "3 0 d a 0 502. ) 503 ) 504 505- 50fr ) 507 > 508- ) 509 l| 510- > 511 ) 512. ) 513- ) 514 ) 515- 516 ) 517 ) 518- ) 519- ) 520 521 522 ) 523 ) 524 ) 525- ) 526- > 527 >1 528 > 529 > 530 531 532- f 533 534 535 536- 537 I 538 i| 539 i| 540 i 541 2090 EDUCATION REPORT, 1903 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Maryland— continued. 1542 Baltimore (851-853 Hollins r ! Wm. A. Knapp . and Parkins streets). ! W. J. Heaps, Ph.D . 543 street). | P 544 Mount St. Joseph’s College . 1 Brother Joseph . . . 545 Baltimore (E. Chase street). St. Frances’ Academy. . | Mother Magdalen Craton, O.P. 546 Baltimore (915-917 N. Southern Home School . ' Misses Duff and Pendleton... Charies street). | 547 Wilford Home School . I Mrs. Walker R. Bullock . nue). 548 • Clinton M. Moore . 549 J. J.Shenk . . 550 j Charlotte Hall . ! Charlotte Hall School . G. M. Thomas, A. M . 551 ..do . Gav Hill Female School . Edward T. Briscoe . 552 ! Colora . West Nottingham Academy . Clifton C. Walker, A. M . 553 Darnestown . Andrew Small Academy.,1.. . W. F. Mcllwee . 554 Ellicott City . Dundee School for Girls* . Mrs. E. E. Baird Cbenoweth .. 555 Emmitsburg . St. Joseph’s Academy . Sister Henrietta . 556 Forest Glen . National Park Seminary* . J John A. I. Cassedy . 557 Frederick . Frederick College . E. E. Cates . 558 . do . St. John’s Literary Institute* . | J. F. X. Coleman . 559 Gaithersburg . Fair View Seminary* . : Grace Herr Frantz . 560 Leona.rdtown . St. Mary’s Academy . 1 Sisters of Charity _ 561 McDonogh . McDonogh School . 1 Sidney Turner Moreland . 562 Millers ville . The Anne Arundel Academy . ■ Marcus B. Allmond, A . M .. 563 Mount Airy . Mount Airy Latin School . ! Miss Jessie "Wenner . 564 Mount Washington . Mount St. Agnes College . 1 Sister Mary Paul . 565 . do . . Mount Washington Seminary . 1 Sister Mary Bonaventure . 566 Port Deposit . The Jacob Tome Institute . . 1 Abram W. Harris, Sc. D . 567. Reisterstown . The Hannah More Academy . I Rev. Joseph Fletcher 568 Rockville . Rockville Academy . . W P. Mason 569 St. J ames School . . . St. Jam ps School _ J Henry Harrison 570 Sandy Springs . Sherwood Friends’ School . ! Alice Vedder Farqnliar 571 Sykesville . Warfield College School . C. W. Stryker . 572 | Taneytown . 1 Milton Academy . Henrv K, Barba . . . MASSACHrSETTS. 573 Andovpr . Abbot. Academy . Emily A. Means . 574 . do . Phillips Academy . Alfred Ernest Stearns, A. M.. 575 Arlington . St. Malachy School * . . . . . Sister Ludwina . 576 Billerica . Howe School . Eugene C. Vining . 577 . do . Mitchell’s Military School . Moses C. Mitchell 578 Boston (Back Bay) . Academy of Notre Dame . Sister Mary Johanna . 579 Boston (1022 Boyiston street) Ballow and Hobigand Prepara¬ H. M. Ballow and J. A. Hobi¬ tory School. gand. 580 Boston (115 Beacon street) . Bellows’ Private School for Girls.. John A. Bellows . 581 Boston (253Commomvealth Chamberlayne’s (Miss) School for Catharine J. Chamberlayne .. avenue). Girls. 582 ! Boston (458 Bovlston street ) Chauncv Hall School * . Messrs. Taylor, Hagar, and Kurt. 583 1 Boston . ' Classical School for Girls . Miss S. Alice Brown . 584 j Boston (100 Beacon street) . Classical School (male) . Geo. W. C. Noble and James I J. G reenough. 585 Boston (324 Commonwealth 1 The Commonwealth Avenue Fanny C. Guild . ! avenue). School.* 586 Boston (25 Chestnut street).: The Delafield-Colvin School . Mrs. Mary N. Colvin, Ph. D. 587 Boston (30 Huntington ave- ! De Meritte School . 1 Edwin De Meritte . . nue). 1 Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2091 other private secondary schools for the scholastic year 1902-3 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary i li¬ st mo¬ tors. Students. | Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa- 1 ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. 6 * 6 g o 6 "i 2 O cS 3 z d p S Female. Male. Female. d s Female. S Female. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 U C 0 10 0 50' 0 10 1,852 $70, 000 J 0 19! 1 1 0 l| 0 2 0 4 0 4 0 2, 000 0 8 0 33 0 0 o; 5 Nonsect ... 0 451 oj 25 0 9 0 14 0 23 0 23 0 5 -6 2,000 70, 000 o 10 0 0 0 0 4 0 3 0 15! 0 3 Nonsect ... 0 7 0 - 12 5 3 0 0 0 2 0 1 4 oi 500 Nonsect . . . 0 9 0 41 0 4 0 1 0 0 0 0 3 0 0 4 0 1,500 0 18 0 109 0 26 0 8 0 14 0 4 4 10 0 140 o 0 oj 20 0 23 0 4 5 6,000 250,000 R C 0 4 0 30 o 41 0 1 1 0 4 0 0 4 **'6 Nonsect ... 1 3 23: 19 0 0 6 3 8! 0 2 3 1 0 4 2,000 15, 000 Nonsect ... 6 0 I 51 o! 17 0 39 0 -81 6 16 (J 16 0 5 "6 j 42,000 Nonsect ... 0 12 0 45 0 19 0 17 1 5 Epis _ ; 0 i 0 10 o 2 0 1 0 3 1,000 30,000 Nonsect . . . 0 0 10 o 1 0 2 0 1 5 Epis . . . 3 0 20 0 o 0 20] 0 Ci Ci 6 500 20, 000 Nonsect ... 0 32 0 13 0 30! 0 2 0 0 j °! 5 '*’6 1,500 200, 000 Nonsect _ 0 5 6 12 0 0 0 . ] 0 2| 4 ! 0 Cong . 6 0 13' 0 o 5 0 5 4 Nonsect _ 2 1 1 28 20 4 2 i 7 2 1 4 0 4, 100 ! 60,000 Nonsect _ 4 0 24 0 12 0 16' ! o 8 0 8 0 4 0 R. C . 0 1 9 17 221 278 .... 9 17 Cong . 12 0 180 0 44 0 | 58 0 33 0 30 o 4 o 3,700 150, 000 Nonsect ... i 0 22 0 252 0 193 0 26 0 4 0 6. 189 376, 683] Bapt . 0 4 0 15 o 5 1 0 3 0 3 0 { 4 4 500 20,000 R. C . 0 2 0 5 8 57 o i 3 4 300 Univ . 6 , 55 46 40 36 20 12 0 17 10 1 9 0 4 0 3.500 160, 000 Unitarian . 0 5 o 21 0 3 1 o 2 4 1 ‘ 30, 000 Epis . ! 10 0 108 0 50 0 103 0 5 6; 26 j 0 26 0 6 j 0 ! 3,666 500, 000 Nonsect ... 1 3 ! 10 22 0 0 3 i ! l 3 4 0 ! 250 18. 000 Nonsect . . . 1 0 3 0 13 0 3 oj 3 0 3 0 4 ! 0 500 j 12, 000 Nonsect ... o 3 8 22 0 2 | 1 1 1 0 0 4 0 2, 000 30,000; Nonsect ... j 1 2 5 12 4 1 2 8 0 4 0 4 0 ' 500 24, 742 R C I 1 4 1 23 33 419 453 0 3 3 o 1,250 150, 000 Nonsect ... ! o 5! 24 20 0 j 1 2 0 2 0 1 4 0 150 5, 100 R. C . Oj 2 0 40 671 814 0 6 3 0 1 225, 000 Nonsect . . . 1 2 24 31 0 0 1 1 1 3 1 0 0 0 1 4 250 15, 000 Nonsect ... 3 3 30 35 0 1 1 2 3 1 8 8 5 5 3 3 ! 4 "’6 1,500 22, 000 Nonsect ... 0 4 0 14 0 12 0 14 0 2 0 1 ! 4 500 15, 000 Nonsect ... 12 i 5 | 102 26 15 10 25 3 46 14 13 2 13 2] 4 *‘‘6 ! 2,200 350, 000 Nonsect ... 4 i o ’ 50 50 0 0 9 10 5 0 7 10 4 2 4 i 0 j 2,400 Nonsect ... 13i 13 ; 276 0 136 0 101 0 j 101 0 28 0 23 0 4 ! o ' 6,766 “isi’iii Nonsect ... 2 14 0 61 0 ; o 31 3 0 5 0 4 i o 1,500 38, 000 Nonsect ... 1 5 26 2 7 8 0 3 0 1 4 0 Nonsect . . . 1 4 24 12 2 ! i ] 4 4 ! 12 2 8 1 5 1 4 0 Nonsect ... 1 2 11 3 4 i 2 : 11 0 3 0 4 0 4 0 5 0 Nonsect . . . 0 7 0 12 0 0 1 o 8 J 0 0 0 1 ..... Nonsect . . . 0 3 1 3 5 i 4 4 Nonsect ... 0 14 I ~ 127 0 i C ij 0 7 0 14 0 i 15 C 'j 5 4 0 ij 6,225 i 120, 000! 1 Nonsect . . . 1 1 3 3 ; c i] 0 2 ! 1 1 0 i 4 1 700 li 15, 000. 588 589 590 591 592: 592 594 595 598 597 598 590 600 601 602 608 604 608 606 607 608 609 610 611 612 613 614 616 616 617 618 619 620 621 622 628 624 625 626 627 628 620 630 631 632 633 634 635 636 637 2094 EDUCATION REPORT, 1903 Table 44. — Statistics of private high schools, endowed academies , seminaries , and 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 State and post-office. Name. Principal. 1 2 d MASSACHUSETTS— COnt'd. Quincy . . Roxbury . Roxbury (Boston) Salem . . do . Sherborn . Southboro . South Boston . South Braintree . . South Byfield . South Lancaster.. Springfield . Taunton. Waban .. - do ... Waltham - do ... Woodward Institute . Notre Dame Academy . Roxbury Latin School . Draper’s (Miss) Private School ... Walker’s Preparatory School ..... Sawin Academy . St. Marks School. . St. Augustine’s School . Thayer Academy . . Dummer Academy . >, . South Lancaster Academy _ _ “The Elms” Home and Day School for Girls. The MacDuffie School . Bristol Academy . Waban School . Windsor Hall School* . St. Joseph’s School . Waltham New Church School .... Frederic W. Plummer . . Sister Julia . William C. Collar . Annie C. Draper . Frank L. Walker . Arthur L. Dexter . Rev. Wm. G reenough Thayer, M. A. Sister Agnes Joseph . Wm. Gallagher, Ph. D . Perley Leonard Horne . Frederick Griggs . Miss Charlotte W. Porter _ _ John MacDuffie, Ph. D . Frederic T. Farnsworth . J. H. Pillsbury, A. M . Anna M.Goodnow . . Brother James, director . Benjamin Worcester . 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 674 675 676 677 678 679 680 681 682 683 684 685 686 687 Watertown . Wellesley . - do . Wellesley Hills... West Bridgewater Westford . West Newton . Wilbraham . Wollaston . Worcester . _ do . - do . _ do . _ do . - do . St. Patrick’s School . Dana Hall School . Wellesley School for Boys . . Rock Ridge Hall . Howard Seminary . Westford Academy . The Allen School . . Wesleyan Academy . Quincy Mansion School . The Bancroft School . The Highland Military Academy. Kimball’s (Miss) School for Girls. St. John’s School (girls) . St. John’s School (male) . The Worcester Academy . Sister Antoninus . . Helen Temple Cooke . Edward A. Benner . George Rantoul White . Sarah E. Laughton . William E. Frost, A. M . Albert Edward Bailey . . Rev. William Rice Newhall .. Horace M. Willard . Frank H. Robson, A. M . Joseph L. Alden Shaw . E. A. Kim ball . Sisters of Notre Dame . Brother Robert . D. W, Abercrombie . MICHIGAN. Adrian . Ann Arbor . I Benzonia . i Detroit (322 Jefferson ave- | nue). Detroit (73 Stinson Place) ..! Detroit (643-645 Jefferson I avenue). Detroit (24-26 Elmwood avenue). Escanaba (712 Hale street) . . | Grand Rapids (345 S. Col- j lege avenue). Grosse Pointe Farms . j Kalamazoo . j Orchard Lake . ! Saginaw West Side . | Spring Arbor . ! Traverse City . I Raisin Valley Seminary . St. Thomas’ High School . Benzonia Academy . Academy of the Sacred Heart .... Detroit Home and Day School.... Detroit Seminary * . Detroit University School . St. Joseph’s School* . Eastman’s (Mrs.) Private School.. Academy of the Sacred Heart .... Michigan Seminary . Sacred Heart School . St. Mary’s Academy . Michigan Military Academy . St. Andrew’s Academy . Spring Arbor Seminary . Academy of Holy Angels . * Statistics of 1901-2. Jonathan Dickinson, jr . . Sister M. Magdalene . . Charles W. Dunn . . M. L. Gerardin . . Ella M. Liggett . . Mrs. E. F. Hammond and Miss L. C. Browning. Frederick La Roy Bliss . . Sister M. Pacifica . . . Mrs. W. H. Eastman . Madame Anna Hutton . Elsie Garland Hobson . Rev. S. A. Perron, O. F. M . Mother M. Mechtildis . J.H. Harris, M.C.Hill . Sister Dormitilla . David S. Warner . Sister M. Aloysius . PRIVATE HIGH SCHOOLS, 2095 other private secondary schools for the scholastic year 1902-8 — 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 1903. College prepar¬ atory students in the class that- gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. "3 O g 8 6 I 0 ft 6 *3 8 0) I ft q5 8 0) I 6 3 6 3 g or aJ 1 6 I a> 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 20 21 22 Nonsect . . . 2 8 0 144 0 11 0 14 0 4 0 9 0 2 4 0 570 ; $150,000 R. C . 0 G 58 1C 53 0 8 0 13 1 0 5 i 4 5, 750 185, 000 Nonsect ... 9 0 157 0 0 0 55 0 5 0 20 0 18 0 6 ”’6 2,000 j 75,000 Nonsect ... 0 9 0 10 c 0 0 0 0 0 0 Nonsect ... 2 1 18 2 4 0 2 1 8 0 ! 10 1 10 1 "4 0 200 . 1 Nonsect ... 1 1 4 6 6 9 0 0 1 0 1 2 1 0 1 4 0 200 P E 13 0 130 0 0 0 120 0 0 0 ; 13 0 13 0 ; 6 ! 0 5, 000 300,000 R. C . 0 4 0 20 193 704 0 8 1 8 Nonsect ... 6 1 68 62 0 0 8 11 .... 4 2 3 4 4 5 i 5 i 0 3,500 ! 107, 000 Nonsect ... 4 0 33 3 7 0 19 2 14 1 6 ! 1 5 1 ! 4 1 0 1,000 1 7th D. Adv. 6 50 52 38 30 1 8 ! 4 i 0 600 | 26, 666 Nonsect ... 2 8 0 43 3 17 1 35 .... 0 3 0 2 ! 5 4,000 Nonsect ...' 3 7 0 44 1 10 0 15 0 [ 5 0 4 1 J ! 0 3, 000 40, 000 Nonsect ... 1 1 10 2 27 i 20 O 0 .... 1 4 0 250 Nonsect ... 2 0 8 0 12 0 O 0 ”5 0 1 4 0 3,000 16, 000 Nonsect ... 6 2 0 7 0 5 1 0 0 o' , 1 ! 4 R.C . ! 9 0 26 0 496 0 1 0 0 91 0 1 3 0 New Jeru- | 2 6 23 16 0 0 1 0 i 3 0 1 u 300 salem. 1 1 R.C . j 0 1 8 15 312 647 1 11 13 4 3 1 2 600 Nonsect ...I 0 20! 0 185 0 8 0 40 0 47 0 14 4 "6 500 150, 000 Nonsect ... 2 0 6 0 12 0 ! 3 0 3 0 4 12,000 Nonsect ... 6 1 22 o! 14 0 9 0 2 O1 "3 0 3 0 4 0 Nonsect 2 10 0 51! 0 0 0 4 1 0 13 0 1 1 4 1,000 4,500 Nonsect ... 1 1 10 24 0 0 1 3 0 7 ! 0 4 0 ! l! 4 "‘6 300 22, 350 Nonsect ... 10 2 32 7I 14 3 10 0 13 0 4! 0 4 0 4 0 500 48, 000 M.E . 6 6 88 70 2 2 20 2 24 8( 13 13 10 3 4 0 10, 000 209, 196 Nonsect ... 0 14 0 40 0 10 0 11 0 2 4 0 Nonsect ... 3 2 5 8 56 54 1 3 3 r'o 0 0 0 0 ! 4 0 | 150 27, 500 Epis . 7 0 47 0 6 0 8 0 15 0 4 ! 0 1 4 47 I 1,100 40 000 Nonsect ... 2 4! 0 34 0 6 0 6 0 1 0 0 4 30,000 R.C . J 0 6 0 59 289 756 0 1 0 14 0 1 R.C . 6 0 56 0 239 0 21 0 _ 3 Nonsect ...i 14 0 180 0 23 0 57 0 89 1 0 24 0 30 0 4 6 2,566 650, 000 Friends....! 1 2 29 30 - 4 10 8 15 15! 8 6 8 6 4 0 : 1,000 i 20, 000 R. C . ! 1 2 5 14 89 88 1 0 3 0 2 4 0 | 1.000 , • Cong . j 2 4 17 25 1 11 3 1 2 T 2 4 2 4 4 0 6,000 10, 000 R. C . 1 0 6 0 40 0 29 5 0 ! 3,150 Nonsect 1 J 0 152 27 151 0 75 0 24 0 13 5 2,082 60, 000 Nonsect ... 1 7 0 58 8 52 0 4 0 6 0 9 0 4 4 0 : 3,000 1 . "j Nonsect ... 9 2 188 0 126 0 39! 0 36 0 5 0 1,300 15, 860 R. C . ' 0 8 18 23 141 159 0 4 4 0 300 Nonsect ...] 0 1 4 5 ! 8 0 R. C . ! 0 10 0 45 ;! 1 15 0 1 5 1,800 Presb . ! 0 7 0 55 0 ! 35 0 4 oi 8 0 1 4 "6 2,500 80, 000 0 9 25 25 350 j 400 1! 6 J 0 13 0 125 0 189 0 1 0 4 0 12 0 1 4 8,662 99, 375 Nonsect ...1 10 0 100 0 1 0 0 0 35 0 31 0 15 0 4] "ioo 7,000 300, 000! R. C . 0 2 0 29 ol 5 0 3 3! 0 300 1 Free Meth.: 3 1 31 36 41 36 1 2 0 1 o’ 1 0 0 4 0 600 26, 666| R. C . 0 2 0 18 0 92 0 4 4 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 698 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 736 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 EDUCATION REPORT, 1903, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 MINNESOTA. Albert Lea . Luther Academy . M. L. Ullensvang . Duluth . Sister Celestine . . Sister M. Veronica Miss Carolina Wright Eells. . . Rev. James Dobbin . . . . do . John T. Aaker . Minneapolis ( 1800-1804 First Graham Hall . Z. A. Ruble and C. F. Bartlett. avenue south). Sister Rosalia . Minneapolis ( 405 Oak street Minneapolis Classical School . Arthur D. Hall . southeast). Minneapolis (2118-2122 Stanley Hall . Miss O. A. Evers . Pleasant avenue). Windom Institute . M. T. Burton, A. B . Owatonna . Academy of Sacred Heart . Sister M. Leo . .... do . Pillsburv Academy . James W. Ford, Ph. D . . Red Wing . . .- . Red Wing Seminary . Rev. M. G. Hansom . St. Joseph . . 1 St. Benedict’s Academy . . Sister Pins . . St. Paul . ■ Baldwin Seminary . Clinton J. Backus . St. Paul (Merriam Park) ... College of St. Thomas * . Rev. John F. Dolphin, A. M . . . St. Paul . 1 Concordia College . Theo. Buenger . . do . ' Cretin High School . Brother Ambrose . . do . Loomis (Miss) School . Miss Annie J. Loomis . St. Paul (Western avenue and Wilson street). St. Joseph’s Academv . Sister Hvacinth . St. Paul (407 E. Ninth street) . St. Paul (155 Western ave¬ St. Mary’s High School . Sister Victoria . St. Paul Academy . C. M. B. Wheeler and F. W. nue north). St. Paul . St. Paul Convent (Visitation) . St. Paul’s College . Fiske. M. C. Shepherd . St. Paul Park _ Rev. W. F. Finke, A. M . Rev. Wm. Henry Pond . Wilder . The Breck Farm School . Willmar . Willmar Seminary . Henrv Solum . Winona . The Winona Seminary . Sister M. Celestine . MISSISSIPPI. Bay St. Louis . St. Stanislaus College . Brother Isidore . . Braxton . . Braxton Collegiate Institute . R. L. Sproles _ Bvhalia . Kate Tucker Institute . Mrs. Kate E. Tucker . Cased la.. . . Cascilla Normal College . Joel D. Rice . Chatawa . . St. Mary’s Institute . Sisters of Notre Dame . Clarkson . Bennett Academy . J. M. Maxey . Sarah A. Dickey . Clinton . Mount Hermon Female Seminary. Dixon High School* . Dixon . . . H. Y. Graham . . Edwards . Southern Christian Institute . J. B. Lehman . French Camp . French Camp Academy . A. II. Mecklin . Gatewood . Walthall High School I . Grenada College . Miss Mattie Hight . Grenada . W. L. Clifton . Haxperville . . . Harperville School . Charles A. Huddleston . Hernando Randle University School _ E. H. Randle . Hollv Springs . North Mississippi Presbyterian College. T. W. Ravmond . Houston . Mississippi Normal College * . W. T. Foster . Kossuth . Kossuth School . J. O. Looney . Lake Como . Lake Como High School . C. E. Watkins . Liberty . . Liberty Male and Female College. Lockhart Male and Female Acad¬ R. W. Butler . Lockhart . W. S. Bush and W. P. Still. . . . Louisville emy. Louisville Normal College . Leland C. McIntosh . Meridian . . . . Lincoln School . Mrs. H. I. Miller . _ _ .do . Meridian Male College . R. J. Holston . * Statistics of 1901-2. PKIVATE HIGH SCHOOLS, 2097 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific. courses. 6 "3 2 c3 1 © ”3 S a> <3 a o rS *3 6 'S a z * d "3 s d 1 o Ph «J 'S c5 a a cJ '3 S o5 'S a o d *3 a d "3 a o pH 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 Luth . 3 1 25 14 42 14 4 0 0 0 8 1 2 4 0 - 3 0 800 $25, 000 688 R. C . 0 2 c 0 207 0 4 1 4 0 2,160 59,500 689 R. C . 0 3 0 35 0 65 0 5 4 0 890 690 0 10 0 99 0 0 0 13 0 5 0 3,000 116, 000 691 13 1 144 0 99 0 15 o 1 '.*4 144 3,300 692 1 1 25 145 30 10 0 8 5 4 o 3 0 600 60, 000 693 0 8 0 13 6 50 0 1 1 4 0 19, 000 694 R. C . 2 0 50 0 250 .... 0 J 4 350 60, 000 695 Nonsect ... 4 1 14 3 18 1 2 2 0 4 ”6 l 300 20,000 696 Nonsect ... 0 12 0 85 4 61 0 1 0 15 0 7 0 3 4 0 2,000 697 Cong . 1 3 25 27 75 59 2 1 2 0 4 0 4 0 4 0 600 25,000 698 R. C . 0 5 0 100 130 100 0 3 0 3 0 12 4 0 900 37, 000 699 Bapt . 2 66 63 35 85 5 0 29 12 14 11 8 1 4 101 2,500 160,000 700 Ev. Luth. . . 6 0 70 0 70 0 5 0 1,600 701 R. C . 0 0 30 0 80 0 1 4 0 950 702 Nonsect ... 1 3 27 31 8 9 2 0 1 1 3 1 3 1 4 0 1,000 703 R. C . 8 0 105 0 110 0 4 0 5.000 704 Luth . 5 0 114 0 0 0 89 0 6 0 17 0 11 0 4 0 1.200 75, 000 705 R. C . ? 3 0 74 0 506 o 28 o 4 0 600 706 Nonseet ... 0 1 0 19 15 50 4 0 17, 666 707 R. C . 2 7 o 126 0 221 0 19 1 o 14 0 14 0 11 1 4 0 1, 500 708 R. C . 1 3 20 33 0 0 2 ] 2 0 4 0 1,000 60,000 709 Nonsect . . . 3 0 38 0 8 0 14 o! 12 0 6 0 5 0 710 R. C . 0 8 0 48 0 21 o 2 100, 000 711 M.E . 2 1 18 12 . ! 4 0 900 712 Epis . 4 3 5 15 50 5 1 o o o 0 o 4 0 1 000 2,000 713 Luth . 5 0 101 36 70 60 6 4 20 12 . l 3 4 0 1,500 24,000 714 R. C . 1 8 0 57 0 23 0 4 o 1 5 85, 000 715 R. C . 4 0 74 0 113 0 18 0 o o 4 0 6, 565 65,000 716 Nonsect . . . i 1 1 25 25 80 79 2 5 1 4 3 0 0 2! 500 717 Nonsect ...j 1 1 8 12 20 26 0 21 4 10, 000 718 Nonsect . . . 1 2 9 8 61 57 4 3 0! 2, 500 719 R. C . 0 2 0 17 0 31 o 81 3 720 M. E . 1 2 30 25 83 82 3 1 1 i! 3 1 3 0; 40 5 000 721 Nonsect . . . 0 3 0 45 0 52 I 400 25, 000 722 Nonsect ... 2 1 20 15 60 55 2, 000 723 Christian . . 1 2 12 14 58 46 1 2 3 21 . 1 3 0 1,000 50, 000 724 Presb . 2 0 30 0 0! 0 1 o 1 0 0 o' 0 725 Nonsect ... 6 2 6 10 19 25 0 2 0 2 0 8 o 0 .... 0 125 1,000 726 Meth . 0 8 0 96 10 o 10 0 8 o 1 * 2 0 800 75, 000 727 Nonsect ... 2 2 63 44 31 28 36 22 4 47 1,500 7,000 728 Nonsect ... 1 3 20 30 20 ! 25 4 4 1 0 6 ij 6 1 4 0 1,000 20, 000 729 Presb . 0 / 0 50 0 76 1 I 4 600 25,000 730 Nonsect . . . 1 1 25 30 1 100 100 10 8 i 731 Nonsect . . . 2 0 20 25 70 85 2 5 3 4 2 l 4 Oj 200 1,200 732 Nonsect . . . 1 1 25 30 25 25 4 3 600 733 Nonsect ... 0 2 32 32 18 22 ■ j 0 .... o 0 0 0 35 3, 500 734 Nonsect . . . 0 2 25 26 35 40 1 3 ""4 5,000 735 Nonsect . . . 1 2 40 40 21! 54 J 2o| 4 6 4 o1 1,000 5,000 736 Cong . 0 3 20 50 105 225 8 12 o! 2 6 2 3 c 0 300 2,500 737 I Meth . 3 o! 28; 0 87, 0 4l 2 0 ! 2S 25, 000 738 ed 1903 — yol 2 - 56 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 EDUCATION REPOKT, 1903. Table 44. — Statistics of private high scJrools , endowed academies , seminaries, and State and post-office. Name. Principal. 1 3 Mississippi— continued. Montrose . i Mount Olive . j Natchez . Nettleton . Quitman . Rose Hill . Senatobia . Vicksburg . Westpoint . Winona . Yazoo City . MISSOURI. Albany . . Appleton City . Arcadia . Boonville . Brookfield . Camden Point . . do . Cape Girardeau . Carthage . Chillicothe . Clarence . Clarksburg . Columbia . Conception . Concordia . Dadeville . Edgerton . Excelsior Springs . ! Farmington . { . do . I Fredericktown . i Fulton . j Glencoe . Gravelton . j Holden . j Howell . I Iberia . ! Independence . j Jackson . \ Joplin . 1 Kansas City . i Kidder . ! Kirkwood . j Laddonia . j Lamar . j Lexington . Lowry City . Macon . ! Marble Hill . Marionville . I Marshall . ! Mexico . I Moberly . Moundville . Neosho . O’ Fallon . 1 Otterville . 1 Montrose High School . Mount Olive High School* . 1 Cathedral School . I Providence Male and Female Col¬ lege.* Watkins Training School . Rose Hill Institute . Blackbourn College for Girls . St. Aloysius Commercial College.. Mary Holmes Seminary . Grenada Zion College . . St. Clara’s Academy . j Northwest Missouri College . ! Appleton City Academy . i Arcadia College . I Kemper Military School . j St. Mary’s Seminary . j Camden Point Military Institute . . Femaie Orphan School . j St. Vincent’s College . I Carthage Collegiate Institute . : St. Joseph’s Academy . ! Macon District Academy . : Hooper Institute . I University Military Academy .... Conception College * . | St. Paul’s College . i Dadeville Academy . J The Platte School.' . I H aynes Academy . j Carleton College . Elmwood Seminary . j Marvin Collegiate Institute . ; William Woods College for Girls. .| La Salle Institute . j Concordia College* . St. Cecilia Seminary . Howell Institute . Iberia Academy . Kansas City Ladies’ College . Jackson Military Academy . Academy of Our Lady of Mercy . . ■ St. Teresa’s Academy' . i Kidder Institute . J Kirkwood M Jitary Academy . | Laddonia Normal Institute . i Lamar College* . j Wentworth Military Academy _ j Lowry City Academy . *. - ; Blees Military Academy . j Mayfield-Smith Academy . : Marionville Collegiate Institute . . ! St. Savior’s Academy . 1 Missouri Military Academy . ' St. Mary’s Academy . : Cooper College . Scarritt Collegiate Institute* . Woodlawn Institute . Otterville College . T. C. Bradford . J. T. Calhoun . Brother Charles . Andrew L. Burdine . J. M. Watkins . J. R. Herndon . Miss Idie Caruthers . Brother Alphonse . Rev. H. N. Payne, D. D . C. H. Andrews . Sisters of Charity . James R. Clay . G. A. Theiimann . Ursuline Sisters . T. A. Johnston . Mother Justine . M. F. Martin . E. L. Barham . Rev. J. Layton . Rev. W. S. Knight, D. D . Sister M. Seraphine . Solomon H. Milam . E. E. Carey . John B. Welch . Rev. Fro win Conrad . J. H. C. Kaeppel . Prot. S.J. Vaughn . J. Turner Hood . Anthony Haynes . J. S. Meracle, A. M., D. D . F. T. Appleby . Rev. S. W. Emory . J. B. Jones . Brother Emery . . L. M. Wagner . Sister M. Purification . E. Y. Burton . G. Byron Smith . Mrs. M. T. H. Miller . T. W. Birmingham . Mother M. Frances . Sister Rose Vincent . George W. Shaw . . Edward A. Haight . W. M. Jones, M. A . Ed3on L. Whitney . Sandf ord Sell ers . S. E. Lightcap . J. R. Richards . F. J. Hendershot . Lewis Grant Reser . Sister M. Scholastica . Wm.D.Fonville . Sister M. Agneta . C. H. Miles . John Elward Brown . Alex.S. Paxton . W. W. Gillum . - * Statistics of 1901-2. PRIVATE HIGH SCHOOL; 2099 other private secondary schools for the scholastic year 1902-3 — Continued. Students. Ele- Preparing for ! College 8 3 53 Sec- men- college. prepar¬ . j I ; *5.2 oud- ary in- atory ! students l in the £ Second¬ are pupils. includ- Gradu¬ ates in iana j § i 1 **“' • Religious st rue- stu- ing all Clas- Scien- ' j class c £ \ f 3 oc * denomina- tors. dents. below- sical tific I that Z) £ * tion. second- course. courses. • gradu¬ 71 — 2 £ 5 ary ated in 2 "7 3 S) ^ grades. ' 1903. I £ | a £ 6 o ZJ 1 a i i ® I I z5 ! ~ ; 0 | g 1 £ x ! © 2 e> 6 5 6 2 o' ! "3 0 1 d ■ | "5: ■§ ’ 3 § sS j & s 3 & £ § s § z | S ! i j 24 0 24 0 8 0 1 0 41 04 500 28,000' 4,000 Nonsect ... 2 2j 3 29 12 12 1 3; 1 0 3 0 500 Nonsect ..; ! 4 2 ! S3 43 a2 90 7 8 3 5 4 1,250 20,000 Nonsect 7 0 110 0 10 0] 1 0 12 0 24 0 8: 0 3 iio 500 30,000- Nonsect ... ! l1 ' li 11 20 0 5 1 3j 2 5 1 l 1 4 0 200 4,000' Nonsect . . . 10 0 91 0 23 0 10 0 14 ' 0; 5; 0 4 91 1,200 600,000; Bant . ; 1 11 47 38 17 0 1 10 0; 1 1 l| a ’ll 1 4 | 0 0 548 1,200 15, 000 12, 000; M.E . 1 5 1 98 76] o 4 18 12 4 R.C . i O 0 0 1 0 a | * ! 4 0- 200 . Nonsect ... 8 0 60 8| 25 2 .... 3 0; 3j . 0 1 4. 68 60, 666 R.C . 1 0 2 0 15| 30j 0 48' 17 0 0 1 I 4! 400 10, 000! 6,000! 35. 200 Nonsect ...; Meth . 1 4 i l 25 10 12; 17j 10 16 3 0, 3 1 4. *"o| 425 2 300 Nonsect ... 1 i ij 5 14 9 2: 4 0 ’ 30 3' 000 Nonsect ... 2 2’ 20* 15 n 2 2i 1 2 0 0 0* 0 4 0 2,600 7’. 000 739 740 741 742 743 744 745 746 747 74S 749 750 751 752 753 754 755 756 757 939 R.C . 1 1 46 48 314 258 2 1 0 0 j 2 8 1: 0 I 4 0 ! 1.125 105, 180 940 1 2 0 10 0 8 0 \ o; 0 0! 0 4 0 800 10,000 941 Nonsect ... 8 0 14 0 0 0 0 0 10 0 ; 0 ! J 0 ; 4 0 2,000 35,000 942 Nonsect ... 0 6 0 20 0 4 0 16 ! o 3 0 3 j 4 0 1,500 15,000 943 R.C . 0 3 3 21 139 150 1 0 0 2i • o 2 0, 0 ! 4 0 950 38, 525 944 Nonsect ... 3 4 42 37 21 38 3 4 5 6 9 10 5! 4 4 0 2, 175 945 Nonseet ... 1 7 0 43 3 7] 0 4 0 , 0 0 10: 0 3 j 4 0 2,000 40,000 946 R.C . 0 3 0 50 0 150 0 0 0 0 0 3 ! 0 0 4 ! 0 900 43,000 947 Nonsect ... 2 2 16 i 4 4 0 1 0 j 0 0 1 1 0 1 0 4! 0 200 3,960 943 Nonsect _ 9 1 8 3 42 30 4 0 # 1 1 4! 11 334 ^ 40,000 ! 949 Nonsect ... 2 9 0 72 20 144 0 14 0 °i 6 0 1.664 i 79, 375 I 1 ! 950 Nonsect . . . 0 8 0 IS 3 17 o 7 0 0 0 2 0 1 j 5] 0 1,000 951 Nonsect ... 4 11 0 40 11 S3 i 0 5 1 i 0 11 i i 0 3 ; 4 0 400 952 Nonsect ... 1 8 0 40 0 45 0 1 ! i ! 4 : 0 • 0 500 45,000 953 R.C . ! o 8 0 ■ 29 0 81 0 i 4 0 3,700 133, 0C0 j 954 R.C . ! 2 8 0 120 181 243 ! o 38 ! 4 j 615 ! 955 Nonsect 15 9 127 136 0 0 18 3 1 ! 4 0 Nonsect ... 7 : o 36 0 33 0 1 0 29 0 3 0 3 0 6 0 j 250 17,000 i 957 Nonsect 3 0 i 25 0 25 40 12 ! o 13 0 1 2 20 500 35,000 958 Nonsect ... 0 : 1^ 1 ! o 56 0 40 1 ° 2 0 0 0 6 0 0 J 4 ! 0 1,500 60, 000 j 959 R.C . 5 i 0 64 0 540 ' 0 4 ! o 18 0 ! 2 j 48 1.200 I 960 R.C . i 0 3 0 75 35 ! 40 0 o 0 ; 0 19 0 4 0 1,300 50,000 | 961 R.C . ; 2 7; i 0 65 10 70 0 0 0 i 0 0 j 1 0 0 : 4 | 0 1,620 110, 920 962 Nonsect ... ! 3 ! io 0 49 0 170 0 • 3 0 14 0 9 0 2 4 0 2,300 963 Nonsect ... 9 3 i 0 19 39 47 ' 0 3 0 1 0 1 ! 0 1 . 946 . . 964 Nonsect ... j 3 | 1 18- 0 12 1 "o 2 0 12 o 2 ! 0 ! 9 1 0 "*4 0 1.300 j . 55, 000 ! 965 R.C . ! 0 4 o Ol 25 208 0 3 0 • 13 i 0 0 5 ! 0 < 1,700 966 R.C . 5 ! 0 46 0 58 o : 11 0 1 4 0 2.500 61 . 385 967 Epis _ 1 1 1 12 0 50 0 ! 100 o 10 0 ■ 6 0 2 4 1.056 100.000 968 Nonsect ... j 0 ! 7 0 j 55 44 113 ' 0 1 | 0 , 6 0 8 0 1 4 ”'6 1 600 157, 011 969 Nonsect ... 1 I 9 0 35 0 10 0 8 ! o i 10 0 10 ; 0 7 4 0 1,750 50,000 970 M. E . 0 i 12 0 48 0 4 ! 0 0 i ° 9 0 4 i 0 0 j 4 ! 0 ! 2, 734 32,700 971 R.C . 2 1 2 95 in 65 95 3 2 ' ! 3 1 9 o 4 0 i 500 972 M. E . 3 7 100 83 8 3 .... 8 i 6 6 . 4 0 i 3.513 ! 83.843 973 Friends.... 1 ! 3 12i 13 25 10 .... 0 4 ! 4 600' 40, 000 974 Nonsect . . . 1 1 5 0 14 0 0 0 1 0 0 0 • 5 0 0 4 r " 6 : 2,380 < 37, 650 975 R.C . 1 4 29 31 0 337 12 : 339 3 4 4 g 1 5 1 2 4 0 _ 976 Nonsect ... 5 I i 19 0 3 0 11 0 4 0 4 o 5 0 600: . . 977 2108 EDUCATION REPORT, 1903, Table 44. — Statistics of private high schools , endowed academies, seminaries, and State and post-office. Name. 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 1021 1023 1024 1025 1026 1 2 new york— continued. Cornwall on the Hudson . . . Dobbs Ferry . !..... do . ! Dover Plains . . . Dunkirk . 1 East Springfield . : Elbridge . i Fishkill on the Hudson .... ! . do . | Flushing . I Fort Edward . : Franklin . . . i Garden City . .' . ! Glens Falls* . Hamilton . Harrison . . . Hartwick Seminary . Hawthorne . Homellsville . . . Irvington . j Ithaca . 1 . do . i Keeseville . ; Keuka Park . Kingsbridge (New York | City). Lakemont . Lima . Lockport . Locust Valley . Macedon Center . Manlius . Marion . 1 Mohegan . ! . do . | Montour Falls . ; Moriah . , Mount Vernon . ; New Brighton . j Newburgh . I . do . ! New York (425 Madison i I avenue). New York (721 St. Nicholas | avenue). New York (151 Convent avenue). New York (5 W. Seventy- fifth street). New York (17 W. Forty- fourth street). New York (132 W. Seventy- ! first street) . New York (24 E. Sixtieth i street). New York (2042 Fifth ave- i nue). New York (549 West End I avenue). * New York Military Academy . Mackenzie School.* . Masters’ (Misses) School for Girls. Dover Plains Academy* . St. Mary’s Middle Acad emic School. East Springfield Academy . Munro Collegiate Institute* . Mount Beacon Military Academy. Wilson School for Boys . Kyle Military Institute . Fort Edward Collegiate Institute. Delaware Literary Institute . St. Paul’s School . Glens Falls Academy . Colgate Academy . Heathcote Hall . The Hartwick Seminary . Concordia Progymnasium . St. Ann’s Academic School . The Bennett School . Cascadilla School . The University Preparatory School McAuley Academic School . Keuka Institute . Academy Mount St. Vincent . Palmer Starkey Institute . Genesee Wesleyan Seminary . St. Joseph’s Academy and Indus¬ trial Female School. Friends’ Academy . Macedon Academy . St. John’s School (military) * . Marion Collegiate Institute . Billinger’s (Miss) School for Girls. Mohegan (Military) Lake School. The Cook Academy* . Sherman Collegiate Institute . Lockwood Collegiate School (girls). The Staten Island Academy . Mackie’s (Misses) School*..* . Mount St. Mary’s Academy . Allen School . The Barnard School for Boys . The Barnard School for Girls . Berkeley School . The Brearley School . Callisen School for Boys . Chapin Collegiate School . Classical School for Girls . Collegiate School for Girls . Principal. 3 1 Sebastian C. Jones . James C. Mackenzie _ ...... The Misses Masters . A. E. Bangs . Sister Agnes Joseph . George Cooke . L. G. Turney . Vasa E. Stolbrand . Benj. Lee Wilson . Paul Kyle . Joseph E. King . J. Edward Smith . Frederick Luther Gamage . .. Albert S. Cox . Frank Lucius Shepardson. . . . Arthur De Lancey Ayrault... John G. Traver . Rev. H. Feth . Sister M. Philomena . May F. Bennett . Charles V. Parsell . . Frederick B. Eaton . Sister M. Wilfred Riley . Hadley B. Larrabee ..*. . Margaret M. Maher . Martyn Summerbell . . | B. W* Hutchinson, D. D . Sister Leo . A. Davis Jackson . Miss Georgia Jaritz . William Verbeck . . Hermon E. Bradley . Louise Billinger . . Henry Waters and A. E. Linder Fred *L. Lamson . Bert on L. Brown, A. M . Leila H. Lockwood and Mary C. Lockwood. Frederick E. Partington . Miss E. J. Mackie . ..... Sister M. Emmanuel . | Francis B. Allen . Wm. Livingston Hazen and Theodore E. Lyon. Katharine H. Davis . John Stuart White . James G. Croswell . . A. W. Callisen . Benjamin Lord Buckley . Helen M. Scoville . Caroline M. Gerrish . . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2109 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. 75 3 6 E G> 6 6 "3 c o Q> s 6 I o 6 l 6 * E Sec¬ ond- ! ary I Second- in- ary struc- ' stu- tors. j dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. cj i 2 o j 1 £ 1 1 1 1 0> | i S . § d § J o5 'S § Female. S : £ 1 4 5 6 7 8 9 10 11 12 13 14; 1 5 16 17 18 : 19 20 21 22 i i Xonseet . . . 8 1 65 0 105 0 0 0 0 0 6 O 6 0 4 60 1.000. 1027 Xonseet ... 20 2 124 0 58 0 3S 0 so! 0 31 0 20 0 4 0 600 85, 000 1023 Xonseet ... 3 0 88 0 42 0 32 0 51 J 8 0 8: 0 3 S8 600 4,000 ! 1029 0 9 0 47 0 18 0 12 j 0 1 0 1 ! 1030 Xonseet ... 11 3 104; 0 92 0 54 0 29 0 39; i 0- 23 0 .... 4 0 500 150, 000 ! 1031 R.C . 6 0 90 0 60 0 1 15: 0 4 65 4, 680 425. 450 i 1032 Xonseet ... 10; 0 77 0 38 0 20 0 50 0 31 0 23 0 4 0 . 100,000 ;i033 Xonseet _ 5 17; o’ 100 0 125 .... 0 9 o' 1 4 800. 000 1034 R.C . 0 18 0‘ 116] 0 139 o' ! 19 l J 0 7. 896.1. 003. 364 i 1035 Xonseet _ 3; 10 0 40* 1 20 0 J o1 I 4 0 3 _ 500 . ;1036 Friends.... 8 6 14 24 64 64j 2 4 5 1 2 2 1 1 oj 200 200, 000 1037 Xonseet ... 0 6 0 20 0 55 1 [ o 6 1033 Xonseet ... 8 2 110! 0 0 0 ! o _ 0 * 100 500 1039 R.C . 4| 4 0. 35 60 i 135: 1 0 2 ; 4 .... 2.000 261,600 ' 1040 Xonseet ... 10. 0 78 0 30 0 33 0 1 H 0 ! 8 0 .... 8 0 4 1 0; 500 32, 000 ; ion R.C . 7 0 89 0 11 1 o! 0 0! 12 0 9 0 3' 0 * 4 I ! j 0; 2, 625j 124,050 ' 1042 Xonseet ... 0 9 0 I 27 ° i 16l 0 4 0- 0 ! o | 3 0 1 4 j - 1 875; . j 1043 Xonseet ... 1 0 4 0, 16 10 29 0 0 0 1 0 0 2 4 ■....I 1, -500: '1044 Xonseet ... O' 8 o' 104 0 | 58; 0 5 o ] s 1045 Xonseet ... J i 7 ° H 0 15 0 1 14 0 i 2 0 1 8 0 j 8 0 ' 4 o 500;. 1046 Xonseet ... ' 0 3 01 10 ! 11 1 4 0: 200 1 1047 Xonseet ... i 1 7 °, 54 ! ■ 9 100 0 12 .... 0 11 ; o 4 4 ;.... l.ooo 1048 Xonseet ... 1 15 0 65 j o : 45 0 14 0 ; 5 ' 0 12 0 4 0 ol 1,500 1 1049 Xonseet 2 8 0 24 0 0 0 0 0 3 0 2 0 0 ! 4 1 0 1, 000' 80, 000 1050 Xonseet ... 1 s: o io 0 I 7 o I 1 3 0 1 o 4 ! o 200 1051 Xonseet . . . ; 30. 3 75; 0 : 55 ! 20 0 30 0 20 o 18 ° 4 0 700! 100,000 i 1052 Xonseet ... ' 4 9 0 i 103 ! 0 57 o 37 | ; o ■; 12 1 0 1 6 i 4 110,000 1053 Epis . j 0; x; o 1 5 0 ; 78 1 0 4 1 ! 4 j.... 800j 200,000 10-54 R.C . j 1 4 8 ! 23 68 17 1 1.... o 1 3 0 0 604 36, 639 ' 1055 R.C . I ; 0 4 0 30 ' 50 ' 0 ' 3 0 | 3 1 1 ; 90.000 ; 1056 Fis . 0 6 0 i 17 1 ° i 13 1 0 » 3 i 0 2 1 0 1 i 5 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1C93 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 EDUCATION REPORT, 1903, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 3 new yoke— continued. , New York (6 and 8 E. Forty- sixth street) . New York (6 W. Forty- eighth street). New York (147 W. Ninety- first street). New York (1180 Park ave¬ nue). New York (139 E. Seventy- ninth street). Niagara Falls . . Nyack . . do . Ossining . . do . . do . Peekskiil" . . do . . do . Pelham Manor . Pike . Plattsburg (62 Cornelia street). Port Henry . Poughkeepsie (324 Mill street). Poughkeepsie . . do . Rochester (2 Prince street). Rochester (209-218 Cutler Building) . Rochester (39 N. Goodman street) . Rochester . . do . . do . Rochester (4 Oregon street) . Rome . Rondout . Sag Harbor . Scarsdale . Sherwood . Sodus . Southold . Syracuse (313 James street). Syracuse (209 W. Statestreet) Syracuse . Troy (514 Fulton street).... Troy (237 Fourth street).... Troy (2331 Fifth avenue)... Troy . Union Springs . Utica . Walworth . Westchester . West New Brighton . Whitestone . Yonkers (221 N. Broadway) .1 St. Mary’s School for Girls . Spence’s (Miss) School for Girls. . . Trinity School . Ursuline Academy . Villa Maria Academy . De Veaux College . Hudson River Military Academy. Rockland Military Academy *. . . . Holbrook’s School . Mount Pleasant Academy . Ossining School . St. John’s School (military) . The Institute . . . Peekskiil Military Academy . St. Gabriel’s School . Hazen’s (Mrs.) School . Pike Seminary* . D’Youville Academy . Champlain Academy . Lyndon Hall School for Girls . Putnam Hall . Quincy School . Riverview Military Academy . Academy of the Sacred Heart.... The Bradstreet School . Columbia School . The Cruttenden School*. . . . Livingston Park Seminary . Nazareth Academy . Wagner Memorial Lutheran Col¬ lege. St. Peter’s Academy . St. Mary’s Academy . Academy Sacred Heart of Mary.. St. David’s Hall . Sherwood Select School . Sodus High School . Southold Academy* . Keble School for Girls . St. John’s Catholic Academy . The Syracuse Classical School .... Emma Willard School . La Salle Institute . St. Peter’s Academy . Troy Academy . The Oakwood Seminary . Utica Catholic Academy . Walworth Academy . Sacred Heart Academy . Westerleigh Collegiate Institute*. Sacred Heart Seminary . The Halsted School . Sister Superior . Clara B. Spence . Aug. Ulman . Mother M. Ignatius . Sister Saint Euphrosine ...... Wm. Stanley Barrows, M. A. . . L. Merle Wilson, M. E . Elmer E. French, A. M . D. A. Holbrook & Sons . Charles Frederick Brusie . Miss Clara C. Fuller . W. A. Ranney, A. M., Pd. B _ Charles Unterreiner . . L. H. Orleman, jr . Sister of St. Mary . Mrs. John Cunningham Hazen T. I. Gifford . Sister Marie de la Victorie... Sister M. Gabriels . Samuel W. Buck . Ellen C. Bartlett . Mary C. Alliger . Joseph B. Bisbee . Madam A. G. Pardow . J. Howard Bradstreet . Alida Lattimore and Caro¬ line Milliman. L. H. Hakes . Mrs. Eurith Trabue Rebasz . . . Rev. Thomas F. Hickey . Joseph Rechtsteiner . Sister Mary Patrick . Sister M. Eligius . Mother St. Benedict . Rev. Wm. L. Evans, M. A . A. Gertrude Flanders _ ..... Elisha Curtiss . E. Gertrude Somes . . . Miss Mary Jerome Jackson. . . Rev. Michael Clune . S. L. Travis . Anna Leach . Brother Aelred . . Sister M. Odila . J. G. Murdock . . . .... Francis N. Maxfield . . . Rev. Monsignor J. Lynch . Carrol A. Mider . Brother Edmund . Wilber Strong . . Sister M. Perpetua . Mary Sicard Jenkins . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2113 other private secondary schools for the scholastic year 1902-3— 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific. courses. d d a © Ft d d d a o A S d "3 a o d § © a CD d 73 a CD fa © § d "3 a a> d 73 © a © 4 5 6 7 8 9 10 ii 12 13 14 15 16 17 18 1 19 20 21 [ 22 0 20 0 100 0 30 0 10 0 40 0 12 0 3 4 3, 500 1058 1 23 0 168 0 72 0 7 0 26' 0 1 4 0 | 4,000 . 1059 Epis . 11 0 143 0 189 0 54 0 63 0 25 0 20 j 0 4 0 1 350 $296, 047 1060 R.C . 0 9 0 62 21 60 ■0 4 0 3 Oi 0 4 o 560 102, 900 1061 R.C . 0 4 0 27 0 62 0 2' ! 577' 1062 4 1 15 0 13 0 2 0 2 0 i 1 4 15 1,800 1 79 79 J 1 063 6 0 30 0 50 0 0 8 0 ! 4 30 500 80, 000 j 1064 Nonsect ... 5 3 45 0 30 0 15 0 20 0 4 2 2 0 4 45 1,000 25, 000 1065 Nonsect ... 10 0 74 0 21 0 17 0 31 0 10 0 10 0 4 74 3, 000 150, 000 1066 Nonsect ... 12 1 87 0 17 0 3 0 15 0 13 0 5 0 4 87 12, 000 100, 000 j 1067 Nonsect _ 0 15 0 65 0 32 0 12 0 3 2, 000 40, 000 ! 1068 Nonsect ... 4 0 18 0 11 0 8 0 4 0 2 0: 2 0 4 18 400 80, 000] 1069 Nonsect . . . 2 1 25 15 26 22 0 0 5 0 5 3i 5 3 3 0 1, 500 20, 000 1070 Nonsect ... 8 0 66 0 16 0 4 0 18 0 12 0 7 0 4 66 1, 500; 1071 Epis . 0 9 0 56 0 21 0 6 0 o 0 9 0 1 5 0 3, 000 1072 Nonsect ... 0 6 0 60 0 37 0 6 . 1073 Nonsect ... 2 1 25 17 11 12 g 1 8 21 1 860 15 9491 1074 R.C . 0 0 36 11 128 0 2 0 1 0 6] o 1 4 0 820 6,400; 1075 R.C . 0 2 18 22 72 67 0 1 O 5 4 0 350 19, 000 1076 Nonsect ... 1 5 0 52 12 18 0 12 0 0 0 8 0 4 4 0 1077 Nonsect . . 0 0 24 0 6 o 7 i . : 1078 Nonsect ... 0 S 0 33 30 67 0 12 0 3 | o! 2 4 o t 600 1079 Nonsect . . . 6 0 98 0 65 0 7 0 20 o 14 0 10 6 5 98! . 1080 R.C . 0 10 0 40 0 25 0 1^ o i 1,833 117, 500 1081 Nonsect . . . 6 1 54 0 14 0 20 0 25 0 16 0 15 0 4 0 750 1082 Nonsect ... 0 4 0 16 27 72 0 4 0 5 0 4 4 0 1083 Nonsect ... 0 6 0 6! o 42 0 20 0 5 0 4 | 1084 Nonsect ... 0 8 0 45 0 0 0 1 0 5 0 1 400 20, 000 1085 R.C . 0 9 0 85 60 138 0 25 | 4,710 160, 231 1086 Luth . 3 0 21 0 13 0 1 0 6 0 4 40, 000 1087 R.C . 0 4 0 47 0 67 0 3 0 0 ! o 3 0 3 4 0 1,250 54, 914 1088 R. C . 0 2 14 20 6 10 4 5 0 o 0 2 2 o 0 300 1089 R.C . 0 2 0 7 0 12 i ’4 30 1096 Epis . 1 0 12 0 0 o 6 0 4 o 30,000 1091 Nonsect ... 0 1 4 18 2 o 0 0 0 o i 6 li 1 0 o 1 4 o 20. 000 1092 Nonsect ... 0 3 39 35 144’ 103 1 1 2 1 1 3 5 1 2 1 l 4 0 500 20; 000 1093 Fresh . 0 1 14 4 0 0 2 0 1 0 0 0 0 0 i 4 0 50 3, 700 1094 Epis . 0 5 0 37 o 35 o 17 1095 R. C . 2 3 20 40 164 195 0 0 1 0 o 3 I 0 o 1 4 55 1,848 1098 Nonsect . . . 4 3 38 34 15 6 17 10 j 6 4 0 900 1097 Nonsect ... C 10 0 51 3 94 0 2 0 0 0 4 0 2 4 0 2, 365 259, 866 1098 R. C . 6 0 65 0 90 0 0 0 6 0 6 0 3 0 4 65 2. 973 31, 580 1099 R. C . 1 3 22 51 242 287 0 0 0 0 4 0 1,098 71, 781 1100 Nonsect . . . 1 88 0 19 0 23 0 37 0 16 0 16 0 4 0 1,200 27, 675 1101 Friends.... 3 4 14 12 8 5 1 1 2 0 1 1 1 .0 4 0 2,310 35, 000 1102 R. C . 2 4 50 60 200 290 6 6 ! 4 2,000 30,000 1103 Nonsect . . . 1 1 8 10 19 16 0 2 I 3 "6 312 8, 990 1104 R. C . 7 0 72 0 59 0 ! o 0 34 0 4 0 3 0 ! 4 72 1,295 476, 100 1105 Nonsect . . . 2 6 72 35 87 70 8 7 8 7 8 7 4 0 1,164 25,000 1106 R. C . 3 0 25 0 25 ft 25 1107 Nonsect ... 2 9 0 34 35 61 1 o| 8 0, 0 0 6 I 0 5 I 4 34 250 3, 550 1108 ed 1903 — vol 2 - 57 21 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 EDUCATION REPORT, 1903 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 NORTH CAROLINA. Advance . Advance High School . J. Minor, A. B . Englewood Boarding School . Helen J. Northup .. ! R. Bingham, (superintendent) j Miss Harriett A. Champion. . . Asheville (261 Chestnut Home and Day School for Girls * . street). S. D. Bagley . Mount Moriah Academy . Rev. M. A. Adams . Hodges School . . . J. D. Hodges . Beaufort . . Beaufort High School * . S. D. Bagley . Rev. Thomas P. Noe, M. A _ B. D. Rowlee . . do . Mother M. Teresa . Mary J. White . Bethel Hill . Bethel Hill Institute . Rev. .T. A Ream . Big Lick Big Lick Academy . D M Stallings . . Boonville . Yadkin Valley Institute . Buies Creek Academy and Busi¬ ness College. Caldwell Institute * . • T. B. Woodhouse . Buies Creek . ! Rev. J. A. Campbell . Caldwell Institute . | ! J. M. Roberts . Carthage . Carthage Academic Institute *. . . . i Rev. C. M. McIntosh, A. B . Cary . . Cary High School . E. L. Middleton . Cedar Grove . Cedar Grove Academy . Prof. Jos. Game . Charlotte . Charlotte Military Institute . J. G. Baird . Chocovvinitv . Trinity School . Nicholas Collin Hughes . Clvde . ‘ . Haywood High School . R. A . Sent.elle . . Cobbs . . . Bellevue High School . F. A. Rrown . Concord . Scotia Seminary . D.J. Satterfield, D.D . Conover . Concordia College* . Rev. G. A . Rornoser . . Crescent . Crescent Academy and Business College. Dalton Institute . Rev. J.M.L. Lverly . Dalton . [ W.A.Flvnt... Durham . Trinity Park High School . j J. F. Bivins . Eagletown . Aurora High School . W. Jasper Thompson . 1 S. L. Sheep . Elizabeth City . Atlantic Collegiate Institute . Farmer . Farmer Institute . j Eugene Harris _ Farmington . Farmington Academy . | i R. B. Collins . Fayetteville . Donaldson-Davidson Academy J.S. Simpson . Finch . Stanhope High School* . H.M.Loy . Flint . Leesville High School . J E. Dowd _ . . Franklin . Franklin High School . Hayesville High School* . i M.D. Billings . Hayesville . O. M. Mull . Hertford . Perquimans Academy* . Huntersville High School . ! 1 S.T. Liles . H n n t.ersvi lie _ ! R. M. Gray . . Jonesboro . Jonesboro High School . ! N.G. Miller . Kernersville . Kernersville Academy * . Lincoln Academy* . : G. W. Mew born . Kings Mountain _ j Lillian S. Cathcart. . Kingston . Rhodes Military Institute . ' ! W.H. Rhodes . Lenoir _ Davenoort College * . j Rev. R. C. Craven . Lumberton . Robeson Institute . ! Preston S. Vann . Marshallberg . The Graham Collegiate Institute. ; C.M.Levister (president) _ Mars Hill. . Mars Hill College . i R. L. Moore . Marshville . Marshville Academy . J 1 S. J. Honeycutt . Mebane . . The Bingham School . Preston Lewis Gray . M izpah . . . Mountain View Institute * . ! M.T. Chilton . Mocksville . Eaton and Clements (Misses) 1 Misses Eaton and Clements .. Moravian Falls . School.* Moravian Falls Academy . Patton School . ■ D. G. Wea ver . Morgan ton . Jacob C. Patton . Morven . . Morven High School * . 1 Jos. E. Avent . Mount Pleasant. . Mount Amoena Female Seminary.] J. FI. C. Fisher . Mount Vernon Springs . Mount Vernon Springs Academy., R.P, Johnson . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2115 other private secondary schools for the scholastic year 1902-3— 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. CD S O 13 = a Eh ”3 CD 3 a (U 4 5 6 1 8 9 io 13 12 13 14 1 5 16 17 1 18 19 20 21 22 9 0 35 25 10 25 3 $800 1109 o 1 0 6 8 34 0 0 0 0 4 0 2, 500 1110 Nonsect ... 8 0 144 0 0 0 45 0 26 0 10 0 10 0 4 144 3,000 75, 000 mi 0 3 3 3 8 500 1112 Nonseet ... 1 1 15 13 25 31 2 3 1 0 0 0 0 0 5 0 1,000 1113 1 1 35 25 2 30 6 4 4 100 1114 1 1 12 30 12 10 4 900 2,500 1115 M. E. So _ 0 2 24 23 56 50 3 8 2 0 2 3,000 1116 3 1 30 63 97 105 2 1 2 1 2 0 3,000 6, 000 1117 2 2 5 16 65 61 .... 3 2 4 0 200 6, 000 1118 R.C . 0 4 0 20 0 20 0 3 4 1,000 40, 000 1119 0 2 12 21 39 43 "6 2,000 1120 Bapt . 3 2 57 63 4 0 200 10, 000 1121 Nonsect . . . 1 1 40 35 35 40 5 2 3 700 1122 Nonsect 2 1 70 30 70 40 20 10 10 0 5 1 | 5 1 4 0 350 2, 750 1123 Nonsect ... 6 21 225 129 40 35 1 4 150 600 15, 000 1124 Nonsect _ 0 J 15 10 10 21 0 200 2,000 1125 Nonsect ... 0 2 57 82 26 38 12 17 2 .... Oj 0 °j j 0 0 1 0 50 1,500 112f Nonsect ... 1 1 70 60 20 22 8 8 0 0 6 5 6 5 3! 0 400 4,000 112? Presb . 0 2 6 10 19 11 4 0 200 1,100 1128 Nonsect ... 2 0 45 0 25 0 5 0 10 0 4 45 6,000 1129 Epis . 3 2 33 11 22 18 10 4 4 0 3 1 3 0 4 33 200 6,000 1130 Bapt . 1 1 25 32 50 63 5 0 1 0 35 1131 Bapt. . 1 1 14 19 50 61 4 2,500 1132 Presb . 1 6 0 36 0 255 0 26 0 0 3 0 2,200 65, 000 1133 Ev. Luth... 4 0 28 19 0 0 8 0 0 0 1 2 1 0 6 0 4,500 6, 000 1134 Reformed . 2 1 32 18 68 58 7 8 4 3 4 0 2, 000 9,000 1135 Nonsect . . . 1 1 10 30 •11 1 1,500 1136 Meth . 5 0 145 16 0 0 20 0 115 16 52 5 4S 5 3 0 19,000 40, 000 1137 Friends.... 1 1 10 10 26 30 0 200 800 1138 Nonsect . . . 1 3 87 119 25 35 50 40 1 3 1 3 4 0 250 8,000 1139 Nonseet . 1 2 44 41 20 20 4 6 4 5 o 3, 000 1140 Nonseet ... 1 0 8 3 13 17 1 1 3 0 50 800 1141 Presb . 1 1 49 ! o 25 0 25 0 .... 3 0 4 1 0 1,000 10, 000 1142 Nonsect ... 1 1 21 1 36 42 36 2 0 1 I 0 500 1,800 1143 Nonsect ... 0 1 10 I 26 30 30 3 0 j 2 0 2 0 o 300 1,000 1144 Nonsect ... 1 1 10 1 12 91 88 8 7 4 0 3, 000 1145 Nonsect ... 1 1 16 I 22 52 11 2 3 | 0 0 0 0 4 0 20 1,000 1146 Nonsect ... 1 1 30 25 28 25 3 5 2 4 ! 0 4 0 4 4 0 3, 000 1147 Nonsect ... 1 2 6 s 44 51 L... !.... 1148 Meth . 1 1 6 4 34 21 0 0 0 0 ! o 0 0 0 3 0 0 1,000 1149 Nonsect . . . 1 1 1 15 20 30 35 6 6 1.... 0 800 1150 Cong . . 01 3 11 25 77 135 .... 2 9 1 0 4 0 800 10, 000 1151 Nonsect ... 4l 3 17 38 100 20 10 5 3 0 55 150 15, 000 1152 M.E. So.... Oj 2 0 90 0 70 0 20 3 0 500 20, 000 1153 Bapt . Oi 5 20 19 65 70 30 25 5 3 8 0 350 15,000 1154 Meth . 2 ; 2 35 25 107 93 4 4 i 1 0 1 o 4 0 1,000 - 5,000 1155 Bapt . 2 :! 1 50 33 100 97 2 1 2 o 4 0 600 7,500 1156 Nonsect ... 1 i 1 40 35 100 75 10 4 5 3 6 0 150 1,500 1157 Nonsect ... 61 0 53 4 10 1 2 0 9 0 I 15 1 4 0 30, 000 1158 Nonsect ... l! o 6 5 44 21 1 0 150 2,000 1159 Nonsect . . . 0 i 3 0 30 0 40 1 . 200 1160 Nonsect ... l 0 ' 10 15 40 45 1 0 j 1 0 100 1161 Nonsect . . . l i ; 15 4 40 10 4 1 3 o i . 800 1162 Meth . 1 0 2 :j 19 21 49 49 6 12 0 o 1 6 7 1163 Luth . 1 0: 4 ! o 68 0 12 0 1 0 3 o 8 0 i 8 4 1 0 1,000 io, 666 1164 Miss, Bapt . 1 1 i 1 : 10 15 50 45 1 i 1 1 3 1 i 3 4 ! o 0 800 1165 1166 1167 1168 1169 1170 1171 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 ,1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 Table 44. — Statistics of private high schools, endowed academies , seminaries, and State and post-office. Name. 1 NORTH CAROLINA 2 — cont’d. North Wilkesboro Norwood . Oak Ridge . Palmerville . Pee Dee . Pinnacle . Raeford . Raleigh . . do . . do . _ do . Academic Industrial Institute. . . . Norwood High School * . Oak Ridge Institute . Y adkin Mineral Springs Academy . Barrett Collegiate and Industrial Institute. Pinnacle Institute* . Raeford Institute . Peace Institute . Raleigh Male Academy . St. Augustine’s School . St. Mary’s School . Red Springs . Reidsville . . Rutherford College. Salemburg . North Carolina Military Acad¬ emy. * Reidsville Seminary* . . . . Rutherford College . . Salem High School * . . Saluda . Shallotte . Southport . Sparta . Statesville . Sunshine . Wakefield . Walnut . Warrenton . W'eldon . Whitsett . Whynot . Wilmington .... Windsor . Winston-Salem . Woodland . Yadkin College. Yadkinville .... Saluda Seminary . Shallotte Preparatory School *. . . . Southport Academy . Sparta Institute * . Statesville Male Academy . Sunshine Institute* . Wakefield Classical and Mathe¬ matical School. Walnut Cove High School * . Warrenton High School . Weldon Academy . Whitsett Institute * . Why Not Academy . Cape Fear Academy . Bertie Academy . Salem Boys’ School . Woodland High School * . Yadkin Collegiate Institute . Yadkinville Normal School . NORTH DAKOTA. Grand Forks . . . Jamestown . OHIO. St. Bernard’s College and Con¬ vent.* St. John’s Academy . . Austin burg . Barnesville . ! Bluffton . I Cedar Point . I Cincinnati (Clifton) . . do . Cincinnati (724 Oak street). Cincinnati (148 E. Fourth ! street). Cincinnati (1 Park Row, ! Mount Auburn). Cincinnati . ! Cincinnati (1859 Madison Road). I Grand River Institute . Friend’s Boarding School . The Central Mennonite College .. St. Gregory Seminary . Academy of the Sacred Heart Bartholomew-Clifton School . Butler’s (Miss) School . The Collegiate School . Educational Institute . . . Franklin School * . Fredin’s (Madame) School . Principal. 3 E. M. Gilliard . R. C. Willis, A. B . J.A. and M.H.Holt . E. F. Eddins . A. M. Barrett, A. M., D. D . Samuel W. Hall . John A. McLeod . James Dinwiddie . Hugh Morson . Rev. A. B. Hunter . Rev. Theodore Du Bose Brat¬ ton. Clarence A. Short . Rev. Wm. F. Orr, A. M . Chas. C. Weaver . J. J. Hendren and N. R. Blackman. Fidelia Sheldon . Geo. Leonard . M. W. Ball . S. W. Brown . J. N. Hill . R. L. Fruit . R. E. Sentelle . Joseph Aden . John Graham . William M. Stancell . . . W.T. Whitsett, Ph.D . G. F. Garner . Washington Catlett . W. E. Etheridge . James F. Brower . ! N.W. Britton . W. T. Totten . Zeno H, Dixon . Mother Stanislaus. . Sisters of St. Joseph Granville W. Mooney . J esse Edgerton . Noah C. Hirschy . Henry Brmkmeyer . Madam Frances Elder . E. Antoinette Ely, A. M...... Sarah Butler . Rev. J. Babin, A. B . Alois Schmidt . . . J. E. White and G. S. Sykes .. j Madame Fredin . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2117 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. d 1 d 3 a d 1 6 3 a & d s 6 "3 E 0) d "3 s d 3 a o o’ 1 d 3 a o d '3 S 6 3j E o h d 3 s d 3 a o 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 18 19 20 2! | 22 1 1 10 10 '30 10 .... 4 0 126 $800 i 1166 Meth . 0 2 24 13 23 12 3 l| 0 0 9 non 1167 Nonsect ... 8 0 203 1 40 0 25 1 30 0 40 1 21 20 1 3 0 . 2, 500 50, 000; 1138 1 1 30 25 30 25 5 6 ...J 0 0 3 o 700’ 1169 1 2 38 35 30 18 20 15| 19 0 0 o ... 6, 000 1170 1 1 19 20 45 52 8 4 1 4 2 3 0 70 1, 500 1171 0 2 58 42 27 9 1 4 6 5 1 1 4 o 260 8, 000 1172 0 10 0 70 0 96 0 11 75,000 1173 3 0 60 0 50 0 .... 8 0 6 0 4 0 7,000 : 1174 P. E . 3 1 23 9 142 176 3 .... 0 4 8 3 o I 3 0 2,500 70, 000 1175 P.E . ? 10 0 120 0 148 4 3, 500 70’ 000 1176 Nonsect ...! 4 0 26 0 52 0 7 0 11 0 3 0 4 26 600 7,000 1 1177 Presb . 1 1 0 4 17 4 20 0 1 0 1 i 1178 M.E. So....: 4 1 120 36 20 15 15 0 5 0 560 6, 500 1 1179 Nonsect ... 2 1 48 56 50 40 4 1 .... 1 0 500 1,250 ,1180 Nonsect ...! 0 3 2 18 46 | | 50 0 2 1 ’1181 Nonsect ... 2 2 38 28 20 j 12 4 2 6 1 14 10 4 3 0 600 1,000 ; 1182 Nonsect ... 1 0 12 10 23 20 0 50 1183 Meth . 1 1 1 30 18 28 30 5 1 .... 2 200 1,000 1184 Nonsect ... 1 1 0 14 0 4 0 6 0 .... .... 1 3 .... 2,000 1185 M.E. So.... 1 1 44 46 42 41 8 9 6 0 3 4 3 4 4 ol 96 2,000 1186 Bapt . 1 2 47 58 48 58 5 9 2 0 7 9 7 9 2 0 | 200 2,000 1187 Nonsect ... 1 1 24 36 20 16 4 2 0 3 2 3 o 800 : 1188 Nonsect ... 1 2 68 30 15 1 18 11 9 7 6 5 6 ’"*§ o 400 3,000 ! 1189 Nonsect ... 1 2 15 15 30 30 10 10 3 0 0 2 0 ! 4 o | 150 2, 500 1 1190 Nonsect ... 6 1 125 25 75 | 25 10 5 50 10 25 5 10 3 4 0 ! 2,500 20,000 ! 1191 Nonsect ... 1 1 25 20 15 24 ! 4 o 64 1,000 1 1192 Nonsect ... 1 1 25 3 13 I 2 [.... 5 1 2 5 2 I 4 o ! 200 3’ 000 ! 1193 Bapt . 0 1 15 25 60 80 2 5 5 6 o i 100 1,500 ! 1194 Moravian . 4 0 71 0 14 0 4 0 6 0 13 I o 7 0 | 3 10, 000 ; 1195 Nonsect ... 1 1 18 ! 22 35 19 o 0 1 200 ! 1196 M.E . 2 1 14 ! 12 55 38 . 1 I 2 1 1 2 i 1 | 4 o 500 fi 000! 'HQ7 Nonsect . . . 1 1 42 j 30 60 56 2 3 12 6 2 0 2 0 3 0 400 2, 500 i 1198 R. C . 0 6 4 ! 30 16 100 3 1 1 1 1 | 4 o 1,000 25, 000 I 1199 ! „ 2 6 ! 30 45 85 0 o 0 0 ! 4 o 400 35,000 ! 1200 Nonsect . . . 4 3 55 60 7 4 1 I 4 0 2,000 650 ! 1201 Friends.... 2 2 33 40 0 0 2 2 ! 0 j 60,000 1202 Mennonite 5 1 12 4 o 0 6 1 j 2 1 4 o 662 1203 R. C . 8 0 75 0 o 0 6 0 1 6 1204 R. C . 0 9 0 18 o i 42 0 5 0 2 ! n! 9 o 3, 000 . 1205 Nonsect ... 2 13 0 77 0 1 35 0 1 0 25 0 12 0 4 i 5 2,500 50, 000 1206 Nonsect ... 1 9 0 23 4 20 0 6 0 3 i 4 1,000 18, 000 1207 Epis . 1 0 1 ] 0 1 0 1 0 i ""6 ! 0 1208 Nonsect ... 3 3 18 3 12 10 3 8 0 3 0 3 0 I 5 0 j 1209 Nonsect ... 0 56 0 37 1 0 6 0 6 0 f" 1 1 1210 Nonsect . . . J 0 5 0 30 C i| 20 0 0 ! ^ ! 800 1211 1 1 1 r*' 1 2118 EDUCATION EEPOKT, 1903. Table 44. — Statistics of private high schools, -endowed academies, seminaries, arid 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 State and post-office. Name. Principal. 1 2 3 ohio — continued. i Cincinnati (2643 Bellevue Lupton’s (Miss) School for Girls .. Katharine M. Lupton . avenue). Cincinnati ( College Hill) . . . i Cincinnati (1615 Vine street) Harry W. Hawley . St. Francis Seraphicus College _ Rev. Louis Haverback, O. F. M | Cincinnati (E. Sixth street) St. Mary’s Educational Institute.. Sister Mary Borgia . Sisters of Notre Dame . ! Cincinnati (E. Walnut Hills) St. Mary’s Female Educational ! i Cincinnati (Oat and May ! streets). Institute. Ursuline Academy . 1 Mother Baptista . Cleveland (768-770 Euclid Hathaway-Brown School . ! Miss Cora E. Canfield . avenue). 1 Cleveland (2165 Euclid ave- Laurel Institute . ! Florence aterman . j nue). | Cleveland (1020 Prospect Mittleberger’s (Miss) School for ' Augusta Mittleberger . avenue). Cleveland (895 Second ave¬ nue). Cleveland (Willson corner Girls. University School . Ursuline Academy . 1 George D. Pettee . j j Mother Superior . Schoville). ! Columbus (331 E. Rich { street). St. Joseoh’s Academy . . . Sister Agnes of the Cross . ! Columbus (69 Wesley j i Thompson’s Preparatory School ..1 J. T. Thompson . 1 1 block). j Columbus (187 E. Broad | street). The University School . Frank T. Cole . . Damascus . Damascus Academy . Ercy C. Kerr . . | Dayton (17 Third street E) . English and Classical Preparatory Albert B. Shauek . j Dayton (Ludlow and Franklin streets). Dayton . . School for Boys and Girls. Notre Dame Academy . Sister of Notre Dame . ! St. Mary’s Institute . Louis A. Tragesser . .j Gambier . Har court Place Seminary . Ida I. Aver Hills . Glendale . Glendale College . Miss R. J. DeVore . > Hudson _ _ Western Reserve Academy * . Charles T. Hickok . New Lexington . St. Aloysius A cademy * . Mother Gonzaga . Oak Hill . Providence University . George James Jone3 . Ottawa . 1 Crawfis College * . J. T. Fairchild . . Reading . 1 Mount Notre Dame Academy . Sister Catherine Aloysius .... Sister M. Baptista . St. Martin _ Ursuline Academy for Young La¬ dies. Savannah Academy . Savannah . W. J. Machwart . South New Lyme _ New Lyme Institute . Wm. H. Van Fossan . 1 j Tiffin . . . TTrsul i n e Col 1 esre . _ _ . . Mother Mary Pius . j | Toledo . . Ursuline Academy . Mother Superior . J i Urban a . . Urbana Universitv (College) . John H. Williams, A. M . I : West, Farmington . . Western Resprve Seminar}’ _ J. H. White . - . 1 OKLAHOMA. Carrier _ Northwestern Academy . . W.H.Le Bar . i Guthrie . St. Joseph Academy _ *. . Sister Mary Joseph . I Kingfisher ... . Kingfisher College _ _ __ J. T. House . . Langston . Holy Family College . Sister M. Alphonsa, O. S. B - 1 Wm. Thurman . | Newkirk . 1 The Oklahoma Presbyterian Acad¬ OREGON. Albanv emy. Academy of Our Lady of Perpet¬ ual Help. Sister M. Margaret . Baker Citv St. Francis Academy . . . Sister Mary Cupertino . . Coquille Coos County Academy A. H.Mulkey . 1 Jacksonville . St. Marv’s Academy . Sister M. Angel Guardian ....1 * Statistics of 1901-2. PRIVATE HIGH SCHOOLS. 2119 other private secondary schools for the scholastic year 1902-3 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical | course. ; Scien¬ tific courses. | ill d * la s "3 § o5 "3 g 0 PR d "3 a d S <33 d 13 a r2 I O {=< 1 *3 d 1 d 'S 0 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 ; is 1 - 0 3 1 11 0 i 1 ol 1 1 2 ...J Nonsect ... e! 0 ,0 0 20 0 5 0 r;:i lc ol 4 ol j 1 1 0 R. C . 10 0 71 0 0 0 0 0 ol 0: 9 0 1 0 0 R. C . 0! 4 0 23 IS 112: .. 1 ....! 0 i R. C . °j 4 ° 17 20 48 0 i 0! 0! ol 1 0 0 °i j ° R C. 0 4 0 23 19 39' 0 0 Nonsect ... 0! 6 0 60 _ 7 j 1 0 J I I 0 15 0 | Nonsect . . . * • 0 29 11 67i 0 3 i 3S 1 0 5 1 Nonsect ... 3: 13 . 0 s 90 0 50 0 7 ° 0 0 23 ° 1 „! | 7 Nonsect ... 17 1 135 o! 110 i 45 0 90, 0 26 0 26 0 R. C . 0 9 1 0 35 0 290' | 1 0 6 1 R. C . 0 4 0 1 30 ! i J ”■ 0: | 5' Nonsect . . . ! 4| 1 H | 9 5 41 .... ... 20 : 12 6' 0 • Nonsect ... 1 16 1 I 0 j 01 1 .... .... 14 J ! 6i 0 1 5: °j Friends.... 1 1! ! 21! 8 0 1 ! i! 1 1 Nonsect ... 2! 1 ' 41' 26’ 5 4 IS! 14 9 2 * R. C . ! 0 10 i i ° 40 \ 130 0 0 J °i 0 • 1 0 | ! 1 R. C . Fniv 20' 0 ft' 19! i65: Q 0 56 160 o ol 0 1 50i 0 60 0 13 f) 01 3 1 i . Presb . \J -L— 0, 9 ! 0 40 0 0 i ■ 0| i ^ 0 0! °o j U i....! Nonsect ... 6! 1 60 15 0 0 4i •j 21 1' 12' 3 "12 i 3 R. C . 0| 8 0i I 35 0 45 ! 0i 1 4! 1 Nonsect ... 5| 4 ; 26) ! 41 19 j 19: .... ‘"I 9 0 Nonsect . . . 1 3 1 45 i 40 0 0 1 10 1 8 I 4 5 1 0 n 0 R. C . 0! 5 I 0 45 0 : 70 0 2j R. C . 0 7 i 0 44 o' 27 1 0 i il 0 2' 0 ... Presb . 2 1 u N 1 5 ! 1 6 . I 6 ! 1 j ; 1 J Nonsect ... 3 4 50 45 10 10 1 8, 8! 3 2 R. C . Oj 5 0 30 0 120 1 0 10 n ! 12 R. C . 0 6 0 80 0 220 ... 0 1 4' New Church 4! 1 12 14 ! 11 i 17 ; 1 1 0 1 11 14' 0 0 Meth . 3: 5 20 25 Q| 4 2 2 * 1 31 1 0 Cong . 2 i c 16 16 14 1 2 0 ! 0! 0 R. C . 0 7 i 0 30 c 52 1 ° ; 0 | 0: 1 0 0 i 9 0 Cong . 6 4 i 24 | 18 j 75 ; 29 12 i 14 i 1 ! 1 | R.C . 1 2 ' 15 16 I 18 1 21 1 Presb . 1 1 • 10 6 22 j 44 1 4. j 1 0 0 0 oj R. C . 0 2 IS 22 ! 16 J 19 0 ■ 3 0 3 0 R. C . 0 2 1 0 18 1 ; 63 ! 108 | 1 0 3 ! j Nonsect ... 1, 1 10 12 i 30 ! 48 R.C . 0 4 0 45 ' 0 40 ' 0 2 0 1- ►3 £ 18 20 21 0 3,000 4o! 3,000 o; 1,500 0: 1,300. ! i 0; . I. 0; 3,000, I | 0 300 0 2.500! I ' j ..jlO, 000 . 0- 1,600 1 0: 60j o' 1,0001 4 600* 4 ....! 1,300 4; 0 . 6 "i’oooj' 1,000 3,0001 102! 4, 000|. 6,000. ol 21 200; . Oj 2,000 1,500 O' 5,1 0 300j 4 Oj 5901 3! 0( 2,700! 4-... 200) I' 0; 75. 500: 7001 22 11212 850,000 1213 53, 000 1214 . ..11215 . 1216 . 1217 . 1213 2,000 1219 1220 250, 000; 1221 . 11222 60, 000' 122-3 140 1224 500 122-5 . ! 1226 . 1227 . 122e 50 (990 123C 1231 40, 000 1232 . 1233 12, 000 1234 20, 000 1235 . ' 1236 . 1237 1233 30,000 1239 . 1240 . 1241 25,000 1242 . 1243 5, OOOj 1244 35,650 1245 60, OOO! 1246 3, 000 1247 ....... 1248 7, 500* 1249 ! 25, 000| 1250 4, 000 1251 . '1252 21 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 0 EDUCATION REPORT, 1S03. Table 44. — Statistics of private high schools, endowed academies , seminaries, and State and post-office. Name. Principal. 1 2 3 Oregon— continued. Mount Angel . Mount Angel Academy (female) . Mother M. Agatha . _ do _ ~ . Rev. F. Dominic . . . Pendleton . St. Joseph’s Academy.' . ' . Mother M. Stanislaus . Portland . Bishop Scott Academy . Arthur C. Newill . • _ do . J. W. Hill . _ do . J. R.WilsonandS. R. Johnston. ....do . St. Helen’s Hall..*. . Eleanor Tebbetts . _ do . St. Mary’s Academy and College.. St. Paul’s Acadmy . . Sister Mary Fla.via. _ _ _ St. Paul . Sister Rosalind . Salem . Sacred Heart Academy . . . Sister Mary Stephen . The Dalles . Sister Mary Geraldine. . . . PENNSYLVANIA. Academia . The Tuscarora Academy . Ida M. Barton, M. A . * . . Allegheny . Allegheny Preparatory School.... Henry Carr Pearson . Allegheny (8 North avenue W.). Ambler . The Park Institute . Charles Ransom Coffin, A. M.. Sunnyside School . Miss S. A. Knight . Armagh . Armagh Academy . C. A. Campbell . Barkeyville . . Barkeyville Academy . Wm . Harris Guver . Bellefonte The Bellefonte Academy .. James R. Hughes. . . Bethlehem . Bethlehem Preparatory 'School . . . H. A. Foering, B. S . _ do _ i Moravian Parochial School . Albert G. Ran, Ph. D . Birmingham . ! Mountain Seminary . Miss N. J. Davis and Miss Brodheadsville _ Fairview Academy . S. M. Gallaher. E. T. Kunkle, A.M . Bryn Mawr . Baldwin’s (Miss) School . Miss Florence Baldwin . _ '.do . 1 Shipley’s (Misses) School . Hannah T. Shipley . . . . do . Wright’s (Miss) School . Lila M. Wright . Buckingham . Hughesian Free School* . Donald W. Davis . Canonsburg ! Jefferson Academy . .T. A . A . Craip- Carlisle. . . . Metzger College . Sarah Kate Ege . Chambersburg . . do . Chambersburg Academy . Heyser’s(Miss) Preparatory School Chester Academy . D. Edgar Rice, M. A . Katherine E. Hevser . Chester . George Gilbert . Chestnut Hill, Philadel¬ Chapman (Mrs. )'and Jones (Miss) 1 Mrs. Chapman and Miss Jones phia. _ do . School for Girls. Chestnut Hill Academy . James Lawson Patterson . Coleraine. . . Union High School . Howard E. Snyder . Columbia . St. Peter’s School . Sister M. Fla via . Concord ville . Maplewood Institute* . . Joseph Shortlidge . Cresson . . Mount Aloysius Academy . Mother M. Gertrude . Dayton . . Dayton Union Academy _ Rev. L. W. Greenlee . Dry Run . Path Valley Academy . William McElwee, jr . Easton . . . 1 The Easton Academy . Samuel R. Park, A. M . Charles H. Lerch . do Lerch’s Preparatory School. . Eldersridge .... Eldersridge Presbyterian Acade- Rev. N.B. Kelly . . Elderton .... Elderton Academy . W. A. Patton . Erie . Villa Maria Academy . Mother M. Eugenia . Factory ville . Kevstone Academy . Rev. Elkanah Hulley, A.M... John H. Washburn . Farm School . . . National Farm School . Fawn Grove.. Fawn Grove Academy* . Annie M. Anderson, A. B . Fredonia . Fredonia Institute . F. A. Fruit, A. B . George School . George School . Jos. S. Walton, Ph. D . Germantown, Philadelphia do Friends' School (Orthodox) . Germantown Academy . Davis H. Forsythe . William Kershaw . Germantown. Philadelphia ‘ ‘ Ivy House ’ ’ Preparatory School . Mary E. Stevens . (59 High street). Germantown, Philadelphia The Stevens School for Girls * . . . . Mrs. Emily D. Dripps . (211 W. Chelten avenue.) * Statistics of 1901-2. PRIVATE HIGH SCHOOLS. 2121 other private secondary schools for the scholastic year 1802-3 — 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. Secon d- ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. d S 6 r° d jd o d g a N c5 S CJ *3 a o d 1 d £ Z d a 1 ^ 1 1 g r2 'S ^d Q r° 4 5 6 7 8 9 10 ii 12 13 14 15 16 1 7 18 19 20 21 22 I R. C . 0 5 0 58 87 103 0 20 0 10 0 1 ; 4 1 4 0 i 2,630 $35,000 1253 R. C . 20 0 144 0 0 60 0 I o 17 o 0 4,500 900, 000 1254 R. C . 0 6 22 102 5 ! 500 35, 000 1255 P. E . 8 1 25 0 48 0 1 0 10 0 4 3 j 3 0 4 25 ! 350 150,000 1256 Nonsect ... 0 90 0 30 0 15 0 25 o o 5 0 4 90 250 50,000 1257 Presb . 11 3 129 124 66 89 20 90 40 18 16 13 5 5 0 1258 P. E . 0 s 0 84 1 64 0 | 3 4 100,000 1259 R. C . 0 11 0 0 280 0 5 j o 3 4 0 2,000 1260 R. C . 0 I 0 28 31 52 0 3 4 0 25 1261 R. C . 0 1 0 12 0 90 0 j 300 1262 R. C . 0 4 0 33 0 69 0 9 0 24 o 4 4 0 890 1263 Nonsect ... 0 3 20 25 9 3 6 6 2 0 1 0 ! 1 0 4 0 100 1264 Nonsect 4 0 34 36 51 36 6 4 12 7 3 5 3 4 5 0 1,000 90,000 1265 Nonsect . . . 2 2 81 5 0 0 4 0 19 1 16 0 16 6 4 0 1266 Nonsect ... 1 4 1 J » 10 0 0 0 300 1267 Nonsect ... 2 0 50 651 .... 5 6 1268 Christian . . 1 2 49 28 [ 39 85 4 8 3 4 2 2 ll 0 3 0 1,500 7,500 1269 Nonsect . . . 5 2 60 25 20 7 10 7 40 0 14 3 14 3 4 0 25,000 ! 1270 Epis . 1 1 106 0 24 0 11 0 90 o 28 0 28 0 4 0 2 000 1 1271 Moravian.. 4 2 55 40 ; 85 80 4 1 48 39 9 3 9 2 5 0 5,000 60,000 1272 Nonsect ... 0 8 0 64| 0 6 0 18 0 0 0 10 0 3 0 2, 500 1273 Nonsect 3 2 41 ; 44 ! 14 18 9 0 1 0 0 3 3 0 300 3,500 1274 Nonsect ... 1 14 0 140 ! o 100 6 70 0 0 0 8 Oj : 4 4 1,000 500,000 1275 Nonsect . . . 0 14 0 58 0 12 o 9 0 9 4 ! 1276 Nonsect . . . 0 5 0 13 o 30 0 1 ! 1277 Nonsect ... 0 1 24 1 15! 27 24 0 4 o 2 2 0 5,000 8,000 j 1278 Nonsect ... 4 0 501 50 : 0 0! ioj 101 10 10 4 3 1 2.000 20,000 1279 Nonsect . . . 0 3 0 27 1 0 40 I 0 1 4 1/200 j 1280 Nonsect . . . 3 0 48 0 9 0 8I 0 7 0 11 0 9! 6 4 *6 i 500 25, 000 1281 Nonsect ... 0 1 2 9 i 0 0 2 9 0 2 Oj 2 Oj 50 1282 Ncnsect . . . 2 15 12 ! 8 0 3 4 ! 700 15,000 1283 Nonsect ..." 3 11 0 43 1 ° 0 0 3 0 3 0 3 0 1 "’6 400 50, 000 1284 Nonsect ... 0 82 0 38 0 40 0 42 0 g 0 3 0 6 60 900 1285 Nonsect ... 1 0 151 25 1 0 0 3 2 4 0 3 2 4 0 500 4. 000 1286 R.C . 0 4 12 28 i 38! 47 ...J o 3 1 3 0 200 1 1287 Nonsect ...1 5 0 39 0 6 0 3 0 5 0 3, 000 40, 000 1288 R.C . j 0 10 0 66 0 32 ... i o 6| 0 3 4 4, 000 ! 1289 Nonsect . . . ] 2 1 20 22 10! 21 6 1 1 290 Nonsect ...1 1 0 9 13 9 3 1 oj 1 0 ..... 0 2, GOO j 1291 Nonsect . . . ] 3 4 31 1 14 39, 45 7 0 18 4; 6 3 6 1 3 0 300 12,000 1292 Nonsect ... 6 1 1 70 10 ! o' 0 12 o 19 1 23 1 3 0 250 1 1293 Presb . i 1 2 0 37 19 5 3 4 o 2 o 1 j 4 1 3 0 1294 Nonsect ... 2 1 32' 1 47 10 2 0 1 i 0 1 0 1 0 0 50 1,500 1295 R.C . 0 0 20 o 65 0 3 0 4 0 2 j 2,000 100,000 1296 Bapt . 1 6 1 52 23 26 31 i 9| 2 12 10 12 2 ! 3 0! 3, 500 100,000 1297 Nonsect ... 5 0 40 0 0 0 1 6 0 6 0 4 40 1,500 70,000 1298 Nonsect ... o j 1 16 21 0 0 ! 0 il 6 0 0 80 2.000 1299 Nonsect ... 2 1 40 53 I 20 25 ! 15 j 2 4 . 0 ! 700 8, 500 j 1300 Friends.... 3 1 8 116 86 o 0 0 ii 1 8 ° ! 9 9 3 I 1 4 0 j 2,858 275, 000! 1301 Friends.... 0 i 7 60 65 60 85 1 2 7 2 *7! '1302 Nonsect ... ! 9 0 210 0 ! 90 0 :::. .... ! 28 0 28 0 6 0 1,000 500,000 1303 Epis . 2 i 6 1 0 14 0 0 . ! 0 3 0 3 1304 Nonsect ... 1 0 S 1 1 0 42 1 0 48 ! i i 0 2 0 0 1 4 0 1305 1 i 1 1 1 i ..... i L 21 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 !2 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endoived academies, seminaries , and State and post-office. i . Name. i Principal. 1 2 3 PENNSYBVANI A— COnt’ d. Greensburg. . . . Green shu rg Sens a n airy _ i 1 J.C. Hoch,A.M.,Ph.D . do . 1 St. Joseph Academy . i Sister Rose Marie . .. Harrisburg . I Harrisburg Academy . ; Jacob F. Seiler, Ph. D... Haver ford . Haverford Grammar School . * Charles S. Crossman . Herman . St. Fidelis College . 1 Rev. F. Cassian Hartt. Hollidaysburg . ! Hollidaysburg Seminary . ! Mrs. Sara Bosworth and A. F. Jenkintown . | Abington Friends’ School . | Walker. George M. Downing . . Johnstown . St. Mary’s School . Rev. John Norbert Bausch _ . . Kennett Square . Martin Academy . Jane Rushmore . Kingston . Wyoming Seminary . . . L. L. Sprague, M. A., D. D _ Sister Superior . Lancaster . Sacred Heart Academy . _ do . St. Mary’s Academy . Sister C. Aloysius. . . do . Stahr (Miss) School . Helen Russel Stahr .... . do . Yeates School . Rev. Frederic Gardiner . ! Ligonier . . . Ligonier Classical Institute . Rev. E. H. Dickinson . Lititz . . . Linden Hall Seminary . Rev. Charles D. Kreider London Grove . Friends’ Select School . ! Miss A. M. Rohr . Mechanicsburg . Normal and Classical School . i D. E. Kast . Media . Friends’ Select School . : Caroline W. Buckman . Mercersburg. Miffiintown Mercersburg Academy Mifflin Academv* Millville . i Greenwood Seminary . Mount Pleasant . Western Pennsylvania Classical and Scientific Institute. Nazareth . ! Nazareth Hall Military Academy.1 New Bloomfield . j Bloomfield Academy . I New Lebanon . McElwain Institute* . 1 Northeast . St. Mary’s College . j North Hope . ! North Washington Institute . Oak Lane, Philadelphia _ ! Marshall Seminary . I I Ogontz . I Cheltenham Military Academy...1 . do . Ogontz School for Young Ladies..1 Oley . The Oley Academy . | Pennsburg . : Perkiomen Seminary . I j ! Philadelphia (Rittenhouse square). Philadelphia (1350 Pine street). Philadelphia (Broad and Cherry streets). Philadelphia (1420 Pine street). Philadelphia (Fifteenth and Race streets). Philadelphia (140 N. Six¬ teenth street). Philadelphia (2037 De Lan- cey place). Philadelphia . William Mann Irvine, Ph. I).. J. Harry Dysinger . Berniece Eves and Rebecca John. Henry C. Dixon . Philadelphia (4112 Spruce street). Philadelphia (2204 Walnut street). Philadelphia (2011 De Lan- cey place). ! Academy of Notre Dame* . [ Anable’s (Miss) School for Young Ladies. Brown College Preparatory School De Lance y School . Friends’ Central School . Friends’ Select School . Gibson’s (Miss) School* . The Girard College for Orphans ... Gordon’s (Miss) English and French Boarding and Day School for Girls. The Holman School for Girls . S. J. Blum, D. D . Harry C. Mohn, A. M . G. S. Swank . . Rev. John G. Schneider . . S. C. Stookdill . . Emma S. and Mary E. Mar¬ shall. John D. Skilton . . Sylvia J. Eastman . . Howard Hitman and Waldo S. Lein bach. Rev. O. S. Kriebel, A. M . . Mother Agnes Mary . Isabella Anable . Alonzo Brown . Joseph Dana Allen . . J. Eugene Baker and Anna W. Speakman. J. Henry Bartlett . Margaret S. Gibson . Adam H. Fetteroff, Ph. D. LL. D. Elizabeth F. Gordon . Agnes Irwin’s School Louise Holman Haynes . Sophy Dallas Irwin . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2123 other private secondary schools for the scholastic year 1902-3 — 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 college. for Gradu¬ ates in 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Length of course in years. i Clas- I si cal j course. Scien¬ tific courses. J d 1 s d 'S <5 "3 S d 3 s d 73 s 6 13 & ! d I 13 s jd *3 a V ai ■3 1 0 rS 1 d I d 73 a d *3 g 3 4 5 ! 6 7 8 9 10 11 12 13 14 1 5 16 17 18 19 120 110 0 0 j 20 15 J 5 j 4 R.C . O1 7 0 45 0 90 0 1 0 3 0 1 4 Nonsect . . . 2 0 17 0 10 0 4 0 11 0 4 ! 0! 4 0 Friends.... 10! 0 110 0 120 0 31 0 55 0 : 28 0 21! 0 4 R.C . 9! 0 53 0 13 0 13 0 13; 0 6 ° 6 0 6 0 0 38 0 4 0 1 0 9' J _ 31 3. 35 ! 6 | j 0 i 2 4 4 R.C . oi 9 34 34 135 122 1 ! .... o' 25 0 0 : j"*il "**5 oi 2 4 Meth . ... 10: 8 145 74 92 181 31 i 19: 49j 0 17 9 15! 4! 4 R.C . 0| 4 0 18 0 10 .... R C 0 3 0 0 ^0 1 4 l! 4 0 25 8 33 0 ! 8! 0 6 0 3! 4 Epis . 1 10' lj 54: : 0 6 0 16 oj .... 0 0 ! 0 0 6 Presb . I 1! 1 33 67 5 1 2 H 0: 4 Moravian..! 0 10! 0 54 0! ; 18 0 0 0 i 0; 1 0 10 .... 0; 1 4 Friends....! 0 1 5! 8; 6 7 1 1 4 Nonseet ... lj 3 24 13 2 0 1 . 2! 6: 2 Friends.... 0 2 1 4 3 8: 0 1 0 0 0 0 j 0; 0 4 Reformed . 21 oi 284! o 0 0 1 82 0 ! 70: °: 5 Nonsect . . . 1 1 15] ; is: Oi 0 !0j ! 6 5 0 1 1 3 Friends. . . . 0 1 9 8 11 14 ! 0! 1 Bapt . 2 23 4- 1 22 68 3 1 i i! 5 4 4 H 1 J ° 2 ! ! Moravian.. 6 0 56 0 39 0 18 0 22 0 j 12 oj 12 0 : 5! Nonsect ... 2 1 19: 11 25 29 4 1 10 0 1 1 1 1 4 Nonsect ... - 3 1 15 i3| io; 2 01 0 a 1 1 1 .... R.C . 11 0 1351 0 0 0 1 11 0 6 Nonsect ... 3 2 50 49! 30; 30 1 3 4 Nonsect ... a 13 0 0 3 0 ... ....! Nonsect ... 7 0 48 56| 0 39 0' 6 0 ,! oj I 4 Nonsect ... o: 10 0 ! 64! 0 68| 0| 3 6 0 0 29 0 0 4 Nonsect ... 2 1 19 ! 11 28 25 4 5i 0 0 0 0 0 0 Schv/enk- io; 3 160 H 32 10 32 10 25 0 34 12 28: 6 3 R.C.. ° 10 0 51 65, 149 10 0 0 0 4 0 1 4 Nonsect ... » 10 0 30 0 6 0 2! 1 0 1 ; i j 4 Nonseet ... 1 9 0 100 0 43 0 1 4 0 60 0 35 1 ° 25! 0 i “ Nonsect . . . 12 0 104 0: 78 0 1 1 4 Friends.... J 10 115 163| 40 : 109 1 14 ! 31 J 5 Friends.... J J S3 J 91 12,1 ! j 0 20 l 10; 4 Nonsect ... J 5 | 0 20: : ' 0 j 10 | 01 ! i i ! 4 Nonsect ... 20 j ! 280 o' 1409 0 35 0 i si Nonsect ... 1 o1 13 0 73' 1 i 0 i 25 ! „ 4 0 ! 9 | 1 4! Nonsect ... 1 | 0 10 0 70 i 0 i i 40 ! I 0 36 0 24 ° 3 0 I 1 1 i Nonsect ... N 20 1 » 141 i 0 1 40 I 1 ° 11 I 0 ! 1 4 i 1 a 20 21 0 500 0; 1,200 Oj 100 0! 400 22 $30,000 * 'ii.'ooo Oj 1,800 42,000 750 100 2, 000 0 . 300,000 ..I 500 . 0, 1,400! 15,000 0 150 . 1305 1307 1308 1309 1310 1311 1312 1313 3314 1315 1316 1317 1318 1319 1320 3, 000! 65, 000 1321 0 . ' . 1322 0 70 i 1323 0 50 4, 500j 1324 60, 3, 600! 175, 000! 1325 o! 0r . 1326 0 . 1 . 1327 i : I 0 3,000 37,0001328 ! i 56 2, 000: 50, 000! 1329 0 250: 10, 000' 1330 ...! 300! 5,000 1331 0; 6, 600: 75, 000 ! 1332 0! . : . ! 1333 27! . . 1 1334 48: . . 100,000:1335 64! 4,712 . 11336 0! 600i 5, 500| 1337 oj 1, 300 52, OOo! 1338 0 1,000 . 1339 I i 01 . ! . i 1340 1. 500 1341 200! 52s| 200, OOOj 1342 . 1 1343 046,000 100, 000: 1344 1345 280,29, 000 3, 350, OOOi 1348 ! ....! 1,200- . 400; ,250 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 1378 1379 1380 1381 1382 1383 1384 1385 1336 1387 1383 1389 1390 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies , seminaries, and State and post-office. Name. Principal. PENNSYLVANIA — eont'd. Philadelphia (1825 Green street). Philadelphia (1817 X. Broad street). Philadelphia (1720 Arch : street). Philadelphia (Broad and j Vine). . Philadelphia (2100 South j College avenue). Philadelphia (Broad and ■ Berks streets). Philadelphia (8 S. Twelfth ! street). Philadelphia (Forty -second and Pine streets). Pittsburg (Fifth avenue and Craig street). Pittsburg . Pittsburg (3333 Fifth ave¬ nue). Pittsburg (Ross and Dia¬ mond streets). Pittsburg ( Shady Side) . Pittsburg (East End) . Pittsburg . . do . ; Keyser’s (Miss) School . Harriet D. Keyser . Montgomery Terrace School . I. K. Macphie . Philadelphia Collegiate Institute Miss Susan C. Lodge. . for Girls. Roman Catholic High School . Rev. Hugh T. Henry. School for Girls of the Mary J. Rev. C. G. Goedel _ Drexel Home. The Temple College . Russell H. Conwell... The William Penn Charter School . Richard Mott Jones, LL. D. . . The Winthrop School . John Loman (head master).. Alinda Preparatory School . Miss Ellen Gordon Stuart _ East Liberty Academy . ! Rev. Emil Lewey, Ph. D . Ladvof Mercy Academy . Sister Hilda . Plains . Pottstown . Reaaing(429Walnutstreet) . Reading . Riegelsville . Rosemont . Saltsburg . . . Scranton . Sewickley (126 Thorne street) . Sharon . Stewartstown . Sugar Grove . Swarthmore. Towanda Union town . . Washington . . do . Wayne . do . W est Chester . . Westchester (406 W. Union) West Xewton. West Sun bury Westtown Pittsburg Academy . Shady Side Academy . The Thurston Preparatory School . Ursuline Young Ladies’ Academy. The Woolsey School for Young- Men. Sacred Heart School . The Hill School . Reading Classical School . Schuylkill Seminary . Riegelsville Academy . Kirk (Misses) School* . Kiskiminetas Springs School . St. Cecilia Academy . Stuarts (Miss) College Prepara¬ tory School. Hall Institute . Stewartstown Collegiate Insti¬ tute.* Sugar Grove Seminary . Swarthmore Preparatory School.. Susquehanna Collegiate' Institute. Madison Academy . Trinity Hall School . Washington Female Seminary* .. Armitage Preparatory and Fin¬ ishing Course School. St. Luke’s School . The Darlington Seminary . Friends’ Select School . J. Warren Lytle. William Ralston Crabbe . ; Miss Alice M. Thurston . Mother M. Ursula . Lucius Everett Hawley, A. M ! Sister M. Teresa . ! John Meigs . i S. W. Kerr and Ambrose Cort. j Rev. Warren F. Teel, Ph. M ... Edward C. Brinker, jr., A. M . . The Misses Kirk . ! A. W. Wilson, R. Willis Fair. . . I Sister Mary Crescentia . i Miss M. A. Munson . Philip Reilly . Henry Mace' Pavne, C. E., Ph. D. M. R. Woodland . A. H. Tomlinson . C.R. Stiles, A. B . A. M. Van Tine . Wm. W. Smith . Misses McDonald and Thomp¬ son. Harriet Clare Armitage . . . ; Charles Henry Strout. . . . Frank Paxson Bye . . . . . j Gertrude Rhoads . West Xewton Academy . ! Geo. D. Crissmann _ West Sunbury Academy . j V. A. Greene . Westtown Boarding School . ; Wm. F, Wickersham. . Wilkesbarre (165 W. River street). Harry Hillman Academy H. C. Davis, A. M., Ph. D .. * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2125 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific. courses. d d S 6 £ d * I o d S d 1 © 6 s d *3 a © d '3 § d *3 S © d "3 § 6 "5 g 0 d 1 d r2 g © 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 | o 1 0 8 12 30 0 4 0 0! 0 2 0 0 4 0 1350 0 6 0 8 20 0 3 0 J 1 4 1351 M. E . 0 0 48 4 23 0 23 0 | 1 0 14 0 4 4 0 300 1352 R.C . 14 0 330 0 10 0 5 0 33 0 15 0 4 0 2,000 §280, 000 1353 2 6 0 33 0 25 0 0 0 0 0 5 5 0 600 1354 14 441 149 374 151 ! 58 74 4 1 4 0 4,200 183, 0C0 1355 12 508 0 57 0 57 0 2, 000! 425,000 1356 - Nonsect _ 4 2 31 1 27 1 16 1 10 0 3 0 3 0 5 0 | 1357 Nonsect . . . 0 6 0 J 0 35 0 11 0 1 4 300 1358 Nonsect ... 6 0 100 0 4 0 10 0 80 0 15 0 15 0 4 0 100 ! 22,000 1359 R.C . 0 7 o 110 0 82 o 9 0 0 0 9 1360 Nonsect ... 9 9 205 110 132 112 4 2 100 1 12 42 25 50 212 4 1 130 ! 1361 Nonsect ... 16 0 225 0 29 0 80 0 145 1 01 25 0 25 0 5 0 1,000 110,000 1362 Nonseet ! 2 4 0 65 23 117 o 35! 0 15 0 12 4 0 600 1363 R.C . 1 0 6 0 50 .... 0 3 1364 Nonsect ... 2 0 8 0 0 0 3 0 5 0 2 0 2 0 4 0 | 300 1365 R.C . 0 6 22 41 129 140 1 3 4 0 205 1366 Nonsect ... 25 0 210 0 30 0 110 0 125 0 40 0 i 40 0 4 ; 210 4,500 1367 Nonsect . . . 2 1 13 12 29 2 0 2 3 0 4 3 3 3 0 I 500 20,000 1368 Ev. Assoc . . 3 0 27 0 14 7 2 0 2 0 ’"4 0 1.000 25,000 1369 Reformed . 1 0 8 s 1 3 1 3 3 0 0 3 | 0 0 3 0 4; 000 1370 Nonsect . . . 0 4 0 11 1 4 0 11 1 0 1371 Nonsect ... 6 [ 0 85 0 10 0 10 0 35 6 14 0 i 12 0 4 0 300 60,000 1372 R.C . 0 6 9 70 78 153 2 0 0 28 4 0 100, 000 1373 Nonsect ... 1 j 3 4 20 6 1 10 6 i 3 4 5 1 1 I l 1 5 y 1374 Bapt . 2 1 21 35 3 ! i 1 1 1 0 1 0 1,000 100, 000 1375 Nonsect . . . 4 1 2 77 46 2j 10 23 4 9| ii 34 19 1 11 3 4 0 250 1376 U. Breth... 2 | 6 19 59 10 1 15 5 10 0 5 0 1 3 0 1 000 20 500 1377 Friends. . .. 5 i & 66 44 37 31 60 40 6 4 1 ^ 8 5 4 0 100’ 000 1378 Presb . 0 ! 1 10 20 12 18 2 3 1 0 1 0 1 0 4 0 800 15,000 1379 Nonsect ... 1 3 30 35 0 i o 5 3 2 2 j 7 5 4 2 3 0 1,500 2,000 1380 Epis . 8 0 i 53 0 0 o 6 53 3,000 300,000 1381 Nonsect . . . 1 17 ! o 130 o 20 0 20 .... I 0 21 0 2 4 0 1,500 11382 Nonsect ... 4 7 1 o 16 0 0 0 1 L.J 1 0 0 2 4 0 90.000 ‘1383 j Epis . 8 0 1 6! 0 9 0 7 0 49 0 10 0 0 4 0 3.000 125,00o! 1384 | Nonsect ... 6 10 0 71 0 8 0 6 0 1 1 0 9 0 0 0 3,000 50,000 ! 1385 Friends 0 2 ! 2 2 10 12 0 0 0 0 0 3,100 1386 (Ortho¬ I 1 I dox). Nonsect . . . 3 1 1 34 44 5 o j 8 13 2 1 3 0 40 1 1387 Nonsect . . . 1 : i j 12 15 0 0 0 3 3 0 ! 1388 Friends 8 ! 8 i 90 92 8 3 ! 7 10 9 0 12 j 19 4 7 3 0 5, 000 1389 (Ortho¬ j dox). Nonsect ... 5 i 3 ; 113 I ° 0 j Oj 11 0 36 0 8 0 8 0 6 0 , 500 | 65,000 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 EDUCATION REPORT, 1903 Table 44. — Statistics of private high schools , endowed academies , seminaries , and State and post-office. Name. Principal. 1 2 3 PENNSYLVANIA — COn t’ d. Wiikesbarre . St. Mary's Academy . Mother M. Francesco Williamsport . Williamsport-Dickinson Seminary Edward J. Gray, D. D . I York (206 S. Duke street) . . . York Collegiate Institute . E. T. Jeffers, D.‘D.,LL.D . York . York Countv Academv . Elmer E. Wentworth RHODE ISLAND. East Greenwich . The East Greenwich Academy. . . . ! Bey. Lyman G. Horton Newport . St. George’s School . *. _ ! Rev. John B. Diman Pawtucket (35 Fountain street). Cole’s Private School . Mrs. C. A. Cole _ Providence (Elmhurst, 736 Smith street) . Academy of Sacred Heart* . ■ Madame M. Raleigh . Providence (15 Greene The Fielden-Chase School for Miss Abbie E. Southwick . street) . Girls. i Providence (197-205 Frank¬ lin street). i La Salle Academy . 1 Brother Peter . Providence (223 Thayer The Lincoln School . 1 Miss E. G. Bowen and Miss street). j Margaret Gilman. Providence (60 Broad street). St. Xavier’s Academy . ! -Sisters of Mercv I Providence (205 Benefit street) . The University School . ' H. M. Rice . Providence (26 Cabot Wheeler’s (Miss) School . 1 Miss Mary C. Wheeler . street) . Woonsocket (61 Park ave¬ Convent of Jesus and Mary . Mary St. Stephen . . nue). Woonsocket (43 Hamlet avenue). SOUTH CAROLINA. Sacred Heart College . Brother Ulric . Bamberg . j Carlisle Fitting School . H. G. Sheridan Charleston . . . | Academy of Our Lady of Mercy .. Sister M. Benedicta . Charleston (38 Corning j The Gibbs School for Girls . Misses S. P. and E. S. Gibbs .. street). Charleston . j The Porter Military Academy .... Smith’s (Mrs.) Private School _ The University School . Charles J. Colcock . . do . 1 Mrs. Isabel A. Smith . _ do _ Edward F. Mayberry, M. A .. John S. Marquis Chester Brainerd Institute . Clinton . The Thornwell Orphanage* . Wm. P. Jacobs, D.D . i Columbia Benedict College . A. C. Osborne, D. D . 1 Greenville . ! Chicora College . S. R. Preston, D. D . .do . Sterling Industrial College . D. M. Minus, D. D . Hartsville . Welsh Neck High School . J. W. Gaines . . McColl . Palmetto High School* . R. S. Fletcher . Reidville . Reidville High School for Girls. . . J. Whitner Reid . 1 do Reidville Male High School . John L. McWhorter . { Rock Hill . The Catawba Male Academy . D. J. Brimm . ' Tigerville . North Greenville High School. . . . S. F. Boyles . I SOUTH DAKOTA. • Academy . Ward Academy . Lewis E. Canfield . .„..i Canton Augustana College . . .AnthonyG. Tuve . j Sioux Falls All Saints School . Helen S. Peabody . ! . do ... Sioux Falls College . A. Wellington Norton, A. M., I LL. D. Sister Mary Stanislaus . i V ermilion St. Joseph’s Academy . Wessington Springs . i Wessington Springs Seminary . . . .! S. E. Cooper . 1 * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2127 other private secondary schools for the scholastic year 1902-3 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. I 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. 3 S "3 a - 0) 'S s 6 r3 a Q> pq O "3 S 6 'S a CD O *3 a 6 "3 a 0 Ph 0) 'S s 6 "3 a £ O *3 § 0) "3 a 0 6 S 6 "3 a 0 pR 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 18 19 SO 21 22 R C 0 3 0 0 147 ! 0 23 0 4 1 1 3 0 1391 M.E 6 10 74 174 26 31 15 .... 13 22 6 2 4 0 ! 1392 Presb . 4 3 53 42 4 8 19 2 10 ! 19 6 3 6 2 5 0 3, 000 $105,000 1 1393 g 0 30 0 45 0 6 0 1,200 ! 1394 1 Jf E 4 8 53 58 20 .35 8 12 1 i 4 l 4 0 1,000 58 500 1395 P. E . 11 0 53 0 0 0 20 0 ! 0; : 2 0 4 0 600 125,000 1396 1 0 2 9 8 j.... 0 1397 R. C . 0 10 0 35 0 30 i 0 * 0 i i 5 000 100,000 1398 Xonseet ... 1 8 0 31 0 10 1 0 1 5 6 0 ! 1399 ! R. C . 8 0 140 0 74 C 30 0 «! ! 0 9 ! « 8 0! ! 4 ! 0 | 100 1400 Nonseet ... 0 7 0 56 0 50 0 14 0 2 0 2 4 0 i 600 2,000 1401 R. C . 0 6 0 97 33 64 0 2 0 ! 0 0 ! 26 0 4 4 „ 1,500 f 1402 Nonsect ... 9 2 j 0 51 0 34 0 4 0 2 > 0 4 34 I 1 500 1 : 1403 Nonsect ... 5 8 0 40 0 29 0 j 0 i 0 5 0 3 5 0 700 1 30 000 1404 R. C . 0 2 20 20 404 722 0 4 300 1 ' 1405 R. C . 4 0 50 0 197 0 5 0 4 0 600 15,000 1406 Meth . 3 1 60 20 0 0 „ 3 5 4 0 SOO 20, 000 1407 1 R. C . 0 S 4 0 25 6 55 0 2 j ° 2 0 1 300 15| 000 1408 1 Nonsect ... 1 5 0 10 0 28 4 0 1 600 1409 Epis . 6 0 96 0 14 0 1 18 ! 0 | 14 0 4 80 1410 Nonsect ... 0 7 0 50 0 20 1 0 i . 4 i 1411 Nonsect ... 2 i 0 22 0 10 0 8 i 0 .... 6 ! 0 ! 4 0 5 0 250 10,000 1412 Presb . 2 3 7 6 €9 112 4 1 1 0 3 2 2 1 2 0 400 20, 000! 1413 Presb . 7 o 16 58 66 64 1 1 4 4 0 I 6,600 90 000 1414 Bapt . 9 12 116 139 40 121 10 6 14 10 i 4 0 4 0 | 3,466 200! OOOl 1415 Presb . 2 5 0 105 6 15 j 18 1416 Nonsect . . . 1 3 20 70 15 20 5 13 0 5 ! 0 . 5 0 ... 0 I 125 3, 000 j 1417 Bapt . 5 7 60 1 75 84 43 30 50 10 2 0 3 12 9 6 I 300 50, 000; 1418 Meth . 1 0 15 8 17 15 1 0 1 0 4 0 125 1! 500; 1419 Nonsect ... 1 1 0 46 0 1 I "" 4 0 12. non 1420 Nonsect ... 1 0 25 0 38 0 10 0 5 6 1.... . 4 0 300 3,000 11421 Nonsect . . . 3 0 40 0 7 0 !.... ).... 4 40 20. non 1422 Bapt . 1 1 35 25 65 45 10 8 3 i 4 3 4 4 28 200 9 non! i 49a Cong . 2 : 2 34 38 10 12 10 12 5 1 8 3 1 1 2 1 4 ! 0 700 I 20,000 ! 11424 Luth . 4 i 36 38 57 50 25 5 10 0 4 4 ! 2 ! 2 4 50 12 50, 000 1425 P. E . 0 8 0 52 7 66 ! 0 7 1 0 j 3 75,000 1426 Bapt . 2 3 46 57 0 0 10 14 !.... 4 .... : 0 1,500 ! 25,000 1427 R. C . 1 ! 4 5 35 I 18 59 j ! j 4 ! 0 ! 0 1,600 I 20, 000 1428 Free Meth. 3 ! 2 IS 30 i 48 52! 3 3 0 1 5 4 ! 1,500 25. 000 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1417 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 TENNESSEE. Athens . Beechgrove . Bellbuckle . Birchwood . Bloomingaale . . . Bryson . Butler . Camden . Campbellsville . . Carthage . Chattanooga .... Chuckey City. . . . Cleveland . Columbia . Cumberland City Cumberland Gap Doyle . Elizabethton _ Evensville . Flagpond . Franklin . Athens Baptist Female College *. . Beechgrove Training School * . . . . IVebb School . . Rutherford Graded School . Kingsley Seminar y* . Bethany High School . Holly Springs College . The Benton Seminary . Campbellsville High School . Joseph W. Allen College* . Chattanooga College for Young Ladies. Wesleyan Academy . Centenary Female College . Columbia Female Institute * . Cumberland City Academy * . Lincoln Memorial University . Doyle College . . Harold McCormick School . Tennessee Valley College * . Flagpond Presbyterian School. . . . Peoples School . Friendsville Grandview . Grassy Cove Hilham . Jackson .... Knoxville . . Lewisburg. . Loudon _ Lynchburg . Lynnville . . Friendsville Academy . Grandview Normal Institute . Grassy Cove Academy . The Fiske Academy * . Lane College * . Baker-Himel School . Haynes-McLean School . Loudon College . Lynchburg Training School . The Robert B. Jones High School. McKenzie . . McLemoresville , Memphis . Memphis (366 Poplar street) Memphis . Midway . Monteagle . Mount Juliet . Mountpleasant . Munford . . . Nashville . _ do . _ do . - do . _ do . Newmarket . Newport . Orlinda . Ottway . Parrot tsville . Pleasant Hill . <*.... Rogersville . Savannah . . . Scotts Hill . Sevierville . McTyeire School . McLemoresville Collegiate Insti¬ tute. St. Agnes’s School . St. Mary’s School . University School . Midway High School * . Fairmount School for Girls . Caldwell Training School . Howard Institute . Dyersburg District Training School Belmont College * . Bowen School . Buford College . Montgomery Bell Academy . University School . New Market Academy . Newport Seminary* . Orlinda Normal Academy . Ottway College * . Parrotts ville Seminary . Pleasant Hill Academy . Swift Memorial Institute . . Savannah Institute . Scotts Hill College* . Murphy CoPege . S. W. Tindell . C. H. Walker . W.R. Webb . R. T. Rutherford . Thomas W. Ketron . C.H. Walker . G. H. Smith . A. M. Smith . M.T. Newman . S. W. Sherrill . John L. Cooper . Samuel H. Thompson . J. A. Stubblefield . Miss Mary A. Bryant . J.H. Bayer . . John Hale Larry . B. F. Jones . J. J. Loux . W.E. Rogers . . Mrs. C. R. Donnelly . R. G. Peoples, R. H. Peoples, and J. A. Peoples. S. T. Miser . H. L. Hoyt . Miss Emma Hicks . James W. Beasley . T. F. Saunders, D. D . C. M.Himel . M. M. Summer . D. Balharrie Simpson, Ph. D . . James C. Goodrich . Jackson Reeves and R. V. Kennedy. James A. Robins . L. S. Mitchell . Sister Mary Benven . Sister Mary Maude . Werts and'Rhea . C.B.Cox . MissS. P. Du Bose . W. A. Caldwell . James A. Bostick . Abernathy & Bass . Misses Hood and Heron . A. G. Bowen . Mrs. E. G. Buford . S.M.D. Clark . Clarence B. Wallace . . John H. Pence . Alex. S. Paxton . Wm. McNeeley . E. F. Goddard . . . Julius M. Rule . . Rev. W. E. Wheeler . . W7.H. Franklin, D.D... . W.E. Rogers . B. A. Tucker . . J.S. Jones (president), E. F. Goddard (principal). * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2129 other private secondary schools for the scholastic year 1902-3 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. | Number in military drill. 1 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 1903. College prepar¬ atory students in the class that gradu¬ ated in | 1903. j Clas¬ sical course. Scien¬ tific courses. 6 "3 - 5 w d s 3 a 0 d r3 £ d l o3 "3 d "3 a 0 fa d 1 d "3 g 0 fa 0) d "3 a 0 fa d *3 § d I 0 fa 4 5 6 7 8 9 10 11 12 13 77j 15 16 17 18 19 20 21 | 22 0 1 0 28 13 18 0 o' 0 0 0! 1430 1 1 30 28 37 25 8 4 1 o' *4 0 300 *1, 200 1431 Meth 0 235 19 15 2 .... 21 4 16 3 4 0 10, 000 1432 1 0 13 12 58 6 .. 0 0 .... 0 5 4 0 1 1433 M E 2 o 3 27 30 40 2.000 1434 1 1 22 18 42 40 8 0 14 12 4i 0 400 5,000 1435 1 1 30 40 40 60 2 3 0 200 3, 600 1436 1 o 10 14 30 30 0 1 0 1 60 1, 200 1437 1 1 15 12 38 38 .... 2 0! 2\ 1 .... 3: ol 0 1,000 1438 Nonseet ... 1 2 60 55 40 35 5 3 10: 10 2 8 1 6 4 0 315 20, 000 1439 2 1 6 18 4 23 2 2 1,700 1440 Meth . 1 1 14 10 51 49 1 0 J 2 0 150 2.500 1441 Meth . 0 23 0 177 0 0 0 0 0 18 0 ! 500 100.000 1442 Epis . 1 0 3 5 80 15 50 0! 2 0 10 i °i 21 5 0 11, 000 75! 000 1443 Nonsect ... 2 2 71 78 59 68 0 3 2 2 2 5 2 5 4 0 1,200 15,000 1 1444 Nonsect . . . 8 ■3 40 20 120 118 1 4 3 3 3 4 40 1,200 1 75 000 1445 Miss. Bapt . 8 2! 10! 11 3 2. 000! 1446 Presb . ' 1 0 23 18 16 28 1 0 1 2 2 2 2 2 3 0 600 1447 Bapt . | 1 2 40 30 35 30 10 8 8; 10! 1 0 4 . ! 300 4. 000 1448 Presb 0 2 '5 2 65 78 4 1 0 100 9, 500 1449 Nonsect _ 3 0 127; 16 8 9 4 0 4 0 600 22,000 1450 Friends _ ! ] J 5! 9 40 56 0 3 3 0 300 10 OOO 1451 Cong . 1 2 4 42 34 117 113 1 5 4 5 2 3 1 4 0 15, 000 1452 Presb . i 0 3 s! 25 | 40 26 2 0 1 2 1, 000 2,000 1453 Nonsect ... : i 0 15i 3 20 37 4 0 500 j 1454 A.M.E .... 3 1 42 1 20 134 89 j 20 5 2 1 12 10 8 i 4 4 0 2, 500 40, 000 1455 Nonsect 4 1 50 0 41 0 1 0 1 0 5 0 1,000 25,000 1456 Nonsect 2 1 41 47 31 29 3 2 .... 5 .... 1 6 2 2 3 4 0 400 8, 000^ 1457 Nonsect 1 O' 11 17 24 23 t 4 0 200 10. 000 1458 Nonsect ... 11 1 22; 13 78 36 i 8 10] 1 3 3 4 3 2 4 0 35 1, 000 1459 Presb . 2 0 21i 27 46 43 1 ° 0 0 2 0 6 0 2 4 0 300 17, 000 1460 M. E. So _ 2' 0 46 1 15 0 0 6 1 4 0 900 12. 000 ' 1461 Meth . i 1 22 18 I 40 32 j 4 9 1 5 4 0 400 6,000 I 1462 R.C . 1 0 5 0 55 0 113 1 3 0 5 4 1 0 1 1463 Epis . i o 0 34 0 67 1 0 4 0 5 0 2 J 0 1 4 1464 Nonsect ... ! 10 0 100 ! 0 25 0 8 i 0 ! 0 5 ! 0 ; 1465 Nonsect ... i 0 10 1 15 47 53 i 0 0 0 0 .... .... ! . 5 ! 0 0 1.500 1466 P.E . ! 0 7 0 1 23 1 7 1 0 1 4 ! 0 1,050 70 OOO 1467 Nonsect ... 1 1 20 18 6 2 j 6 3 2 0 2 1 c 4 0 ; 200 1.600 ; 1468 Nonsect . . . 2 1 42 38 62 48 25 18 12 10 5 1 4 5 4 5 0 I 800 12; 0001 1469 Meth . 1 0 28 16 60 51 0 0 28 14 4 0 ! 318 5,000 1470 Nonsect . . . ! 0 10 0 1 98 0 63 1 1 0 12 1 650 1 1471 Nonsect . . . i 4 0 63 i ® 5 0 35 0 17 0 j g i 0 j 9 0 1 4 0 1,500 7,500 1472 Nonsect ... ! o 9 0 150 0 0 0 51 1 300 25.000 1473 Nonsect . . . 5 0 90 0 ! 14 0 0 0 4 0 i 10 0 4 0 ' 1,006 1474 Nonsect . . . 5 1 84 0 ! 21 0 14 0 45 0 12 1 0 9 0 4 0 i 1475 Presb . 1 0 9 21 60 55 3 6 ! 2 1 i 2 1 ! 3 0 800 7, 000 1476 Nonsect . . . I 1 0 5 5 | 10 8 0 1 2 3 0 ! 0 0 0 0 i 1477 Nonsect . . . ! i 0 10 16 10 11 0 0 2 0 2 ! 0 ; 2 0 *"3 0 ! 300 2, 000 1478 Nonsect ... | i 1 28 27 52 51 13 10 15 17 4 0 20 4, 000 1479 Meth . i 1 25 25 75 50 10 5 15 8 4 I 0 : 100 6* 000 1480 Cong . 2 3 16 11 80 80 1 0 ! 5 3 = 1 3 0 ; 800 20, 000 1481 Presb . 2 2 16 41 114 150 2 5 2 t 2 6 4 0 800 30’ 000 1482 Nonsect . . . 2 1 36 34 44 40 15 10 2 2 4 0 ! 500 l’ 200 1483 Nonsect . . . B 1 80 40 60 55 13 ! 2 3 0 ! 300 900 1484 M.E . i 2 1 52 32 200 171 1 ' 0 4 i 0 1,300 20 OOO 1485 1 1 1 ! ed 1903— vol 2 - 58 2130 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. 1 Tennessee — continued. 14-86 Shelby ville . 1487 1488 1489 1490 1491 Viola _ _ _ _ 1492 1498 Wellspring . . Wheat . . . . 1494 1493 1496 TEXAS. 1497 Albany . . . 1498 Arlington . . . 1499 Austin . . . 1500 _ do . . 1501 Belton . . . 1502 Brenham . 1508 _ do . 1504 Brownsville . . 1505 Cleburne . 15Q6 Corsicana . 1507 Dallas . . . . 1508 Eddy . . . 1509 Fomey . . 1510 Fort Worth . 1511 : Galveston . . 1512 . do . . . . . 1513 Glen Rose . . 1514 Grapevine . . . 1515 Hillsboro . . . 1516 Houston . 1517 Jacksonville . 1518 Jasper . 1519 1 Laredo . 1520 | . do . . 1521 ' Marshall . 1522 Midlothian _ _ 1523 1 Moody . . . . 1524 j Mount Sylvan . . 1525 Omen . 1526 Peniel . . 1527 Salado . . 1528 San Antonio . 1529 . do . 1530 _ do . . 1531 . do . 1532 _ do . . . 1583 i _ do . . 1534 i . do . . 1535 1536 San Marcos . 1537 1 Segurn . 1588 , Sherman . 1539 . do . 1540 Tehuacana . 1541 Thorp Spring . Name. Principal. Bedford Institute . . Smyrna Fitting School . . Summertown Seminary . . Brandon Training School. . . , Parks -School* . . . . . Watertown Training School . Powells Y alley Seminary .Roane College . - . Edwards Academy . . Woodbury Academy * . . Simmons College .* . Reynolds Presbyterian Academy. Carlisle’s Schools for Boys* . Samuel Huston College . Tillotson College . . . Belton Academy . . . Blinn Memorial College . . . Evangelical Lutheran College.... St. Joseph’s College . . . Cleburne Academy . Miller’s (Mrs.) Seminary for Young Ladies and Girls.* Patton Seminary and Conserva¬ tory of Music. Eddy Literary and Scientific In¬ stitute. Lewis Academy . . St. Ignatius Academy . . ■St. Joseph’s Convent... . TTrsuline Academy . Glen Rose Collegiate Institute. . . . Grapevine College . Culberson Select School . Houston Academy . Alexander Collegiate Institute... S outheast Texas College . Laredo Seminary . . Lrsuline Academy . Bishop College . . University Training School . Jefferson Academy . . Rosedale Academy . Summer Hill Select School* _ Texas Holiness University . Thomas Arnold High School . Academy of our Lady of the Lake. Magruder’s School for Boys . Peacock’s School for Boys _ St. Louis College . St. Mary’s College . . . San Antonio Academy . Ursuline Academy . . . West Texas Military Academy _ Coronal Institute _ _ St. Joseph’s Academy . . . North Texas Female College . Sherman Private School* . Westminister College . Jarvis College . : G. Clinton Hanna .. J. E.Sirns, jr . Rev. U. G. Paschal . . Emile O. Kaserman. J. B. Parks . Wm. H. Turney . E. M. Ellison, A. M . . D. W. White . . B.H. Collin . E. J. Lehmann . Rev. C. R. Hairfield, A. B. J. A. Comagy, M. A . James M. Carlisle . . Prof. R. S. Lovinggood _ Marshall R. Gaines _ Raymond A. Nichols . John Pluenneke . Prof. J. Romberg . Rev. Louis Pitoye, O. M. I. K. A. Berry. . . Mrs. R. T. Miller . . A. S. Laird J. M. Bedichek. F. M. Wampler. . . Sister Louise . Sister Mary . . Mother Mary Joseph Rev. Andrew S. Carver. . G. T. Blud worth . W. A. Culberson . . . D. A. Scott, D. D . E. R. Williams . . P. I. Hunter . N. E. Holding . Mother St. Joseph . A. D. Chaffee, D. D . Thos. E. Kennedy . . Witt & Hill . . J. W. Adamson . . Rev N. Smylie. . A. M. Hills (president).. S. J. Jones, A. M., Ph. D. Mother M. Florence . J. B. Magruder . Wesley Peacock . John Wolf . Brother George Heck W. B. Seeley, Ph. D . Mother M. Ursula . John F. Howard . John E. Pritchett, A. M . Sister Michael . Mrs. L. A. Kidd Key . J. H. LeTellier . C. O. Stubbs, A. M . . T. R. Dunlap . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS 2131 other private secondary schools for the scholastic year 1902-3— Continued. Religious denomina¬ tion. Students. 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 1903. College prepar¬ atory students in the class that gradu¬ ated -in 1903. Clas¬ sical course. i Scien- j tific ! courses. O | Female. d 3 d Is 0 * d 3 Female. -2 S | Female. 2 "5 s | Female. 1 2 l ^ Female. 7 8 9 10 11 12 13 14 1 5 16 ! 17 18 16 26 3 12 2 3 6 3 6 12 8 8 2 0 I 10 60 • 48 36 1 1 12 9 i 5 0 20 • 40 .... 21 43 79 62 80 30 80 65 0j 0 ; 2 ; 2 6 3 60 86 6 10 3 2 26 18 67 50 3 0 ! 3 2 i 2 0 36 29 19 10 10 .... .... 4 g 89 52 | | .... 4 4 8 23 15 31 33 4 1 : 0; 25 0 1 15! 0, ; '5 0 0 0 1 0 0 14 ! 20 98 120 9 4 2 6 1 25 ; 20: 39 ! 76 ; 1 0 0 0 6 1 50 -1- - 0 0 0. ; 10 1 4 3 3 2 3 90 20 10 5 ..... 15 2 56 ■ 24] 11 6 5 0 115 0 0 0 17 j 23 5 5 1 1 1 1 1 lj 29; 1 5 8 0 4 0 3 0 0 3 0 1 80j 0 H °l 10 0 8 0 9! 0 1 10 16 30 - 44 2 3 10 12: 8! 10: ! | 0 ! 90! 100 200 oj 10 0 8 4 ! 36 71 62 0 ! 16! 34] 87! 0 1 0 1 14 1 14 15i 16! 3 2> 0 O 0 0 0 0; 20 ] 30 30 30 ;1 4 84 1 62! 10 4 4 •2 .... 33 ] 45 39 65! 8! 0 19 0 i 6] 6 0 68 ] 70 23; 23! 2 1 3. 1 50 i 04] 120' 125] S' " *2‘ I j""6l „ J 12 ! 20 48 186 1 0 3 .... 0 21 30 ' 79! I 1 0 97 72i 108 146 40 6; 23 18 11 4i 6 0 20 20 10 10 •1 - 0 5 2 2 l! 2' 1 33 ] 34 22 28 0 0 12 iOi 1 5 1 3 31 44] 71 65 3 2 1 2 . . . . t 80 j 40! 85 65 27 11 0 § 40 36: 0 0 6] 5 15: 5 6 4! 3 0 ! 35 0 37 0 1.5 0 20 0 4 0 3 17: 0 15 0 1 1 . | 94 0 81] 0 2 0 12: 6 12 0 6 0 22 0 84 0 r 3 0i 4 0 4] 0 80 0 340 0 **■■•■*• 30 3 4 1 0 1 c 40 4: 67 1 9 1 9 1 0 50 0 150 .... 5 5 0 5 140 0 41 0 ........ 13 0 16 0 16 0 54 77; 32 80 7l 4 2 0 2 • 6 1 1 8 6! 37 49 0 270 0 108 0 ] 26 30 0] 38 0 3 0 5 0 0 0 0 0 54 43 75 40 2 1 2 51 1 50 29, , 31 20 31‘ 31 19 5 ! 4! 51 4 tf 19 20 21 22 Nonsect .. Nonsect . . M.E . Nonsect .. Nonsect .. Nonseet . . M.E . Nonsect .. U. Breth.. Nonsect . . Bapt.... Presb . . . Nonsect M. E.... Cong . . . Nonsect M. E.... Ev. Luth R. C .... Nonsect Nonsect Nonsect Nonsect Nonsect R. C.... R. C .... R. C .... Presb . . . Nonsect Nonsect Bapt.... M.E. So. Nonsect Meth . . . R. C.... Bapt.... Nonsect Nonsect Nonsect Nonsect Nonsect Nonsect R. C .... Nonsect Nonsect R. C _ R. C _ Nonsect R. C .... Epis .... M. E. So R. C.... M. E. So Nonsect Meth. P. Nonsect 0 ■ 2 . 2 4 J 8 0 720 0| 50 Oj 80 ..I 50 0 . Oj 250 0 400 0: 1,000 0 . 1488 1489 1490 1491 64 5,000 0; 850 23 1,000 0 1,100 0 -2, 000 O' 400 0; 2,500 32] . 0 5,000 o; 50 0^ 600j 50' 1,000: 115,000, 1486 2. 500 1487 2,000 40, 000 6.500 1,200 4. 500 1492 8, 000 1493 10, 000 1494 4, 000: 1495 37, 500' 1496 20, 000] 1497 10, 000 1498 50, 000. 1499 40, 000; 1500 .2, 500 1501 15,000! 1502 12, 000 1503 30, 000 1504 . 11505 6, COOj 1506 55, 000' 1507 0 300 j 3,000:1508 600, 400 . ...J. 1, 500j 200; 350i 87| 150; 200 500] 1,000, 4 "666! 250 000, 0 900 01 300 0] 250 36! 300, 8,000: 1509 . 11510 . 1511 150,000] 1512 8,000] 1513 3, 5001 1514 5, 000 1515 8, 000 1516 18, 000! 1517 7, 000; 1518 100, 000! 1519 . ! 1520 150,000; 1521 . 1522 4, 500 1523 1, 000 1524 5, 000: 1525 20, 000 1526 16, 000 1527 100, 000 1528 . 1 1529 35,000: 1530 . 11531 30, 000] 1532 . j 1533 . 11534 20, 000! 1535 35] 000! 1536 . j 1537 100, 000, 1538 . 1539 80, 000, 1540 25, 000, 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 EDUCATION REPORT, 1903, Table 44. — Statistics of private high schools, endowed academies , seminaries, and State and post-office. Name. Principal. 1 2 3 Texas — continued. W. A. Matthews .. _ Mother St. Agnes . The Douglas-Schuler School . S. A. Douglas . Miss Emma E. McClure ... WMtewright . J. F. Anderson, A. M . UTAH. "*• Newton E. Noyes . T. N. Smith . Geo. H. Marshall _ David O. McKay . Iliff Academy * . * . Miss Katharine M. Johnson.. Salt Lake City . All Hallows College . Rev. John J. Guinan . . do . Gordon Academy . M. H. Jameson . . do . Latterdav Saints TTniversitv _ J. H. Paul . . do . Rowland Hall . * . I Clara I. Colburne . . . do . St. Marv’s Academv * . Sister M. Lucretia . _ do . The Salt Lake Collegiatelnstitute* Robert J. Caskev . Springville . Hungerford Academv _ Haddington G. Brown . Vernal . Uintah Stake Academy * . Don B. Colton . VERMONT. Bakersfield . Brigham Academy . C. H. Morrill . . . Barre . Goddard Seminary . Orlando K. Hollister . Burlington . St. Mary’s Academv . Sisters of Mercy . Derby . Derby Academv . E. E. Edgecomb . Essex . . Essex Classical Institute . Charles L. Orton . Lyndon Center . Lyndon Institute . Fremont L. Pugslev . Mclndoe Falls . Mclndoe Academy . L. R. Noble, B. S ...‘ . Manchester . 1 Burr and Burton Seminary . B. C. Rodgers . Montpelier . 1 Montpelier Seminarv . i Walter R. Davenport . North Craftsburv . | Craftsburv Academy . Arthur C. Cole, A. B . Caledonia County Grammar : Dwight G. Burrage . Peacham . j School. Poultnev . ! Troy Conference Academy . ! Charles H. Dunton, D. D . St. Albans . . 1 St. Mary’s School . St. Mary Magdalene . . _ Saxtons River . 1 Vermont Academv . Edward Ellery, Ph. D . Thetford . j Thetford Academv . Luman R. Bowdish . Townshend . Leland and Gray Seminarv . Wm. A. Harthorne . West Brattleboro . Brattleboro Academv . Frank E. Perkins . VIRGINIA. Abingdon . . Abingdon Academy . B. R. Smith . . Alexandria . Potomac Academy* . 1 John S. Blackburn . Amelia . Otterburn Springs Female Insti- { R. W. Cridlin, D. D . tute* Bedford . Randolph-Macon Academy . 1 E. Sumter Smith . Bellevue . . . Bellevue High School . | William R. Abbot . Bethel Academy . Bethel Militarv Academy * . T. W. Smith, E. S. Blackwell, Ann M. J. Jenkins. Blackstone . . Blackstone Female Institute . James Cannon, jr., A. M., D. D. do Hoge Memorial Military Academy Edward B. Fishbume . Black Walnut Cluster Springs Academy.. . Hampden Wilson . Bon Air . Bon Air School . William Dav Smith . . . Bruington . . . Bruington Academy . Alexander Fleet . Buena Vista Southern Seminarv . . . . Rev. E. H. Rowe . Cb a rl ot.t psyi Up. Piedmont Institute* Miss Mary N. Meade . do University School * . Horace W. Jones . Churchland . Churchland Academy . ! R. E. Loving . 1 * Statistics of 1S01-2. PRIVATE HIGH SCHOOLS, 2133 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. Clas¬ sical course. Scien¬ tific courses. 6 S 6 I G> © 1 6 = V S 6 g © © *3 £ © © 1 © § p 6 d> s © G 'S a © 4 5 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 | 22 Xonsect ... 4 2 60 30 130 170 8 , 7 3 1 ! 2 1 2 1 4 1 0 531 $8, 000 1542 R C . 0 9 0 90 0 150 0 0 1543 Meth . 1 3 37 53 25 34 11 16 ! l 1 1 1 4 j 0 1,250 8,000 1544 0 4 0 323 33 26 0 4 4 100 30, 000 1545 Xonsect ... 8 2 162 87 91 62 61 21 36 14 ! 10 6 7 3 4 5,000 50,000 1546 i i ! L. D. S . 6 0 81 46 43 3 2 3 0 350 20.000 1547 Presb . 1 12 18 60 66 1 3 3 4 3 3 0 4 1 3 0 500 7, 750 1 1548 1 2 30 30 { 2 4 2 1 1. 000 85.000 1549 L. D. S . 6 1 155 130 31 4 2 0 2 0 11 5 6 4 I’.’i ""6 '580 40, 000 1550 M. E . 0 1 1 3 10 8 0 0 0 c 1551 R. C . 12 0 90 0 54 0 28 0 12 i 0 11 0 3 0 i 4 50 7, 500 250,000 1552 Cong . 1 3 7 23 5 11 1 4 2 0 2 1 2 1 4 '0 1,000 50,000 1553 L. D. S . | 22 1 8 448 564 34 30 1.... !.... 7 i 4 0 5, 000 250. 000 1 1554 Epis . i ~o 0 50 3 50 0 10 0 1 9 0 2 4 o 2,000 1 1555 : R C ! 0 I 2 0 25 0 195 0 1 0 1 4 600 125, OOO' 1556 1 Presb . 2 1 8 24 53 4 2 7 6, 1 6 .... 4 3 6 3 4 4 "'6 400 75, 000 i 1557 Presb . 1 1 2 20 26 70 73 2 4 2 1 1 1 1 1 4 0 300 1. 200 ; 1558 j L. D. S . ; 2 | 1 28 3/ 27 23 3 5 4 0 4 1 5 2 o 160 1.500 1559 Xonsect ... 8 2 75 74 10 4 9 . 4 o 11 6 0 4 o 700 1560 Universal- ist 4 | 4 27i 30 63 40 15 6 12 0 6! !2 3 0 4 0 3,000! 75, 000 1561 R. C . 0 8 0 35 253 259 0 13 4 1,400 1562 Xonsect ... 2 3 SOj 32 4 8 7 12 5 6 6 4 5 1 4 32 1,000 20,000 1563 Xonsect . . . 1 1 19 17 12 12 3 o 1 0 1 0 4 0 350 1564 Free Bapt . 3 4 26 52 0 0 8 .... 5 2 3 4 2 2 4 0 1, 270 28,666 1565 Xonsect . . . 1 0 12 13 0 0 1 2 4 0 60 1566 Xonsect . . . 8 2 30 30 0 0 2 1 10 5 1 51 1 1 4 9 1, 000 i 25, 000 1567 M. E . 3 2 70 76 46 76, i 4 30 500 50, 000 1568 Xonsect . . . 1 2 22 20 9 3 6 oj 10 16 4 o' 3 6 4 0 2,300 4,500 1569 Xonsect . . . 1 1 23 15 11 15 6j 0 2 0 2 3 1 0 4 0 20 6,000 1570 M. E . 5 4 101 80 13 2 13 1 33 17 8 9 5 5 4 0 2,250 85, 000 1571 R.C . 0 1 0 1 25 50 ! 125 0 o 0 0 0 2 0 o 4 o 1572 Bapt . ! 3 3 86 29 4 ! i 30 10 10 0 9 io! / 5 4 90 4, 000 1 112,000 1573 CODg . 2 2 33 24 o o 4 o g 5 1 1 4 o 3,000 7,000 1574 Bant . I 3 5 40 35 o 9 5 4 1 10 1 5 4 o 250; 7,000 1575 Xonsect ... 1 1 17; 18 4 5 0 1 7 1 5 4 5 0 4 0 4, 200 1576 ! Xonsect . . . 2 0 30 i 0 22 0 12 0 4 c 0 400 5, 000 1577 1 Xonsect 2 0 22 1 o o o 1578 Bapt . 1 5 6 30 o o 0 5| 4 0 500j 15, 000 1579 Meth . ! 6 0 111 0 o 0 1 « o 3 o 4 J 100.000 1580 Xonsect ... 3 0 28 0 4 0 12 0 13 0 6 0 3,666 25,000 1581 Xonsect . . . 5 0 65 0 0 o 2 01 32! 1582 Meth . i 16 0 206 6 79 2 45 o 31 0 21 650 80,000 1583 Presb . 5 0 41 1 o 9 i 0 10 0 15 6 5 0 3 0 4 .... 41 2, 500 16,500 1584 Presb . 3 0 35 ' 0 5 0 30 0 5 0 4 0 4 0 4 0 500i 1,500 1585 Xonsect ... 1 1 12 4 6 1 2 3 0 4 0 200 2,000 1586 Xonsect .-. . 1 0 1 2 2 2 4 2 0 0 .... 500 3,000 1587 Meth . 0 9 0 82 8 12 0 1 100 75, 000 1588 Epis . 0 2 0 j 30 0 17 0 10; 4 1589 Xonsect ... 2 1 o 29 0 0 0 I 19 0 0: 1590 ; Bapt . 1 0 12 1 0 35 53 1 5 ] 0 6 0 ! v o- 1 6 0 3 0 4,666 1591 2134 EDUCATION REPORT, 1903, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Virginia — continued. 1592 Claremont . Temperance Industrial and Col- John J. Smallwood . leg’iate Institute. 1593 Clifton Forge . Clifton Forge Seminarv . Miss D. L. Bryant . . . . 1594 Cove Academy* . Daniel Blain . 1595 Horace Campbell . . . 1596 . do . Randolph-Macon Institute . William Holmes Davis . 1597 Dayton . Shenandoah Collegiate Institute. . I Elmer W. Hoenshel . 1598 i Robert Williamson . 1599 Oxford Academy . . John K. Harris . 1600 i Charles S. Roller . 1601 Franklin Female Seminary* . i John B. Brewer . 1602 . do . Henry Martin, jr . 1603 Eastern College.! . .*. . 1804 : . do . . Randolph-Macon Academy . 1 Charles L. Melton, A. M _ 1605 1 Gloucester . Gloucester Academy . | John Tabb . 1606 Gordonsville . Woodlawn Seminarv . i Edgar Stinson . . 1607 ^ Hampton . Hampton College..*. . I Miss Bessie Fitchett . 1608 Herndon . . Herndon Seminarv . ! Misses Castleman . 1609 Keysville . . . K evsvil le Mission Industrial School. j Wm. H. Hayes . 1610 Locust Dale . Locust Dale Academy . ! W.W. Briggs . 1611 Lodi . Liberty Hall Home School . | S. G. Edmonson . 1612 Lynchburg . Virginia Seminary and College... ! G. W. Hayes, A. M . 1613 Manassas . Manassas Institute . 1 Mrs. F. O. Metz and Miss Os¬ bourn. 1614 Norfolk . Leache-Wood Seminary . ' Agnes Douglas West . 1615 ; . do . Norfolk Academy _ ..... j John F. Blackwell. . . 1616 . do . Norfolk Mission College . 1 W.McKirahau . . . 1617 . do . The Phillips and West School for Miss E. F. Phillips and Miss ! Girls. S. K. West. 1618 . do . St. Mary’s Male Academy . Brother Ignatius . 1619 Orange . Woodberrv Forest School . J. Carter Walker . 1620 1 Portsmouth . St. Joseph’s Academy . j Sister Agnes . 1621 1 Richmond . Academy of Monte Maria . 1 Sister Mary Justina Prevost.. 1622 McGuire’s University School . 1 John P. McGuire . 1623 . do . 1 Nolley’s School for Boys . i G.M.NoLlev . 1624 St. Peter’s Cathedral School . Brother Marcellus . 1625 Ridgeway . Ridgeway Institute.. ! L. K. Terry _ _ 1626 Seottsburg . 1 Seottsburg Normal College . D.A.Pittard . 1627 South Boston . ! South Boston Female Institute *.. 1 J . P. Rn end . . . . 1628 Staunton . Staunton Military Academy . Wm. H. Kable 1629 . do . Virginia Female Tnstilntp . Miss Maria P Duvall 1630 Suffolk . 1 Nansemond Seminary . Mrs. Lucy H. Quimby ..... 1631 . do . ! Suffolk College *... . Ra 11 v A . Finney _ 1632 Tazewell . Tazewell College and Business I C. D. M. Sho waiter . 1633 Warren ton . School. Fauquier Institute* i George G. Butler, A. M . 1634 Wavnesboro . 1 Fishburne Military School .. : James J. Fishburne . 1635 _ .’do . Valley Seminary*! . Mrs. J. B. Winston and H. M. | Blain, M. A. 1635 West Point . The \Ve9t Point Seminary and 1 ! Joseph T. Bethel . . ...... Normal Institute. 1637 Winchester . Fairfax College . i G.C. Shepard . - . 1638 Wvtheville _ ! Sister M. Agnes . . . WASHINGTON. j Academy of the Visitation 1639 College Place . j Walla Walla College . Charles C. Lewis . 1640 Goldendale _ ! Klickitat Academy ... . i Charles Trueblin . - 1641 North Yakima . ; Woodcock Academy* . R. M. Edwards . * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2135 oilier private secondary schools for the scholastic year 1902-3 — 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, inelud¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1903. College prepar¬ atory students in the class j that ; gradu- ; ated in | 1903. Clas¬ sical course. Scien¬ tific courses. d s z S £ o o £ d 'S d § f-4 1 ' z ju ! i§ ^d 4 5 6 7 8 9 10 11 12 13 ; 14 1 5 16 IT 18 19 20 21 22 Nonsect ... 2 1 38 31 13 55 15 6 18 I 4 14 4 | 0 2,800 826, 946 ■ 1592 Nonsect ... 0 3 9 21 16 49 s o o | 1 1 5.000 1 1593 Nonsect . . . 1 0 6 6 2 2 0 1 0 i 3: ! 0 1 3 0 ! 4 0 400 1594 Nonsect ... 7 0 85 0 c 0 1 7< i 0 7 0 4 84 30, 000; 1595 M. E. So _ 1 4 0 0 ;;; 0 i 3 j 1 . i 0 43, OOOi 1596 United 2 0 28 25 65 87 6 0 1 0 j 5 4 j 2! 0 4 0 ; 1,200 20, 000; 1597 Breth. { j 1 Nonsect ... 1 1 5 12 5 3 2 6 1 4 1 0 600 1598 1 £ 9 23 1 4 0 § 0 0 ; 4 0 ! 1,500 2,000 1599 Nonsect ... 3 0 31 0 20 0 2 0 4 o 3 0 1 3I 0 | 4 31 9,000 1600 Nonsect ... 0 6 c 52 c 39 0 2' 0 400 1601 Nonsect ... 2 0 45 0 0 0 3 0 i 45 5,000 1602 Nonsect ... 10 8 80 91 © 0 1 5i .... 0 800| 60,000 1603 M. E. So _ 6 i o 85 0 .... 0 600 100,000 1604 Nod sect _ l 2 : 1 18 0, 14 0 15 0 4 6,000 1605 Nonsect ... 1 i 3 : 11 20 6 ! 6 L..i : 4 0 . 6,000 1606 Nonsect ... 0 1 3 0 | 29' 0 21 0i 6 .... 1607 Epis . 0 ' 2 5 5 5 : 20 0 i 2 0 0 0 0 | 0 o ; 4 0 3 OOO 1608 Bapt . 1 1 18 1 1 2 30 1 j 3 1 3 1 1 l1 1 1 3 0 1,000 3, 5G0j 1609 Nonsect ... 3 2 35 2 35 0 6 o l:__ ; 20 9n non 1610 Presb . 0 1 19 13 13 10 0 0 ! 5 ! 3j 1 3 1 1 4 0 i 435 3,000 1611 Bapt . 1 3 72 | 102 69 ; 46 40 ! 26 8 • 5 9 7 li i 4 3 174 i 50 OOO < 1619 Nonsect ... 1 j 3 9 j 19: 15 ! 22 4 6 3 0 2 3- | 1 0 ! 4 0 ! i.oo-o 4, GOOj 1613 Nonsect ... 0 8 0 60 0 67 1 0 1 900 33, 000! 1614 Nonsect ... 4 , o 125 0 20 0 10 0 20 © 6 ! o 6 0 4 0 i 75, 0G0' 1615 Uni ted 2 11 39 60 157 j 299 1 12 3 i 0 700 75. 000 1616 Presb. 1 Nonsect ...' o ; 8 0 38 : © 38 0 1 5 500 1617 R.C . 2 0 25 0 167 0 1 ! 0 3 0 BOO : 1618 Nonsect ... 1 5 0 I 54 1 o' 10 j 0 12 G 10 1 o 1 6 0 700) I 50, 000 1619 R.C . I 0 6 1 20 26 j 130 0 ! 0 0 o .... 0 I 3 0 500; ! 1620 R.C . ! o j 2 i 0 ; 10 ; o 50 c i 2 1691 Nonsect ... 1 6 S o | 143 ' o ; 40 0 50 0 j 15! ! o i 15 0 i © 0 600 l 20, 0G0' 1622 Nonsect ... ! 3 0 | 35 0 i ; is ! o ! 20 0 15 0 ' ! o | 6 0 | 3 0 . 1 3, 000 1623 R.C . | 1 ! 0 ; 23 ; o ! 156 ! o 5 0 2 © 1 2 0 900 15, 000 1624 Nonsect ... i 0 2 8 ! 12 ! 27 1 41 ! 8 12 j 0 o 0 1625 Nonsect ... 1 1 0 ■ g j 5 o 500 4,500 1626 Nonsect ... ' 1 1 i 4 5 5 ’ 10 1627 Nonsect ... i 7 , 6 : to i o 59 o | 25 0 20 0 5] 70 400 12, 000 1628 Epis . i 0 13 0 100 0 40 : 0 4 j 0 4i © 4! 4 : 0 1, 200 75,060 1629 PE . ! o ; i j 1 16 4 1 4 1 1 1 1 - 4 1 o 800 1 1630 Meth . ! 0 ! o 32 0 0 O' i 3< 4 o' 1631 Nonsect ... | 3 : 1 j 28 i 18i 22 20. 3 2 3 3 2 1 3 0 400 6,000 j 1632 Nonsect ... 0 2 : o 26 4 20 J i 1 4 0 300 10.000! 1633 Nonsect ... ! 4 1 0 1 62 i 0 0 0; 8 i o 7 0 1 0 60 400 10, 000 1634 Nonsect ...1 2 5 1 0 i 59; 0 25 0 1 0 1 0 3 o! 1 4 ° | 500 8, 000; 1635 Nonsect ... 2 5 30 H 0 0 * 9 5 2 3 4 3 4 2 0 200 8,000 1636 Presb . o1 6 0 ! 27’ 0 3 0 i 0 9 4| 0 1, 500 100.000 1637 R.C . 0 5 0 | 30 0 ; 20 .... 0 300 38, 000 1633 7th D. Adv. 3 9 17 4 63 71 J 1 ! 400 65,000 1639 Nonsect . . . 3 T 60 20 15 ! 30’ 30 20 10 0 : 3 5' ! 3| 3 4 \'"b 500 10,000 1640 Cong . ll 2 7 13: ll : 13 1 0 0 4 0 1 ©' 1 4’ ■ © 200 12,000 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 16S0 1681 1682 1683 1684 1685 1686 1687 1688 1689 1690 EDUCATION REPORT, 1903. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. 1 2 Washington— continued. Olympia . Parkland . Seattle . . do . Snohomish . South Park . Spokane.. . . do . _ do . Tacoma . . Vancouver . . Walla Walla . WEST VIRGINIA. Providence Academy . Pacific Lutheran Academy . Academy of the Holy Names . The Seattle Seminary . Puget Sound Academy . Institute of Our Lady of Lourdes . Academy of the Holy Names . Brunot Hall . The Lyon Boarding School (Boys) . Annie Wright Seminary . Providence Academy . De la Salle Institute . Alderson .... Becklev . Buckhannon Charlestown _ do . Clarksburg .. Fayetteville. Lewisburg... Parkersburg. Romney . Salem . . Wayne . Wheeling.... WISCONSIN. Ashland . Beaver Dam . Delafield . Evansville . Fond du Lac . Galesville . . Hillside . Kenosha . Madison . . . . do . Milwaukee . . do . . do . Mount Calvary. ... Prairie du Chien . . Racine . . do . Rochester . . Scandinavia . Sinsinawa . Watertown . Waukesha . Alleghany Collegiate Institute ... j The Beckley Seminary . j West Virginia Conference Semi¬ nary. Powhatan College . Stephenson Seminary for Young Ladies. Broaddus Institute *. . Fayetteville Academy . Greenbrier Presbyterial School ... Academy of the Visitation . Potomac Academy . Salem College . Oakview Academy* . Linsly Institute . Wheeling Female Academy . North Wisconsin Academy . Wayland Academy . St. John’s Military Academy . Evansville Seminary . Grafton Hall . Gale College* . Hillside Home School . Kemper Hall* . . Sacred Heart Academy . Wisconsin Academy* . German-English Academy . Milwaukee Academy . St.John’s Cathedral High School. St. Lawrence College . St. Mary’s Academy . Grammar School of Racine College St. Catherine’s Academy . Rochester Academy . Scandinavia Academy . St. Clara College . Sacred Heart College . Carroll College . WYOMING. Cheyenne . j Convent of the Society of the Holy Child Jesus. Principal. 3 Sister M. Wilfrid . . N. J. Hong . Sister M. Leontine . ! Rev. A. H. Stillwell . I George C. Snow . I Brother Collixture . I Sister Mary Alodia . Miss Julia P. Bailey . I James Lyon . Mary Alice Port . Sister M. Melaine . I Brother Vantasian . W. S. Anderson, A. M . ! B. H. White . j John Wier, A. M., D. D . S. P. Hatton . C. N. Campbell . Samuel Ellis Swartz . H. C. Robertson . Rev. M. L. Lacy, D. D . Sister M. Rose Summers . ! B. H. Waddell . i Theodore L. Gardiner, A. M.. I T. B. McClure . j Baine C. Dent . ! Sister Mary Xavier . M. J. Fenengo . ! Edwin Putnam Brown . j Rev. Sidney T.Smy the, Ph.D. Eldon G. Burritt, A.M . | Rev. B. T. Rogers . L. M. Gimmestead . ; The Misses Jones . j Sister Margaret Clare . Mother Reginald . Miss Charlotte E. Richmond . Emil Dapprich . Julius Howard Pratt, Ph. D.. Sister Bernardine . | Rev. Antonine Wilmer . I Sister M. Seraphia . ; Henry Douglas Robinson . Mother Cecilia . James Francis Eaton . Rev. N. N. Esser, S. T. B . I Mother M. Bonaventure . Rev. John J. O’Rourke, C. S. C. j W. L. Rankin . Mother Mary Stanislaus. * Statistics of 1901-2. PRIVATE HIGH SCHOOLS, 2137 other private secondary schools for the scholastic year 1902-3 — 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 1903. College prepar¬ atory students in the class that gradu¬ ated in 1903. j Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildin furniture, and scientific ap ratus. Clas¬ sical course. Scien¬ tific courses. Male. | 6 H 8 rk, and home nursing. Young Women’s Christian Association School, New York, N. Y. — The object of the association is to promote the temporal, social, mental, moral, and religious welfare of young women. During the earlier period of the association the work was largely con¬ fined to commercial branches; now the industrial branches have overshadowed all other branches combined. The course includes thorough instruction in hand and machine sewing, dressmaking, millinery, art embroidery, feathercurling, cooking, and a MANUAL AND INDUSTRIAL TRAINING. 2143 course for trained attendants. The industrial art course includes mechanical, free¬ hand, cast, and life drawing, pen and ink work, crayon and water color, clay model¬ ing, wood carving and designing. Hutchinson’ $ School for Watchmakers, Engravers, and. Opticians, Laporte, hid.; Waltham Horological School, Waltham, Mass.; Omaha Watch Repairing, Engraving, and Optical Institute , Omaha, Nebr.; St. Louis Watchmaking School, St. Louis, Mo. — These are schools for teaching the practical work of watch making, repairing clocks, jewelry repairing, engraving, and optics. The course of instruction also embraces etching, chasing, metal work, cardplate, and steel die work. The Industrial Chemical Institute, Milwaukee, iris.; Wahl-Henius Institute of Ferment- ology, Chicago, III.; National Brewers Academy, New York, N. Y.; United Slates Brewers Academy, Neiv York, N. Y. — These schools offer courses in the analytical study of all materials used by modem brewers, with particular reference to all new devices for cooling, aerating, fermenting, filtering, carbonating, racking, and pasteurizing. 2144 EDUCATION REPOET, 1903 Table 1. — Number of cities of 8,000 population and over in each State in which manual training was given in the years indicated. State or Territory. 1890. 1894. 1896. 1898. 1900. 1901. 1902. 1903. 37 95 121 146 169 232 270 322 North Atlantic Division . 23 52 72 80 94 112 125 129 3 3 6 5 10 16 22 28 19 119 27 1 2 2 5 12 12 10 30 31 45 48 14 73 19 89 8 10 11 22 North Atlantic Division: 2 1 4 3 4 4 5 1 1 3 2 3 3 2 3 1 1 1 6 17 22 33 38 43 46 47 2 7 3 3 3 3 3 1 3 6 7 7 8 9 9 6 10 18 16 16 19 22 25 4 12 8 10 18 20 22 22 Pennsvlvania . 5 5 7 5 6 11 16 14 South Atlantic Division: 1 1 1 1 1 1 1 1 1 1 1 1 1 2 5 5 1 1 1 2 2 2 2 2 1 2 3 4 4 2 1 1 North Carolina . 2 2 2 South Carolina . 1 2 4 Georgia . 3 4 5 9 "Florid a, . 1 1 1 South Central Division: Kentucky . 2 2 3 1 2 2 2 Tennessee . 1 2 2 3 Alabama . 2 2 4 Mississippi . 1 2 Louisiana . 1 4 1 1 Texas . 1 2 1 2 5 Arkansas . 1 1 1 Oklahoma . 1 1 Indian Territory . North Central Division: Ohio . 2 3 7 11 6 5 9 13 Indiana . 1 2 2 4 6 6 14 Illinois . 2 7 5 9 7 12 19 23 Michigan . 2 2 4 3 8 11 13 18 Wisconsin . 2 5 4 8 9 13 16 17 Minnesota . 1 4 5 5 3 6 6 7 Iowa . 4 3 4 3 5 4 7 Missouri . 2 2 5 9 10 10 North Dakota . South Dakota . 1 1 1 2 Nebraska . 1 2 1 1 1 2 2 3 Kansas . 1 3 3 5 Western Division: Montana . 1 1 1 Wyoming . Colorado . . . 2 3 3 5 6 6 7 New Mexico . 1 Arizona . Utah . 1 1 2 3 Nevada . . . Idaho . 1 1 1 Washington . 2 1 1 1 1 1 1 Oregon . California . 4 6 7 7 9 * 11 14 MANUAL AND INDUSTRIAL TRAINING. 2145 Table 2. — Cities in which manual training {other than drawing ) u'as given in the public schools, 1902-3. Cities. Grades in w training 1 ALABAMA. Birmingham . 1 to 8. Florence . 3 to 8. Gadsden . 1 to 8. Huntsville . 1 to G. ARKANSAS. Fort Smith . 7, S, and high CALIFORNIA. Alameda . 1 to 8. Bakersfield . 1 to 6. Fresno . 8 to 10. Los Angeles . 1 to 9. Oakland . High school. Pasadena . 1 to 4. Pomona . 1 to 11. Redlands . 3 to 8. San Bernardino . lto 6. San Diego . 4 to 8. San Jose . 1 to 3. San Francisco . 7 and 8. Santa Barbara . lto 8. Stockton . | 7 and 8. COLORADO. Colorado Springs . Cripple Creek Denver: District No. 1 . District No. 7. District No. 17 Pueblo: District No. 1 . District No. 20 CONNECTICUT. Bristol . Hartford . Manchester (South). Naugatuck . New Britain . New Haven . New London . . Stamford . Wiliimantic . . 1 to 8. lto 4. 4 to 8. 1 to 12. 4 to 12. 1 to 8 and high school. 1 to 8. 4 to 8. 7 and high school. 5 to 9. 6 to 9 and high school, lto 8. 4 to 7. 7 and 8. 6 to 9 and high school. 6 to 8. DELAWARE. Wilmington . 4 to 8 and high school. DISTRICT OF COLUM¬ BIA. Seventh to eighth divisions. Ninth to eleventh divisions. FLORIDA. Tampa . Athens . Atlanta . Brunswick . . . Columbus Milledgeville. Macon . Rome . Thomasville.. Way cross . 3 through high school. 7 and 8. lto 8. Grammar grades, lto 8. Do. Do. lto 6. 1 to 7. lto 8. lto 8. 1 and 2 (primary). Boise ILLINOIS. Aurora (East side) .. Aurora (West side) . . Bloomington . Cairo . Champaign . Chicago . Dixon . Evanston, District 1 . Galesburg . Harvey . . Joliet . La Salle . . . Moline . Monmouth . Peoria . Quincy . Rockford . Rock Island . Springfield . Sterling . Taylorville . Urban a . Waukegan... . INDIANA. First. 6 to 8, and high school. 3 to 8. 8 and high school. High schools. 8 and high school. 5 to 8, English high and manual training schools 1 to 8. 6 to 8. 9 to 11. 6 to 8. lto 8. High school. 7 to 8, and high school. 1 to 8. 8 to 12. 7 to 8. 7 to 10. High school. 7 to 10. 7 and 8. 1 to 3. Do. 7 to 8, and high school. Bluff ton . . 1 to 8. Crawfordsville . 1 to 6. Evansville . High school. Fort Wayne . 1 to 8. Hammond . 1 to 7. Huntington . 1 to 8. Indianapolis . 4 to 8. Kokomo . Primary. Laporte . Do. Marion . . 1 to 8. New Albany . 1 and 2. Richmond . | 1 to 8. Seymour . ! 1 to 3. Whiting . I 1 to 8. Clinton . Council Bluffs . Davenport . Des Moines (West) Iowa City . Marshalltown . Mason City . KANSAS. 8 and high school. 1 to 8. 8 and high school. 1 to 8 and high school. 5 to 10. Kindergarten to 7. 7 to 12. Emporia... . l to 8. Lawrence . Do. Pittsburg . 1 to 6, high school. Topeka . 4 to 8. Winfield . 1 to 6. KENTUCKY. Frankfort Louisville LOUISIANA. Shreveport . Bath . Gardiner . . Lewiston . . Portland .. Westbrook. High school. Do. to 10. 6 to 9, 3 5’ears in high school. Grammar. 6 to 9, 1 year in high school. 7 to 10. 1 to 10. ED 1903 — VOL 2- -59 2146 EDUCATION REPORT, 1903, Table 2. — Cities in which manual training ( other than drawing ) was given in public schools, 1902-3 — Continued. Cities. Grades in which manual training was given. Cities. MARYLAND. Annapolis . ! 4 to 10. Baltimore . High school and manual training schools. Cambridge . 1 6 to 10. Cumberland . j 7 to 10. Salisbury . 1 1 to 10. MASSACHUSETTS. MINNESOTA. Duluth . . Faribault . Mankato . Minneapolis.... St. Cloud . St. Paul . Stillwater . Grades in which manual training was given. High school. 1 to 3 and high school. Primary to high school. High school. 5 to 8 and high school. 5 and high school. First year in high school. Amherst . Arlington . Attleboro . Barnstable . Boston . Bridgewater . Brockton . Brookline . Cambridge . Concord . Dedham . 1 Easton . Everett . Fall River . Fitchburg . Framingham . Greenfield . Haverhill . Holyoke . Lawrence . | Lexington . ! Lowell . I Lynn . Malden . Medford' . Milton . Natick . Needham . ! New Bedford . j Newton . j North Adams . Northampton . | Plymouth . ' Quincy . 1 Reading . Salem . Somerville . Springfield . Taunton . . Wakefield . | Waltham . Watertown . 1 Welleslev . i Westfield . j Williamstown . ! Winchester . ! Worcester . ; 6 to 9. 7 to 10. 1 to 6. 8 and 9. 6 to 9. 7 to 9. High school. 1 to 8. Grammar and high school. 6 to 10. 4 to 13. 5* to 8. High school. 9 to 12. Normal practice school. 2 to 9. 8 and 9. High school. Do. 8 and 9. 10 to 14. 8, grammar and high school. 9, grammar and high school. 1 to 13. 1 to 8. 6 to 9 and high school. 1 to 6. 7 to 9 and sloyd. 6 to 8 and sloyd. 8 to 9, grammar. 5 to 7. 5 to 9. 5 to 8. 7 to 8. Grammar. 5 to 8 and high school. 6 to 9 and high school. 9 to 10. 7 to 9. 5 to 13. 1 to 9. 1 to 8. 5 to 8. 1 to 9. 4 to 8. 8 to 9. MICHIGAN. Albion . : 1 to 8. Ann Arbor . \ Do. Battle Creek . 1 5 to 8. Bay City . 9 to 10. Bessemer . 1 to 4. Calumet . 1 to 8 and high school. Detroit . j 4 to 8. Flint . 7 to 8. Grand Rapids . I 5 to 8. Hillsdale . 1 to 7. Ishpeming . 7 to 8 and high school. Kalamazoo . : 5 to 12. Menominee . ; Do. Muskegon . 1 to 8. Saginaw (East) . , 5 to 8. Saginaw ( West; . ' Do. Traverse City . ' 1 to 5. Ypsilanti . . .'. . I 5 to 8. MISSISSIPPI. Greenville . Little Falls . MISSOURI. Carthage . Columbia . Hannibal . Independence. . Joplin . Kansas City .... Kirksville I . Moberly . St. Louis . Warrensburg . . . MONTANA. Helena . 1 to 8. 4 to 8. 6 to 9. 3 and high school. 1 to 8. 6. 5 to 10. 5 to 7. High school. 4 to 8. 7 to 8. 1 to 4. 5 to 8. NEBRASKA. Beatrice . 7 to 9. Norfolk . 11 to 12. Omaha . | 9 to 10. NEW HAMPSHIRE. | | Concord . ! 5 to 9. Manchester . ! 8 to 9. Portsmouth . : 4 to 6. NEW JERSEY. Asbury Park . Atlantic City . j Bayonne City . Camden . Dover . j East Orange . ; Elizabeth . .1 Englewood . .1 Hoboken . | Longbranch . Montclair . Newark . North Plainfield . Orange . Passaic . Paterson . Red bank . South Orange . Summit . Union . I Vineland . West Orange . j NEW YORK. 1 to 8. 4 to 11. 4 to 5. 1 to 8. Primary. 5 to 8 and high school. 5 to 9 and high school. 1 to 4. 6 to 8. 5 to 8. 1 to 8. Do. 1 to 12. 1 to 8. 3 to 8. 7 to 8. fi to 10. 1 to 12. 5 and first year of high school. From third year through high school. 1 to 8. Do. Albany . High school. Auburn . 1 to 8. Batavia . j Primary. Binghamton . 9 to 12. Buffalo . j 1 to 8 and high schooL Geneva . ! Kindergarten to 7. Herkimer . I Primary. MANUAL AND INDUSTRIAL TRAINING. 2147 Table 2. — Cities in which manual training ( other than drairing) was given in the 'public, schools , 1902-3 — Continued. NEW Cities. york— cont’ Grades in which manual training was given. d. Hudson . Ithaca . Jamestown .... Lockport . Malone . Middletown ... Meehanicsville Newburgh . New Rochelle . New York City Niagara Falls.. Port Chester... Rochester . Syracuse . Utica . Whitehall . Whiteplains . . . Yonkers . 1 to 5. 6 to 8. 1 to 8. 1 to 7. 5 to 8. 3 to 4. 1 to 3. 8 to 11. 5 to 6. 7 to 8. 5 to 7. 1 to 7. 1 to 8. 7 to 8. 5 to 9. High school. 1 to 8. Above fourth year. NORTH CAROLINA. Asheville . 1 to 8. Durham . 6 to 10. OHIO. Akron . 5 to 12. Cleveland . 1 to 8. Davton . 7 to 8. Delaware . 4 to 8. Elyria . 5 to 7. Fostoria . 4 to 8. Gallon . 5 to 8. Glenville . 1 to 3. Norwood . 1 to 8. Oberlin . 2 to 5. Toledo . 1 to 12. Washington Court House . 7 and 8. Youngstown . ! High school. PENNSYLVANIA. Allegheny . Braddoek . Bradford . Conshohocken . Harrisburg . Homestead . Johnstown . Meadville . Philadelphia . Pitt-burg . St. Marys . Titusville . Westchester . Wilkesbarre . RHODE ISLAND. Newport . Providence . Woonsocket . 10 to 11. 6 to 12. 7 to 8 and high school. All above primary. High school. 4 to 8. 7 to 14. 5 to 7. 3 to 8. 5 to 7. 1 to 8. 3 to 7. High school. Do. 4 to 12. H.gh school. 7 to 9. Cities. Grades in which manual training was given. SOUTH CAROLINA. Anderson . 6 to 7. Charleston . In the lower grades. Columbia . 1 to 7. Sumter . 2 to 4. SOUTH DAKOTA. Lead . 1 to 5. Sioux Falls . 1 to 8. TENNESSEE. Jackson . 1 to 7. Knoxville . 1 to 8. Nashville . 1 1 to 10. TEXAS. Austin . 7 to 10. Cleburne . 1 to 4. Dallas . 9 to 11. Sherman . 1 to 8. San Antonio . 3 to 6. UTAH. Logan . 1 to 8. Provo City . Do. Salt Lake City . 7 to 8. VERMONT. St. Johnsbury . 6 to 7. VIRGINIA. Danville . Primary. Lynchburg . Grammar. Norfolk . High school. Staunton . 7 to 10. WASHINGTON. Seattle . High school. WISCONSIN. Appleton . 8 and high school. Ashland . 1 to 8. Chippewa Falls . 4 to 7. Eau Claire . 1 to 10. Fond du Lac . 1 to 3 and high school. Janesville . 9 to 12. Manitowoc . 1 to 8. Marinette . 7 to 8 and high school. Menominee . 1 to 8. Merrill . Do. Milwaukee . 5 to 8 and high school. Neenah . 5 to 9. Portage . High school. Racine . i 4 to 8. Sheboygan . Primary. Superior . 6 to 8 and high school. Washburn . 6 to 12. 2148 EDUCATION REPORT, 1903, Table 3. — Statistics of manual and industrial training schools of high school grade , not including Indian schools. State or Territory. 1894. 1895. 1897. Number of schools. Male stu¬ dents. Fe¬ male stu¬ dents. Total. Number of schools. Male stu¬ dents. Fe¬ male stu¬ dents. Total. Number of schools. Male stu¬ dents. Fe¬ male stu¬ dents. Total. United States .... N orth Atl an ti e Division South Atlantic Division South Central Division. North Central Division. 15 2,403 959 3, 362 15 3,621 1,271 4,892 40 9,224 4,666 13, 890 9 1 1,389 90 619 240 2,008 330 10 1 2,595 104 1,077 94 3,672 198 24 6 6,386 430 3, 270 442 9, 656 872 3 2 721 200 o 100 724 300 3 1 711 211 0 100 711 311 6 4 1,853 555 535 419 2, 388 974 North AtlanticDivision: . Massachusetts . 1 3 31 124 73 275 104 399 1 3 34 m 64 296 98 428 3 1 1 13 1,234 323 127 2,864 285 100 0 2,331 1,519 423 127 5,195 3 503 229 732 3 499 247 746 2 731 42 773 3 1,930 470 2,400 6 1,838 554 2, 392 South Atlantic Division: 2 1 281 34 115 285 92 65 566 126 180 Dist. of Columbia .. Virginia . 1 90 240 330 1 104 94 198 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 . 1 169 ' 169 1 174 0 174 1 1 3 194 422 1,011 0 185 ' 350 194 607 1,361 Indiana . Illinois . 1 263 0 263 1 273 273 Michigan . Wisconsin . "" Minnesota . Iowa . Missouri . North Dakota . i 292 0 292 1 264 0 264 1 226 0 226 South Dakota . Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . i 11 0 11 1 11 11 1 166 160 326 New Mexico . Arizona . Utah . Nevada . Idaho . Washington . Oregon . California . i 200 100 300 1 200 100 300 3 389 259 648 MANUAL AND INDUSTRIAL TRAINING 2149 Table 4. — Statistics of manual and industrial training schools of high school grade , not including Indian schools. 1898. 1S99. 1900. State or Territory. Male stu- Fe¬ male Total. |'o .1 s. ! Male | stu¬ Fe¬ male Total. c r. o c ^ o Male stu¬ Fe¬ male Total. SV dents. stu¬ dents. If dents. stu¬ dents. 5 — f_ dents. 1 stu¬ dents. 55 55 | United States .... 58 12, 975 6,002 18,977 j 66 jl3, 903 6,798 20, 701 69 15,819 8,897 24, 716 North Atlantic Division 30 8, (Ml 859 3. 803 11,844 1, 316 33 7,459 3,594 11, 053 36 8, 377 4,403 12, 780 South Atlantic Division 8 457 8 1,078 782 1, 860 378 9 851 445 1, 296 South Central Division. 1 235 0 235 2 310 68 2 329 81 410 North Central Division. 11 3, 061 1,040 4, 101 15 3,588 1, 563 5, 151 17 5, 134 1,128 2,716 7,850 779 702 1,481 8 1,468 791 2,259 5 R252 2, 380 North Atlantic Division: | . j Massachusetts . 5 1,800 460 2, 260 5 900 572 1,472 5 1.341 508 1,849 Rhode Island . 3 599 311 910 2 390 238 628 3 '509 176 685 Connecticut . 2 152 100 252 2 233 227 460 2 352 160 512 New York . 13 2,897 2, 294 5, 191 14 3,259 1, S84 5,143 16 3,401 2,842 6,243 3 116 190 306 3 114 165 279 Pennsylvania . 7 2,593 638 3,231 7 2,561 483 3,044 2, 660 552 3,212 South Atlantic Division: Maryland . 4 698 285 983 4 867 S - 285 1. 152 4 i 1 663 178 841 District of Columbia 2 46 82 128 2 46 S 82 128 2 38 77 115 Virginia . W e«t Virginia . 1 115 65 180 1 115 65 180 1 \ 115 65 180 North Carolina .... South Carolina _ ' 1 0 25 25 j 1 50 350 400 1 10 75 85 Georgia . 1 50 75 Florida . 25 | South Central Division: 1 Kentucky . Tennessee . 1 ! 235 0 235 ; 2 310 68 37S 2 329 | 81 | 410 Alabama . . Mississinpi . . Louisiana . Texas . Arkansas . Oklahoma . ”■* . | Indian Territory... North Central Division: i . Ohio . 2 595 19 614 3 658 281 939 3 1, 23S 372 1, 610 Indiana . j 1 477 452 929 1 1 477 452 929 1 447 428 875 Illinois . ! 4 1, 483 350 1,733 7 1,863 615 2, 478 . 7 1,937 654 2, 591 Michigan . 1 274 346 620 Wisconsin . Minnesota . 1 2 232 192 424 1 2 261 198 459 1 318 96 414 Iowa . j 1 66 27 93 1 95 17 112 1 95 17 112 Missouri . ; l 208 0 208 1 234 0 234 2 760 698 1,458 North Dakota . j South Dakota 1 Nebraska . i .... Kansas . i:::; Western Division: Montana . I Wyoming . i . Colorado . 2 198 j 192 390 2 839 195 1,034 1 195 186 381 New Mexico . Arizona . Utah . .... Nevada . i 20 20 40 1 20 20 40 Idaho . Washington . Oregon . * California . 5 j 561 490 j 1, 051 l ^ 509 j 576 | 1,185 4 933 j 1,066 1,999 2150 EDUCATION REPORT, 1903, Table 5. — Statistics of manual and industrial training schools of high school grade, not including Indian schools. State or Territory. 1901. 1902. 1903. Number of schools. Male stu¬ dents. Fe¬ male stu¬ dents. Total. 1 Number of I schools. Male stu¬ dents. Fe¬ male stu¬ dents. Total. Number of schools. Male stu¬ dents. Fe¬ male stu¬ dents. Total. United States .... 78 18,928 10,053 28, 981 85 18, 771 10,736 29, 507 95 20, 170 12, 892 33,062 North Atlantic Division 38 10, 630 6,639 17,269 39 11,344 7,123 18, 467 45 12,050 8,482 20, 532 South Atlantic Division 14 1,789 610 2, 399 14 761 496 1,257 14 1,026 514 1,540 South Central Division. 2 318 60 378 5 407 144 551 8 790 193 983 North Central Division. 17 5,167 2,206 7,373 21 5, 227 2,343 7, 570 21 5,193 2,965 8, 158 Western Division . 7 1,024 538 1,562 6 1, 032 630 1,662 7 1,111 738 1,849 N or th Atla ntic Division : New Hampshire . . . Massachusetts . 5 1,062 501 1, 563 5 1, 426 435 1,861 9 2,120 701 2, 821 Rhode Island . 4 592 294 886 3 603 294 897 3 574 249 823 Connecticut . 3 530 402 932 5 569 800 1, 369 4 816 636 1,452 New York . 14 4, 029 3,027 7,056 14 4,577 3,166 7,743 17 3,851 4,236 8, 087 New Jersey . 3 208 92 300 3 341 76 417 3 394 68 462 Pennsylvania . 9 4,209 2, 323 6, 532 9 3,828 2,352 6, 180 9 4, 295 2,592 6,887 South Atlantic Division : Delaware . 2 90 0 90 1 40 0 40 1 28 0 28 Marvland . 7 1, 368^ 216 1,584 5 442 80 522 5 489 89 578 District of Columbia 2 38 83 121 2 50 80 130 2 365 187 552 Virginia . 1 150 100 250 2 81 56 137 2 96 89 185 West Virginia . North Carolina .... 1 43 86 129 1 30 62 92 1 25 51 76 South Carolina . Georgia . 1 100 125 225 2 118 158 276 2 23 38 61 Florida . 1 0 60 60 1 0 60 60 South Central Division: Kentucky . 2 318 60 378 3 317 54 371 3 317 54 371 Tennessee . Alabama . 2 37 44 81 Mississippi . Louisiana . 1 90 60 150 2 259 45 304 Texas . 1 0 30 30 1 177 50 227 Arkansas . Oklahoma . Indian Territory _ . North Central Division: Ohio . 3 1, 001 330 1,331 4 1,511 441 1,952 5 1,306 460 1,766 Indiana . 1 489 281 770 1 503 474 977 1 548 617 1,165 Illinois . 6 1,763 427 2,190 7 1,357 272 1,629 7 1, 523 257 1, 780 Michigan . 1 365 284 649 1 222 242 464 1 22u 395 615 Wisconsin . 1 58 79 137 2 72 127 199 2 137 152 289 Minnesota . 1 379 123 502 1 387 151 538 1 399 132 531 Iowa . 1 65 2 67 1 125 0 125 1 100 12 112 Missouri . 2 982 575 1,557 3 991 575 1,566 2 915 891 1, 806 North Dakota . 1 65 105 170 1 59 61 120 1 45 49 94 South Dakota . .... Nebra.sk a . . Kansas . Western Division: .... Montana . Wyoming . .... _ _ Colorado . 1 1 1 256 213 469 1 262 253 515 1 294 307 601 New Mexico . 1 0 30 30 Arizona _ .... ! . Utah . Nevada .... Idaho Washington Oregon . . . California . 6 768 325 1,093 1 5 770 377 1,147 5 817 | 4oi 1,218 MANUAL AND INDUSTRIAL TRAINING 2151 Table 6. — Summery of statistics of manual and industrial training schools , 1902-3. State or Territory. Total num¬ ber in¬ stitu¬ tions. Literary instruction. Manual, industrial, or tech¬ nical training. Total number instruct¬ ors. Total number elemen¬ tary pupils. Total number second¬ ary stu¬ dents. Total number instruct¬ ors. Total number elemen¬ tary pupils. Total number second¬ ary stu- dents.<* United States . 186 1,354 21, 596 24, 580. 2, 321 22,672 33, 760 North Atlantic Division . 71 510 6,684 11, 048 683 9,839 20, 532 South Atlantic Division . 24 168 2, 676 1,655 154 1,842 1,632 South Central Division . 18 124 1,995 2,000 89 1,544 983 North Central Division . 45 415 6, 086 7,309 464 5, 910 8, 158 Western Division . 28 137 4, 155 2,568 931 3,537 2,455 North Atlantic Division: I 1 1 50 Massachusetts . 16 43 475 1,517 208 2,382 2, 821 Rhode Island . 6 46 1,228 71 49 1,534 '823 Connecticut . 6 54 299 965 33 94 1,452 New York . 27 134 2,053 3,168 225 2, 043 8,087 New Jersey . 3 33 105 160 35 81 462 Pennsylvania . 12 200 2,524 5, 167 132 3,655 6, 887 South Atlantic Division: 1 2 45 28 Maryland . 6 62 597 545 26 ; 367 578 District of Columbia . 3 21 149 522 44 117 552 Virginia . 3 28 334 176 33 378 185 West Virginia . North Carolina . 6 27 638 176 21 294 168 South Carolina . 1 6 327 10 61 Georgia . . 3 21 633 176 15 580 61 Florida . 1 3 60 3 60 South Central Division: Kentucky . 2 18 14 412 3 75 371 Tennessee . 1 7 33 55 Alabama . 3 22 640 161 15 306 81 Mississippi . Louisiana . 4 33 139 672 11 139 304 Texas . 2 16 20 620 6 20 227 Arkansas . Oklahoma . 5 21 1,029 43 900 Indian Territory . 1 7 120 80 11 104 North Central Division: Ohio . 5 42 102 1,599 111 251 1,766 Indiana . 2 52 222 26 261 1,165 Illinois . 10 99 847 1, 757 56 539 1,780 Michigan . 2 6 310 21 466 615 Wisconsin . 7 50 2,113 239 49 1,291 289 Minnesota . 2 33 140 531 30 140 531 Iowa . 1 27 730 3 112 Missouri . 4 33 60 2, 006 39 404 1,806 North Dakota . 3 17 479 94 8 454 94 South Dakota . 5 22 843 69 44 850 N ebraska . 3 16 442 62 26 504 Kansas . 1 15 750 51 750 Western Division: Montana . 2 9 322 199 29 210 199 Wyoming . Colorado . 3 17 182 670 21 129 601 New Mexico . 3 17 694 30 37 427 30 Arizona . 6 30 1,530 13 84 1, 465 Utah . 1 1 56 6 56 Nevada . 1 4 125 97 13 125 97 Idaho . 1 3 160 14 160 Washington . 1 4 42 6 30 Oregon . 1 9 360 300 31 360 310 California . 9 43 684 1, 259 690 575 1,218 ^Includes several thousand not receiving literary instruction in these schools, but who are required to know certain high-school studies. Includes also 69« secondary students in Indian industrial schools in North Carolina, Montana, Nevada, and Oregon. 2152 EDUCATION REPORT, 1903, Table 7. — Xumber of instructors and students by sex in manual and industrial training schools, 1902-3. State or Territory. Literary instruction. Manual, industrial, or technical training. Instructors. Elementary pupils. Secondary students. Instructors. Elementary pupils. Secondary students.* Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. United States . 527 827 11,492 10, 104 14, 497 10,083 1,221 1,100 12, 302 10, 370 20, 570 13, 190 North Atlantic Division. . . 229 281 3,440 3, 244 6, 181 4,867 394 289 5,450 4,389 12, 050 8, 482 South Atlantic Division. . . 52 116 1, 328 1,348 1,043 612 73 81 910 932 1,071 561 South Central Division _ 57 67 1,121 874 1,146 854 46 43 896 648 790 193 North Central Division ... 153 262 3, 227 2,859 4,581 2,728 254 210 3, 052 2,858 5,193 2,965 Western Division . 36 101 2,376 1,779 1,546 1,022 454 477 1,994 1,543 1,466 989 North Atlantic Division: 1 1 0 I 50 New Hampshire . 1 ... Vermont.*. . Massachusetts . 31 12 175 300 1,205 312 101 107 1 1,308 1, 074 2, 120 701 15 31 673 71 29 20 9 908 626 574 249 Connecticut . 20 34 124 175 666 299 24 94 0 816 636 New York . 32 102 419 1,634 985 2, 183 111 114 I 392 1,651 3,851 4,236 New Jersev . 28 5 89 16 106 54 29 6 59 22 394 68 Pennsvlvania . 103 97 1,960 564 3, 219 1, 948 99 331 2,639 1,016 4,295 2,592 South Atlantic Division: 2 45 28 Maryland . 34 28 362 235 468 77 19 7 144 223 489 89 District of Columbia . . 5 16 85 64 365 157 18 26 65 52 365 187 Virginia . 4 24 207 127 87 89 13 20 j 164 214 96 89 West Virginia . ' North Carolina . 4 23 330 306 71 105 7 14l 203 91 70 98 South Carolina . 1 5 139 1 188 7 3 34 27 Georgia . 4 17 205 428 52 124 7 8 j 255 325 23 . 38 Florida . 3 60 3 60 South Central Division: Kentucky . 16 2 6 8 384 28 1 2 29 46 317 54 Tennessee . 3 4 15 18 30 25 Alabama . 9 13 266 874 83 78 7 8 122 184 37 44 Mississippi . , Louisiana . | 20 13 116 23 383 289 9 2 j 116 23 259 45 Texas . 3 13 20 234 386 3 3 20 177 50 Arkansas . 1 Oklahoma . 4 17 638 391 23 20 j 575 325 Indian Territorv . 2 5 80 40 32 48 3 8 54 50 North Central Division: Ohio . 16 26 64 38 1,175 424 67 44 I 212 39 1,306 460 Indiana . 15 37 1 138 84 19 7 i 77 1 184 548 617 Illinois . 66 33 499 348 , 1,351 | 406 35 21 303 • 236 1,523 257 Michigan . 6 155 1 155 11 10 1 326 140 220 395 Wisconsin . 6 44 1,068 1,045 81 158 19 30! 638 653 137 152 Minnesota . 12 21 j 64 76 399 132 13 17 64 76 399 132 Iowa . *7 20 315 ' 415 3 0 100 12 Missouri . 16 17 1 60 1, 005 J 1,001 19 20! 25 379 915 891 North Dakota . 6 11 ; 244 235 45 49 4 4 229 ! 225 45 49 South Dakota . 3 19 433 410 38 31 20 24 444 406 Nebraska . 3 16 250 192 34 28 13 13 284 j 220 Kansas . 3 12 1 450 300 1 31 20 450 I 300 . W’estern Division: 1 Montana . 9 175 147 100 99 15 14! 112 93 100 99 Wvoming . ! . Colorado . 6 11 123 59 349 . 321 15 6 85 44 294 307 New Mexico . 2 15 417 277 30 12 25 ! 240 187 30 Arizona . 6 24 913 j 617 10 3 39 45 858 j 607 Utah . 1 26 SO ! 2 4 26 30 Nevada . 4 75 50 55 42 6 7 75 50 55 42 Idaho 3 84 76 | 7 84 76 Washington . 2 2 34 8 2 4 24 6 Oregon . 1 8 200 160 200 100 16 15 200 160 200 110 California . 19 24 329 | 355 832 427 340 350 1 290 ! 285 817 401 MANUAL AND INDUSTRIAL TRAINING 2153 Table 8. — Value of plant and expenditures for manual and industrial training in schools reporting for 1902-3, not including Indian schools. State or Territory. 1 Cost of plant. • • Expenditures. For teach¬ ers. For mate¬ rials. For new tools and repairs. For inci¬ dentals. Total. $5, 892, 269 $710,083 $117, 294 $94,489 $178,060 $1,099,926 North Atlantic Division . 2, 892, 724 964, 608 292, 532 1, 360, 805 381, 600 348, 515 48,744 16, 271 216,229 80, 324 54,544 11,285 11, 897 24, 599 14, 969 43, 929 6,265 3,417 25, 658 15, 220 142, 744 15,394 1,169 13, 007 5, 746 589,732 81,688 32,754 279, 493 116, 259 North Atlantic Division: 100 1 | . i | . 1,004, 728 55, 450 19, 800 896, 064 80, 000 836, 682 100 91,000 145,208 630, 000 81, 746 13, 100 3,843 109, 623 9,856 130, 347 200 13,350 22,750 7,800 15, 498 106 182 15, 893 540 22, 325 25 1, 600 6,370 1,400 1,677 15 25 28,940 1, 667 11,605 ... 8, 287 7,372 210 91,107 398 35, 370 5 300 598 650 107, 208 20, 593 4,260 245, 563 12,461 199, 647 230 17, 778 30, 718 11, 900 South Atlantic Division: Maryland . District of Columbia . Virginia . West Virginia . 2,528 1,000 2,050 North Carolina . j South Carolina . j Georgia . ! Florida . 1 70,400 20,000 | 4,900 3,000 138, 000 300 1,900 1,500 944 400 50 1,690 150 190 397 100 12, 510 185 300 846 60 13, 050 4,172 2, 050 1, 790 749 South Central Division: Kentucky . ! Tennessee . ■ 139 150 Alabama . j Mississippi . ! 32, 702 7,146 7,116 1, 062 148 15,472 Louisiana . Texas . Arkansas . 114. 000 7, 830 6,200 2, 525 4,450 192 1, 690 515 725 236 13, 065 3,468 Oklahoma . . . 1 . Indian Territory . North Central Division: Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . 150, 455 322, 500 263,300 175, 000 106, 650 100, 000 3, 500 214, 000 | 25,000 1 40,790 70,585 48,250 12, 269 4, 715 22,700 2,510 11, 710 2,700 4,307 4,345 8,000 1,570 642 2,000 300 2, 935 500 . 6,680 10, 100 3,325 3,528 475 2, 806 1,650 1,985 3,011 2, 343 54,583 86. 680 61, 560 20,378 8,175 24, 700 2, 860 16, 657 3, 900 Towa, . 50 1, 200 300 Missouri . North Dakota . South Dakota . 812 400 Nebraska. . _ . ! . Kansas . Western Division: Montana . . Wyoming . i . Colorado . . 20, 000 3,000 29, 600 1,750 827 30, 427 1,750 New Mexico . i . Arizona . 1 . Utah . i . 1 Nevada .... :::::::::::: Idaho Washington . 2, 570 300 70 2,940 Oregon . California . 358, 600 46,404 13,842 15, 150 • 5,746 81,142 2154 EDUCATION REPORT, 1903, Table 9. — Statistics of manual and industrial 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 Location. Name of institution. President or director. 1 2 3 ALABAMA. Rev. Pit.t Dillingham. Camphill . Lvman Ward . William J. Edwards _ _ CALIFORNIA. Oakland . Philip M. Fisher _ Geo. A. Merrill . . do . Geo. B. Miller . . do . .. Walter N. Bush . . do . Geo. A. Merrill . The Anna S. C. Blake Manual Training School. F.dnah A. Rich . San Luis Obispo . California Polytechnic School . No report. COLORADO. Denver . State Home for Dependent and Neglected Children. H. W. Cowan . . do . Charles A. Bradley . CONNECTICUT. Bridgeport . Young Men’s Christian Association . Dr T. DeVer Warner . . Hartford . Hillver Institute . H. M. Gerrv . . do . School of Horticulture . Herbert D. Hemenwav . 1 New Haven . ! Boardman Manual Training High School.. Waterburv Industrial School . Charles L. Kirschner . Waterburv . . do . . .'_ . 1 Young Women’s Friendly League* . __ Miss Anna L. Ward . DELAWARE. Wilmington . Cooperative Drafting School . | DISTRICT OF COLUMBIA. Washington . Industrial Home School . Hon. J. Ormond Wilson . . do . . 1 McKinlev Manual Training School . John A. Chamberlain . . do . 1 St. Rose's Industrial School . Sister Clara . FLORIDA. Ocala.. I . Emerson Memorial Home School . Miss C. M. Buckbee . GEORGIA. i Athens Knox Institute and Industrial School . L.S. Clark . G.B. Miller . i Fort Valley . Fort Valley High and Industrial School... Central City College* _ _ _ _ Wm. E. Holmes _ _ j Macon _ ILLINOIS. • Chicago . . . Chicago English High and Manual Train¬ ing School. Albert R. Robinson . . [ . do . Chicago Manual Training School . i Henrv H. Belfield . | . do ... Chicago Slovd School . ! Miss Anna Murrav . i . do . '■ Jewelers’ School of Engraving . ' Richard O. Handler . ...do ... Jewish Training School . 1 ! O. J. Milliken . do Lewis Institute Geo. N. Carman . . j Dps Plaines St Mary’s Training School Rrother Adjntor _ | Peoria Rradlev Polytechnic Institute . . Edward O. Sisson . ! Quincy . Chaddock College . 1 Miss Eleanor A. Tobie . Springfield . Manual Training School * . 1 E. Jerry . INDIANA. j Indianapolis . ! Manual Training High School . ' Charles E. Emmerich . | Knightstown . Indiana Soldiers’ and Sailors’ Orphans’ I Home. . A. H. Graham . 1 ♦Statistics of 1901-2. MANUAL AND INDUSTRIAL TRAINING 2155 training schools in the United States in 1902-8. Literary instruction. Manual, industrial, or technical training. Instructors. Elementary pupils. Secondary stu¬ dents. Instructors. Elementary pupils. Secondary stu¬ dents'. 232 9 9 j 320 320 588 588 121 14 14 577 577 122 . 4 *4 8 125 125 123 ..... 30 37 654 346 1,000 654 346 j 1,000 124 . . 16 1 1 17! 1 835 40 875 125 . 5 5 6 98 104 126 4 4 203 203 7 7 203 203 127 1 o 3 10 16 26 • 128 1 8 4| 7 j 468 : 518 986 39 39 129 8 6 14 227 93 320 . 8 4 12 227 93 320 j 03 180 18 io; 28 ! I 850 243| i 593 131 6 9 15| 28 62| 90 71: 71 132 14 14 408 384 j 792 . 2 2 213 15 228! j 185 6! ! 191 133 1 5 6 139 188! 327 3! 10 I 34 I j 61 134 3 4 7 15 18 33 30 25 55 . 135 3 11 14 234! 361 1 595! o 3 177 50 227 136 2 2 20 20 25: 25' .... 3; 3 1 20 20 137 1 4 5 10 12 22 24 33 57: 3 3 6 10 12 22 24: 33 57 138 3 11 14 67 44 111 63 56 119! 10l 14 1 24i 78! 44 122 72 56 128 139 ... 9 9 130 71 201 3 g 76 j 158; 234 140 2 2 4 34 8 i 42 + .... 2 4 6 24 6 30: 141 2 1 3 j 17 63 80 | 1! 3 17 63 80 142 3 1 30 33 663 687 1,350 64 95 159 2 4 6 290 304 594 120 89 209 143 2 2 I 56 5fi 144 1 145 J443 ! 609 1, 052 5, 840 5, 79511, 63512. 539 1 1 1 ill' 7, 962 20, 501* 956 8071,763 7, 056 6, 349 1 13.405 18. 39211,052 ; ' 1 29, 444 ed 1903 — vol 2 - 60 2162 EDUCATION REPORT, 1903. Table 9. — Statistics of manual and industrial training schools in the United States in 1902-3 — Continued. Location. Name of institution. Cost of plant. Exper | QQ O © O iditures ing d m o 3 o ! for b luring aj § m O f-i U 3 idustrk 1902-3. o ’3 O Total. p 1 2 22 23 24 25 26 27 ALABAMA. $2, 000 SI, 100 $320 $189 $1,609 20, 000 3, 500 3,000 500 7,000 Snowliill . Normal and Industrial Institute ... 10, 702 2, 546 3, 796 373 $148 6,863 CALIFORNIA. 50, 000 3,700 400 100 600 4,800 San Francisco .... California School of Mechanical GO, 000 10, 000 j 4,642 2, 150 1,146 17, 938 Arts. Do . Cogswell Polvtechnical College .... 175,000 14, 504 ! 1, 600 3, 900 1, 800 21, 804 Do... 15, 000 5,300 : 1, 200 3,000 1,000 10,500 Do . Wilmerding School of Industrial 58, 000 10, 000 6, 000 6, 000 1,200 23, 200 Arts. The AnnaS. C. Blake Manual Train- 2, 600 2,900 2,900 ing School. COLORADO. 20, 000 ! 29, 600 827 30, 427 CONNECTICUT. Bridgeport . Young Men’s Christian Association. 1,200 343 84 10 387 Hartford . ! Hillver Institute . 1,600 Do . School of Horticulture . 12, 000 2,000 100 25 200 2,325 Waterburv . Waterbury Industrial School . 48 48 Do... I.. Young Women’s Friendly League *. 1 5, 000 1,500 1, 500 DELAWARE. Wilmington . Cooperative Drafting School . 100 200 25 5 230 DISTRICT OF CO¬ LUMBIA. Washington . Industrial Home School . ’ . 100, 000 5,000 1,000 1,000 500 7,500 Do . McKinley Manual Training School. 45, 208 ^ 17, 750 2,427 j 20, 177 Do . i St. Hose’s" Industrial School . 2, 943 98 3,041 FLORIDA. Ocala _ Emerson Memorial Home School . . 3,000 944 846 1, 790 GEORGIA. Athens _ . Knox Institute and Industrial 2,000 School. j Fort Valley . ' Fort Valley High and Industrial 400 School. Macon . Central City College * . 2,500 1, 500 150 100 300 1,700 ILLINOIS. Chicago . ! Chicago English High and Manual 45, 000 16,500 5,000 500 1,500 23, 500 • Training School. Do . | Chicago Manual Training School .. 90,000 7,100 400 300 250 8, 050 Do . Chicago Sloyd School . . . I Do . i Jewelers’ School of Engraving . 1 300 2, 000 100 25; 10 2, 135 Do . ] Jewish Training School . 50, 000 Do . Lewis Institute . 1 50, 000 12,500 1,000 1, 000 200 14, 700 Peoria . | Bradley Polytechnic Institute . 1 27, 000 10, 000 1,100 1,300' 12,400 Springfield . ! Manual Training School * . 1,000 150 400 200, 25 775 INDIANA. Indianapolis . Manual Training High School . 320, 000 70, ooo; 4, 170 10, coo1 1,600 85,770 Knightstown . ! Indiana Soldiers’ and Sailors’ Or¬ 2,500 585 175 100 50; 910 phans’ Home. 1 1 1 * Statistics of 1901-2. MANUAL AND INDUSTRIAL TRAINING 2163 Table 9. — Statistics of manual and industrial training schools in the United States in 1903-8 — Continued. Expenditures for industrial train¬ ing during 1902-3. Location. Name of institution. Cost of plant. For teachers. For materials. For new tools and repairs. For incidentals. Total. 1 g 22 23 24 25 26 27 IOWA. West High and Industrial School .. $3,500 $2,510 $300 $50 $2,860 KENTUCKY. 3, 000 400 139 150 $60 749 135, 000 1 LOUISIANA. Baldwin . Gilbert Academy and Industrial 6,500 1, 200 200 90 25 1, 515 College.* 1 1 Lafayette . Southwestern Louisiana Industrial 7, 500 2, 500 250 1, 0Q0 100 3,850 Institute. 100, 000 2,500 4,000 600 600 7,700 MAINE. 100 building. MARYLAND. Arbutus Baltimore Manual Labor School . . . 40,000 600 6, 0001 350 400 1,350 Baltimore Baltimore Polytechnic Institute _ 25, 000 6, 000 Laurel . Maryland Agricultural and Indus¬ 10, 000 300 450 2,000 200 2, 950 trial Institute for Colored Youth. McDonogh . McDonogh School . 9,000 1, 800 500 128 100 2,528 Port, Deposit. The Jacob Tome Institute . 6,000 4, 650 300 4,950 MASSACHUSETTS. { Boston . Boston Asylum and Farm School . . 96, 000 1,400 300 100 1,800 Do . Friendford Industrial School . 800 1,200 50 25 1,275 Do . Hebrew Industrial School . 4,000 1,800 1,200 600 400 4, 000 Do . Massachusetts Charitable Mechanic 2, 128 1,364 578 186 2, 128 Association. Do . Massachusetts Normal Art School.. 275, 000 23, 730 23, 730 Do . Mechanic Arts High School * . 38, 000 14, 500 10, 200 200 100 25, 000 Do... . | North End Union _ 1, 800 Do . ! Women’s Educational Industrial 5, 000 4,200 2, 666 500 1, 650 8, 350 Union. Cambridge . . i Pvindge Manual Training School _ 19, 108 2, 798 21, 906 Lowell .... Lowell Textile School . 425, 000 New Bedford . New Bedford Textile School . 119, 000 Koxbury . South End Industrial School . 21,000 2,440 750 23 1,649 4,862 Springfield . Mechanic Arts High School . 17, 000 12, 004 420 354 1,379 14, 157 MICHIGAN. • Muskegon . Hackley Manual Training School.. I 175, 000 12, 269 1,570 3,528 3, 011 20, 378 MINNESOTA. St. Paul . Mechanic Arts High School . 100, 000 22, 700 2,000 24, 700 MISSOURI. Kansas City . Manual Training High School . 190, 000 2, 010 1, 200 500 200 3,910 St. Louis . . ! . Manual Training School of Wash¬ 12, 000 6, 600 870 400 300 8, 170 ington University. I Do . Women’s Training School ( W. C. A.) 12,000 3, 100 865 300 312 4, 577 NEW JERSEY. Bordentown . Manual Training and Industrial 1,106 40 167 98 1,411 School. * I i Newark . Newark Technical School . 80, 000 8,750 500 ; 1,500 300 i 11, 050 * Statistics of 1901-2. 2164 EDUCATION REPORT, 1903, Table 9. — Statistics of manual ana industrial training schools in the United States in 1902-3 — Continued . Expenditures for industrial train- mg during 1902-3. W o . o w lA 3 Location. Name of institution. 1 P. o B © © <3 0) 3 © 3 a +J f-t w3 ‘m°L ! j 1 ! k 1 * 5 13* , - r | o ; SUI -atBoiaj £ ■a §§• ! - -I - r •E S © 1 •ai»K | ® ! TBWX | h | SSlgSI !|S se&gss sgg S|g|I asg i 3 a *oyi3 lU^.iT •ai'BIff | ^ If •too-e : ^ « I c ,g 1 •aiBinax !« ‘SI Bit a, 'PJOX CS ISalll sss SU ‘oiBinax , X -!■ •3FK ||2|! — ! 8- I | ‘I13JOX j ® :o ^ co cc co 01 CC CT5 CC CO; •apK ^ JlgjL g*a.J*S a+p4<3 c^ig- S “ § 0 S aj isssa S ■ ■JIj'S Ilftl! s-gS'ga® Hill £2l«gg O^O.XH§ ■gs^g 3^ 88 ££ bjc c3 fl Sc 1^8 ||| 5 >.’3 3 -3 • — 2 c o.” 8 Its oa^ II 3 5 a j? Mount Pleasant .. J Indian Industrial School . ‘ E. C. Nardin . ' _ ' G I G * 155 ‘ 155 ' 310 ' - * - ' - ' G 6 11 ' 140 MANUAL AND INDUSTRIAL TRAINING. ‘2167 s £ 8 0 CO — § Sr 1^. 0 8 io 1 PI. ®8 1! 0 :§ 58S g 88 s § s 8* i— 1G0 | CO :3 gs§ £ Is ”8 § 85 :£s| 1 1 05 OO CO 8° 05 ^ OJ CO xr< CO • ic- CO 5 ' “= T«p 0OTIH 1- 102 05 to • CO CO 10 03 * CO 05 oc Ol CO O oc^ ^r1 00 c S“ s lO Si : ':g s g § § : : s 8 8 i j i« s 8 1 140 SI ij I IS si 2 lll”I 1 8 CO l> ££ 588 § 83 Sg • s |S8g^ 1 O 0 S3 8SS 11 gg s 858=355 1 1 cq 0 ^ r> 01 x> l> X Ol I> OC CO CO 01 *C 05 a C5 ic ^ r- c COt> CO =ccco^« GO 0 CO i : j ;“ • 01 !-* \r*<* - iO f| V*1 ^ -< p «i In x - ® ? > sqfi 03 II 2 g gSg*. £« r* >5 S§ c§> «-•<* J§ ®!h t;-s Is m z zl- J* 1 s ^ III ill III I! £ “ Is fl 2 IS II flllg -2 % X acj =.~ gg£ Ilfll ISI*1 mil mu ®§ ■S3. SS =; 0 3 II! S « o 2 il 53 &r- fs lt=II - si saa*i of 1001-2. Tabln 10 . — Industrial schools for Indian children, lOOJ-S — Continued. 2168 EDUCATION REPORT, 1903, : i • ~a jl i g j ■ si ■a i ! i 'If x S |1 •l*WL -H M 1 •3{Bra3J c N 8 •31T?K ft 1 b u 3 E 5 5 X ggggg g g|gs s C5 •3IUUI3J S§§§§ § 1 r 9l«K ft SgSSS 8 g§5§§ 1 •£ £ -S 2 z | Tel°X 2 1 •apmiax C X C'l 1C CO ^ CC CO I> 1C 8 •9IBK cc sc • ■ -r l> Cl 1C CO 1C Cl 1 i z 1 b e s !?*• 11 •mox 8 : : Cl s •aiBmaj P-* CO • • 1 •ai«K 2 £ : : s b la 3 *E S 3 § •p?10X ft fcg8SS 3 ms S cT •eXBtnaj X SSSS| § s||S i •9IBK bgsss § °%WS § ua j z 1 W>x * Ol X ^ CO VO r-i OC ^ iC Cl 8 | •31BTH9X 15 Cl 00 ^ CO r-i Cl ^ iC Cl S •9IBK 1 ** 1 r-i d M | a J 3 1 ft • ■ <• Jii ill, |-| Si 1 tz y ! y | i St Sjg be Jl K H; i ; £ , -g _ l ! s i o ! X • 33 a §o 5 3i ; f| 11 ~- ■ 11 C X 1 1 ii i Total for the above 43 indus- trial schools for Indian chil¬ dren . 1 : : : 1 j - | : : : 3 c ; : • a; : 2 i| = 1 £Sc s III ijN is 1 * 1 1 1 Us II :j ii i i i s MANUAL AUD INDUSTRIAL TRAINING 2169 Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3. Name of institution. Branches of instruction. Number of in¬ structors. Number of p ! M»‘«- mateJ upils. Total. 1 2 3 4 5 6 122 184 1 306 Ala. Free-hand drawing . 3 105 167 j 372 Mechanical drawing . 4 28 51 ! 79 Paper cutting and folding . 4 97 155 252 1 88 88 1 •"iii'j 114 2 60 60 2 68 I 68 104 182 286 In industrial training . 5 7 12 Camphill, Ala. 1 8 8 1 y i Laundering . 1 7 i 7 1 3 3 1 4 4 Work in chemical laboratory . 1 2 1 ' 3 32 37 i 69 Snowhlll, Ala. Free-hand drawing. T . 1 8 10 18 7 7 1 8 1 8 1 14 14 1 4 4 1 2 2 Printing. . T. . 1 2 2 1 9 9 Forging . 1 3 3 1 2 2 California School of Mechanical In industrial training . 1 326 89 415 Arts, San Francisco, Cal. Free-hand drawing . 1 1 220 55 275 Mechanical drawing . 1 j 250 55 305 Wood turning . 1 145 145 Sewing . 1 36 ! 36 Dressmaking . . i p 45 1 45 Millinery . j 1 45 45 Cooking* . 1 1 18 : 18 Carpentry . . . | 1 145 ! i 145 Pattern making . ! 1 145 145 Forging . j 1 124 124 Molding (metal) . ! 1 124 124 Vise work . 1 60 60 Machine-shop work . j 1 60 ! 60 Work in physical laboratory . 190 47 237 Work in chemical laboratory . 1 120 42 162 Applied electricity . j 1 45 45 Cogswell Polytechnical College, San In industrial training . 50 , 100 150 Francisco, Cal. Free-hand drawing . ! 1 100 100 Mechanical drawing . 1 | 50 50 Clay modeling . 1 1 12 12 Carving . 1 12 12 Art needlework . 1 12 12 Sewing . 1 i 60 60 120 Dressmaking . . . 1 30 30 Millinery . 1 30 30 Cooking . 1 60 60 Carpentry . 1 20 20 Forging . 1 20 20 Machine-shop work . 1 20 20 Work in physical laboratory . 1 50 30 80 Work in chemical laboratory . 1 50 30 80 Polytechnic High School. San Fran¬ In industrial training . 190 82 272 cisco, Cal. Free-hand drawing . 2 ! 190 82 272 Mechanical drawing _ _ _ _ 2 190 190 Clay modeling . 1 82 82 Wood turning . . 1 88 88 Carving . 1 88 . i 82 170 Carpentry 1 88 1 88 Pattern making 1 90 90 Forging . 1 88 . 88 Vise work . . 1 60 60 Machine-shop work . 1 60 60 Work in physical laboratory . 1 130 32 162 Work in chemical laboratory . 1 50 32 82 Wilmerding School of Industrial Tn industrial training . 141 141 Arts, San Francisco, Cal. Free-hand drawing . 1 141 141 Mechanical drawing . 1 1 141 141 2170 EDUCATION EEPOET, 1903. Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. Name of institution. Branches of instruction. f! & Number of pupils. Male- maTe.j™*1- 1 2 3 I 1 | 5 i 6 1 25 i 25 Arts, San Francisco, Cal.— Cont’d. Wood turning . 1 35 1 35 Carving . . . . 1 22 : 22 Bricklaving . ; . 1 30 1 30 1 35 j 35 Forcing .' . 1 18 18 1 15 . 15 Plumbing . 1 15 . 15 1 90 90 Work in chemical laboratory . 1 24 24 Anna S. C. Blake Manual Training In industrial training . . . 1 290 285 575 School, Santa Barbara. Cal. Slovd . . . . 2 | 290 6 296 Carving . 1 6 6 12 Sewing . 1 230 230 1 55 55 Colorado State Home for Dependent In industrial training . 38 15 53 and Neglected Children. Art needlework . 1 1 12 12 Sewing . 1 20 20 Farm or garden work . 1 6 6 Manual Training High School, In industrial training . 294 307 601 Denver. Colo. Free-hand drawing . 2 294 307 601 Mechanical drawing . 2 294 307 601 Clav modeling . 4 150 150 300 2 150 150 Carving . 4 150 190 340 Sewing . 3 230 230 1 40 40 Pattern making . 1 80 80 Forging . 1 80 80 Sheet-metal work . 1 80 80 Molding metal . 1 80 80 Vise work . 1 40 40 Young Men’s Christian Association, In industrial training . 79 79 Bridgeport, Conn. Free-hand drawing . 1 9 ! . 9 Mechanical drawing . 3 70 ' 70 Plumbing . 1 j 15 15 Hillyer Institute, Hartford, Conn . . . In industrial training . ! 69 69 Free-hand drawing . | 1 11 11 Mechanical drawing . 1 3 60 60 Slovd, or knife work . 1 7 Forging . . . 1 2 2 Plumbinsr . 1 11 11 Applied electricity . 1 69 69 School of Horticulture, Hartford, In industrial training . 150 36 186 Conn. Farm or garden work . i 3 1.50 36 1S6 Boardman Manual Training High In industrial training . 396 231 627 School, New Haven, Conn. Free-hand drawing . 2 336 231 567 Mechanical drawing . 1 350 350 Wood turning . 1 | 164 164 Carving . 1 231 231 Art needlework . 1 39 39 Sewing . 1 152 152 Dressmaking . 1 51 51 Cooking . : . 1 152 152 Laundering . 1 40 40 Carpentry . 1 : 164 164 Pattern making . 1 24 24 Forging . 1 128 128 Sheet-metal work . 1 104 104 Molding (metal) . 1 i 24 24 Vise work . 1 104 104 Machine-shop work . 1 104 104 Work in physical laboratorv . 1 32 39 71 Work in chemical laboratory . 1 48 51 99 Applied electricitv . 1 16 16 Waterbury Industrial School, Water- In industrial training . 175 175 bury, Conn. Art needlework _ g 50 50 Sewing . 20 175 175 Dressmaking . 2 22 22 Cooking . 1 24 24 Basket making 1 12 12 Cooperative Draughting School, In industrial training . ...... 7$ 73 Wilmington, Del. Free-hand drawing . 45 45 1 Mechanical drawing . ! l 73 73 MANUAL AND INDUSTRIAL TRAINING 2171 Table 11. — Statistics of manual ami industrial training — Branches taught in 1902-3 — Con. *3 £ Name of institution. Branches of instruction. o t; 3 32 £ 1 2 3 Industrial Home School, Washing¬ ton. D. C. McKinley Manual Training School, Washington, D. C. St. Hose's School of the District, Washington, D. C. Knox Institute and Industrial School, Athens, Ga. Fort Valley High and Industrial School. Fort Valley, Ga. Chicago English High and Manual Training School, Chicago, Ill. Chicago Manual Training School, Chicago, HI. Chicago Sloyd School, Chicago, Ill. In industrial training . Sewing . Dressmaking . . Cooking . . . . Laundering . Farm or garden work . Carpentry . In industrial training . . Free-hand drawing . Mechanical drawing . Clay modeling . . Wood turning _ _ Art needlework . Sewing . . . Dressmaking . . Millinery . . Cooking . . . Laundering - - Carpentry . Pattern making . Forging . . . . Machine-shop work . Work in physical laboratory . Work in chemical laboratory. Applied electricity . . Basketry . . . in industrial training . . Art needlework . 1 1 1 1 1 1 1 1 1 1 2 1 1 1 2 3 2 I 1 Sewing . 5 Dressmaking . 5 Cooking . _ . 1 Laundering _ _ : 1 In industrial training Free-hand drawing . Clay modeling . Sloyd or knife work . Sewing . Printing _ _ _ Carpentry . . In industrial training . Free-hand drawing . Mechanical drawing . Clay modeling . Paper cutting and folding . . . Art needlework . Sewing . Dressmaking . Cooking . . . Laundering . Farm or garden work . Carpentry . In industrial training . Free-hand drawing . Mechanical drawing . Wood turning . Carpentry . . Forging . . . . Molding metal . Vise work . Machine-shop work . Work in chemical laboratory In industrial training . . Free-hand drawing . Mechanical drawing . Wood turning . Carpentry . Pattern making . Forging . Molding (metal) . Vise work . Machine-shop work . In industrial training . . . . Mechanical drawing . Clay modeling . 2 1 1 1 1 1 1 3 3 1 1 1 2 1 3 1 1 1 1 1 1 2 i l l l i i l l l Number of pupils. Male. 1 Fe- 1 male. Total. * i 5 G J 65 25 ; 90 10 • 10 . ! 10 | 10 . i 4 ; 4 7 6 ! 13 25 25 8 8 365 124 489 380 117 : 497 | 389 47 436 59 59 1 183 183 58 : 58 121 : 121 121 121 62 62 116 116 25 25 I 183 | 183 1 183 ! 183 128 1 128 ! 117 117 ! 244 i 37 281 123 ! 32 1 155 6 6 62 | 62 60 60 20 | 20 50 50 50 50 3 3 4 4 80 121 201 59 88 147 19 45 64 12 12 .74 74 4 10 14 36 36 J 33 60 93 20 32 52 4 2 6 . 28 30 58 28 30 58 60 60 60 60 15 15 22 22 40 40 40 35 75 28 i 28 676 676 676 676 | 676 676 ! 355 355 355 355 j 196 196 i 196 196 1 125 125 ! 125 125 ' 125 125 999 229 ! 102 j 102 ! 229 229 i 102 1 102 1 102 ....... 102 ! 102 102 70 70 70 70 60 60 60 60 25 25 1 15 15 i 1 1 2172 EDUCATION REPORT, 1903. Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3- — Con. a UJ U3 Num ber of pupils. Name of institution. Branches of instruction. er of pi Fe¬ male. apils. Total. 1 s 3 4 6 5 Massachusetts Normal Art School, Clay modeling . 2 5 30 35 Boston, Mass.— Continued. Paper cutting and folding . 1 5 21 26 Wood turning . 1 6 4 10 1 6 6 Sheet- metal work . 2 8 10 18 1 6 6 Designing of fabrics.. . 1 16 82 97 676 676 ton, Mass. Free-hand drawing T. . 1 4 I 676 sift Mechanical drawing . f 4 D/O B 824 324 3 324 324 2 209 . 1 209 2 209 209 1 209 209 2 148 143 2 143 143 1 113 113 Work in chemical laboratory . 1 30 30 . I 922 378 1,300 School, Boston, Mass. 4 ! 388 388 1 209 209 Art needlework . 66 66 8 147 147 1 12 12 1 15 15 Cooking*. . . . 2 95 95 Printing . . . 1 185 185 Hand weaving . . 1 43 43 North End Union, Boston, Mass In industrial training . 55 55 Printing . . 1 22 22 Plumbing . 1 33 33 Boston Y. \V. C. A School of Domes¬ In industrial training . . 113 113 tic Science, Boston, Mass. Free-hand drawing . 1 20 20 Sewing . 1 20 20 Dressmaking . 1 8 8 Millinery . . . 1 8 8 Cooking . 2 75 75 Laundering . 1 28 28 Work in chemical laboratory . 1 28 28 Rindge Manual Training School, In industrial training . 340 340 Cambridge, Mass. Free-hand drawing . 1 300 300 Mechanical drawing . 1 300 300 Carpentry . ■ . 1 130 130 Pattern making . 1 100 100 Forging . . 1 100 100 Machine-shop work . . 1 110 110 Textile School, New Bedford, Mass. In industrial training . 836 14 350 Free-hand drawing . . . 1 11 12 23 Mechanical drawing . . 2 42 42 Hand weaving . . 2 51 2 53 Power weaving . . . 4 90 90 Carding and spinning . . 4 85 85 Designing of fabrics . 8 65 65 Architectural drawing . 1 13 13 South End. Industrial School, Rox- In industrial training . . 98 324 422 bury, Mass. Free-hand drawing . 1 8 24 32 Mechanical drawing . . 1 12 12 Art needlework . 1 4 4 Dressmaking . 3 36 86 Millinery . 1 | 10 10 Cooking . . . . 1 8 8 16 Laundering . 1 12 12 Farm or garden work . . 1 12 12 Printing . . . 2 14 14 Carpentry . - . 1 24 24 Shoemaking . 1 18 18 Sewing . _ . 16 104 104 Cane netting . . . 1 24 24 Housekeeping . 1 32 32 Mechanic Arts High School, Spring- Tn industrial training . __ . . . 120 120 field, Mass. Free-ha.nd drawing . _ . 2 90 90 Mechanical drawing . . 1 120 120 Wood turning . . . 1 45 45 2176 EDUCATION REPORT, 1903. Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. Name of institution. 1 Branches of instruction. Number of in¬ structors. Number of pupils. Male. Fe¬ male. j Total. 1 2 3 4 5 6 1 27 1 27 field, Mass. — Continued. Forging . ~ . 1 27 27 Molding (metal) . 1 27 27 2 45 45 2 93 93 2 81 81 1 12 12 2 45 ::::::: 45 In industrial training . 42 42 Worcester, Mass. 1 42 42 1 42 42 1 42 42 1 42 42 1 42 42 1 42 42 Hacklev Manual Training School, In industrial training . 1 . 406 | 495 901 Muskegon, Mich. 1 ; 2ii 211 4 187 187 Slovd, or knife work. . 1 ! 186 186 1 115 115 2 131 131 1 21 21 1 . 8 8 Cooking' . 3 : 217 217 Laundering . 1 | 40 40 Pattern making . . . 1 49 49 Forging . 1 27 27 Molding (metal) . 1 27 27 Machine-shop work . 1 17 17 Mechanic Arts High School. St. i In industrial training . ! 397 132 529 Paul, Minn. Uree-hand drawing . 1 70 87 157 Mechanical drawing . 2 ' 323 - 323 Clay modeling . i i 111 | 150 | 261 Wood turning . 1 | 147 147 Carving . 1 . 30 i 30 Carpentry . 1 148 148 Pattern making . 1 44 44 Forging . 1 63 | 63 Vise work . 1 40 40 Machine-shop work . i 63 63 Work in phvsical laboratorv . 1 53 31 84 Work in chemical laboratorv . 1 52 19 71 Applied electricity . 1 16 16 Civil engineering . 1 ! 45 2 47 Electrical engineering . 1 16 16 Manual Training High School, Kan¬ In industrial training . 1 640 891 | 1.531 sas City, Mo. Free-hand drawing . 4 34 517 '551 Mechanical drawing . ; 3 ! 526 6 532 Wood turning . 1 i 156 156 Sewing . 3 I 661 661 Dressmaking . 2 ! 211 211 Millinerv . 1 64 64 Carpentry . 2 300 300 Pattern making . 1 156 156 Forging . 1 83 83 Molding (metal) . 1 ■ 156 156 Vise work . 1 38 i 38 Machine-shop work . 1 j 38 38 Work in physical laboratorv . 1 107 44 151 Work in chemical laboratory . 1 59 24 83 Applied electricity . 1 21 21 Manual Training School of Wash¬ 1 In industrial training . 275 275 ington University, St. Louis, Mo. 1 Free-hand drawing . 3 i 275 275 Mechanical drawing . 3 275 275 ! Wood turning . 2 100 ! 100 1 Carving . 2 100 . 100 Carpentrv 2 100 100 Pattern making . 1 70 70 Forging 1 70 70 Molding (metal) . 1 70 70 Vise work . 1 60 60 Machine-shop work 1 60 60 Work in phvsical laboratorv . 1 60 60 Work in chemical laboratorv . 1 75 75 Applied electricity . '. . ! l 60 60 i MANUAL AND INDUSTRIAL TRAINING 2177 Table 11. — Statistics of manual and industrial training — Branches taught in 1902-8 — Con. Name of institution. Branches of instruction. Number of in¬ structors. Number of p 1 Male. L 1 upils. Total. 1 2 3 4 ' 5 G . 38 146 184 Fine Arts, St. Louis, Mo. Free-hand drawing . 4 38 ! 146 184 Mechanical drawing . 1 40 12 52 Clav modeling . 1 6 1 15 21 1 3 3 Designing of fabrics . 1 11 25 36 Bookbinding . 1 2 7 9 Ceramic decoration . 1 2 18 20 321 321 St. Louis, Mo. 2 i 62 62 1 84 84 1 30 30 i 131 131 1 | 38 38 Newark Technical School, Newark, In industrial training . 288 2 290 N. J. 1 60 1 61 I 40 40 1 2 2 1 25 25 1 20 20 1 7 Architectural" drawing . 1 10 1 11 110 18 128 Industrial School, Woodbine, N. J. Free-hand drawing . 1 1 92 18 110 Mechanical drawing . 1 18 1 19 1 18 18 Cooking . 1 18 18 Laundering . 1 18 18 Farm or garden work . 8 110 18 128 Carpentry . i 40 40 Work in physical laboratory . i 70 70 Work in chemical laboratory . i 70 70 Dairying . 1 . i 110 . 18 128 Greenhouse work . 2 110 18 128 Barlow School of Industrial Arts, In industrial training . 205 1 199 404 Binghamton, N. Y. Mechanical drawing". . 1 23 i 1 24 Wood turning . 1 98 98 Sewing . 1 12 12 Cooking . 1 1 206 207 Carpentry . 1 164 . 164 Forging . 1 14 14 Society of Martha, Bronxville N. Y . In industrial training . 15 15 Sewing . 2 15 15 Dressmaking . 1 12 12 Cooking . 1 6 1 6 Laundering . 15 15 Farm or garden work . 15 1 15 Home for Destitute Children, Brook¬ In industrial training . 50 30 80 lyn, N. Y. Free-hand drawing . 1 50 30 80 Paper cutting and folding . 1 j 24 10 I 34 Sewing . 1 50 50 Cooking . 1 50 50 Shoemaking . 1 50 50 Raffia work . 1 33 30 63 Chair caning . 1 25 25 Industrial School Association, In industrial training . 110 135 245 Brooklyn, N. Y. Free-hand drawing . 1. 1 34 19 53 Paper cutting and folding . 1 19 18 37 Sewing . 2 60 1 60 Laundering _ 1 20 20 Farm or garden work . 1 15 15 Chair caning . 1 12 8 20 Basket making . 1 10 10 20 Shoemaking . 1 20 20 Manual Training High School, In industrial training . 541 844 1,385 Brooklyn, N. Y. Free-hand drawing . 3 320 710 1,030 Mechanical drawing . 3 360 760 1,120 Carving . 1 60 60 Sewing . 4 440 440 Dressmaking . . . 2 110 110 Millinery . 2 90 90 Cooking . 2 250 | 250 Printing . 2 i 60 60 Carpentry . 2 1 280 2S0 ed 1903 — yol 2 - 61 2178 EDUCATION REPOET, 1903. Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. Name of institution. Branches of instruction. Number of in¬ structors. Numl Male. 5er of p 1 Fe¬ male. ! upils. Total. 1 2 3 |~ 5 6 Forging . 1 30 30 Brooklyn, N. Y.— Continued. Sheet-metal work . 1 30 30 Work in physical laboratory . 3 60 120 180 Work in chemical laboratory . 3 85 135 220 Pratt Institute, Brooklyn, N. Y . In industrial training . 242 1,528 1 770 Free-hand drawing 7. . 14 242 1,528 1 770 Mechanical drawing . 7 341 150 491 Clay modeling . 2 131 100 231 Pap'er cutting and folding . 3 3 189 192 Sloyd, or knfi'e work . 2 3 40 43 Wood turning . O 30 40 76 Carving . 1 3 35 38 Art needlework . 2 100 100 3 300 300 Dressmaking . 7 150 150 Millinery.... . 3 1 100 100 Cooking". . 3 210 210 Laundering . 1 30 30 . Carpentrv 7 . 2 278 278 2 278 278 Forging . 7. . 2 300 300 Sheet-metal work . 2 300 300 Molding metal . 2 300 300 Machine-shop work . 2 350 350 Plumbing ..." . 2 60 60 Fresco painting . 1 30 30 House and sign painting . 1 20 . 20 Work in physical laboratory . 3 375 138 513 Work in chemical laboratory . 3 400 138 538 Applied electricity . 4 130 130 Hand weaving . 4 110 110 Designing of fabrics . 5 7 110 117 Young Women’s Association of In industrial training . 685 685 Brooklyn, N. Y. Free-hand drawing . 1 8 8 Art needlework . 1 28 28 Sewing . 15 685 685 Dressmaking . 9 225 225 Millinery . 3 478 478 Cooking . 1 321 321 Folts Mission Institute, Herkimer, In industrial training _ J . . . . 14 14 N. Y. Free-hand drawing . 1 8 8 Clav modeling . 1 8 8 Sloyd, or knife work . 1 11 11 Sewing . 1 I . 14 14 Highland Falls Trade School, High¬ In industrial training . 30 30 land Falls, N. Y. Mechanical drawing . 1 12 12 Carpentrv . 1 24 24 Ethical Culture School, New York, In industrial training . 139 120 259 N. Y. Free-hand drawing . 1 1 127 110 237 Mechanical drawing . 1 26 26 Clay modeling . 6 127 110 237 Paper cutting and folding . 4 50 38 88 Sewing . . . 1 32 110 | 142 Dressmaking . 1 23 23 Millinery. . . 1 15 15 Cooking . 1 45 50 95 Carpentrv . 1 127 48 175 Work in physical laboratory . 1 19 24 43 Work in chemical laboratory . 1 19 24 43 General Society of Mechanics and Tn industrial training . 689 6S9 Tradesmen, New York, N. Y. Hebrew Technical Institute, New In industrial training . . 211 211 York, N. Y. Free-hand drawing . 1 179 179 Mechanical drawing . 1 239 239 Wood turning _ 1 110 110 Carving . . 1 64 64 Carpentry . 2 165 165 Pattern making . 1 10 10 Forging . . . 1 46 46 Molding (metal) . 1 46 46 Vise work . 1 69 69 Machine-shop work . 1 110 110 Work in physical laboratory . 1 211 211 Work in chemical laboratory . 1 22 22 MANUAL AND INDUSTRIAL TRAINING, 2179 Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. A | Number of pupils. Name of institution. Branches of instruction. t- -i~> TTp_ P & £ | Male. ! r tJ- male. Total. 1 2 3 4 5 6 1 22 1 ! 22 Tool making (metal) . 1 28 i 28 747 N. Y. 1 13 1 13 1 13 1 13 Brieklaving . 1 68 68 2 18 18 2 18 j . 18 1 18 1 18 1 15 1 15 3 42 i 42 1 51 | 51 Plumbing .7. . 6 ! 304 304 2 29 29 House and sign painting . 3 53 53 5 1 108 108 1 10 10 In industrial training . 150 150 York, N. Y. Free-hand drawing . 2 150 150 2 150 150 2 . 150 150 Art needlework . . 5 50 50 5 50 50 5 50 50 Millinery . . . . . 2 20 20 2 150 150 McDowell Dressmaking and Milli¬ In industrial training . 80 80 nery School, New York, N. Y. Dressmaking . 8 50 50 Millinery . 2 30 30 St. George’s Evening Trade School, In industrial training . 325 325 New York, N. Y. Free-hand drawing . i 24 24 Mechanical drawing . i 60 60 Paper cutting and folding . i 25 25 Knife work . i 25 25 Printing . i 48 48 Carpentry . . i 60 60 Pattern making . i 10 10 Plumbing . i 48 48 Fret-saw work . . . i 25 25 Pyrographv . i 12 1 12 Wilson Industrial School for Girls, In industrial training . 150 150 New York, N. Y. Sewing . i 84 84 Cooking . i 66 66 Kitchen garden . i ! i 150 150 The Harlem Y. W. C. A.. New Y'ork, In industrial training . 150 150 N. Y. Free-hand drawing . l 5 5 Mechanical drawing . l 5 5 Art needlework . l 15 15 Sewing . l 21 21 Dressmaking . l 90 i 90 Millinery . l 45 45 Cooking . l 80 SO Hand weaving . l S. T. Taylor Co. Dressmaking School, In industrial training . 684 684 New York, N. Y. Dressmaking . 3 289 289 Rochester Athenewm and Mechan¬ Dress cutting . : In industrial training . 4 748 395 2, 120 395 2, 868 ics Institute, Rochester, N. Y. Free-hand drawing . 7 160 96 256 Mechanical drawing . ; 1 6 357 12 369 Clay modeling . 1 6 15 21 Wood turning . ! 1 52 52 Sewing . 1 5 425 425 Dressmaking . 8 1 298 299 Millinery . 1 1 78 79 Cooking* . 8 19 1,070 1,089 Joinery . 2 80 36 116 Pattern making . 1 50 50 Forging . 1 51 51 Vise work . . . 1 37 37 Machine-shop work . . . 1 37 37 Steam engineering . Work in physical laboratory 1 1 42 26 42 26 Work in chemical laboratory . 2 34 4 38 Electricity . 1 68 68 2180 EDUCATION REPORT, 1933. Table 11. — Statistics of manual and industr ial training — Branches ta ught in 1902-3 — Con. Name of institution. Branches of instruction. Number of in¬ structors. Number of pupils. Male. Fe¬ male. Total. 1 2 3 4 5 6 Rochester Atheneum and Meehan- Basket weaving . 1 1 19 20 1 80 80 Continued. Decorative art . “ . 1 23 47 70 1 15 15 In industrial training . 1 90 90 Tarry-town, N. Y. ' 1 36 36 1 54 54 1 24 24 44 44 1 44 44 N Y 2 44 44 25 51 76 N. C. Free-hand drawing. T. . 1 25 51 76 1 51 51 1 36 36 1 36 36 In industrial training . 64 64 Concord, N. C. Clay modeling . 10 10 64 64 Dressmaking . 10 10 64 64 64 64 Dorland Institute, Hot Springs, N. C. In industrial training . 34 62 96 i 120 120 l 6 6 Cooking . 2 34 62 96 Laundering . 1 62 62 Farm or garden work . 34 34 Academic and Industrial Institute, In industrial training . 16 10 26 North Wilkesboro, N. C. Paper cutting and folding . 1 6 5 11 Art needlework . 1 12 12 Sewing . 9 9 Dressmaking . 6 6 Millinery . 2 2 Cooking . ! . i . 12 12 Laundering . 12 12 Farm or garden work . 2 2 Ohio Mechanics’ Institute, Cincin¬ In industrial training . 726 26 752 nati, Ohio. Free-hand drawing . 2 300 25 325 Mechanical drawing . 6 500 500 Clav modeling . 57 57 Sloyd or knife work . 1 140 140 Wood turning . 1 30 30 Carving . 1 10 4 14 Art needlework . 1 14 14 Carpentrv . 1 75 75 Pattern making . 1 30 30 Forging . 1 18 18 Vise work . 1 18 18 Machine-shop work . 1 22 22 Work in physical laboratory . 1 55 5 60 Work in chemical laboratory . 1 120 1 121 Applied electricity . 1 72 72 Architectural drawing . 3 122 122 Architectural engineering . 1 8 8 Technical School of Cincinnati, In indusi rial training . 113 113 Ohio. Free-hand drawing . 1 45 45 Mechanical drawing . 1 * 80 80 Carpentry . 1 53 53 Forging . 1 41 41 Machine-shop work . 1 33 33 Work in physical laboratory . 1 23 23 Work in chemical laboratory . 1 39 39 Jewish Orphan Asylum, Cleveland, In industrial training . 64 84 148 Ohio. Free-hand drawing . 2 31 5 36 Mechanical drawing . 1 31 31 Clay modeling . 1 9 Paper cutting and folding . 2 40 21 61 Wood turning . . . 1 9 9 Carving . 1 9 9 Art needlework . 1 28 28 Sewing . . 2 84 84 Dressmaking . 1 8 8 Vise work 1 4 4 Applied electricity . 1 4 4 MANUAL AND INDUSTRIAL TRAINING. 2181 Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. Name of institution. Branches of instruction. Number of in¬ structors. Number of pupils. Male. Fe¬ male. Total. 1 2 3 4 5 6 236 180 416 Home, Xenia. Ohio. Paper cutting and folding . 1 2 2 1 2 2 1 5 5 Sewing . 1 1 5 6 Dressmaking . 1 1 5 6 Cooking . 1 1 5 6 Laundering . 1 15 15 1 8 8 1 4 4 Electrical engineering . 1 8 3 Tailoring . 1 1 I 4 5 1 3 3 1 4 : 4 In industrial training . 124 124 21 21 . ' 103 103 Dressmaking . 124 124 Millinery . 43 43 17 17 Laundry . 10 10 In industrial training . 230 265 495 ing School. Homestead, Pa. Free-hand drawing. T . 1 170 190 360 1 170 170 1 1 33 33 1 30 30 Sewing . 1 I 160 160 Cooking . 50 j 50 Carpentry . 125 125 Pattern making . 33 33 Forging . 17 17 Vise work . 17 17 Machine-shop work . 1 17 17 Central Manual Training School, In industrial training . 638 638 Philadelphia, Pa. Free-hand drawing . i 2 638 638 Mechanical drawing . i 1 638 638 Clay modeling . ' 1 150 150 Wood turning . 1 150 150 Carving . ! 1 150 150 Carpentry . | 2 275 275 Pattern making . 1 150 150 Forging . 1 1 150 150 Sheet-metal work . i 1 275 275 Molding (metal) . 1 275 275 Vise work . 1 275 275 Machine-shop work . 1 100 100 Work in physical laboratory . 1 250 250 Work in chemical laboratory . i 1 150 150 Applied electricity . *. . 1 1 100 100 Mechanical engineering . i 1 100 100 Electrical engineering . 1 1 100 100 Friends Select School, Philadel¬ In industrial training . 125 225 350 phia, Pa. j Free-hand drawing . 1 100 200 300 Mechanical drawing . i 25 25 50 ! Sloyd or knife work . 30 40 70 Girard College for Orphans, Phila¬ ' Tn industrial training . 908 908 delphia, Pa. 1 Mechanical drawing . l 588 588 Slovd or knife work . l 320 320 Carpentry . l 588 588 Pattern making . l 088 588 Forging . l 588 588 Molding (metal) . l 588 588 Machine-shop work l 588 588 Plumbing . l 588 588 A ppl i ed el eetri ei tv . . l 588 588 Northeast Manual Training School, Tn industrial tra.ininer . . 577 577 Philadelphia, Pa. Free-hand drawing . 1 577 577 Mechanical drawing . l 577 577 Clay modeling . i 188 188 Wood turning . l 188 188 Carving . . l 188 188 Pattern making . l 1 188 188 Forging . l 1 296 296 Molding (metal) . l 296 296 Vise work . . l 1 296 296 2182 EDUCATION REPORT, 1903. Table 11. — Statistics of manual and industrial training — Branches taught in 1902-S — Con. uh 32 Number of p upils. Name of institution. Branches of instruction. - i - ~ H 2 ; £ Male. ! -T e- male. Total. 1 o 3 4 5 6 Machine-shop work . ' 1 94 ! 94 Philadelphia, Pa. — Continued. 1 282 ! 282 Work in chemical laboratory . 1 94 1 94 1 94 ! 94 Mechanical engineering . 1 1 94 ! 94 i ; 94 i 94 Philadelphia School of Design for In industrial training . 125 125 Women, Philadelphia, Pa. free-hand drawing . 8 1 125 125 Mechanical drawing . . 2 ' 40 40 2 85 85 Hand weaving . 1 i 40 40 9 ! 40 40 Pennsylvania Museum and School of In industrial training . ! 654 346 1,000 Industrial Art. Philadelphia, ?a. Spring Garden Institute, Philadel- In industrial training . . 835 40 875 phia, Pa. Free-hand drawing . j 5 : 210 40 250 Mechanical drawing . ! 6 370 370 Clav modeling . 1 | 20 10 30 1 10 10 Carpentry...” . 1 I 10 10 1 145 145 Vise work . . . 9 145 145 2 ■ 145 145 2 160 160 1 30 30 1 12 . 12 Architectural drawing . . 1 44 44 Pittsburg School of Design for In industrial training . 98 98 Women, Pittsburg, Pa. i Free-hand drawing _ * . 5 6 98 104 Williamson Free School of Mechan¬ i In industrial training . . . t 203 203 ical Trades, Williamson School, Pa. Free-hand drawing . 1 1 203 203 Wood turning . I 1 34 34 i Bricklaying . . . . 1 50 50 Carpentry 1 j 49 49 Pattern making . - . 1 34 34 Forging . . . 1 i 47 47 Vise work . 1 47 47 Machine-shop work . 1 47 47 Steam fitting . . __ . l : 23 23 Applied electricity . I ! 23 23 Steam engineering . i \ 23 23 Miss Saver’s School, Newport, R. I. . . In industrial training . 1 10 16 26 Free-hand drawing . i 10 16 26 Clav modeling . 1 1 1 I 10 16 26 Basket making . i 10 16 26 Townsend Industrial School, New- i 1 In industrial training . i 507 518 1,025 port, R. I. Free-hand drawing . . . ! i 39 39 Mechanical dra tying . . 1 l 1 39 39 Slovd or knife work^. . . . 2 468 468 Wood turning . - . 2 | 26 i 96 Sewing . _.i 2 ! 510 j 510 Dressmaking . . 1 1 84 ! 84 Cooking . . . 2 | 606 i 506 Carpentry . I 25 1 25 Pattern making . i 6 8 Forging . l : 6 Molding (metal) . l 6 ! 6 Vise wot1£ . . l ; 4 1 4 Machine-shop work . l | 4 i 4 Industrial School, Seattle, Wash .... In industrial training . 2-1 i 6 ' 30 Free-hand dra tying . 1 I l 24 ! 6 30 Mechanical drawing . . . 1 l 16 : 16 Clav modeling . l 24 6 30 Paper cutting and folding . l 24 : 6 30 Slovd, or knife work . l 24 ; 6 30 Art needlework . l 6 6 Sewing . . . . . l 6 1 6 Dressmaking . - . l 6 6 Cooking . l 14 : 6 20 Laundering . i ' 12 | 4 16 Carpentry . l 16 . | 16 Housework . ! l 26 6 32 Marathon County School of Agri¬ In industrial training . 17 ! 63 80 culture and Domestic Economy, Free-hand drawing . l 17 17 Wausau, Wis. Sewing . j l . 63 | 63 MANUAL AND INDUSTRIAL TRAINING 2183 Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. Name of institution. 1 Marathon County School of Agri¬ culture and Domestic Economy, Wausau, Wis.— Continued. Public schools and Stout Manual Training, Menominee, Wis. Tyler School, Providence, R. I Schofield Normal and Industrial In¬ stitute, Aiken, S. C. Allan Manual Training School, Aus¬ tin, Tex. Divine Providence Industrial School for Little Girls, Castroville, Tex. John A. Dix Industrial School, Din¬ widdle, Va, Branches of instruction. Dressmaking . Millinery . Cooking* . Laundering . • . Farm or garden work; . Carpentry . Forging . Vise work . Work in physical laboratory . Work in chemical laboratory In industrial training . Free-hand drawing . Mechanical drawing . Clay modeling . Paper cutting and folding . . . Sloyd, or knife work . Wood turning . Sewing . Dressmaking . Cooking . Laundering . Pattern making . Forging . Molding (metal) . . Vise work . Machine-shop work . Work in physical laboratory . Work in chemical laboratory In industrial training . Free-hand drawing . Mechanical drawing . Sloyd, or knife work . Sewing . . . Cooking . In industrial training . Mechanical drawing . Sewing . . . Millinery . Cooking* . Laundering . Farm or garden work . Printing . . Carpentry . House and sign painting . Harness making . Cane seating . Shoemaking . In industrial training . Mechanical drawing . Wood turning . Carving . Carpentry (joinery) . Forging . Vise work _ * . . . Machine-shop work . Pyrography . Venetian ironwork . In industrial training . Sewing . Art needlework . Dressmaking . Cooking . Laundering . Farm or garden work . In industrial training . Art needlework . Sewing . Dressmaking . Cooking . Laundering . . Farm or garden work . Carpentry . Pattern making . Hand weaving . Dyeing . Number of in¬ structors. Number of pupils. Male. 1 Fe- * male, i Total. 3 - 1 5 1 6 1 63 | 63 1 63 ! 63 1 ! ; . 1 68 j 63 1 63 1 63 1 17 ! 63 | 80 1 17 j 17 1 17 17 1 17 17 1 17 17 1 17 17 543 618 j 1,161 2 . 543 618 j 1,161 1 72 72 2 304 318 ! 622 2 304 318 622 2 170 ! 170 1 33 | 33 2 128 | 288 1 416 2 14 ! 14 2- 2 ! 86 j 88 1 l 29 ] 22 1 15 . J 15 1 17 ; 17 1 15 15 1 15 15 1 17 17 1 20 ] 18 38 1 15 13 28 408 384 792 12 408 384 792 1 213 _ 213 1 213 15 | 228 5 145 ! 145 1 40 ' 40 1 39 | 188 | 327 1 25 25 1 . 188 | 188 1 92 92 1 . 57 57 1 57 57 1 8 8 1 6 6 1 8 ! 8 1 1 1 1 1 - 7 1 1 2 3 1 5 10 15 172 ; 50 222 2 87 23 110 1 27 27 1 55 55 1 68 13 81 1 25 25 1 7 . 7 1 7 7 1 7 7 2 50 21 71 45 45 3 45 45 2 30 | 30 1 10 10 1 20 20 1 20 20 1 10 10 ...... 34 45 79 15 15 1 45 45 1 16 16 1 16 16 1 45 45 1 5 16 21 1 15 15 •1 7 7 1 16 16 1 . 16 16 2184 EDUCATION REPORT, 1903. Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. Name of institution. Branches of instruction. Number of in¬ structors. Numl Male. jer of p Fe¬ male. upils. Total. 1 C> d 4 5 6 1 12 1 - 12 widdie, Va. — Continued. 1 6 1 6 Basketry . 1 16 16 150 j 100 25o Albemarle, Miller School, Va. Free-hand drawing ” . 1 78 100 178 1 50 50 1 30 30 1 37 37 1 37 37 1 37 37 1 44 44 2 100 100 1 23 23 1 48 48 1 16 16 1 40 40 1 4 4 1 37 37 1 37 37 1 41 41 Molding (metal) . • . 1 41 41 1 41 41 1 28 28 Work in physical laboratory . 2 8 4 12 Work in chemical laboratory . 2 25 10 35 1 10 10 Hand weaving . . . 1 20 20 Mechanical engineering . 1 10 10 Pattern drafting .. 1 32 32 Navajo Training School, Fort De¬ In industrial training . 100 50 150 fiance, Ariz. Free-hand drawing . 1 25 20 45 Mechanical drawing . 1 30 10 40 Paper cutting and folding . 1 20 20 40 Sewing . 2 50 50 Dressmaking . 2 20 20 Cooking . 2 6 30 36 Laundering . 2 12 40 52 Farm or garden work . 1 100 100 Carpentry . 1 50 50 Forging . 1 6 6 Plumbing . 1 6 6 Hand weaving . . 1 40 40 Dyeing 1 40 40 Carding and spinning 1 40 40 Mechanical engineering . 1 5 5 Moqui Training School, Kearns In industrial training . 106 70 176 Canyon, Ariz. Sewing 1 70 70 Dressmaking . . . 1 20 20 Cooking . 1 10 10 Farm or garden work . 1 108 106 Fort Mohave Indian School, Mohave In industrial training . 125 75 200 City, Ariz. Free-hand drawing . 4 125 75 200 Clav modeling . 1 30 20 50 Paper cutting and folding . 2 60 J 50 110 Art needlework 1 30 30 Spiying . . . . . 1 50 50 Drps^making _ . 1 25 25 Cooking . 2 10 50 60 Laundering . 1 10 40 60 Farm or garden work . 2 50 50 Carpentry . 1 10 10 Forging . 1 5 5 Plnmhinp- . 1 2 2 Indian Industrial School, Phoenix, In industrial training . . 420 300 720 Ariz. Frpp-hanri ft rawing . 1 20 20 Sloyd or knife work 1 40 40 Darving . . . 1 10 10 A rt. nppd Ip work . . 1 15 15 Sewing . . . 1 230 230 . Drpssmfl king . . . 1 170 170 Drinking . . . 2 200 200 T.annripring . . . 1 100 100 TTarm nrgarripn work . 2 200 200 Printing . 1 30 30 MANUAL AND INDUSTRIAL TRAINING 2185 Table 11. — Statistics of manual and industrial training — Branches taught in 1902-3 — Con. .5 . Number of pupils. Name of institution. Branches of instruction. Is 288 Tennessee . 8 30 23 | 53 1,8-52 1,266 3, 118 1,524 1, 164 2,688 Alabama . 3 11 6 17 466 293 759 408 268 676 Mississippi . 5 41 5 46 983 503 1,486 983 503 1, 486 Louisiana . 4 15 11 i 26 737 180 917 574 155 729 Texas . 13 82 22 104 3.990 1, 382 5, 372 3, 720 1,294 5,014 Arkansas . 4 » 15 22 795 555 1, 350 - 620 428 1,048 Oklahoma . 2 7 3 1 10 219 253 472 167 208 375 Indian Territory . 1 North Central Division: Ohio . 43 135 68 203 5,240 4, 792 10,032 3,898 3,858 7, 756 Indiana . 16 81 37 118 3,217 2, 745 5, 962 2,801 1,811 4, 612 Illinois . 32 144 73 217 7,403 4, 820 12,223 5, .490 3, 756 9, 246 Michigan . . 22 61 35 96 2.096 1,788 3,884 1,618 1,463 3,081 Wisconsin . 24 80 41 121 3; 078 1,786 4,864 2,317 1,483 3, 800 Minnesota . 22 l 79 33 112 2,863 1, 877 4,740 2,247 1,591 3,838 Iowa . 19 61 50 111 3, 203 2,087 5,290 2,698 1,904 4,602 Missouri . 20 119 37 156 3,225 2,285 5, 510 2, 691 1,957 4,648 North Dakota . 1 4 1 5 95 50 145 90 43 133 South Dakota . 4 9 8 17 292 194 486 292 194 486 Nebraska . 13 37 31 68 2,085 1,525 3,610 1,904 1,391 3,295 Kansas . 15 47 32 79 1,582 1, 156 2, 738 1,444 1,-068 2,512 Western Division: Montana . 3 15 7 22 491 504 995 ' 335 351 6S6 Wyoming . 1 1 1 2 44 28 72 j 23 27 50 Colorado . 7 19 17 36 ! 1, 144 995 2, 139 I 797 779 1,576 New Mexico . Arizona . 1 i 2 1 | 3 1 63 50 113 I 36 42 78 Utah . 3 8 7 15 488 215 703 323 161 484 Nevada . Idaho . 3 ! 7 5 12 128 89 217 111 83 194 Washington . 9 j 38 9 47 1,479 1,147 2,626 1,169 909 2, 078 Oregon . 6 ! 19 15 34 585 505 1,090 535 455 990 California . 21 70 63 133 3,043 2, 643 5, 686 2,514 2,266 4,780 2196 EDUCATION REPORT, 1903, Table 5. — Graduates in commercial and business schools and students in evening courses reporting in 1902-3. State or Territory. Students in even- 1 ing schools not j in any day school. Graduates in com ! mercial course. ! Graduates in amanuensis course. Aggregate daily attendance. * Male. Fe¬ male. 1 Total. Male. Fe¬ male. Total.' i Male-jn2Te. Total. Total. United States . 19, 619 11, 375 30, 994 12, 107 5,854 1 17, 961 8,846 13, 952 21,798 47, 451 14, 119 61, 570 North Atlantic Division .. 7,736 4,984 12, 720 2,652 1,790 4,442 2, 468 5, 016 7,484 11, 182 6,125 17,307 South Atlantic Division . . . 1,567 844 2,411 944 352 1,296 621 93l| 1, 552 3,529 827 4,356 South Central Division ... 1,137 521 1,658 2,653 865 3,518 1,278 1,276 2, 554 6, 977 862 7,839 North Central Division . . . 7,487 3, 993 11,480 4,828 2, 191 7,019 3,929 5, 803 8, 732 21, 063 5, 322 26,385 Western Division . 1,692 1,033 2,725 1,030 656 1,686 550 926j 1,476 4, 700 983 5,683 North Atlantic Division: 1 Maine . 74 61 135 84' 131 215 30 155 185 284 45 329 New Hampshire . 110 87 197 53 28 81 18 52 70 150 73 223 Vermont . 43 37 80 14 7 21 6 25 31 125 44 169 Massachusetts . 522 471 993 193 159 352 106 435 541 1,481 613 2, 094 Rhode Island . 0 0 0 38! 14 52 8 60 68 183 0 183 Connecticut . 509 424 933 239 236 475 167 415 582 484 335 819 New York . 2, 446 1,726 4,172 811 518 1,329 1,047 1.895 2,942 3,598 2,022 5, 620 New Jersey . 1,112 586 1,698 520; 187 707 364 757 1, 121 1,767 979 2,746 Pennsylvania . 2, 920 1,592 4, 512 709 515 1,210 722 1,222; 1,944 3, 110 2, 014 5,124 South Atlantic Division: ! Delaware . 290 125 415 73 7 80 55 45 100 415 220 635 Maryland . 771 491 1.262 209 95 304 208 263 471 424 285 709 District of Columbia . . 154 67 221 94 96 190 63 105 168 648 45 693 Virginia . 96 28 124 104 8 112 49 120 169 433 64 497 West Virginia . 99 105 204 234) 108 342 174 309 483 486 134 602 North Carolina . 24 10 34 77 25 102 15 31 i 46 138 25 163 South Carolina . 40 5 45 14 3 17 0 4 4 56 12 68 Georgia . 64 11 75 134 j 10 144 57 54 111 947 42 989 Florida . 29 2 31 5 0 5 0 0 0 0 0 0 South Central Division: | i Kentucky . 141 59 200 610 ! 206 816 171 2821 453 1.446 67 1.513 Tennessee . 328 102 430; 662 ! 454 ! 1,116 538 467, 1,005 : 1,621 268 1,889 Alabama . 58 25 -83 26 6 32 26 36 62 235 25 260 Mississippi . 0 0 o! 18 0 18 15 0 15 387 9 396 Louisiana . 163 25 188 87 12 99 27 61 88 | 486 105 591 Texas . 270 88 358 965 130 1,095 435 268 703 2,196 195 2, 391 Arkansas . 225 77 302 273 47 320 66 162' 228 365 137 502 Oklahoma . 52 45 97 12 10 22 0 ! 0 0 241 56 297 Indian Territory. ! North Central Division: Ohio . 1,361 865 2,226 8621 469 ' 1,331 715 1,128 1,843 3,822' 1,356 5,178 Indiana . 797 561 1 1,358 484 358 482 179 641 820 2, 3881 624 3,012 Illinois . 1,949 1,028 ; 2.977 831 318 ! 1,149 472 1,075 1,547 4, 127 839 4,966 Michigan . 477 326 1 '803 230 148 378 127 221 348 1,447 ; 358 1,805 Wisconsin . 755 290 i 1,045 215 89 304 218 331 549 1,654 612 2,266 Minnesota . 614 288 I 902 439 167 606 250 499 749 1,465 ! 281 1,746 Iowa . 576 182 758 372 144 516 187 283 470 1,246 255 1,501 Missouri . 599 259 858 711 284 995 410 876 1,286 2, 561 728 3, 289 North Dakota . 5 7 12 4 1 5 5 12 17 0 0 0 South Dakota...' . 0 0 0 49 22 71 33 26 59 228 0 228 Nebraska . 206 109 315 416 114 530 243 507 750 1,130 104 1,234 Kansas . 148 78 226 215 77 292 90 204 294 995 165 1,160 Western Division: Montana . 206 103 309 18 21 39 25 27 52 180 46 226 Wyoming . 21 1 22 0 0 0 0 0 0 0 0 0 Colorado . 347 | 216 563 118 87 1 205 143 221 364 351 147 498 New Mexico _ 1 Arizona . 27 I 8 35 0 1 1 Oi 1 1 31 9 40 Utah . 160 59 219 73 28 101 24 54 78 285: 146 431 Nevada _ Idaho . 17 6 23 2 1 3 1 3 4 78 10 88 Washington . 335 213 548 94 77 171 59 61 120 684; 230 914 Oregon . 50 50 100 115 46 161 42 100! 142 662 30 | 692 California . 529 j 377 906 6101 395 i • 1,005 | 256 459 i 715 2, 429 | 365 2,794 COMMERCIAL AND BUSINESS SCHOOLS, 2197 T \ble 6. — Students in certain courses of study in commercial and business schools reporting in 1902-3. State or Territory. Commercial course. Amanuensis course. English course. Telegraphy. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. FT iinale. Total. I ! Male.' | 1 Fe- I male. Total. United States . 48, 447 1 20, 53368, 980 24, 270 38, 478 62,748 15, 795 1 1 1 11, 144 26, 939 398i 2,577 North Atlantic Division. . . 11, 613 5, 378 16, 991 6, 982 12, 503 19,485 4, 5S3 3,753 8, 336 442 87 529 South Atlantic Division. . . 3,962 1,418 5, 3S0 2, 590 2,900 5,490 1,912 1,579 3,491 219 31 250 South Central Division. . . . 7,030 1,842 8, 872 3,084 2,987 6, 071 2, 902 2,044 4, 946 258 57 315 North Central Division. . . . 21, 160 9,243 30,410 9,750 16, 863 25, 613 ! 5,599 3, 315 8, 914 1,124 173 1,297 Western Division . 4, 675 2, 652 ( 7,327 1,864 3, 225 5, 089 | 799 453 1,252 136 50 186 North Atlantic Division: 1 Maine . 679 404 1.083 125 469 594 21 1 22 0 0 0 New Hampshire . 192 121 313 91 155 246 87 76 163 0 0 0 Vermont . 66 37 103 25 75 100 21 15 36 0 0 0 Massachusetts . 1,128 703 1.831 450 1,421 1,871 613 718 1, 331 1 2 3 5 Rhode Island . 151 53 204 39 110 149 0 0 0 ; o 0 0 Connecticut . 995 617 1.612 396 932 1,328 419 276 695 ; 78, 10 88 New York . 3,453 1,397 4.850 2,352 4.039 6, 391 724 664 1,388 278 49 327 New Jersey . 1,486 471 1, 957 619 1,444 2,063 454 385 789 33 6! 39 Pennsvl vania . 3,463 1, 575 5,038 2,885 3,858 6, 743 2,244 1, 668 3, 912; 51 19 70 South Atlantic Division: ! Delaware . 335 95 430 175 250 425 75 40 115 0 0 0 Marvland . 1.235 355 1,590 874 673 1,547 | 448 244 i 692 5 0 5 District of Columbia . . 369 452 821 354 503 857 j 323 449; 772 0 0 0 Virginia . 457 39 496 129 302 ! 431 330 1961 526 9 1 10 West Virginia . 427 225; ! 652j 312 | 481 793 286 280 566 27 14! 41 North Carolina . 257 77 | 334' 145 159 304 32 551 87 0 0 0 South Carolina . 61 20! 81 ! 37 44 81 27 5; 32 0 0 0 Georgia . 738 ! 144 i 882 528 ! 438 986 391 310 : 701 178 16! 194 Florida . 83j 11 94 36 50 86 0 0 0 0 0 0 South Central Division: i Kentucky . 905 281 l, 186; 247 392 1 639 159 769 j- 928 0 0 0 Tennessee . 1,471 800 2, 271 913 681 1,594 962 781 ! 1,743 87 °7 ! 114 Alabama . 222 41 263 126 145 271 220 174| 394 6 3 9 Mississippi . 622 134 756 313 469 782 327 0 | 327 12 0 12 Louisiana . 409 29 4381 102 153 255 221 4 225 0 0 0 Texas . 2, 723 313 3, 036j 1,176 776 1,952 783 183 966 88 2 90 Arkansas . 552 156 708; 159 261 420 ! 220 125 345 65 25 90 Oklahoma . 126 88 214; 48 110 ' 158 10 8 18 0 0 0 Indian Territorv . North Central Division: | ! ' Ohio . 3,288 1,950 5, 238 2,039 3,285 5,324 1,251 798 2,049 118 31 149 Indiana . 2,491 1,786 4, 277 1.134 2, 264 3,394 1.148 1,017 2,165 | 118 36 154 Illinois . 4,199 1, 352 5, 551 1,988 3,404 5,392 1,077 531 1.608 0 0 0 Michigan . 1,538 704 2, 242; 587 995 1.582 181 40 221 34 11 45 Wisconsin . 1.498 622 2, 120' 685 1,107 1, 792 314 149 463 ! 283 7 290 Minnesota . . . 1,772 551 2, 323 570 1.216 1,786 261 124 385 77 16 93 Iowa . 1, 828 660 2, 488 695 1,065 1,760 387 307 694 ; 130 12 142 Missouri . 1,848 611 2,459 949 1,722 2, 671 667 147 814 ! 217 59 276 N orth Dakota . 80 15 95 15 ! ’ 35 50 0 0 0 0 0 0 South Dakota . 159 80 239i 88 106 194 81 40 121; 0 0 0 Nebraska . 1.605 528 2, 133 526 899 1,425 75 34; 109 8 1 9 Kansas . 861 384 1, 245 474 765 1,239 j 157 128 285 | 139 139 Western Division: Montana . 133 91 224 59 151 210 78 61 139 5 2 7 Wyoming . 12 6 1S‘ 32 21 53 0 0 0 0 0 0 Colorado . 694 413 1,107 ; 361 636 997 183 71 254 60 11 71 New Mexico . Arizona . 26 12 88 19 32 51 18 6 24 0 0 0 Utah . 258 83 341 j i 129 117 246 88 18 106 0 G 0 Nevada . Idaho . . . 106 45 151: 24 65 89 18 12 30 0 0 0 Washington . 965 453 1.418 ! 241 531 772 190 87 | 277 7 1 8 Oregon . 445 143 588 ; 169 351 520 10 12 22 14 6 20 California . 2.036 1.406 1 3,442: ' 830 1, 321 2, 151 214 186 1 400 50 ■ 30 80 2198 EDUCATION REPORT, 1903, Table 7. — Public high schools reporting regular business courses and those having students in bookkeeping in 1902-3. State or Territory. Business course. Bookkeeping. Schools. Students. Schools. Students. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 723 14,043 17, 871 31, 914 3,372 1 36,320 42,887 | 79,207 North Atlantic Division . 250 6,351 9. 651 16, 002 1,065 14,007 16,841 30, 848 South Atlantic Division . . . 53 800 1,144 1,944 142 1,651 2, 120 3,771 South Central Division . 92 944 1,116 2, 060 204 1.664 1,927 3,591 North Central Division . 265 4,976 4,808 9, 784 1,784 17', 025 19, 852 36, 877 Western Division . 63 972 1,152 2, 124 177 1,973 2, 147 4, 120 North Atlantic Division: i | Maine . 12 172 201 ! 373 93 592 750 1,342 New Hampshire . 4 27 45 72 28 184 - 210 394 Vermont . 10 150 152 302 45 312 305 617 Massachusetts . oo 1, 535 2, 840 | J 4,375 175 3,351 4,230 7,581 Rhode Island . 9 173 381 554 18 314 381 695 Connecticut . 12 206 309 515 40 409 608 1,017 New York . 56 2.496 2,235 ! 4, 731 292 4,350 4,245 8,595 NewJersev . 33 787 797 i 1,584 97 1,408 1,408 2, 816 Pennsvlvania . 59 805 2,691 3,496 287 3,087 4,704 7,791 South Atlantic Division: Delaware . 1 15 10 25 11 97 157 254 Maryland . 3 28 152 180 39 548 653 1,201 District of Columbia . 2 313 455 768 2 294 445 739 Virginia . 11 140 141 281 20 240 303 543 West Virginia . 1 22 20 42 20 130 180 310 North Carolina . 5 54 32 86 9 72 76 148 South Carolina . 8 81 66 147 6 49 26 75 Georgia . 14 78 200 278 39 79 154 233 Florida . S 69 68 137 16 142 126 268 South Central Division: 1 Kentuckv . 12 123 332 455 24 363 264 427 Tennessee . 14 52 63 115 51 271 307 578 Alabama . 33 158 114 272 15 154 171 325 Mississippi . 30 54 48 102 15 137 322 459 Louisiana . 30 241 167 408 15 299 131 430 Texas . 28 1 257 348 605 59 385 452 837 Arkansas . o 15 12 27 9 78 76 154 Oklahoma . 3 44 32 76 13 150 156 306 Indian Territory . 3 27 48 75 North Central Division: Ohio . 47 1,150 976 2, 126 222 2,190 2,200 4,390 Indiana . 22 235 308 543 90 907 1,049 1,956 Illinois . 35 823 938 1,761 236 2,952 3,620 6, 572 Michigan . 35 524 471 995 231 2. 414 2, 398 4,812 Wisconsin . 19 421 430 851 j 112 1,041 1,125 2, 166 Minnesota . 33 241 164 405 57 529 585 1,114 Iowa . 35 247 267 514 223 2,142 2, 482 4,624 Missouri . 27 820 671 1,491 | 63 795 694 1,489 North Dakota . 4 47 27 74 14 104 89 193 South Dakota . 5 26 32 58 53 372 505 877 Nebraska . 36 115 326 241 277 2, 073 3,001 ; 5, 074 Kansas . 27 327 398 725 206 1,506 2,104 j 3,610 Western Division: Montana . 5 76 100 176 6 71 73 144 Wyoming . 7 35 48 83 Colorado . 6 151 171 322 29 276 348 624 New Mexico _ __ Arizona . 1 10 10 20 3 14 10 j 24 Utah . 1 60 90 150 6 107 128 235 Nevada . 4 ! 39 44 83 8 82 108 190 Idaho . 3 37 29 66 5 54 41 95 Washington . 9 90 94 184 31 281 314 595 Oregon . 6 64 65 129 24 221 264 485 California . 29 445 549 994 58 832 813 1,645 COMMERCIAL AND BUSINESS SCHOOLS 2199 Table 8. — Public high schools reporting students in commercial geography and commercial law in 1902-3. 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 . Commercial geography. Commercial law. Students. Students. Schools. Schools. Pa 1 1 Male. Jr e- male. | Total. Male. -T e- male. Total. 831 10, 047 12,331 22,378 674 6,241 7, 156 13, 397 283 3, 718 4,917 8, 635 j 249 2,542 3, 663 6,205 36 642 1,080 1, 722 25 227 283 510 77 1,175 1,263 2,438 55 422 431 853 398 4, 099 4,649 8, 748 298 2,566 2, 296 4,862 37 413 422 835 47 484 483 967 20 147 161 308 28 1 158 | 236 394 4 15 32 47 7 32 53 85 4 44 53 97 9 63 47 110 50 704 907 1,611 71 881 1,006 1 1,887 10 69 153 222 9 82 157 239 8 / / 170 ' 247 9 66 86 152 77 770 543 1,313 43 438 263 701 21 469 452 921 35 362 368 730 S9 1,423 2,446 3,869 38 460 1,447 1,907 1 8 12 20 1 10 10 20 6 93 350 443 3 4 46 50 2 107 131 238 2 107 131 238 1 4 9 13 4 41 29 70 1 80 90 170 1 5 5 10 7 67 118 185 3 22 22 7 97 127 224 3 1 • 11 11 22 5 99 167 266 4 9 34 43 6 87 76 163 4 18 17 09 12 216 217 433 7 47 144 | 191 6 23 30 53 6 22 13 35 4 51 73 124 4 13 36 49 6 68 71 139 5 17 31 48 10 185 175 360 6 164 59 223 28 477 535 1,012 22 116 106 222 8 127 138 265 3 27 27 54 2 17 11 28 2 16 15 31 1 11 13 ' 24 91 1,000 1,016 2,016 39 386 316 702 32 295 334 659 21 293 198 1 491 50 614 732 1,346 60 580 447 i | 1,027 46 364 406 770 37 269 201 I 470 19 230 279 509 9 53 50 103 21 237 244 481 10 70 65 | 135 48 486 550 1,036 44 389 378 ! 765 27 307 400 707 17 158 166 1 324 2 10 9 19 4 18 19 ! 37 15 111 107 218 4 21 22 43 21 201 241 442 22 143 184 327 26 244 301 545 31 186 252 438 2 36 31 ! 67 4 19 27 46 2 9 16 4 ! 40 84 j . 124 1 3 20 26 46 1 2- 2 3 54 1 39 93 j 2 62 45 ; 107 1 5 15 j 20 . i 1 3 2 5 19 | 35 54 5 50 39 89 2 14 20 34 3 34 39 73 21 250 213 463 25 280 283 563 2200 EDUCATION REPORT, 1903, Table 9. — Academies, seminaries, and private high schools reporting regular business courses, and those haling students in bookkeeping in 1902-3. State or Territory. Business course. Bookkeeping. Schools. Students. Schools. Students. Male. Fe- I male. ! Total. Male, j Fe¬ male. Total. United States . 467 6,427 3,292 | 9,719 904 9,462 j 5,993 15, 455 North Atlantic Division . 141 1,824 963 2,787 296 3,234 j 1,826 5, 060 South Atlantic Division . 74 741 300 1,041 145 1,257 765 2,022 South Central Division . 93 1,180 430 1,610 167 1,831 ! 817 2,648 North Central Division . 121 1, 935 1,172 3,107 217 1 2,282 1.813 4,095 Western Division . 38 747 427 1,174 79 | 858 j '772 1,630 North Atlantic Division: i j 1 | Maine . 7 70 73 ' 143 1 23 j 149 134 283 New Hampshire . 7 138 58 | 196 17 180 ! 115 295 Vermont . 7 104 80 184 14 137 | 129 266 Massachusetts . 13 80 90 | 170 39 1 191 i 318 509 Rhode Island . 5 230 55 1 285 6 168 | 56 ! 224 Connecticut . 10 53 59 | 112 19 j 119 1 118 1 237 New York . 48 588 1 160 ! 746 87 1 953 ! 517 1, 470 New Jersey . 17 126 Ill ! 237 29 175 | 81 256 Pennsylvania . 27 437 277 i 714 62 1,162 j 358 1, 520 South Atlantic Division: 1 1 4 4 Maryland . 11 127 66 193 24 275 i 115 j l 390 District of Columbia . 4 2 14 16 7 39 | 110 i 149 Virginia . ! 22 188 106 294 31 267 66 333 West Virginia . ! 3 13 12 25 11 162 168 330 North Carolina . 24 358 91 449 46 408 147 555 South Carolina . 1 2 16 4 20 5 3 : 39 42 Georgia . 1 7 35 7 42 17 89 84 . 173 Florida 1 2 2 3 10 36 46 South Central Division: Kentucky . ! 24 350 110 460 42 470 193 663 Tennessee . 17 148 52 200 37 256 130 386 Alabama . 5 18 20 38 14 80 61 141 Mississippi . . 1 8 161 20 181 13 298 27 325 Louisiana . 9 129 40 169 13 149 93 242 Texas . I 20 246 101 347 35 438 195 633 Arkansas . | 6 91 47 138 8 101 49 150 Oklahoma 3 22 28 50 4 24 57 81 Indian Territory . | 1 15 12 27 1 15 12 27 North Central Division: Ohio . ! 8 88 54 142 17 151 102 253 Indiana . 1 9 151 73 224 18 127 180 i 307 Illinois . 14 172 236 408 35 324 300 624 Michigan . 5 10 43 53 10 38 118 1 156 Wisconsin . 11 144 58 202 15 156 65 221 Minnesota . 11 315 62 i 377 21 370 235 1 605 Iowa . ! 17 561 305 866 31 477 356 1 833 Missouri . 29 375 275 650 43 386 254 ! 640 North Dakota* 9 I ' 19 19 South Dakota . I 2 i 12 3 15 4 ! 43 j 32 75 Nebraska . 1 9 62 36 98 13 ! 147 111 258 Kansas . 6 45 27 | 72 8 63 41 104 Western Division: Montana . 8 3 23 26 W yoming _ _ _ _ _ _ I 1 . Colorado . 1 4 14 18 5 1 i 54 o5 Npw Mpxic.n . . 1 54 54 2 45 7 52 Arizona . 1 2 5 7 2 10 7 - 17 Utah . 5 346 149 495- 8 264 52 316 N6V&Q8. Idaho . 2 13 17 . 30 2 13 10 23 Washington . 5 70 20 90 12 151 80 231 Oregon . 9 83 29 112 13 82 122 204 California . 14 175 193 368 32 289 417 706 COMMERCIAL AND BUSINESS SCHOOLS 2201 Table 10. — Academies, seminaries, and private high schools having students in commercial geography and commercial law in 1902-3 . Commercial geography. j Commercial law. State or Territory. Schools. Students. Schools. Students. Male. Fe- | male. Total. Male. Fe¬ male. Total. United States . 276 3,013 2, 949 5, 962 332 3,436 1,677 5, 113 North Atlantic Division . 116 1,298 1,075 2, 373 114 1,111 608 | 1,719 South Atlantic Division . 30 376 218 594 40 379 117 496 South Central Division . 37 653 551 1, 204 45 598 162 1 760 North Central Division . 67 493 841 1,334 100 3,086 641 | 1,727 Western Division . 26 193 264 457 33 262 149 1 411 North Atlantic Division: 1 Maine . 1 1 2 ! 3 6 I 37 29 66 New Hampshire . 4 7 179 386 5 92 22 114 Vermont . 4 40 16 56 74 38 112 Massachusetts . 9 38 86 124 10 40 68 108 Rhode Island . 4 75 86 161 4 60 30 90 Connecticut . 8 39 52 91 6 20 53 73 New York . 44 446 214 660 39 370 73 443 New Jersey . 12 76 36 112 15 55 55 110 Pennsylvania . 30 576 404 980 22 363 240 603 South Atlantic Division: . 1 6 6 ! Maryland . 6 74 47 m i 9 1 92 62 154 1 4 ! 4 1 5 1 5 Virginia . 11 1 153 49 202 9 ! 60 16 76 West Virginia . 3 8 10 18 North Carolina . 2 i 1 61 20 ! 81 15 198 29 227 South Carolina . 3 34 H 45 1 1 i 10 10 Georgia . 4 48 69 117 | 2 6 6 Florida . 2 18 j 18 I . i South Central Division: j Kentucky . 8 178 62 240 ! 15 138 34 172 Tennessee . . . 1 6 9 15 1 6 42 2 44 Alabama . 4 16 63 79 5 48 23 71 Mississippi . 3 177 177 4 98 16 114 Louisiana . 5 50 150 200 4 59 8 67 Texas . 10 125 190 315 13 158 38 196 Arkansas . 2 65 39 104 3 31 17 48 Oklahoma . 4 36 38 74 3 13 10 23 Indian Territory . 2 11 14 25 North Central Division: Ohio . 4 12 11 23 4 49 1 1 50 Indiana . 8 40 80 120 10 57 88 145 Illinois . 13 65 139 204 15 132 113 245 Michigan . 5 4 80 84 6 48 46 94 Wisconsin . 4 37 11 48 8 92 52 144 Minnesota . 4 6 79 85 13 146 91 237 Iowa . 11 117 108 225 17 299 144 443 Missouri . 12 132 254 386 16 130 50 180 North Dakota . South Dakota . 2 22 35 57 1 8 7 15 Nebraska . 3 36 41 77 7 95 35 130 Kansas . 1 22 3 25 3 30 14 44 Western Division: 1 Montana . 1 20 20 1 10 10 Wvoming . ; . Colorado . 1 30 30 i 18 18 New Mexico . 1 22 22 i 10 10 Arizona . Utah . 6 31 14 45 4 77 80 Nevada . 1 ^ Idaho . 1 18 18 Washington . 1 20 12 32 6 41 25 66 Oregon . 1 12 12 6 39 26 65 California . 15 120 158 278 j 14 95 67 162 2202 EDUCATION REPORT, 1903, Table 11. — Statistics of commercial andbusiness Post-office. l ALABAMA. 1 Birmingham . 2 Mobile . 3 Thorsby . . ARIZONA. 4 Phoenix . ARKANSAS. 5 Fort Smith . 6 Little Rock . 7 . do . 8 Pine Bluff . CALIFORNIA. 9 Eureka . 10 Fresno . 11 Grass Valley . 12 Los Angeles . 13 . do . 14 Napa . 15 Oakland . 16 Riverside . 17 San Diego . 18 San Francisco .... 19 . do . 20 ! . do . 21 . do . 22 1 . do . 23 San Jose . 24 . do . 25 Santa Ana . .26 Santa Barbara.... 27 Santa Cruz . 28 Santa Rosa . 29 Stockton . COLORADO. 30 Colorado Springs . 31 Denver . 32 . do . 33 . do . 34 Pueblo . 35 . do . 36 Trinidad . CONNECTICUT. 37 Danbury . 38 Derby . Name. Massey’s Business College... Southern Business Univer¬ sity. Thorsby School and Business College. * Lamson Business College. . . . Fort Smith Commercial Col¬ lege. Draughon’s Practical Busi¬ ness College. Keys’ Institute . . James’ Practical Business College. Eureka Business College .... Fresno Business College . Grass Valley Business Col¬ lege. Brownsberger Home School. Woodbury BusinessCollege *. Napa Business College . Oakland Shorthand Insti¬ tute. Riverside Business College.. San Diego Commercial Col¬ lege. Ayres’ Business College . California BusinessCollege*. Heald’s Business College. . . . Munson School, Shorthand and Typewriting. San Francisco Business Col¬ lege.* Pacific Coast Business Col¬ lege. San Jose Business College , . . Orange County Business Col¬ lege. Santa Barbara Business Col¬ lege. Chesnutwood Business Col¬ lege. Santa Rosa BusinessCollege. Stockton Business College. . . Henager’s BusinessCollege. . Central Business College .... Modern School of Business.. Wallace Business College ... Brown School of Practical Business. Pueblo Business College . Trinidad Business College... Stillman Business College... Pope Business College . * Statistics of Executive officer. 3 Wm. N. Smith. C. M. Williams R. A. Rasco ... E. M. Lamson G. M. Neale ... J. F. Draughon Levi Keys . . J. W. James _ C. J. Craddock . J. N. Sprouse . E. H. Armstrong . Mrs. Florida Browns¬ berger. N. G. Felker . H. L. Gunn . Mrs. Jeannette Co¬ mer. L. W. Zinn . F. R. Kelsey and C. I. Jenney. J. L. Williams . R. L. Durham . E. P. Heald . E. M. Carpenter . E. C. Howard . H. E. Cox . - . W. Boucher . H. O. Sisson . E. B. Hoover . J. H. Janson . J. S. Sweet . William C. Ramsey... J. C. Henager . L. A. Arnold . A. M. Kearns . Robert J. Wallace _ Dan W. Brown . C. H. Donaldson . W. E. Anderson . W. J. Stillman F. J. Pope _ 1901-2. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. d r2 "3 s d d "3 a "3 cS o 9 33 12 17 85 33 36 8 14 12 8 9 6 13 5 12 13 8 5 6-12 24 5 5 . 41 7 86 54 68 49 112 92 73 60 41 49 6 1 20 4 10-15 20 17 11 9 23 20 10 65 20 38 22 24 3 1 8' 14 16 8 22 61 38 67 55 39 54 51 35 19 55 4 3 52 2 4 12 5 1! •5 35 45 40 30 10 60 10 15-20 8 8 5 23 11 15! 21 25 17 13 21 10 11 30 6-10 18-20 1 3 2 6 99] 98 ■ 26 9 23 13 19 22 6 O ! 10 20 6 10 ! 200i i 155 115 60 300 120 235 45 100 150 j 8-10 18-24 55 5 1 40 20 90 110 175 65 115 100 100 50 75! 100 7-~> 40 6 14 18 2 ! 15 25 267 i 423 538 267 423 : 267 423 267 423 18 59 80 ; 59 80 172 188: 48 43 no! 45 30 10 21 110 100 106 24 72 19 87 80 56| | 26 10 10 14 9 4 25 90 59 29 2 83 11 36 50 [ 6-8 10 ! ■ 5 1 330 148 200' 160 8 85 112 63 28 15 6-12 60 J | 15 15 | 30 20 4 387 1 : 101 J 6 17o! 12 270 15 135 82 ; 60 45 4-6 i 8-12 J 130 10 47 29 371 166 21 . 1 171 26 147 72 i 43 16 5 139 L, 1 1 I 97 94 106 93 36 ! 24 1 3 1 9 | 15 i *75 | ■ 25 5 i 90 30 6 6 ! 74 1 6-8 ! 8-12 10 25 120 ! 40 j 36 1 120 6 220 ; 225 .... 350 22 1 1 12 4 5 202 213 1 .... 9 | 60 41 4 2 53 I 12 ! 31 I . 15 29 11 3 38 8 24 27 i | 9 28 13 10 i 8 1 14 | 2 1 1 3 36 13 2 1 40 2 29 6 6 5 2 j.... 12 24 1 .... 18 32 12 28 35 23 12 12 9 4 19 40 6 12 11 12 69 26 38 8 60 32 48 14 25 22 69 26 6-12 12-18 4 5 6 108 62 35 10 83 24 : 40 60 1 12 24 15 5 • 6 65 43 1 10 7 1 60 ! 12 70 48 1 70 48 5 2 6 9 1 3 2 89 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 2206 EDUCATION REPORT, 1903, Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. s Male. j Female. Total. 1 2 3 3 5 6 7 8 ILLINOIS — COIlt’d. 75 Chicago . Bixler Illinois Business Col- G. Bixler . i 2 1 200 167 367 lege. 1 76 . do... . Chicago Business College * . . 1 A. C. Gondring and I M 4 1, 113 646 1, 759 F. B. Virden. 1 ...do ... Chicago School of Book- C. Snyder . 1 291 : 60 89 keeping. 1 78 . do . De La Salle Institute . Brother Baldwin . 13 311 .... 311 79 John R. Gregg .. 5 o 300 i 500 800 80 D. Kimball . 2 1 18 1 41 59 81 O. M. Powers . 14 6 1,371 ! 988 2,359 lege" 82 ...do ... C. C. Cochran . 2 3 221 193 414 lege. 83 . do . O’Donnell’s Business College D. J. O’Donnell . 1 3 80 S5 165 84 . do . St. Patrick’s Commercial Brother Joackim . 9 ... 1 370 370 Academy. 85 Danville . Danville Business College... J. C. Walker . 2 1 75 46 121 86 Elgin . 1 Elgin Business College . W. H. Callow . 2 2 71 66 137 87 Englewood _ 1 Orr’s Business College. Grant Oit . 4 ! 8 450 550 1,000 88 Freeport . j Freeport College of Com¬ 1 J. J. Nagle . 3 1 75 50 | 125 merce. 89 . do . ' Harlow Business College .... C. Harlow . 1 4 18 51 1 69 90 Galesburg . I Brown’s Business College . . . I I. N. Wright . 4 2 222 80 302 91 Glenellvn . Ruskin Business College .... Admer D. Miller . 3 1 75 12 | 87 92 Jacksonville . Jacksonville Business Col¬ G. W. Brown . 3 3 100 50 150 lege.* 93 Kankakee . ' Kankakee Business College. N. L. Richmond . 3 1 83 43 126 94 Lincoln . Lincoln Business College _ W. R. Whetsler . 3 1 62 31 93 95 Macomb . Central Preparatory School Ivan Deach . 9j '"3 | 223 201 424 and Commercial College. 96 Moline . Brown’s Business College. .. . E. D. Wagnalls . 3 | 1 1 70 1 38 108 97 Naperville . Northwestern Business Col¬ H. J. Kiekhoefer . 1 12 28 lege. 98 Ottawa . Brown’s Business College. . . . W. G. Roseberv . 1 9 2 125 1 75 200 99 Peoria . Brown’s Business College. . . . W. H. H. Tarver . 6 5 1 298 i 139 437 100 Quincv . Gem City Business College .r. D. L. Mussel man . 13 4 853 1 310 1, 163 101 Rockford . Brown’s Business College _ W. F. Cad well . 5 3 ' 173 117 290 102 Rock Island . Brown’s Business College ... G. W. Brown . 1 46 58 104 INDIANA. 103 Anderson . Anderson Business College. . W. H. Carrier . 2 1 ! 36 58 94 101 Elkhart . Elkhart Institute . Wellington K. Jacobs. 4 2 37 23 60 105 Crawfordsville ... Crawfordsville Business Col- A. J. Hall . 3 2 75 62 137 j lege.* | 1 106 1 Evansville . Columbian Commercial Col¬ F. J. Wittmer . 4 ; 85 80 165 lege. f " 107 1 . do . Lockyear’s Business College. M. H. Loekvear . 5 ! i 184 107 291 108 Fort Wavne . International Business Col¬ T. L. Staples . 8 ; 4 250 200 , 450 lege.* 109 Indianapolis . Indianapolis Business Uni¬ E. J. Heeb . . 6 ! 3 378 212 590 versity. 1 1 110 . do . Tories’ Business College . H. D. Tories . 10 6 984 937 1, 921 111 Lafayette . Lafayette Business College .. S. A. Drake . .... 5 2 120 100 220 112 Logan sport . Logansport Commercial A. E. Oldham . 2 ! l 30 40 70 High School.* j 113 Marion . Indiana Business College .... J. D. Erunner . 16 4 437 460 897 114 New Albany . New Albany Business Col¬ D. M. Hammond . 2 ; 4 104 69 173 lege. 115 Peru . Peru Business College . Clara E. Wood . 1 10 ! 25 35 116 Richmond _ Richmond Business College. O. E. Fulghum . 3 2 125 1 50 175 117 South Bend . South Bend Commercial Col¬ W. T. Boone and B. R. 7 1 219 155 374 lege. Thomas. 1 113 Terre Haute . Brown’s Business College. . . . G. W. Brown . 4 ! 3 143 ; 167 310 * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS, 2207 schools in the United States in 1902-3— Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing school. Male. d *c3 £ o d 'd CD £ 30 390 120 90 30 85 23 "s ns 5 6 J 90 ho 75 75 1 115 SI 34 10 100 25 90 21 25 60 20 15 35 10 24 8 69 173 24 3(1 25 10 35 35 80 • 10 2 3 121 76 36 68 17 19 32 6-10 17 5 5 23 1 12 18 14 17 7 12 25 20 8 35 25 35 . 8 3 6 6 4 4 DO; 60 58 45 38 10 22 9 9 8 9 . g 9 11 : 17 4 8 15 2 2 5-6 4 75 30 75 1 20' 150 50 10 20 20 j 30 86 [ 95 . 42 5 g 5 44 .... 85 1 6-20 17 2 2! 1 161 1 15 15 11 8 4 8 1 6 170 44 j 20 130 60 50 80 70 30 j 8 12 42 10 30 j 206 171 145 6 26 100 25 140 75 71 125 15 20 7 4 6 10 1 12 7 5 22 ! 86 ; 90 90 56 9 12 56 20 25 8-12 60 40 i 30 20 60 45 40 20 10 20 8 2 Q 3 10 160; 65 15 10 225 25 75 25 26 46 10 15 25 6 9 75 25 20 35 25 j 30 40 10 10 5 6 20 20 1 1 23 27 | 49 12 3 8 6 20 6 . 9 3 1! 2 58 68 74 50 56 42 54 18 1 J 6 18 46 50 61 41 45 18 12 49 52 54 6 8 10 2 2 14 90 50| | 50 60 15 10 55 6—7 20 5i 5 12 39 45; 48 12 45 33 48 18 19 51 9 6 12 1 1 9 28 70 65! 1 75 30 34 58 - 6' 9 5 6 12 201 : 176 24 22 120 30 89 71 65 84 1 47 31 6 12 15 n! 9 15| 100 *16 6 5—6 35 80 J M 30 J . ! .... J J $ I 207 ! 1 2121 J lo7 147 56 68 186 8 16 5 8 29 250 150 .... ;;;;; 175 75 125 100 9 . 40 15 20 30, 80 10 . 70 SO 10 4 29 ! ! 720! 480 ' 1,000' i 7 350 i 54 20 15 56 642 1 85 .... 15 . 1 175 1 26 26 | 67 21 17 64 29 42 12 31 84 6 10 31 10 22 67 298 207 46 12 232 38 220 75 78 13° 12 198 60 62 101 182 1.50 150 150^ SO 97 127 ; 97 J _ 12 121 64 86 104 36 [ 27i 34 . 15 43: 10 21 34 i 4 4-8 12 5 6 11 10 601 i 351 40 15 ! 100! 50 1 | ! 4 8 80 40 j ed 1903 — yol 2 - G3 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 2210 EDUCATION REPORT, 1903 Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. . 1 a 1 3 ! * Female. 1 i j Total. 1 3 ■ 4 l ° 6 7 8 LOUISIANA. 159 New Orleans . Carillion's Shorthand A. C. Carillion . 1 • Q i 3 20 1 30: 50 School.* 160 . do . . . E. G. Durel's Commercial E. G. Durel . 10 7 1 600 107 ! 707 College. ! 161 . do . Soule Commercial College . . George Soule . ! 2 .... 1 41 411 162 Shreveport . Draughon’s Practical Busi- j P. E. Townslev . ! 2 76 43 119l ness College. i MAINE. 163 Augusta . Shaw Business College . ! C. H. Blaisdell . 2 2 61 84 145 164 Bangor . Bangor Business College .... Elden D. Pratt . 1 1 4 40 120 160' 165 ! O. D. Bliss . 4 1 110 92 202 166 . do . Gray’s Lewiston Business 1 N. E. Rankin . | 1 1 23 22 45’ College. ! 167 North Anson . Anson Academy . 1 H. E. Pratt . 1 1 2 20 23 43 168 Portland . Grav’s Portland Business 1 Frank S. Gray . 3 2 167 165 332j College. | 169 . do . Shaw’s Business College* _ F. L. Shaw . 1 10 5 350 ' 300 650! 170 Watervilie . Kiest’s Business College . H. Kiest . 2 ! 2 ' 53 34 87 MARYLAND. 171 Baltimore . Baltimore Business College . E. H. Norman . 1 3 2 100 90 190 172 . do . Eaton & Burnett Business A. H. Eaton . 6 | 261 , 164 425 ; College. 173 . do . Sadler’s Bryant & Stratton W. H. Sadler.. . 1 ! 9 : 4 * 505 254 759 Business College. I i | 174 . do . StrayeFs Business College... S. Irving Straver . 5 6 523 ; 487 1,010 175 Cumberland . Central Commercial College. C. Edw. Presho . 4 ! 1 130 i 110 240 176 . do . Mountain State Business Col- A. G. Sine . 2 1 85 1 65 150 | lege.* 177 Hagerstown . Wolf’s Business College* .... D. Elmer Wolf . 4 ! 1 81 i 27 108 MASSACHUSETTS. 178 Boston . Burdett College . F. B. Richardson . i 13 10 428 , 450 878 179 . do . Hickox Shorthand School* . Wm. E. Hickox . , 1 4 1 32 1-197 229 180 Fall .River . Shoemaker and ClarkSchool . F. S. Stone and W. S. 5 ; 4 155 128 283 Rogers. ! 181 Fitchburg . Fitchburg Business College . D. Fullmer . 9 ! 3 75 73 148 182 Haverhill . Haverhill Business College.. W. P. McIntosh . 1 2 2 60 74 i 134 183 Holyoke . Holyoke Business Institute.. A. T. Jarnell . 3 ! 3 85 85 i 170 184 Lawrence . Cannon’s Commercial Col- G. C. Cannon . 2 | 2 40 72 i n2 lege* | 1 185 Lowell . Lowell Commercial College. L. E. Kimball . i ; 2 99 89 188 186 Lvnn . Lvnn Business College . H. W. Pelton and C. C. i 5 3 124 i 170 294 Dexter. ! 1 187 New Bedford . Benton’s Business College... Chas. E. Benton . i ! 6 68 ! 37 105 188 Northampton .... Northampton Commercial Joseph Pickett . | 3 i 3 i 55 68 123 ! College. J 1 189 Pittsfield . Berkshire Business College.. L. M. Holmes . . 1 2 1 55 68 123 190 Salem . Salem Commercial School*. . Geo. P. Lord . 5 i 4 129 155 284 191 Springfipld _ Bav Path Institute . J. D. Bates . 4 ! 2 45 70 115 192 Taunton . | Taunton Business College... E. L. Hutchinson . i 2 : 2 : 66 75 ! 141 193 Waltham . Mellor’s Commercial School. Wm. H. Mellor . 1 ! 1 14 54 ! 68 194 Worcester . 1 Becker’s Business College . . . E. C. A. Becker . ! 3 ! 4 103 120 223 195 . do . Hinman’s Business College*. A. H. Hinman . 2 J 3 50 90 140 196 . do . Worcester Business Institute. C. B. Post . 1 3 .... 51 99 150 MICHIGAN. 197 Adrian . B rown’s Busi ness U n i versity . L. S. Brown . 1 2 1 106 69 175 198 Alpena . Alpena Business College Mrs. M. L. Yeenfliet.. 1 j 3 69 81 150 199 Battleereek . Michigan Business College.. C. J. Argubright . i 3 '130 125 255 200 Bay City . Bay City Business College... R. R. Lane . i 4 ! i 74 ! 78 1521 * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS 2211 schools in the United States in 1902-3 — Continued. Actual number of students enrolled. . | Even- schob!. s^Ql Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. in teleg¬ raphy. 1 Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. J c U-{ 'S 1 Day school. tUD< _ - 8.S > y 53 Male. | Female. 3 11 17 8-10 1? ] 75 60 25 30 90 50 551 18 45 J .... 12 25 11 42 60 136 124 125 40 1 200; 100 175 160 25 20 8 15 80 50 30 52 242 101 263 153 485 23 ! 129 122 5-9 6 14 6 22 207 241 316 246 172 195 367! 150 400 J 400 200 6-12 10-18 76 23 128 103 100 90 30 20 100 40 61 49 54 611 8 ‘ 6 24 85 65 60 67 15 18 50 L..7 5-8 5 1 4 15 69 25 12 0 2 53 8 .... 15 ! 17 5' 10 9 4 4 11 428 450 ro4 415 113 277 428 450 10 48 9 25 122 189 10 8' 32 197 6 10 2 9 58. 47 101 £0 150 105 53 30 50 25 20 10 14 1 17 13 10 17 i 27 51 l'' l\ 60 40 60 29 15 44 11 5 1 2 1 40 40 25 29; 50 25 20 25 3 30 12 12 10 20 15 16 0 j 16 34 26 50 60 20 j 50 48 32 10 1 80 si 20 9 4 2 18 20 52 20 20 35 25 35 65 35, ! 60 .... 6 6 | 99 89 L | | 25 | 45 16 24 i 23 37 r- 1 1 4-6 ! 10-12 1 . 81 129 1 43 1 41 52 38 i 45 ! 100 25 _ 2o ! J 1 12 28 I 35 34 1 ? ' 9 20 1 25 : 10 10 15 1 . 6 86 ' 47 19 21 34 20 40 40 I 31 . 56 | 28 45 2 3 9 12 6 4 6 20 41 ! 53 14 15 40 ! 20 30 40 25 35 1 6-10 14-21 10 12 5 1 10 95 | 126 34 29 175 40 73 48 1 26 88 ! 1 29 60 16 10 51 17 24 3 1 8 34 4 3 1 1 23 42 55 24 20 78; 38 38 12 1 4 43 66 75 7 12 9 8 2 1 15 3 33 I 11 21 5 ; 8 9 46 9 46 6-8 9-12 4 6 ! 2 33 / 1 86 I 26 34 156 50 65 j 58 20 98 20 60 24 6 7 1 68 30 60 | 20 30 70 40 40 ; 70 40 70 i 42 40 70 40 70 31 79 18 22 65 18 28 38 12 56 I 7-15 6 5 4 8 106 69 100 100 7 25 1 10-12 3 1 2 15; 49 75 |''20 I 6 51 12 45 1 30 24 ! 51 1 5 24 5 7 4 8' 130 125 I 125 100 90 100 ! 90 12 25 25 1 25 25! 74 78 86 1 58 10 1 74 12 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 2212 EDUCATION REPORT, 1903, Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled . ( O d S 6 cj 1 2 3 ! 4 5 6 7 a MICHIGAN — COn. 201 Detroit . ; R. H. Miles . 5 3 308 226 534 202 . do . St. Joseph’s Commercial i Brother Jerome . 6 105 105 School. 203 Fenton . Fenton School and Commer- 1 S. F. Brown . 6 1 1 96 107 203 cial College. | 204 Flint . Bliss Business College . J. H. Long . 2 ; i 60 50 110 205 Grand Rapids .... Grand Rapids Business Uni- ; A. S. Parish . 3 2 i 153 139 292 versitv. 206 . do . McLachlan Business Uni- ; M. McLachlan . 6 2 218 408 versity. j 190 207 ' H. C. Devlin . 3 3 51 128 208 Parsons’ Business College j W. F. Parsons . 2 ! t 1 200 125 ! 325 and Shorthand Institute. | 209 H. J. Beck . 2 1 2 59 55 ‘ 114 210 Manistee . Manistee Business College. . . ! w. H. Marlindill . 1 I 1 78 40 ‘ 118 211 1 J. C. Parker . 2 31 42 : 73 212 Sullivan School of Shorthand j H. C. Sullivan . 3 8 57 65 213 ; C. A. Passell . 2 1 38 29 ! 67 214 Saginaw . International Business Col- I E. I. Fish . 4 2 j 136 103 239 j lege. 1 215 | . do . Saginaw Business College _ Geo. W. Smith . 2 50 83 133 216 St. Tjonis . . Yerington’s College . ; C. W. Yerington . 2 *3 25 35 60 217 i Three Rivers . Three Rivers Business Acad¬ Charles H. Sage . 2 2 56 33 j 89 1 emy. 218 Traverse City . Traverse Citv Business Col- Chas. R. Dockeray _ 1 1 47 42 89 lege. MINNESOTA. 219 Duluth . ' Duluth Business College . . . . W. C. McCarter . 6 161 169 328 220 ! . do . Parsons’ Business College A. C. Parsons . 2 27 4 i 31 i and Shorthand Institute. 1 221 ! Fergus Falls . Darling’s Business College _ D. D. Darling . 2 1 70 25 95 222 Mankato . Mankato Commercial College J. B. Brandrup and G. 6 2 292 183 | 475 | E. Nettleton. 223 Minneapolis . ; Archibald Business College . A. R. Archibald . 4 2 134 73 207 224 . do . ! Caton College * . Thomas J. Caton . 7 3 373 298 1 671 225 . do . ! Curtis Business College * _ J. L. Hodgmire . 4 1 137 124 1 261 226 . do . Minnesota School and Busi¬ J. E. Rostad . 10 4 136 60 , 196 ness College. 1 227 . do . Northwestern Collegiate and A. T. Frvkman . 6 2 252! 104 356 Business Institute. | 228 . do . I Munson Shorthand Institute : R. J. Smith . | 1 2 43 109 152 229 Northfield . Brown’s Business College A. E. Brown . 2 1 150 50 | 200 230 Owatonna . l Canfield School . W. P. Canfield . ! 4 1 91 56 ! 147 231 Red Wing . Red Wing Business College. . H. J. Meyer . I 2 1 46 37 83 232 St. Cloud . . St. Cloud Business College . . j Lewis Yath . 1 1 83 32 115 233 St. Paul . Boenisch Commercial College B. W. Boenisch . 1 2 55 18 73 234 . do . . . Globe Business College . W. C. Stephens . 7 1 150 150 300 235 do . . Hess Business College . D. S. Coffev . 2 2 130 163 ! 293 236 . do . Rasmussen Practical Busi¬ Walter Rasmussen. . . . 2 1 60 90 150 ness College. 237 ...do St. Paul Business College, James Maguire . 5 3 250 78 1 328 Shorthand, and Tele¬ graphic Institute. 238 Sauk Center . Sauk Center Academy and Lewis H. Yath . 2 90 25 115 Business College. 239 Stillwater . Rasmussen Practical Busi¬ Julius Rasmussen _ 2 1 55 21 76 ness College. 240 Wells Parson’sBusinessUniversity*- 1 I A. C. Parsons . 1 1 2 78 10 88 MISSISSIPPI. 241 Bny St T r*ni<5 St Stanislaus College Brother Isidore . 13 187 187 242 Natrhpz Cathedral School . Brother Charles . 6 180 180 243 Vicksburg . St. Alovsius College . ; Brother Alphonse .... 8 207 207 * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS 2213 schools in the United States in 1902-3 — Continued. Actual number of students enrolled. Average T j In In Eng¬ lish In Months nec¬ essary for Gradu¬ ates in com- Gradu- ates in amanu- Day school. Even¬ ing school. ance. course. course. course. raphy. graduation. mercial course. ensis : course. | 0 £ Day school. rj K 4 1 j5 a | d § 1 d §>g £tf> . >8 4 6 S 4 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 S 25 26 27 28 i 1391 128 176 98 140 284 221 l.l 24 5 36 1 42 105 102 105 105 105 24 13 13 96 107 31 26 9 27 35 1 27 _ 4' 40 12 10 70 42 18 18 32 5 12! 20 ’ 10 5 | 17 119 127 34 12 68 42 84 17 1 165 176 25 42 170 40 155 25 35 193 ! 6-8 12! 1 1 43 19 8 67 18 10 33 150 50 50 203 53 125 50 50 12 12 30 39 28 17 37 10 16 41 2 3 4 1 6 45 25 33 15 34 15 32 10 10 3 1 5 9 18 25 8 3 14 25 17 17 30 25 15 9 18 38 9 12 1 5 3 19 43 8 14 25 10 4 81 35 30 23 8 6 25 10 33 10 5 9 9 12 16 6 ..... 17 116 92 20’ 11 144 30 101 39 . 35 64 12 2 ! 31 66 i 19; 17 38 1 43 ; 33 74 I j j 6 6-8 31 j 35 25 67i 25 35 40 30 20 10 6 10 1) 48! 30 8j 3 50 11 31 I’ *17 13 "26 10 12 47 42 45 37 i 24 4 15 8 10 12 3 2 8 i 124 151 37 16 87 34 ! 92 53 45 138 6 9 14 s 34; 7; 5; 18! 1 lT 3 3 1 14 ! 2 12 24 3 1 3 1 ! 61 20 I 9 5 50 10 57 8 13 17 6 6 | • 292 183 i 350 i 286| 68 30 115; 16 9 6 39 5 t 18 i 134 73! J 13 21 58’ 6 2 6-12 26 [ 12 11 31 i 317 244 i 56 54 ... . 311! 62 225 Gj 12 133 49 53 171 j 113 92 24 32 ! 104 36 33 88 6 12 28 6 38 52 ! 136 601 . ! 140‘ 38 10 15 45 i 25' 9 12 6 8 j 17/! 84 J /o 20 ! 60 6 15 58 6 8 24 8 1 2 43 1 109 i I 43 109! 6 i 150 50 75 75 ! 20 25 50 .... i 15 6 10 5 10 20 91 56 100 83 22 8 34 : 9-12 5 3 1 14 46 37 67 42 14 8 28 ! 19 ! 22: 8 8 3 2 10 38 31 1 45 1 60 20 38 21 45 10 10 1 10 10 3 16 1 8! 39 10 1 20 30 44 12 11 6 9 12 14 8 3 2 100 i 100 50 ] 50 j 150 50 110 : 40 50 100 | 30 i 2 6-12 18 2 22 36 74 111 > 56 \ 52 r-n to ! 30 35 1 30 40 60 10 15 6 1 9 25 20 33 44 25 60 j 35 30 ! 45 ; 45 20 30 35 55 5 5 115 , 70 | ; 135 8 I 98 35 ■ 108, I 75 54 39 ; 28 32 14 6 8 80 ; 38 40 36 90 25 100 ! 50' 1 ® 7 12 33 j 8 10 12 / 10 40 ' 14 1 15 7 25 ! 12 45 18 10 3 6 12! 5 2 10 2 58 8 ; 20 1 9 1 ! 15 60 j 4 2 9 ! 6 1 6 12 j 8 4 1 5 187 175 130 55 ! 85 1 12 ? 1 15 180 I 35 : 35 3 207 1 190 . i 70 207 20 8 201 202 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 220 221 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 241 242 243 2214 EDUCATION REPORT, 1903, Table 11. — Statistics of commercial and business' Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. i S | •5 [ 1 o 3 4 I 5 6 7 8 Mississippi— con. 244 . ' G. H. McDonald . 2 I 1 341 i 28 C2: lege.* 1 i | j 245 West Point . Macon and Andrews Col- G. A. Macon and A. A. 12 j 4 375 475 850. lege.* Andrews. I MISSOURI. 246 Carl Johann . 12 2 90 30 120i 247 Chillicothe . Chillieothe Commercial Col- Allen Moore, sr . ! 15 2 317 ! 203 520 lege. 248 Hannibal . Hannibal Commercial Col- F. L. Kelly . 2 160 140 300: lege. i 249 Joplin . Joplin Business College *. . . . W. B. Joiner . . . . 5 1 71 j 63 134j 250 Kansas City . . Central College of Business H.E. Hazard . ! 6 ' 1 200 250 450 and Shorthand. * 251 . do . ■ Brother Charles . 5 ; 225 225 School. f"”| 1 j 252 . do . National Business College. . . Henrv Coon . . 15 5 ! 220 200 420 253 St. Joseph . St. Joseph Business TTniver- E. E. Gard . . 3 | 2 : 130 i 80 i 2i0! ! sity. : 254 . do . St. Joseph Commercial Col- Brother Liguori . 10 : 194 194 | lege. 1 255 St. Louis . Barnes Business College . J. R. Anderson . 4 4 89 123 212 256 . do . . . j Draughon’s Practical Busi¬ R. R. Luman . ! 8 1 123 52 175 ness College. 257 .....do . 1 Hayward’s Business College . L. F. Hawward . 3 ! i 1 100 300 . 400; 258 . do . Jones Commercial College .. J. G. Botimer . . . 6 i 291 87 : 378 259 . do . Missouri Shorthand College . John H. Schofield .... 1 ' 2 23 27 50 260 . do . Mound City Business College Geo. A. Hanke . ! 2 3 65 62 1 127 261 . do . Perkins and Herpel Mercan- H.C. Perkins and P. 1 -9 ! 1 ; i5i 52 ; 203 ! tile College. J. Herpel. 1 262 ; . do . ; St. Louis Commercial Col¬ S. L.Olner . 4 1 5 120 138 258 lege. * ! 263 . do . Southwestern Business Col¬ E. H. Friteh . | 8 ! 280 260 540 lege. 264 Sedalia . Central Business College _ C.W. Robbins . 1 8 2 1 250 150 4fi0i 265 Springfield . Queen City Business College. Elmer E. Lacey . ! 2 I 2 126 68 104 MONTANA. 266 Butte . Butte Business College . A. F. Rice and C. V. 8 1 2 350 350 700 Fulton. 1 | 267 Great Falls . Great Falls Commercial Col¬ S. H. Bauman . 5 113 U2 ! 225 lege. i j | 268 Helena . • CapitalCity Business College M. M. Moore . 2 3 i 28 42 70 NEBRASKA. 1 269 Aurora . Aurora Business College . V.'. E. Stoner . 1 3 29 19 48 270 Beatrice . Northwestern Business Col- Mavnard Spink . 4 127 108 235 1 lege. 271 Falls City _ Falls City Business College.. G. M. Barrett . 1 1 35 15 50 272 Hastings Queen City Business College. H.S. Miller _ 2 | 1261 47 173 273 Kearney . Kearney School and Busi¬ Clarence A. Murc-h ... 2 2 75 l ^1 133 ness College. 274 Lincoln . Lincoln Business College. . . . W. G. Bishop . o 1 3 300 200 500 275 McCook . Stayner’s Shorthand School . L. W. Stavner . 1 1 1 8, 10 18 276 Norfolk . Norfolk Business College - : C.H. Brake . 1' 1 38 1 12' 50 277 Omaha . B a y 1 i s Commercial and H. B. Bavlis . j 2 5 203 319, 522 Shorthand College. 278 . do . ! Nebraska Business College.. A.C.Ong . ! 4 1 2 220 290; 510 279 . do . Omaha Commercial College. M.G.and G. A. Rohr- . 6 3 763 2901,053 baugh (brothers). ! 280 St. Paul . St. Paul Business College _ S. D. Smith . 3 3 61 107 168 281 York . York Business College . G. M. Jacobs . 3 1 100 50' 150 * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS 2215 schools in the United States in 1902-3— Continued. Actual of stu enro Day school. u umber dents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng- In lish , teleg- course. raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Female. | g I Day school. Evening school. Male. Z) -a £ Q) *2 6 *3 6 , 1 1 i & i s Female. Day course.' Evening course. 6 Female. Male. Female. t) 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 24 28 22 9 £9 9 - 8 14 365 125 250 j j 4 90 30 90 9 0 35 25 .... 1 10 i 2 317 203 36 71 127 .... 103 28 6 I 115' 31 51 97 160 140 87 25 60 128 i ! * ■* v i 53 18 23 79 59 49 12 „ *7 63 9 0 44 ...j 6-8 14 7 j 15 200 250 80 20 120 230 ! . 211 14 180 41 20 .... 41 20 20 J 7 r i 180 140 40 60 205 180 260 140 200 190 50 25 30 5 105 I 90 80 * 75 90 70 40 10 65 25 60 10 20 60 10| 2 10j 9 18 5 5 5 i * 140 54 187 90 30 190 : ....! 3 20 20 6 1 1 89' 123 115 44 10 45 108 2 i 3 .. 6-8 3 0 4 1 y 93; 41, 30 11 60 25 60 25 35 55 r 5 10 11 3 2 75 250 25 50 250 ,5! J 50 20 240 5 10L.J 6 8 50 20* ' 25 2C0 219 64: 71 24i 261 73 210 67 207 54! 57; 21 6 12 169 49 100 150 23 27 ! j 23 27 6 6 23 27 39 47 26 1.5 1 15 8 53 55 13 6 5 2 19 j 26 151 59! 90 75 75 15! 25 55 20 4 _ ! 6 12 25 2 14 ! 17 94 107 26 31 190 60 H 1 1 80 25 75 20 12 .... 12 24 60 50 22 70 100 150 250 40 150 200 200 30 ! 50 180 70 10' _ 8 14 25 9 10 ' 40 250 1 150 ! 275 153 1 1 63 97 87 ....] 14 6-10 17 0 1 i 1 8 111 64 15 ; 4 79 i 14 39 52 4 5 27! 5 18 ; 37 225 1 : 225 175 75 80 60 20 80 60 ! J.... 92 96 21 16 ; 130 28 38 21 26 39 18 ! 11 J i : ! 2 6 9 1 i 18 21 21 ! 19 18 30 10 12 50 18 15 1C 13 32 1 1 4 8 29 1 I 19 1 1 20 8 15 11 .... 6-10 115 97 12 11 110 17 98 50 40 35 j s H-:: 9 9 50 1 28 20 1 17 { 35 15 25 8 10 17 8 10 4 6 ! 3 116 j 42 10 5 85 5 110 19 16 28 1 8 8 g 5 ! •j] 75 5S 75 1 50 1C 6 15 i 18 I 22! 8 1 9 1 1 5I 300 ! : 20G 250 ! : 300 200 50 150 6 1 ! so 20 20 40 *8 *io I""; 8 1 10 1 8 3 38 : 12 1 38 g 6 ! 12 j.... 176 271 52 23 175 44 98 ; 205 •*" ... 6 12 175: 44 98 205! 200 ; 27? 20 15 ! 120 22 85 35 115 240 1 j 6-8 10-12 ; j od . 12' 80 ' 215 669 250 94 40 350 50 604 131 110 154 49 i 5 _ L- _ 12 7 61 107 1 K 50 5 12 5 1 ! i 1/ 47 0 9 4! 90 45 10 5 75 10 50 15 40 15 8 15 3 8 1 6l 244 i 245 i ! 246 ’ 247 ! 248 > 249 250 1 251 » 252 » 253 i ; 254 > 255 1 256 I ) 257 ) 258 : 259 > 260 ' 261 ) 262 ) 263 1 264 : 265 266 ) 267 > 268 J 269 ■ 270 271 • 272 >| 273 | 274 >i 275 I 276 , 278 | 279 2'0 1 1 281 2216 EDUCATION DEPORT, 1903, Table 11. — Statistics of commercial and business Post-office. Name. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Executive officer. Male. f Female. Male. Female. Total. 3 4 5 i 6 7 8 i i McIntosh Brothers . . . 4 i 41 40 81 ! W. R. Terhune . 1 i 34 35 69 Joel H. Hesser . 3 .... 69 74 143 Chas. Herpel . 2 40 56 96 F. W. Preston . 4 i 42 11 53 W.J. Lewis . 2 i 30 30 60 Charles Dell . 1 i 49 23 72 ! James H. Lansley. .... 2 i 19 44 63 Hobart Webster *. . 4 2 155 72 227 1 John J. Eagan . 16 9 297 219 516 Robert Lightfoot . 1 3 4 36 40 A. L. Spencer . . 4 1 155 220 375 Henry Coleman . 8 2 343 244 587 Stephen I. Wood . IS 9 650 600 1,250 J. W. Wilson . 2 2 61 73 134 Geo. Oakley . 4 3 114 76 190 Eugene MacChesney . 5 2 45 62 107 T. H. Phillips . 3 4 70 60 130 A. A. Phelps . 2 2 48 36 84 F. B. Moore . 7 4 500 200 700 Jno. R. Carnell . 15 6 460 334 794 J. F. Riley . 3 4 81 85 166 1 Wm. P. Charles . 5 6 231 289 520 C. Claghorn . 5 3 152 130 282 Norman P. Heffley _ 15 12 547 832 1,379 Henry C. Wright. _ _ 6 7 449 418 867 Philip B. Gibson . 3 2 203 91 294 Frederick E. Wood, jr. 266 208 474 W. M. Wood . 9 135 131 266 S.G. Hurst . 3 2 27 123 150 Mabel M. Slocum . 0 2 33 42 75 Frank Whiteman .... 2 1 118 3 121 B. C. Meeker . 4 2 76 64 140 A . J. Warnpr 3 3 60 65 125 J. W. Haley . 1 1 14 20 34 B.C. Barclay . 1 1 20 25 45 C. E. Willard . 1 1 29 22 51 H.E.V. Porter . 4 1 107 98 205 1 John J. Moran . 4 2 160 140 300 : J. Franklin Ryan . 5 1 45 51 96 | C. F. Sherman . 1901-2. 1 1 1 40 34 74 NEW HAMPSHIRE. 282 Dover . j 283 Laconia . 284 Manchester . 285 Nashua . 286 New Hampton ... 287 Portsmouth . NEW JERSEY. 288 Bayonne . 289 Elizabeth . 290 . do . 291 Hoboken . 292 Jersey City . 293 . do . 294 Newark . 295 . do . 296 New Brunswick . . 297 Paterson . 298 . do . 299 . do . 300 ; Plainfield . 301 Trenton . NEW YORK. 302 Albany . 303 Binghamton . 304 1 Brooklyn . 305 1 . do . 306 . do . 307 . do . 308 . do . 309 . do . 310 Buffalo . 311 . d0 . 312 1 . do . 313 Chatham . 314 Elmira . 315 . do . 316 Fort Edwards .... 317 Geneva . 318 Hornellsville . 319 Jamestown . 320 Kingston . 321 Lockport . 1 322 Mount Vernon ... Terhune’s Practical Business College. Hesser Business College . Nashua Business College New Hampton Commercial College. Drake Business College . Lansley Business College. . . . Union Business College . Eagan School of Business. . . . Lightfoot Stenographic and Typewriting Institute. Spencer’s Business College . . Coleman National Business College.* Wood’s College . New Brunswick Business College. Columbia College . Dr. MacChesney School . Phillips School . Plainfield Business College.. Rider-Moore and Stewart School of Business. Charles Commercial School . Claghorn’s Bryant & Strat¬ ton Business College. Heffley School . Long Island Business Col¬ lege. New York Commercial and Stenographic School. Wood’s Brooklyn School .... Buffalo Institute of Tech¬ nology. Hurst’sPrivateBusinessand Shorthand School. Slocum School of Shorthand. Whiteman’s Telegraphic School and Railroad Busi¬ ness College. School of Commerce* . Warner’s Business School ... Haley’s Business Institute and School of Shorthand and Typewriting. Barclay’s Business Institute and School of Shorthand. Hornellsville Business School. Jamestown Business College. Spencer’s Business School . . . Lockport Business Institute. Sherman’s Mount Vernon Business School. COMMERCIAL AND BUSINESS SCHOOLS 2217 schools in the United States in 1902-3 — Continued. Actual of stu enro Day school. lumber dents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. d £ V cl '5 Female. Day school. Evening school. Male. d I a> d | Female. Male. Pr d 1 j Female. Day course. Evening course. d § Female. Male. I Female. » 10 11 12 13 11 15 16 17 IS 19 20 _ 1 21 22 23 24 25 26 27 28 19 22 25 23 15 33 9 8 29 j 41 40 4 0 1 8 27 21 14 35 15 31 26 3 19 34 35 .... .... 6-12 8-12 4 1 0 2 43 47 26 28 18 40 27 29 50 10 6 16 10 5 5 15 26 25 30 15 80 20 26 20 30 35 2 1 6 10 3 10 2 9 42 11 42 11 6 • ‘ 9 23 9 10 20 24 6 22 15 17 5 20 28 1 15 1 20 6-12 12 9 3 10 18 13 14 33 12 22 32 23 10 14 3 6 14 34 10 40 13 12 9 4 35 10 4 3 20 39 49 116 23 50 80 52 4 52 64 si 4 - 5-10 12 g 3 10 22 126 156 171 63 260 225 200 76 72 143 260 225 8 6-12 10-18 21 14 34 95 4 36 25 4 36 9 3 16 70 125 85 95 no 95 60 45 45 105 48 37 90 130 221 179 122 65 402 186 154 23 67 195 8 25 6 ■ 6 9 45 3 12 60 287 407 363 193 298 211 474 103 176 490 10 15 186 33 '97 260 36 44 29 25 30 8 35 61 6-10 10-20 16 1 9 30 47 54 57 32 67 47 38 27 40 72 43 24 45 62 45 62 45 62 9 1 35 42 70 60 100 60 50 60 50 50 40 50 40 17 18 31 18 29 14 20 12 2 2 400 150 100 50 400 100 600 50 50 150 25 10 15 24 100 10 50 75 410 310 50 24 294 52 116 267 18 8 32 6 12 65 74 16 11 42 45 30 50 10 6 6 12 28 19 j 25 34 131 179 91 119 150 ! 100 65 36 212 288 no1 208 6 1 8 59 35 215 261 1 121 110 31 20 200 30 124 58 20 130 10-12 , 20-24 57 3 4 59 278 409 302 390 350 400 50 60 40 350 28 36 6-10 8-10 ! « 52 ! 21 308 224 209 264 170 276 109 173 309 9-12 12-24 64 8 12 88 163 58 40 33 151 82 52 9 10 20 19 6 32 124 116 142 92 112 110 132 68 : 120 284 24 4 10 12 1 22 4 51 56 110 85 25 46 114 65 40 50 ; 20 75 10 5 16 24 1 38 50 13 21 i 15 104 12 19 70 15 12 18 39 103 6 12 8 12 32 1 2 33 42 25 4 ! 33 42 33 42 6 9 1 33 J 118 3 59 118 3 6 I 1 . 76 64 49 11 L 53 6 . ' . 60 65 50 40 25 20 40 6 14 20 ! 27 14 10 15 4 9 13 3 3 1 3 16 23 j 4 20 5 10 s ! 16 20 3 29 22 26 3 ; 10 11 3 2 6-10 107 98 78 | 83 71 1 1 44 47 OS 62 37 7 18 15 10 1 27 155 134 5 6 105 , 4 -55| 5 105 135 25 2 10 15 40 i 42 30 35 15 16 24 10 381 40 36! 48 6 14 6 12 26 33 31 1 35| 22 20 22 10 16 1 12 22 I <7 90 ?f\ 6 10 1 1 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 , 303 304 305 306 307 308 309 j 310 b 1 312 j 313 ' 314 315 316 317 318 319 320 - 321 322 2218 EDUCATION REPORT, 1903, Table 11. — Statistics of commercial and business Post-office. 1 NEW YORK— COn. ! 323 Newburg . . <10 ro New York City... 325 . do . 326 . do . 327 . do . 328 . do . 329 Ogdensburg . 330 Oswego . 331 Rochester . 332 Syracuse . 333 _ do . 334 Trov . 335 Yonkers . NORTH CAROLINA. 336 * Asheville . 337 Raleigh ... . NORTH DAKOTA. ,338 Grand Forks . OHIO. 339 Akron . 340 . do . 341 1 Ashtabula . 342 | Cambridge . 343 Canton . 344 Cincinnati . 345 . do . . 346 . do . 347 ; . do . 348 349 Cleveland . 350 . do . . . 351 . do . 352 . do . 353 Columbus . 354 . do . 355 . do . 356 . do . 357 Davton . 358 East Liverpool ... 359 Lancaster . Name. 2 Spencerian Institute of Busi¬ ness and School of Short¬ hand.* Metropolitan Shorthand School. Packard Commercial School . Paine Uptown Business School. Thompson’s BusinessSchool* Wood’s New York School . . . Musgrove’s Business and Shorthand School . Chaffee’s Phonographic In¬ stitute. Rochester Business Insti¬ tute.* Henley Business School . Syracuse Commercial School.* Troy Business College . Spencerian Business School. Asheville Business College .. King’s Business College . Northwestern Business Col¬ lege. Hammel Business College... Millers Actual Business Col¬ lege. Ashtabula Business College . Campbell Business College.. Canton Actual Business Col¬ lege. Littleford’s Shorthand School* Nelson’s Business College . . . St. Joseph College . Traub s Cincinnati Business College and Morse Tele¬ graph School. Watters’ Business College ... Berkey and Dyke's Private Business College.* Edmiston Business College.. Modern School . Spencerian Commercial School * Bliss Business College* . Hickle’s Commercial Col¬ lege* Mann’s Collegeof Shorthand and Typewriting. Ohio Business College* . Lentz Commercial College .. Ohio Valley Business Col¬ lege. Columbia Commercial Col¬ lege. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. r Male. Female. Total. 3 4 5 6 7 8 E. M. Turner . 3 2 120 90 210 W. L. Mason . 1 .2 15 85 100 L. H. Packard . . 11 3 690 300 990 H. W. Remington . j 2 8 295 249 544 Andrew W. Madison. . 1 1 6 134 90 224 Frederick E. Wood . . . 32 12 1,006 866 1,872 J.M.Musgrove . 1 1 22 1 ^ 47 E. M. Wolf . . 1 3 j 45 40 85 A. S. Osborn . 8 6 531 200 731 S.M. Henley . 3 5 46 171 217 J. J.Martvn . . 4 48 61 109 Thos. H. Shields . . 5 2 286 89 375 Chas. B. Hall . 2 .... 59 6*2 121 H.S. Shockley . 1 85 71 156 J. H. King . 3 1 148 115 263 J. J. Swengel . 4 1 95 50 145 W. G. Short . 4 1 130 105 -235 E. E. Workman . 2 1 143 133 276 1 H. O. Warren . 2 | 50 60 110 I. C. Campbell . 1 2 1 15 35 50 i W. W. Patterson . 5 2 163 138 301 ! Betty Littleford . 4 ! 78 •295 373 R. J. Nelson . 4 4 209 201 410 j Rev. J M. Scherer ... 8 1 105 105 Louis Traub . 3 j " *3 ; 150 *150 300 ■ J. H. Watters . 6 5 1 191 225 416 j Berkey and Dyke _ 6 1 j 232 186 418 H. T. Edmiston . 7 ! 4 ' 500 450 ! 950 J O. E. Hull . 2 2 105 199 ! 304 1 S. Van Vliet . 10 I 4 200 200 400 C. A. Bliss . 4 | 4 262 308 570 Floyd Hickle . 2 50 25 75 E. G. Mann . 1 fi 75 125 200 ‘ H. C. RoAvland . 3 1 76 83 159 Oley De Arlington ... 1 ! 1 10 50 60 F. T. Weaver . 3 2 ! 144 101 245 J. E. Joiner . 1 ' 2 t 30 30 60 1 * Statistics of 1901-2. COMMERCIAL AMD BUSINESS SCHOOLS, 2219 schools in the United States in 1902-3 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu- | ates in amanu- j ensis j course. | Day school. Even¬ ing school. Male. Female, j 1 | Female. Day school. Evening school. Male. d o g £ ZJ I XI d s | Female. Day course. Evening course. Male. Female. Male. Female. 9 iO 11 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 1 80 70 40 20 110 70 40 8 14 12 ! 4 ! j 13 39 3 25 12 60 10 25 6 9 12 75 15 85 392 229 298 71 350 125 590 o£ 100 241 1 10 100 10 1 n 75 200 169 100 75 70 40 175 30 55 185 25 10 45 1 19 8 j K ! 20 6 12 40 52 45 82 45 65 53 54 26 38 71 82 68 48 8 4-6 5-9 i 24 17 14 52 5S1 356 580 355 1,161 711 390 621 793 200 60 6 10 1 112 ' 36 408 512! 18 20 4 5 21 8 11 4 11 21 6 12 4 1 5 12 20 10 10 45 40 40 1 30 35 406 150 » 50 391 _ 100 1 1 30 151 16 20 160 30 30 U7 10 30 30 151 5 i ■ 12 12 1 20 40 9 ! 11 39 46 9 15 65 15 32 41 3 .... 4 2 6 10 i 37 48 171 61 115 28 105 98 152 To 75 55 i 4! 16 18 12 48 37 23 48 36 14 10 1 44 61 4 12 22 85i 71 53 107 49 85 39 28 53 8 43 21 13 23 124 ' 105 24 10 85 25 150 28 60 120 4 8 12 • 34 4 2 8 90 43 5 1 80 15 15 35 6-12 4 1 5 12 ieo 92 30 13 110 40 72 45 58 60 12 : 48 25 55 56 85 118 58 15 151 54] HI 14 25 126 6 12 76 9 1 101 21 35 50 15 10 40 15 25 32 15 28 10 1 6 I ' 18 1 4 ! 3 ! 5 10 7 25 8 10, 25 10 8 4 7 31 5: 8 4 93 98 70 40 140] SO 125 40 38 98 8i 16 , 23 11 4 401 48 276 30 19 50 190 6 i 1 10 50 ! 190; 195 181 14 i 20 . ! 195 181 60 130 1 12 2! 105 90 60 17 105 30 8 3 80 ieo 70 50' 60; 32' 20 ”i-5 120 130 20 i 30 6 12 16' 9 105! 115; 141 164 1 50 61 250 70 130 160 61 65 250 70 j 80 102 40 30: 103 145( 128 42; 115 55 143 51 89 135 ...J 6 12 1 1 400’ 350 1 100 100 650 175: 500 450 500 450 250 200' 1 1 . 1 80' 179! 25 20 273' 260, 85 40 20 159 6i 12 159 150 75 25; 200 100; 100; 50 50 100' 12! 24 230 270 32 38 200 45 160 110 130 I 170 230 270 .... J J 10o! 50 65 851 20 10: 30 15, 25 15 25 15 j 6 8 35 10 J no 25 15 1 150 30 J /o J 6! J 60 100 i 76 83! ! 401 10 21 J ... | J 1° 12 38' TO 50j 20| 10 50 10 50| 8 8 35 70 75 74] ”26; 65i 70 59 16 16 7*>! 53 6 12 2' 4 9 10; 1 16] 14| 1 1 1 25 13 1 1 16 6-10 1 20l 14 2' 8 I 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 od6 357 358 359 22 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 ; 377 i 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 , EDUCATION DEPORT, 1903, Table 11. — Statistics of Name. Executive officer. 3 Lima Business College . Mansfield Business College.. Ohio Business College . Marietta Commercial Col¬ lege. Massillon Actual Business College. Newark Business College. . . . Yocum’s Business College . . . Oberlin Business College .... Oberlin School of Teleg¬ raphy. Beck’s Academy . Graham’s Business College.. Sandusky Business College.. Nelson’s Business College*.. Steubenville Business Col¬ lege.* Heidelberg Commercial Col¬ lege.* Davis Business College . Tri-State Business College...! Bryant, Stratton and Smith Business College. Yocum's Bixler Business College.* Browne’s Business College . . Hall’s Business University .. Meredith Business College ..| Capital City BusinessCollege. Oklahoma City Business Col- I lege. Belinke-Walker Business College. Holmes Business College .... Portland Business College. . . Pendleton Business College . Philomath BusinessCollege. Capital Business College .... Howard W. Pears _ P. W. Frederick . Thos. H. Pidgeon . M. A. Adams . H. C. Yocum . S. L. Beeney.. . Mrs. Belle McMillen.. J. T. Henderson . G. L. Durand . C.E. Beck . W. R. Graham . T. W. Bookmyer . A. C. Jones . J. T. Thompson . C. C. Kennison . M. H. Davis . . J. W. Melchior . George H. St. John... O. M. Yocum . J. C. Browne . E. A. Hall . R. L. Meredith . R. A. Gaffney. J. \Y. Butcher H. W. Behnke . G. Holmes Lawrence. A. P. Armstrong . H. N. Robinson . F. S. Haroun . NY. I. Staley . Allentown Business College. American BusinessCollege.. Altoona Business College. . . . Zeth School . Tubbs Business College . Chester Commercial College. Sleeper’s School of Stenog¬ raphy. Douglas Business College. . . . Corry Business College . Dubois College of Business .. Easton School of Business... Davis Shorthand and Busi¬ ness School. Erie Business University .... Harrisburg Business College. I W. L. Blackman . j O. C. Dorney . \V. F. Isenberg . G. G. Zeth . Delavan C. Tubbs _ G. E. Fowler . Josiah Sleeper . L. B. Darling . | Chas. H. Geiger . : G. \V. Thorn . S. L. Jones . \V. O. Davis . J. M. Glazier..’ . J. E. Garney . ! * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS, 2221 schools in the United Stales in 1902-3 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis 1 course. 1 In Eng¬ lish course. In teleg¬ raphy. | Months nec¬ essary for 1 graduation. Gradu- ! ates in com¬ mercial 1 course, i Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing school. i •3 Day school. bC_; oc g Z) | 6 S 0 J2 • S | d Day course. be . > g S & j » io 11 13 14 1 5 16 17 18 ID 20 21 22 ' 23 24 25 26 27 28 80 80 12 100 12 56 32 32 60 .6 12} 42 26| 1 24 46 15 24 ... 7 3 9 30 6 32 20 93 26 18 12i 14 18j 8J 10: 15 12 10 10 43 31 65 30 20 28 36 2 9 15 24 12 5 6! 9. 85 25 35 15 65 25 120 25 25 14 4 6! 80 20 | 14 25 13 34 10 27 9 4 25 .... 6-10 10-20 10] 6! 1 12 179 10° 150 149 32 63 62 6 60' 20 50 50 251 82 5^6 25 25 30 22 10 10 251 6 7] 2 8 8 25 30 53 99 53 65 12 12 41 77 i 53 15 5j 4 23 199 21 8 20 45 60 : 31 4 6-8 16 4 15: 18 142 44 15 60 12 144 17 13 97 6! 14 . 1 1 53 59 26 10 45 10 38 9 28 25 13 5; 6-12 8-12 6 _ ; 5! 8 25 40 J . i 20 5 4 35 I 6 8 . . 15 350 100' 100 50 20°! 100 250 100 50 200 100 50! 12 24 j 75: 50 30 75 175 175 175 175 125 125 125 125 100 100 1 4-12 6-18 65 63 21 16 76i 28 41 38 55 60 7 21 j 19 10 4 24 57 48 | 50 15 151 43 42 8 101 12 16 10 30 J 60 15 10 10 30 30 35 25j 35; j 25 35 60 72 16 80 25 69 60 1 68 70 12 6-9 153 149 15j L... 12ol 104 68 1 35 80 14 1 ! 44: 28 15 43 117 1381 32 25 181 41 101 53! 48 110 6-8 9-12 50 70 20 20 60 15 25 35] 10 8 6 12 12 10 50 100 - 50 50 40 30 25 20 56 110 I 10 12 ; 14 6 6 \ 12 4 1 4 10 102 96' 175 75 25 25 50 1 12 1 30! 17 ! 12 50 250 175 1 300 225 75 75 125 "" 6-9 75 25 j 2 ! 40] 28 39 127 23 39 8 3 . " _ 5 . 20 5 .... .... | 20 17 *"3 3 6 3 3 85 40 80 20 5 25 9 _ 1 . 59 17 31 9 29 ! 21 29 4 48 ' 18 16 10 10 16 18 3 ! 3 j 15! 162 61 63 24 172 45 132 37 76 42 13 5 10 20 l 23! S 8 4i 35 50 55 26 14 37 80 i 70 i 20 20 !....7! . 159 97 48 37 95 61 48 23 184 151 j 23 19 , 43 18 12.1 1301 50 65 10 22 40 40 1 5 j 70 10 15 10- 10 3l 30 25 ; 40 33 27 30 35 45 20 15 i 35 j 10 8! 7 2 18 20 3 21 1 20 3 5 6 _ 6 . 1 26' 40 13 i 23 30 j 8 6 28 1 10 10 10; 5 • 12 10 11 22 i 5 19 18 31 5 5 11 9 8 10! 5 2 65 1 70 io ! 5 60 50 60 1 40 40 70 11 75 75 6 6 ....3 . 64 I 61 44 ! 38 63 45 58 31 34 63 i 16 1 5 6 12 15 . -! 16 57 81 39 1 28 48 18 47 i 24 51 91 10 18 ! 15 11 17 31 52 78 10 aa 20 82 10-12 24 1 1 26 * 45 32 :• 19 60 25 501 55 45 48 , 45 1 49 8 14 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 2222 EDUCATION REPORT, 1903 Table 11. — Statistics of commercial and, business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. O S Feihale. Male. Female. Total. 1 2 3 4 5 t> 7 8 PEN NS Y L V A N I A— continued. 404 J. C. Sumberger and 4 86 95 181 Geo. S. McClure. H. C. Weivler . 3 1 62 60 122 406 M. G. Benlinger . 2 2 350 150 500 407 B. F. Fletcher . 1 2 36 39 75 tute. 408 McKeesport . McKeesport Business College S. S. Gresslv . 3 2 65 61 126 409 Meadville . Meadville Commercial Col- MissS. L. Boyd . 2 4 117 70 187 lege. 410 Newcastle — _ Newcastle Business College. I. L. Smith . 3 2 73 81 154 411 A. J. Schissler . 7 4 I 370 140 510 412 Oil City . Oil City Business College. . . . E. R. Welch . 1 1 39 32 71 413 Archibald Cobb . 24 10 865 615 1,480 414 . do . . Frankford School of Business Geo. E. Harvev . 2 1 29 12 41 415 . do . W. J. Zeiders . 3 "* i 1 40 50 90 lege. I 416 _ _ do . Curtis Haven . 3 2 37 52 89 and Business. 417 . do . Palmer’s College . O. R. Palmer . 2 1 61 107 168 418 1 _ do . Palms’ Business College *. . . . Theo. W. Palms . 4 2 I 102 102 204 419 . do . Peirce School . L. B. Moffett . 33 8 1, 198 618 1,816 420 _ do . Union Business College * . . . . James M. Lingle . 8 3 1 194 200 394 421 Pittsburg . Martin Shorthand and Com¬ H. L. Andrews and 4 286 603 889 mercial School. J. P. McConahey. 422 . do . Reno Shorthand and Pen¬ Marshall H. Reno _ 3 3 171 210 381 manship School. 423 Pottsville . Commercial Union School. . . Edward G. Brandt _ 1 35 60 95 424 Pottstown . Pottstown Business College . F. E. Kellev . 3 50 48 98 425 Reading . Inter-State Commercial Col¬ H. Y. Stoner . 6 '"i 137 85 222 lege. ■ 426 . do . Reading Academy and Busi¬ J. Y. George . . 3 53 21 74 ness College.* r; 427 Scranton . Lackawanna Business Col¬ John E. Bloomer . ... 5 77 89 166 lege. 1 428 Sharon . Sharon College of Commerce J. P. Amspaker . 1 2 76 73 149 429 South Bethlehem. South Bethlehem Business W. F. Magee . 8 175 89 264 College. 430 Titusville . 1 Titusville Business College.. W. J. Cable . 1 2 50 55 105 431 To wanda . To wanda Business College . . M. S. Cronk . | 1 11 9 20 432 : Washington Washington Business College Louis Van (Drden _ 2 4 114 110 224 433 Wa vnpsburg _ Waynesburg Business Col- H. E. Barnes . 1 I . 1 43 24 67 lege. 434 Westchester . Westchester Business School . J. B. Martin . ' 3 p 20 29' 435 Williamsport . Potts Shorthand College . . . . j Jno. G. Henderson _ 1 ’"‘2 l| 195 137 332 436 . do . Williamsport Commercial F. F. Healev . 1 4 228 94 322 College. RHODE ISLAND. 437 j Providence . Bryant-Stratton Business Theodore B. Stowell . . 174 155 329 College. SOUTH CAROLINA, J 438 : Chn rlpston Charleston Mercantile Col¬ Maizie J. Bergman .. 2 20 15 35 lege.* 439 . do . ! Stokes Business College . A. L. Stokes . 1 2 55 25 80 440 . do . | Y. M. C. A. Night School *. . . . 6 1 25 25 441 Columbia . ; Macfeats Business College... W. H. Macfeats . 2 2 25 50 75 SOUTH DAKOTA, j 442 1 Aberdeen . \ Aberdeen Business College*. H. A. Wav . 1 1 1 45: 27 72 443 | Mitchell . Western Business College ... J.L. Wingfield . 2 2 47; 39 86 411 Sioux Falls . Sioux Falls Business Col lege. G.C. Christopherson.. 4 4 .125 75 200 445 Watertown . Watertown Commercial Col¬ D.T. Walker . 2 li 75i 53 128: 1 lege. 1 1 1 1 * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS, 2223 schools in the United States in 1902-3 — Continued. Actual number ! of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing school. - = Day school. bp . W S 33 a z> Ph 6 5 Z 6 73 S z i 0 <3 s j Evening course. fij Female. 1 1 ^ 0) "3 a ! S 1 ! » 10 11 12 13 14 15 16 17 18 19 20 21 22 ! 23 24 25 26 ' 27 28 j 53 33 30 60 35 70 80 93 10 1 18 j 40 47 99 13 38 12 40 30 22 30 1- 1 10 5 4 i 3 50 100 100 85 30 10 15 i 6 9 24 36 12 3 32 12 35 12 13 37 36 | 39 10 12 ! 8 5 4 9 32 34 26 40 45 16 50 ! 6-10 10-12 20 22 8 1 24 102 67 15 3 51 14 53 13 ; 4 10 12 28 8 23 29 52 65 21 16 62 31 62 31 „ » : J * 1 12 1 1 334 122 36 18 240 30 160 86 210 54 240 30 8 16 ! 60 37 49 76 26 28 13 4 28 6 12 3 19 29 3 0 1 12 .. 12 5-9 9 2 16! 338 412 527 203 420 350 512 178 353 437 26 1 10 18 23 49 49 153 1 29 12 30 29 12 3 .... ! 12-15 13 6 ' S 10 30 20 35 24 43 I 11 24 8 10 15 ! 23 38 14 14 23 . 12 37 52 52 37 .... 52 15 18 26 59 35 48 6 i 60 103 ! 1 3 I 1 22 41 54 72 48 30’ 75 50 40 7fv 12 ' 22 2 22 505 350 693 268! 521 1 582 910 193 ! 306 4331198 618! 7-10 15-20 ! 85 22 29 63 62 128 132 72 175j 175 112 55 ! 82 145 1 12! 18 ; 39 97 39 97 115 460 171 143 40 12 236 585: 276, 597 10 6 5-8 8-12 47 152 ’ 124 58 88 65 171 210 i 6 8 . 54 105 27 48 8 12. 78 isl 29 50 ,1 66 3o 60 10 15 1 20 30 12 28 38 40 10 1 10 70 12 29 ; 34 20 ! 30 12 | 12 11 15 20 65 ' 43 1 72 42 70 43 38] 51 39 3 i 18 13 2 1 16 32 14 21 30 19! 17 11 36 J 3 1 5 4 46 69 31 20 56; 21 28 23 ,0 45 14 12 5-9 6 4 8 24 17 50 59 23 46 33 14 44 22' 5-10 12-20 22 2 19 86 62 89 27' 90 56 74 j 25 71 1 60 30] 4 6-10 9 1 6 i 11 35j 37, »] 18 40! 23 35] ■ 25 15 30 50 55 7-lo' 9-20 20 18 10 1 » 11 9 8: 4 9 9 6-10 5 0 6 rr 99| 97 15! 13! 100| 12| 67 32 26 76 '“'1 4 4 1 31 28 9 351 39 1 23 4 1 28 4 32 10 14 10 6 15. 3 1 5 9 20 9 20 9 20 1 8 9' 20! 9 1 | •>o 171 94 24 43 65 37 195 137 • 5 8 135 ! 62 175 80 53 14 135 40 173 34 45 60 22 4 6 18, 38 10 12 IS 174 155 183; 151 53 39 110 10 38 14 60 20 15 I 10 10 10! i 5! 1 - 1 40 20 15! 5 1 35 12 20 5 ! 20 10 8 | 6-9] 9-12 5 3 4 25 21 .... 1 12l !... 9 9 25! 50 I 19 5! 17 34 .... .... 45 27 j 30 24 9 I 6 ,0 17! 17 ! 6 47 39 74 34 8 ; 13 31 34 ! 8: 6 14 5 12 14 125 75 80 75 50 ! 50 40 ! 25 5 15! 3 75 53 r" 44 1 26 13 1 19 25 30 15 1 lOj 12; 1 6 1 9 , 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 489 440 441 442 443 444 445 2224 EDUCATION REPORT, 1803, Table 11. — Statistics of commercial and business Post-office. Name. 1 2 TENNESSEE. 446 Chattanooga . 447 Henderson . 448 Knoxville . 449 . do . . . . 450 Memphis . 451 . do . 459 453 . do . j 1 TEXAS. 454 Austin . 455 Dallas „ . 456 . do . 457 j Fort Worth . 458 > . do . 459 Houston . 460 | Omen . 461 j Paris . 462 j San Antonio . 463 San Marcos . 464 | Tyler . 465 | Waco . 466 . do . UTAH. 467 j Ogden . 468 Salt Lake City.... 469 ! ! . do . VERMONT. 470 Burlington . 471 Rutland . 472 St. Johnsbury . VIRGINIA. 473 Lynchburg . 474 . do . 475 Richmond . 476 Roanoke . 477 Staunton . . WASHINGTON. 478 ! Everett . 479 i Seattle . 480 1 . do . 481 ; . do . 482 j Spokane . 483 I . do . I Mountain City Business Col¬ lege.* Georgie Robertson Christian College. Knoxville Business College . McAllen’s Business and Shorthand College. Memphis Business College .. Watson’s Business College. .. Fall’s Business College . Jennings Business College .. St. Edward’s College - .... Dallas Commercial College.. Metropolitan Business Col¬ lege.* Draughon’s Practical Busi¬ ness College. Fort Worth Business College. Massey Business College .... Summer Hill Select School.. Southwestern Business Col¬ lege.* Alamo City Commercial Col¬ lege. Lone Star Business College.. Tyler College . Hill Business College . Toby’s Practical Business College. Intermountain Business Col¬ lege. McKee’s Business College... Salt Lake Business College*. Burlington Business Col¬ lege. Rutland Business College... St. Johnsbury Academy* _ Piedmont Business College.. Smith Business College . Smithdeal Business College . National Business College... D unsmore Business College . . Everett Commercial College. Acme Business College . Leo’s Business Col lege . Wilson’s Modern Business College. Blair Business College . Northwestern Business Col¬ lege. * In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Executive officer. Male. Female. Male. a o> Total. 3 4 5 6 7 8 Wiley Brothers . j 3 i 283 135 418 A. G. Freed . 8 * 260 305 565 J. C. Woodward . j 3 1 150 50 200 Jno. A. McAllen . ! 2 2 1 63 62 125 T. A. Leddin . j o 2 84 103 187 W.T. Watson . 2 4 1 140 70 210 Alexander Fall . 6 7 762 541 1, 303 R. W. Jennings . 4 110 no John T. Boland . 17 190 190 G. A. Harmon . 4 ""‘2 300 *i50 450 A. Ragland . 6 2 350 150 500 J. W. Draughon . 6 2 350 150 500 F. P. Preuitt . 5 2 212 ' 112 324 C. F. Beutel . 4 2 250 ! 150 400 A.W.Orr . 5 ! l 165 94 259 E. M. Charlier . 3 1 1 221 67 288 Shafer and Downey . . 6 .... 350 150 500 M. C. McGee . 1 2 1 71 11 82 H. E. Byrne and N. Adair.' 10 5 | 524 156 680 R. H. Hill . 9 1 525 100 625 Edward Toby . 6 2 482 92 574 James A. Smith . 1 5 110 61 171 J. B. McKee . 2 66 24 90 Joseph Nelson . 5 ”*2 312 130 442 E. George Evans . 2 2 62 62 124 L. J. Egelston . 3 1 63 80 143 A. H. Barbour . 1 1 17 20 37 J. W. Giles . 5 5 150 130 280 T. P. Smith . 1 2 12 22 34 G. M. Smithdeal . 6 3 165 78 243 E. M. Coulter . 4 5 174 72 246 J. G. D unsmore . 4 3 167 53 220 A. E. Flowers . 2 1 110 60 170 F. R. McLaren . 7 240 215 455! Ernest Leo . 1 "i 10 i 40 50| Judson P. Wilson . 6 l 375 |275 650! H C Blair 6 2 349 •291 648 E. H. Thompson. . 6 1 183 I162 33fi| * Statistics of 1901-2. COMMERCIAL AND BUSINESS SCHOOLS, 2225 schools in the United States in 1902-8— Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. I In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing school. bo . g3 a 6 3 "3 a >>o .5 c P s O 73 a 8 o5 S 1 "3 S 0 6 *3 3 a CD s w ” a pXH a S j S 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 211 1 r>8 72 12 283 135 260 1 305 350 30 20 27 150 ISO] 23 12 1 0 50 40 10 1 151 38 521 io 30, 9 50 50 60 6-12 12-24 . 1 1 58 26 12 164 28 24 2 8 4 ! 6 12 14 2 6 28 120 60 20 10 92 20 84 42 28 41 9 24 8 5 *7 577 483 185 58 985 21l! 762 541 762 541 762 1 541 87 27 6-9 8-12 511! 432 511 432 110 110 3 80: 190 190 75 1 20 15 10 20 0 200 100 100 50 75 25 200 50 100 100 6 12 20; "io 20s 20; 350 150 250 20 100 30 150 10 300 13o| 50 20 180 40 300 35 150 75 20 10 I 4-10 8-16 150 40 100 40 1 212 1 J 141 35 210 | 100 12 10 20 36 2 , i i 20 200 1501 50 150 25 140 "12 60 "i‘28 50 10; 6 12 1 . 165! 94! 205 15 4 6 3 120 60 12 4 221 ! 67 75 198 17 43 58 9-18 1 1 . 350! 150 275 182 1 91 137 91 15 '25 ■ 6-9 50 15 25 25: 71: 11 ! 30 ’ 71 1 11 64 11 6 13 1 ! 1 524 156 350; 292 ! 56 302 100 4 151 35 200 74; 525 100 ! i 250 “ i 500 ! 2 40 98 ! 2 4-6 2 1 1 10I 412 74 j 70 18 275 70 360 15 103 93 482 92 6-8 12-24 275 11 77 79 67 56 43 5 65 20 50 1 12 7 28 58 6 7-9 12-20 16 10 1 20 42 20 1 19! 9 45 36 58 32 .... 1 9 11 22 * 214 85 98 45 175 90 150 39 'i22 | 89 "36 *i2 35 10 34 45 49 17 13 50 20 30 18 11 32 18 12 1 L.. 1 5-10 4 3 2 3 43 50 1 26 24 45 24 20 10 13 ! 32 3 3 1 6-9 12 1 8 4 15 17 20 30 16 9 1 1 11 10 5 4 7 125 120 ! 25 ' : 10 1 90 25 125 : 10 25 120 125 120 60 3 20 60 3 12 9 10 j 13 14 2 j 3 1 7 5 ■I 1 6 1 18 2 3 1 6 144 72 ; 21 ! 6 91 1 9 38 67 28 1 8 i . 133 70 41 2 165 I 90 43 I 58 j 170 70 1 10 6 15 2 10 ii is! 167 53 1. \ 165 149 >1 5 22 1 1“ ' 8 27 18 j 36; 70 40 1 40 20 1 100 40 30 l 30 15 j 50 | 25 J 30 1 10 1 2 6 9 1 50 60 1 20 1 1 30 192 201 ! 48 14 : 95 15 191 j 80 35 1 120 i| 14 15 6 5 3 ; 2 : 6 6 30 ij 4 10 1 30 10 10 l 40 1 1 :::: 6 10: . 300 175 75 1 250 50 300 l! 75 ' 50 .... 1 150 ij 75 1 .... 6 in 309 271 j 100 1 40 2C 1 . 209 (! 75 > 86 ' 174 • 40 | 5C 1 5 1 6 1 19 :! 6 .. J j 159 141 .1 24 11 1 91 83 79 > 48 1 i 50 1 »j 53 1 12 1 7 i '1 5 1 6 12 : 23 :i 7 j 35 1 23i ed 1903 — yol 2 - 64 446 ) 447 , 448 . 449 i 450 J 451 > 452 . 453 . 454 1 455 . 456 ) 457 ) 458 . 459 . 460 . 461 3- 462 j 463 1 464 I 9] 465 9 466 0 467 . 468 4 469 3 470 5 471 7j 472 0 473 6, 474 . 475 8 j 476 6; 477 0 478 .! 480 . 481 2 482 3 483 2226 EDUCATION REPORT, 1903, Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. 6 35 S Female. JV '■ "3 S Female. O H 1 2 3 4 5 6 7 8 WASHINGTON — continued. 484 W. R. Shoemake . 3 2 84 82 176 485 Brother Florinus . . 6 70 70 4S6 Walla Walla . Empire Business College .... W. P. Underwood _ 1 *"i 58 "‘22 80 WEST VIRGINIA. 487 Geo. W. Brovles . 1 2 75 22 97I Capital Citv Commercial W. B. Elliott . 3 165 150 315 College. 489 . do . 2 46 50 96 490 Huntington . Marshall Business College... W. A. Riplev . 5 5 128 78; 206 491 A. M. Stevenson . 8 4 208 223 431 WISCONSIN. 492 Ashland . Gordon’s Business College... E. D. Gordon . 1 1 50 70 120 493 Beloit . Beloit Business College . W. H. Lee . 2 3 54 76 130 494 Green ha v . . Green bay Business College.. E. F. Quintal . 2 3 139 70 209 495 Janesville . Janesville Business College . E. L. Williams . 1 2 83 38 121 496 . do . . Valentine’s School of Teleg¬ Richard Valentine ... 4 205 2 207 raphy.* 497 Kenosha . Kenosha College of Com¬ Otis L. Trenary . . 3 2 100 60 ; 160 merce. I 498 La Crosse . Wisconsin Business Uni¬ F.J.Toland . 5 2 253 51 304 versity. 499 Madison . Northwestern Business Col¬ R. G. Deming . 4 1 114 95 ’ 2091 lege. i 500 Marinette . Marinette Business College.. O. W. Dickerson . 2 1 46 27 73 501 1 Milwaukee . Cream City Business Col¬ H. A. Brown and W. 7 2 299 230 ! 529! lege.* W. Way. I 1 1 502 . do . Hoffmann’s Metropolitan O. A. Hoffmann . 15 1 400 300 : 700' 1 Business College. 503 ' . do . Rheude’s Business College A.R.Rhende 5 1 230 20 250 1 and Drafting School. : 504 . do . Spencerian Business Col¬ R. C. Spencer . . . 5 6 257 213 470 lege* 1 505 . do . Wilmot Business and Short¬ H. M. Wilmot . 3 1 124 53 177 hand College. 506 Oshkosh . Oshkosh Business College _ W. W. Daggett T 3 68 56 124 507 . do . Railway Telegraph Institute H. D. Bn iris 1 3 !' 75 508 Platteville . Platteville Business College. John Alcock 2 16 11 27 509 Portage . Story’s College of Commerce H. A.Storv . 2 1 2 108 93 291 and Training School.* 510 Racine . Racine Business College .... C. B. Potter _ 2 2 84 62 146 511 Shebovgan . Wisconsin Business College . J. A. Book 4 | o 88 54 142 512 Stevens Point .... Stevens Point Business Col¬ W. E. Allen . 3 1 60 35 95 lege. 513 Stoughton . Stoughton Business College . W. W. Dale . 3 1 36 32 68 514 - Wausau _ i Wausau Business College C. M. Bovles . 3 1 168 1201 288 and Academy. 515 . do . Wausau Business University. R. F. Davis . 1 1 24 15 39 WYOMING. 516 ' Chevenne . 1 Cheyenne Business College . D. C. Royer . 1 1 44 28 ! 72 * Statistics o £ 1901-2. COMMERCIAL AND BUSINESS SCHOOLS 2227 schools in the United States in 1002-3 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing school. Male. 1 Female. 6 * s Female. Day school. Evening school. Male. j Female. § | Female. 3 | Female. Male. | Female. Day course. Evening course. Male. Female. Male. Female. 9 io 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 30 35 54 57 40 25 84 92 6 70 60 14 9! 12 2 2 33 16 25 6 18 •7 48 13 3 9 6-9 2 1 99 60 44 11 2 16 27 14 . 6-8 13 1 5 165 150 50 40 10 125 140 165 150 4-6 25 4 76 81: 41 38 5 12 38 20 2 26 48 8' 10 22! 98 60 30 18 80 20 70 15 65 60 45 j 30 6 8 9 j 2 5 144 148 64 75 240 114 253 187 94 217 49 86 27 14 4-8 8-12 179 104 ! 85 1961 40 60 15 5 50 13 33 26 41 44 | 23 11 6 12 39 72 15 4 - 50 10 38 15 19 31 7-9 12 9 6 1 8 101 75 26 116 26 60 6 9 4 13 83 38 40 20 83 38 1 83 38 40 50 35 205 2 125 I 205 2 54 42 46 18 ! 32 11 20 ! 57 33 12 12 3 8 253 51 290' 187 15 11 91 i 1 81 82 33 13 I 100 20 46 17 22 58 | L 13 n 6 12 13 9 8 26 40 25 6 J 20 5 13 8 6 2 8 136 187 163 43 125 50 165 36 109 190 j 25 4 .... 6 15! 5 5 25 300 100 200 100 ! 400 300 60 40 60 40 15 15 6 2 8 1 • ! 70 10 160 10 50 100 80 3 15 10 35 12 24 6 15 5 174 176 83 1 3?J 139 41 35 135 1 10 10 30 125 124 53 54 28 32 22 58 33 30 J 6 6-8 27 18 41 26' 68 56 65 40 24 28 32 1 9 17 3 5 11 72 3 40 72 O 5 16 11 15 1 3 9 .... 4 1 3 9 108 93 49 20 21 40 .... 12l 3 5-6 43 48 41 14 68 23 67 17 14 48 38 20 50 34 49 50 62 23 18 30 71 2 .... 10 16 8 3 g 10 46! 29 14 6 70; 18 55 15 25 30 4 2 6 11 6 6 Hi ! 23' 27 13 5 1 40 15 34 22 2 10 6-10 12 3 2 6 135 110 33 10 150 30 163 120 148 120 5 12 12 24 35 31 42; 28 24 15 1 33 22 10 1 2 13 24 15 6 9 2 j 10 23 27 21 1 12 6 32 21 ; ! I H "H 1 484 485 486 487 488 489 490 491 492 493 494 495 493 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 CHAPTER XL. SCHOOLS FOR NURSES. The number of schools for training nurses in 1903 was 552, and the number of pupils receiving instruction was 13,779. This is an increase of 527 pupils over the previous year. The number graduating or completing the course was 4,206. The rapid growth of nurse training is well shown by the number of nurse pupils at differ¬ ent periods: 323 in 1880, 1,552 in 1890, 11,164 in 1900, and 13,779 in 1903. Three years are now required for graduation in more than one-half of the schools not connected with hospitals for the insane. University of Texas School of Nursing. ° — The School of Nursing has been undertaken as a successor of the John Sealy Hospital Training School for Nurses. After receiving instruction for a period of two years, if found worthy in every particular, the pupil nurses are, upon recommendation of the medical faculty, given certificates of proficiency as trained nurses by the University of Texas and the president of the board of managers, or other authorized officials, on the part of the management of the John Sealy Hospital. For their services in the wards of the hospital, the pupil nurses whose applications for admission have been accepted, are given their board, lodging, laundry, and edu¬ cation free. Table 1. — Comparative statistics of nurse training schools. Year. Schools. Beds for patients. Nurse pupils. Gradu¬ ates. Value of grounds and buildings of the hospitals. Endowment funds of the hospitals. 1903 . 552 432 131 35 34 15 112, 467 84, 227 13, 779 • 11,164 3,985 1,552 793 323 4,206 3,456 1,498 471 218 157 8110, 481, 148 71, 549, 043 824, 267, 925 18, 381, 190 1900 . 1895 . 1890 . 1885 . 1880 . Several States have passed laws requiring a license to be obtained in order to assume the title of registered or trained nurse, and in other States such laws have been pro¬ posed. Among the States adopting such laws are New York, New Jersey, Maryland, Virginia, and North Carolina. The legislature of Illinois also passed such a bill in 1903, but it was vetoed by the governor, objection being made to the proposed method of appointing the examiners. In New York a board of examiners, consisting of 5 members, is appointed by the regents, each member to serve five years. The fee for examination and certification is $5, and the candidate must be 21 years of age, of good moral character, and have received a diploma from a training school requiring at least two years of instruction and maintaining a standard satisfactory to the regents. In North Carolina the State board of examiners, consisting of 5 members, 2 phy¬ sicians and 3 nurses, elected by the North Carolina State Medical Society and the a From University catalogue, 1903-4. 2229 2230 EDUCATION REPORT, 1903. State Nurses’ Association, examines the candidates who desire to become registered nurses. Fee, $5. If satisfied as to the qualifications of an applicant they may dis¬ pense with the examination. They may also revoke a license for incompetency or conduct derogatory to the profession. (Act of March 3, 1903.) In New Jersey anyone desiring to practice the profession of a trained nurse must obtain a license from the clerk of the county court, after showing -a diploma from a nurse school, obtained after a course of practical and theoretical training; fee, 50 cents. (Act of April 7, 1903.) In Virginia a State board of examiners, consisting of 5 members, is appointed by the governor from the names of 12 nurses submitted by the Virginia State Association of Graduate Nurses, each member to serve five years and to receive as compensation $1 for each day actually engaged in the service, together with “all legitimate and necessary expenses incurred in attending the meeting of said board. ’ ’ The secretary may receive a salary of $100 and expenses. All to be paid from the fees received. Certificates allowing the use of the terms “ Trained nurse” or “Graduate nurse,” or the abbreviations “T. N.” or “G. N.,” are granted to those who pass a satisfactory examination and who are 21 years of age, of good moral character, and have sufficient preliminary education, in the estimation of the board, and have “graduated from a training school of a general hospital in good standing, as may be determined by the board, and where at least two years’ training” is given. The penalty for violation of this act is a fine of $50 to $200 for the first offense or $100 to $500 for each subse¬ quent offense. Licenses may be revoked for incompetency or any act derogatory to the profession. (Act of May 1, 1903.) Registration of nurses in Maryland. — The governor appoints a board of examiners, of 5 members, each to serve three years, from names submitted by the Maryland State Association of Graduate Nurses. A nurse who receives a certificate shall be known as a registered nurse, and ‘ ‘ no other person shall assume such title or use the abbreviation ‘R. N.,’ or any other letters or figures to indicate that he or she is a registered nurse.” Applicants must be 23 years of age, of good moral character, have received the equivalent of a high-school education, and have graduated from a training school connected with a general hospital of good standing, where a 3-years’ training with a systematic course of instruction is given in the hospital, and must pass an examination (fee, $5). Nurses graduating prior to June 1, 1906, and possess¬ ing the above qualifications may be registered without examination. Anyone vio¬ lating the provisions of this lawr, or making any false representation to the board of examiners shall be fined not more than $500. The board may revoke licenses for cause. It wd'Il be observed that in none of these States is any person forbidden to act as a nurse, even for compensation, but it is required only that no one shall claim to be a registered or trained nurse without being authorized to do so. As legislation of this kind is of recent date, the law of New York is given in full in order to present clear and definite information on the subject. - _ . LAW OF NEW' YORK REGULATING THE PRACTICE OF NURSING. Art. Nil, Sec. 206. — TlAo may practice as registered nurses. — Any resident of the State oLNew York, being over the age of twenty-one years and of good moral charac¬ ter, holding a diploma from a training school for nurses connected writh a hospital or sanitarium giving a course of at least two years, and registered by the regents of the University of the State of New' York as maintaining in this and other respects proper standards, all of w'hich shall be determined by the said regents, and who shall have received from the said regents a certificate of his or her qualifications to practice as a registered nurse, shall be styled and knowm as a registered nurse, and no other person shall assume such title, or use the abbreviation “ R. N.” or any other words, letters, or figures to indicate that the person using the name is such a registered nurse. Before beginning to practice nursing every such registered nurse shall cause such SCHOOLS FOR NURSES. 2281 certificate to be recorded in the county clerk’s office of the county of his or her resi¬ dence with an affidavit of his or her identity as the person to whom the same was so issued and of his. or her place of residence within such county. In the month of January, 1906, and in every thirty-sixth month thereafter, 'every registered nurse shall again cause his or her certificate to be recorded in the said county clerk’s office, with an affidavit of his or her identity as the person to whom the same was issued, and of his or her place of residence at the time of such reregistration. Nothing con¬ tained in this act shall be considered as conferring any authority to practice medi¬ cine or to undertake the treatment or cure of disease in violation of article eight of this chapter. Sec. 207. Board of examiners; examination; fees. — Upon the taking effect of this act, the New York' State Nurses’ Association shall nominate for examiners ten of their members who have had not less than five years’ experience in their profession, and at each annual meeting of said association thereafter, two other candidates. The regents of the University of the State of New Y”ork shall appoint a board of five examiners from such list. One member of said board shall be appointed for one year, one for two years, one for three years, one for four years, and one for five years. Upon the expiration of the term of office of any examiner the said regents shall likewise fill the vacancy for a term of five years and until his or her successor is chosen. An unexpired term of an examiner, caused by death, resignation, or otherwise, shall be filled by the regents in the same manner as an original appoint¬ ment is made. The said regents, with the advice of the board of examiners above provided for, shall make rules for the examination of nurses applying for certification under this act, and shall charge for examination and for certification a fee of five dollars to meet the actual expenses, and shall report annually their receipts and expenditures under the provisions of this act to the State comptroller, and pay the balance of receipts over expenditures to the State treasurer. The said regents may revoke any such certificate for sufficient cause after written notice to the holder thereof and hearing thereon. No person shall thereafter practice as a registered nurse under any such revoked certificate. Sec. 208. Waiver of examinations. — The regents of the university of the State of !New York may, upon the recommendation of said board of examiners, waive the examination of any persons possessing the qualifications mentioned in section two hundred and six, who shall have been graduated before, or who are in training at the time of, the passage of this act and shall hereafter be graduated, and of such persons now engaged in the practice of nursing as have had three years’ experience in a general hospital prior to the passage of this act, who shall apply in writing for such certificate within three years after the passage of this act, and shall also grant a certificate to any nurse of good moral character who has been engaged in the actual practice of nursing for not less than three years next prior to the passage of this act who shall satisfactorily pass an examination in practical nursing within three years hereafter. Sec. 209. Violations of this article. — Any violation of this article shall be a misde¬ meanor. When any prosecution under this article is made on the complaint of the New York State Nurses’ Association, the certificate of incorporation of which was filed and recorded in the office of the secretary of state on the second day of April, 1902, the fines collected shall be paid to said association and any excess in the amount of fines so paid over the expenses incurred by said association in enforcing the pro¬ visions of this article shall be paid at the end of each year to the treasurer of the State of New York. (Laws of New York, 1903, vol. 1, p. 599.) FINAL EXAMINATION QUESTIONS OF THE EVANSVILLE SANITARIUM TRAINING SCHOOL FOR NURSES, EVANSVILLE, IND. [Sara Bolton, superintendent.] SURGERY. How would you prepare for a celiotomy or a laparotomy at a patient’s house? What are the chief dangers after a laparotomy, and what are their symptoms? How would you prepare for adjustment of a fracture of the forearm, and what would you do before the doctor came if he were long delayed? What is a simple fracture? A compound fracture? A comminuted fracture? A multiple fracture? What means can you give for stopping hemorrhage? When would you compress the brachial artery? The femoral? What is retention of urine? Suppression of urine? What does a chill and fever following cathet¬ erization mean? 2232 EDUCATION REPORT, 1903. What instruments should be prepared for curettage with repair of laceration of cervix and perineum? What would you do for uterine hemorrhage after operation? What would you do for epistaxis? What are the following operations: Ventral fixation? Alexander’s operation? Vaginal puncture? Myomectomy? Trachelotomy? Colpocystotomy? Colpoperineoplasty? Colectomy? Hysterectomy? Paracentesis? Cholecystectomy? Nephrectomy? Gastroenterotomy? Tracheotomy? MEDICINE. What is the temperature and pulse range in an average case of typhoid fever? What is a high temperature in this fever? Why do you give liquid diet? What is a relapse? What two serious complications may arise, and what symptoms would warn you of their occur¬ rence? What is pneumonia? Its chief symptoms? Its chief dangers and their symptoms? OBSTETRICS. If you were alone with a woman when she gives birth to a child, what would you do? How would you prepare a patient for labor? What does fever following delivery indicate? What is puerperal eclampsia? What would you do for a case of it before the doctor came? What is post-partem hemorrhage? What would you do for a case? With what would you feed the baby until the milk appeared? When does the milk appear? Is its advent accompanied by fever? Give the stages of labor? How do you tie the umbilical cord? How do you take care of the child immediately after it is born? What is Crede’s method? What is the placenta? What is placenta previa? PHYSIOLOGY AND HYGIENE. Where are the fats and starches digested, and by the secretions of what organs? What are the chief constituents of gastric juice? How is the blood changed in the lungs? What is the most important substance excreted by the kidneys? Give the difference between excretion and secretion. Give systemic circulation; pulmonary circulation. Give the function of the skin. How would you ventilate a sickroom which had only one window and one door? What is natural ventilation? What is ventilation by extraction? Name three important rules in regard to ventila¬ tion. How would you take care of the flush closets, stationary basins, and old dressings? Give a thirty-line treatise on digestion. ANATOMY. What bones make the elbow joint? How many vertebrae are there? Name the divisions. Give the names of the muscles of the arm. What organs are in the umbilical region? Name the divisions of the abdomen. Name the bones of the head; of the face; of the leg. What are soft tissues? Hard tissues? How are they nourished? Give the divisions of the alimentary canal. Of the region of the chest. Locate the heart, the liver, the spleen, and the kidneys. Give gross structure of the heart. Name five arteries; five nerves. What kind of nerves are the fifth and seventh cranial nerves? BACTERIOLOGY. Name five pyogenic germs which cause disease. How are they killed? What are the requirements for their growth? What is asepsis? What is antisepsis? What are pyogenic germs? What is immunity? What germs produce immunity in the system? SCHOOLS FOR NURSES. 2233 MATERIA MEDICA AND THERAPEUTICS. What is the dose of sulphate of atropia? Of sulphate of strychnia? Of hyoscine hydrobromate? What would you do for a patient who had taken an overdose of opium or morphine? What in poisons generally? What is a special antidote for carbolic-acid poisoning? What is static electricity? Galvanic? Faradic? In strychnine mixture with grs. ii to Svi of water, how much strychnine will be given to 5i dose? Bismuth subnitrate 480 grs.; simple sirup Svi. How much bismuth subnitrate will be given to 5ii dose? How much morphia would you give to a child 2 years old? Four years old? Seven years old? How much strychnine sulphate to a child 3 years old? Eight years old? Twelve years old? Give the standard rule by which the dose for children is reduced. What is an antidote for acid poisoning? For alkaline poisoning? Give three or four names of each? CHEMISTRY. Give the meaning in reaction of urine, of acid, alkaline, and neutral. Give test for albumin and sugar, and the normal specific gravity of urine. Does the presence of albumin necessarily indicate disease of the kidney? How would you obtain a specimen of urine for examination? How is it often contaminated? Write about one hundred words of general urinalysis. How do you test for free hydrochloric acid in stomach contents? How do you make 4 per cent carbolic-acid solution? One per cent ditto? One-half per cent ditto? How do you make saturated solution of boracic acid? Normal salt solution? Ten per cent solution of nitrate of silver? How do you make bichloride solution 1-2,000, 1-5,000, 1-10,000? Table 2. — Summary of statistics of schools for training nurses, for 1903. States and divisions. Schools. Beds for patients. Nu Men. irse pupils. Grad- Wo- uated men. in 1903. Value of grounds and build¬ ings of the hospitals. Endow¬ ment funds of the hospi¬ tals. Benefac- . tions received during the year. United States . . 552 112, 467 1,122 12,657 4,206 1110,481,148 $24,267,925 $3, 517, 377 North Atlantic Division. . . . 278 65, 173 673 6, 940 2,383 69, 479, 781 18, 197, 194 1,871,593 South Atlantic Division. . . . 63 9, 430 71 1,020 277 9, 633, 900 3, 547, 600 268, 400 South Central Division.... 23 3, 949 20 389 119 2, 410, 366 112, 000 20, 729 North Central Division.... 166 30, 222 337 3,457 1,186 25, 877, 101 2, 214, 131 1,298, 600 Western Division . 32 3,693 21 851 241 3, 080, 000 197, 000 58, 055 CLASS A. Hospitals not for insane. Whole number . 498 50,528 273 11, 340 3,637 58, 564, 835 23, 734, 383 3, 517, 377 North Atlantic Division: Maine . 4 325 1 94 35 582,000 273, 090 154, 227 New Hampshire . 6 215 3 76 32 183, 150 142, 978 26, 700 Vermont . 5 158 52 17 186, 000 305. 500 Massachusetts . 45 3, 825 13 1,185 397 10, 585, 037 7, 548; 429 552, 762 Rhode Island . 4 549 2 142 65 1, 217, 076 798, 708 25, 000 Connecticut . 8 848 2 240 73 942, 000 250,000 16, 000 New York . . . 84 13,170 155 2, 426 834 13, 044,112 3, 504, 365 422, 971 New Jersey . 23 1,692 403 132 1, 968, 289 458, 152 90, 805 Pennsylvania . 67 7.206 3 1,540 486 8, 169, 905 4, 382, 520 583, 128 South Atlantic Division: Delaware . 2 80 24 7 79, 900 Maryland . 14 1,597 337 66 3, 173, 000 3, 410, 000 6,000 District ot Columbia ... 7 932 209 61 513, 000 5,000 204,000 Virginia . 9 475 137 31 131,000 45, 000 9, 400 West Virginia . 3 135 35 9 157. 000 45, 000 27, 000 North Carolina . 4 169 37 11 130, 000 20, 000 8, 000 South Carolina. . 2 135 26 12 100, 000 Georgia . 6 354 92 23 241, 000 20, 600 14,000 Florida . 1 50 16 4 100, 000 2,000 South Central Division: Kentucky . 6 473 1 80 23 302, 000 62, 000 18, 000 Tennessee . 6 392 48 17 265, 000 Alabama . . . 2 180 9 56 12 204, 366 Mississippi . 1 175 18 7- 75, 000 Louisiana . 4 1,170 2 127 34 681,000 50, 000 2, 000 Texas . 2 165 29 5 80, 000 0 729 Arkansas . 2 174 6 15 9 103. 000 2234 EDUCATION REPORT, 1903. Table 2. — Summary of statist ics of schools for training nurses, for 1003 — Continued. States and divisions. Schools. 1 Beds for patients. Nurse pupils. Value of grounds and build- i ings of the hospitals. Endow¬ ment funds of the hospi¬ tals. Benefac¬ tions received during' the year. Men. - Wo¬ men. Grad¬ uated in 1903. class a— continued. Hospitals not for insane — Continued. North Central Division: Ohio . 24 2,443 9 559 199 83, 532, 000 $798, 300 $833,000 Indiana . 12 803 2 169 49 727,000 4,500 12, 500 Illinois . . 84 2,811 18 843 309 2, 603, 000 625,713 88, 078 Michigan . 16 1,180 9 341 124 1,333,000 637,470 45, 600 9 985 *7 224 58 903, 000 200, 750 Minnesota . 9 1,061 0 256 71 1,215, 000 5,148 26, 370 Iowa . 12 626 l 158 40 740,000 78,000 83, 250 Missouri . 20 1,753 l 296 101 815, 000 40, 000 9,052 Nebraska . 6 211 8 95 18 185, 000 0 0 8 318 0 104 25 219, 000 25,000 Western Division: 1 24 3 15, 000 Wyoming1 . 1 60 ! . 8 2 50,000 18, 000 Colorado . 8 903 8 179 56 807, 000 14,000 18, 500 Utah . 1 120 25 7 140, 000 0 0 Washington . 4 263 0 79 17 153, 000 0 6,800 Oregon . 3 417 76 25 180, 000 75, 000 4 000 California . . . 14 1,906 13 481 134 1,735, 000 90,000 28, 755 CLASS B. Hospitals for insane. Whole number . 64 61,939 849 1,317 559 51,916,313 533, 542 Maine . . . 1 220 18 19 4 500, 000 New Hampshire . 1 480 12 12 500, 000 300, 000 Vermont . 1 508 15 24 4 Massachusetts . 7 6,315 124 257 95 6, 624, 513 207, 442 Rhode Island . 1 180 20 24 12 333, 340 New York . 13 22, 636 120 185 94 18, 049, 938 New Jersey . 2 2,535 33 47 24 4,100,000 . Pennsylvania . 6 4,311 164 214 67 2, 494, 421 26, 100 Marvland . 1 500 6 9 4 500, 000 District of Columbia . 1 2,369 20 29 22 2, 809, 000 Virginia . 1 450 5 4 3 200, 000 North Carolina . 1 1,050 0 15 12 1,000,000 South Carolina . 1 1,134 40 50 12 500, 000 Alabama . 1 1,220 2 16 12 700, 000 Ohio . 3 3, 501 43 1 47 33 4, 700, 000 Indiana . 2 1,405 49 55 11 1,299, 353 Illinois . 1 2, 300 6 13 19 Michigan . 3 3,257 46 81 44 2, 472, 143 Minnesota . . 3 3,492 61 114 48 2, 235, 825 Iowa . 4 4,076 77 102 37 2, 897, 780 Table 3. — Statistics of training schools for nurses for the year 1902-3. SCHOOLS FOR NURSES 2235 *Inl902. a Approximately. b No definite session. o $50 at graduation. Table 3. — Statistics of training schools for nurses for the year 1902-3 — Continued. 2236 EDUCATION EEPOET, 1903, aqj Suunp P9AI909J SUOIJOBjauag 50 o ■ $6, 000 5,000 0 0 54, 000 100, 000 50, 000 0 0 000 ‘9 0 0 000 ‘8 :i : : icT : : •jBjidsoq aqj jo spunj 9aij -onpoad juauBuuad i® ° ! : 1° :i :° 1 ;sj e ! ! O 000 ‘9 2,000 0 600 . 0 6, 000 14,000 0 0 25,000 • jBjidsoq aqj jo sSui -pimq puB spunoa# jo ' aiquA pajBtaijsg ■* § i 1 : Him § €§|S|1 s 100, 000 325,000 53,000 000 ‘98 100,000 125,000 25, 000 uuu 60, 000 *25, 000 40, 000 ill i iff : Monthly allowance to pupils. •jBaA pjiqx « jft • 00 I> • • • O w5 • t> : e : : : ^ : ■ . to • 10 'CIO • • i • • UBai puoaas 2 NGONOCiCONO 0505 to I> O lOOlO 0050 iCiOOOl> : :°° i UBaX jsaig s oooosico xx oo ci uc 1000 oao ifliOiOWio * "a " • O OO • •asanoo aqj ui sjBax. O MCCMCOCOOaC^lCO COCO CO Ol CO OI CO 11 10 12 • OX LCOOlO ■^^XiCOiO X 1C O O CO j O X . T*< XtD ^t^oox •XX lOOOlO Id o 01 J J cs « *jT?aA pnoaas 73 O * xx oc «oo ooc O J O « TfhXOO ICCCOI 0 m 0 0 or O -JB9A JSJtg s xu. o j j 00 o c D jo j lOXX o-oxo X ^ c •a&inoa aqj tq sreax © CO CO OT O* tNCOMC^r-iCOCOC^lC^COCOC^CO C^C^^ICO'MC^ ■ O'! x^coccoxcao oi *Sfidnd ajBtca g £ oco gg^oo^ejr^SM.g.g S •spdnd apjv . . OO • *sasop uoissas I £ 5 : : -5 i-j , , § ®HHI Srtg 3 £ 22>>3^>>2£^2 5 5525~253~2 ►“5 »-5 — 5 ^5 •-a »-© O o . J 5 5 3* : »-5 | . 0 0 53 5 o a o* A ~ ll ll as OQ ■ ! : : : : ii Jig ii a ii ii ; S3 2 : ;n > 2 :j i IS 3 It l^IS: a o . ~, <1-1 46§2i o 2 § o 1 li 111 III i : jlj :=s m a; so. >a a 2 a 1 5 2! iic 1 ;§i p| i • • «, ijj 1 ?3 .3 <: ilfi 2 l! § l •patiado xooqas asxau xbsa ■* II III 1 llllllllilill 11111111 § •sjuaptrd 10} spag !9 0 3§S83ggg^g2gs 2g|gg2gg £ 73 -2 a> 1 £ : M 2- : : : i m ^SjjgSJ o~ £ £=•:§ £2 £~2 r Sfg&Sfc g-sClis 3§a£3l SjM ts-j 3 : i o : : 5 : : o . . S : : >> • 2 I f f •pl~ mi I II; : :3 : J-J1J Ifi! s — . Ia£“ |5s%,' |S|I 2, ~ f-Z If ■ 3 I ii f| fs i ;3 || iSii rfli ; ^ c jx •ill HI! ii i p 1 Sis i ns c :§5 ti O z !■= isri i 1* ->* 53 : 1 5 > ;2 3 it- r3 .2 : >.C || 3 1 ti 11 ■^1 •11 il 1 Jg g 3-s § 43 * ;Ss 0 : >. a G ;|l 1 if Isis iti-r 1 Location. - 1 -1 • 1 £ 5 log 0,2 • 1—1 ? i jjft ifi ‘ 2 £ : > S ; 52 :2m Us 1-1 ,-i>^ | Hi- S 33 M \"2 ■ ; if il i| u o 5 IA c: &' \& ■Ii gl is 5 ■5 ’M '■~5l dgS :5i1 •i£!5 ai :|4 :f> c h3 t 523 > 1 : r :| j [I !5c : ^ : 0 : 0 c = ! J 0 2d S li gg SSSS r. ?! 5i S SCHOOLS FOR NURSES, 2239 127, 227 0 0 5,000 j§ : ! * ° ©1©© § : 8 j co • |8 1 °8 1 ;S S s s °© 0 000 ‘I S=1 rH iO COO‘911 916 11 P c 1 1 a I eo • o j • o © °11S -Vs 1° I il 1 i is 6 i :«f - ■' 1 1 1°S1 li ” § § *-'§' a" S°1 a 3 11 i «§ ; 11111 I gf^'s 1 ef is i :S 8 i li i IS §11111111 1 11 1 1111 11 s'3¥s‘l#l¥ i ** 1 ssVs ss 111 sgc 11 il SS ;s © lO 03 • • 3 i ; ; • ••>• • 03 0 • • • O © • i i • o O 03 *. ! iO ' • 03 2 : : l.o o uo x x:io ' OC © © M^MXO^OO'.O’fC iC © © © © 03 co co oo CO 00 CO 00 CO 03 03 • CO 00 03 03 03 03 03 CO 03 : : c-i' m ra jo vTc? in co c MOCO^OCO'TffiO © «C © t* E- l- CN cr. © © — 1C t- 1* : 8822® 882 §■“ 28g “^SSSSSS; § ®>g; i~ © ~! © M i- i' M-3 0 • © ; ! ° ; © O • © • O O O © ; O O C: » ■ rH • © © O rH © © • 28 rH2 8 j 8 1 1-1 - 2-|grt is ^ S o . 2 >» >*>»>> <§ >>2 >. 2 ■S'S'S' 2 2^22 • ^ . o 2? c § : a & 5 si si si - SSg : Is! S"^ ~"5 5 s 5 5 -s I-: •© 1-5 l-S >-5 ; sj ~ V; H-j . . S !-^ — • c ji : r bo : : : i.llii i i i ° c • • >> t ! i j i j : : : : o a . • C . g . . , . > £ ; 1 : i a • g : g g •g . pq 5I?I1 f?l°I ill i| law o6a g* 5.l& II S.33S £ I Nf * X • | ; 7-1 ^ j j • • '-O o 00 ; s o •JB9A PUOD9S « y(N © Ci O ’• © C<3 50 OOO M»0 £- OC 50 SC 50 50 50 50 „_SI_ j_,,_ ^ gr""-1 see MBO-i JSJTg a>aoi>* ■ o cs 5© 5000 ooooo t> •sfiOT* -~i J r-i c jfT-lT-t C “ C •9SJU09 9qj Ut SJB9A. 2 OlSCofsOOICOOlIO CO 10 OI^M 00 03 CO 03 03 03 0s? CO CO COCOCO 03- •g06l ui p9jBnpt?JD t'050 50000^1> C350C0 O OC tH 50 50 50 50 •spdnd 9JBHI9J » S3 ^£3 00 £3^3 8^53 3 3*3 •sjidnd 9jBjt O • ‘‘OOO • • • • « • . *iO • • rH O O r-i • © ■S9S0J9 HOTSS9S © j une o June 25 July 1 Sept. — June 1 (b) July 1 June 15 June 25 June 1 Dec. 31 June 15 June 1 & & ^ I So £lll Superintendent of nurse school. Rose L. Brainerd . Annie M. Tripp . Jeanie E. Whitmore.. Clara L. Beckner . Clara D. Noyes . Brenda F. Mattice _ Annie McDowell . Margaret E. Stanley.. Anna G. Clement _ Blanche M. Thayer... Louise Seldes . Annabel L.N. Stewart. Bertha M. Hammond. L. W. Thurman . Rachel A. Metcalfe... Julia C. Mackin . Caroline A. Osborne, M. D. Anna L. Davis . . Florence C. Brainerd. _ Ida M. Tracy . 1 e K ! 1 i 1 •peuodo JOOXJOS 9SJUU JB9A ! III1II11 11 111 1 1111 II 1891 1899 1889 1884 •SJUOTJBd JOJ Sp9g M 1 tgggsggsg §| SgS 8 8888 £8 8 33§ Name of institution. Lynn Hospital . Union Hospital . Malden Hospital . Melrose Hospital * . New England Sanitarium .... St. Luke’s Hospital . Anna Jacques Hospital . Newton Hospital . North Adams Hospital . Bishop Training School of House of Mercy. City Hospital . Salem Hospital . Framingham Hospital . Hampden Homeopathic Hos¬ pital. Springfield Hospital . City Hospital . Isolation Hospital . I 1 l ! I I i ! ^ < Brainerd Surgical Plospital . . . Homeopathic Hospital of University of Michigan.* University of Michigan Hos- Nichols Memorial Hospital . . . Emererencv Hosnital * . Farrand Training School of 1 Harper Hospital. 1 Location. Lynn, Mass . Malden, Mass . Melrose, Mass . . do . New Bedford, Mass .. Newburyport, Mass .. Newton Lower Falls, Mass. North Adams, Mass .. Pittsfield, Mass . Quincy, Mass . Salem, Mass . South Framingham, Mass. Springfield, Mass . . do . Worcester, Mass . . do . . ao . Alma. Mich . : -j. - . do . Battlecreek, Mich .... Detroit. Mich . o T} §§■*!!£§£§§ is sis ! isii §§§ s gj§§ ' SCHOOLS FOR NURSES. 2241 25,000 15,000 0 000 ‘I 0 17, 870 0 3,000 r iO © :1° j . CO • ° ! 0 1,052 0 2,000 ° ! C :> © © • o o 300, 000 111 ° ! ;»‘sf : o o is i° jef : cT o • o ° • 0 a 14, 000 0 26, 000 0 0 • o • o o 250,000 100, 000 100, 000 14, 000 75, 000 25,000 *5,000 43,000 20, 000 10, 000 15, 000 300, 000 20, 000 *45,000 85,000 400,000 * 300, 000 40, 000 75, 000 40, 000 10,000 65, 000 20, 000 50,000 :§ fill is SSS'jjf • o ill ii iss !’ ! * 1 15, uuu 50, 000 36, 000 14,000 35, 000 50. 000 jiO • o ifi OiO'tOOW ■ j lOlO • 3 GO • • r— 1 • • © oc LO jET : j • 00 • 00 to o i 20 * \o • o ^ <0.0^0 <0 00 00 ifSico O 00 GO - ooo aoioc^o? icioacooo • • © 00 VC O 00 » © s jiC • iO • o eo rfio -o< eo oo io ioiCio ooo^ *. OOO ICIOOCI iOC0ss8oo,o<*a88oo$5<* §§838 8 3888g£g g8g§g§88SS83 ££88 £88§83&8g8388 8£8 ED 1903 - VOL -65 a Approximately. & No definite Table 3. — Statistics of training schools for nurses for the year 1902-3 — Continued. 2242 EDUCATION REPORT, 1903, 9qj SuiJTip ® paApoei suoxjDBjougg ^ 8 II rii 8? •puidsoq 9qj jo spunj 9Aij -onpoxd jnauBxnjgj £ * §1 - i qcjidsoq 9qj josSut -piihq pun spunojS jo ‘ 9ii[VA pejuuiijsg; §1 1 11 815 8 88 1111 SI 38 1111 111 gsW af| I* Monthly allowance to pupils. ■JB9A pxiqx M • • • • ! o o « ! • x ci ’ • tc j c3 • uC ■ • CC O ) | ; »-* •JB9A PUO09S ! o 2 2 2 ® X 2 ~ ®» O u-5 O ^ X *C rt — O CO 03 •XB9A JSJIJ 11 OCOO O !>XXO*OCiC oc ^ lOCCOOJ C C 3^ iCCL- iC j -gsjnoD 9qj m stboa S M MM Cl 03 CC CC C3 Cl C3 CC CC Cl 05 CO 03 CC M r-i oj CO Cl CO • Cl CC ’8061 Hi popenpBJO 35 to i> cc ce cc ic cc ci ■ cs o i> o !> uc ic co o iO to x •spdnd apsirraj; X £22 ® §522=^22 32 *322x 3SSS S33S * •sjrdnd 9[BK j • • • ■ * T-: CQ o O • O O ; O O j O ; o • j ! ! ! ! •S9SOJ9 nOIS59g g X " l£li © © 3 3. 3 3 ** I 11 - □ r§ 2 gs II 2,5 3 CO Is g- JS=* 1 2^3 a g j|©§ Si $ "S *S -3 S J w ^ ! -|i ™ rr, Ill-.JSI s'.s 53*13 Ills 5*31 IP®! If j«ws ill * ilsIljH n-:!l!l I* lll| 111 sc§ S K2;x^z>:=:p4 feoc £s* : s i 1 S3 il is O • °l s Sl°° 1 §fs s 8 11 a sf«* 1111 I'sse iiilli jsggli : “ r li i ll ill 1 i! 11 2 11 ill 8‘ is ; * ! I D H ill sea ini ii 3SS| || f Hill i £ ssssa § 1 11 g as u“ O O J> O OikQCM OlOOl>00 • lOOO ' oc uO ^ : « c : ■ l:xoo • • ° I s • 1 CO DOlC t'OOiT.OSOCOt'* • iCaOOOOOiO iftOJiC5COOOOCO OC J> cs -M O 00 lO 03 00 Q i— 3 t— i r-l r-t i— i lOOXi-5 t'*OiSt'OCOt'X lO 1-0 CC to 1C X C O rr c o XM^'vCCJ N I> O X 00 0C CC lQ 00 00 o 55 55 M 55 CC « CC W CC « -* 55 CO ■M CO 55 M M I! M CO M M X J) M M STsNcS'wXM OIMOI 05 CO ; |j C:;h51 NSXMWOhOOO CO t-OCOuOO COOOOJOOCO^OS'CfrHCOOIOCOCa t><5» 'ch CO O 050500 »ClO 3223 S*«3SS&tS» S S85S3 *S330‘3g3SS,0'DsJ'03 ol°Sj S3 S333 §S8g8§S§§8 3 SgSSg! §?SSgS83S8S Sggg 5J33 lias ssSssssslS I llliS IllSIsIllallll 1111! §11 IS b No definite session. c And $100 at end of term. d And $100 at graduation. e And $50 at graduation. Table 3. — Statistics of training schools for nurses for the year 1902-8 — Continued. 2244 EDUCATION KEPOKT, 1903. •iraa-i am Suimp paAiaoaj suoijo'Bjauaa; •{B^idsoq aq^ jo spnnj ' aAij -onpoid juounmjoj o o o o o o o o CO CO o o CM *l'B;idsot[ 0qj jo sSnt "PITncl puis spunojS JO ’ 0iqBA p0j'Bmijsa o o o c iO~ \o o' < o CM O O Scooo COlO H ^ 05 O O C'JOO CO o o >>o< a •JB0X pjiqx • ••• CO ■ OlOO 1 ilO ■ • • • ^ - — - • rH w 1— 1 • ■ r- 1 OI> • 05 00 1> O • 10 : : : : w ; ; ; 00iCO5I>CMCM ’XBdA pnoo0g 00 OOI>OiOlO 1.0 CO 00 O 00 00 iO 00 CO 1> o utojC jsiijj •0s.moo 0qj m si^0i CM CM «|«CM CO CM rH CO CO CO CM CM CO CO CO CO CO CM CO I •8061 UI p0jBnpBi$ •sjidnd 0xrein0ki co co co co m-- •spdnd ai^M •sasop uoissas > jg1 o d >.6 oj g Go © O '©ft c © © ai ft © If ftG ft © >.'0 © © £d,G g w.SS . ©13^ § u ■ © ftft a c3 ■ l* "S o o © 0 .2£j.2gfi| o ©^.p^;3 O "q ^ "2 ^5 t/2 J,rH . >> Is Qco W-d § .S S ©ft ft n ^ .2 >.j3 s-i d ft>-5 •d © o"3 °p ® * gl ◄a •pauado jooqos asjnu a'eaA 05 03 C 00 00 00 c Oh OMWOOHlO 05 00 O 00 05 05 00 0000 050000000000 , CO CM co 00 t* CM CO 05 05 GO 05 05 00 00 00 00 00 00 00 •sjn0ij'Bd ioj sp0a 000000 O ^ CM O CM O H CM H CM 05 >0 w5 ■ • beftd § :.S-d S § :J|j* W g © fj 3I||SS ft&§ Sv. ^ ” Oft O dft mW?W.SS W G CCbi b G © 2 ©ft G u d , — , g rQ •—( 13 ©3 ft © Gft^ ™ © g g- „ 2 *5 ft d 2 >» >>d a«£gs Sas^Sh- lSgs"!Mi1Sg! ‘sSaoc ^©©s©©^^^©©^© >> cq^2+j ^ 2 t2 ftft’^ft I © ^4 -a W M G » o . ® © © # S ft ^ 33^^^© 2’g »© ftg P-S PHp020QCC!ft be m 2 0 iC 0C O • • WOliOXON , r-i -tH • rH • tH t— . i— i ; »tf ; j CC l> : ©©X© O O © 00 © iO i 8 j th o lO OC © t~ uC!0 0 1>00 iO OMiOXOO a"S cci>o© 03 COX> © © I> ©I> t^O©©©iC©iC a- I 05 o lO 0C OG r— iO-^O 1CD 00 © Xl>iOXO> "8 lC r- 00 00 0CiC^iCC3iCt^iO IC © © ^ © • © CO a- j “ ^ CO coot ' • © • • "laj - June 1 Mar. 1 Mav 10 June 30 June 16 («) July 1 June 15 May 1 June 1 (Cl) Oct. 5 May 1 Mar. 30 Jan. — June 15 June l Oet. 18 July 1 Mar. 19 Mar. 30 June 15 rH rH • ' o o ! ! § § ; i 1-5 ; . June 16 Dec. — June 5 Nov. 12 Apr. 1 Apr. — Apr. 30 Apr. 10 May — July 1 (a) «, IS o Ek m ^ u OQ^l I ■ M iiiiiiaii 1 ■M -< S5S^I5dS£l -< - s mm i g*gSa< | I |! i i|| i|| i| i |ii| :||i||| !!!!!!!! llllil|| S 8 £8 8 g|| ||S §3 | 88838£SS8S8 88888§8S 8§88S|88 *In 1902. a No definite session. & Approximately. c And $100 at graduation. Table 3. — Statistics of training schools for nurses for the year 1902-3 — Continued. 2246 EDUCATION REFO-RT, 1903. Utfol aqj Suunp paAiaoa.1 suoip^jauag; o 45, 000 0 3,500 3,400 3,000 0 0 o |0 o • o o o* o o • o o •pjidsoq atjj jo spunj* oaij -onpoad juauBcuiag O O O §§ '[Bjidsoq aq; jo sSui -pjihq paB spunoxS jo # znivx pojBuiijsa; O O O C O O : O O c o' o'" O O M •j'Ba.C puooos O O l- SO I- SO ' > c- ox •iBal jsjtj •asxaoo aqj m snzaA ci © 3 © ° 5 ° © • © K_ iftg a ^ © © • © © Pi Pi ’ Pi Pi Ei.fd >-i *-s . C ©8 a : I ° 'S.a pi © © tn © 0> © oq £ b © b p.pi 0 OQ © d Pin© © O © ©l-s d igo °®0h- l§^ ! ! J • Si ^ >» I '3 •' . * ®r2 ©•§'3^ pi o &c-S ;fl^Ab©!zio®pl> g'.dcfi'g |fl © § §>g-g ""T 2 *2+ 9 .5 3 ^ 03 ^ > ^ S ££ fn t-3 12 ;5H|3 'asi © >> © ^ r-i 'rt tS^ ^ a © ©W^. .g«w d fts a © © 5 a hHW Q c ©® •panado jooqos asurra XBax. • CO O CO t> ' _ - JOlOOOiL OGOOOCOGOGOOOOOGOQOOOGOOOOOOOOOOOOOOOGO >0000000000 cocfcoaoooooo lO CO o o 00 00 00 lO CO 00 O O O 00 o 00 OQ OO 00 so t^WiOH->OC10 W ^ >v ^ o o £ rip 4- d i-3ft P^ai ft _ OQ r- < .© a. O d CLK ®astfo ftt* S.5W 8 © oWb w'iw&g a'o'S g .b ■g ib d Cfiso^ ^ 5 Pi © 73 pi a o p5„0 § o ccSt-'lSjO ^ -w . a - 'I* :1'|4hK :Slg«|&SS © 3 0 © p£ 73 ^ CJ a o a g r 3 fco-a pi^ 2'cs +3c3'“3^r3s-tG^rb 0Q!X>©g-|©k!« 8 g d O © d P-I OUoq &tn d gj ? dS’lfl f i.&ffi® g 8g^>. b3lft^> C5 ^ a~ 0; ^ J gwggjg&®j O i-H W oq O d ft Ptc &£T o | i ij : : :3 o • : : ;o 2 §o ; ^ •2.2 o a OOqo a a ©Si r. °.o

. ^73 Og , _Tj3 : &£ 'ft gf ^ 53 -s -ft, ©^ gj :ft ■ aT . 6C : oq d p; -Ph -3 >>5A e • 215 ^Spo : d o QJSE-if* -nOh oj ,_i , '— ; sjaa o o m< ;o •oo O O ICOXOOO go ICO ^ ^ ^iCiCOGO C LC x O CO CM* CM CM CO CM CO 01 CO CO CM CM CO CO CO CO rH CM COCOCOCOCOCO CO CO Cl COCO CM CO CO CO CO CM CM CM CO 00 CO l> 00 iC 00 CC CO CO CM o o ^ > CO • l> 'O O 'O Oi GO CO H • w ' £88 CM lO I-O CO S3 £3 83 23338 O • • O 'O o o o o io • gg ig10 gS : : S : : 125 1 g rH | HO • CO 1 CO rH • : § ig°° o • § i *“3 | ><>1 — S3 S3 June Nov. May May May May («) June . . ..do • s-'o3 : ^ : («) June June June May Jan. May May Sal ! a£ : 0 ! c itl n £X 55 d x o V «g^ ■ag^a 1 Util I jS«S§ § g<,3s£ g s gw -3 is nl* i£ I il i| m ^ 25 H "53 ^ lil^a fell 62^gg lt^ T CO rH CO e *48,708 750, 000 0 O 0 0 305, 500 0 0 •j'Bjidsotj aqj jo sSui -pjinq pu« spunojS jo ‘anjuA paj'Bmijsa 14 rH O r- 0 co 0 r-T cT 0 0 0 co 0 0 0 0 0 0 lO 0 0 0 0 000000 0~ lO (N * 17, 076 1,000,000 200, 000 * 100, 000 000 00000000 • 000 00000000 • 000 00000000 • diod1 d'd'd'd'd'od'oo'd' I H Cd CO t^COHt^f (MHf • rH #Hri • Monthly allowance to pupils. •JT?aX pjtxjx M 1-1 1 00 0 C 1-1 • 00 • Cd l> CO Ol O O O 03 (M O 1> • t3 m ) •j'aaA puooag St 1> 0 00 00 00 0 1-1 O 00 O O I> co OOON ^ 0 OC O O ** CN oc Cd oc- 1> Cd 'J'BaA jsjix 11 to 0 10 1C 10 f co O OC 1> coooocot- ^ 0 CO O l> CO CO rH CO 0 O 1^ CO •osjnoo aqj ui SJ-B9A. I - ! ’8081 ui pajunpuio > C^l oa CO Oi CO C9COCOHCO(NI>l OHO O^t'C^iCH^OO HHH i-l Cd 01 Cd HH a d > £ . . c5 :S cvu; ® ® co ft i I JS 0,_! *-» c3 ciflHj. £ g 2 §;g • p, • o :o £ g^ >3 *2&S8 11ss«S^ £ . o3 © >>Hs G„^>- oH'rG-^-S a o •G .G o d : G w °3 o3 P gg O > H> : £.c OS © ” ■ ■-— cn ■ •>» |gg :■§ g^« ►.nogoo ■ • ^ © *£ 5 .52 «s fe • o © d n ® G •2*3.S S-2 o £;>o % £ ^ 0£ % CD % <* p . •o)r5,c>^ go 00 00 00 go oooooooooooo 00 c > ci r-* ic t- ■ x o o as . . _ > CO 00 GO O0 00 00 03 > 03 00 00 00 00 OC 00 01 'O O 10 (N O lO'HiOiOOlO 1CO1 to _j ro tn r-N. ovi rvi fM r^« '■vi 1 <£ -rH 15J1 G. m'wH ^ '3ffi 1X1 §* "3.5 W hL’ "-3 O rc£d +J q 1—1 — 1 1-3,3 o.| ,g © P £ £ £ 0 .1 ■3, o ■ W ”3 *' •g-sj |hh£ bctn s£££© § sGrt®., h3Sp®J 5 g n ■&£ § 0^0 till 0,’G 1) o® at. £ o 2 1-5 0 © -G • „t2 c VH ^Ph^02C>W r-, . O $ :w ‘S,£'G °|§ W a.© ti ® d a; O G bc^ £ ■SSfl t^o.3 a.® ' a3^2 S &-o' sS W m 5j®S WSDh : is *3 3 G.woS“8 CL^ ^ r— « M+JK MlJ 1 Sc C3 C ce M -■5S|i“|s-sIs bffiDn£cQSG,aQPH • c3 • 1 • • • • cS • • • • • • * » : cl, : ; ■ bo • * : a • : ahem, , Pa.. , Pa.. , Pa . . t, Pa . T . R.I.. jn tiosoi £ o. $ZP-< 1 lC O N OOOOHMCO ^iCcOt^OOO OH(M CO^iOCOr-X^OrH it rf rj< f f io 10 10 10 loioioioioio cc co co cocoocccococcr-r-: Iff f TJ< TH ^ -rf< fl ^ Tfl f f f l SCHOOLS FOR NURSES, 2249 i 8,000 0 0 600 1,200 5,000 27,000 • © © © © © 200, 000 0 0 o o 45,000 l 0 0 0 . 45,000 0 0 0 0 _ © il loo © 15,000 6,000 20, 000 50, 000 40,000 8,000 75,000 20,000 50,000 102, 000 * 15, 000 * 40, 000 3,000 50, 000 75, 000 150, 000 11 88 11 11 fs i i nf 1 i I i i s * 1,100,000 900, 000 500,000 01 L o © ! oo So o o ao ■ .’ © • * • iC I to S8 : s s 5 © 1 • © -^ oc © ; 73 ! oo oc oc oc ao oo m ©oooctpooimio | “ 8“ © O © 8 8 S S 8 8 gf 18-25 27 23, 15 » r'- ^ © co IsQOffliOiOiO m OC®t'^OOOOiO : c 8 OX© CO GO CO 00 00 8 8 | 8 *— 1 -rf CO ©1 ©l r-f i 8 C-JCOCOOl « M«MK! i c~r co -M Ol O) CO lO >H i-O Tjt (N 'lOCOfflMOOOOCJO! !?3 S 1-H O 1' -o wo-# m 00 00 o s K II June 15 (6) May 15 Mnv SI June 20 June — June 5 June 1 Oct. 1 Mar. 24 June — June 4 June 15 _ do ) c : C : 'C _ do _ June — June 1 May 14 June 23 May 25 Mav 15 Oct. 1 July 1 : cj : • o • a o ! ! \i ! H ! \iii : •amer. ons, © 1 q. :S : g $ £.S»g|| !f * ' III^llI .2 on . § sig-5 a s>i nth =S«|s^3 ^<5HSwSSS gls o“ Cr§ a*® P & 0) S3 SKS ◄ 1 Jj ® J a S £ h 1111 1 11111111 I 'illllllllllll -11 1 I 1 I 1 111 88S£ § 8gS3§8£8 I $888888§88888 II i-ToT i e i i i in Is* o s ~ o a 5 IS 1 3 1 1 s ft O O ^ dg O 'g T3 3li3 11" w gf~« | a f 1 cq ,"•= fi- f sissllggf ! II s «SS~S “■gs^Il! ‘IaIIsl5s3sB:Igls "Big-as • ajvail&iS 30 :|iS“pfiS’=d fSs* fg IftSl fofM$ IS? |S is|»« 5|l §?* 5i?«55S||rfs«I|S s! g-”w.gi| § "I |H Ilfs niiiSlf tip -*Sw- t3'= SliQIas2S5lllgg|a§|i If C s3 if 3 5 a S gs II „ ® 5 sl|3 a® 5 1 1 5 I 5 a 13 I * i HI in a 5 i 3 ;.! i tit * t§§a n 52 «g358 flK-Ofi Ipll sSSfS S3 121 1*3.11 iill s ^ .2 £.a •| 8| o §o0a|o ®r^'D © £-C lilt x £ g a ^©'O'O'Cs-ij.id o cg®':;r"'oo«c8d ] jo ‘ anp*A pojmmjsg; ■f mi isiggi iiiii.ii 1 ii s i i ill! : iilif I'liii ii i ii § i s :hh h«* « : § 1 S3 13 §* ! >,a i 2 ° ! § j s "JB9A PJIXIX w i is • ; ; ; ; ; ; ; ; ; * •JB9.S pn099S §T S g£§§ : i: %%'* g S ?, ?! = 1 3 ^ ef S 3 gf § gf •JB9A JSJIJ P=l d~ c j® : :; SS S ^ 8 8 a 2 3 gj" 33 of cf cf j -asjnoo oqj m sauax. © C) -M O* O* 0» t» 0* OJ O* 01 Ol **r-4 ‘OOi r- O * CO | T-. n 0 >•- >k c • 2 H S O’- C3 c2 ^ 33 w ::o ^ S S Superintendent of nurse schools. I in 1 :S •os ;| * • s_j 11 ll!l 13 < 2 ; I3C- * : i ia§ i : III ii ;s1! i i 1 ^5 i i •3*d : : : : : 1 1 tj : i i:3 3 j 3 ftS | | | 1 -B s : B g? 8 g i i il §i s ifl I ^ i : : . ? : =--‘ c. s : : :r k : : ■is d : jL^ 5 : > ■— . • . S a ^3 ^ ■ : •.'£. x : e? <0 0 0 : •poasdo jooqos 9XB8lU JB9^\ ■* IIII iliiii Hill 11 1 11 111 ■sjuoijBd JOJ spog u isfigsiiii mm si s is s 1 3 Name pf institution. M HOSPITALS FOR INSANE— COn. Springfield State Hospital .... Danvers Insane Hospital.. _ Medfield Insane Asvlum . 3 : : P: Hi, leg -d §83! fsf= m oS - V i! ii 11! II' S£ If !|S1 Is: 1P§=! ;|2 k-% t’ ill 11 I ill 2 1 111 is 1 im 1 s HI 11 1 Ilf! 1 Ii Iff II .llllSSilliS Kliiililllllilil iiSiz; 3 cqS e ^ S Location. ■H ii rS 0* - HI £Ss ®ss iji 1151 ill! mi : ■ ; :g M St il Ii £g: nocnesier, Minn _ _ St. Peter, Minn . Concord, N. H . Morris Plains, N.J.... Newark, N. J . Brooklyn, N. Y . Buffalo, N. Y . Central Islip, N. Y _ Cowanda, N. Y . Kings Park, N. Y . Middletown, N, A' _ s§§3s§ssa mm ss i si s i s SCHOOLS FOR NURSES, 2251 i i Mi : : I \£ g 1 §1 1 Hi § f ii fill -• -f cfrf ----- 111 ll ill if 1 l ii S | •! T; * ; II i 1 : : g : : : : : : j gf : : i ! : 05 O HO O joiC g! 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BI|1 l|i i ; * Iflil | in i : :J ■ .S :S. i S^l ' 0 2 a)' ■§ SB? : U& ^ J 11 ^ IS! I i ii iiiiisiii s i mis i 3 Z I o 25 •ci s I * CHAPTER XLI. SCHOOLS FOR 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; 1S73, p. lxvi; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxviii; 1878, pp. xxviii-xxxiv; 1879, pp. xxxix-xlv; 1SS0, p. lviii; 1881, p. lxxxii; 1882-83, pp. xlviii-lvi, 85; 1883-84, p. liy; 1884-85, p. lxvii; 1885-86, pp. 596, 650-656; 18S6-87, pp. 790, 874-881; 1887-88, pp. 20, 21, 167, 169, 988-998; 1888-89, pp. 768, 1412-1439; 18S9-90, pp. 620, 621, 624, 634, 1073-1102, 1388-1392, 1395-1485; 1890-91, pp. 620, 624, 792, 80si 915, 961-980, 1469; 1S91-92, 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. lxxxviii-xcii; 1899-1900, pp. 2501-2531; 1900-1901, pp. 2299-2331; 1901-2, pp. 191-224, 285-307, 2063- 2095; 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-S6; 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. This chapter exhibits, so far as information could be obtained, the present status of negro education in the United States. The 15 tables require but little explanation. The amount of money expended each year since 1870 in the 16 former slave States and the District of Columbia for the public education of both races, and the separate enrollment of whites and negroes since 1877, may be seen from Table 1. It is estimated that at the present time about 20 per cent of the public school funds in the South is for the support of schools for the negroes. The table shows that for the year 1902-3 the sum of $39,582,654 was expended for the schools of both races. The public school expenditure for the entire South since 1870 has aggregated $727,867,089. It is estimated that at least $132,000,000 of this sum has been expended to support common schools for the colored race. Comparative statistics of the schools for both races will be found in Table 2 for the year ending June, 1903. Summaries of the statistics of public high schools for negroes will be found in Tables 3 to 6, while Table 13 gives a list of such high schools, with information in detail. Tables 7 to 12 summarize the statistics of private institutions devoted to the secondary and higher education of the negro race, Tables 14 and 15 giving in detail the statistics of these private schools. Table 1. — Sixteen former slave States and the District of Columbia. Year. Common school ' enrollment. White. Colored. Expendi¬ tures (both races) . Year. Common school enrollment. White. Colored. Expendi¬ tures (both races) . 1870- 71 1871- 72 1872- 73 1873- 74 1874- 75 1875- 76 1876- 77 1877- 78 1878- 79 1879- 80 1880- 81 1881-82 1882- 83 1883- 84 1884- 85 1885- 86 1886- 87 1887- 88 I 1, 827, 1S9 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 3, 110, 606 5/1,506 675, 150 685, 942 784,709 802. 374 802, 982 817, 240 1,002, 313 1,030, 463 1,048,659 1,118,556 ! 1,140,405 810, 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, 243 , 740 16, 363,471 17, 884, 558 19,253, 874 20, 208, 113 20, 821, 969 21, 810, 158 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. 1901- 2 a . 1902- 3 « . Total 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, 801, 954 4, 897, 916 4, 428, 842 1,213, 092 1, 296, 959 1, 329, 549 1,354, 316 1,367,515 1,432, 198 1,423,593 1,449,325 1, 460, 084 1, 540, 749 1,509,275 1,580,070 1.594. 308 1. 587. 309 1, 578, 632 $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 31, 247, 218 33, 110, 581 34, 805, 568 35, 998, 667 37, 567, 552 39, 582, 654 727,867,089 a Subject to correction. 2253 2254 EDUCATION" REPOET, 1903. Table 2. — Common school statistics of the South, 1902-3. State. Estimated numberof persons 5 to 18 years of age. Percentage of the! whole. Persons enrolled in | public schools. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. Colored, j White. * Colored, i White. 1 Colored. Alabama . 346, 241 296, 136 53. 90 46.10 a 239, 055 | a 126, 116 69.04 42.59 Arkansas . 333, 290 128, 458 72. 18 27.82 249, 694 87,895 ! 74.92 j 68. 42 Delaware . 41,185 9,133 81. 85 18.15 c30, 754 c 6, 141 74.67 67.24 District of Columbia 42,968 20, 660 67.53 32.47 32,987 15, 758 77.00 i 76.27 Florida . 99, 355 75, 812 56.72 43. 28 a 69, 541 a 42, 843 69.99 56. 51 Georgia . 403, 914 376, 445 51. 76 48. 24 300, 596 201,418 74. 42 53.51 Kentucky . 602, 912 88, 580 87.19 12. 81 « 438, 501 e 62, 981 72.73 71.10 Louisiana . 245, 207 230, 830 51.51 48.49 136, 488 72, 249 55. 66 31.30 Maryland . 271, 969 71,686 79. 14 20.86 / 175. 747 , / 48.257 64. 62 67. 32 Mississippi . 221. 981 332, 141 40. 06 59. 94 192, 881 210, 766 86. 89 63.46 Missouri . 905, 569 46, 459 95.12 4. 88 672,936 31,257 74. 31 67.28 North Carolina .... 429, 672 228, 526 65.28 34.72 a 314, 871 ag 149, 798 73.45 65. 26 South Carolina .... 188,423 294, 962 38.98 61.02 134, 330 154, 383 71.29 52. 31 Tennessee . 508, 552 161, 919 75. 85 24.15 393, 542 99,234 77.38 61.29 Texas . 865, 979 234, 655 78. 68 21.32 558, 061 142, 075 64.44 60.54 Virginia . 374, 293 232, 144 61.72 38.28 257, 138 118, 463 68. 70 51.03 West Virginia . 302, 550 11,951 96.20 3.80 231, 720 8,998 76.59 75.29 Total, 1902-3.. ! 6.184,060 2, 840, 497 68.52 31.48 4,428,842 ! 1.578,632 71.63 55. 55 Total, 1889-90. | h 5, 132, 948 2, 510, 847 67.15 | 32. 85 j 3,402,420 | 1,296,959 66.28 51. 65 1 State. Average daily attend- | ance. Per cent of enroll- ' ment. Number of teachers. White. Colored. White. Colored. White. ! Colored. Alabama . ab 150, 000 ab 90, 000 62.75 71.36 « 4, 451 a 1, 852 Arkansas . 159,225 54, 147 63.77 j 61.60 5,986 1,488 Delaware . c 21 , 500 e 3, 800 69.91 61.88 : <•<7 693 «713S District of Columbia . 25, 918 12, 120 78.63 76.91 925 446 Florida . a 46, 283 a 29, 881 66.55 69.75 « 2, 129 a 670 Georgia . 190, 368 120, 032 63.33 59.59 6,890 3,452 Kentucky . e 268, 720 e 41, 116 61.28 65. 28 <■9,021 ■g’ ■g* © § (V o H S G> S £ & § 1 ^ S & p Alabama . 14 134 154 288 1,923 1,873 3, 796 870 1,288 1 1 2,158 90 74 164 ! 2,883 3, 235 6, 118 Arkansas . 5 21 ! 28 49 432 471 903 159 184 343: 61 26 87 652 681 1,333 DdftwsrG 1 1 6 17 17 34 301 \ H 9 20 28 26 54 Dist. Columbia. 2 76 23 99 80 68 i 148 169 132 j 410 138 ■ 548 659 338 997 Florida . 5 19 30 49 263 387 650 88 85 173 0 0 0 351 472 823 Georgia . 19 82 176 258 1,476 2,582! 4,058 838 1,365 I 2.203 274 79 353 2,588 293 4,026 228 6, 614 521 Kentucky . 4 19 i 13 32 70 89 ' 159 181 110 I 291 42 29' 71 Louisiana . 6 58 62 120 937 1,250 2,187 277 481 758 91 37 128 1,305 220 1,768 3, 073 Maryland . 5 22 29 51 47 176 223 171 176 347 2 1 3 353 573 Mississippi . Missouri . 8 35 67 102 771 820 1,591 237 375 612 15 6 21 1,023 1,201 2, 224 2 16 14 30 67 73 140 188 194 3S2 7 1 8 262 268 530 125 NewJersev . 1 5 7 12 18 17 35 37 53 90 0 0 0 55 70 North Carolina. 19 86 120 206 731 1,243 1,974 800 1,201 2,001 572 119 691 2,103 2, 563 4.666 Ohio . 1 17 6 23 48 69 117 107 163 270! 155 232 '387 Oklahoma. ,1 2 9 *'"67 101 168 16 27 43 83 128 211 Pennsylvania . . 1 2 14 6 20 74 106 l 180 24 82 106 208 0 208 306 188 494 South Carolina. 11 66 93 159 1,101 1, 367 ! 2,468 634 706 1,340 77 35 112 1,812 2, 108 3,920 Tennessee . 7 78 87 165 575 748 ; 1.323 354 552 906 527 186 713 1,456 1,066 1,486 2. 942 Texas . 9 60 83 143 467 780: 1,247 472 571 1,043 880 127 74 201 ; 1,425 2, 491 Virginia . 12 80 122 202 967 1,270 | 2,237 399 481 74 16 90! 1,440 1,767 3, 207 West Virginia.. 2 14 11 25 40 64 104 72 86 158 112 150 262 Total . 136|914 1,134 . 2,048 TO, 106 13, 48523, 591 6, 051 1 i 1 1 8,235 1 14,286|2, 695 '993 1 3, 688 1 18, 852 I 1 22, 713 jll, 565 Table 8. — Classification of colored students, by courses of study, in secondary and higher schools, 1902-3. State. Students in classi¬ cal courses. j Students in scien- I tific courses. Students in Eng¬ lish course. 1 Students in busi¬ ness course. 1 r, Male-L^Te. Total. Male. | Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Alabama . 1 15 19 34 31 23 54 1,324 823 2,147 15 17 32 Arkansas . 27 i 19 46 12 8 20 401 401 802 22 7 29 Delaware . 3 0 3 9 8 17 1 4 5 9 District of Columbia .. [163 33 196 7 4 11 1 62 59 121 6 15 21 Florida . 16 8 24 87 83 170 Georgia . 76 89 165 22 55 77 1 260 421 681 Kentucky . 1 3 4 3 2 5 Louisiana . 32 7 39 64 87 151 205 225 430 2 13 15 Maryland . 25 5 30 Mississippi . j 43 i 57 ICO 1 0 1 499 484 983 Missouri . | 1 j 0 1 8 4 12 New Jersey . North Carolina . 160 j 49 209 88 75 163 533 j 687 1,220 39 30 69 Ohio . 8 10 18 0 23 23 1 29 12 41 Oklahoma . 1 I 1 2 Pennsylvania . 147 j 0 147 2 8 10 South Carolina . 118 j 76 194 3 0 3 639 656 1,295 127 97 224 Tennessee . 90 84 174 0 2 2 148 227 375 9 6 15 Texas . 136 89 225 64 59 123 226 317 543 41 23 64 Virginia . 96 j 96 192 19 14 33 455 783 1,238 20 24 44 West Virginia . 1 . 1 50 46 96 10 5 15 Total . 1,133 ; 640 i I 1,773 320 j 358 i ^ 1 4,918 5, 222 10,140 333 1 263 596 ed 1903 — vol 2 - (36 2258 EDUCATION REPORT, 1903. Table 9. — Number of colored normal students and graduates in secondary and higher schools, 1902-3. State. Students in nor¬ mal course. Graduates of high school course. Graduates of nor- j mal course. Graduates of col¬ legiate course. Male. Female. 3 H CD "3 Female. Total. 0) 'S Female. j Total. ■■ j Male. j Female. Total. Alabama . 302 531 833 48 18 66 27 38 65 9 2 11 Arkansas . 54 89 143 2 2 4 5 7 141 10 5 15 Delaware . 1 3 4 0 2 2 1 1 2 District of Columbia . . 28 139 162 18 8 26 10 50 60 8 1 9 Florida, . 11 13 24 1 2 3 Georgia . 32 87 119 21 33 54 4 51 55 n 11 i 22 Kentucky . 3 3 6 12 7 19 I Louisiana, . 18 44 62 25 40 65 6 14 20 Maryland . 5 0 5 1 9 10 . Mississippi . . 91 130 221 19 30 49 2 9 11 10 0 10 Missouri . 147 159 306 16 6 22 9 2 11 2 0 2 New Jersey . 0 4 4 0 0 0 0 4 4 0 0 0 North Carolina . 182 311 493 49 5 54 31 37 68 31 1 32 Ohio . . 28 51 79 Oklahoma . 13 22 35 . Pennsylvania . 7 46 53 2 8 10 South Carolina . 215 238 453 30 21 51 74 80 154 * 1 3 4 Tennessee . 159 273 432 17’ 8 25 14 39 53 26 7 33 Texas . 246 415 661 71 43 114 81 48 129 12 2 14 Virginia . 84 155 239 25 23 48 34 83 117 9 4 13 W est, V i rgi u i a, . _ _ . 80 52 82 11 18 29 . Total . 1 1,646 2,765 1 4,411 348 245 593 322 500 951 130 37 167 Table 10. — Colored professional students and graduates in secondary and higher schools, 1902-3. State. Students in pro¬ fessional courses. Professional students and graduates. Theol- j ogy. Law. Medicine. ^Dentistry. Phar¬ macy. Nurse training. Male. Female Total. • Students. Graduates. Students. Graduates. Students. Graduates. Students. Graduates. Students. Graduates. Students. Graduates. Alabama . 9 24 33 1 9 1 1 24 7 Arkansas . 17 0 17 17 Delaware . District of Columbia.. 892 23 415 71 12 83 20 : 150 27 48 7 33 17 30 13 Florida . 1 Georgia . 110 23 133 109 22 1 23 2 Kentucky . 2 Louisiana . 67 5 72 19 43 10 Maryland . Mississippi . 7 3 10 7 3 Missouri . New Jersey . North Carolina . 189 | 1 o 194 46 1 4 13 2 113 21 1 17 3 5 ! 1 Ohio . 15 1 16 16 .... Oklahoma . .... Pennsylvania . 61 0 61 61 South Carolina . 48 2 50 48 2 Tennessee . 349 30 379 27 13 339 Texas . 116 15 131 116 ii 15 1 Virginia . 60 0 60 60 10 West Virginia . . Total . 1,440 131 1,571 j 606 59 110 22 645 48 58 7 ! 50 20 102 23 SCHOOLS FOR THE COLORED RACE, 2259 Table 11. — Industrial training of colored students in secondary and higher schools, 1902-3. State. Pupils receiv¬ ing industrial training. Students trained in industria 1 branches. 3 Female. Totgl. u c Carpentry. 2 .2 | Plastering. hi) \ '3 ! ^ I Tin or sheet- | metal work. to 'be £ 0 x; CO . si § bo c ll 0 0 . “2 bp Sewing. Cooking. Other trades. Alabama . 1, 796 1,778 3,574 488 ! 308 1 | 107 1 36 14 73 82 29 “J 1,350 1 556 935 Arkansas . . . 104 344 i 44S i 40 ; 24 15 26' 343 109 pplsiirarp . 20 16 36: 4 20 ! 6 1 4 2 16 District of Columbia _ 113 85 1 198 i 54 _ 54 61 29 Florida . 110 263 373 46 96 11 ! 253 78 Georgia . 725 2,357 3', 082 ! 57 230! 8 I _ . ! 2 19 49 i 34 19 86 1 2,091 1 364 569 Ken tup ley 38 66 104 3 3 10' 47 i 12 47 Louisiana . 196 378 574 39 150 ... 5 27 220 98 70 Maryland . . . 138 251 i 389 85 7 .... 1 7 5 227 124 Mississippi . . 687 850 1,537 240 244; 17 46 i 24 12 41 5 788 208 261 Afi^smiri . 14 200 | 214 !.... ...;i 20 194 New Jersey . . 23 71 94 6 23 44 19 2 North Carolina . 549 j 1,016 ; 1. 565 31 132! 72 1 1 4 .... 23 12 I 8 22 .... 65 T>2 251 * 524 Ohio . . 1...... .... ....“_ Oklahoma 83 I 128 211 25 13 I 25 128 . 20 Pennsylvania . 18 171 I89! 18 12 I... ... L. I 12 78’ 171 68 South Carolina . 1,026' i 1,331 2, 357 316 213 118 57 .... 13‘ 43 15 66 1.183 ! 221 302 Tprin psspp 2511 665 916 29 94,'.... 1 12 16 59 565 168 198 Texas . 400| 861 1, 261 116 188] 1 5 24 9 5 69 773 ’ 160 109 Virginia . 918 1,464 2, 382 1,055 196! 18 ‘i8: i 24: 9 20 1 21 1 1,303 I 568 10 West Virginia . ! 95 j 110 205 12 42! 1 23 8 j 109 66' 1 Total . . 7, 304 12, 405 i ■19, 709 1 2,527 2, 083 1 360 1 19 199 h 2S3 268 175i 578' TO, 326 ; 3, 367 3, 144 ! 2260 EDUCATION REPORT, 1903. Table 12. — Financial summary of the 136 secondary arid higher colored schools , 1902-3. State. Number of schools reporting. Volumes. Value. Number of schools reporting. Benefactions. Number of schools reporting. Value of grounds, buildings/ furni¬ ture, and scientific apparatus. Number of schools reporting. Amount of State or municipal aid. Alabama . ; ' 13 23,195 1 $19. 857 1 I 1 $1, 000 13 $986, 994 6 $17, 377 Arkansas . 4 2,513 1,735 1 500 4 165, 200 1 3,789 Delaware . 1 500 500 1 27, 000 District of Columbia . 1 2 42, 604 100,800 1 1,000, 000 1 42,100 Florida . ! 4 1,900 1,900 4 79,000 1 4,000 Georgia . ! 16 38, 091 28, 300 1 31,000 14 1, 225, 260 1 500 Kentucky . 2 1,697 2, 300 7,610 3 115,000 1 8,000 Louisiana . 6 11,142 1 500 6 457, 150 Maryland . 3 6,300 4,800 1 5, 991 3 315,850 2 3,000 Mississippi . ' 8 20,300 11, 300 1 1,200 8 586, 000 1 8,000 Missouri . _ . 1 300 300 1 55, 000 1 16, 175 New Jersey . 1 400 400 1 2,000 1 6,000 North Carolina . 15 33, 909 26, 670 1 10, 000 15 738, 950 7 18,505 Ohio. . 1 1 5,000 5,000 1 202, 000 1 30,000 Oklahoma . 1 700 500 1 S3, 994 1 21,000 Pennsylvania . 2 20,500 9,000 1 271, 000 South Carolina . 10 14,196 12, 100 2 6, 325 10 629, 750 3 21,640 Tennessee . 7 24, 998 23, 870 1 17,000 7 904, 000 4 6,0.50 Texas . 8 18, 309 21, 500 4 21, 500 8 492, 250 1 20,500 Virginia . 10 28, 395 22, 487 2 80, 461 10 1, 555, 675 1 20,000 West Virginia . 2 7,500 7,000 2 165, 200 2 28,500 Total . | 302, 449 307, 929 17 446, 477 113 9, 536, 273 | 36 1 275,336 State. Number of schools reporting. Amount received from tuition fees. Number of schools reporting. Amount received from productive funds. Number of schools reporting. Amount received from sources un¬ classified. Number of schools reporting. Total income for the year 1902-3. Alabama . 1 10 $12,899 $23,573 10 $220, 975 12 $274, 821 Arkansas . 4 4,500 1 5 4 13, 422 4 21,711 Delaware . 1 5,000 1 5,000 District of Columbia . 1 16, 206 1 9, 904 1 7,479 1 75,689 Florida . 2 1,519 2 14,500 3 20, 019 Georgia . 10 16, 409 3 14, 640 12 79, 303 13 110,852 Kentucky . 2 1,100 1 1,500 2 5,567 2 16,167 Louisiana . 4 16,752 1 650 5 17, 625 5 35,027 Maryland . 2 2,641 2 563 2 2, 700 3 8,904 Mississippi . 4 12, 700 2 900 5 56, 568 5 78,168 Missouri . 1 1,600 1 2, 675 2 20,450 New Jersey . 1 -333 0 0 1 6, 333 North Carolina . 8 20, 018 4 9,263 8 71,215 13 119,001 Ohio . 1 4,000 1 1,400 1 6,000 1 ' 41,400 Oklahoma . 1 2,719 1 23, 719 Pennsylvania . 1 1,156 1 21,386 1 12,090 1 34,632 South Carolina . 9 11, 626 4 9,883 7 45, 801 10 89,150 Tennessee . 7 30, 030 1 3,000 6 29, 694 7 68, 774 Texas . 6 14, 430 2 3,078 7 43, 495 8 81,503 Virginia . 9 10, 384 5 55, 344 11 171,497 12 257, 225 West Virginia . 2 '436 1 1,132 2 5, 719 2 35,787 Total . 84 1 1 178, 739 34 156,216 89 814, 044 107 1 1.424,335 2262 EDUCATION" REPORT, 1903, Table 13. — Public high schools for negroes — Teachers, Teach¬ ers. Pupils enrolled. Students. Location. Name of school. Total. Ele- I men- I tary grades. Second¬ ary grades. Clas¬ sical course. Scien¬ tific course. d oj d oj d [3 & a> 1 g 0) d i E 0) £ d s 1 6 1 5 3 14 1 3 1 14 t Little Rock . Capital Hill High School. Missouri StreetHigh School. 1 28 105 28 105 ... 8 Pine Bluff . 3 4 15 30 ! 15 30 3 8 DISTRICT OF CO¬ LUMBIA. 9 Armstrong Manual Training School. M Street High School ... 16 9 98 144 98 144 10 . do . 14 10 | 120 1 451 120 451 109 379 FLORIDA. 11 Fernandina . High School . . ] 11 12 Gainesville _ Union Academe . 3 11 39 : 63 30 42 9 21 1 3 5 13 Jacksonville . Stanton High School .... 3 6 j 30 6 30 i GEORGIA. | 14 Athens West Broad High School. High School . 1 2 25 2 25 15 Madison . 1 "2 10 9 10 9 16 Rome . . do . 2 2 52 73 52 73 52 73 17 Sandersville . : Sandersville College . 1 3 3 9 .... j ILLINOIS. | 9 18 Cairo . ! Sumner High School.... Lincoln High School.... 1 1 2 | 15 6 1 58 15 ! 58 19 East St. Louis . . . 1 2 j ” 6 ' 19 1 5 17 INDIANA. 20 Evansville . Clark High School . 3 1 14 1 54 14 54 9 1 41 21 Jeffersonville _ f High School . 1 i 6 1 21 6 21 22 Madison . Broadway High School.. High School . 2 1 5 1 14 5 ' 14 5 14 23 Mount Vernon . . 1 ! 4 11 4 11 1 4 i 11 4 11 24 Netv Albanv . Scribner High School ... . i High School . 1 "*i 44 ! 61 26 38 18 ‘ 23 1 12 18 25 Vincennes . 2 3 46 66 30 40 16 26 KENTUCKY. 26 CoA'ington . ; William Grant High School. Russell High School * ... Central High School. . . 1 2 ' 12 31 12 22 31 12 31 27 Lexington . 3 22 1 53 I .... 53 1 28 Louisville . . 9 "i I 75 ! 232 75 232 .... 29 Owensboro . Western High School* .. | Lincoln High School ... . j Western High School _ 2 1 15 40 15 40 15 40 30 Paducah . 2 11 i 24 33 11 24 till .... | 24 1 j 31 Paris . LOUISIANA. 1 1 2 1 22 1 11 32 V e\v O rl pa n s ! Southern University and | Agricultural and Me¬ chanical College High School. 3 2 41 52 41 52 MARYLAND. - 33 Baltimore . j Colored High and Train- 1 ing School. 9 9 107 1 197 107 197 56 76 l 1 i Statistics of 1901-2. SCHOOLS FOR THE COLORED RACE, 2263 students, courses of study, etc., 1902-3. Students. Pupils receiv- Gradu- ing ates. manual train- i ing. m isL ■3 -,-5 1 ||g i > Amount of State, United States, or municipal aid. ? 7 \ < 1 - 1 - 38 j Eng¬ lish course. Busi¬ ness course. Nor¬ mal course. 3 . S j £=< r2 G 1 6 j 1 5 16 17 18 19 20 21 22 23 24 25 i 26 27 28 29 30 31 30. 49i 30 49- _ SO 49 28 10i 17 . 8 _ L_;_ 81.800 20 6 30 100 6 12 40.000 14 53 3, 500 . 3 a 1 10,000 4fi) 32 ii 30 105 191 1 17S, S00 §26 §230 20 82 _ ! _ 2,370 106.909 ’ 1 1 . . 8 I 51 1 4 3 i 5»: . . • . I _ 50 6 30 o 3 _ _ j 20, 000 . 1 200 2, -500 . 30 S, 000: 60 5.000 3 8 1 _ 1 . 1 15 80 ! 1,500 §700 . 200! 15 ; 58 1 3 15, 58, 609 3, 150| 2,000 1 §2, 0GC 1 1 4 _ _ 20 20,500 ■ 5 13 |J 6 21 3 6 _ _ 106 20,000 . | | 1 _ i _ 225 4 11 .::: :::: :::: i 2 100 5, 500‘ ‘ .... 1 10. 10 i 4 . . 1 _ i _ 278 2, 500 18 26 1 9 9 250 8, 000 • | 1 4 _ 20 4 9 75 r:;; 1 12 97 j 8 . . . 300 1 5 II1 2 23 300 3 6' | 3, 993 70, 260 14 t 36 16 20 103 177 i 1 1 i ! i i 1 20 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 CO 61 62 63 64 65 66 67 68 69 70 71 72 73 j 74 75 76 ! 77 EDUCATION REPORT, 1903. Table ] 3. — Public high schools for negroes — Teachers, Name of school. Teach¬ ers. Pupils enrolled. Total. Ele¬ men¬ tary grades. ary Male. 1 Female. 7 8 "" | .... 18 22 27 37 Students. Clas¬ sical course. Scien¬ tific course. Male. | Female. Female. 11 12 13 14 1 3 9 f ► 2 i 5 | 10 10 4 16 2 20 4 L13 49 2 6 127 6 8 10 15 1 3 78 3 ! 2s 210 15 30 10 7 6 3 18; 21] 25 5 21 2 | 1 49 6 3 6 4 5 12 1 3 1 1 Union High School . High School . . Smith Robertson School. High School . . High School No. 1 . High School . . Cherry Street College. . . . Sumner High School B. K. Bruce High School Lincoln High School . . . Garrison High School. . . High School . Evans High School * . . . Douglass High School . . Prince Wepple School *. Lincoln High School . . . Lincoln High School... Dumas High School Lincoln High School... Garfield High School... Lincoln High School . . . Lincoln High School... High School . Sumner High School . . . Lincoln High School... Lincoln High School . . . Whitted High School. Lincoln High School East Main Street High School.* Lincoln High School * . High School . . Douglas High School.... Lincoln High School * Olive Grove School . Howard High School... Mayo School . Graded School . High School . Graded School . Dunbar High School ... High School . . do . . Wayman Academy . High School . * Statistics of 1901-2. SCHOOLS FOR THE COLORED RACE 22(35 students, courses of study, etc., 1902-3 — Continued. Eng¬ lish course. Students Busi¬ ness course. Nor¬ mal 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 1902-3. 6 'S Female. Male. | Female. 0) "5 Female. Male. | Female. Male. | Female. 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 2 S 47 4 6 810, 000 81, 390 I . $1,390 34 2 16 9 32 I 35 125 36 4 600 9, 500 3, 750 $200 3,950 37 3,000 i . 38 .::: 12 .... 1, 000 200 39 60 240 1 17 50! 6,000 40 24 1 400 5.000 41 4 1 85 2, 500 i . 42 6 12 2 91 88 80 1, 500 43 3 500 7, 000 44 6 14 4 138' 3, 500 45 .... 2 207 2,200 46 1 9 3 200 225 500 1, 500i 47 6 4* 4 10 11 360 2, 500 48 ! 2 14 49 10 12 : 1 500 50 5 8' 1 2 67 4,800 . 51 5 12! 1 50 52 10 15 3 4 10 10 300 10, 000 ! . . 53 1 175 1 . 54 60 j 55 2 8 5 17 3 9 150 18, 000 1 . 56 .... 38 4 46 78 210 250 150,000 1 57 I 3 6l 8 5 50 800 ;;;;;; 58 4 9 60 15, 00C 59 16 49 1 9 1 9 38 630 8,000 1 60 ... .1 2 2 200 7,000 ! 61 3 500 5,000 62 | 2 75 63 1 50 1,500 64 1 150 65 6 9 1 B 25 66 14 18 6 4 10 12 6 1 L 67 5 ; 150 . 68 4 6 1 4 1,000 2,000 ;;;;;; 69 9 8 4 2 3 300 70 6 12 1;;;; 2 4 i . 71 5 5 5 5 - 1,000 1 72 11 24 50 3,500 73 1 1 160 13, 000 74 5 15 .. 200 5, 500 75 .... 60 o’ 500 ! 76 — - 775 15! 000 . 1 . 77 2266 EDUCATION REDOUT, 190.‘ Table 13. — PuUic high schools for negroes — Teachers , I Location. Name of school. 1 2 TENNESSEE— COn. 78 Knoxville . Austin High School . 79 McMinnville _ High School * . SO Memphis . Kartrecht High School.. 81 Murfreesboro.... Bradley Academv . 82 Nashville . Pearl High School . 83 Rockwood.. . High School* . TEXAS. 84 Austin . Robertson Hill High School.* 85 Bastrop . Emile High School* .... 86 Beaumont . Central High School*... 87 High School . 88 Calvert . . do . . 89 Clarksville . . do . 90 Corsicana . . do . 91 Crockett . . do . 92 , Cuero . . do . . 93 1 Dallas . . do.* . 94 ; El Paso . Douglass High School... 95 Fort Worth . East Ninth Street School. 96 Galveston . Central High School .... 97 Gonzales . High School . 98 1 Hempstead . . do . 99 Houston _ do _ 100 Lagrange . ! . do . . 101 Livingston . j North End High School. 102 Mexia . High School . ! 103 ! Xavasota . . do . I 104 Palestine . Lincoln High School* .. 105 Paris . Providence Street High School. 106 San Antonio . Douglass High School 107 Sherman . Fred Douglass High i School. 108 Terrell . *. . High School . . . 109 1 Tyler . ! 110 Victoria . . do . 111 1 Waco . . do . 112 Waxabachie .... . do . . VIRGINIA. 113 Danville . High School . 114 Lvnchburg . . do . 115 Manchester . . do.* . 116 Petersburg . Peabody High School ... 117 Richmond .... Highand XormalSchool . 118 Staunton . . . High School . 119 Winchester . . . ;..do . AVEST VIRGINIA. 120 Clarksburg . Water Street High School. 121 Huntington _ Douglass High School.. . 122 Parkersburg . Sumner High School .... 123 | Point Pleasant .. High School . Teach¬ ers. Pupils enrolled. Total. 96 6 4 26 6 1 15 9 9 12 15 8 10 37 10 8 60 10 10' 20! Ele¬ men¬ tary grades. r2 15 Female. 7 8 1 25 31 .... ...: 45 65 ! 96 145 I 19 28 i 1 l 1 55 95 .... [ .... 1 1 16 j 23 30 67 1 H 36 E io Students. \ Clas¬ sical course. Scien¬ tific course. <6 15 3 Female. 72 S Female. | 11 12 13 14 : 1 8 15 30 2 14 15 90 4 4 4 8 5 ! 1 1 3 ! 3 .... 13 1 9 ! 57 h j 8] 31 | 22 .... .... 1 15 26 ! *1 72 * 7 8 ...? 10 20 . 10! 20 10; 10 .... _ i 10! 10 20 36 8| 23- _ f . 8j 14. II 6 . i 4 10j 13 4 11 25; 51 6! 6 7, 24 16 38: 9 25 17] 38 62. 236 1 12 8 8 14 101 13 4 11 9, 15; . 2.3) 51i 9| 20! 16 17 : Statistics of 1901- SCHOOLS FOR THE COLORED RACE 22G7 students , courses of study, etc., 1902-3 — Continued. Students. 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 1902-3. Eng¬ lish course. Busi¬ ness course. Nor¬ mal course. Male. Female. | o "3 a | Female. d a | Female. | Male. | Female. | Male. j Female. 1 5 16 17 18 i® 20 21 22 23 24 25 26 27 28 29 30 31 6 9 1 11 §750 §20 §670 1 . | . . .... ... 2 .... 250 1 3 . . . . 2 8 2, 400; . ..1 .... .... 22 15, 000! :::: : i 2l 4 2 2 9 2 §1,100 1. 100: 2 1 .... 2 2, 500j I 7 , 1 8, 000 1,300 §50 1, 350 1 2 :::: 1 3 loo; 5, 000 . .... .... 1 2 300 2, 000 26 . 37> .... .... 2, 000| 1, 470 1 1,470 j 2 . 250 12, 000. 1 17 4 4 25 3, 000 15 30* .... i 1 2,000 . 35! 2,035 ■ _ 1 13 35, 000 . 300 ; 12, 90O| . 1 2 5 .... 200 .... 1 ii 400 1,500' . : i i 75 2, 500 1, 500 75 1, 575 3! 100 4 5 210 29, 500 .. 100 2,000 8 7 325 500 800 '.... 15 1,500 900 34 934 1 30 ; 3,000 . _ 1 2 1 4,316 . 4 512 | 8, 000 :::::: . | 2 167 30,000 1 j 6 300 1 1, 500 | | 120 1 3,000 1,070 72 1,142 ;;;; 2, 500 | 200 ! 1,000 :::: 1 2 1 7 250 i 5,600 1 . .... i ! 125 3,000 1, 200 ; 21 i 1 I 3 ! l? . 16 38 1 I 8 5 416 ... ! 5 . 17 | 38 I 4 1 8 . . 62 236 i **■ 3 .... ; 32 3 1 33 300 1 1 12 1 ! 3 236 35,000 . ! 8 .... ! 2 8 2 ! 3 j j 1 352 20, 000 1,500 1,500 j | 1 | 1 500 1,000 8 ;| 16 *"* I l B 150 6.000 : . .... | ! 3, 000 . | 1 1 I 1 I ! i 1 1 1 1 . 1. i . 90 91 92 93 91 95 96 97 98 99 100 101 102 103 101 105 106 107 108 109 110 111 112 113 111 115 116 117 118 119 121 122 123 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 EDUCATION REPORT, 1903. Table 14. — Secondary and higher schools for negroes- Location. Pupils Teachers. en¬ rolled. Name of school. Religious denomina¬ White. 'Col¬ ored. Total. tion. d d d Male. 1 Bapt . 3 3 8 14 200 170 Philander Smith College . M. E . * 5 1 5 6 16 246 : 275 Shorter University . Af. Meth _ 4 5 9 72 1 115 ! Branch Normal College . Southland College a . Nonsect .... 1 2 ° 3 3 8 94 | 86 I State College for Colored Stu¬ dents. Nonsect .... 5 1 6 28 1 Howard Universitv . Nonsect .... 49 4 26 11 90 646 276 National Kindergarten Train¬ ing School, a 0 | 9 Washington Normal School Nonsect .... 0 1 ; 8 13 62 No. 2. Cookman Institute . M. E . 0 1 2 3 6 105 89 Florida Baptist Academy . Bapt . 5i 7 12 98 131 Florida Institute a . 1 Fessenden Academy a Emerson Memorial Home . M. E . 3 3 0i 60 Normal and Manual Training School. Florida State Nonnal and In¬ Cong . 2 9 56' 61 Nonsect .... 0 0 10 9 19 92 131 dustrial College. Jeruel Academy . Bapt . 2 4 6 114 191 Knox Institute and Industrial ; Cong . 2 4 6 1291 188 School. | Atlanta Baptist College . Bapt . . 2 3 5! 2 12 175 0 Atlanta University . j Nonsect 5 8 2 1 16 97 183 Morris Brown College . A. M. E . 8 10 18 206; 239 Spelman Seminary . ! Bapt . ’*'6 "’39 0 5 44 0 635 Storrs School . Cong . o 7 0 1 8 117; 157 Haines Normal and Industrial Presb . 4 12 16 180 400 Institute. 1 1 ■ ALABAMA. Athens Calhoun... Huntsville Irma . Marion . Mobile . Montgomery Normal . Selma . Snow Hill . . . Talladega . Troy . Tuscaloosa . do . Tuskegee . . Waugh .... ARKANSAS. Arkadelphia Little Rock.. . do . . do . DELAWARE. Dover . DISTRICT OF LUMBIA. . do . . do . FLORIDA. Jacksonville.. . do . Live Oak . Martin . . Ocala . . Orange Park . Tallahassee. GEORGIA. Athens . do . Atlanta . . do . . do . . do . . do . Augusta . * Statistics of 1901-2. a No report. SCHOOLS FOR THE COLORED RACE 2269 Teachers, students, courses of study, etc., 1902-3. Pupils enrolled. Students. | Graduates. Elemen¬ tary grades. Secon¬ dary grades. 5 Colle¬ giate grades. Classi¬ cal course. Scien¬ tific courses. English course. Normal course. Busi¬ ness course. High school course. Normal course. Colle¬ giate course. Male. 6 3 a 6 "3 6 3 5 6 3 O 3 a 6 l 6 a C. ! 15 15 0 68 Laurel . . Maryland Industrial and Agri¬ Non-sect 3 i 2 5 25 5 cultural Institute. 1 Melvale . Industrial Plome for Colored Nnri' pet 4 4 0 104 Girls. Princess Anne . Princess Anne Academva MISSISSIPPI. Clinton _ _ Mount Hermon Female Semi¬ Nonsect .... 6 1 7 0 97 nary. Edwards . Southern Christian Institute ... Christian ... 2 6 2 1 11 70 60 Holly Springs Rust University . M. E . 3 5 3 2 13 135 199 Jackson . Jackson College . Rapt. . . € 4 1 1 9 ■ 29 78: ! Meridian . Lincoln School . . . Cong _ . 8 3 11 120 180. _ do _ Meridian Academy^ . .... 1 Natchez . Natchez Colleger . . .... Touga.1 no _ Tougaloo University . . 1 firms- f 17 23 230 272 Westpoint . Mary Holmes Seminary _ VA,11o . - Presb. North 0 11 0 2 13 0 220 Westside _ _ _ Alcorn Agricultural and Me¬ Nonsect 0 15 0 15 i 439 95 chanical College. MISSOURI. Jefferson City _ Lincoln Institute . . . Nonsect . . . . 10 7 17 192 194 Sedalia . . 1 George R. Smith College . M. E . 1 4 5 I 3 13 70 7f * Statistics of 1901-2. « No report. SCHOOLS FOR THE COLORED RACE, 2271 Teachers , students, courses of study, etc., 1902-3 — Continued. Pupils enrolled. Students. i Graduates. Klemen- ta re¬ grades. Secon¬ dary grades. Colle¬ giate grades. Classi¬ cal course. Scien¬ tific courses. English course. Normal course. | Busi¬ ness | course. High school course. Normal course. Colle¬ giate course. if d d . 4 d i d d 6 ■2 •3 E -g P -g 1 e -g -g 3 "3 g ! "2 o s "5 9 s s s S £ 1 s 0> S | 1 0 S 0 S a 1 11 12 13 14 15 16 17 18 16 20 21 (6 I (6 23 24 25 26 27 Si 29 §1 31 32 18 65 23 17 37 53 0 0 0 0 i 0 4 0 0 0 0 0 4 0 0 61 5 16 70 77 3 2 0 0 110 0 101 0 9 0 77 0 .... 41 0 16 0 0 255 0 0 0 0 14 0 277 0 14 0 4 68 152 46 70 1 .... | 80 8S 65 85 “1 4 48 38 13 18 J 6 1 0 1 . i 69 114 45 4 0 4 0 118 139 30 35 4 5 ! 4 5 1 0 167 0 153 0 1 11 0 - :::: l 102 169 4 10* ■ i | 1 30 20 30 35 45 40 20 10 10 12 ! 12 13 5 0 :::: ....j .... 23 37 40 68 5 5 18 20 15 19 25 40 i 20 30 30 25 0 0 0 t 0 0 1 0 14 83 21 88 21 88 A 1 134 144! 0 31 41 1 19 25 3 0 1 5 Oj 75 136 213 6S 21 13 44 32 75 136 0 0 0 0 0 0 0 0 3 1 67 97 28 8 20 16! j 67 97 89 109 .... .... 1 11 18 H5 177 10 48 r" .... .... 114 158 13 19 101 139 13 19 ! .... 1 g I 48 69 107 163 8 10 1 0 23 28 51 29 12 67 101 . 16 27 1 13 22 208 0 147 0 . 74 106 24 82 1 46 2! 8 8 134 186 5 2 I 1 "" 55 100 I 56 115 0 I 0 12 30 0 0 34 95 0 20 25 24 4 4 0 20 0 0 42 56 15 27 1 15 27 15 27 69 112 7 6 5 | 1 2 6 1 1 2 1 1 168 209 8 4 8 4 15 19 40 121 i 116 139 12 4 20 6 60 64 56 75 4 0 2 10 1 1 116 66 62 36 0 0 0 0 0 0 62 30 12 0 0 0 0 6 3 0 0 89 155 7 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 7 0 0 126 169 25 20 3 0 151 189 25 20 2 0 1 1 ED 1903 — YOL 2 - 67 72: 73 74 • 75 76- 77 78 7& 8a 81 82' 83 84 85- 86- 87 88 83 9a 91 92 93 94 9^ 9& 97 98 9a 100 101 102 103 104 2274 EDUCATION REPORT, 1903. Table 14. — Secondary and higher schools for negroes — Location. Name of School. Religious denomina¬ tion. Teachers. Pupils en¬ rolled. White.' Col¬ ored. Total. Total. Male. Female. Male. Female. Male. Female. 1 2 3 4 5 6 7 8 9 10 SOUTH CAROLINA— continued. Meth . 5 8 12 13 38 300 310 106 Nonsect 13 8 21 360 264 Agricultural, and Meehan- ical College. * TENNESSEE. Lane College a . 107 Warner Institute* . Cong . 1 2 3 51 69 108 U. Presb _ 8 10 2 3 23 189 218 109 Le Moyne Normal Institute*... Cong . 1 9 2 6 18 250 375 110 M. E . 6 9 3 3 21 143 228 trial College. 111 Fisk University . Cong . 8 21 1 30 203 243 112 . do . Bapt . 3 7 2 i 13 128 90 113 M. E . 41 16 57 492 263 TEXAS. 114 Austin . . Samuel Huston College . M. E . 9 H 20 112 140 115 . do . Tillotson College . Cong . 3 10 1 1 15 64 96 116 Crockett. _ _ Mary Allen Seminary . Presb . 1 13 1 15 0 226 117 Hearne . Hearne Academy, Normal and Bapt . 2 4 6 30 46 Industrial Institute. 118 Marshall . Bishop College . Bapt . 4 9 6 4 23 210 231 119 _ do Wiley University* . M. E . 2 6 8 16 242 260 120 Prairieview . Prairie View State Normal and Nonsect .... 0 0 12 5 17 153 145 Industrial College. 121 Seguin . Guadalupe College . Bapt . 9 7 16 125 187 122 Waco . Paul Quinn College* . A. M. E . 7 8 15 130 94 VIRGINIA. 123 Alexandria . William McKinley Normal and Nonsect .... 3 3 6 25 20 Industrial School. Burkeville . Ingleside Seminary a . [.... 124 Cappahosic . Gloucester Agricultural and Nonsect .... 0 0 3 6 9 52 78 Industrial School.* 125 Claremont . Temperance, Industrial, and Nonsect .... 2 5 7 49 72 Collegiate Institute. 126 Hampton . Hampton Normal and Agri¬ Nonsect .... 26 55 11 11 103 550 534 cultural Institute. . do . Spiller Academy a . Lawrenceville. . . . St. Paul Normal and Industrial School. <* 127 Lynchburg . Virginia Collegiate and Indus¬ M. E . o 0 2 3 5 30 40 trial Institute. 128 Manassas . Manassas Industrial School .... Nonsect .... 4 5 9 35 59 129 Norfolk . Norfolk Mission College * . U. Presb _ 4 1 4 16 228 431 130 Petersburg . Bishop Payne Divinity School. . P. E . 2 0 1 0 3 18 0 131 . do . Virginia Normal and Indus¬ Nonsect .... 1 7 7 14 108 248 trial School. 132 Richmond . Hartshorn Memorial College _ Bapt . 1 7 3 11 0 135 133 . do . Virginia Normal Institute . . do . 6 3 6 1 16 225 0 134 Suffolk . St. Paul’s Universalist Mission Universalist 1 2 3 120 150 School. * WEST VIRGINIA. 135 Harpers Ferry .... Storer College . Free Bapt . . 2 3 1 3 9 42 70 136 Institute . West Virginia Colored Institute. Nonsect .... 11 5 16 70 80 * Statistics of 1901-2. « No report. SCHOOLS FOR THE COLORED RACE, 2275 Teachers, students, courses of study, etc., 1902-3 — Continued. Pupils enrolled. Students. Graduates. Elemen¬ tary grades. Secon¬ dary grades. Colle¬ giate grades. Classi¬ cal course. Scien¬ tific courses. English course. Normal course. ! 1 Busi¬ ness course. High school course. Normal course. Colle¬ giate course. Male. d £ 6 S d S § *3 2 d *3 S 1 a> * © § d 13 o 1=4 d 13 § d *3 s s 1=4 r3 S d a o d 1 ,d a o d s 73 g © r2 § d o § d 3 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 2S 29 30 31 32 ?9n 23Q 63 69 12 2 28 10 47 61 21 16 10 14 0 2 105 205 163 110 76 45 25 45 25 315 239 42 23 87 54 45 25 106 37 38 14 31 0 6 0 0 0 1 51 68 0 0 0 0 0 0 0 0 0 0 107 116 150 58 59 9 14 8 48 51 4 6 108 170 275 80 100 0 0 80 100 0 0 3 9 0 0 109 118 1 13 25 .... 97 159 25 85 9 6 4 5 110 89 99 118 26 12 4 0 12 14 111 52 43 47 44 29 3 29 .... 2 0 1 0 0 6 25 0 0 5 4 3 7 12 0 112 76 115 416 148 47 74 0 12 113 98 120 14 20 85 124 3 8 8 12 114 30 54 34 42 0 0 i 1 0 14 9 0 0 6 1 0 o 115 o 126 o 100 0 100 0 6 1 116 12 17 18 29 16 23 13 24 3 0 117 104 158 97 72 9 1 1 63 24 2 27 56 6 3 2 2 1 0 118 168 224 40 20 34 16 26 18 32 20 6 26 18 5 8 1 0 1 1 0 119 0 0 147, 143 6 2 6 2 0 0 0 0 147 143 0 0 0 ; o 26 i 10 2 1 120 35 62 59 85 31 ; 40 j 40 45 18 13 67 129 63 74 12 6 57 ; 39 47 28 5 0 121 20 19 63 60 47 15 ! 16 14 22 18 0 8 J 3 1 122 25 20 0 0 0 0 0 l 0 1 ° 0 0 0 0 0 0 0 0 1 _ 0 0 0 0 0 123 41 59 11 19 o ! 0 _ 0 0 0 0 | 52 78 0 0 3 6 0 . 0 1 0 0 0 0 124 39 25 8 39 2 8 4 21 2 14 21 32 17 31 12 18 3 v 3 12 2 4 125 374 446 176 88 ! o i 0 0 0 0 0 0 0 33 31 5 0 0 0 23 1 27 0 0 ; 126 19 8 11 32 o ! o 0 ! o 0 3 127 35 59 35 59 3 : 3 ! 128 206 359 j 22 72 22 72 j 206 359 6 20 5 4 1 129 5 0 13 0 5 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 130 66 104 42 144 0 0 0 0 , 0 1 100 215 8 33 0 0 0 0 7 31 0 0 1131 0 80 0 47 i o 8 0 1 0 9 0 0 132 57 0 96 0 j 72 0 60 0 17 j o 21 0 | 14 0 1 0 133 100 110 20 40 5 3 20 40 20 40 0 1 1 1 ! 134 20 I 30 22 40 0 0 0 0 0 1 0 0 0 22 40 ........ 0 0 0 0 0 0 135 20 : 34 50 46 50 46 8 12 10 5 8 1 12 ? 136 1 1 .... 1 1 , I 1 2276 EDUCATION REPORT, 1903 Table 15. — Secondary and higher schools for negroes — Professional inprofe'd^1?^^- sional ingindus- courses. trial training. Name of school. Students trained in industrial branches. S Female. Total. Male. | Female. Total. Farm or garden work. | Carpentry. | Bricklaying. Plastering. Painting. Tin or sheet- metal work. | Forging. Machine-shop work. Shoemaking. Printing. I 2 3 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 122 184 306 286 0 0 0 20 35 55 35 ! 100 180 280 0 0 0 1 10 70 80 0 0 0 87 329 416 30 0 24 24 222 246 468 25 15 30 10 29 25 35 32 67 4 9 2 2 3 2 75 162 237 40 75 11 6 i 9 0 9 50 0 50 50 40 0 0 0 1015 492 1,507 94 105 19 14 29 72 27 i 0 0 0 60 48 108 108 ! ■ 4 0 4 9 1 10 10 10 0 10 13 245 258 13 ' 3 0 3 3 64 67 3 79 34 113 1 40 24 15 20 16 36 4 20 6 1 4 2 392 23 415 113 85 198 54 54 0 0 0 | 29 68 97 21 22 j... ‘“I .... 0 0 0 0 60 60 56 61 117 25 56 .... 0 0 ° |- 74 99 18 1 11 0 0 0 .... 4 1 ] Trinity Normal School « Calhoun Colored School Central Alabama Academy. Kowaliga Academic and Industrial Institute.* Lincoln Normal School . Emerson Normal Institute *. State N ormal School for Col¬ ored Students.* Agricultural and Mechan¬ ical College. Alabama Baptist Colored University.* Snow Hill Normal and In¬ dustrial Institute. Talladega College . Troy Industrial Academy a Oak City Academy* _ Stillman Institute . Tuskegee Normal and In¬ dustrial Institute. Mount Meigs Colored Insti¬ tute. ARKANSAS. Arkadelphia Baptist Acad¬ emy. Arkansas Baptist College*.. Philander Smith College Branch Normal College . Southland College a . . DELAWARE. State College for Colored Students. DISTRICT OF COLUMBIA. Howard University . National Kindergarten Training School. « Washington Normal School No. 2. FLORIDA. Cookman Institute. Florida Baptist Academy... Florida Institute « . ' _ Fessenden Academy « . Emerson MemoriarHome. . . Normal and Manual Train¬ ing School. Florida State Normal and Industrial College. * Statistics of 1901-2. a No report. SCHOOLS FOR THE COLORED RACE, 2277 and industrial training — Equipment and income, 1902-3. Students trained in industrial branches. Chief sources of sup¬ port. Value of benefactions or bequests in 1902-3. 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. 1 Amount received from productive funds. Amount received from other sources. Total income for the year 1902-3. ti o xn S c u* IS 19 20 21 22 23 24 | ! 25 1 26 27 28 29 114 60 Donation, endow- 81,000 2,360 830, 000 8977 8762 821, 220 822, 959 ment, and tuition. 300 So. Ed. Soc. 20 20 25 300 15, 000 8260j 100 3,845 4, 205 phy, tuition. osr 200 600 80 .....do . 500 ! 18, 000 . 1,407 2,484 3,891 329 87 State. Slater fund, 300 40, 000 1 8, 500 j 2,000 4,900 15, 400 Peabody fund. 98 62 174 State and United 3j /3o i 76, 036 4, 000 11,150 15, 150 States. 500 I 30, 150 2,200 2,200 8 14 23 Charitable sources . . . 2,500 | 35,000 35 945 114 I 15,358 16,452 7*7 Endowment, benevo¬ 0 5,000 ■ 182, 000 0 1, 500- 6,088 21,890 29,478 j 162 lent gifts. Tuition . 600 270 270 Presbyterian church . 3,000 ! 20,000 6 i 3, 000 3,000 211 800 626 State, endowment, 3,000 533, 608 4, 500 3, 100 16,571 136, 228 160, 399 donations. | I I 48 28! Contributions . 0 1,500 6,000 82 400 38’ 900 1,420 Colored Bapt. Church 100 10, 000 150 500 650 250 245 109 Freedman’s Aid and 500 1, 700 ! 41,500 3,200 2,500 5, 700 So. Ed. Soc. M. E.Ch. 64 A.M. E. Church . 463 21, 700 821 3,604 4, 425; 34 ^ State and United 92, 000 i 3, 789 329 6,818 10, 936 States. 16 State and United 500 27,000 5,000 5,000 States. l u\ 29 U. S. and endowment. 41,754 1, 000, 000 642,100 ; 16,206 9,904 7,479 75, 689 j City . 850 1 Freedmen’s Aid and o 1 0 719 719 So. Ed. Soc. i 68 i 11 600 10,000 0 1 1 . j . 60 200 4,000 : . 61 Amer. Miss. Assn., tu¬ 500 | 25, 000 800 i 2,000 2,800 ition. 1 ' 74 ! 67 ! State and United 0 600 40. 000 4.000 ! ' 12,500 16,500 t, U i ....i Oldie dull L 11 1 l c U U' OvA/ lU, UuU I i States. b From United States Government. 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 2278 EDUCATION REPORT, 1903, Table 15. — Secondary and higher schools for negroes — Professional 28 29 30 31 32 33 34 35 37 39 40 41 42 43 44 45 47 48 49 50 61 52 53 54 55 56 Name of school. Students in profes¬ sional, courses. Pupils receiv¬ ing indus¬ trial training. Students trained in industrial branches. d "3 Female. | Total. Male. 1 Female. Total. 1 Farm or garden work. Carpentry. Bricklaying. | Plastering. Painting. 1 Tin or sheet- 1 metal work. Forging. 1 Machine - shop work. Shoemaking. | Printing. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 GEORGIA. 0 60 60 54 90 144 36 14 trial School. 36 0 36 16 0 16 \mmmm 16 0 0 0 67 168 235 24 18 6 26 35 206 239 445 10 8 0 14 14 0 475 475 24 0 131 131 150 250 400 trial Institute. Paine College . Walker Baptist Institute «.. r Georgia State Industrial .... College. * Fort Valley High and In¬ 0 0 0 22 42 64 16 22 2 12 15 dustrial School.* Lagrange Baptist Academy. Dorchester Academy . 93 138 231 93 Ballard Normal School . 0 206 206 Central City Academy . 21 80 101 34 Beach Institute . 35 105 140 Clark University . -■ 41 261 302 41 29 .... 19 19 19 19 8 Gammon Theological Sem¬ 48 0 48 inary. Allen Normal and Indus¬ 20 112 132 trial Institute. KENTUCKY. Eckstein Norton University* 1 0 1 10 47 57 3 3 10 Kentucky Normal and In¬ 1'"' 1 dustrial Institute for Col¬ ored Persons. St. Augustine’s Colored 28 19 47 School. Louisville Christian Bible I School, a State University * LOUISIANA. Alexandria, Academy. Central Louisiana Academy. Gilbert Academy and In¬ 54 71 125 17 4 . 5 4 dustrial College. Mount Carmel Academy a T, eland University 37 39 76 22 51 New Orleans University .... 55 5 60 ^Straight. University 12 0 12 105 268 373 95 23 * Statistics of 1901-2. a No report. SCHOOLS FOR THE COLORED RACE 227y and industrial training — Equipment and income , 1903-3 — Continued. Students trained in industrial branches. Chief sources of sup¬ port. Value of benefactions or bequests in 1902-3. 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 1902-3. Sewing. Cooking. Other trades. 18 19 20 21 22 23 24 25 26 27 28 29 61 9 Jeruel Bapt. Assn. 350 $10, 000 $768 0 $1, 728 $2, 496 and A.B.H.Soc. 74 20 Amer. Miss. Assn., tu- 100 5,000 ition. Amer. Bapt. Home 0 2,500 80, 000 0 832 $840 7,252 8, 924 Miss. Soc*. 168 54 Benevolent contribu- $31, 000 11,500 251, 000 0 2,500 1,800 100 4, 400 tions, tuition. 239 48 140 A. M. E. Church bene- 1,500 100, 000 1,275 12,000 13, 275 factions. 429 91 W.A.B.H. Miss. Soc., 3, 937 293, 427 0 0 0 21, 208 21, 208 Slater fund. 131 Amer. Miss. Assn.,tu- 290 5,000 0 1,565 0 2,300 3,865 ition. 400 Freedmen Board of 1,200 15, 000 N. Branch Presb. Church. M. E. Church South. . . 400 45, 833 10,260 10, 260 :::: 1 42 20 Tuition , S tate and do¬ 614 19, 000 $500 800 5,000 6, 300 nations. City . 138 700 | 11, 000 829 6,195 7,024 206 Amer. Miss. Assn., tu¬ 1,500 40, 000 0 3,200 0 2,500 5, 700 ition. 80 50 140 Amer. Miss. Assn., tu¬ 500 0 1,340 2, 760 4,100 ition. 261 91 Church and contribu¬ 850 250, 000 8, 300 8,000 11, 300 tions. Endowment . 12, 000 100, 000 12, 000 12, 000 132 10 Amer. Miss. Assn . 150 47 12 Contributions . 500 20, 000 900 687 1,587 .... State and United 1,197 50, 000 8, 000 200 1,500 4,880 14, 580 States. 47 Colored Ed. Soc . — 1 45, 000 Tuition, Freed men’s 17 150 0 252 50 302 Aid. Bapt. Assn., tuition, 100 5,000 700 475 1,175 contributions. 15 10 70 Freedmen’ s Aid and o 2, 525 76,000 3,000 3,000 So. Ed. Soc. of the M. E. Church. 25 Endowment, contri¬ 3,000 150,000 13,900 6,100 20, 000, butions. Freedmen’s Aid M. 3,000 126,000 I E. Church. 205 63 Amer. Miss. Assn. 500 2,500 100, 000 0 1,900 650 8,000 10, 550 Slater fund and Daniel Hand fund. I 28 29 80 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 2280 EDUCATION REPORT., 1903, Table 15. — Secondary and higher schools for negroes — Professional 57 68 59 60 61 62 63 64 65 66 67 68 69 70 71 73 74 75 76 77 78 79 80 81 Students in profes¬ sional courses. Pupils receiv¬ ing indus¬ trial training. Students trained in industrial branches. Name of school. | Male. Female. TRIOJ, | Male. 1 Female. Total. Farm or garden 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 io 11 12 13 14 15 16 17 MARYLAND. Morgan College . 113 97 210 60 7 »- 7 ..... 5 St. Francis Academy . 0 45 45 Maryland Industrial and Agricultural Institute. Industrial Home for Col- 0 0 0 25 5 30 25 0 0 0 0 104 104 ored Girls. Princess Anne Academy a .. .... MISSISSIPPI. 0 50 50 Seminary. 48 44 92 19 12 3 12 5 0 3 3 40 60 100 39 .Ta.clrsnn College 7 0 7 0 69 69 Lincoln School . 40 130 170 | Meridian Academy a . | Natchez College « . . ! Tougaloo University . 120 182 302 57 63j 17 24 Mary Holmes Seminary 0 220 220 10 Alcorn Agricultural and Mechanical College. 439 95 534 154 140 43 41 MISSOURI. Lincoln Institute . 0 194 194 George R. Smith College _ 14 6 20 20 NEW JERSEY. Manual Training and In¬ dustrial School.* 0 0 0 23 71 94 6 23 NORTH CAROLINA. | Washburn Seminary . 25 76 101 25 Biddle University . 17 0 17 77 0 77 *2 14 15 22 12 Scotia Seminary . 0 22 22 Elizabeth City State Normal School. State Colored Normal School 0 152 152 Albion Academy, State Normal School. Franklinton Christian Col¬ 6 0 6 12 28 ' 40 lege.* State Colored Normal School. « Bennett College * _ 0 70 70 Agricultural and Mechan¬ ical College for the Col¬ ored Race. High Point Normal and In¬ dustrial School, a 167 0 167 _ 32 30 1 2 6 12 5 1 1 I i Statistics of 1901-2. a No report. SCHOOLS FOE THE COLORED RACE, 2281 and industrial training — Equipment and income , 1902-3 — Continued. Students trained in industrial branches. Chief sources of sup¬ port. IC . £ +3 o 1 p O o • > Volumes in library. _ a>5 j vf ^ ~ O -x'-g | O t JC 2 X j > Amount of State, United States, or municipal aid. Amount received from tuition fees. Amount received from productive funds. rr* > 2 | ■C %4 > o j < Total income for the year 1902-8. Sewing. Cooking. O 1 18 19 20 21 22 23 24 25 26 27 28 29 State . 2,000 4,000 820,000 85, 850| 82. 000' . 1 82,000 4,404 1 73 1 69 io! 5; M. E. Church and tuition. §5, 991 82, 491 8213! 81,700 State . 300 10, 000 1,000 150 350 1,000 2,500 104 40 ... . City and State. 50j 50 ... . 34i 6.... lio! 30.... 400 25,000 69 C. W. Board of Mis- j . 1,000; 50,000 sions, tuition. Freedmen’s Aid and 1,200 10.000; 125,000 So. Ed. Soc. M. E. I Church. Amer. Bapt. Home j . l,200j 40.0001 ! Mission Soc. 40! Amer. Miss. Assn., ! . I 3001 3.000 j tuition. 500 200 , 2,500 3,200 62 . . ' . . ; 63 10,000 . ! 10,400 20,400 64 65 1,000 1,700 ' 66 102' Amer. Miss. Assn . ‘ 4.000 W. M. Soc. Presb. Church. 700 20' 221, State and United ‘ 2,700 220 194 44 19 ....... 10 19 22.... States. State and United I. States. Freedmen’s Aid and . So. Ed. Soc. M. E. i Church. State 16,700 18,200 67 50,000 . . . . 68 168,000 8,000 700 25,968 34,668 69 . 16, 175 . • . . 16,175 70 55,000 . ' 1,600 . 2,675 4,275 71 400 2,000 6,000 333 Amer. Miss. Assn . 1 . ' 200 Presb. Church, board i . . 13,000 and tuition. Presb. Board for j . 2,200 Freedmen, tuition. . ' . i 609 6,000' _ 207,000 . 4,000 65, 000 6,333 . . 1 . 73 250 3,750 8,000 74 ---.i 17,261: 17,861 75 . . . 76 25 25 _ Endowment and tui¬ tion. 70 17 Freedmen’s Aid and . So. Ed. Soc. State and United i. States. I J i ' I 000 1 30,000 . . ! . . 80 929 88,000 12,500 ...... .j . 31,189 43,689 81 2282 EDUCATION REPORT, 1903, Table 15. — Secondary and higher schools for negroes — Professional 82 83 84 85 86 87 88 89 90 91 93 94 95 96 99 100 101 102 103 104 105 106 107 Name of school. Students in profes¬ sional courses. Pupils receiv¬ ing indus¬ trial training. Students trained in industrial branches. o5 ro3 a | Female. 1 Total. Male. Female. Total. Farm or garden work. Carpentry. Bricklaying. Plastering. | Painting. Tin or she^t- metal work. Forging. I Machine-shop work. Shoemaking. Printing. 1 2 3 4 5 6 7 8 9 io 11 12 13 14 15 16 17 NORTH CAROLINA — COnt’d. 0 0 0 0 16 16 0 0 0 18 30 48 16 6 15 30 dustrial Institute. 21 171 192 School.* c 5 5 85 91 176 6 29 12 25 166 0 166 94 142 236 26 2 17 3 0 0 0 50 180 230 State Normal School, a Waters Normal Institute. . . . 0 0 0 0 38 38 OHIO. Wilberforce University *. . . . 15 1 16 OKLAHOMA. Colored Agricultural and 83 128 211 25 13 25 Normal University. * PENNSYLVANIA. Lincoln University* . 61 0 61 Institute forColoredYouth* 18 171 189 ;;;; 18 12 12 SOUTH CAROLINA. Schofield Normal and In¬ 0 o 0 139 188 327 8 8 | 1 15 6 dustrial Institute. Harbison Institute & Browning Home School « _ Avery Normal Institute . 0 0 0 5 111 116 0 ° 0 0 0 0 0 0 0 0 Wallingford Academy* . Brainerrl Institute _ _ 0 0 0 76 118 194 60 10 2 4 Allen University . Benedict College . 48 2 50 79 105 184 12 0 0 0 4 0 0 0 0 30 Penn Normal, Industrial 74 102 176 74 74 10 and Agricultural School. Brewer Normal School . 0 0 0 0 162 162 0 0 0 0 0 0 0 0 0 0 Lancaster Normal and In¬ 25 20 45 12 dustrial Institute. Claflin University . 268 261 529 12 46 40 20 13 13 16 Colored Normal, Industrial, 360 264 624 150 63 78 30 30 Agricultural, andMechan- ical College. * TENNESSEE. Lane (Inllegea Warner Institute * . 0 0 0 6' 26 321 6 ♦Statistics of 1901-2. a No report. SCHOOLS FOR THE COLORED RACE, 2283 and industrial training — Equipment and income, 1902-3 — Continued. Students trained in industrial branches. Chief sources of sup¬ port. U O i . r :t *-+-> o O 05 5 23 ^ 2 > Volumes in library. 2 c •2 <3 . 2 re 3 3 ^ e. tc— o «_ 2 |s| > 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 1902-3. Sewing. S Other trades. 18 19 20 21 22 23 | 24 25 | 26 27 j 28 29 16 . 350 $9, 000 1 $3170 $170 Cong. Church. Tuition . 500 8,000 280 $2,000 2,280 24 21 6,000! $1,150 1. 150 192 21 [ 1 800 1, 857’ 1,857 150 150 Tuition, contributions $10,000 2, 500 j 70,000; 0 3.900 $2, 733 13,501 20,134 140 48 Amer. Bapt. H. M. 1,500 i 92,500 4,683 280 1,074 6,037 Soc., Slater fund, ! tuition. 8,000 125,150’ 1,600 3,350 6,000 1,350 12, 300 State . 200 5,000! 1,858 1,858 180 50 Amer. Miss. Assn . 0 400 18, 000 j °' 1,400 0 1,400 . 38 Amer. Bapt. Home 500 12,500 240 85 1,940 2,265 Mis.Soc., donations. 5,000 202,000 30,000 4,000 1,400 6,000 41,400 128 20 Territory and Morrill 700 ■ 33,994 21,000 2, 719 23,719 fund. ' i 16,500 271,000 1,156 21,386 12,090 34, 632 78 171 68 4,000 188 57 44 Contributions . 325 1,000 60,000 . 200 165 3,815 5,000 9, 180 116 0 Amer. Miss. Assn., 0 1,000 25,000 0 2,650 0 3,000 5,650 tuition. Tuition and Miss. 2,500 162 62 i 224 Board. i | 118 43 Presbyterian Church . 400 20.000 A. M. E. Church . 80 35,000 1,298 1, 298 97 20 21 Endowment, Am. 3,466 200,000 1,741 6,000 8,866 ] 16,607 Bapt. H. M. Soc., tuition. 102 48 Contributions . 400 0 260 6 2,581 0 j 2,847 162 0 ; Tuition, benevolent 200 12,000 0 1,200 0 | 1,200 contributions. ! 30 18 1 Church and State 400 6,000 640 150 600 170 35 164 Freedmen’s Aid and 6,000 6,500 175,000 4,000 20,000 j 1,390 ! 24, 000 So. Ed. Soc. of M.E. 1 Church, Slaterfund. 200 73 State . 750 94,250 21,000 5,754 26, 754 1 26 26 i Amer. Miss. Assn . 24 6,000 320 12 0 480 8!L2 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 2284 EDUCATION REPORT, 1903, Table 15. — Secondary and higher schools for negroes — Professional in^profes- ^u^ls receiv' i sfonal ! ingindus- I _ trial training.! Students trained in industrial branches. 108 109 110 111 112 113 114 115 116 117 118 | 119 120 121 122 124 125 126 128 129 130 131 132 133 134 135 136 Name of school. 6 £ I p | Total. Male. Female. 1 Total. Farm or garden work. Carpentry. Bricklaying. Plastering. Painting. Tin or sheet- metal work. Forging. Machine-shop work. hi) 2 1 o o m Printing. 1 3 4 5 6 7 j 8 9 io 11 12 13 14 15 16 17 Tennessee — continued. _ Knoxville College . 4 0 4 23 120 143 23 45 22 LB Movne Normal Institute*. 0 0 0 170 275 445! 25 22 46 159 205i ;;;; 221 12, 16 12 dustrial College. Fisk University . 9 0 2 1 Roger Williams University.. 5 0 5 6 85 91 0 2 0 o' 1 0 0 0 0 3 338 30 368 TEXAS. o 7 7 0 0 0 25 65 90 1 23 1 [ 1 j Tillotson College . 1 Mary Allen Seminary . 0 o! 0 0 226 226 "" | Hearne Academy, Normal 0 0 1 0 0 46 46 | and Industrial institute. 1 | Bishop College . 24 o ; 117 161 278 ! 117 s 9 Wiley University . 10 0 L i 1 27 Prairie View State Normal 0 0 ! ° 147 129 276 j 26 14 0 0 0 1 0 20 0 5 0 and Industrial College. Guadalupe College . 82 15 97 49 185 1 184 ' 28 24 1 0 2 4 24 Paul Quinn College* . 1 62 92 154 62 10 17 VIRGINIA. 1 ! | 1 1 ... j William McKinley Normal 0 0 0 10 15 25 0 0 0 ! o 0 15 and Industrial School. 1 Ingl eside Seminary a . 1 1 Gloucester Agricultural and 0 52 ! 78 130 130 11 !.... Industrial School. * j o i ° j i 1 1 Temperance, Industrial, and 18 ! 43 1 14 13 .... Collegiate Institute. l 25 f... ..... Hampton Normal and Ag¬ 550 534 1, 084 899 38 : 18 18 ; 11 * 7 7 6 ricultural Institute. 1 20 Spiller Academy a . St. Paul Normal and Indus- trial School. « 1 Virginia Collegiate and In¬ 0 0 0 10 30 . 40 5 1 dustrial Institute. 1 Manassas Industrial School 1 35 59 94 21 33 2 Norfolk Mission College *. . . i::: 35 375 410 38 Bishop Payne Divinity 0 , 0 : 0 0 0 0 6 j 0 0 0 1 ° 0 0 0 0 ”'6 School. Virginia Normal and Indus¬ 0 o 0 108 248 356 trial School. | I Hartshorn Memorial College Virginia TTninn Onllpgp j 60 o 60 100 0 100 ; ioo .... St. Paul’s Universalist Mis¬ 0 o 0 o 100 100 sion School. * WEST VIRGINIA. Storer College 0 0 o 30 55 ! 20 West Virginia Colored In- i 70 80 150 j Iv. 22 1 23 ' 8 * Statistics of 1901-2. oXo report. SCHOOLS FOR THE COLORED RACE, 2285 and industrial training — Equipment and income 1902-3 — Continued. Students trained in industrial branches. Chief sources of sup¬ port. Value of benefactions or bequests in 1902-3. Volumes in library. 1 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 1902-3. bib _c S 02 Cooking. Other trades. 18 19 20 21 22 23 24 25 26 27 28 29 120 32 2,500 $115, 000 $5,000 $300 1 $10, 500 $15, 800; 175 25 198 Tuition, benevolence. 0 2. 700 45, 000 ; 50 4, 500 4,000 8, 550 159 1,000 75,000 1,884; 10,584 12, 468 M. E. Church, tui- tion, donation. 1 1 $17,000 7, 274 350,000; j 0 5,000 O 8 CO m 8,000 tion. 85 0 Amer. Bapt. Miss. Soc. 0 7,000 155,000 680 834 0 130 1, 644 of New York. i 4,500 158,000 17, 500 4, 000 21, 500 F. A. Soc. of M. E. 3, 000 1,100 50, 000 0 1,118 0 1,500 2. 618j Church, tuition. I . 65 1 Am. Miss. Assn., tui- 0 2,000 40, 000, 0 750 0 6,500 | 7,250 tion. 1 i 226 30 Church contributions . 500 50, 000 5,000 ; 5, 000 I 23 46 Am. B. H. M. Soc. and 500 300 7,000, Tex. Mis. Ed. Con. j 133 16 Am. Bapt. Home 13,000 4,000 150,000 3,594 1, 778 6,820 1 12, 192 Miss. Soc., tuition. Freedmen’s Aid, S. E. 5,000 4,500 65, 250 3,000 10,000 13,000 | Soc. M. E. Church. i 74 43 94. State and United 909 20, 500 0 0 0 20, 500 States. j 153 25 State associations .... 5, 000 80,000 400 1,300 9,000 10, 700 92 "ii Tuition and church . . 50, 000, 0 5, 568 4. 675 10, 243 i I 10 Subscriptions . 0 694 694 65 , 65 Amer. Miss. Assn . 40,000 1 0 480 0 5,875 j 6, 355 17 25 Tuition, contributions 1 3,500 1,697 25, 975 0 1,275 1,187 I 2, 462 515 ; 246 United States, endow¬ 76, 961 12, 698 823,500 ! 0 0 50, 607 128, 829 179,436 ment, contributions. ! ! 30 35 M. E. Church . 0 300 53, 000; 1 1 . 0 480 0 150 630 59 43 Donations . 300 26, 700 1 2,000 2,700 1 4,700 287 86: Church and tuition. . . 600 70,000 0 1,750 0 7, 720 I 9, 470 0 0 ”6 Endowment, contri¬ 500 500 ! 5, 000 ! 5,500 butions. 230 68 State . 0 2,500 165,000 20,000 1,200 0 600 21, 800 Missionary Societies.. 0 1,500 50, 000 0 1 124 0 ; 5, 429 6, 553 1 Am. Bapt. H. M. Soc., 8^ 000 ! 300, 000 0 I 1 2, 000 I 3,000 14’ 000 19| 000! 1 I contributions. 100 Universalist gen. con¬ 300 1, 500 75 50 500 625; vention. 1 30 1 20 State and Free Bap¬ 5,500 50,000 2, 500 320 1,132 719 1 4,671 tist Mission. I 1 79 46 State and United 2,000 | 115,200 116 5, 000 ■ 31, 116; 1 States. j 26,000 J 108 3! 109 3 110 3' 111 4 112 3 113 Sj 114 0 315 3 116 . 117 2 118 0 119 0 120 0 121 3 122 4 123 5 124 2 125 6 126 0 127 0 128 0 129 0 130 0 131 3 132 0! 133 I 5 134 1 135 6 136 - ■ ' ' CHAPTER XLII. REFORM SCHOOLS. In many of the States juvenile reformatories are known as State industrial schools. In this report all these institutions are classified as industrial and reform schools. This Bureau received reports from 96 of these institutions for the year 1902-3. These schools employed 644 teachers for the instruction of 31,468 pupils. There were 34,422 inmates — 27,602 males and 6,820 females — showing that 2,954 did not attend school. There were 21,603 learning useful trades. The commitments for the year numbered 12,757 and the discharges 12,698. Of the inmates there were 26,576 white and 4,755 colored, so far as reported. So far as known, 13,352 were children of native parents and 7,169 children of foreign-born parents. Of the inmates committed, 2,888 could only read and 2,192 could neither read nor write. There were 2,275 assistants caring for the inmates. So far as reported, the value of grounds and buildings occupied by these institu¬ tions aggregated §23,362,543. Of expenditures for the year the sum of $564,241 was for buildings and improvements and §3,788,127 for support. All the above items are given by States in Tables 1 and 2. The North Atlantic Division had 34 of the 96 schools. These schools had 238 teachers and 13,231 pupils. There were 13,480 inmates — 11,590 males and 1,890 females — 10,027 of the total number receiving industrial training. The value of grounds and buildings was $12,105,335, or more than one-half the value of all the property occupied by reformatories in the United States. The expenditure for buildings and improvements was $208,934, and for support, $1,588,481. In the South Atlantic Division there were 16 reformatories, with only 57 teachers. There were 192 assistants caring for inmates, and these assistants must have done some part of the teaching. In these schools 1,947 of the 3,194 inmates were learn¬ ing useful trades. So far as reported, 1,985 of the inmates belonged to white schools and 1,094 to negro schools. The value of grounds and buildings was $1,824,301. Expenditures on buildings amounted to $30,564, while $202,393 was expended for support. The South Central Division reported only 7 reform schools, with 41 teachers and 1,544 pupils. The institutions had 2,404 inmates, only 456 being taught useful trades. In white reformatories there were 1,698 inmates, and in negro schools 516. The value of grounds and buildings was $505,000. For improvements there was an expenditure of $10,700, and for support $113,223. The North Atlantic Division reported 31 reformatories, with 264 teachers and 12,517 pupils. There were 13,925 inmates — 10,285 males and 3,640 females. Of the inmates, 8,283 were receiving training in useful trades. The 31 schools occupied property valued at $8,116,371, upon which $253,391 had been expended during the year. The expenditure for support was $1,598,354. In the Western Division there were 8 reform schools, with 44 teachers and 1,219 pupils. There were 1,419 inmates — 1,232 males and 187 females. The number taught useful trades was 890. The institutions occupied property valued at $811,536. Buildings and improvements cost $60,652, while $285,676 was expended for the support of these institutions. 2287 2288 EDUCATION REPORT, 1903. Table 1. — Summary of statistics of reform schools, 1902-3. State or Territory. Number of schools. Number of teachers. ! Number of pupils. 1 Number taught trades. Inmates. Value of grounds and buildings. Expenditures. Male. Female. Total. Buildings and improvements. For support. United States . 96 644 31,468 21,603 27,602 6,820 34,422 $23, 362, 543 $564, 241 $3, 788, 127 North Atlantic Division .... 34 238 13, 231 10, 027 11,590 1,890 13, 480 12, 105, 335 208, 934 1,588,481 South Atlantic Division .... 16 67 2, 957 1,947 2,837 357 3, 194 1,824,301 30, 564 202, 393 South Central Division . 7 41 1,544 456 1,658 746 2,404 505, 000 10, 700 113, 223 North Central Division . 31 264 12,517 8,283 10, 285 3,640 13, 925 8,116,371 253, 391 1,598, 354 Western Division . 8 44 1,219 890 1,232 187 1,419 811, 536 60, 652 285, 676 North Atlantic Division: Maine . 2 7 331 342 194 148 342 210, 000 2,312 39, 290 1 4 170 136 34 170 125 000 4 000 6,500 Vermont . 1 4 281 62 231 50 281 75^ 000 2, 000 21,500 Massachusetts . 11 53 1, 716 1,206 1,626 190 1,816 1, 045, 017 21, 525 223, 110 Rhode Island . 2 7 441 230 365 76 441 50, 000 91 64. 150 Connecticut . 2 17 936 438 591 345 936 400, 000 5, 080 112,889 New York . 8 93 5,517 4,202 5, 042 513 5, 555 7, 189, 189 121,868 590, 178 New Jersey . 3 15 911 706 732 179 911 412,489 23, 000 122, 842 Pennsylvania . 4 38 2, 928 2,841 2,673 355 3,028 2, 598, 640 29, 058 408, 022 South Atlantic Division: Delaware . 3 6 174 111 155 19 174 147,000 3,979 29, 820 Maryland . 7 24 1,723 1,046 1,509 214 1,723 1,015,000 18, 150 119, 518 District of Columbia .... 2 17 '248 248 409 76 485 450, 000 0 32, 452 Virginia . 2 4 353 123 353 0 353 27, 301 485 13, 603 West Virginia . 2 6 459 419 411 48 459 185, 000 7,950 7,000 North Carolina . South Carolina . :::::: Georgia . Florida . . South Central Division: . Kentucky . 2 20 965 347 530 476 1,006 300, 000 700 65, 520 Tennessee . 2 17 144 84 674 270 944 120, 000 5,863 Alabama . 1 1 68 68 0 68 10, 000 Mississippi . Louisiana . 1 1 289 308 0 308 35, 000 6,840 Texas 1 2 78 25 78 0 78 50, 000 35,000 A rka.nsa.s 1 . Oklahoma . Indian Territory . ... North Central Division: . Ohio . 4 39 2,735 895 2, 645 670 3,315 2, 483, 655 57,604 332, 568 Indiana . 2 8 1,019 869 812 253 1,065 227, 935 6,751 96, 866 Illinois . 6 32 3,131 2,363 2, 852 675 3,527 1,692, 279 71, 109 338, 728 Michigan . 4 64 1,703 1,208 870 1,008 1,878 903, 999 25, 494 220, 524 Wisconsin . 2 20 760 460 524 236 760 423, 456 3,000 114,661 Minnesota . 2 29 677 826 656 78 734 656, 797 10, 857 127, 503 Iowa . 2 36 746 706 520 226 746 399, 350 45, 882 122, 686 Missouri . 3 17 857 210 767 219 986 745, 000 30, 694 115, 033 North Dakota .. 1 South Dakota i ! 2 124 124 107 17 124 80, 000 Nebraska . 3 ! 12 253 235 157 96 253 213, 400 2, 000 60, 148 Kansas . 2 5 512 387 375 162 537 290, 500 0 69, 637 Western Division: Montana . 1 2 110 26 96 14 110 45, 000 2,300 24, 000 Wyoming Colorado . 2 7 315 280 260 85 345 152, 000 17,000 62, 000 New Mexico . Arizona . Utah i Nevada . Idaho Washington . 2 9 ! 255 151 211 44 255 45, 000 5, 000 7, 500 Oregon . 1 2 156 50 158 158 . 50, 000 21,360 53, 640 California . 2! 24 383 383 507 44 551 519,536 14,992 138, 536 REFORM SCHOOLS, 2289 Table 2. — Summary of statistics of reform schools, 1902-3. State or Territory. Inmates com¬ mitted and discharged during year. Race of in¬ mates. Nativity of in¬ mates. 1 Illiteracy when admitted. Number of assistants car¬ ing for inmates. Committed. 60 os *£$ X s White. Colored. pi Q M O is £ Foreign-born parents. cS c Could neither read nor write. United States . 12,757 12, 698 26,576 1 4, 755 | 13, 352 7.169 | 2,888 2,192 2,275- North Atlantic Division. . . . 5,428 5,498 9, 376 1,234 4,225 4, 001 656 1,038 929- South Atlantic Division - 1,089 1, 057 1,985 1,094 1.844 38 458 345 192: South Central Division . 5S8 776 1.698 516 320 121 228 30 150 North Central Division . 5, 177 4,920 12, 202 1,807 6, 066 2, 780 1,433 759 858 Western Division . 475 447 1,315 104 897 229 113 20 140- North Atlantic Division: 1 63 70 338 4 j 3a 9 Vermont . 103 50 277 4 100 is2 20 5 18 Massachusetts . 774 820 1,201 36 436 237 53 27 129- Rhode Island . 340 352 395 46 137 304 ! 52 24 32 Connecticut . 196 271 275 70 32 22 0 0 55 New York . 2 722 2, 767 3,681 344 1,626 1,984 144 435 379- New Jersev . 252 73 741 170 78 77 i 6 11 76 Pennsylvania . 978 1,095 2,468 560 1,816 1,195 381 536 201 South Atlantic Division: Delaware . 209 188 60 1 114 18 1 1 0 0 13 Maryland . 424 499 1,137 i 586 1,276 14 66 56 8 District of Columbia .... 192 173 151 334 157 15 122 50 37 Virginia . 132 84 230 8 347 6 220 133 29 West Virginia . 132 113 407 | 52 46 2 50 106 32. North Carolina . South Carolina . Georgia . Florida . South Central Division: Kentucky^ . 266 288 695 201 164 92 0 0 50- Tennessee . 72 60 859 86 143 1 28 17 79 Alabama . .17 17 4 Mississippi _ Louisiana . 233 | 344 111 197 15 200 13 a Texas . 67 33 32 13 13 20 Arkansas . Oklahoma . 1 . Indian Territory . North Central Division: Ohio . 1,315 1, 217 2,848 467 974 621 42 117 90 Indiana . 287 329 868 197 947 131 21 217 60 Illinois . 1,372 1, 276 2,937 582 1, 4S5 1,104 207 130 28a Michigan . 463 429 | 1. 783 95 456 267 546 35 93- Wisconsin . 282 304 753 7 62 178 9 3 56 Minnesota . 448 492 812 20 467 230 34 22 74 Iowa . . 144 123 655 91 476 44 210 150 5L Missouri . 510 465 799 187 802 172 356 79 79 North Dakota . South Dakota . 42 30 I 122 2 11 Nebraska . 110 44 233 19 42 18 8 4 18- Kansas . 204 211 392 140 355 15 0 2 43 Western Division: Montana . 25 47 101 9 79 29 ! 47 9 13 Wyoming . Colorado . 85 84 j ' 297 48 208 107 7 4 32. New Mexico . Arizona . Utah . Nevada . Idaho . . Washington . 205 170 250 5 207 65 22 4 12 Oregon . 34 55 156 2 33 1 16- California . 126 91 511 40 403 28 4 2 67 ed 1903 — vol 2 - 68 2290 EDUCATION REPORT, 1903, Table 3. — Statistics of industrial Post-office. Name. Executive officer. Number of assist¬ ants. Inmates. '3 § | Female. 3 o Eh Male. rex, V "3 a Total. 1 2 8 4 5 6 7 8 9 1 C. D. Griffin . 1 3 4 68 0 68 School. 0 C B Riddick . 16 11 27 120 o 120 3 Whittier State School* . Sherman Smith . 39 11 40 387 44 431 4 Golden, Colo . State Industrial School for Fred L. Paddelford... 21 4 25 260 0 260 Boys. 5 Sara C. Irish . 2 5 7 0 85 85 Girls.* 6 Chas. M. Williams _ 19 13 32 591 0 591 7 Middletown, Conn . Industrial School for Girls*. William G. Fairbank. 6 17 23 0 345 345 8 Clayton, Del . St. Josephs Industrial Rev. L. B. Pastorelli.. 3 0 3 80 0 80 School for Colored Boys. 9 Marshallton, Del . .. Ferris Industrial School* .. Wm. J. Wilcox . 6 4 10 75 0 75 10 Wilmington, Del. .. Delaware Industrial School Emma S. Jackson — 0 0 0 0 19 19 for Girls. 11 Washington, D. C .. Reform School of the Dis- Isaac D. Porter . 22 10 32 409 0 409 trict of Columbia. * 12 . do . Reform School for Girls of Miss Amy J. Rule _ 5 0 5 0 76 76 the District of Columbia. Augusta, Ga . Richmond County Reform¬ No report. atory Institute. 13 Chicago, Ill . Erring Woman’s Refuge for Elizabeth Stone . 1 9 10 0 117 117 Reform. 14 . do . J ohn Worthy Manual Train¬ John J. Sloan . 8 12 20 694 0 694 ing School. 15 Geneva, Ill . State Training School for Ophelia L. Amigh _ 0 27 27 233 233 Girls. 16 Glen wood, Ill . Illinois Manual Training Oscar L. Dudley . 10 25 35 618 35 653 School Farm.* 17 Pontiac, Ill . State Reform School * . M. M. Mallery . 80 0 80 1,540 0 1,540 18 1 South Evanston, Ill. Illinois Industrial School Louise C. Johnson _ 2 9 11 0 290 290 for Girls. * 19 Indianapolis, Ind . . Indiana Industrial School MissEmily E. Rhoades 0 17 17 0 253 253 1 for Girls and Woman’s Prison. 20 Plainfield, Ind . Indiana Boys’ School . E. E. York . 28 15 43 812 0 812 21 Eldora, Iowa . State Industrial School for B. J. Miles . 18 10 28 520 0 620 Boys. 22 Mitchellville, Iowa. Industrial School for Girls . F. P. Fitzgerald . 1 22 23 0 226 226 23 Beloit, Kans . State Industrial School for Julia B. Perry _ ? _ 0 11 11 0 162 162 Girls. 24 North Topeka, Kans . Boys’ Industrial School _ H.W. Charles . 20 12 32 375 0 375 25 Louisville, Ky . Industrial School of Reform . Peter Caldwell . 18 12 30 530 220 750 26 Newport, Ky . Houseof theGoodShepherd* Mother M. Baptist 3 17 20 256 256 Jackson. 27 New Orleans, La ... Boys’ House of Refuge . Michael J. Mokler _ 3 0 3 308 0 308 28 Hallowell, Me . Maine Industrial School Mary E. King . 0 7 7 0 148 148 for Girls. 29 Portland, Me . State School for Boys . Edwin P. Wentworth. 11 12 23 194 0 194 30 Arbutus, Md . Baltimore Manual Labor F, Stabler . .. 1 1 2 60 0 60 School. 31 Baltimore, Md . Female House of Refuge _ Mrs. M. Keene . 0 5 5 0 50 50 32 . do . House of Refuge . James M. Hendrix _ 25 3 28 213 0 213 33 . do . St. Elizabeth’s Home of Mother Mary Mildred . 15 15 50 60 110 Baltimore City. 34 Baltimore, Md., Sta¬ St. Mary’s Industrial School Brother Dominic . 8 0 8 814 0 814 tion D. for Boys. 35 Cheltenham, Md ... House of Reformation for John B. Pyles . 17 4 21 372 0 372 Colored Boys. 36 Mel vale, Md . Industrial Home for Colored Miss Maude Moore ... 1 1 2 0 104 104 Girls. 37 Boston, Mass . House of Reformation Sumner D. Ses/vey .... 9 7 16 121 0 - 121 38 Goshen, Mass . Hampshire and Franklin Ancmqt. D ' County Truant School. ° . * Statistics of 1901-2. REFORM SCHOOLS 2291 and reform schools for 1902-3. Inmates. Schools. ] Value of ' grounds and build¬ ings. j Expenditures. Kace. Nativ¬ ity. Illiter¬ acy. During year. Number of teachers. j Number of pupils. Hours of daily sessions. Number taught mechan¬ ical trades. Buildings and improve¬ ments. For support. White. Colored. Native parents. o bo '3 o Could only read. I Could neither read nor write. Committed. rd <3? § 03 © a | Female. Total. Male. 6 — 0> Total. 10 11 12 13 14 15 16 17 18 19 30 31 33 S3 31 35 36 : *7 38 17 i, 1 0 1 68 i 0 68 4 1 | ! $10,000 ! 1 1 114 6 4 2 42 35 11 6 17 120 0 120 3 120 ' $250,000 $50, 000 ] 2 397 34 403 28 0 0 84 56 2 5 7 228 1 35 263 3 263 j 269, 536; 14, 992 88,536 3 230 30 180 50 3 3 62 64 3 2 5l 230 o : 230 7i 195 ! 125, 000 0 46, 500, ] 4 67 18 28 57 4 1 23 20 0 2 2 0 i 85 ! 85 5 85 27, 000 O O O 15, 500 5 0 0 0 0 0 0 144 18 8 2 5 7 591 i o 591 3£ 288 200. 000 5, 080 71, 488: 6 275 70 32 22 0 52 83 10 10 0 ; 345 ! 345 4 150 ] 230, 000 41,401 7 0 80 2 0 2 80 0 ! 80] i 2 80 ! 80, 000 16, 000 ; g 41 34 28 24 1 1 J 0 75 1 2- 12 45, 000 I 3 379: 12,270 9 19 0 18 1 0 0 9 5 0 3 3 0 19 19] 5 1 19 22, 000 600 1,550 10 146 263 157 15 122 50 172 159 10 0 10 172 0 172 4| 172 350,000 16, 452 11 5 71 0 0 0 0 20 14 7 7 76 76 3 1 1 76 100, 000 16, 000 1 0 110 2 0 0 0 1 1 150 | 150 4 15 65, 000 3,597 12, 947 1 i 1 13 669 25 256 438 0 81 694 696 6 5 11 1,008 0 1,008 6 1,008 .175, 000 7,510 61,702 1 14 187 38 85 10 5 0 138 1 0 2 2 0 : 350 l 350 3 350 140,000 60, 000 O O O 15 600 53 6 6 els: 0 618 54 150 276, 000 40, 984 16 1,111 429 944 596 50 24 455 580, 9 0 9 715 0j ! 1 ; 7154-6 590 961,279 188, 995 1 17 260 30 200 60 150 25 85 0 3 3 290 290, ! 5 250 75, 000] ! 18 213 40 243 10 11 30 78 .... 80 S 3 ! 207 207 i 4 207 75, 000 3,751 ....... 36, 866 19 655 157 704 121 10 187 209 249 3 2 5 812, 0 812 4 662 1 152, 935 3,000 60,000 1 20 455 65 476 44 210 150 115 112 .14 520 0 520 4 520] 300, 000 30, 000 65, 077 I21 200 26 0 0 0 0 29 11 0 22 22 0 226 226 4 186 ! 99, 350: 15,882 57, 609 >2 134 28 0 0 0 0 39 34 0 3 3 0 162 162 4 162 : 115, 500 . 26, 207 23 258 112 355 15 2 165 177 o ! 2 2 350 o1 ; 350 4i 225 175, 0001 43, 430 24 439 201 0 0 0 0 266 288 3 7 10 530 220 750 4-6'! 347 ] 300,000] 700 54, 000 25 256 0 164 92 1! 9 10 215 215 6 0 11, 520 ' 26 111 197 15 200 13 233 !344 1 1 0 1 289 0 289 3 ] j | 35, 000 6, 840 1 j 27 144 4 21 1 22 0 3 3 0 137 137 Si : 148 60, 000 312 12. 690 ' 28 194 42 1 48 o 4 4 194 0 194 4 194 150, 000! 1 ! 2, 000 1 26, 600 29 60 10 8 15 ! 15 1 1 2 60 0 60 6 50 ] 40, 000 6, 000 30 50 o 2 2 50 50 4 ! 50 50, 000 1 9, 000' 31 213 0 4 1 5 213; 0 213 3i 2131 250. 000: 3, 000 41.595' 32 0 110 10 1 1 50 60 110 3 75. 000 33 814 0 800 : 14 56 16 305 ' 331 8 0 8 814 : 0 814 3 . 257; ' 1 400,000] 13, 650 45, 923 34 0 372 372 32 6,8 101 3 1 4 372 0 372 4 ' 372; 200, 0001 17, 000: 35 0 104 104 J 42 o 2 2 o 104 104 2-5 ! 104' 1,500 36 115 6 J 404 J 3 1 5 1 121 0 121 41 1 121j 63, 000 1, 394' 25,506 200' 37 38 1 1 ' 1 1 1 2292 EDUCATION REPORT, 1903 Table 3. — Statistics of industrial and Number ' of assist¬ Inmates. ants. Sex. Post-office. Name. Executive officer. 1 *®I l: IV Total. Female. Total. 1 2 3 j 4 5 6 i 7 ! 8 9 39 Lancaster, Mass — State Industrial School for Mrs. Fannie F. Morse. 1 0 0 0 0 190 190 1 Girls. 40 Lawrence, Mass .... Essex County Truant School W. Grant Fancher _ 3 5 8 | 69 0 69 41 North Chelmsford, Middlesex County Truant M. Alton Warren . 4 5 9 230 0 230 Mass. School. | 42 Oakdale. Mass . Worcester County Truant Frank L. Johnson 1 1 : 4 5 20 0 20 School.* 43 Salem, Mass . Plummer Farm School . Charles A. Johnson . . . 1 3 46 0 46 44 Springfield, Mass ... Hampden County Truant | School. ; Erwin G. Ward . 1 i 3 4 54 0 54 45 Norfolk, Bristol, and Plym¬ outh Union Truant James H. Craig . 3 5 8 74 0 74 School. 4G Westboro, Mass . Lyman School for Bovs . Theodore F. Chapin . . ! 20 18 38 579 0 579 47 WestRoxbury, Mass Adrian, Mich . D. P. Dame . i 16 21 i 37 433 o 433 458 48 State Industrial Home for Lucy M. Sickels . 1 0 o 0 0 458 Girls. 49 Coldwater, Mich _ i The Michigan State Public J. B. Montgomery . 1 ' 20 | 21 200 100 300 School. 50 Detroit, Mich . | Houseof the Good Shepherd . Sister Mary of St. Law¬ 32 | 32 450 450 rence Bradv. 61 Lansing, Mich . Industrial School for Boys.. J.E.St. John.' . 30 ! io : 40 670 0 670 52 Red Wing, Minn _ j State Training Schools for F. A. Whittier . 20 18 38 326 76 402 Boys and Girls. 53 St. Clond, Minn . Minnesota State Reform¬ Frank L. Randall . 36 0 36 330 2 332 atory. 54 ; Boonville, Mo . The State Reform School Lvman D. Drake . 20 8 28 360 0 360 for Boys.* 55 Chillicothe. Mo . | State Industrial Home for Mrs. L. U. De Bolt . t 4 8 12 0 119 119 Girls.* 50 St. Louis, Mo . The St. Louis House of Allen P. Richardson.. 23 16 39 407 100 507 Refuge. 57 Miles City, Mont.... 1 Montana State Reform J. B. Hawkins . 1 7 6 13 96 14 110 School. 58 Geneva, Nebr . Girls Industrial School *. . . . Horace M. Clark . 1 2 0 2 0 60 60 59 Kearnev, Nebr . State Industrial School for Dr. J. V. Beghtol . 14 0 14 , 145 0 145 * Juvenile Delinquents.* 60 Milford, Nebr . Nebraska Industrial Home* Miss Margaret Kealy . . ... 2 j 2 ! 12 36 48 61 Manchester, N. H ... State Industrial School . T. W. Robinson _ _ _ _ 6 3 9 136 34 170 62 Jamesburg, N. J . State Home for Bovs . John E. Wildes . 30 14 44 602 0 602 63 Trenton, N. J . New Jersey State Home for Mrs. Myrtle B. Evler . . ! 0 12 12 0 154 154 : Girls. 64 | Verona, N. J . Newark City Home . 1 Carl Heller . ■ 14 6 20 130 25 155 65 Brooklyn, N. Y . Brooklyn Truant School. .. . Henry Spurde . 6 6 12 186 0 186 66 Canaan Four Cor- Berkshire Industrial Farm . : W. W. Mayo . 10 3 13 104 0 104 1 ners, N. Y. 67 Elmira, N. Y . State Reformatory . Frank W. Robertson, ;102 102 1,499 0 1,499 M. D. 68 Hudson, N. Y . House of Refuge for Women . i Hortense V. Bruce, 23 23 210 210 M. D. 69 New York, N. Y _ New York Juvenile Asylum. | Charles D. Hilles . 30 34 64 700 184 884 70 . do . ! Society for the Reformation : Omar V. Sage . 1 Brother Leontine . 48 32 80 812 i119 931 j of Juvenile Delinquents. 1 71 New Y'ork, N. Y. | New York Catholic Protec¬ 75 75 [1,520 1,520 (Westchester). tory. 72 Utica, N. Y . j St. Vincent Industrial I Brother Gregory . 10 10 221 ... 221 1 School. \ 73 Cincinnati, Ohio ... Delaware, Ohio . 1 House of Refuge . James Allison . 16 14 30 676 270 946 74 Girls’ Industrial Home . i E. J. Brown . 1 : 2 3 400 400 75 Lancaster, Ohio .... Mansfield, Ohio _ Boys’ Industrial School*... | Ohio State Reformatory .... ' C. B. Adams . 12 ! io 22 1,260 0 1,260 ; 709 76 James A. Leonard - 33 ! 2 35 16 j 709 0 77 Salem, Oreg . ! Oregon State Reform 1 School. ! N. H. Looney . 10 6 158 0 l 158 1 1 * Statistics of 1901-2. REFORM SCHOOLS 2293 reform schools for 1902-3 — Continued. Inmates. Schools. Nativ- f Illiter- During ! Number of Number of ity. acy. year. teachers, j pupils. k \ o ~s >> • | c5 £ O > f S j & 2 3 J ~ c 03 S : §£ J 6 zz E ^4 | 1 'i > 5 1-1 0 O S i S 0 0 0 1 0 jj-* 11 12 13 14 1 5 16 17 18 19 20 21 22 23 176 69 14 46 0 0 62 0 1 q 9: 176! 176! J 30 3 33 27 0 1 69 I oj 69 224 6 ' 0 6 1 14 87 94 1 31 4 144 0 144; 20 20 10 1 1 20 0 20 45 1 30 16 8 0 15 16 0 l! 1 46 0 46; 0 6 48 9 4 31! 21 0 lj 1 54 0 51 0 12 ■ 62 5 1 H 2S 0 2 2 74 | 0 74j 195i 309 J 0 13 18 579j 0 579 424 9 368 65 0 5 2221 214 0 101 10 433 0 433 423 35 191 267 46 25 113 109 1 37! 38 458 458 I 265l 35 265 1 J 0 5 120! 80 300 450 8 8 275 275 j 645 25 500 10 350' 320 ! * 13 13; 67oj 0 670 i 492j 10 203 174 16 14 Sill 459 "'6 71 326, 76 402 320 10 264 66 18 8 137 33 22! 0 22 275 ° 275 i 290 70 236 114 337 23 277' 229 4 1 1 360 ° 360 ! H 0 109 10 19 32 28 13 .... 4 4 | 119 119 i 390 117 457 4S 0 24 205 223 1 7 8 311 67 378 ! 101 9 79 29 47 1 9 25 47 1 1 2 96 i 14 110 52 8 42 ! 18 8 4 19 ! 6 0 7 7 0 60 60 138 7 58 4 0 4 145 0 145 1 43 4 0 ! i 0 0 33 r 1 , 12 33 ! 48 1 4 4 136 34 i 170 j 482 | 120 170 2 0 8 8 602 0 0 602 114 40 ... 2 9 40 25 0 3 3 154 154 145 1 10 i 78 i __ : u\ 4 2 42 46 ! 3 1 4 130 25 ! 155 181 i 5 77 1 109 20 186 ! 186 ! 2 4 6 186 186 104 .... 31 3! ! 0 2 2 104 104 1,367 ' 132 j 507 869 118 191 ] 810 860 ; 30 0 30 1,499 1 1, 499 ! 191 j 19 1 142 i 67 5 19 74 94 1 7 8 ! 172 172 I 776 1 98 ! 604 280 ! 20 131 1 861 . 927 ! 2 19 I 21 700 184 j 884 i 841 J 87 j 296 659 ! 1 | 74j 612 519 . . . . 21 21 812 119 931 ll. 520 1,520 218 >i 3 148 I 150 1 5 5 221 .... I 221 765 1 181 j 371 143 32 : sc 1 514 ! 502 8 ! 8 450 : 175 625 ! 33C l 70 88 ,1 94 Q 9 400 ! ° 400 1, 15C l 110 ij 93 342 s ! 420 1 463 6 10 '] 16 1.260 1 1,260 60S i 106 . 510 136 ! ”ic 1 35 > 293 ; 158' .6 ! 6 450 450 156 i 2 i j 1 33 :l 1 34 j 2 | 6 1! 2 156 ■ 156 24 4 . 4 ! 5 4 4f 41 3i| 5g] 4 : 4 ! 2 4 6 5J 4 8 | Expenditures. Value of grounds and build¬ ings. 25 26 27 28 . 121 $139. 340 81,452 815,953; 39 28.575'... 230! 155,000... 20] 150,000... 12 30. 000 45i 23, 000 14,000 150, 433' 458 3, 295 1 2. 500i 9. 150; 40 23, 994 41 6, 000: 42 6, 254! 43 5,466 44 11,700 45 450 300 402 424 55 119 30 413 138 155 186 35 1,088 99 205,840 12.884; 236.262 171,574 ] 5,294 250,000; i: 175,000'.... ,500, 73, 461 45, 426 65,524 35,000 50, 000 10,857! 4, OOO; 24,000! 2, 694 2, 300 307, 425; 350,000] 306, 797; 375, 000 ; 150, 000 220,000 45, 000 50,000 125, 000 38,400 125, 000 125, 000 127, 489 160, 000 50,0001 . ; 40,000 . ] 1 1,522,970 62,091 325,219 18,447; 2,700] 70,000 63, 000 52 64, 503 35,000 23,238 4,000. 8,000! 3641 931 2 070.000! 30,630 ,591,000 10,700 1,3491 150 4721 50 .,500,000 90, 000j . 250,000! . ..] 300, 000! . ! 750, 000 35, 386; 183, 6551 22, 218^ 50.000 21.360 56, 795 56 24, 000 57 13, 000 58 37, 700 59 9.4481 60 6. 500 61 61,000 62 26, 842, 63 35, 0001 64 . 65 18, 105 66 216, 768 67 61,613,68 99,559 69 163, 766 70 . I 71 30, 367] 72 64, 633 73 41,000; 74 126, 778; 75 100, 157j 76 53, 640; 77 2294 EDUCATION REPORT, 1903. Table 3. — Statistics of industrial and 73 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 Post-office. Name. Executive officer. Number of assist- 1 ants. Inmates. o S Female. Total. Male. Sex '3 o Total. 1 2 3 4 5 6 7 8 9 Glen Mills, Pa . House of Refuge . 1 F. H. Nibecker . 19 20 39 1,099 0 1,099 Huntingdon, Pa.... Pennsylvania Industrial i T. B. Patton . 83 0 83 816 0 816 Reformatory. Morganza, Pa . Pennsylvania Reform ' J. A. Quav . i 37 20 57 758 201 959 School. | Philadelphia, Pa _ The House of Refuge . 1 M A Campbell 1 2 20 22 154 154 Howard, R. I . Oaklawn School for Girls . . i James H. Eastman _ 4 4 . 76 76j . do . Sockanosset School for . do . j 17 11 28 365 365 Boys. Plankington.S.Dak. Dakota Reform School . ! S. E. Young . 4 11 107 17 124 Jersey, Tenn .... Hamilton County Indus¬ Henry T. Price . i 5 4 9 114 30 144 trial School. Nashville, Tenn.... Tennessee Industrial , W. C. Kilmington - ; 50 20 70 560 240 800 School.* 1 Gatesville, Tex . House of Correction and L. J. Tankersley . ! 20 0 20 78 0 78 Reformatory. 1 Ogden, Utah . Reform School. No report. Vergennps Vt. Vermont Industrial School. E L Ingalls 1 9 9 18 231 50 281 Hanover, Ya . Virginia Manual Labor John H. Smvth . . 1 12 4 16 123 0 123 School (colored). | School, Va . Laurel Industrial School*.. John W. Cringan . ! 10 3 13 230 0 230 ! Pruntytown, W.Va. Reform School for Boys .... 0. E. Darnell . 18 9 27 411 0 411 Industrial, W. Va _ Industrial Home for Girls .. ! Miss Hilda M.Dungan 5 5 48 48 Chehalis, Wash . State Reform School . | C. S. Reed . |**8 3 11 127 22 149 | Seattle, Wash . Industrial School . Cicero Newell . 1 1 84 22 106 Waukesha, Wis . Industrial School for Boys.. 1 Andrew J. Hutton _ 1 21 18 39 524 524 ; Milwaukee, Wis _ Industrial School for Girls. . : Mrs. Emma F. Bland. 1 I"' 17 17 1236 I 236 * Statistics of 1901-2. REFOKM SCHOOLS, 2295 reform schools for 1902-3 — Continued. Inmates. Race. Nativ- ! ity. Illiter¬ acy. During year, j White. Colored. Native parents. i v o u Could only read. Could neither read nor write. Committed. 1 sS T JZ 10 11 12 13 14 15 16 17 886 1 213 694! 405] 319 139 338 \ 352 699 117 417 399 43 70 294 ; 296 775 184 595 364 217 253 j 374 1 108 46 110 27 19 10 93 ! <3 68 8 38 38 21 1 22 1 30 327 3S 99 266 31 23 318 : 322! 122 2 42 ! 30 109 35 143 1| 28 17 j 72 60 750 51 33 32 13 13 67 277 4 100 182 ; 20 5 ' 103 50 8 123 25 98 j 49 10 230 0 224 6 195 35 83 74 359 52 1 40 100 121 111 48 46 2 1 10 6 11 2 146 "*3 130 16 99 109 104 2 77 49 i 22 4 106 61 521 3 1 155 217 232 4 62 178 i 9 3 127 1 87 Schools. teachers. Number of pupils. a o fc H g 1 a x ; tc S s : z Value of grounds and build¬ ings. Expenditures. 19 20 21 22 23 24 25 26 28 131.116 7 699 11 758 865 2 10 3 114 Oil, 116 4 | 912 3 127 6 84 13 524 699 959 154 76 365 124 144 281 123 230 411 4S 149 106 524 236 $1, 000, 000| 1,000.000 598,640 ”50, '666 25 'a 3—6! 371 3 48 3 45 6 | 106 3-4! 224 ... 236 80,000 10,000 110, 000 50,000 75, 000 3,500 23,801 125,000 60, 000 45,000 247,456 176, 000 §6,104 22,954 2,000 485 7, 950 5,000 3,000 ?133, 624 i 78 139, 419: 79 105, 798 80 29,181 81 5,608 82 58, 542 83 84 85 5, 863 86 | 35, 000! S7 21,500 13, 603 "7," 666 91 92 ....... 93 7,500 94 85, 694 95 28, 967 96 2296 EDUCATION REPORT, 1903, Table 4. — Statistics of manual and industrial training in reform schools — Number of instructors and pupils in each branch. Name of institution. Preston School of Industry, Water¬ man, Cal. State Industrial School, Golden, Colo. Connecticut School for Boys, Meri¬ den, Conn. St. Joseph’s Industrial School for Colored Boys, Clayton, Del. Industrial School for Girls, Wil¬ mington, Del. Reform School for Girls, Washing¬ ton, D. C. Erring Woman’s Refuge for Reform, Chicago, Ill. John Worthy Manual Training School, Chicago, Ill. State Training School for Girls, Geneva, Ill. Industrial School for Girls and Woman’s Prison, Indianapolis, Ind. Indiana Bovs’ School, Plainfield, Ind. Branches of instruction. Number of instructors. Num a; her of 6 "3 a er of 0 "ci a 0 pupils. *3 o Eh 90 90 2 10 10 1 1 1 1 90 90 ] 5 5 1 6 6 1 2 2 3 24 24 1 2 2 28 28 104 104 5 104 104 104 104 121 121 2 121 121 2 90 90 2 90 90 Sewing . 1 17 17 1 4 4 1 9 9 1 48 48 1 30 30 Printing . 1 20 20 1 4 4 1 25 25 In industrial training . 230 ' 230 1 16 16 1 51 51 Farm or garden work . 144 144 In industrial training . 30 30 Cooking . 1 2 2 Carpentry . 1 12 12 Farm or garden work . 2 30 30 In industrial training . 45 45 . do . 150 150 Free-hand drawing . 1 150 150 In industrial training . 433 433 Paper cutting and folding . 1 85 85 Sloyd, or knife work . 2 433 433 In industrial training . 458 458 Sewing . 8 458 458 Cooking . 8 458 458 Laundering . 1 458 458 Floriculture . 1 8 8 Dressmaking . 1 48 48 In industrial training . a 220 220 Laundering . 6 220 220 Sewing . 10 10 Tailoring . 30 30 Housework . 2 9 9 In industrial training . 300 300 Sewing . 1 50 50 Cooking . 1 14 14 Carpentry . 1 60 50 Shoemaking . 1 35 35 Farm or garden wrork . 4 135 135 Printing . 1 50 50 Painting . 1 20 20 Laundering . 1 15 15 Dairying . . 1 20 20 In industrial training . 326 76 402 Free-hand drawing . 1 326 76 402 Mechanical drawing . 1 100 100 Sewing . 1 76 76 Cooking . 1 76 76 Garpp.ntry . 1 25 25 Wood turning . 1 25 25 Carving . 1 25 1 25 Forging . 1 12 12 Maohinp.-shop work . 1 12 12 Farm or garden work 2 100 100 Printing 1 12 12 Painting . 1 12 12 In industrial training . 211 213 424 Sewing . 1 8 8 Cooking . 1 1 6 2 8 REFORM SCHOOLS 2299 Table 4. — Statistics of manual and industrial training in reform schools — Number of instructors and pupils in each branch — Continued. Name of institution. Branches of instruction. o : ^ | 350 59 409 1 54 54 . 32 32 i 77 77 42 : 42 i 75 ' 75 62 1 62 8 , 8 9 9 ! 50 ! 50 400 400 . 400 400 400 400 1 472 I 472 i 22 : 22 ! 29 29 2 I 2 ; 309 ■ 309 2 2 1 3 ! 3 2 2 3 ! 3 68 68 3 ! 3 4 4 2 2 9 9 1 158 158 912 912 80 80 204 204 43 1 43 32 32 21 ! 21 23 23 73 73 13 1 13 28 28 73 73 190 190 27 27 63 63 28 1 28 8 1 8 9 1 9 816 ! 816 8 8 33 33 30 30 6 6 8 ; 8 5 ! 5 21 I 21 5 1 5 io : 10 10 1 10 7 7 22 22 8 *8 3 3 12 12 7 7 27 27 69 69 8 8 10 10 18 18 9 9 6 6 2 2 758 201 959 130 130 16 16 38 38 60 1 60 2302 EDUCATION REPORT, 1903. Table 4. — Statistics of manual and industrial training in reform schools — Number of instructors and pupils in each branch — Continued. dumber of pupils. Name of institution. Reform School, Morganza, Pa.— Continued. The House of Refuge, Philadelphia, Pa. Oaklawn School for Girls, Howard, R. I. Soc-kanosset School for Boys, How¬ ard, R. I. Reform School, Plankington, S. Dak. Hamilton County Industrial School, Jersey, Tenn. Industrial School, Vergennes, Vt — Virginia Manual Labor School, Hanover, Va. Industrial Home for Girls, Indus¬ trial, W. Va. State Reform School, Chehalis, Wash. Industrial School for Boys, Wauke¬ sha, Wis. Branches of instruction. Sloyd, or knife work . Carpen try . Plumbing . Shoemaking . Forge and iron work . Tailoring . Barbering . Domestic work . Laundering . Farm or garden work . Bricklaying . Printing . Painting . Baking . In industrial training . Sewing . CooKing . In industrial training . Sewing . Cooking . . Housework . Laundering . . Farm or garden work . In industrial training . Mechanical drawing . Sewing . . Cooking . . Carpentry 1 Wood turning/ . Shoemaking . Steam engineering . Forging . Machine-shop work . Farm or garden work . Bricklaying . Printing . . Painting . In industrial training _ Carpentry . . Printing . . In industrial training _ Sewing . Cooking . Carpentry . . Farm or garden work . Dairying . . Shoemaking . . Broommaking . . In industrial training . Cooking . . Sewing . Farm or garden work - Printing . Painting . . In industrial training . Sewing . Cooking . Carpentry . . Farm or garden work _ In industrial training _ Sewing . Cooking . In industrial training . Sewing . . Cooking . Sloyd. or knife work . . Carpentry . Vise work . Farm or garden work _ Bricklaying . . Painting . In industrial training - Free-hand drawing . . Mechanical drawing . Clay modeling . . Paper cutting and folding. Sewing . . 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 3 3 1 2 1 1 ’ ”"2' 1 2 I 1 1 ' 1 1 1 1 i ! 1 1 1 1 42 | 42 6 i 6 25 | 25 16 i 16 65 ! 65 12 j 12 112 18 130 40 40 168 : 168 29 29 30 30 15 ! 15 12 12 154 1.54 154 1.54 154 154 76 76 69 69 5 5 10 10 10 10 2 2 155 155 20 1 20 34 34 18 18 24 . 24 17 17 12 12 21 ! . 21 20 20 16 16 14 14 13 13 3 3 107 17 124 9 9 8 8 67 17 84 4 6 , 10 5 3 8 2 . 2 43 43 3 3 5 5 5 5 20 30 50 10 10 30 30 20 20 2 2 2 2 123 123 10 10 10 10 5 5 123 123 48 ' 48 4S ! 4S 48 1 48 30 15 45 12 15 27 8 10 18 5 5 8 8 8 8 10 10 2 ! 2 3 I 3 224 224 116 ; 116 36 36 40 40 40 I 40 23 1 23 REFORM SCHOOLS 2803 Table 4. — Statistics of manual and industrial training in reform schools — Number of instructors and pupils in each branch. — Continued. Name of institution. Branches of instruction. Number of instructors. Numl aer of ] l | Q) pupils. H Industrial School for Bovs, Wauke¬ Slovd, or knife work . 1 80 80 sha, Wis.— Continued. * Carpentrv . 1 17 17 Wood turning'. . 1 22 22 Carving . 1 20 20 PuId modeling . 1 25 25 Venetian iron work . 1 25 25 Pvrographv . 1 15 15 Pattern making . 1 15 15 Forging . 1 86 36 Vise work . 1 23 23 Machine-shop work . 1 15 15 Industrial School for Girls, Milwau¬ In industrial training . . . 236 236 kee, Wis. Millinerv . 17 Dressmaking . 1 28 28 Scientific cooking . 1 90 60 CHAPTER XLIII. SCHOOLS FOR THE DEFECTIVE CLASSES. Statistics of schools for the blind, schools for the deaf, and schools for the feeble¬ minded are given in this chapter. Schools for the blind. — The 38 schools reporting employed 468 teachers — 155 men and 313 women. There were 150 teachers of music and 115 instructors in industrial departments. In the 38 institutions there were 4,363 pupils— 2,374 males and 1,989; females. The number studying vocal music was 2,216; instrumental music, 2,233. There were 523 children in the kindergarten and 2,667 in the industrial departments. The schools had 165 graduates in 1903. The libraries had 106,655 volumes, the value of scientific apparatus was $115,299, and the value of grounds and buildings $7,166,920,. on which $86,451 was expended during the year. For salaries and other expendi¬ tures the aggregate was $1,032,916. These items are given by States in Tables 1, 2, and 3 of this chapter, while the statistics of the schools will be found in detail in Table 4. Schools for the deaf. — This chapter gives statistics of 127 schools for the deaf, 50- State institutions, 54 public day schools, and 17 private day schools, with an aggre¬ gate enrollment of 11,927 pupils. The 56 State institutions report 1,130 teachers — 384 men and 746 women, instructing 10,528 pupils— 5,800 males and 4,728 females. These statistics are given by States in Tables 5 and 6. The number of pupils taught by the purely oral method was 3,617, by the manual method 2,845, and by the com¬ bined system 5,498. There were 732 pupils in the kindergartens, and the institutions had 226 graduates. Table 7 shows that the school libraries had 111,794 volumes. The value of scientific apparatus was $15,702, and the value of grounds and buildings,, $12,795,950. Expenditures on grounds and buildings amounted to $303,947, the aggregate for salaries and other expenses being $2,370,321. In the 54 public day schools for the deaf there were 121 teachers and an enrollment of 881 pupils — 469 males and 412 females. The 17 private day schools had 89 teach¬ ers and 523 pupils — 233 males and 290 females. The statistics of these public and private day schools will be found summarized in Table 8. Table 9 gives in detail the statistics of State schools for the deaf. Tables 10 and 11 give similar information con¬ cerning public and private day schools for the deaf. Table 12 indicates the branches of manual and industrial training taught in the State schools for the deaf. Schools for the feeble-minded. — Table 13 summarizes the statistics of the 20 State schools and the 14 private schools for the feeble-minded. In the State institutions there were 12,714 pupils — 6,642 males and 6,072 females, taught by 239 instructors. There were 856 assistants caring for the inmates. In the private institutions the enrollment was 556 pupils — 338 males and 218 females, taught by 70 instructors. The State institutions cost $1,860,557 for maintenance for the year. Tables 14 and 15 give in detail the statistics of the institutions for the feeble-minded. Table Id shows the branches of manual and industrial training in the public institutions. ed 1903— vol 2 - 69 2305 2306 EDUCATION REPORT, 1903. Table 1. — Summary of statistics of schools for the blind, 1902-3. State or Territory. Number of insti¬ tutions. Instructors. Male. Female. Total. Music. Indus¬ tries. United States . 38 155 313 468 150 115 North Atlantic Division . 5 30 80 110 43 28 South Atlantic Division . 8 35 53 88 26 25 South Central Division . 8 29 61 90 27 20 North Central Division . 11 48 101 149 44 31 Western Division . 6 13 18 31 10 11 North Atlantic Division: j N ew Hampshire . Massachusetts . 1 15 40 55 20 10 Rhode Island . New York . 2 7 23 30 10 8 New Jersey . Pennsylvania . 2 8 17 25 13 10 South Atlantic Division: Maryland . 2 11 8 19 5 5 Virginia . 1 2 4 6 3 2 West Virginia . 1 2 7 9 3 2 North Carolina . 1 11 20 31 7 11 South Carolina . 1 3 3 6 3 2 Georgia . 1 5 9 14 4 3 Florida . 1 1 2 3 1 South Central Division: Kentuckv . 1 3 6 9 3 2 Tennessee . 1 2 19 21 6 5 Alabama . 1 5 6 11 3 3 Mississippi . 1 2 6 8 3 2 Louisiana . Texas . 2 10 13 23 8 4 Arkansas . 1 6 8 14 3 2 Oklahoma . . . Indian Territory . 1 1 3 4 1 2 North Central Division: Ohio . 1 9 15 24 9 4 Indiana . 1 4 9 13 4 3 Illinois . 1 8 15 23 5 5 Michigan . 1 3 9 12 3 3 Wisconsin . 1 3 10 13 3 5 Minnesota . 1 4 7 11 4 2 Iowa . . 1 5 7 12 4 3 Missouri . 1 3 12 15 3 2 North Dakota . South Dakota . 1 1 3 4 2 0 Nebraska . 1 5 5 10 3 2 Kansas . 1 3 9 12 4 2 Western Division: Montana . 1 1 2 3 1 2 Wyoming . . Colorado . 1 4 5 9 3 2 New Mexico Arizona Utah . 1 5 4 9 2 5 Nevada Idaho . Washington . 1 1 1 2 1 1 Oregon . . . 1 0 3 3 1 1 California 1 2 3 5 2 SCHOOLS FOR THE BLIND 2307 Table 2. — Summary of statistics of schools for the blind, 1902-3. Pupils. State or Territory. Male. Fe¬ male. Total. Vocal music. Instru¬ mental music. Kin¬ der¬ garten. Gradu¬ ates, 1902-3. Indus¬ trial depart¬ ment. 2, 374 1,989 4,363 2,216 2,233 523 165 2,667 615 414 929 330 386 169 51 599 364 319 683 517 454 75 29 605 524 487 1,011 1,529 625 453 98 23 418 849 680 625 854 181 49 1,032 113 122 89 211 119 86 0 13 North Atlantic Division: | J . I . 132 117 249 24 104 98 . 6 . L68 i 207 146 353 193 124 44 o 230 176 isi 327 | 113 i58 27 51 201 South Atlantic Division: 71 63 134 92 94 12 15 110 Virginia . 34 31 i 65 45 56 0 0 55 West Virginia . 27 25 52 52 40 0 1 43 North Carolina . 129 118 247 163 121 37 1 219 South Carolina . 37 24 61 61 49 0 0 61 Georgia . 53 51 104 104 81 26 11 104 Florida . 13 20 0 13 0 1 13 South Central Division: Kentucky . 72 81 153 153 66 25 8 0 Tennessee . 81 118 199 123 124 0 0 90 Alabama . 52 31 83 83 68 0 0 65 Mississippi . 22 15 37 18 30 11 0 24 Louisiana . Texas . 194 122 i 316 59 73 18 4 80 Arkansas . 97 112 209 175 80 38 11 145 Oklahoma . Indian Territorv . 6 8 14 14 12 6 0 14 North Central Division: Ohio . 177 139 316 1 29 182 43 4 209 Indiana . 83 69 152 85 69 0 0 152 Illinois . 150 99 249 76 98 39 11 Michigan . 63 58 121 87 62 16 2 64 Wisconsin . 62 43 105 93 40 12 6 105 Minnesota . 57 31 88 56 60 27 4 85 Iowa . 99 86 54 185 114 i . 24 113 26 161 Missouri . 60 12 78 18 4 84 North Dakota . South Dakota . 22 11 33 8 27 0 0 26 Nebraska . 27 34 61 50 49 0 56 Kansas . 49 56 105 105 76 4 90 Western Division: Montana . 5 7 12 12 12 Wyoming . | . Colorado . 27 27 54 29 40 5 54 New Mexico . Arizona . . I . Utah . 11 i 8 19 i 2 16 0 o 19 Nevada _ Idaho . . . . . 1 . Washington . 10 8 18 0 1 11 0 0 3 Oregon . 21 13 34 26 0 3 25 California . 48 26 74 AO 1 62 5 0 2308 EDUCATION REPOET, 1903. Table 3. — Summary of statistics of schools for the blind, 1902-3. State or Territory. Volumes in library. Value of scientific apparatus. Value of grounds and build¬ ings. Expenditures. Grounds and build¬ ings. Salaries and other expenses. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . North Atlantic Division: 106, 655 8115, 299 87,166,920 886, 451 81,032,916 43,004 7,651 12, 642 36, 618 6,740 24, 778 24,850 30, 500 28, 421 6, 750 2, 089, 082 1,025, 000 895, 000 2, 232, 838 925, 000 23,101 | 7, 196 10,500 33, 654 12,000 317, 819 174, 951 180, 213 313, 553 46,380 1 17,997 . 568, 092 128, 662 ‘ New York . 12,123 13,278 619, 477 4, 166 99, 526 Pennsylvania . South Atlantic Division: 12,884 11,500 901, 513 18, 935 89,631 Marvland . 3,412 9,700 405, 000 1,218 39, 582 Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . South Central Division: Kentucky . 925 500 2.250 0 400 164 1.500 2.500 5,000 0 6,000 350 50,000 150, 000 200, 000 95, 000 110,000 15,000 125, 000 220, 000 75, 000 50,000 0 5,000 0 0 0 978 . 13,000 42,500 49. 400 0 18,000 12, 469 28,876 35, 000 18. 400 11,000 Tennessee . 3, 700 1,817 800 8, 000 1,000 3, 000 Alabama . Mississippi . Louisiana . 1,000 Texas . Arkansas . Oklahoma . 1 4,150 2, 100 1 12, 500 6,000 115, 000 300,000 1,000 8, 500 71, 937 15,000 Indian Territory . . North Central Division: Ohio . 75 4,000 3,151 9,080 3,553 5,000 2,440 5,544 0 ° 10,000 500,000 521, 381 267, 000 160, 420 201, 537 60, 000 156, 250 100,000 0 0 Indiana . Illinois . i 6,281 1, 000 i . 3, 996 2, 385 0 32, 994 55, 123 32, 211 36,641 22,000 30, 210 57,013 Michigan . Wisconsin . 3,824 6,750 6,466 1,700 Minnesota . Iowa . Missouri . 925 North Dakota . South Dakota . 300 2, 250 1,300 750 700 1,200 500 1,000 18,000 100. 000 148, 250 6, 200 19, 074 22, 087 2,400 Nebraska . Kansas . Western Division: Montana . 148 26,200 Wyoming . Colorado . 200 225,000 New Mexico . . Arizona . :::::::::::: Utah . 2, 140 1,000 I 180, 000 1,000 5,530 Nevada . Idaho . Washington . 230 570 2,850 . ! . 3, 600 8,500 26, 350 Oregon . . . 750 4,000 20,000 500,000 1,000 10, 000 California . Table 4. — Statistics of State institutions for the education of the blind , 1902-3. SCHOOLS FOR THE BLIND, 2309 Expendi¬ tures. •jjoddns joj N $18, 400 15,000 26,350 12,469 18, 000 55, 123 32, 994 0 30, 210 22, 087 28, 876 27,582 •sjuam -aAOjdmi puB sHuipimg J* too tQOOiOOO • O • 00 • © O • I> 00 O -O' *-H 1 O O ■ O CO O • 04 • Tjt ; CO o' • of CO ; o' ■ •sSnr -ppnq puB spunoaS jo ouiba 0 ik $75,000 300,000 500, 000 225, 000 15, 000 110, 000 267, 000 521, 381 10, 000 156.250 148. 250 125, 000 375,000 •sirfBJBddB oppuops jo anpBA 2 OOO ■ O O O t-h o CO . o o o o • • 10 © O 00 ’-no* o OOO • X © © 04 TP iO • 04 i-T © T f . o' r-T o' o' ■ 00 ; : •B^idBO jad ^soo iBnuuy X OrHiO • Hp o O CO o coo • o X © I> • O O 04 tP OO • O 04 t-H 04 • t-h 04 04 04 t-h 04 • CO ‘Axaiqii ni sanmioA £ 1,817 2, 100 2,850 200 225 400 9,080 3,151 75 5,544 1,300 2,812 Pupils. TuarapiBdap peixisnpui iO lO © Tp CO tP • 04 tp h O O xO O TP iC 1-1 O • 1C 1-4 OO 00 '8-S06I nt sai-enp^jQ i© 0 11 5 5 1 11 11 0 0 7 4 8 15 •ua;j-egjapui3 pH OOO • *000 0 0 0*0 04 CO • • 04 CO 04 ; 04 r— i •aisnm ipuautruisux M COO • O CO t-h 00 O 04 CO o o o ooo j^T-iooaiOT-) t-hi> o i> •otsnra [booa 0Cr2o04°oSSS 04 O 2§ o •IBPi 5 COCi^TPOTP004^r ICO CO © 000!>iC040^iCtH 0CO O O 04 i-H Ol . t-h H H t-H t-h •aiBuia^ e t-HC4OI>1^t-hOO00OOt-h X CO rH 04 04 1C Oi O XO X O •aiBK 04f-Xl^COCOOCOO © © 04 T-H OOtPOIt-HOOX © TP I> O xn O *h xn •juarapBdap iBupnpui j » CO 04 *04 • CO O CO 04 CO 04 04 CO •oisnj^ fc- C0COO4C0rHTpiC^rH^TpC0 Tp •IBiox O t-h^PIO©X^XXtP 04 04 05 CO •aiBraa.j i© <©coeo»oc*s>jg®Mr>o>o «o •3TBH 0004tPt-^OXtPt-H OX X I> Executive officer. M J. H. Johnson . 0. C. Gray . Warring Wilkinson .. W. K. Argo . Wm. B. Hare . T. W. Conner . Joseph H. Freeman .. Geo. S. Wilson . Mrs. Lura A. Lowry.. T. F. MeCune . Benjamin B. H un¬ toon. No report. Frederick D. Morrison Name. ©* Alabama School for the Blind. Arkansas School for the Blind. Institution for the Deaf and the Blind. Colorado School for the Deaf and the Blind. School for Blind, Deaf, and Dumb. Georgia Academy for the Blind. Illinois Institution for the Education of the Blind. Indiana Institution for Education of the Blind. International School for the Blind and Deaf. 1 owa College lor the Blind . Kansas School for the Blind * Kentucky Institution for the Education of the Blind. Louisiana Institution for the Blind. Maryland School for the Blind. Post-office. M Talladega, Ala . Little Rock, Ark . Berkeley, Cal . Colorado Springs, Colo. St. Augustine, Fla - Macon, Ga . Jacksonville, Ill . Indianapolis, Ind .... Fort Gibson, Ind. T... Vinton, Iowa . Kansas City, Kans _ Louisville, Ky . Baton Rouge, La . Baltimore, Md . 04 CO 04 CO CD t' CO o Statistics of 1901-1’ Table 4.— Statistics of State institutions for the education of the blind, 1902-3— Continued. 2310 EDUCATION REPORT, 1903, Expendi¬ tures. •^joddns jox 1 812,000 32,211 22,000 11,000 57,013 2, 400 19,074 40, 519 59, 007 49,400 8,500 66, 994 ’S^n9iu -aAOidtnt puBSJguipimg j ^ i ** $800 0 1,000 925 148 4,166 0 1,000 18, 433 •sSut -piinq puB spunojS jo anpBA © ( ?* 111 1 1 il : § I S 1 IIS § 1 § SS8 j § 1 g 8 8 8 § ! -snjBiBddB ogiinaps jo 9np?A © $1,500 6,750 3,000 1,700 1,000 1,200 7, 093 6, 185 5, 000 750 2,000 •B?idBO jad jsoo iBnnuy * |lli°=ls°ll ill •AiBiqii ui samniOA 600 17,997 3,553 2,440 800 0 750 2,250 6,397 6, 726 2,250 4,000 570 12, 284 IJupils. •;uanqiBdap iBujsnpni © £ | sssssgsgs gas •8-^061 hi sajBnpBJO O O N O -S' • 1' O • r-l -3" CO >— i i •u9}JBSiapni2 2 ° £ S ^ ° & ? ° S •oisnsn xHtiiaranapuj M s s s •Dismn ibooa ] 2 S3 5 s S3 : 8 § 8 § S S 3 THjox £ 8 1 SSH2SS1S UI •ajBraaj j * 10 5 83 £S ^3383 1-0 •aiBK © 8 g § S ?!§ c S § 3 § £33 Instructors. •juauiiJBdap iBujsnpux j x (NO KS N N CM N N C>3 iQ i-H r-t t> •otsnw | fc- r-l O CO -S' COCO rH CO tO IQ C» Ci i-( 05 T*Wl © 50 8 3 30 s ■a[BTna>j iH (NO 05 C- ON NiCt^OO JO CO r-* •9IBH -3< lO CO T N CO i-l lO l-l O rq 05 O TP Executive officer. Frederick D. Morrison M. Anagnos . Clarence E. Holmes.. James J.Dow . W. S. Sims, M.D . S. M. Green . Thos. S. McAloney _ J.T. Morey . Olin H. Burritt . William B. Wait . John E. Ray, A.M.... G. L.Smead . G. W. Jones . Edward E. Allen . Name. N 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 Institution for the Education of the Deaf, Dumb, and Blind. Ohio State School for the Blind. Oregon Institute for the Blind. Pennsylvania Institution for the Instruction of the Blind. i - Baltimore, Md . South Boston, Mass... Lansing, Mich.. Faribault, Minn . Jackson, Miss . St. Louis, Mo . Boulder, Mont . Nebraska City, Nebr.. Batavia, N.Y . New York, N. Y . Raleigh, N. C . Columbus, Ohio . Salem, Oreg . Philadelphia, Pa . 5 S ££8 SCHOOLS FOR THE BLIND, 2311 i 11 g is I ic eo cc g 3 3“ 8 § 000 'I not ‘t 5,000 1 I i i li if 1 * s~ 1 I- Is' 150, 000 201,537 1 3T 700 8,000 12, 500 j ii 1 1 of CO l 1 g II 11 s CO r?T § 8“8'' II I I 1 csT io o o "a o o co, ~© — © — 55" © ® © "©© ©“ © O) ^TIT S' 3 82 SS a-^ xir 5 3 r-^ « § *j” 2 © § & S "5"' § 2 S“3'"S3 a a ir“r £3 1a~i — ^ — c5 — S- © lC TT N © t> , © — ©- © — or ■©© — — or 2312 EDUCATION REPORT, 1903. Table 5. — Summary of statistics of State institutions for the deaf , 1902-3. Instructors. State or Territory. Number of institu¬ tions. Male. Female. 1 Total. ! Articula¬ tion. Auricu¬ lar per¬ ception. Indus¬ trial depart¬ ment. United States . 56 384 746 1, 130 468 43 306 North Atlantic Division . 18 84 316 400 j 224 22 116 South Atlantic Division . 10 75 77 152 ! 54 4 45 South Central Division . 9 55 105 ! 160 53 4 38 North Central Division . 12 132 216 ! 348 115 13 81 Western Division . 7 38 j 32 ! 70 22 0 26 North Atlantic Division: i 1 : 14 ! 15 9 5 Vermont / . Massachusetts . 2 1 25 26 18 0 3 Rhode Island . 1 1 10 11 8 0 3 Connecticut . 2 5 20 25 15 o 5 New York . 7 49 158 207 80 4 66 New Jersev . i 7 11 18 7 7 6 Pennsylvania . 4 20 78 • 98 87 11 28 South Atlantic Division: Maryland . 2 12 12 24 6 2 9 District of Columbia. . 1 19 10 29 18 2 3 1 4 8 12 3 5 West Virginia . 1 12 9 21 2 7 North Carolina . 2 14 21 35 13 0 10 South Carolina . 1 6 8 14 5 0 6 Georgia . 1 4 5 9 4 0 3 Florida . 1 4 4 8 3 0 2 South Central Division: Kentucky . 1 14 19 33 10 0 7 Tennessee . 1 5 10 15 4 0 5 Alabama . 1 4 8 12 5 0 4 Mississippi . 1 5 15 20 5 1 . 4 Louisiana . 1 5 7 12 4 4 4 Texas . 2 14 27 41 20 0 9 Arkansas . 1 8 15 23 4 0 5 Oklahoma . 1 0 4 4 1 0 0 Indian Territory . North Central Division: Ohio . 1 16 33 49 18 0 8 Indiana . 1 j 14 21 35 13 0 6 Illinois . 1 19 40 59 29 0 11 Michigan . 1 13 33 46 2 1 9 Wisconsin . 1 12 12 24 12 0 6 Minnesota . 1 12 15 27 13 6 8 T nwa . 1 12 12 24 8 5 Missouri 1 17 20 37 6 10 North Dakota . 1 3 4 7 3 0 3 South Dakota . 1 0 4 4 2 0 0 Nebraska . 1 9 14 23 9 1 7 Kansas . 1 5 8 13 0 5 8 Western Division: Montana 1 4 2 6 2 2 Wyoming . Colorado . 1 6 9 15 8 0 4 New Mexico 1 Arizona . Utah . 1 10 7 17 6 0 9 Nevada Idaho 1 . _ _ Washington . 1 4 2 6 1 0 4 Oregon . 1 4 4 8 3 0 3 California . 1 10 8 18 2 0 4 SCHOOLS FOR THE DEAF 2313 Table 6. — Summary of State institutions for the deaf, 1902-3. Pupils. State or Territory. Male. Fe¬ male. | Total. S Taught by com-; bined system. Taught by purely oral meth¬ od. Taught by ! manual meth- oa. | Kin- , der- 1 garten.j Gradu¬ ates in 1903. United States . 5,800 4,728 ! 10,528 5,498 3, 617 2,842 732 226 North Atlantic Division . 1,814 1.524 i 8, 338 991 1,821 727 549 109 South Atlantic Division . 715 573 i 1.288 589 299 402 35 38 South Central Division . 1. 053 851 L904 1,669 235 205 53 20 North Central Division . 1.902 1,538 3.440 1,899 1,160 1,247 90 54 Western Division . 316 242 558 350 102 264 5 5 North Atlantic Division: 1 I . . Maine . 66 42 108 ; 102 0 6 10 6 Massachusetts . 90 87 177 26 151 0 o 4 Rhode Island . 39 27 66 0 1 66 0 11 0 Connecticut . . . 122 86 208 175 32 0 1 3 i 0 New York . 925 768 1,693 608 659 626 432 50 New Jersev . 83 67 150 80 70 ! 37 Pennsylvania . 489 447 936 0 843 95 56 49 South Atlantic Division: Maryland . 82 64 146 67 46 33 23 j 0 District of Columbia . 101 56 157 157 0 28 Virginia . 85 72 157 117 40 2 0 2 West Virginia . 89 78 167 23 144 6 North Carolina . 183 1.54 337 82 132 123 12 2 South Carolina . 70 50 120 42 78 Georgia . 76 72 148 148 Florida . 29 27 56 18 16 22 0 0 South Central Division: Kentuckv . . 189 167 356 256 100 0 0 7 Tennessee . 146 114 260 185 75 0 0 3 Alabama . 98 62 160 160 0 0 0 0 Mississippi . 70 79 149 149 0 0 35 Louisiana . 69 48 117 117 0 0 0 0 Texas . 293 218 511 511 0 205 0 6 Arkansas . 157 127 284 224 60 0 18 4 Oklahoma . 31 36 67 67 0 0 0 0 Indian Territory . 1 North Central Division: Ohio . 329 278 607 267 267 340 0 6 Indiana . 178 150 328 0 165 163 50 8 Illinois . 312 194 506 0 364 142 40 8 Michigan . 225 185 410 410 0 0 Wisconsin . 106 80 186 186 0 0 0 0 Minnesota . 143 126 269 198 71 0 12 Iowa . 142 119 261 261 111 150 0 4 Missouri . 194 144 338 338 73 265 0 10 North Dakota . . 27 35 62 49 13 0 0 0 South Dakota . 20 24 44 44 0 0 0 0 Nebraska . 102 81 183 146 37 0 0 6 Kansas . 124 122 246 59 187 o 0 Western Division: Montana . 1 19 16 35 21 18 Wyoming . Colorado 63 42 105 0 67 38 New Mexico . 1 Arizona . . Utah . 61 42 103 103 0 0 0 0 Nevada Idaho . . Washington . 52 48 100 28 i 0 j 70 6 Oregon . 31 28 59 42 37 0 5 0 California . 90 66 156 156 0 155 0 5 2314 EDUCATION REPORT, 1903. Table 7. — Summary of statistics of State institutions for the deaf, 1902-3. 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. United States . North Atlantic Division . Ill, 794 §15, 702 §12, 795, 950 §303, 947 §2, 370, 321 41,039 15, 041 8,798 39, 545 7,371 9, 550 1,980 0 2, 672 1,500 4, 510, 355 1,737,000 1,493,500 3, 829, 095 1,226,000 144, 266 14, 736 57, 535 79, 801 7, 600 895, 988 258, 561 306, 572 702, 668 206, 532 Western Division . North Atlantic Division: Maine . 600 i 40,000 6,000 18, 7C0 Vermont 7 . Massachusetts . . 2, 700 185 2,000 23,522 3, 000 9, 032 500 215, 000 90, 000 308, 000 2, 028, 500 125, 000 1,703, 855 500 54, 905 20, 000 46, 775 472, 739 40, 000 242, 769 Rhode Island . New York . 7.500 50 1.500 63,754 4,000 70, 012 1 South Atlantic Division: 5, 116 4,600 500 500 2,275 1,000 1,000 50 2,364 1,000 780 1,000 50 290,000 700, 000 150, 000 150, 000 280,000 60, 000 87, 000 20,000 143, 500 200, 000 125, 000 75,000 300,000 400,000 250,000 758 3,000 37,811 74, 881 23, 400 42. 500 67.500 West Virginia . 5,000 5,000 ! . North Carolina . 150 South Carolina . Georgia . . . Florida . . . 0 978 400 12, 469 63,188 38,000 36,800 25,114 24,868 73, 602 45, 000 South Central Division: Kentucky . Tennessee . 0 Alabama . Mississippi . 1,384 300 2,550 1,200 750 Louisiana . 1 . Texas . 0 56,385 Arkansas . . . Oklahoma . . Indian Territory . 1 . North Central Division: Ohio . 2, 775 3,364 14,500 4,656 3, 000 2,550 800 2,600 600 200 1,500 3,000 450 1 300 650,000 493,433 703,000 511,037 120, 000 271,625 250,000 275,000 55,000 50,000 200,000 9,650 3,850 7,985 6,781 107,539 69, 163 114, 755 95, 472 40. 577 53,825 50, 892 79, 062 18, 183 12, 000 40,200 21,000 21,000 Indiana . Illinois . Michigan . . 829 100 1,443 Wisconsin . Minnesota . 6,316 28,500 10,728 Iowa . . . Missouri. . North Dakota . South Dakota . 4,000 Nebraska . Kansas . 250,000 j 106,000 2,000 6,600 Western Division: Montana . Wvoming . Colorado . New Mexico _ _ i, 250 250 400 225,000 20,000 ! . j 67,024 Arizona . . . Utah . Nevada . 1,900 1 600 j 180,000 j 1,000 24,470 Idaho . | Washington . 600 321 2, 600 i 100,000 ! 45.000 1 20,000 14,388 59, 650 Oregon . 0 o California .... 500 550,000 ! SCHOOLS FOR THE DEAF. 2315 Table 8. — Summary of statistics of public and private day schools for the deaf , 1902-3 . PUBLIC DAY SCHOOLS. State. Number of institutions. Instructors. Pupils. Expenditures for support. Male. Female. Total. Articulation. <3 g §* > o ”3 < Industrial department. Male. Female. Total. Taught by combined system. Taught by purely oral method. Taught by manual method. Kindergarten. Graduates in 1903. Number of schools re¬ porting. Amount. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15| 16 17 18 Total .... 54 5 116 121 99 50 45 469 412 881 72 i 799 11 59 3 28 $75, 397 California . 3 1 5 6 2 2 29 24 53 0 53 0 I 0 0 Illinois . 18 0 26 26 24 22 23* 119 95 214 27 187 1 4 4 2, 537 Massachusetts . 1 0 15 15 15 15 3 72 69 141 0 141 0 o *y 1 24,835 Michigan . 7 2 19 21 15 5 10 51 60 111 0 111 0 15 0 5 10, 484 Missouri . 1 1 4 5 1 0 0 38 7 45 45 0 0 0 0 Ohio . 6 0 16 16 13 1 1 58 51 109 0 99 10 8 "o' 4 15,526 Wisconsin . 18 1 31 32 29 5 8 102 106 208 0 208 0 32 0 14 22, 015 PRIVATE INSTITUTIONS. Total .... 17 19 70 I 89 60 1 16 29 ! 233 290 523 243 213 98 56 26 California 1 0 3 3 2 0 1 19 22 41 36 5 0 0 2 Illinois . 2 0 21 21 19 0 4 25 78 103 63 40 0 15 0 Towa. . 1 1 0 1 0 0 0 5 10 15 0 0 15 0 0 Louisiana . 1 1 3 4 2 0 3 21 13 34 19 1 33 9 0 Maryland . 2 6 6 12 5 5 6 25 28 53 27 26 27 6 5 Massachusetts . 2 0 11 11 0 2 26 37 63 0 63 0 18 5 Michigan . 1 3 1 4 3 0 0 18 i 17 35 32 0 3 0 6 Missouri . 2 0 7 7 4 1 5 19 36 55 35 0 20 0 0 New York 2 4 8 12 10 10 1 16 9 25 0 25 0 0 0 Ohio . 2 0 4 4 4 0 1 11 7 18 12 6 0 0 0 Wisconsin . 1 4 6 10 4 0 6 48 33 | 81 19 47 0 8 8 Table 9. — Statistics of Slate institutions for the deaf 1902-3. 2316 EDUCATION REPORT, 1903. Expendi¬ tures. qjoddns jox ** 1 1 1 1 i 1 S § s 2 S3 S' B if ;g i i ;a ;s s s •sxuaraaAoadrat pus sSuipjing o o o • . . o 1 « ! : : : 8 ^ 1 ■ • • 50 • cfe ;! ;1 11 ■ • «> CO CO •sSuipjmq pnB spnnojf? jo ou[ba i 1 1 i i 1 I i s 1 i 1 1 1 “ I •1 11 11 IS 6g | § ■snjBJBddB ogpnaps jo anpA § II 1 1 M i . © •pidso jad }soo iBnuuy Si ! : : : 1 ° ° il IS a 1 •AjBjqn ui saranpA X 1,200 2, 600 1,250 2, 000 0 4,600 •s ii I 1 ; rn'^ 00 Pupils. '8061 ‘sapnpBio t- OTJ.IO ; o o ; ;CC CO •uaxjBSjapuix ' » o cc o ■ o co :° :§ § ° •poqpra iBnuBtu Aq xqSnBX ° ° g °g ° ° : :8S | 8 •poqxaxn xbjo Apmd Aq xqSnBX ° s ° s ° a j oo« :;| 8 g •raapAs pauiqmoo Aq xqSnBX w 8 | g ° g ° : £§S |° ° S •[pox 8 | 8 8 g 8 : £88 §§ g S ■aiBtaaj 3 g 8 3 8 §3 : gJS 8 g •apK e § S 8 3 2 S : SS?; S3 £ 3 rH i-t CO r- 1 r- 1 Instructors. •luaraxjBda'p iBupnpui Si ^LCTP-^T-rl ■ O " "M CC ^ tS O •}uaradopAop iBjny 1 30 O O O O O O • 1-H 1—1 o oo c ■ •uoijBinoijjy ! *■ •° T* o ; OX« rffl w 00 ■piox | ts S §5 * S S : S3* °g « ^ •aiBtaax L<5 00 3 * ® S S 3 •ajEM 00 © © lO o • ?»«>'*■«>© ^ Executive officer. M J. II. Johnson . Frank B. Yates . Warring Wilkinson . . . W. K. Argo . Job Williams . Alice H. Damon . Edward M. Gallau- det, Ph. D.,LL. D. . do _ _ _ James Denison . Wm. B. Hare . Wesley 0. Connor _ Charles P. Gillett . Richard 0. Johnson .. Henry W. Rothcrt _ Name. Alabama School lor the Deaf. Arkansas School for the Deaf. Institution for the Deaf and Blind. Colorado School for the Deaf and the Blind. The American School at Hartford for the Deaf. Mystic Oral School for the Columbia Institution for the Deaf and Dumb. Cn.lln.udet College . Kendall School for the Deaf. The Florida Institute for the Deaf and the Blind. Georgia School for the Deaf. Illinois Institution for the Education of the Deaf and Dumb. Indiana Institution for the Education of the Deaf. Iowa School for the Deaf... 1 (2 * Talladega, Ala . Little Rock, Ark.... Berkeley, Cal . Colorado Springs, Colo. Hartford, Conn . Mystic, Conn . Washington, D.C... St. Augustine, Fla.. Cave Spring, Ga _ Jacksonville, Ill.... Indianapolis, Ind .. Council Bluffs, Iowa CC CIO a SCHOOLS FOR THE DEAF. 2317 a s ! II 3 I I 68 3 81 i I a as a ^ s"-ss a sa a § 1 1 of 000, S 1 j 8S © © I B8 : otsT : 4,000 § c ' !- i 1 1 cf 250,0001 143,500 300, 000 40, 000 35, 000 255, 000 iC 200, 000 511,037 271,625 75, 000 275, 000 106, 000 200, 000 1 1 § s c to o CO tO . Cl CC o © © o o c © x a © © ; 8 c o S3 8 1 S3 l> a 187 0 c > © o 1 ° c ■ i > © : CO rr a i ! © g 3 S © > o a s °s © ! S3 g © © • © ; i 1 : 1 I> i 1.3 : 8 s i ° rH 1 i i i a g rH © 3 ! ° © S3 © 1 i. i> i s- ! | i £j §1 © ! 1 ia ! s 1 a 1 * ! 1 1 S 1 1 3 I as ! 3 « ) i 1> IS g : 3 ;tc : a 5 g 1 i « > 2 g S a a 3 : 83 : s cc l £ IS S : 3 > £ ; | 8 i 1 l ■ iQ ■ »c c > CO Cl 00 • OCJ to to Tt ■ Tf 1 © iO a 1C o T+ I ;SS 1 © c © r-i © ! r“l i> (MCO uo ) COIN © JL> CO ' © > © 2 8 SN ! jo © > i© cc ; a § i S3~ a X T— i £ s ; g a a o° £ 1> S cc i © cc ■ §3 csa a j ® ^ rH S § a i a £ S3 lO tc r-H ZC • © 1-1 CO Ol 1C I- © i> ©1 > © © lO it i f—l c L “1 A. Ely . . Swett . A. Yale . D. Clarke _ e . i Mekee _ > o ; § s s 1 Walker . Lawson _ i i - Vfary Anne Cloak . C. Rider _ ! si ' & tS a> | W qaoddns jo^ •squama Aoidnn puB sSuipimg ■sSuiptmq pnB spunoaS jo anjyA •snjBJBddB Dgi;u0ios jo a rqB a •B^ldBD J9d JSOD IBtlUUy •AiBjqii; nx sarniqoA '8061 ‘saqBnpBJQ •uajiBSiapuix ■poq;ara [BtuiBni Aq qqgrvBX •poq^ata [Bio Ajumd Aq xqSnBX ■tctaisAs pamqmoo Aq iqStiBX ” W>X 2 *9[BTX19X j •3IBH quanuaBdap XBiijsnpux Si qu9mdo[9A9p piny | » 'uorpinorjiy | i> 'WOX | » •apmag | m •91BK ©O I Pi W§ ri S O o ■ jW Wh ® o-° 2^ a 3 © D sS’g ~v O ® P! 2 - o |^| a •££«!> sl’g^ £ 3 ,0 C o gw §« * 3 ^P^0 a 2S P © p u 5 — 1 o a) .SP 0«M •43 o S3 ' R-“ BrB ° a ° 2 •- S'HCC 03r-C Q> o > 2 J pJrD ^(n p°S 5 C oP O'*-1 0) P pXl sgfs ■ S 3 © go a> 2S 8 pS m PP OCOX5 O a E3 'o l| P a3 0 bo "S 0 o3 3 « 3 P O OCB W SCHOOLS FOR THE DEAF s ,8f 20,000 12,000 38, 000 12,475 73, 602 1 to n- i I> CC o o o o o o o o o o C5 X lO CM O § o CO i 00 CM Oi CM TJH D- © © 00 © 00 CO rH p *xn0}sAs p0uxqraoo Xq iqSxiBX w r © © © © © © © © © CO © © © *IWK>I ~g~| Is 3 vO vC 00 tH © CO 00 © tH CO CO •0It?xn0X r vO CO CO © vC vO © (M 00 CO 00 CO ■0It?H © r © T— j 03 00 © CM © CO vC © 10 © ■}u0rapi'ed0p [BiJisnpui © 1 ° © 7-1 tH CO CM 7-1 CM 7-1 7-1 7-1 7-1 rH g •^u0xudoi0A0p (Bjny X j r © © ’3 a o CP Ti IdS > _rptf o ^P S-G o 3 p 33 ro .S

> Jd ^ 03 P P m § « ■§ ^■3 g © S« PQ o o -Gp o co£ . >> -Pi'S *©.5p > © a g 4 O N O > -5 O'+H PM cc >» oj P 3 P a ;g^- i^s So p I ■a* P 0) p; m m & >» p _ tf „ ci P c3 3 - £p 2 o §p^p Q O © O P H 1 l !i ! s S5 & 3~-§5' « £sfs o ® •£'~ is ,22§o a §5® ° Oh g .OO® 2 a §£ooo*© CM CO vC © >ay Sch( SCHOOLS FOR THE DEAF. 2321 iO ifS CO co t> 00 00 QOO(N rH 00 O iC © O O OS O OOCMOtOOQOO ' CO CO iO I> 1^ I> O CM o o o o o >000000 rH O *000 !>• OOO O CO O CM COO • OiOOOOOrHOC O o o o 'OOOO O OOO o oi>co OOO OOOOOOOOC OOO OOO oo O t^0Ci> T— { o OI> OO OC5(NtJu0C5OO •05 10 OC 1> O I> < O COO O OOO • O O OOO ICO oooooooo oo< OOO O C X> O T— ( O O Tf oo o i> cm T-1 CO^ (M I CO iO(NCOiOI> O iO ” » CO IC^UO CO O O O CO CM < LO CO ^ CM © O 1-0 o o o O O O O T OOO H H CM H O O i OOO OOO IOO OOO I O O OOO t o o o o I O r— 1 rH rH CO CM r H rH CM UCC5HHHC5 ED 1903 - VOL 2 a Statistics taken from the Annals. Table 11. — Statistics of private schools for the deaf, 1902-3. 2322 EDUCATION REPORT, 1903, •sSurpimq puis spunoxS jo 9n[BA | ■ i : : : ; ! ;s i : ; s : ; ; ; Mi i i:i ir s ; ; ; ; ; : : •snjuiBddB oyijuoros jo anp?A s « •iqxdBD rod [sod [Bnuny C5 . $367 117 •AiBiqq ui seumpA X :§ : : § : : : : : : • • ■ j ef j ; ; : : : : : £ 'H. •8061 ni sax^npujo !N j O OOO 1500 O O O ■ O O O OC •nexiBSiopuryj O; lO O 05 SO OOOO O O O • O O O 00 •poqxem [Boa's ui Aq [qSnBX 00 0 000 «S^00000 •poqiaai [Bxo Apmd Aq jqSnBX 2 .oo 0 OHO ^000 0 0 0 OC - Oi CJ •tna[SAS paaiqaioo Aq [qSriBX 2 £3 0 oSg5 000 £§300303 •mox 2 •9XBOI9J ISIS 5 333 •9[BK 2 s° a “'-a- SS'- a°s*-»s~«s 1 1 u I •[ueuqxedep [Bix[snpai Si 1— 05 I> *mox COt> ^ r-i 00 njt t*» ^ CO Tf« CO cs CO rH 0 •9[Bia9X COl> TT1 O CO ^ C ^ T— 1 CO ^ 01 SO CO rH CO •9[BK OO O O O COOOt-iCOOO^r Executive officer. M Sister H. Val«ria . Margaret Cosgrove . . . Cornelia D. Bingham . De Coursoy French... Sr. M. Athanasia . Mother M. Joseph Hartwell. Wm. A. Knapp . Thomas Magennis. . . . Eliza L. Clark . Rev. Wm. Gielow . Sister M. Adele . Rev. Mother Agatha. . Mrs. A. Reno Margu- lies. John Dutton Wright, M. A. Sister Mary of the Sacred Heart. Miss Fairrie L. Will- hoyte. Rev. M. M. Gerend... Name. 5* St. Joseph’s School for the Deaf . Ephpheta School for the Deaf . The McCowen Oral School for Young Deaf Children. Eastern Iowa School for the Deaf . Deaf-Mute Institute . St. Francis Xavier’s School for Deaf . . . F. Knapp’s Institute . The Boston School for the Deaf . The Sarah Fuller Home for Little Deaf Children. Evangelical Lutheran Deaf-Mute In¬ stitute. Institution for the Deaf, Mater Consilii . St. Joseph’s Deaf-Mute Institute . The Reno Margulies School for Deaf... The Wright Oral School . Notre Dame School for the Deaf . Miss Willhoyte’s Day School for Deaf .. St. Johns Institute for Deaf-Mutes . 1 ? 1 Oakland, Cal . Chicago (May street), Chicago (Yale ave¬ nue), Ill. Dubuque, Iowa . Ohinchuba, La . Baltimore, Md . . do . Jamaica Plain, Mass.. West Medford, Mass.. North Detroit, Mich.. St. Louis (Cass ave¬ nue), Mo. St. Louis (Longwood place), Mo. New York (634 West 187th street), N. Y. New York (42 West 76th street), N. Y. Cincinnati, Ohio . Columbus, Ohio . St. Francis, Wis . SCHOOLS FOR THE DEAF, 2323 Table 12. — Branches of manual training taught in State schools for the deaf, 1902-3. Name of institution. Branches of instruction. Number of instructors. Numl a5 S ber of i qJ o jupils. Tn industrial training . 54 46 100 dega, Ala. . do . 157 127 284 Rock, Ark. Free-hand drawing . 1 21 29 50 1 46 46 Carpentry . 1 26 26 1 10 10 1 25 25 Tailoring .A . 1 13 13 In industrial training . 30 66 96 Berkeley, Cal. Free-hand drawing. . . 1 6 n 17 1 5 5 1 1 66 66 1 15 15 l' 15 15 42 42 84 Blind, Colorado Springs, Colo. Free-hand drawing . 1 30 30 60 Sewing . . 42 42 22 22 Carpentry . 8 8 Wood turning . 8 8 11 11 2 2 Shoemaking . . 6 6 41 32 73 ford, Conn. Free-hand drawing. A . i 41 32 73 i 40 40 Cooking . i 12 12 i 30 30 Cabinetmaking . i 31 31 Mystic Oral School for the Deaf, Mys¬ Dressmaking . In industrial training . i 22 18 i tic, Conn. Free-hand drawing . i 9 23 32 Clay modeling . i 6 18 24 Sewing . i 18 18 Sloyd, or knife work . i 7 7 Carving . i 3 3 Farm or garden work . 9 •23 32 Kendall School for Deaf, Washing¬ In industrial training . 16 26 42 ton, D. C. Free-hand drawing . . i 5 3 8 Mechanical drawing . i - 7 7 Sewing . i 26 26 Carpentry . i 9 9 Wood turning . i 9 9 Carving . i 3 3 Painting . i 5 5 Florida School for Blind and Deaf, In industrial training . 9 27 36 St. Augustine, Fla. Sewing . 2 27 27 Shoemaking . 1 3 3 Printing . 1 6 6 Illinois School for the Deaf, Jackson¬ In industrial training . 191 75 266 ville, Ill. Free-hand drawing . 2 41 27 68 Sewing . 2 75 75 Cooking . 1 . 37 37 Sloyd, or knife work . 1 46 46 Carpentry . 1 25 25 Wood turning . 1 5 5 Printing . 1 34 34 Painting . 1 8 8 Shoemaking . ■1 19 19 Baking . 1 18 18 Photography . 1 21 21 Indiana Institution for Deaf, Indian¬ In industrial training . 178 150 328 apolis, Ind. 1 Iowa School for the Deaf, Council . do . . 142 119 261 Bluffs, Iowa. Free-hand drawing . i 142 119 261 Sewing . i 37 37 Cooking . 2 37 37 Carpentry w . . l 22 22 Farm or garden work . i 14 14 Printing . i 18 18 Shoemaking . . . l 26 26 Baking . l 3 3- Kansas School for the Deaf, Olathe, In industrial training . 73 70 143 Kans. Institution for the Education of Deaf- . do . 71 60 131 Mutes, Danville, Ky. Sewing . . 2 60 60 Carpentry . I 1 12 . 1 12 2324 EDUCATION REPORT, 1903. Table 12. — Branches of manual training taught in State schools for the deaf, 1902-3 — Continued. Name of institution. Branches of instruction. Number of instructors. Numt >er of p c; 1 a c Total. ’g. i 1 20 20 Mutes, Danville, Ky.— Continued. Gardening “ . 1 8 8 1 15 15 Printing . 1 16 16 In industrial training . 35 33 68 Me 1 25 25 Sewing . .1 . 3 35 35 Cooking . 1 16 16 Carpentry . 1 Wood turning . L i 25 25 Carving _ T. . J Printing . l 4 4 5 5 Maryland School for the Deaf and In industrial training . 50 37 87 Dumb, Frederick City, Md. Free-hand drawing T. . l 50 37 87 Paper cutting and folding . l 8 7 15 2 38 38 Cooking . 1 24 24 1 7 7 Wood turning . 1 5 5 1 7 Shoemaking . 1 18 18 Dressmaking . 2 7 7 1 1 H 11 Glazing^ . 1 ' 7 Clarke School for the Deaf, North- In industrial training . 77 74 151 ampton, Mass. Free-hand drawing ”. . 2 j 77 74 151 Mechanical drawing . 1 j 23 23 Clav modeling _ T. . 1 20 15 35 Paper cutting and folding . 1 10 10 20 Sewing . 2 47 47 Sloyd, or knife work . 1 62 62 Carpentry . 1 23 23 Carving . 1 56 56 Michigan School for the Deaf, Flint, In industrial training . 110 114 224 Mich. Free-hand drawing . 1 106 95 201 Mechanical drawing . 4 42 28 70 Clay modeling . 1 24 28 52 Paper cutting and folding . 1 34 29 63 Sewdng . 2 102 102 Cooking . i 12 12 Woodwork . i 32 32 House decoration . l 28 28 Shoemaking . l 18 18 Tailoring . l 24 24 Printing . l 16 16 Painting . l 19 19 Baking . 2 10 12 22 Harness making . 1 6 6 Minnesota School for the Deaf, Fari¬ In industrial training . 143 126 269 bault, Minn. Institution for the Deaf and Dumb, . do . 70 79 149 Jackson, Miss. Free-hand drawing . 70 79 149 Mechanical drawing . 5 1 5 Clav modeling . 13 1 12 25 Sewing . 55 55 Cooking . 35 35 Carpentry . 5 5 Wood turning . 5 5 Carving . 5 5 Printing . 8 8 Painting . 2 2 Institute for the Deaf and Dumb, In industrial training . 71 57 128 Omaha, Nebr. Free-hand drawing . 1 6 39 45 Sewing . 1 39 39 Slovd, or knife work . 1 12 12 Carpentry . 1 14 14 Wood turning . 1 5 5 Shoe mending . 1 14 14 Farm or garden work . 1 14 14 Printing . 1 25 25 Painting . 1 8 8 New Jersey School for the Deaf, In industrial training . 83 67 150 Trenton, N. J. Free-hand drawing . 20 16 36 Mechanical drawing . 19 19 Paper cutting and folding . 15 13 28 Sewing . . . 40 40 SCHOOLS FOR THE DEAF, 2325 Table 12. — Branches of manual training taught in State schools for the deaf, 1902-3 — Continued. C OQ Number of pupils. Name of institution. Branches of instruction. Number instructo Male. Female. Total. New Jersey School for the Leaf, Trenton, N. J. — Continued. 28 28 Sloyd, or knife work . 33 33 20 20 Wood turniner . . 8 8 Carvine _ . . . . 1 5 5 3 3 23 23 Painting . 1 1 Le Couteulx, St. Mary’s Institution for the Deaf, Buffalo, N. Y. In industrial training . 70 65 135 Free-hand drawing . 1 38 35 103 Paper cutting andlfolding . 2 32 30 62 Sewing . T . ~ . 2 32 30 62 Cooking . 1 16 16 1 4 4 1 14 1 15 Tailoring . 1 17 17 1 2 2 St. Joseph’s Institute for Deaf-Mutes, Fordham, N. Y. In industrial training . 224 200 424 1 96 125 221 3 24 35 59 3 24 35 59 4 10 125 135 2 20 20 1 12 12 1 15 15 1 20 20 1 10 10 1 40 40 Institution for the Improved Instruc¬ tion of Deaf-Mutes, New York, N. Y. In industrial training . 100 104 204 Free-hand drawing . 100 104 204 Paper cutting and folding . 15 15 30 Sewing . . . 104 104 Cooking . 30 30 Sloyd, or knife work . 45 45 Carpentry . 25 25 Wood turning . 26 26 Tailoring . 20 20 Basketry and weaving . 20 20 Institution for the Instruction of the In industrial training . 151 102 253 Deaf and Dumb, New York, N. Y. Free-hand drawing . Mechanical drawing . } . 1 4 5 Sewing . 1 28 28 Cooking . 1 10 23 33 Wood turning . 2 67 67 Dressmaking . 2 21 21 Shirt making . 1 26 26 Horticulture . 2 20 20 Printing . 2 42 42 Painting . 1 2 2 Tailoring . 1 5 5 Baking . 1 1 1 Western New York Institution for In industrial training . 88 97 185 Deaf-Mutes, Rochester, N. Y. Free-hand drawing . 2 88 96 184 Mechanical drawing . 2 37 61 98 Clay modeling . 2 88 96 184 Paper cutting and folding . 1 32 22 54 Sewing . 2 24 83 107 Cooking . 1 35 35 Slovd, or knife work . 1 25 25 50 Carpentry . 1 31 31 Carving . 1 47 63 110 Designing . 2 58 76 134 Farm or garden work _ 1 7 7 Printing . 1 13 13 Painting . 1 7 7 North Carolina School for the Deaf In industrial training . 80 75 155 and Dumb, Morganton, N. C. Sewing . 75 75 Cooking . 1 50 50 Carpentry 1 12 12 Wood turning 1 6 6 Farm or garden work . 49 49 Printing _ __ . 1 9 9 Shoemaking . 1 12 12 Institute for the Deaf, Dumb, and Blind, Raleigh, N. C. In industrial training . 26 24 50 Paper cutting and folding . 1 5 7 12 Sewing . . 1 26 26 Cooking . 1 23 23 2326 EDUCATION REPORT, 1903, Table 12. — Branches of manual training taught in State schools for the deaf, 1902-3 — Continued. s 'S GO g Number of pupils. Name of institution. Branches of instruction. .q 5 a5 a5 S £ o Institute for the Deaf, Dumb, and Carpentry . 1 8 8 Blind, Raleigh, N. C. — Continued. Shoemaking . • . 1 12 12 Fancy work . 1 . 1 11 11 6 6 6 In industrial training . 27 35 62 Dakota, Devils Lake, N. Dak. Free-hand drawing . 1 27 35 62 1 17 17 Carpentry . 1 7 7 1 10 10 In industrial training . 313 273 586 the Deaf and Dumb, Columbus, Free-hand drawing V. . 1 313 273 586 Ohio. Paper cutting and folding . 5 25 30 55 Sewing . . 3 24 166 190 10 10 Carpentry . 1 24 24 Wood turning . 1 2 4 6 Carving . 1 2 4 6 Burnt-wood work . 1 2 4 6 Printing . 1 28 28 1 8 8 Oregon School for Deaf-Mutes, Salem, In industrial training . 19 10 19 Oreg. Sewing . . . . 1 10 10 Carpentry . 1 10 10 Printing . 1 11 11 In industrial training . 214 180 394 Deaf and Dumb, Philadelphia, Pa. Mechanical drawing . 2 180 160 340 Sewing . 9 48 180 228 Cooking . 1 24 24 Carpentry . 2 40 40 Wood turning . 1 10 10 Shoemaking . 45 45 Baking . 1 5 5 Dressmaking . 3 60 60 Bricklaying and plastering . 1 8 ! . 8 Painting . 1 9 9 Printing . 2 24 . 24 Millinery . 1 10 10 Tailoring . 2 44 44 Western Pennsylvania Institution In industrial training . 45 107 152 for the Deaf and Dumb, Edge- Sewing . 2 52 52 wood Park, Pa. Cooking . 1 55 55 Carpentry . 1 18 | . 18 Printing.' . 1 10 10 Painting . 1 3 3 Shoemaking . 1 14 14 Home for the Training in Speech of In industrial training . 15 . 12 27 Deaf Children, Philadelphia, Pa. Free-hand drawing . 15 12 27 Mechanical drawing . 9 7 16 Clay modeling . 15 12 27 Sloyd, or knife work . 9 16 Carpentry . 9 7 16 Carving . 9 7 16 Oral School for the Deaf, Scranton, In industrial training . . . 15 25 40 Pa. Sewing . 1 25 25 Slovd, or knife work . 1 9 7 16 Rhode Island Institute for the Deaf, In industrial training . 23 27 50 Providence, R. I. Free-hand drawing . 1 26 19 45 Cooking . 1 8 8 Sloyd, or knife work . 1 23 23 Institution for the Deaf and Blind, In industrial training . 70 50 120 Cedar Springs, S. C. School for Deaf-Mutes, Sioux Falls, In industrial training . 15 20 35 S. Dak. Carpentry . . . ! 2 2 Farm or garden work . 15 15 Texas School for the Deaf, Austin, In industrial training . 103 69 172 Tex. Free-hand drawing . 23 27 50 Sewing . 42 42 Carpentry . 12 12 Bricklaying . 1 1 Printing . 20 20 Painting 4 4 Utah School for the Deaf and Dumb, In industrial training . 32 20 52 Ogden, Utah. Free-hand drawing . 1 30 34 64 Mechanical drawing 1 9 9 Clav modeling . i 10 6 16 Paper cutting and folding . 1 10 6 16 Sewing . 2 16 16 SCHOOLS FOR THE DEAF. 2327 Table 12. — Branches of manual training taught in State schools for the deaf, 1902-3 — Continued. Name of institution. Branches of instruction. Number of instructors. Xu ml 1 ^ jer of i a5 9 upils. 1 8 8 Ogden, Utah — Continued. 1 9 9 1 0 6 Blacksmithing . 1 3 3 1 8 8 1 6 6 Printing . 1 6 6 1 9 9 Dressmaking _ _ _ 1 9 9 Embroidering . 1 14 14 Virginia School for the Deaf and In industrial training . 85 72 157 Blind, Staunton, Va. Sewing . 1 . 2 1 72 72 Cooking . | 1 14 14 Carpentrv . 1 40 40 WTood turning . 1 4 4 Carving . 1 10 10 Printing . . . 1 14 14 Painting . 1 6 6 Washington School for Defective In industrial training . 27 30 57 Youth, Vancouver, Wash. Sewing . . 1 1 30 SO CookiDg . 1 5 5 Carpentrv . 1 8 8 Shoemaking . 1 8 8 Printing . ! 1 6 6 State School for Deaf, Delavan, Wis.. In industrial training . 95 71 166 Free-hand drawing . 2 70 40 110 Mechanical drawing . a 12 12 Clay modeling . i 20 13 33 Paper cutting and folding . i 23 18 41 Sewing . i 80 80 Cooking . i 16 16 Sloyd, or knife work . i 30 30 Carpentry . i 18 18 Wood turning . i 30 30 Carving . i 15 15 Printing . ! i 12 8 20 2328 EDUCATION KEPOKT, 1903. Table 13.- —Summary of statistics of public and private schools for the feeble-minded, 1902-3. PUBLIC INSTITUTIONS. State. on 02 V — Instructors. Pupils. Value of grounds and buildings. Expenditures. Male. Female. Total. Industrial de¬ partment. 02 o g 02 S 02 Male. Female. ' Total. Kindergarten. Music. cp 02 9 tuD CD C > For support. I 2 3 4 5 6 7 8 9 io 11 12 13 14 15 Total . 20 39 200 1 I 239 145 856 6,642 6,072 12, 714 | 844 2,476 $7, 509,761 $463, 150 $1,860,557 Massachusetts .. 1 3 9 12 ! 13 115 530 3431 873 148 45 424, 141 10, 340 ! 132, 245 NewYork . 3 1 17 18 22 87 442 925 1, 367 116 190 697, 703 28,490 151, 328 New Jersey . 2 8 18 26 14 48 189 246 435 32 56 325, 000 15, 628 83, 200 Pennsylvania. . 2 4 38 42 25 171 1,178 837! 2,015 119 394 1, 350, 000, , 41,155 360, 414 Kentucky . . 1 0 4 4 2 10 89 57 146 0 0 100, 000 30, 000 Ohio . . . 1 2 29 31 1 19 58 707 498 1, 205 0 864 1, 156, 349 137,045 199, 953 Indiana . 1 0 12 12 11 44 443 542 985 100 39 516, OOOl 31,750 114, 000 Illinois . 1 1 15 16 7 49 683 572 1,255 117 610, 257: 106,662 154, 853 Michigan . 1 0 6 6 4 36 281 244 525 "40 5C 270, OOOj 24, 580 85, 345 Wisconsin . 1 6 - 8 14 7 38 299 308 607 30 104 379, 363 20. 000 82, 937 Minnesota . 1 2 15 17 5 59 525 439 964 48 290 548, 896 44, 000 132, 890 Iowa . 1 7 18 25 12 53 583 490 1,073 70 130 356, 449 152, 072 Nebraska . 1 2 5 7 2 25 170 150 320 30 40 200. 000 3, 500 40, 000 Kansas . 1 o 3 3 0 33 161 139 300 30 0 100, 000 51, 320 Washington . 1 ll 1 2 2 5 31 21 52 16 42 25, 000 California . 1 1 2 4 0 25 331 261 592 65 115 1 450, 603 t 1 90, 000 PRIVATE INSTITUTIONS. Total . 14 12 58| 7o| 36 90 338 218 556 132 182 404, 50oj 27,416 57, 186 Connecticut . 1 0 4 4 3 0 148 91 239 50 125, 0001 1,771 40,044 Illinois . 1 0 2 2 0 12 31 11 42 10 20 20, 000 500 Maryland . 1 1 1 2 4 2 17 6 23 7 7 20. 000! . M assachusetts _ 3 4 9 13| 8 34 67 25 92 0 35 75, 000 . Michigan . 1 3 3 6 6 15 14 29 29 29 Missouri 1 1 5 6 1 3 6 3 9 0 4 5 000 _ 4,000 New Jersey . 3 3 21 24 8 28 30 41 71 14 71 106, 500; 11, 145 13,142 New York'. . 1 0 4 4 0 3 4 6 10 6 1 8, 000; . Texas . ■ 1 0 4 1 5 5 3 3 6 6 20, 000; 10, 000 Virginia . l 1 0 4 1 8 17 18 35 10 15 25,000 4,000 Table 14. — Statistics of State institutions for the feeble-minded, 1902-3. SCHOOLS FOR THE FEEBLE-MINDED. 2329 s •jjoddns jo j X $90, 000 154,853 o o o 152, 072 51, 320 30,000 132, 245 85,345 132, 890 40,000 58,200 25, 000 57, 908 . o •go 199, 953 204, 892 CM C 1 lO xO in ! co • 05 • of • 00 CD X •sjuaraaAOjdnn puB eSuipitna (M CO CO o g CO o 10, 340 O O O SSS ^^CO CM ^ oo Of CO 15, 820 • o • CO 137, 045 20,300 at M ! ® • o' •sSuipimq ptiB spnnoii? jo anjBA 2 | c 1 I"- UO (M O o o o CO lO 05 CO LO 150, 000 c o d o 424,141 O CO o 8*8 o oo o £38 250, 000 75, 000 274, 125 • oo • LO CO o o o 600,000 o o O CO CM CO •snjBJBddB agijnaias jo anjBA $2, 000 2,165 o 1,200 o iO o o o lc o 0 1^0 CM QC O 1,400 o o lO d 3,500 ;! ■AjBjqij ur soranpA * 2,500 o o CO O o CM o o 1,211 0^0 SSS o t> o § cm"' o o Cl o of • GO • CM •oisnjt t-1 ) CO O ° o lO 88® ° s 8 r-iCO •impx c 1 £ 1 *2 ! H CO 00 o r i 00 CO r— 1 g J gg CO § 5 g o So M S o o O M T-* O r- o S 05 ■aiBjt « ) co lO I> 3 CM ° CM CO rjc »C CM s CO CO 05 CM o ° CO • CM CM 00 ° ° O rH M CO rl CO s l-H OOOO t-I rt T iSTf -aiBjt rK ®® i-i i-l CM l-t CQ r- CM rH O O ;® Executive officer. CO is ! S5- Q SI S | •Sfse *r l g p ^ d C gl 1 * 8^ § 2 0^ eg £ George A. Brown, M. D . Mrs. M. A. F. D. Green . C. T. Wilbur, M. A., M. D .. Miss Fanny A. Compton ... Rev. C. T. Garrison . Margaret Bancroftand Jean W. Cox. Mrs. Elsie M. Seguln . Nathaniel R. Brewster Mrs. Emma Moore Barrett . Miss M. G undry . Name. « ■ b ~ > ; O O -7 *lSI P IS j ||SS 1 SS.3& “lls|i "g S»c c4rJ- 21? £&*•§ « lUssi 8n h s ;||§ j | i ° . ! 5 g’-o 2 iw : 8fi §g Sa L-| I I :f,o Ifi !|JI ill ! 1 JIP K Illli ; -| a 5 8“|g ss 'S3 ■sd^ -SlSS Ss~s4 i sis'll 3 Uss $< t*s®s i||5s6l|8|3l lgj| S|=3 sS3liiisisgi tisE.psi lisiliillsli 11 HI Ifi 1 § Ph rH its , s- & i it- § i 11 1 i Ss S 1 Barre, Mass . Fayville, Mass . Kalamazoo, Mich .. St. Louis, Mo . Cranberry, N. J _ Haddonfield, N. J.. Orange, N. J . Newburgh, N. Y _ Austin, Tex . Falls Church, Va... HWW^O«£JhOOOlOH • os os x os os os I> • ^ § I qnaiirqo-rog; 00 H :S 1 **a g § ioB qqSniq sq^troj? 00 00 • os oo oo Os 00 l> 00 1> • X 1 qnainnoina; T— i gg s& T7* •^f* r— i 338 o 3 8 So qqgtuq sqjnoj\[ o * o* 0*0* coo S Os os OS 00 os cs 00 iO I •^Tiauqpjng 3g ss - 3 qqSmq sq^uOK 05 35 -i i 05 05 05 05 t- cs Os « Os Os Cs 1 qnaTixqoiug jag ss S HCH s •;q3ivtq sqxnoK O * 00 0*0* 0*0* Os os os X I quamnoiug; as S.g £3 3 3g§ £ qqgnB; sqqnojt 05 C5 cs cs u- oo Os 05 os iO X I •juaniqojng; gg £3 s s 3§l X qqSmq sqjuorc cs o* 0*0* c* Os 00 X CO ** ! 1 quauiqoiug; fc x Sg 9 § 3 §3 :g : g : qqSmq sqpton o * os OS OS' os 1> 30 I> OS • O « os Os O* O* OS OS X OS I • ° f i qxiaTxqxoin^ gg c33 S 1 § £3 : is qqSnBX sq;uoK i CS os os OS oo Os Os os os ! • OS ! m ill a: 5 I >•■3 ;1 i i ji . . . > r , Southed Sitka: No. 1 ( whites No. 2 (natives 1| I3||3 | ll ItplL : . . i-» cj • • »h 'TT ’ 8 o o ~ d c ~ g Sictr B | |.§| 1-5 O MCQ> 1 "3 sssisSgs tiif|ll| : 5 1 3 2 ^ g : 1 i C 3 ^'"3 £ : •SKKS^WWOf U B 5^ r j : a |_C ;S !■§ ■s REPORT ON EDUCATION IN ALASKA, 2347 ££$28 888 £ 28 a 05 05 05 05 05 (M 05 05 05 05 05 05 05 05 05 05 £88££ $8 59 75 75 2888 CO 1,791 OJOJOHO CO l> X • X £888$ 8 : 8 i C5C5NClOi t> • CO 8 : 338 88883 1 05 • 05 05 05 05 05 I> O 00 49 39 38£ 88o 3 oo 05 05 05 05 05 05 05 88 38 88 1,030 05 05 05 05- XI> 8$ 83 8 : 1 05 05 05 05 I> «' £3 8 : 8 : |. 05 CO X • \£> j £8$8 Ills - '•D cc & > nm ia 3 ■3 £ Ijj* F«3i 11 1 mm g&88%B£g&&£ 2348 EDUCATION REPORT, 1903. Public schools in Alaska — Enrollment and attendance of pupils during 1902-3. School. 1902. 1903. September. October. November. December. j January. Total. Aver¬ age. Total. Aver¬ age. Total. Aver¬ age. Total. Aver¬ age. Total. Aver¬ age. Southeast Alaska. : " Agravina (native) . 23 15 31 16 31 15 31 15 31 15 Haines (native) . 19 - 10 30 25 44 35 50 45 53 47 Hoonah (native) . 22 6 31 15 63 30 94 35 92 40 Jackson (native) . 10 7 37 21 40 33 48 39 49 42 92 52 96 43 Kasaan (native) . 24 12 34 18 32 27 38 31 41 34 44 40 66 ! 31 58 21 44 27 45 26 41 42 34 | 20 37 26 29 23 28 i2 28 19 34 22 Sitka; No. 1 (white) . 62 50 56 44 52 43 52 38 46 32 No. 2 (native) . 28 6 42 10 89 30 98 | 40 70 29 Wrangell: No. 1 (white) . 44 34 45 37 44 41 44 j 39 44 37 No. 2 (native) . 34 21 26 19 29 21 32 25 31 23 Yakutat 8 5 8 1 9 1 18 ! 6 20 Western Alaska. . | Afognak (native) . . 34 29 35 20 31 19 28 19 27 22 Kadiak (white and native) . 72 47 70 58 70 57 68 60 63 50 Unaiaska (white and native) . 77 | 59 | 76 51 82 55 82 60 68 43 Unga (white and native) . I WTood Island (native) . j 35 29 I 39 30 39 j 34 43 35 35 31 Kenai . ' Northern Alaska. Bethel (native) . 22 18 22 22 22 22 22 22 22 22 Cape Prince of Wales (native) _ i 122 75 138 89 140 68 122 30 Carmel (native) . 1 16 i 13 16 13 14 12 20 16 19 18 Golofnin (native) . 31 22 40 28 52 40 50 46 48 45 Koserefsky (native) . 73 65 74 65 106 94 106 88 107 88 Kotzebue (native) . 35 20 30 20 43 25 61 40 45 27 Port Clarence (native) . 17 17 17 17 18 17 19 ! 19 Gambell (native) . 55 j 47 55 51 58 53 58 54 56 54 St. Michael - . . 34 30 46 42 47 40 Teller . ! 10 9 22 14 23 14 20 17 Unalaklik . 64 47 75 64 85 83 87 81 90 1 84 1903. School. : February. March. April. May. June. Total. : Aver- 1 age. Total. Aver¬ age. Total. Aver¬ age. ; Total. 1 Aver- j age. Total. Aver- j age. Southeast Alaska. Gravina (native) . 35 19 43 22 35 16 31 12 Haines (native) _ 53’ 45 51 45 53 28 53 18 Hoonah (native) _ 83 30 54 20 23 10 25 H Jackson ( native) . 36 15 17 12 15 11 . Kake (native) . 40 20 Kasaan (nativo _ 34 22 | 26 20 | 30 17 38 I 18 Killisnoo (native) . 55 15 72 18 S 74 21 60 17 54 16 Klawock (native) . 28 21 36 20 25 14 29 20 31 16 Klinquan (native) . . 34 28 35 28 42 27 37 1 17 Saxman (native) 38 18 1 56 10 17 Sitka: 56 j No. 1 (white) . . . 44 32 45 37 45 i 33 45 38 No. 2 (native) . 70 21 59 16 50 | 12 34 10 Wrangell: No. 1 (white) . 46 1 40 45 40 39 34 16 11 ! No. 2 (native).. 24 18 23 16 21 14 32 27 Yakutat . 18 12 55 15 55 15 Western Alaska. Afngnak (nativp.) 24 20 24 19 17 15 16 8 ' Kadiak (whitp and nativp) 61 ! 52 61 38 63 48 58 46 Unaiaska (white and native) . 80 54 84 69 68 42 60 39 1 60 | 38 Unga (white and native) . 18 18 18 18 1 18 18 Wood Tsland (nativp.) 36 j 32 35 30 35 29 Kenai . 33 [ 23 REPOET ON EDUCATION IN ALASKA 2349 Public schools in Alaska — Enrollment and attendance of pupils during 1902-8 — Cont’d. School. 1903. February. March. April. May. June. Total. Aver¬ age. Total. Aver¬ age. Total. Aver¬ age. Total. Aver¬ age. Total. Aver¬ age. Northern Alaska. Bethel (native) . 22 22 22 22 Cape Prince of Wales (native).... 140 37 142 26 143 32 143 17 Carmel (native) . 23 19 29 21 26 19 Golofnin (native) . 47 50 47 43 46 39 32 28 Koserefsky (native) . 70 70 107 90 89 86 89 84 Kotzebue (native) . 35 25 39 27 37 28 Port Clarence (native) . 19 19 19 19 24 24 Gambell (native) . 55 54 56 54 57 50 St. Michael . 35 45 | Teller . 57 34 15 I n 27 25 32 30 7 6 Unalaklik . 78 81 77 75 73 71 57 43 Personnel. Name. Office. Whence appointed. Sheldon Jackson . General agent of education in Alaska . Assistant agent . . Alaska. Pennsylvania. Do. William Hamilton . William A. Kellv . Superintendent for southeastern Alaska . \ TEACHERS IN PUBLIC SCHOOLS, 1902-3. Teacher. School. Appointed from — Miss Olga Hilton . Miss Genevieve Mackintosh . Mrs. J. V. McFarland . Gravina . Haines . Hoonah . Alaska. Do. West Virginia. Kansas. Miss Katherine Spiers . Jackson . Mrs. A. R. Moon . Kake . 1 Indiana. Arch R. Law . Kasaan . . . I Missouri. Mrs. Catherine Kilborn . Miss Eva Culp . Killisnoo . Klawock . Pennsylvania. Kansas. Samuel G. Davis . . Klinquan . Alaska. Miss Selma Peterson . Saxman . Hlinois. Miss Gertrude Spiers . Sitka, No. 1 . Kansas. Mrs. M. A. Saxman . Sitka. No. 2 . Pennsylvania. Oregon. Alaska. WT. G. Beattie . Wrangell, No. 1 . Miss Minnie Robertson . Wrangell, No. 2 . Yakutat . A. Berggren . | Do. Mrs. C. W. Pajoman . Afognak . . 1 Do. Mr. and Mrs. Chas. E. Bunnell Mrs. Clara Gwin . Kadiak . Unalaska . ! Pennsylvania. Washington. Oregon. Pennsylvania. 1 Do. Miss Ann Mann . . do . . Rav Wisecarver . Unga . Charles F. Mills. . . Wood Island . A. N. Evans Ken a.i . ! Do. F.A.Golder . Belkofski . * Do. Joseph Weinliek . . Bethel . Wisconsin. Mrs. S. Bernardi Cape Prince of Whales . Alabama. Mrs. Emma Rook C!a rm el _ _ _ _ ..j Pennsylvania. Illinois. Miss Amanda Johnson ftolofnin _ _ _ ! Miss Mary Winifred Koserefsky . Canada. A. J. Markham do . ; Do. Mrs Otha Thomas K ot.7.ehn p . . . . California. T. L. Brevig Teller Reindeer Station . | Minnesota. Miss Jennie Prirp Teller . . . 1 California. E. Campbell (Jamhell . . . 1 Do. F. Moses . St. Michael . Carl 0. Lind . Unalaklik . Wisconsin. 2350 EDUCATION REPORT, 1903. LOCAL SCHOOL COMMITTEES. In the management of the Alaska school service the Commissioner of Education is, in many settlements, aided by local school committees. The members of these committees render good service to this Bureau as correspondents, suggesting measures for the greater efficiency of the schools; as auditors countersigning the vouchers for the salaries of the teacher's and for the various local expenses of the schools; they approve the inventories of school property and the requisitions of the teachers for supplies, submitted at the close of the school year; they also inspect the repairs made to the school buildings from time to time. The local school committees as at present constituted are as follows: Southeast Alaska. Gravina: Roderick Murchison, Alfred B. Atkinson. Jackson: Rev. D. R. Montgomery, M. Kalkeet, Luke Frank, appointed January 3, 1903. Kasaan: L. A. Babcock, W. L. Bunard, Walter Frank, appointed March 14, 1903. Klawak: David Waggoner. Klinkwan: Edward Scott (native Alaskan), appointed May 11, 1904. Kadiak: A. C. Goss, H. P. Cope, appointed December 1, 1902; Fred D. Kelsen, M. Bailey, appointed February 3, 1904. Saxman: Rev. Edward Marsden (native Alaskan), appointed April 9, 1900; George McKay, Edmund Yerney, appointed February 19, 1904. Sitka: John G. Brady, governor, and Edward D. Groff, appointed January 15, 1891; Rev. Anthony Dashkevich, appointed May 14, 1900. Yakutat: Steven A. Gee, Hans Hansen, Paul P. Italio, appointed February 19, 1904. Southwest Alaska. Aiognak: Alexander Friedolin, Emil Christensen, Theodore Gregoroff, appointed February 13, 1904. Ellamar: John Ross, W. A. Dickey, J. B. Munach, appointed February 3, 1904. TInalaska: N. Gray, A. W. Newhall, J. R. Richards, appointed September 5, 1902. Unga: George Leavitt and F. C. Driffield, appointed January 23, 1901; G. A. Cush¬ ing, appointed February 19, 1904. Northern Alaska,. Carmel: J. H. Romig, M. D., appointed March 4, 1904. Council City: Francis L. Anton, G. A. Adams, Hugo Beyer, D. D. Young, appointed, March 5, 1904. ■St. Michael: Maj. R. H. Wilson, F. T. Merritt, appointed September 24, 1902. The following list contains the names of former members of local school commit¬ tees in Alaska: Sitka: Hon. James Sheakley, N. K. Peckinpaugh, Dr. C. D. Rogers. Juneau: Karl Koehler, Rev. Eugene S. Willard. Douglas: G. E. Shotter, S. R. Moon, Robert Duncan, jr. , Alber Anderson, A. J. Campbell. Wrangell: W. G. Thomas, William Millmore, Allan Mackav, Rufus Sylvester, Finis Cagle, Thomas Wilson, Rev. H. P. Corser, E. P. Lynch, T. G. Wilson, William H. Lewis (native Alaskan). Jackson: James W. Young, W. D. McLeod, G. Loomis Gould. Metlakahtla: William Duncan, Dr. W. Bluett, D. J. Leask. REPORT ON EDUCATION IN ALASKA. 2351 Unga: N. Guttridge, John Caton, Edw. Cashel, C. M. Dederick. Unalaska: N. S. Resoff, N. B. Anthony, L. R. Woodward. Skagway : Thomas Whitten, E. L. Niskern, Walter Church, F. R. Burnham. Juneau: John G. Held, B. M. Behrends, J. B. Denny, Rev. John B. Rene. Nome: Walter Church, D. J. Elliott, John Brynteson, Dr. S. J. Call, D. W. McKay, S. A. Keller, E. S. Ingraham, J. V. Logan. ALASKAN CHILDREN AT CARLISLE, PA. In the United States Indian Training School at Carlisle, Pa. , are SI children from Alaska. Among the 81 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 grading of the Alaskan children in industry, health, conduct, and scholarship compares favorably with the best of the pupils from other sections. Name. Tribe. Home. Tsimpshean . Metlakahtla. _ do . . Do. _ do . Do. _ do . Do. Hydah . Kasaan. Tsimpshean . Metlakahtla. _ do . Do. _ do _ Do. _ do . Do. Thlinget . Tsimpshean . ! Saxman. Archie Dundas . Metlakahtla. Joseph Simpson . _ do . Do. Joseph .Tohnnv . . __ Thlinget . Saxman. Walter Young . Hydah . Kasaan. Reuben Ridley . . TsimpsheaQ . Metlakahtla. Christopher Dalton . . . _ do . Do. Margaret Burton . _ do . Do. Lizzie Johnny . Thlinget . Saxman. Mabel Stack . Tsimpshean . Loring. Saxman. Maggie Brown . Thlinget . Mary Kinninook . _ do . Do. Katie Dalton. . . . Tsimpshean . Metlakahtla. Lydia Faber . _ do . Do. Dora Allen . ....do . Do. Mercy Allen . _ do . Do. Helena Maitland . _ do . Do. Paul Jones . Hydah . Ketchikan. Sarah Johnny . Thlinget . Saxman. Cecelia Baronvich . Hvdah . Kasaan. Jessie Dickinson . Thlinget . Ketchikan. Alice Dundas Tsimpshean . Gravina. Paul Kinninook . Thlinget . Saxman. William Burgess . Hvdah . Ketchikan. Charles Scott . Aleut . Hunters Bay. George Willard Alaskan . Joseph Sheehan . Aleut . XJnalaska. William Sheehan . . do . Do. Louis Paul . Sitka. Patrick Verney . North Saxman. - Catherine Dykanoff . Aleut . Unalaska. Dora Reinkin . Alaskan . . . Do. Olga Reinkin . do . Do. Eudocia Sedick . do . Do. Elizabeth Walker . . .do . Sitka. Jessie Abbott . . . Do. Lottie Hilton . Alaskan . Do. Marie McCloud . Aleut . Kadiak. Mary Kadashan Haines. Pollie Tutikoff . . . . ... . Aleut . Unalaska. Vaslia Nakootkin Esiah Galashoff . Aleut . Unga Island. Theodore Shelikoff . . do . Wood Island. George GalaktinolT . do . Do. John Foster Unga Island. Do. William Foster . do . John LolchesnikofE . do . Wood Island. Isaac Gould . . . do . Unga Island. Michael Chebednoy . . . do . Do. Nicholas Creevden . Do. 2352 EDUCATION REPORT, 1903, Name. Tribe. Home. Aleut . j Wood Island. . do . Do. . do . Unalaska. . do . Wood Island. . do . Do. Katie Shepherd . . . do . Kayak. St. Pauls Island. Maggie Mandrigen . . do . : Marcia Mala vidoff . . do . Wood Island. Oleana Yakoff . . . do . . . Do. Pariscovia Fiedoff . _ do . . Do. Sophia Tetoff . . do . St. George Island. Unalaska. Vera Wagner . _ do _ Ephraim Alexander . Samuel Anaruk . Eskimo . Unala klik. Annebuck . Coodidlac (Mrs. Brevig) . Esanetuck . . Kooklilook . Paul White . William S. Jackson . Thomas Wal ton . Lonnie Patton . . do . . do . 1 ! . do . | . do . j Crow . . 1 . do . | Eagle . 1 . do . Point Barrow. Do. Do. Do. Sitka. Do. Do. Do. MISSIONARIES AND MISSION TEACHERS IN ALASKA. Russian Orthodox. Sitka : Rev. Anthony Dashkevich, A. Kashevaroff, P. Chubaroff. Juneau: Rev. A. Jaroshevich, J. Katanuk. Killisnoo: Rev. J. Soboleff, H. Sokoloff. Nuchek: Rev. H. Methodius, M. Stepanoff. Kenai: Rev. John Bortnovskv, V. Denkar. Seldevia: N. Thomin. Alexandra vskoe: N. Munin. Kenilchik: I. Kvasnikoff. Kadiak: Rev. T. Shalamoff, P. Shadura, Mrs. Von der Vur. Afognak: Rev. V. Marty sh. TJnga: Rev. N. Rysseff, L. Kashevaroff. Yelkovsk: Rev. E. Aletin, L. Lestenkoff. Protasievskoe: B. Kosikoff. Sannah: E. Kariakin. Peregvebnoy: P. Kinozeroff. Koravinskoe: Th. Chebotnoy. Mitrofanievskoe: P. Stepanoff. Chignik: M. Jakurak. Unalaska: Rev. A. Kedrovsky, Rev. B. Kashevaroff, S. Samoilooich. Borka: D. Rastoigueff. Akutan: M. Martenai. Makushin: S. Krukoff. Kashig: I. Kudrin. Chernovske: M. Gordeeff. Umnak: G. Chirkasin. Atha: A. Tarhanoff. Attu: P. Prokofieff. St. Paul Island: Rev. J. Orloff, G. Kochergin. St. George: Rev. P. Kashevaroff. St. Michael: Rev. P. Orloff. Ikogmut: Rev. Amphilochuius, M. Aonkon. Pavlovskoe: Rev. K. Pavloff. Kuskokwim River: M. Kukichuk. REPORT ON EDUCATION IN ALASKA. 2353 Nushagak: Rev. N. Kashevaroff, Rev. Deacon B. Orloff. Ekuk: I. Udaluk. Knahnak: I. Kilinak. Kohiak: S. Udaluk. Afshek: B. Maluhpak. Thirty schools, 740 pupils. There are 16 parishes in Alaska, with 10,225 parishioners. Presbyterian. Barrow (Eskimo): Rev. H. R. Marsh, M. D., Mrs. H. R. Marsh, Mr. Peter Koo- nooya (native). Douglas (Alike and Taku tribes): Rev. Thomas Coyle. Eagle: Rev. and Mrs. Charles F. Ensign. Gambell (St. Lawrence Island, Eskimo): Mrs. Edgar O. 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 Hanegah tribes): Rev. and Mrs. David Waggoner. Kilnquan (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. and Mrs. Edward Marsden (natives). 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, Mrs. M. F. Schuknecht, Miss Frances H. Willard (native), Miss Anna M. Sheets, 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 Nellie F. Shulen, M. D., Miss Esther Gibson, nurse. Skagway: Rev. James Thompson, Rev. S. Hall Young, D. D. Teller and Council City: Rev. Herman M. Hosack. Wrangell (Stikine tribe) : Rev. Harry P. Corser. Roman Catholic. Holy Cross, Koserefsky : Very Rev. J. F. Lucchesi, Rev. Jos. Perron, Rev. P. Pasino; Brothers V. O’ Hare, Al. Markham, B. Marchisio, E. Horweedel, E. LeFevre; Sisters M. Winifred, Antonio, Pauline, Mary of the Passion, M. Joseph, and Julia. St. Peter’s Mission, Nulato: Rev. C. Rossi, Al. Ragaru, J. Jette; Brothers C. Gior¬ dano, P. Brancoli; Sister M. Stephen. St. Ignatius Mission: Rev. A. Robaut. St. Michael Mission : Rev. R. Camille, Brother T. Moutaldo. St. Mary’s Mission: Revs. A. Keyes, J. Treca; Brother J. Twohig. Eagle City: Rev. Fr. Monroe. St. Joseph’s Mission, Nome: Revs. J. Van der Pol, E. Devine, B. Lafortune; Brother B. Chiaudano. Juneau: Rev. Y. B. Rene, Rev. J. Carden St. Paul’s Church, Douglas Island: Rev. P. Bougis. St. Mark’s Church: Rev. Phil. Turnell. ed 1903 — vol 2 - 72 2354 . EDUCATION REPOET, 1903. Episcopalian. Sitka: Right Rev. Peter Trimble Rowe, D. D., Rev. Clarence S. Mullikin and wife, G. W. Chilson. Juneau: Rev. Christian A. Roth. Skagway: Rev. James G. Cameron, Miss Carter, deaconess; Miss Langdon, Miss Emberley. Ketchikan: Rev. Thomas Jenkins. Circle City: Rev. C. E. Rice, Miss Woods, Miss Farthing. Fort Yukon: Rev. and Mrs. L. J. H. Wooden, Rev. William Loola. Rampart: Rev. J. E. Huhn, Rev. A. R. Hoar and wife. Anvik: Rev. and Mrs. John W. Chapman, Miss Bertha M. Sabine, Mrs. Evans, Isaac Fisher. Point Hope: Rev. John B. Driggs, M. D., E. J. Knapp. Tanana: Mr. and Mrs. Jules L. Prevost, Miss Mason. Nome: Rev. C. H. H. Bloor, Rev. John White. Valdez: Rev. F. C. Taylor, Miss Deane. Douglas: Rev. Christian A. Roth. Kasaan: Miss Edmond. The Woman's American Baptist Home Mission Society. W ood Island : Mr. and Mrs. C. P. Coe, Mrs. M. G. Campbell, Miss Augusta Curtis, Dr. and Mrs. C. F. Mills. Copper Center: Rev. George S. Clevenger and wife. Methodist Skagway : Rev. John Parsons, superintendent. Ketchikan: Rev. J. A. Chapman. Douglas: Rev. L. H. Pederson. Juneau: Rev. F. H. La Voile tte. Dolomi: Rev. J. W. Glenk. Unalaska: Jesse Lee Home, Prof. W. A. Davis, principal. Dr. A. W. Newhall, superintendent; Miss Barnett, Miss Schwab, Miss Darling. 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 Ivanhoff, and Miss Alice Omegitchok. Friends. Kotzeb'ue: Dana H. and Otha C. Thomas, Miss Martha Hadley. Kake: Rev. and Mrs. Silas R. Moon. Douglas: Charles Replogoe and wife, Miss Jennie Lorenz. Con gregational. Nome: Rev. C. E. Ryberg. Valdez: Rev. William Burnett. Douglas: Rev. Thomas Coyle. Wales: Mr. and Mrs. Hugh J. Lee. Norwegian Evangelical Lutheran. Teller: Rev. and Mrs. T. L. Brevig, Mr. A. Hovick. REPORT ON EDUCATION IN ALASKA. 2355 Moravian. Bethel: Rev. A. Stecker, superintendent; Rev. John Hinz, Rev. Joseph Weinlick. Ougavig: Rev. Benjamin K. Helmich. Quinhagak: Rev. John Schoechert. Carmel: Rev. Paul Zucher and wife, Rev. Samuel H. Rock and wife, Miss Mary Huber, Rev. J. H. Romig, M. D., and wife, Mr. Joseph Kahlen. MISSIONS OF THE PRESBYTERIAN CHURCH. [Commenced 1877.] [From Rev. George F. McAfee, D. D.] As the facts concerning the resources of the great Territory of Alaska come slowly into public view, it bulks not less but larger in the interest of the country. We no longer feelr as Congress did when Alaska was purchased, that the price* was exor¬ bitant, for the §7,200,000 paid for it in 1867 were more than covered by the catch of salmon alone in 1902. The Alaskan mines have sent to Seattle alone §14,000,000 in gold dust and bullion, almost twice the purchase price of the Territory. In 1901-2 the total output of gold in Alaska was more than four times the amount paid to Russia. The fur companies have paid into the United States Treasury in the last thirty' years more than Alaska cost us. Meanwhile the output of gold, copper, and other minerals is steadily increasing. Railways are being built, and there is even talk of at some time connecting the Aleutian Islands with Siberia by a railroad tunnel. Remote as that time may be, the time is now at hand when the church should do not less but more for the devel¬ opment of Christian civilization along those stormy coasts. The past year has been one of persistent and faithful work on the part of our missionaries and teachers. The Woman’s Board pays the salaries, either in whole or in part, of the board’s ordained missionaries and unordained native interpreters and helpers in the presby¬ tery of Alaska. There have been engaged in this work during the year 12 ordained ministers and 10 unordained native interpreters and helpers. The results have been most gratifying. Barron:. — Dr. and Mrs. R. H. Marsh remained in charge of the mission station at Barrow during the entire year. Their supplies sent up last spring failed to reach them, the vessel on which they were shipped being unable to make its way through the ice floes. Providentially, however, they were able to purchase the necessary provisions from the captain of a whaling vessel who expected to bring his vessel out of the Arctic region in the fall. A letter received from Doctor Marsh, dated August 24, 1903, was just six months and two days in reaching the office. Rev. and Mrs. Samuel R. Spriggs are their neighbors and helpers, Mr. Spriggs being the Govern¬ ment teacher. Gambell, St. Lawrence Island. — Dr. and Mrs. E. O. Campbell are conducting the work, and seem to be exceedingly happy in it. In writing to the Presbyterian Mission Board, Doctor Campbell speaks of the waning influence of old heathen customs: “However, we feel on a better footing with the people than ever. Some appear to listen, while others come to church only to go to sleep or laugh at the most solemn warnings of God. This is the month in which each member of a family goes to the ancestral home or place, though miles away, and there, after kindling a small fire, put on it or the embers some plug tobacco — Russian tobacco — walrus flipper, and fish, wash themselves in front and behind with the palm of the hand and hope to be free from sickness. The manner in which this and many similar performances are car¬ ried out shows a lack of sincerity. They do not half believe it all themselves, yet persist in it because they have done so for time past — long, long ago — and are afraid to make any change. At a funeral service not long ago the mother of Omungou, whose sister-in-law had died, acted as chief director, and just outside the village the procession was halted and some of the more personal effects destroyed and each member of the immediate family taken behind the corpse and the ceremony of wash¬ ing them from the spirit of sickness and death was gone through. This is usually done with the dead person’s drinking cup, using the bottom next to the person, pass¬ ing it three times down the back and three times down the front. Then the cup is mutilated and thrown away. This time the mother did the acts very perfunctorily, barely touching each one, and failing to repeat the prayer, though laughing most of the time. After returning from the burial place on the mountain I had a long talk with Omungou, and he admitted he did not believe it all, but was afraid to change. Will you not take every means at your command to lay before the praying people-of 2356 EDUCATION REPORT, 1903. America our work and people this winter? Oh, for a mighty pouring out of the Holy Spirit on St. Lawrence Island this winter ! ” Hoonalx. — Rev. William M. Carle and Mrs. Carle have remained on the field dur¬ ing the entire year. They report the work progressing satisfactorily. Their inter¬ preter is proving himself to be a valuable helper. Jackson. — Rev. I). R. Montgomery and Mrs. Montgomery reclamed at Jackson for a few months and were then transferred to Kasaan, since which time the Jackson people have been without a minister. Klinquan. — This is a settlement of Hydahs, being only a few miles distant from Jackson, and is ministered to by Mr. Samuel Davis, a native. He reports that the people are interested in religious things, but appeals for the services of an ordained minister. Haines. — The work at Haines is changing in character very rapidly. Rev. Norman B. Harrison has charge. The military reserve adjoining our mission is being rapidly improved for the accommodation of the United States troops. This has brought in quite a number of American people who have established a village on the opposite side of our mission property from the military reserve. This makes our work somewhat difficult but exceedingly important. Mr. A. R. Mackintosh has charge of the native work. He is introducing gardening and farming on a small scale. Quite a number of vegetables were grown very successfully last year, and preparations are being made for more extensive gardening the coming year. Fruit trees will also be planted as an experiment. Small fruits do well, strawberries espe¬ cially being of most excellent flavor and extraordinary in size. Teacher, 1; boarding pupils, 6; total cost, including salarv, current expenses, etc., $831.31. Tuition collected, $153.80. Juneau. — The work at Juneau is among both the white people and the natives, there being a church organization for each. Rev. James H. Condit is the pastor of the white church, which is rapidly advancing toward self-support. Rev. L. F. Jones is the faithful pastor of the native church. He has been in Juneau a number of years and his influence is widely extended among the natives. His church is in a prosperous condition. Douglas Island. — This field is across the bay from Juneau. A chapel was erected two years ago, and services are held there regularly among the natives who are work¬ ing in the Treadwell mines. Mrs. Moore, the widow of the late Frederick L. Moore, whose work was so greatly prized by Mr. Jones as his assistant and interpreter, has very successfully taken the place of her husband during the past year. Kasaan. — This is an offshoot of the Hydah tribe. Rev. D. R. Montgomery, who labored so successfully at Jackson for several years, found it advisable to move to Kasaan and open the work there. This work has been very encouraging. As a result of religious meetings held during the winter almost every native has become a Christian. “It was a thrilling sight to see old Chief Sunny hart arise and give him¬ self to Christ. It is now no more whisky, cards and gambling, or swearing.” Klawock. — Rev. David Waggoner and Mrs. Waggoner, who went to the field in 1902, have had very encouraging success in their work. The natives are among the most interesting and intelligent of the Alaskan people, and have shown the effects of faithful work done by the missionaries. The work of Mrs. Waggoner for the women is spoken of as being particularly interesting and helpful. Klukwan. — Mr. F. Falconer, who during the absence of the missionary from Haines so successfully worked among the people there, has taken up work at Klukwan, and reports it to be very encouraging. The people have rallied about him, and he is faithful in ministering to their spiritual wants as well as helping them in their physical needs. Being a layman, he is unable to administer the sacraments or per¬ form marriages, but Mr. Harrison, of Haines, makes him periodical visits, which are very highly prized by the people and very helpful to Mr. Falconer as well. Saxman. — Rev. Edward Marsden, our only native ordained missionary in Alaska, together with Mrs. Marsden, is still at work among the Tonga and Cape Fox tribes at Saxman. Mr. and Mrs. Marsden paid a visit to the States during the year and were very cordially received, making friends wherever they went. Wrangell. — The "work at Wrangell has been interrupted by the retirement of the minister, but later on was taken up by Rev. Benjamin F. Miller. Mrs. Matilda K. Paul, who has been for so many years connected with the work at Sitka, has been transferred to Wrangell to work "among the native people as a Bible reader. Reports from the field are very encouraging since Mrs. Paul’s arrival. Sitka Mission. — Rev." W. S. Bannerman is pastor of both the native and the white churches. The white work is encouraging. The work in the native church is pro¬ gressing quite satisfactorily. Sitka Training and Industrial School. — Progress has been made in all departments REPORT 01* EDUCATION IN ALASKA. 2357 of the work in connection with the school during the past year. The boys and girls are trained in the industries which will best fit them for the rapidly changing condi¬ tions in Alaska. A transition is always fraught with more or less of danger in any country, and it is none the less true in Alaska. The baser element of American civilization has found its way into Alaska, which makes the work doubly hard. Consequently the pupils are subjected to such temptations as are common under such conditions, and it is no wonder that, having so recently emerged from the dark¬ ness and superstition of heathenism and paganism, they are so easily-led astray and fall into the grosser sins of a semi-civilized community. Many Christian homes have been established, and many native Christian men have found places in the lumber mills, fisheries, and mines as skilled workmen, who received their education in the Sitka school. Advancement has been made in the line of the industries. Shoemaking is carried on extensively. All shoes worn by the pupils are made in the shops. Boat building is also becoming more prominent than in former years. Farming has been under¬ taken on a larger scale, though limited in extent at best. A logging outfit has been purchased and put in operation; this will enable the superintendent to open up a road to the forest and begin the manufacture of lumber. The engine is also used in clearing land for cultivation. It is the determination of the woman’s board to give all these industries a fair trial. The lumber interest is already large in Alaska, and farming will become more extensive as the years go by. It is our business to train the natives to meet these new conditions. Teachers, 14; boarding pupils, 132; day pupils, 5; total, 137. Total cost, including salaries, current expenses, repairs, and improvements, etc., $17,163.01 Tuition col¬ lected, $532.86. Scholarship, $100. Hospital. — We were so unfortunate as to lose, by withdrawal, our very efficient physician and surgeon about the middle of the year, Dr. Nellie S. Shulean," who was called home on account of the feeble health of her father. Her work was exceed¬ ingly profitable and very satisfactory to the natives. She made friends wherever she went, and showed herself not only a skillful physician and surgeon, but a wise and earnest missionary. The trained nurse, Miss Esther Gibson, has been doing the medical work since the retirement of Doctor Shulean. Skagway has attained self-support during the year. The board has missions at Rampart, Chena, and Teller in addition to those previously mentioned. ROMAN CATHOLIC. [Commenced 1878.] [From Rev. L. Van Gorp, S. J.] Holy Cross, Koserefsky. — Very Rev. J. F. Lucchesi, Rev. Jos. Perron, Rev. P. Pasino; Brothers Y. O’ Hare, Al. Markham, B. Marchisio, E. Horweedel, E. LeFevre. The boys boarding school, under the immediate charge of the Fathers and Brothers, numbers about 50. It is divided into two classes: To the first belong those boys who have sufficiently progressed in the ordinary branches of an elementary English book education, and are now applied almost entirely to manual and industrial training; the second class is composed of the younger pupils, whose time is principally taken up with class work, varied and interrupted with light housework. The boarding school for girls is in charge of the Sisters of St. Anne, viz, Sisters M. Winifred, Antonio, Pauline, Mary of the Passion, M. Joseph, and Julia. These ladies are heart and soul in their work, and their 55 pupils appreciate their devotion and are a credit to them by their progress and excellent behavior. Much the same order is followed here as at the boys’ school. The younger pupils are instructed in the various English branches; the larger girls are employed in every department of housework. A visit was paid Holy ’Cross School in July, 1903, by the United States Senate committee and party, who visited Alaska in the summer of that year. The distinguished gentlemen expressed themselves immensely pleased with the school and its work. The day and night school for externs continues successful, and the attendance is steadily increasing. In connection with the school there is a garden of about 8 acres; the ground is well tilled, and an abundant crop of vegetables was the reward of last summer’s work. The mission has at present 5 cows and 1 bull, and this past winter a start was made with domestic fowl. St. Peter’s Mission, Nulato. — Missionaries: Rev. C. Rossi, Al. Ragaru, J. Jette, Brothers C. Giordano and P. Brancoli; also Sister M. Hephens and two assistant Sisters. A mixed day and boarding school is maintained here, with an attendance of about 30 pupils. 2358 EDUCATION REPORT, 1903. St. Ignatius Mission on the Kuskokwim. — Rev. A. Robaut, resident missionary. During the night of November 30, 1903, this mission was completely destroyed by fire, Father Robaut barely escaping with his life. Absolutely nothing was saved, not even his valuable manuscripts, the work of fifteen years’ hard labor. The mis¬ sion is to be rebuilt at once. St. Michael Mission. — Rev. R. Camille, resident missionary; Brother T. Moutaldo. The missionary attends to both whites and Indians. St. Mary1 s Mission on the Akularak. — Revs. A. Keyes and J. Treca, Brother J. Two- hig. A school has been reopened at this place and is well attended. The Fathers visit the Indians of the coast for hundreds -of miles around. Eagle City. — Rev. Fr. Monroe, Missionary. St. Joseph'' s Mission, Nome.— Revs. J. Vander Pol, E. Devine, B. Lafortune, Brother B. Chiaudano. There is a flourishing church and a good school. Six Sis¬ ters of Providence are in charge of the Hospital Church of the Nativity, Juneau; Rev. Y. B. Rene and Rev. J. Cardon; Sisters of St. Anne in charge of hospital. St. Paul's Church, Douglas Island. — Rev. P. Bougis. St. Mark's Church, Skagway. — Rev. Ph. Turnell. MISSIONS OF THE MORAVIAN CHURCH. [Commenced 1884.] [From Right Rev. J. M. Levering.] Kuskokwhn district. — Five missionaries with their wives were employed on the Kuskokwim at the close of 1903, viz., the Rev. A. Stecker, superintendent, with the Rev. John Hinz and the Rev. Joseph Weinlick at Bethel, the Rev. Benjamin K. Helmich at Ougavig, and the Rev. John H. Schoechert at the new station, Quinhagak, near the mouth of the Kuskokwim, established in August, 1903. This station, from which the region to Goodnews Bay and up the Kuskokwim to the Ik River will be cared for, had 36 communicants and a total of 60 souls enrolled at the close of the year. Bethel, with 11 small outposts, numbered 87 communicants and a total of 358 persons. Ougavig, with 2 outposts, reported 88 communicants, and a total of 186 persons. The entire membership of all classes at the 3 main stations and the 13 out- stations was 604 at the close of 1903. An increase, therefore, of 98 souls appears for the year. The day school at Bethel consists of 22, and that at Quinhagak of 17 scholars. Five native helpers assist the missionaries at different points. Very satis¬ factory visits to four villages on the Tundra, with a population of 150, near the close of the year were reported. Arrangements have been made to establish systematic industrial instruction at Bethel in accordance with the plans of the United States Bureau of Education. The reindeer station connected with Bethel has introduced an important influence upon the economic and social condition of the region, and its value in various respects is beginning to appear. Nushagak district. — Carmel Mission, on the Nushagak, with its itinerary, was at the close of 1903 in charge of the missionaries Rev. Paul Zucher and wife, Rev. Samuel H. Rock and wife, and -Miss Mary Huber. Statistics for the year had not yet been received by the church authorities in May. Mr. and Mrs. Rock and Miss Huber were at last writing preparing to come to the States on furlough, and the Rev. J. H. Romig, M. D., with his wife, now returning to Alaska, will settle at Carmel to cooperate with Mr. and Mrs. Zucher. Mr. Joseph Kahlen, who accompanies them, wTili have charge of the day school at that station. Doctor Romig has been authorized to establish a hospital and general medical practice at Nushagak as an adjunct to the mission. An effort will also be made to do evangelistic work among the churchless white population at that point, and thus enlarge the sphere of the mission as a center of Christian influence. MISSIONS OF THE PROTESTANT EPISCOPAL CHURCH IN ALASKA. [Begun in 1886.] [From Mr. W. Wood, secretary.] The missions of the Protestant Episcopal Church in Alaska maybe roughly divided into three groups: 1. In southeast Alaska at most of the stations the work is chiefly done among whites. At Ketchikan and Kasaan, on Prince of Wales Island, successful day schools are being carried on among the Indians by the Rev. Thomas Jenkins, Miss Prichard, and Miss Edmond. At Skagway, Valdez, Douglas, Juneau, and Sitka efficient work is being maintained among the white population. REPORT ON EDUCATION IN ALASKA. 2359 2. Along the Yukon at Anvik, Tanana, Rampart, Circle City, Fort Yukon, and „ Eagle there are successful missions among the Indians, and at ail the stations school work is carried on more or less regularly and effectively. The Anvik and Tanana stations are the best equipped. At Anvik a new girls’ school building has been erected to replace an old building burned two years ago. During the past winter the boarding department has averaged about 15 pupils, and about 20 more have come to the day school. The Rev. J. W. Chapman, Miss Sabine, and Mrs. Evans are beginning to see excellent results from the school work of former years. The first generation of scholars has now grown up, and most of them are living worthy and useful lives. At Tanana the mission is under the lead of the Rev. J. L. Prevost, who ministers to the Indians scattered over a wide area, making occasional visits to their winter camps. Miss Mason, besides teaching in the day school, is nurse in charge of the hospital, and does much good in visiting the homes of the Indians to teach them the care of the sick. At Circle City the school and hospital work has been carried on without interrup¬ tion by Miss Woods and Miss Farthing, though the illness and consequent absence of the missionary in charge, Rev. C. E. Rice, have prevented the full round of mission services. 3. In arctic Alaska missions are maintained at Nome and at Point Hope. Bishop Rowe plans to begin work at Council City in the near future. The Rev. J. B. Driggs, M. D., is much encouraged by the results of his ten years’ work among the Eskimos at Point Hope. When he went to them they were a wild and pagan people; they could not speak or understand a word of English, and Doctor Driggs was warned by a naval officer of the difficulties and dangers he was facing in going to them. To-day prospectors travel in entire safety throughout the region, and although they may not know a word of the native tongue they can easily make their wants known to the young people in English. The people are making improvements in their homes. ‘‘Instead of holes cut through the floor for an entrance,” says Doctor Driggs, “they have introduced small doors, which, to one who knows the discomfort of going in and out of the old iglos, is quite an improvement. Not one of the old homes which were here on my first arrival is left standing. All the iglos are new, but the people are under a great disad¬ vantage in building their new homes from the lack of material to work with. They have no boards, and consequently have to use driftwood. Even with that material they have to study rigid economy, as the wood is scarce, but little having been thrown on the beach in several years.” Hospitals for both white people and Indians are maintained at Skagway, Valdez, Tanana, and Circle City. Bishop Rowe has just completed a visitation lasting almost a year, during which he has visited all sections of Alaska, from Sitka to Point Hope. During the winter of 1903-4 he has been traveling on the Yukon trail and has made an overland journey by a new route from Circle City to Fairbanks, in central Alaska, where a new mis¬ sion has been opened. BAPTIST MISSIONS IN ALASKA. [Commenced in 1886.] [From Mrs. James MeWhinnie.] The Woman’s American Baptist Home Mission Society have a mission and orphan¬ age on Wood Island, Alaska. The mission was established in 1886, but not until 1871 was the orphanage built. The present plant consists of the orphanage, the Winch dormitory for boys, and the Baptist Church. In connection with the mission a fish industry has been carried on for a number of years. About 16 acres of ground have been well cultivated, and the grounds and buildings present a neat and attractive appearance. Experiments in agriculture for the Gov¬ ernment have been tried during this last year. The weather throughout the whole season was unfavorable, and the results in some cases far from being satisfactory, as in other years. During the entire summer only two days did the thermometer reach 80°. On the 4th of July and the 4th of November it registered the same. A great event of the year was the marriage of one of the girls in the orphanage to a sober, industrious young man on. the island. Invitations to the wedding were printed on the mission printing press and issued to everyone of age on the island. They were married in the church and a reception followed at the orphanage. The present number of children in the orphanage is 43. Five of them have joined the church during the last year. The Sunday evening service in Russian has been very attractive to the natives throughout the whole year and has been well attended. 2360 EDUCATION REPORT, 1903. In February, 1903, 90 barrels of salmon were sold at $7.50 per barrel. Experience proves that the salmon industry is a success; the cod fishing is not as profitable, for • the cod caught around Kodiak are of a poor quality. With poultry there has been great success and a ready market is found for it at Kodiak. Six cows belong to the orphanage, which supply butter for the entire year. Our present workers are Mr. and Mrs. C. P. Coe, Mrs. M. G. Campbell, and Miss Augusta Curtis, with Dr. and Mrs. C. F. Mills in charge of the Government school. The American Baptist Home Mission Society has established a mission in the Cop¬ per River district, not far from Valdez. Rev. George S. Clevenger and wife are in charge of it. They write: ‘ ‘ We find the people learn readily and seek to imitate the white man. Mrs. Clevenger is getting hold of them nicely, and all show her great respect. They come to service Sunday morning if they are within walking distance. How they love to sing. One girl about 16 plays nicely the chords of the hymns on the zither, an instrument which she purchased from a white woman here. Some have beautiful voices and we have a very nice service.” The work of the American Baptist Home Mission Society in Alaska, which was successfully begun and prosecuted for some time at Skagway, has been discontinued at that point for the time being on account of the business depression and the large depopulation of the place. The valuable church property remains, and it is hoped that soon the work may be resumed. Rev. G. S. Clevenger, who was stationed at that point, was transferred to Copper Center, where he is successfully engaged in work among the Indians in that locality. They have been very responsive, and seem a promising field for missionary work. In addition to his services in their interests, he ministers to large numbers of Americans going to and from Valdez and the Tanana gold fields on the Yukon. A school has been established for the Indian children, taught by Mrs. Clevenger. Enlargement of the society’s work in Alaska will depend upon developments there. THE MISSIONS OF THE METHODIST EPISCOPAL CHURCH. [Commenced in 1886.] [From Miss Martha Van Marter, editor.] The work of the Methodist Episcopal Church in Alaska consists of several preach¬ ing stations maintained by the missionary society and the Jesse Lee Industrial Home at Unalaska, under the care of the Woman’s Home Missionary Society. Rev. John Parsons, superintendent, writes: “ Immediately after the meeting of the general missionary committee in Novem¬ ber, 1903, 1 proceeded to Alaska and located in Skagway. We have here an excellent church and parsonage. The society has been much depleted by removals, but the outlook is hopeful. I am serving as pastor of this church, as well as superintendent of the mission “At Ketchikan we have a small society and a church property worth about $2,000. The Rev. J. A. Chapman, of Pekin, Ill., is serving as pastor. The town is a growing one, and the work will doubtless be permanent. “At Douglas (Rev. L. H. Pederson in charge) there is a church with living rooms attached. The society is small, but the town is permanent and we look for growth. “ Juneau, joined by ferry with Douglas, also has a small society, but as yet no church property, though we are about to purchase lots there for a church and par¬ sonage. The Rev. F. H. La Voilette, of the Puget Sound conference, is stationed at Juneau. “At Dolomi, near Ketchikan, we have a missionary, the Rev. J. W. Glenk, of the Puget Sound conference, who both preaches for the people and teaches school. ‘ ‘ Douglas and J uneau are over 100 miles, and Ketchikan and Dolomi are nearly 400 miles, from Skagway.” Rev. J. A. Chapman, pastor at Ketchikan, writes: “We find the need here very great and the laborers few. Most of the missionary work done in Alaska thus far has been done among the native Indians, but there is pressing need among the whites also. Nearly every State in the Union is represented, and the church should care for these 30,000 or 40,000 whites. Outside of our own church there may be a half score of churches for the white people. “The Methodist Church has a splendid hearing in Alaska. In Skagway, Juneau, and Ketchican the buildings are crowded. The good will of the people is with us, and Methodism in Ketchikan is sure to grow with the growing town. Alaska has undoubtedly a great future with its paying mines, unlimited lumber, and fishing business, and Methodism, true to her mission, must help to lay the foundations of our new State.” REPORT OTf ^EDUCATION IN ALASKA. 2361 Jesse Lee Industrial Home , Unalaska, Alaska. — The work of the home during the past year has been steady and satisfactory. The enrollment is 44. The children attend the Government school, which, although independent of the home, works in hearty cooperation with it. Prof. W. A. Davis, principal of the Government school, was for several years principal of Bennett Academy, Clarkson, Miss., under the care of the Woman’s Home Missionary Society. Dr. A. W. Newhall is the efficient and conscientious superintendent of the home, and Miss Barnett and Miss Schwab still remain actively useful in the work of the home. Miss Darling, the kindergarten and primary teacher, has been obliged by failing health to return to her home, and her successor will doubtless go out early in the autumn. During the year three Eskimo boys and one girl have been sent to the Indian school at Carlisle, Pa. Jesse Lee Home is fully sustaining its excellent reputation under the present administration. MISSIONS OF SWEDISH EVANGELICAL COVENANT. [Commenced 1887.] [By Rev. A. Millander, secretary.] Golofnin. — Membership, about 300; of these, 259 were baptized during the year. In boarding school, 35 Eskimos; in day school, 50. Missionaries, 2 male, 2 female (white), and 4 native assistants. Unalaklik. — Membership, 150; of these 21 were baptized last year. Attendance in Sunday school, 155 to 175. Eskimo children supported at station, 18. Missionaries, 3 male, 2 female (white), and 5 native assistants. The following is the report of my medical practice: Number of patients, 114; office calls, 256; calls in the homes, 62; total calls, 318; prescriptions dispensed, 200; treat¬ ments in the office, 186. Yakutat. — Membership unknown. Missionaries, 2 male, 2 female (white) , and 4 native assistants. School report: The Swedish Evangelical Mission Covenant School reports- for Sep¬ tember, 1902, to March, 1903, total number of children from 6 to 14 years of age in the community, 40; total number of children from 14 to 21 years of age in the com¬ munity, 20; total number of pupils enrolled from the commencement of the school year, 20-41; total number of classes taught daily, 4; average daily attendance, 8-20. FRIENDS’ MISSION AT KOTZEBUE. [Commenced 1887.] [By Irvin H. Cammack, superintendent.] The year 1902-3 was a very successful one in all departments of our Kotzebue Mission work. It was administered by Dana H. and Otha C. Thomas and Miss Martha E. Hadley. Considerable improvements were made to the buildings through the energy and economy of Mr. Thomas. Much credit is due him, as witnessed by the natives giving him the cognomen of “The missionary who works.” No reflection is meant to others who had less material resources at hand. There are about 380 reindeer at the mission, about one-half belonging to the Dnited States Government. The unusually hard winter, with snow at an average depth of 7 feet, caused the loss of some 18 fawns, but one wonders that any of the herd survived at all. The greatest cold was January 7, the mercury registering —54°. Mr. Thomas has at this point the most northerly post-office and handles mail for about 75 white men far up the rivers, and also for Points Hope and Barrow, for¬ warding the mails at irregular intervals by natives. He is also resident physician for several hundred natives and 100 whites, who have depended upon him for help. > The mission now has ifbout 150 well-selected books, tracts, pamphlets, maga¬ zines, etc. Native help was employed during the year to the amount of $150. Religious services were held morning and evening every Sabbath during the past year. The attendance is splendid, as nearly every resident native is present at every service, save when illness prevents, even the severest blizzards not preventing such attendance. They give evidence of great love for their Bibles and come into the mission and read them to get help with the hard words and for explanations of the 2362 EDUCATION REPORT, 1903. more difficult passages. All the members quote some text at each service when their names are called; even the youngest is lifted up in his mother’s arms and speaks his text. As many attend the midweek meetings as on Sabbath, and all pray, even down to the 6-year-old child. On Thanksgiving Day every native in the village (98) was present. Sixty members arose and quoted some text, with words of thanks, praise, or thanksgiving in it. Fourteen were added to the church* that dg,v, giving evidence of conversion.* Four funeral services were held for natives during the year, and 27 marriage cere¬ monies, most of these, however, having been married Eskimo fashion for years. In the Bible school there were 52 services, with average attendance of 96 the first forty -two weeks and 14 the other ten weeks, while most of the village people were away. One hundred and three white people visited these services. At a number of outposts similar services are now conducted by the native Chris¬ tians from Kotzebue. Up the Ivowak there are now 63 members; on the Noatuk, 4; at Naboktatook, 27; at Sheshalik, 14; on Buckland River, a few; at Point Hope, 6; on the Selawik River, 10; at Candle Creek, a few; at Deering, 10, etc. Day school opened September 1 and closed April 4, 1903. Only the older pupils can read with much understanding, but all read better than they speak. Some of the older ones read page after page from the Bible, but understand but little on account of the limited bounds of their observations — an isolated people in a desolate land. They have never seen much of anything but snow and tundra, and have but a faint conception of the great world outside. They have splendid memories and make good progress. They say they are very thankful for the new and enlarged schoolroom. Our pupils still have to sit on the floor and use the backless benches as desks, but a beneficent Government will most probably furnish other supplies some time in the future. All in all, the progress of the mission has been delightful to contemplate, as Chris¬ tianity seems to be sweeping the country there. And the fruits are very blessedly manifest in many ways. God’s blessing has rested richly upon all concerned, and to Him be the praise. SKETCH OF FRIEXDS’ MISSION AT KAKE, ALASKA. [By S. R. Moon.] The Friends of the Oregon Yearly Meeting, desiring to open a mission- work among the natives of Alaska, sent me to Kake village, on Kupreanof Island, about 100 miles from Wrangell. Here I hired an Indian^with his canoe for $50 to take me and a six months’ supply of provisions to Kake! I arrived there March 5, 1894. (My wife and two little boys and Mrs. Liter, a minister and trained nurse, came six months later.) At Kake we found a native village of thirteen dilapidated houses and three others partially inclosed, and a Government schoolhouse, with a teacher’s room, 12 by 16, built on the end of it. Through the kindness of Judge Kelly, local school superintendent, I was given the privilege to occupy it until I had one erected, for which I had to pay two Indians 25 cents per log for 100 small 20-foot logs, delivered on the beach at our place. All lumber goods and nails had to be brought from Wrangell by canoe or rowboat, often taking three or more weeks to make the trip. The Kakes have always been regarded by both whites and natives as being the most sa vage and worst hoochinoo makers in southeast Alaska. We were very kindly received by them, though some of them expected if we were to help them it would be in a mercenary way. They would charge $2.50 for bringing my mail, or 25 cents per letter. There were about 300 of the Kake Indians — men, women, and children — crowded into the few houses. Only one house had openings for windows; the glass had been broken out, so boards were nailed on. The opening in the roof served for chimney and window, the fire being built on a gravel bed in the center of the house; a few had lanterns. We have visited the people evenings, when they would pour on a can of seal oil or cut off a few slices of venison fat to give us a brighter light. Sometimes they would run with a chunk of wood on fire to serve as a lantern. Our cook stove was a novelty to them; they would often ask the price of it; some came and tried baking bread and were pleased. Several of the natives have told how they would plan to build a house when they came to the village from their summer’s work, but soon some one would bring in some hoochinoo and give them a drink, and they would keep on drinking often until their money was gone, and sometimes their clothing and provisions destroyed. When they sobered up and saw the wreck, they would wish for a missionary to come and teach them a better life. Some said they must show a respect for the missionaries REPORT OX EDUCATION IN ALASKA. 2363 and drink and carouse in the village. Often when I would be detained on my trips to Wrangell the people would be anxious for my return. They would advise me about the waters and weather, knowing I was a stranger. On a casual visit among them one could not comprehend the darkness and super¬ stition that existed among them. At that time there were five Indian doctors among them, and the people believed them to have a supernatural power with their spirits. All ailments, chrome or acute, are believed to be caused by a witch, and all the people lived in fear of being called a witch, especially if they had enemies, as by their law witches should be got out of the way as soon as possible. -Three innocent parties have met death from this cause in the last ten years. The deeds were com¬ mitted while they were out in camp. Those who came to church always seemed to enjoy the services. In the day meetings the house was often crowded, but very few would come at night, as there were some graves to pass near the schoolhouse. We opened a day school, but it was a difficult task with such a crowd of wild folks and no interpreter. “ Yes ” and “no” was about the extent of their English vocabu¬ lary. Then there was so much feasting and dancing, and often on bright days the children would get out on the beach and have a gambling game, and, like all children, would go where the excitement was, as there was no restriction. The parents were only in the village from nine to twelve weeks. The second year after I came to Kake a man from Juneau came with a stock of merchandise, and always kept a stock of black molasses on hand, which greatly tempted these natives to keep up their hoochinoo brewing, and, like the white man’s whisky, the result was fighting and troubles, while they congregated in the village to visit and settle feuds, which caused a great many blankets and personal effects to change hands. The water being the highway, the only conveyance was by canoes. A rowboat belonging to myself and a native was the only boat used for some years. Now the village consists of the Government schoolhouse, repaired and painted; a large church building, a missionary’s residence and barn, -with 2 acres of cleared land fenced in, and a store building run on better principles. Thirty-three native houses have been built, some individually, and finished up inside quite comfortably, and thus they will stand for years. The old custom, when a building was barely inclosed, was to give a feast and potlatch. All the old houses but one have been remodeled into more modem structures and painted; each house has from two to eight windows. Some o‘f the large partnership houses are being partitioned off to the families, as some have from four to six families owners of one house. All have heat¬ ing stoves and one or two cook stoves. Sewing machines, wringers, bedsteads, chairs, tables, plates, cups, and metal spoons take the place of the horn and wooden spoon and washbowl, with the parties seated around it on the floor eating. The younger people are fast building small houses for themselves. A number of sailboats, sloops, and one small steamboat are owned by the natives. They are fast realizing that drink and the keeping up of the old customs have deprived them of many comforts in their own homes. There is less practice of the old cus¬ toms, and with less vigor, than a few years ago. There is but one Indian doctor living, and he is very feeble. The younger people see so much harm done by these doctors they are even ashamed to speak of them. A Kake man is now serving a life sentence in the San Quentin prison for following the directions of these doctors. I have received many letters from him acknowledg¬ ing deeds done under the Indian law, with sad regrets for it, and he abhors drink and these old customs, saying that they are what have put him where he now is, and begs of his people to lay aside these foolish customs. I have received letters from the officers in San Quentin prison recommending his release, as he is obedient in every respect. Being the only Alaskan there now, and as his health is failing fast, we hope he will be permitted to return here to his people. Our meetings for worship, both Sabbath morning and evening, and the Wednes¬ day evening prayer meetings are well attended. We often hear them say that now when they hear anyone on the street at night singing they are not frightened, for they can understand that it is a gospel song. Before the missionary came any sing¬ ing or loud talking meant trouble. There are 60 members of the Friends’ Church here, and are living consistent lives as far as their enlightenment. There have been 10 marriages by Christian ceremony the past year. In one instance the marriage of the parents and a daughter occurred on the same day. The Kakes have this winter collected and subscribed money enough to get 12 instruments for a brass band. They are obliged to have some amusement during the long winter evenings, as they can not read and they are fond of music. Now, 2364 EDUCATION REPORT, 1903. when they have any offenses to settle, it is in a Christian way by acknowledgment and hand shaking with the majority of them, and the parents are getting interested in their children's education, though they are obliged to be away from the village to earn a living. Some desire us to take their children in a home, but we are not yet prepared to build a home. We recommend them to send boys and the larger girls to the Sitka Training School. We have taken five small girls in our home, and their parents help to support them. Take the Kakes as a tribe, they are apparently a healthy people; but if any sick¬ ness attacks them they are likely to develop consumption. They are getting to recog¬ nize that fresh eggs and milk are better diet for the sick than dried fish and meat. Spme of the natives are keeping chickens. They are fast giving up the old mode of women sitting down and stirring up the ground with a stick for a garden, when they see our ox with the plow (a big knife, they say) doing it so easily. The blossoms on the apple trees and red cherries are spots of attraction on the mission premises. They are becoming more naturalized to the taste of cultivated fruit, and are anxious to plant currants, raspberries, and rhubarb roots; also to plant more of a variety of the hardy vegetables. Our helpers in the work were Frances Liter, who came for two years and then returned home; Anna Hunnicutt and Lizzie Morris, of California, came the autumn of 1895. Anna Hunnicutt felt called to other fields the spring of 1896. Lizzie Morris remained until 1899, and went home on a visit to rest, but her health would not permit of her return. In the autumn of 1902 Malinda Newby, of Newberg, Oreg., came to assist in the work, but owing to failing health returned home in Janu¬ ary. We now have four native men and wives as helpers in the church work. One of our faithful helpers was called from his work to a reward a year and a half ago. Our present interpreter is also the policeman, and I can say that he is faithful in dis¬ charging his duties. MISSIONS OF THE CONGREGATIONAL CHURCH. [By Rev. Washington Choate, D. D., secretary.] Congregational churches are established at three points in Alaska — Nome, Valdez, and Douglas. The work at Nome is that of an independent, self-supporting church, and we are unable to give the facts with regard to membership or general conditions. The pastor is Rev. C. E. Ryberg. At Valdez the pastor is Rev. William Burnett. There is a membership of 8 in the. church. The changes taking place in the population have very positively affected the membership of the church. During the past year 5 have been added to this number on confession. The church at Douglas is under the pastorate of Rev. Thomas Coyle. This church has a membership of 14, Avith a Sunday school of 90. The Sunday school at Valdez has 55 members. The Eskimo mission at Cape Prince of Wales continues to make marked progress. No detailed report received. 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 XLY. THIRTEENTH ANNUAL REPORT ON THE INTRODUCTION OF DOMESTIC REINDEER INTO ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. C., December 31, 1903. Sir: I have the honor to submit the thirteenth annual report on the introduction of reindeer into Alaska. The winter of 1902-3 was one of unusual severity, both as to the degree of cold and depth of snow. In many sections, especially along the coast, there was a succession of thawing and freezing of the snow until several layers of ice and crust had been formed so thick that even the hard hoofs of the reindeer could not dig down to the moss, and in those sections it became necessary to drive the reindeer farther away from the coast where these conditions did not exist. Notwithstanding the unfavorable conditions, the reindeer did surprisingly well. During the spring of 1903, 1,877 fawns were born and lived. The reindeer multiply rapidly. From the 1,280 reindeer which have been imported from Siberia between the years 1892 and 1903, and from their natural increase, 7,983 living fawns have been bom in Alaska. Commencing with 79 fawns surviving in the spring of 1893, over 500 were born in 1898 and over 1,000 in 1901, and it is reasonable to expect that over 2,000 will be bom in the spring of 1904. Thus the herds are increasing by a progressive increment and doubling their number by birth every three years. At present there are 6,505 reindeer gathered in eleven herds at nine central sta¬ tions. Seventy-five persons have an ownership in these deer. They are distributed as follows: 2,841 belong to 68 Eskimo herders; 741 are loaned to missionary stations of the Norwegian Evangelical Synod, the Swedish Evangelical Union, the Presby¬ terian, Moravian, Eoman Catholic, and Friends; 500 loaned to 5 Laplanders; 650 owned by 5 Laplanders; 1,435 are the property of the Evangelical Swedish Union, the Episcopal, Presbyterian, Norwegian Evangelical Synod, Moravian, Friends, and Poman Catholic mission stations, and 338 are still remaining in the Government herds to he hereafter loaned. The reindeer are held by their owners subject to the conditions of a Avritten agree¬ ment with the United States which prevents the slaughter of the female deer for meat and the sale of female deer to any other party than the Government, and insures the instruction of the apprentice in the arts of training and breaking the deer to harness. Surplus male deer are allowed to be sold to miners or others for meat or transportation purposes. The Eskimo apprentice during the five years of his training is supported and clothed either by the Government, the mission station, or a herder, according as he is employed by one or the other of these parties. In addition to food and clothing he is allowed the loan of two female deer per year, upon which he must place his mark and consider the deer and hef offspring as the beginning of a future herd, subject to Government limitations. If at the end of fi\re years the apprentice is judged to be skilled in the training of reindeer, he is loaned a sufficient number of additional deer to increase his holding to 50 animals. These deer are usually retained in the general herd under the care of an experienced Lapp and the 2365 2366 EDUCATION REPORT, 1903. supervision of the mission station with which the herder is connected. This general supervision extends for twenty years, at the termination of which the Government or missionary station gives up all supervision or control. If, however, during this period of twenty years the herder indulges in a protracted season of intemperance, abandons or otherwise fails to care for the!, herd, the Gov¬ ernment is at liberty to dispossess him of its loan, and reloans the same to other par¬ ties Ayho may give evidence of making a better use of the loan. This works no injustice to the individual herder, a3 the herder during the five years of his appren¬ ticeship has had from the Government or missionary station regular food and sub¬ stantial clothing, far better than he would have had if he had remained away from the herd. The same is true after the years of his apprenticeship are ended; he will continue to receive food and clothing from his herd. When an apprentice becomes a herder he is expected to secure the support of himself and family by the sale of surplus male deer to butchers and miners, and expected to train some other appren¬ tice. In most cases this apprentice is some member of the herder’ s family. There are now 25 Eskimo herders who have served an apprenticeship of five years or more supported at the different stations. The hferders have 61 Eskimos now under train¬ ing as apprentices who do not own any deer. As many of the herders have families of growing children and relatives living with them, it is estimated that at least 300 natives are now obtaining their support from the deer. Thus for the §183,000 appropriated up to the present year by the Government for the introduction of reindeer into Alaska, the Government has to show 6,505 reindeer used for the instruction and support of about 300 Eskimos. On January 3, 1903, the Commissioner of Education, with the approval of the Secretary of the Interior, made an agreement with the Northeastern Siberian Com¬ pany (Limited) for the delivery of 400 female reindeer by said company to the Gov¬ ernment at the Teller reindeer station. The company is reported to have secured in Siberia 700 deer in fulfillment of its agreement with the Government, but before navigation opened in northern Bering Sea the Russian Government recalled its permission to export the deer to Alaska. On account of this action of the Russian Government no deer were exported from Siberia to Alaska during the yesr. PERSONNEL. General superintendent: Carl O. Lind, M. D., Unalaklik, Alaska. Local superintendents: Samuel R. Spriggs, Point Barrow; Dana H. Thomas, Kotze¬ bue; Hugh J. Lee, Cape Prince of Wales; Tolef L. Brevig, Teller; Edgar O. Camp¬ bell, M. D., Gambell (St. Lawrence Island) ; O. P. Anderson, Golofnin; Carl O. Lind, M/D., Unalaklik (Eaton); Adolf Stecker, Kuskokwim; Julius Jette, Nulato. Laplander teachers: Alfred Salmonsen Nilima, Kotzebue; Isak Andersen Bango, Nulato; Nils Ivlemetsen, Teller; Per Larsen Anti and Ole Pulk, Gambell; OleOlesen Bahr and Nils Persen Bals, Unalaklik (Eaton); Per Nilsen Bals, Nulato; Nils Sara and Per Spein, Bethel, Kuskokwim V alley. Eskimo herders and apprentices : Point Barrow: Ahlook, Electoona, Shoudla, Tokpuk, Panigeo, Segevan, Paneoneo, Poavuu, Ungawishok, Otpelle, Ingnoven. Kotzebue: Okamon, Oghoalook, Minungon. Cape Prince of Wales: George Ootenna, Stanley Kivyearzruk, James Keok, Thomas Sokweena, Frank Iyatunkuk, Joseph Enungwouk, Sinrok, Karmun, Oblee, Ongnalook, Masoak, Oknaklook, Teomok, Peter Ibiono, Okboak, and Erheruk. Gambell (St. Lawrence Island): Sepilla, Putlkinhok, and Pinink. Teller: Ablikak, Dunnak, Sekeoglook, Serawrlook,Sagealook, Coxrook, jr., Kotezuk, Neeluk, Mrs. Immuklina, Nunasarlook, Ehrnak, jr., Ahberina, Etugeeuk, Ahneemau- sook, Emausrook, Dora, Elahkan, Ogeelesook. THE INTRODUCTION OF REINDEER INTO ALASKA. 2367 Golofnin: Constantine, Toktok, Tautook, Akmahkdoolik, Pamakcheerk, Albert Angotak, Benjamin Jutmans, Peter Egelak, Mrs. Dexter. Unalakleet: Moses, Okitkon, Tatpan, Nellagoroak, Stephen Ivanoff, Mary Andre- wuk, Kotoak, Angalook, Sagoonuk, Accebuk, Avogook, Amikravinik, Sakpillok, Koutchok, Moses Koutchok, Big One. Nulato: Stephen Annu, Alexander Kulana, and John Rorondelel. Kuskokwim : Wasili and Robert. STATIONS. Point Barrow. — The annual supplies for the herders and apprentices at this station, shipped from San Francisco in May last, failed to reach Point Barrow on account of the unusual ice conditions. The schooner Madsen reached within about 100 miles of the station, when it was compelled to turn back; the supplies were returned to San Francisco. This would have left the station dependent upon the reindeer herd for almost its entire subsistence. Fortunately, however, some supplies were procured from the whalers as they were starting on their return trip to San Francisco. In view of the failure of the annual mail and supplies to reach Point Barrow, it has been decided to establish an additional station south of Point Barrow, at the edge of the summer ice fields. Counsel was taken of Captains Tuttle and Healv, also of Lieut. D. H. Jarvis, of the Revenue-Cutter Service, with reference to the best point on the coast that could unfailingly be reached every summer, and upon their sug¬ gestions Wainwright Inlet has been selected, and this coming summer it is hoped to erect the necessary buildings and start the station. This new station will be of much assistance in operating the new winter reindeer mail route, which has been established by the Post-Office Department at Washing¬ ton between Kotzebue and Point Barrow, a round trip of about 1,500 miles. It is recommended by Doctor Marsh, superintendent of the Point Barrow reindeer station, that Ahlook, Shoudla, and Paneoneo, with their reindeer, be sent to the new Wainwright Inlet station, and that Electoona and Otpelle be sent to the Kiva- lena River, near Point Hope. Lieut. D. H. Jarvis, who was in charge of the famous reindeer relief expedition to the whalers at Point Barrow in the winter of 1897-98, suggests, as the result of his experience, that relay stations be established, commencing with Kotzebue, in the following order: First, at a point 100 miles north of Kotzebue (Corwin Lagoon); second, at Kivalena River, near Point Hope; third, in the neighborhood of the coal mines at Cape Lisburne; fourth, about midway between the coal mines and the Wainwright Inlet station; fifth, Wainwright Inlet; sixth, at a point between Cape Beaufort and Kukpowruk. .During the winter of 1902-3 an epidemic broke out among the animals in the neighborhood of Point Barrow, called by the natives “mullo kully,” or crazy. The dogs died by scores; the mission station lost 7 dogs, the whaling station out of 70 dogs saved only 12; some families lost every dog they owned. The disease extended to the foxes and also to the reindeer. Natives out trapping could walk around and knock sick foxes in the head. Kotzebue. — The winter of 1902-3 was one of unusual severity, the thermometer registering 54° below zero and the snow lying with an average depth of 7 feet. Not¬ withstanding the depth of snow and the difficulty of the reindeer procuring food, the grown deer came through the winter without any losses from starvation and in fairly good condition. The effect of the. difficulty of securing sufficient food was found in an unusual number of deaths among the fawns. The superintendent reports a grow¬ ing interest in the reindeer upon the part of the natives, and he states that now without exception the young men are glad of the opportunity to be taken into the herd as apprentices. He recommends that the peninsula between Hotham Inlet and Kotzebue Sound be set apart by the President as a reindeer reserve. 2368 EDUCATION REPORT, 1903. Cape Prince of Wales. — Six of the herders at this station have accumulated a suffi¬ cient number of deer to he self-supporting. Next year another will enter upon self- support, and in the following year, 1905, there will be two others. Four of the Eskimo herders in the fall of 1902 ordered their supplies at San Francisco. These sup¬ plies were sent up during the past summer and aggregated in value §4,200. This sum included lumber bought by one of the Eskimo herders for a five-room house, 30 by 20 feet in size. In addition to these independent Eskimo owners there are five mission apprentices and five herder apprentices, making 16 Eskimos who have an actual interest in this herd. The past winter was not a favorable one for the herds, there being an unusual depth of snow and an unusual amount of ice formed from the December rains, followed by severe cold. This icy crust to the snow made it difficult for the deer to dig through to procure moss. Gambell {St. Lawrence Island). — The report notes that in many level places the snow covered the ground to a depth of 10 feet, the average, however, not being over 2 feet. During the season five sets of pack harness and two additional sleds were made. Frequent trips were made during the summer looking for stray deer, and especially in familiarizing the herders with the best pasturage for the deer and good camping places for the men. During the winter of 1902-3 a long reindeer-sled trip was made around the island in search of wrecked sailors that were said to be upon the island. The report proved to be a canard. An epidemic of bronchitis and hydrophobia carried off a large number of dogs, and among them the Lapp herding dogs, so that now there are none in connection with the herd. At this village there has always been difficulty in securing apprentices who take any real interest in the reindeer. Teller. — On the 20th of December, 1903, 100 reindeer in this herd belonging to the Government were loaned to Nils Klemetsen and removed to his station at Golofnin. With him were the Eskimo herders, Tautook, with 108 deer, and Ahmuk- doolik, with 10 deer. Fifty -seven additional deer belonging to the Government were driven to TTnalakleet and loaned to Nils Sara. In March, 1903, a white man who had traded whisky to the herder for reindeer meat was convicted and sen¬ tenced to jail for five months. The herder and his brother-in-law, both of whom had become drunk and disorderly, were convicted and sentenced. The orphanage of the Norwegian Lutheran Mission at Teller is reported as caring for 30 Eskimo children. Eaton ( UnalaJdeet). — On September 6, 1902, the two herds were driven from their summer quarters on the peninsula to their winter pasturage, the main herd, under the supervision of Ole 0. Bahr, to South River, and the other, in charge of Per Spein, to a river still farther east. On November 17, 1902, Nils Klemetsen, Nils Sara, and Nallagorook were sent to Teller to bring back the Government deer which were at that point. Returning to Unalakleet early in February, in accordance with contract, Klemetsen received the loan of 100 deer. On February 5 Nils Sara and Per Spein, with their families and herds, were started for their new station at Bethel, on the Kuskokwim. They were assisted on the journey by Nils Klemetsen and the native herder Tatpan. The two herds were fat and strong and said to have been the finest ever sent out from Eaton. Soon after they had left TTnalakleet storms commenced that lasted through February, March, and April. After many hardships they reached the Yukon River in the neighborhood of Andreafski. Crossing the river on the ice they found that on the south side the moss was covered with such a heavy .coating of solid ice that the rein¬ deer were unable to secure pasturage, and they were compelled to retrace their steps to the northern side of the river and go into camp, where they were compelled to remain, suffering much inconvenience, from the 1st of April to November 25. On the 25th of November the journey was resumed, and Bethel was finally reached December 3, 1903. THE INTRODUCTION OF REINDEER INTO ALASKA. 2369 On the 5th of April the Eaton herd was driven from its winter quarters to the fawning ground on the south side of Shatolik Mountain, about 40 miles distant. The station reports an unusual depth of snow and severe cold, the thermometer registering at one time 72° below zero. On the 26th of April Nils Bals and family arrived after a hard trip from the Kuskokwim, and later Mr. Bals was placed in charge of Mary’s herd. Nulato.— The station reports during the winter of 1902-3 that the usual winter pasturage was covered with 7 feet of snow and the herd was transferred 10 or 15 miles south of Nulato, where the snow was not so deep. During the summer Isaak Bango, Laplander in charge, was transferred to the Teller station, his place being taken by Nils Persen Bals. Bethel (Kuskokwim River). — Mr. Bals and his son, who had been in charge of the herd at this station for two years, in February last resigned and returned to Unalak- lik. Messrs. Sara and Spein, who were started in February last to take the place of the Messrs. Bals, were storm-stayed at Andreafski and detained there until Novem¬ ber. It is hoped that they finally arrived in safety at Bethel about the close of 1903. SUPERVISOR OP REINDEER. Carl 0. Lind, M. D., a medical missionary of the Swedish Evangelical Churchy and a former teacher of the United States Bureau of Education in Alaska, has been appointed supervisor of the reindeer herds in Alaska, with headquarters at Unalakleet. STATISTICAL TABLES. Special attention is called to the gratifying progress of the reindeer enterprise as exhibited in the following tables. Herds of reindeer. — The following table show’s the number of fawns born during the spring of 1903 and the number of domestic reindeer in the nine herds in Alaska* July 1, 1903: Number , distribution , and ownership of domestic reindeer in Alaska. OWNERSHIP AT POINT BARROW. Owners. Full grown deer. Fawns, 1903. Total. Male. Female. Total. Male. Female. Total. Mission and Government . | | 138 140 113 55 38 31 25 21 21 22 8 Ahlook (Eskimo) . Electoona (Eskimo) . :::::::: | Shoudla (Ojello) Eskimo . Tokpuk and son Panigeo (Eskimo) . . 1 Segevan (Eskimo) . . . Paneoneo (Eskimo) . . . Powun (Eskimo) . Ungawishok (Eskimo) . Otpelle (Eskimo) . Ingnoven (Eskimo) . Total . 450 1 162 612 i OWNERSHIP AT KOTZEBUE. Government . Mission . Nilima . Okamon (Eskimo) . . . Oglivalek (Eskimo) . Wimungen (Eskimo) White miners . Total . 50 145 195 195 19 17 36 22 22 44 80 16 18 34 25 25 50 84 1 2 3 1 1 2 5 1 2 3 2 2 5 1 2 3 1 1 2 5 5 88 186 274 49 51 100 379 ED 1903— VOL 2 - 73 2370 EDUCATION KEPOKT, 1903. Number , distribution , and ownership of domestic reindeer in Alaska — Continued. OWNERSHIP AT CAPE PRINCE OF WALES. Owners. Full grown deer. Fawns, 1903. Total. Male. Female. Total. Male. Female. Total. American Missionary Association . 122 303 425 94 75 169 594 Ootenna, George (Eskimo) . 53 119 172 31 34 65 237 Keok, James (Eskimo) . 60 98 158 27 36 63 221 Kivvearzruk, Stanley (Eskimo) . 39 100 139 38 24 62 201 Sokweena, Thomas (Eskimo) . 17 63 80 16 21 37 117 Enungwouk, Joseph (Eskimo) . 13 25 38 7 5 12 50 Iyatunkuk, Frank (Eskimo) . 14 23 37 7 6 13 50 Ebiana, Peter (Eskimo) . 4 11 15 1 3 4 19 Okbaok (Eskimo) . 6 12 18 2 2 20 Erheruk (Eskimo) ..... _ _ _ 5 11 16 16 Total . 333 765 1 1,098 221 206 427 1,525 OWNERSHIP AT GAMBELL (ST. LAWRENCE ISLAND). Government . 1 . 100 . 1 . 54 154 | OWNERSHIP AT TELLER. Government . Mission . Ablikak (Eskimo).... Dunnak (Eskimo).... Sekeoglook (Eskimo) Serawlook (Eskimo) . Sagealook (Eskimo).. Coxrook (Eskimo) Ehrnak (Eskimo) .... 94 43 23 25 25 25 103 197 74 117 32 55 23 48 1 1 1 1 51 33 84 24 16 40 11 18 29 2 5 7 14 11 25 1 5 6 1 5 6 26 281 157 84 48 8 25 6 6 Total 185 258 443 I 104 94 198 641 OWNERSHIP AT GOLOFNIN BAY. Mission . Constantine (Eskimo) . Toktok (Eskimo) . Nils Klemetsen . Tautook (Eskimo) . Ahmahkdoolik (Eskimo) . Pamakcheerk, J. (Eskimo) . . . Angotak, Albert (Eskimo) Benjamin Jutmans (Eskimo) Egelak, Peter (Eskimo) . Mrs. Dexter (Eskimo) . Hendrickson, K . Government . Ole Bahr . Xvanoff, Stephen (Eskimo) ... Nellagoroak (Eskimo) . Okitkon (Eskimo) . Lindseth, J. T . 122 111 233 37 50 87 13 16 29 3 2 5 6 14 20 3 6 9 21 76 97 24 35 59 45 55 100 19 22 41 . 1 8 9 4 2 6 1 2 3 1 1 2 1 1 2 1 1 1 1 2 1 1 2 2 4 1 1 2 .3 2 s 1 1 2 1 1 1 1 . 2 2 1 1 ... 1 1 2 2 1 1 224 289 513 93 122 215 320 34 29 156 141 15 5 3 3 6 1 1 2 1 1 2 1 Total 728 THE INTRODUCTION OF REINDEER INTO ALASKA. 2371 Number , distribution, and ownership of domestic reindeer in Alaska — Continued. OWNERSHIP AT UNALAKLEET. Owners. Government . . Swedish Mission . Episcopal Mission . Moses (Indian) . Ole O. Bahr . Okitkon (Eskimo) . Tatpan (Eskimo) . Nellagoroak (Eskimo) . I van off, Stephen (Eskimo) . Capt. E. S. Walker, U. S. Army Golofnin Mission . Bethel Mission . Mary Andrewuk (Eskimo) . Kotoak (Eskimo) . Angalook (Eskimo) . Sagoonuk (Eskimo) . Accebuk (Eskimo) . Avogook (Eskimo.) . Amikravinik (Eskimo) . Sakpillok (Eskimo) . Koutchok (Eskimo) . Moses Koutchok (Eskimo ) . Big One (Eskimo) . Total . Full grown deer. Fawns, 1903. Total. Male. 1 Female. Total. Male. Female. Total. 16 42 58 95 73 168 226 40 100 140 140 16 60 76 22 16 38 114 24 26 50 50 50 90 140 32 25 57 197 48 84 132 4 12 16 148 30 51 81 17 10 27 108 8 19 27 5 10 15 42 14 19 33 5 4 9 42 1 1 1 2 2 2 8 8 8 84 131 215 17 20 37 252 8 12 20 3 6 9 29 13 17 30 7 6 13 43 10 25 35 5 6 11 46 8 10 18 5 5 23 3 2 5 2 2 7 3 3 6 2 2 4 10 1 1 2 2 2 4 1 3 4 1 1 5 1 1 1 1 2 1 2 3 1 1 4 389 698 1,087 216 200 416 1,503 OWNERSHIP AT NULATO. Mission _ _ _ _ _ 39 91 130 ’ . . 41 171 1 1 OWNERSHIP AT BETHEL (KUSKOKWIM VALLEY). Government . 176 127 138 92 176 191 212 213 Per Spein . Nils Sara . o gg 87 99 31 33 64 j 74 121 , Mission . Total . Grand total . 79 186 533 .31 33 259 j 792 4, 628 1,877 | 6,505 Table showing number and location af Eskimo apprentices , and number of reindeer owned by same. Stations. Number of appren¬ tices. Number of rein¬ deer. Number of sub- appren¬ tices. Point Barrow . 11 474 11 Kotzebue . 3 15 1 Cape Prince of Wales . . . 9 931 9 St. Lawrence Island . . 3 9 3 Teller . 334 17 Golofnin . 12 249 4 Unalakleet . 16 815 16 Bethel . 4 8 Nulato . 6 Total . 68 2,841 61 SUMMARY. Total number of Eskimo in Alaska owning reindeer . 68 Total number of reindeer owned by Eskimo . 2, 841 Total number of subapprentices not yet owning reindeer . . . 61 Total number of Eskimo owners of deer, and apprentices . 129 Herders serving five years’ apprenticeship . 25 2372 EDUCATION REPOKT, 1903, List of reindeer stations. Place. When estab¬ lished. Total deer, 1903. Teller (Port Clarence) . . . 1892 641 Cape Prince of Wales . 1894 1,525 728 1,503 Golofnin . 1896 Eaton (Unalakleet) . 1897 Point Barrow . 1898 612 Gambell (St. Lawrence Island) . . . 1900 154 Bethel . 1901 792 Kotzebue . 1901 379 Nulato . 1901 171 Total number of deer, October, 1903 . 6, 505 List of reindeer stations needed, 1904 ■ [Number required at each station, 100, at $25 each.] Place. Cost of deer. Wainright Inlet . $2, 500 2, 500 Point Hope . Betties . 2,500 Copper Center . 2,500 Total cost of deer . 10, 000 Increase from 1892 to 1903. Year. To bal¬ ance from pre¬ vious year. Fawns sur¬ viving. Pur¬ chased during summer. Total Octo¬ ber 1. Sold, butch¬ ered, died. Carried forward. 1892 . 171 171 28 143 1893 . 143 79 124 346 23 323 1894 . 323 145 120 588 96 492 1895 . 492 276 123 891 148 743 1896 . 743 357 1,100 100 1,000 1897 . 1,000 466 1,466 1,918 2, 693 a 334 1,132 1898 . 1,132 1,733 2, 394 2, 692 3, 464 4, 795 625 161 185 1,733 2, 394 2, 692 3, 464 4, 795 1899 . 638 322 299 1900 . 756 29 3, 179 4, 002 5,148 6, 505 487 1901 . 1,110 200 538 1902 . 1903 . 1,654 1,877 30 353 a 246 deer were killed in the relief expedition to the whalers at Point Barrow. 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 com¬ posed the original lierd loaned. Herds at mission stations in Alaska. Mission. Number loaned. In herd, 1903. When loaned. When due. Congregational Mission, Cape Prince of Wales . 118 594 Aug., 1894 Jan. 16,1896 do . . Returned. Swedish Evangelical Mission, Golofnin Bay . 50 320 Do. Prntostnnt Epispnpn 1 Mission Golofnin Bay 50 114 Do. Presbyterian Point Barrow 100 Sept., 1898 Sept., 1903 July, 1905 Sept., 1905 Mar., 1906 Presbvterian, St. Lawrence Island . 70 150 July 30,1900 Sept. 1,1900 Mar., 1901 Norwegian Evangelical Lutheran, Teller . 100 281 Roman Catholic, Nulato . 100 171 Moravian, Bethel . 88 213 Feb. 26,1901 Feb., 1906 Moravian Carmel . . 88 188 . do . Do. Friends’ Mission, Kotzebue . 95 195 Sept. 2, 1901 July 24,1903 Sept., 1906 Swedish Evangelical, Unalakleet . 100 100 July, 1908 THE INTRODUCTION OF REINDEER INTO ALASKA. 2373 Annual loan of herds to Laplanders. Location. Year. Males. Females. Total. Ole Olesen Bahr . Eaton . 1901 25 75 100 Nils Pprspn Sara . . . Kuskokwim _ 1901 25 75 100 Per Matthisen Spein . . do . 1901 25 75 100 Alfred Salmonsen Nilima . Kotzebue . 1901 24 75 99 Nils Klemetsen . Golofnin . 1902 25 75 100 Congressional appropriations for the introduction into Alaska of domestic reindeer from Siberia. 1894 . $6,000 1895 . 7, 500 1896 . 7, 500 1897 . 12,000 1898 . 12,500 1899 . 12,500 1900 . 25,000 1901 . $25,000 1902 . 25, 000 1903 . 25, 000 1904 . 25, 000 Total. . 183,000 Expenditure of appropriations “ Reindeer for Alaska, 1903d ’ Amoujit appropriated . . . $25, 000. 00 Salaries of six employees . 3, 247. 29 Supplies for stations . . 6, 408. 05 Freight . 691.50 Traveling expenses . 139. 00 Printing of annual report (1,000 copies) . 471. 13 Photographs and electros for report . 18. 95 Coal . 1, 650. 00 Purchase of reindeer . 5, 727. 12 Balance . . 6, 646. 96 Total . . . 25, <000. 00 REINDEER AN IMPORTANT FACTOR IN THE CIVILIZATION OF THE ESKIMOS. For some months past the newspapers have from time to time published cases of destitution among the Eskimos and the natives of northern and central Alaska, also accounts of the ravages of consumption and other diseases, and the demoralization caused by the proximity to the saloons that are being established in the new mining settlements. While these newspaper reports are doubtless more or less exaggerated, yet, from the official reports of Brig. Gen. Frederick Funston to the Adjutant-General United States Army, Washington, D. C., of Mr. James W. Witten, special inspector of the General Land Office, to the Secretary of the Interior, both of which reports are printed in the appendix of the report of the Secretary of the Interior for the fiscal year ending June 30, 1903, from interviews had with members of the commit¬ tee of the United States Senate that visited Alaska during the past summer, and from my personal knowledge, there is a certain amount of destitution, a prevalence of consumption, and demoralization from liquor that should receive attention from the General Government. This raises the question what that attention should be and how these natives can be made valuable helpers and assistants in the development of the country by the white men now there engaged in mining operations. Any successful method of accomplishing such desirable results must keep clearly 2374 EDUCATION REPORT, 1903. before it the aim to prepare the natives to become a help to the immigrants who come from the States for the purpose of conducting mining operations. There are two things which the native may be taught to do which will enable him to help the immigrant: First, he may be taught how to create a supply of cheap food; second, he may be taught how to supply a cheap transportation by means of reindeer. It is known that in the river valleys certain garden vegetables may be produced in large quantities, even up to the Arctic Circle and for 50 miles beyond it. The native knows how to take fish from the rivers and from the sea for his family use, and with proper training can be made an equally successful fisherman for the market. The experience of the past twelve years has proved that he can also become skillful in raising reindeer for food. With the gradual disappearance of the caribou and moose in sections of Alaska, and the difficulty and expense of bringing beef and mutton from the States to the inland mining camps, it is of great importance that the Eskimo be trained to raise reindeer with which to supply the immigrant miner with fresh meat. When in the winter of 1897-98 400 sailors engaged in whaling were imprisoned in the ice off Point Barrow and in danger of perishing with scurvy and starvation, they were saved by the reindeer herd driven by Eskimos from Bering Strait to Point Barrow and slaughtered for food. Already 68 Eskimos and 1 Indian (nearly all of whom have served a five years’ apprenticeship learning the business) own 2,841 deer. Reindeer multiply rapidly. From the 1,280 Siberian reindeer imported between 1892 and 1903 and from their natural increase 7,983 fawns have been born in Alaska. The Eskimo has always been skillful in driving dogs, and now, under instruction, he is proving equally skillful in driving reindeer, and upon various occasions, when the opportunity has offered, has invariably demonstrated his ability to successfully transport with reindeer mails, freight, and passengers between mining camps. Under contract with the Post-Office Department the United States mail has been carried by reindeer teams on the four postal routes between St. Michael and Kotzebue, Eaton and Nome, Teller and Peering, and Kotzebue and Point Barrow (this latter being the most northern mail route in the world). With the increase of reindeer and trained native teamsters such service will become universal in northern and central Alaska. When the native has thus become useful to the white man by supplying the mar¬ kets with fish and fresh meat, and when he has become herdsman and teamster with reindeer, he has not only assisted the white man in solving the problem of turning to the use of civilization the vast territory of Alaska, but he has also solved his own problem. If useful to the white man as a self-respecting and industrious citizen, he has become a permanent stay and prop to civilization, and his future is provided for. The conclusion resulting from this is that the native must be taught in school how to speak English, and be trained in industrial schools in the simple arts of agricul¬ ture and of reindeer herding and teaming with a view to provide cheap food and cheap transportation for the use of the immigrant. To accomplish such training it is important that an increased number of small industrial schools shall be established at centers convenient to the native population. At these schools, in addition to elementary instruction in the' English language, there shall be given special instruction (a) in making fish nets and in adopting improved methods of catching and preparing fish for family use and for sale; (6) in the care and raising of reindeer, and in their breaking in and use in transportation; (c) wherever the conditions of soil and climate will allow, in the cultivation of hardy vegetables. While destitution is not at present very widespread among the natives, yet it may be wise to have at each of these schools a small supply of food and clothing to afford temporary relief for very special cases of destitution. The principal of the school THE INTRODUCTION OF REINDEER INTO ALASKA. 2375 can be made a bonded officer of the Government, and be charged with the care and distribution of such supplies without additional expense to the Government. The Secretary of the Interior has again and again called the attention of Congress to the need of hospitals for the natives. These should be provided for at once. But when the hospitals are erected they will necessarily be accessible to comparatively limited areas. In addition to the proposed hospitals, very important service may be rendered and a greatly increased number of natives benefited by the employment of a physician in connection with each of the industrial schools. This plan has been in successful operation at several of the missionary stations in Alaska. REINDEER AND THE MINER. While the original purpose in the introduction of domestic reindeer into Alaska was to assist in the civilization of the natives and to help them to a better and more certain method of gaining a livelihood, yet the reindeer will prove equally important to the whites who may seek homes or engage in business in subarctic Alaska. In the development of the rich mineral resources of that region he will find the reindeer and the Eskimo herder and teamster the connecting link between himself and the resources of nature — for his comfort and for his profit. The ordinary white man is unwilling to undergo the drudgery of herding in that rigorous climate, and unwilling to work for the small compensation that is paid for such services. He can do better. His directive ability can be more profitably employed as merchant and manager of transportation, in employing and directing the trained Eskimo herders and teamsters. With the increase of domestic reindeer in Alaska it will become possible for white men to own large herds, but the men that will do the herding and teaming will always be Eskimos and Laplanders. Thus the Eskimo, trained as herder or teamster, will prove valuable to the white man, and the white man, in turn, as director and employer, will be valuable to the native. Already the reindeer have given evidence of some o£ the ways in wrhich they will prove an important factor in the development of the great north region. As the reindeer is the only draft animal in arctic regions that is able to secure its own food while on a journey, the question of cheapness and speed will bring it into universal use. They will carry passengers, mails, and freight between the mining camps and the trunk railways that will yet penetrate Alaska. EMPLOYMENT OF REINDEER. As the reindeer are more and more coming into use in the development of northern and central Alaska, a recapitulation of their employment in mail carrying, relief expeditions, freighting, etc., is of interest. In summer these enterprises are carried on with the aid of steamers along the water courses, but in the fall, winter, and spring recourse is had to reindeer and dogs. REINDEER AND THE CARRYING OF THE UNITED STATES MAILS. Reindeer mail between St. Michael and Kotzebue , with a branch line to Golofnin. — During the summer of 1899 the Second Assistant Postmaster-General gave to Mr. William A. Kjellmann, superintendent of the reindeer in Alaska, as subcontractor, the carrying of the mail on route No. 78110. This route called for three round trips during the winter of 1899, between December 1, 1899, and May 31, 1900, between St. Miehael, Eaton, Golofnin, and Kotzebue — the latter place being north of the Arctic Circle. Mr. Kjellmann, being compelled to return to the States on account of 2376 EDUCATION REPORT, 1903. sickness, gave the work into the hands of Mr. David Johnson Elliott, who employed Johan Peter Johannesen, a Laplander, not in the employ of the Bureau of Educa¬ tion, as mail carrier. The service was successfully performed with reindeer, each round trip of 1,240 miles being through an unbroken wilderness without a road or trail. The Bureau of Education being very anxious to provide its schools on this route with mail facilities, and desiring to show what the reindeer could do, and at the same time give practice and experience to its apprentices in reindeer teaming, allowed the use of three or four deer, with sledges manned by apprentices from the Eaton station, without compensation. Reindeer mail between Eaton and Nome ( post-office route No. 78113). — In the fall of 1899 the Post-Office Department, wishing to expedite and increase the mail service along the Yukon River and to Nome to a semimonthly winter service, on the 23d of November gave a contract for a semimonthly mail between Nome and Eaton to Mr. William A. Kjellmann, who had eight months previously severed his connection with the Government on account of ill health. Mr. Kjellmann, not having recov¬ ered his health, employed Mr. David Johnson Elliott, of Nome, to take charge of this mail route. Mr. Elliott was also taken sick and went to the hospital in Nome for the winter. To prevent a failure in the delivery of the mail at Nome, the post- office inspector at St. Michael directed Dr. F. H. Gambell, Government superin¬ tendent of reindeer and postmaster at Eaton, to put on a service to Nome at the expense of the contractor. Mr. Newman Sherzer was relieved from his duties as assistant superintendent at the station and appointed manager of the reindeer mail service to Nome by Doctor Gambell. On the 1st of March, 1900, the reindeer started from Eaton with the mail for Nome. Five consecutive successful trips were made, thus completing the winter contract. At the close of the service Doctor Gambell, in behalf of the Eaton reindeer station, made out a bill against Mr. Kjellmann, charging him with the wages of the men, station supplies, use of the reindeer, etc., amounting to $1,863.50. Of this sum, Mr. Kjellmann paid the carrier, Mr. Sherzer, $500. He also sent to Sheldon Jackson his power of attorney and a check for $1,000, withwThich to pay Mr. Kjellmann’ s indebt¬ edness to the Eaton reindeer station for expenses incurred in carrying this mail, objecting to certain items on account of informality of the vouchers, which items aggregated $363.50. Accordingly Mr. Jackson, as Mr. Kjellmann’ s attorney, with the advice and consent of the Commissioner of Education, expended the thousand dollars received from Mr. Kjellmann to replace supplies at the reindeer stations as follows: Reindeer supplies from S. Foster & Co., San Francisco, Cal . $257. 26 Reindeer supplies from Armour Packing Company . 139. 50 To Mr. W. T. Lopp, for services of himself and assistants in transferring a herd of Government reindeer from Cape Prince of Wales to Kotzebue, by direction of the Bureau of Education . 350. 00 To Nils P. Bals, in payment of wTages as instructor of apprentices in the care and management of reindeer . 253. 74 Reindeer , pack saddles, and sleds furnished Mr. N. V. Hendricks, subcontractor on mail route between Weare and St. Michael. — In the spring of 1900 Mr. N. V. Hendricks, a trader on the Yukon River and subcontractor on the post-office mail route between Weare and St. Michael, arranged with Doctor Gambell, superintendent of Govern¬ ment reindeer station at Nome, for the use of a few reindeer, saddles, and sleds for carrying the mail between St. Michael, Eaton, and Nulato, a distance of about 200 miles each way. . Reindeer mail route between Nome, Candle, and Deering. — During the winter of 1901-2 Mr. J. T. Lindseth secured the contract for carrying the United States winter mail from Nome, via Teller, York, Cape Prince of Wales, and Shismaref Inlet, to Candle and Deering, on the shores of the Arctic Ocean, a distance of 260 miles. His reindeer THE INTRODUCTION OF REINDEER INTO ALASKA. 2377 during the winter traveled 6,000 miles. The mail carriers were Amund Hansen, Isak Salamonsen Nikkila, and Johan Peter Johannesen. Johannesen lost his life near Candle, being frozen to death while carrying this mail. His reindeer team was afterwards found well and in good condition. He had previously carried the mail for the Norwegian Government many years in Lapland. Mr. Lindseth hired reindeer from their owners ( Eskimo herders who had completed their apprentice¬ ship at one or the other of the reindeer stations in Alaska). The Bureau of Educa¬ tion had no connection with the matter. Reindeer mail route between Kotzebue and Point Barrow. — One of the great needs of Alaska is better communication and postal facilities. This is especially the case north of the Arctic Circle. Although at Point Barrow the Government has had a relief station and a public school, and the Presbyterians a mission station, and capi¬ talists a whaling station for the past dozen years, yet the place has had but one mail a year, and on three occasions during the past twelve years the yearly mail failed to reach them. The conditions were so distressing that Mr. S. R. Spriggs, the Gov¬ ernment teacher, while on a year’s furlough with his relatives in New York, availed himself of the opportunity, and with the assistance of friends made application to the Post-Office Department for a winter mail, which was granted, and a contract for carrying the same was awarded to Mr. Spriggs. The distance from Kotzebue to Barrow via Point Hope is 630 miles, making a round trip of nearly 1,300 miles, north of the Arctic Circle, over a country without a road or trail and through a long winter night with the thermometer ranging from 20° to 60° below zero. He is allowed by the Post-Office Department $750 for each round trip, a sum barely sufficient to cover the incidental expenses and allow a slight compensation to the hardy Eskimo drivers, who, at the risk of their lives, carry the mail on this northernmost postal route in the world. The time consumed in making each round trip will be between two and three months. There will be times when they will be storm bound in their snow huts for several days at a time. The Bureau of Education, to encourage and assist these pioneers of civilization, to furnish the Government employees at Barrow with mail facilities, and to practice and train its apprentices in reindeer freighting, allows the use of a few deer without compensation. Reindeer mail routes between Teller and Wales and between Teller and Igloo were in operation during the winter of 1903-4. REINDEER IN CONNECTION WITH RELIEF EXPEDITIONS. Transportation of United States troops with camp equipage and rations from St. Michael to Golofnin and return. — In the fall of 1896 gold mines were discovered on Snake River, near Cape Nome, Alaska, and during the winter there was a stampede to the new mines from St. Michael, Kotzebue Sound, and the mining districts on the lower Yukon that received the information. The influx of a large population into a region where there was an insufficiency of supplies and shelter required the presence of United States troops to preserve the peace. An application was made by Captain Walker, in command of the camp at St. Michael, to Mr. Kjellmann for transporta¬ tion, in response to which Lapps and reindeer were sent from Eaton station to St. Michael, and transported troops, with their tents, rations, and camp equipage, from St. Michael to the Golofnin Bay mining region. When there wTas no longer any need for their presence at Golofnin Bay the Lapps and reindeer returned the soldiers to St. Michael without accident or difficulty. Military expedition to Kotzebue. — In January, 1901, information having reached Nome that the Eskimo in the neighborhood of Kotzebue, 400 miles distant, were starving, the commanding officer at Fort Davis ordered Dr. J. Bevans, army surgeon at the post, to make a trip of investigation. He and his party were furnished at Teller by Superintendent Brevig with five reindeer, together with sleds and drivers, for a three months’ trip. 2378 EDUCATION REPORT, 1903. Belief of soldiers engaged in building a military telegraph line. — In the fall of 1900 the War Department had three construction parties, aggregating about 110 officers and enlisted men, engaged in the work of building a Government telegraph line between Unalaklik and Kaltag, on the Yukon River. As the winter storms came on, one after another, all work had to be suspended, rations began to fail, and mule trans¬ portation gave out. In this emergency General Randall, in command of the military Department of Alaska, requested Doctor Gambell to take all the deer teams that could be spared and go to the relief of the Government party. Accordingly, on the 4th of December, Doctor Gambell started with 3 deer, leaving Mr. Lindseth, who had for about fifteen months been an employee at the Eaton reindeer station, to fol¬ low the next day with 32 deer and the necessary drivers and sleds. The troops were found in camp 18 miles west of Kaltag, and with their camp equipage were brought through deep snow to a new camp established near Old "Womans Mountain, a distance of 50 miles. The troops being left in a place of safety, the deer teams were sent, at the request of the commanding general, to St. Michael for the transportation of provisions for the men and telegraphic supplies, all of which they secured and delivered. They were also employed during a portion of the winter in drawing telegraph poles from the woods. Belief of wrecked and ice-imprisoned whalers. — In the fall of 1897 word was received on the Pacific coast that 8 whaling ships and 275 men had been caught in the ice in the neighborhood of Point Barrow with only three months’ provisions in their ships, and that the ships would necessarily be detained for twelve months, if not sooner crushed in the ice, before they could escape, and that starvation faced the whalers. A relief expedition, which ultimately cost nearly $100,000, was instituted by the Government for the rescue of those men. Lieutenants Jarvis and Bertholf and Surgeon Call were put ashore near Nunivak Island to move northward with dogs about 750 miles to Point Radney and Cape Prince of Wales, where the reindeer herds of the Congregational Missionary Society (in charge of W. T. Lopp, their missionary) and of Antisarlook (an Eskimo rein¬ deer owner) were in pasture. With nearly 500 reindeer from these herds, accom¬ panied by Messrs. Lopp and Antisarlook, the officers proceeded to Point Barrow, where as many reindeer as were needed were slaughtered and issued as rations to the destitute whalers. The total number of reindeer killed was 246. In accordance with the promise made, the deer borrowed were returned during the summer of 1600, the second year after the expedition, together with the annual increase of fawns during two seasons, making a total of 1,042 reindeer. REINDEER FOR TRANSPORTATION AND FREIGHTING. A winter trip of 2,000 miles. — Since the commencement of the enterprise, in 1892, the obstacles that it was predicted would prevent the successful introduction of domestic reindeer into Alaska have either been proved to be groundless or have one by one been met and overcome. Having showm by actual experience that they could be bought, transported, and successfully propagated, it remained to give a practical demonstration of their ability to traverse any part of the country under the most unfavorable circumstances and with a temperature at times lower than expe¬ rienced by some of the arctic expeditions. This was done in the winter of 1896-97. At 3 p. m. on the 10th of December, 1896, with the temperature at 15° below zero, Mr. William A. Kjellmann, the superin¬ tendent, accompanied by the Lapps Per Aslaksen Rist and Mikkel J. Nakkila, started from the Teller station with 9 sleds and 17 head of reindeer to demonstrate the capacity of the hardy and swift animal for winter travel in Alaska. Native trails and well-known sections of country were ignored, to show the ability of the deer to traverse unbeaten tracks. The course, while traveled by compass, was a zigzag one, in order to better learn the extent and abundance of moss pasturage. Scaling high THE INTRODUCTION OF REINDEER INTO ALASKA. 2379 mountain ranges, shooting down precipitous declivities with toboggan speed, plod¬ ding through valleys filled with deeply drifted snow, laboriously cutting a way through the man-high underbrush of the forest, or steering across the trackless tun¬ dra, never% before trodden by the foot of white man; gliding over the hard-crusted snow, or wading through slush 2 feet deep on imperfectly frozen rivers unknown to geographers, were the experiences of the trip. The second day of the journey, with the temperature 43° below zero, and over a rough, broken, and pathless country, they made a distance of 60 miles. After celebrating Christmas with Reverend Mr. Hultberg and the Swedish mission¬ aries on Golofnin Bay, December 30 found Mr. Kjellmann’s party crossing Norton Sound, an arm of Bering Sea, and getting into a crevasse filled with snow, from which they escaped without much damage. The next day, keeping on the ice along the coast, hummocks w*ere found so steep that steps had to be cut up and over them to enable the deer to cross. On New Year’s Day, coming to a flagstaff projecting from a huge snow bank, they found under it, completely buried in the snow, the comfortable home of the Reverend Mr. Karlsen and the Swedish missionaries at Unalaklik. On the afternoon of Jan¬ uary 11 and morning of the 12th 85 miles were made in twelve hours. The native guides at St. Michael being afraid to undertake a winter trip across the country to Ikogmute, the Russian mission on the Yrukon River, and affirming that it could not be done, Mr. Kjellmann started on January 19 without them, traveling by compass. On the 23d, while crossing a barren mountain range, they were overtaken by that dread specter of arctic regions, a Russian poorga. « Neither man nor beast could stand against the blast. The reindeer wrere blown down and the loaded sleds overturned. The men, throwing themselves flat, clung to one another and to mother earth to keep from being blown away. Gravel and pieces of crushed ice flew by, darkening the air. A lull coming toward evening, with great difficulty a little coffee wns made, after which the storm broke with renewed fury during the night, which, to the travelers, clinging to the earth with desperation, seemed endless. The following day a belt of timber was reached and rest and safety secured. January 25 and 26 found them cutting a way for the deer and sleds through a dense forest, from which they finally emerged to wade through snow and water 2 feet deep, with the temperature at zero. On the 31st they encountered a succession of driving, blinding snowstorms while crossing the tundra south of the Yukon delta, being reduced to such straits that they were compelled to cut the railing from their sleds for fuel. On February 5 the storm passed away, leaving the temperature at 73° below zero, causing even the reindeer to break loose from their tethers and tramp ceaselessly around the tents to keep warm. Notwithstanding the severe cold, the journey was continued, and at 2 o’clock in the afternoon they found shelter and a warpi welcome from the Moravian mission¬ aries at Bethel. On the 10th of March, between the Kuskokwim and Yukon rivers, a lake 15 miles wride wTas crossed. The struggle for life commenced, however, on the 11th, when they reached the Yukon, and, contrary to information, found no moss for the deer. A push was made up the Yukon to reach, if possible, the Episcopal mission at Anvik. There being no food, the march wras kept up all night, the men plowing their way through loose snow from 2 to 4 feet deep, and on through the 12th, with .snow falling fast. That afternoon two of the deer fell dead and were left with their sleds where they fell, while the journey continued uninterruptedly through the blinding snow the second night. On the 13th two more deer dropped dead and w'ere abandoned, as the party with des¬ perate energy pushed ahead day and night for food and life. On the 14th another deer fell in his traces. That evening a native hut was reached and the continuous march of four days and three nights without sleep or rest and without food for the deer An arctic blizzard. 2380 EDUCATION REPORT, 1903. was over. Trees were cut down by the Lapps, that the deer might browse on the black moss that hung from them, while Mr. Kjellmann, suffering with a high fever, was put to bed by the medicine woman and dosed with tea made from some medic- inal bark. On the 17th one of the Lapps, who had been scouring the country, reported moss upon a mountain 60 miles away. The deer were unharnessed and driven to the distant pasturage, while Mr. Kjellmann continued his journey to Anvik on skees. In the hospitable home of Reverend Mr. Chapman he was nursed back to health and strength. The return journey to the Teller station was made without any special adventure, except, on the 16th of April, getting into a crack in the ice while crossing Norton Sound and soaking the load with salt water. On the 24th of April the Teller station wai safely reached after a trip of 2,000 miles, the longest ever recorded in any land as made by the same reindeer. The result of this trial trip has convinced missionaries, miners, traders, and others residing in northern and central Alaska that domestic reindeer can do for them there what they have been doing for centuries in Lapland, that when introduced in sufficient numbers they wull supplant dogs, both for traveling and freighting, furnish a rapid means of communication between widely separated communities, and render possible the full and profitable development of the rich mineral interests. At the Teller station the sled deer were kept in constant practice, both on their own account and also for the training of the Eskimo apprentices. Including the trip to the Kuskokwitn Valley, the aggregate number of miles driven was over 10,000. Reindeer freight line between St. Michael and Nome. — Late in the fall of 1898 gold was discovered on Snake River near Cape Nome, and during the following winter there was a miner’s stampede from St. Michael, Kotzebue Sound, and the lower Yukon Valley to the new mines. As there was no adequate supply of provisions within 300 miles of the mines and an abundant supply in the warehouses of the large trading companies at St. Michael, at the request of said companies Mr. Kjellmann, superin¬ tendent of Eaton reindeer station, agreed, as an act of humanity, to transport for the companies a limited amount of food from St. Michael to Nome, which was done, and payment for the same was rendered by the trading companies by furnishing needed provisions to the Eaton reindeer station. During the same winter of 1898-99 the Swedish Mission at Golofnin, using their own reindeer, freighted supplies to Nome on their own account. During the winter of 1900-1901, there being a scarcity of provisions on the over¬ land route between Dawson and Nome, Mr. Kjellmann, superintendent of Eaton reindeer station, freighted some provisions from St. Michael to Norton Sound for G. L. Stanley & Co. Payment for the same was made in supplies to the Eaton reindeer station. During the same winter of 1900-1901 Mr. W. T. Lopp, missionary of the American Missionary Association, organized an express and freight line between Nome and Teller, in order that the Eskimo herders at Cape Prince of Wales, using their own deer and sledges, might have a way of earning a support, with a result that they secured $600 in gold. The same season the Eskimo apprentices at Teller, Synrock, and Golofnin reindeer station, using their own deer, did considerable transporting of miners and supplies to various outlying mining camps. In this connection especial mention is made of Kozebuk, a young man or boy about 17 years old, the youngest of the three mission apprentices at Teller station. In May he, with Johan Tornensis, took a train of 18 loaded sleds to Tuttle Creek, on the Arctic slope, about 65 miles from the station, Kozebuk driving a string of 5 deer with loaded sleds, the last 4 being tied to the preceding sled. From there he alone took 2 harnessed deer with sleds and 10 loose deer to Mr. Lopp’s herd, 45 miles distant, returning to camp, and in a week taking 10 more deer to Mr. Lopp’s herd. Returning to camp on June 1, he THE INTRODUCTION OF REINDEER INTO ALASKA. 2381 started for the station with 4 deer and 8 empty sleds during the worst possible condi¬ tion of travel, the snow melting and the rivers opening, arriving at the station June 4 without accident and the deer in good condition, having traveled 245 miles. In the winter of 1901-2 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 were used in delivering supplies from the stores to the miners’ cabins in the neigh¬ borhood. 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. The same winter, from Cape Prince of Wales reindeer station, 11 deer were sold by the herders to the miners for transportation purposes; they were worked in harness like horses and each drew 700 pounds per load. From the Teller station an apprentice, Kozebuk, 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, 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. Returning to Unalaklik (Eaton) they hired Okitkon, who, with five of his deer and sleds, took them and their supplies to destination without difficulty. On July 19, 1902, Judge E. L. Bosqui, who had been appointed United States com¬ missioner for the valley of the Colville River, Arctic Alaska, left Nome on the U. S. revenue cutter Bear for Point Barrow, which place was reached in twenty-one days. At Point Barrow he had expected to be able to employ natives with their dogs to take him to his destination on the Colville, over 200 miles along the Arctic coast to the eastward of Point Barrow, but owing to an epidemic of sickness he was unable to secure the expected help and was obliged to remain at Barrow from August 12 to November 23, when Dr. H. Richmond Marsh, who was in charge of the Govern¬ ment reindeer at that station, came to his rescue. Thirty-six deer were taken from the herd and 20 sleds carrying about 250 pounds each were loaded with supplies for the judge, his deputy, and 5 natives, who accompanied the party. As a majority of the deer had not been broken to harness, it was a case of training while on the road, which greatly delayed the progress and added to the annoyance of travel. The Arctic night had commenced and the thermometer stood from 40 to 60° below zero. The party kept closely along the coast, except where they came to bays and inlets, which they crossed upon ice from point to point. When they reached Harrison Bay they turned and proceeded inland before reaching their destination at the vil¬ lage of Jarvis on the Colville. Owing to their imperfect acquaintance with the route, and the difficulty of traveling with half-trained deer, and inability to travel over four or five hours during the twenty-four, on account of want of sufficient light, the trip, which should have been made in fifteen, consumed thirty days. Dana Thomas, Quaker missionary at Kotzebue, writes, August 14, 1903, as follows: The old prejudice of Alaskan miners, who have always heretofore used dog teams as beasts of burden in this work, is fast dying away before the very evident supe¬ riority of the reindeer for such work. Only those who have gone long journeys with dog teams, and have been compelled to load the greater part of the sled with food for the dogs or to pay very high prices for the same along the course of travel, can fully appreciate the great advantage of using reindeer that are to be driven all day, knowing that when resting time comes the deer will find their own food in the deer moss that covers the tundra in this region. The different white men who have used deer during the past unusually severe winter on the upper Kowak River, north of the Arctic Circle, have, without a single exception, been more than pleased with same. 2382 EDUCATION REPOET, 1903. Charles Dankurt left this place in December last with five deer, some of them not well broken. They were soon so well trained and so gentle that he and his wife had no trouble in driving them, going a distance of about 300 miles up the Kowak (north of Arctic Circle). His deer are so gentle that he tells us they will follow him or his wife about and take food from their hands. In April of this year Doctor Benson, of Candle Creek, left that place with his two companions, using four deer, which hauled the three men, together with sleeping bags, camping outfit, and four months’ supply of food. They traveled a distance of about 500 miles over tundra and across mountain ranges. After snow disappeared they used the deer as pack animals, strapping the burden upon the willing little animal’s back. At the last stage of the trip, -when the men had to cross a river or to go down the same in boats, the deer had become so gentle that when turned loose they wTould swim the streams after the boat, or follow after the same along the river bank. Both of these gentlemen declare that reindeer are by far the best animals to use as means of traveling or as pack animals in this region. During the year I have read with much interest The Land of the Long Night, by Paul Du Chaillu. While written for young people, the book contains so much information concerning the reindeer industry in Lapland, told in an entertaining way, that it can not fail to interest and instruct older people as well, and I wTould recommend that a copy be sent to each of the reindeer stations in Alaska. THE CRUISE OF DR. WILLIAM HAMILTON, ASSISTANT AGENT. The extended tour of inspection of public schools and reindeer stations in Alaska was this season made by Dr. William Hamilton, the assistant agent. The following is an abstract of his itinerary: Leaving Washington May 4, Doctor Hamilton joined the U. S. S. Thetis , at Seattle. On May 26 the Thetis , Capt. M. A, Healy commanding, left Seattle with Unalaska, the largest settlement on the Aleutian Islands, as her objective point, where she arrived June 5. While the Thetis was coaling for her Arctic cruise Doctor Hamilton inspected the public schools at Unalaska and conferred with the teachers and with the members of the local school committee, who here, as elsewhere throughout Alaska, by acting as auditors and advisers, assist the Bureau of Education in carry¬ ing on the Alaska school service. Extensive repairs to the school building at Unalaska wTere authorized. On June 11 the Thetis left Unalaska harbor heading for Nome in order to render assistance to merchant vessels, if necessary. The season was unusually late, and in approaching Nome the Thetis encountered a great deal of ice. Ice fields were drift¬ ing about off Nome, causing the large passenger steamers that had just succeeded in pushing their way to this important distributing point frequently to shift anchorage in order to avoid being driven ashore by the pressure of the ice. At Nome, which can be reached by steamer from Seattle in eight or nine days, letters and recent newspapers were received, fresh stores were obtained, and the mail for the remote places in the arctic, whose only means of communication with the outside world is the annual visit of the cutter, was taken on board. At Nome considerable anxiety was felt for the safety of the steamship Portland , which was long overdue. Captain Healy without delay started in search of the missing vessel. Three days were spent in the difficult work of pushing through the ice in that part of Bering Sea where the Portland had last been sighted without finding any trace of the missing steamer. While in the neighborhood of St. Lawrence Island, where there is a public school, a Presbyterian mission, and a reindeer station, an attempt was made to reach the island. St. Lawrence Island was found to be icebound, and it was impos¬ sible to approach within many miles of land. On June 20 the Thetis returned to Nome, where the Portland was found safely at anchor. On account of the unusually heavy ice in Bering Sea it was impossible to con¬ tinue the cruise until June 26, when a second attempt was made to reach St. Law¬ rence Island. Heavy ice and almost continual fog were encountered, and not until THE INTRODUCTION OF REINDEER INTO ALASKA. 2383 June 29 did the Thetis succeed in reaching the village of Gambell, near Cape Chi- bukak, at the northwestern extremity of the island. Dr. Edgar O. Campbell and Mrs. Campbell, the teachers on this remote island, were found to be in good health and spirits. A few hours were spent in exchanging the news of the past year, in visiting the school, in inspecting Government prop¬ erty, and in attending to miscellaneous business in connection with the station. At Cape Prince of Wales, where the Thetis arrived July 2, on account of ice fields drifting rapidly northward on the strong current through Bering Straits it was impos¬ sible to communicate with the village, and the ship proceeded to a somewhat shel¬ tered bay a few miles to the south of the cape. Mr. Rognon and Mr. Lee, the teacher and the missionary at Wales, came to the Thetis , and considerable business in con¬ nection with the school and reindeer station at Cape Prince of Wales was transacted, the visit of inspection being of necessity postponed until later in the season. At St. Michael the Thetis was delayed awaiting the arrival of the Yukon River steamer having on board Senator Charles H. Dietrich, of Nebraska, who had received permission from the Secretary of the Treasury to make the arctic cruise cn the Thetis. At St. Michael business connected with the school was attended to and supplies were purchased. The reindeer station at Unalakleet, on Norton Sound, was also visited, and Dr. Carl O. Lind, the superintendent of reindeer herds in Alaska, was consulted. On August 2 the Thetis left Nome and started on its cruise to Point Barrow, the extreme northwestern cape of the continent, visiting the mission station of the Prot¬ estant Episcopal Church at Point Hope en route. In the vicinity of Icy Cape, August 6, heavy ice was encountered. During the following days many unsuccessful attempts were made to proceed farther north. On August 8, near Point Belcher, about 80 miles southwest of Point Barrow, Captain Healy decided to give up the attempt to reach Point Barrow, hardly enough coal remaining in the bunkers to take the ship back to Dutch Harbor, on the Aleutian Islands, the nearest coaling station, more than 1,400 miles distant. The mail for Point Barrow was left at Point Hope to be forwarded by the overland mail route, which was to commence operations during the winter of 1903-4. While the Thetis was in Kotzebue Sound Doctor Hamilton had a consultation with Mr. Dana Thomas, in charge of the reindeer station at Kotzebue, near the entrance - to Hotham Inlet. Here, as at every other station in Alaska, the wisdom of intro¬ ducing reindeer to aid in the development of the country, and as a future means of support for those of the natives who are intelligent enough to avail themselves of the opportunity to become owners of reindeer, is being demonstrated. After cruising along the Siberian coast adjacent to Bering Straits, where the villages of Whalen and Indian Point were visited, the Thetis returned to Alaskan waters, anchoring off Cape Prince of Wales August 16. This time it was possible to commu¬ nicate with the shore. Several hours were spent in the village, the school and mis¬ sion being visited. In the village is a store conducted entirely by natives, and several frame buildings are evidences of the ambition of the more progressive natives to improve their condition. On August 17 Teller reindeer station, on the north shore of Port Clarence, was inspected. Since the commencement of the importation of deer, in 1892, Port Clar¬ ence has been the receiving station for the deer brought from Siberia and the dis¬ tributing point for the other reindeer stations in Alaska. On its way southward the Thetis called at King Island; the sea being unusually smooth, it was possible for a party from the ship to land and visit this remarkable village of cliff dwellers and to explore the cave which from time immemorial has been used as a storehouse by the natives. At the time of the visit of the Thetis the island was deserted, the inhabitants being absent on the mainland. On August 21 the final visit for the season was made to the teachers on St. Law- 2384 EDUCATION REPORT, 1903. rence Island. During the summer Doctor Campbell had completed the erection of a building to be used as a hospital for the natives. Here Mr. Thomas Richards, who during the coming winter of absolute isolation will assist Doctor Campbell, left the ship. St. Paul Island, the largest of the Pribilof or Seal Islands, was visited August 25, and its adaptability for the reindeer industry ascertained by a drive of about 30 miles over the tundra. On August 27 the Thetis anchored in Dutch Harbor, completing the northern part of her cruise. The ship was thoroughly overhauled and coal was taken on board for the remainder of the cruise. Just before leaving Dutch Harbor the Thetis received for transportation to civilization the passengers and crew of the schooner Deering, which had been driven on the rocks by the strong currents in Akutan Pass. Having an unusually large number of persons on board, it was desirable for the Thetis to make the voyage homewTard with as little delay as possible. Valdez was the only place visited between the Aleutian Islands and Sitka, where the Thetis arrived September 17. While in Sitka Doctor Hamilton had frequent consultations with Mr. William A. Kelly, superintendent of schools in the Sitka district, and inspected the two public schools in Sitka. The Thetis returned to Seattle by the out¬ side passage through the North Pacific. By the courtesy of Capt. Francis Tuttle, Doctor Hamilton made the voyage from Sitka to Seattle on the U. S. S. Perry through the inside passage; he wTas thus enabled to visit and inspect the public schools at Killisnoo, Hoonah, Haines, and Saxman. The Perry arrived at Seattle October 11. After attending to various matters of business with the firms in Seattle and San Francisco that had furnished supplies for the schools and reindeer stations in Alaska, Doctor Hamilton returned to Washington October 26, completing a tour of inspection that had covered about 16,000 miles. COOPERATION OF STATE AND TREASURY DEPARTMENTS. As in former years, the honorable the Secretary of the Treasury and Capt. Charles F. Shoemaker, chief of the Revenue-Cutter Service, granted Dr. William Hamilton, assistant agent of education in Alaska, transportation on the revenue cutters Thetis and Perry , w'here he received from Capt, M. A. Healy and the officers of the revenue cutter Thetis, and from Capt. Francis Tuttle and the officers of the revenue cutter Perry, many facilities in the work of inspecting schools and reindeer stations. Thanks are also dtie to the honorable the Secretary of State and the Hon. Charlemagne Tower, ambassador to the Court of Russia, for negotiations with the Russian author¬ ities concerning the exportation of domestic reindeer from Siberia to Alaska. All of which, with accompanying papers, map, and illustrations, is respectfully submitted. Sheldon Jackson, General Agent of Education in Alaska. The Commissioner of Education. CHAPTEB XLYI. EDUCATION IN THE PHILIPPINES, HAWAII, AND CUBA. EDUCATION IN THE PHILIPPINES. The following account of the condition of education in the Philippines is taken from the report of David P. Barrows, general superintendent of education for the Philippine Islands, for the year ending September 30, 1903. The report directs attention principally to the sustained effort to perfect the installation of the Amer¬ ican public school system in the islands. The organization of the department of public instruction includes a secretary of public instruction, a general superintendent of education, and division superintendents for the provinces. It appears that high schools have been established in many of the provinces, and that the instruction given at the insular normal school is now supplemented by the courses of normal institutes in several of the provinces. It was remarked, in commenting upon the report on education in the Philippines last year, that no information was available showing the condition of higher educa¬ tion in the islands. The same reason exists this year for not publishing any account of that grade of instruction. No reports have been received from the University of San Tomas and its feeders, the “colegios” which are scattered throughout the islands, which are in charge of the Dominican order, nor from the Jesuit college. The Americans continue to extend elementary education and instruction in English as far and as fast as possible. The American teachers appear to have met and over¬ come unprecedented obstacles and to have disarmed prejudices generally. In the last report of the Bureau a sufficient number of extracts were taken from the reports of the various division superintendents to illustrate the conditions the teachers are called upon to meet, and any further selections of that kind would be mainly repetition. This year more attention is given to statistics. At the close of the scholastic period ending with September 30, 1903, there were about 2,000 primary schools in operation in the islands, with 723 American and 3,000 native teachers. Instruction was given wholly in English from English texts. The subjects taught were the English language, primary arithmetic, and geography, with supplementary reading in Philippine and American history, and elementary human physiology. The attendance was about 150,000, and the accommodations were inadequate. The report of the general superintendent of education contains a table giving the expenditures for school purposes from municipal and provincial funds during the fiscal year 1903 in the different divisions of the Bureau. These expenditures (in local currency or pesos) were as follows: Furniture, 18,202.10 pesos; rent, 37,749.54 pesos; purchase and construction of school buildings, 134,583.43 pesos, and salaries of native teachers, 475,215. 75 pesos, making a total of 663, 750. 82 pesos. In Senate Docu¬ ment No. 304, Fifty-eighth Congress, second session (“What has been done in the Philippines”), which was compiled in the Bureau of Insular Affairs of the War Department under the direction of Secretary Taft, we find the statement that in the ed 1903 — vol 2 - 74 2385 2386 EDUCATION REPORT, 1903. last fiscal year (1903) the Philippine bureau of education expended 2,438,185 pesos in addition to the sums raised by the various municipalities and provinces for school purposes. This would make a total of 3,101,935.82 pesos expended for education in that year, or, the Philippine peso being worth fifty cents in gold, $1,550,967.91 in gold. In August, 1903, the sum of $72,000 was appropriated by the Philippine Commis¬ sion to defray the expenses of the education of 100 Filipinos in the United States in 1904. They were required to be natives of the islands and pupils of the public schools. This education in the United States will be continued from year to year. NORMAL INSTITUTES. The following is a report of the normal institutes held in the various divisions during the present calendar year: Division. Location of normal. Inclusive dates. Enroll¬ ment. Albay and Sorsog'on _ ISorsogon . . \Guinobatan. . . J-May 24-June 29 . . . . /• 60 j J \ 87 Ambos Camarines . Nueva Caeeres . May 4-May 29 . 121 Batangas . fBatamgas . . | May 4-June 26 . J f 165 Bohol .. . \Lipa . . . . Tagbilaran . _ . July 6-July 31 . 1 136 254 Bulacan . Bulacan . . May 4-June 26- . . . 300 Cagayan and Isabela . Tuguegarao, Cagavan . June 1-July 24 . 203 Capiz . . Capiz _ _ . _ Apr. 6-May 2 _ _ _ _ 86 Cavite . . . Cavite . . . Apr. 13-May 15 . . 110 Cebu . Cebu . Apr. 27-May 22 . 180 Ilocos Norte . Laoag . . . . May 18-June 19. . . 260 Ilocos Sur and Abra Vigan, Ilocos Sur . Mav 18-June 12 . 407 Laguna . . Santa Cruz . . Mar. 9-Apr. 3 . 234 Union. _ _ _ _ _ San Fernando . May 25-July 17 . 230 Masbate . Masbate . Mar. 31-Apr. 30 . 44 Nneva Eeija _ _ Gapan . . . Jan. 12-Feb. 12 . . . 103 Nueva Viscaya . Bayombong . Mar. 9-Apr. 10 . 38 Negros Occidental . . Bacolod . _ . Apr. 13-May 8 . . . . 241 Negros Oriental . . . Dumaguete _ _ Apr. 27-May 22 . . . 145 Pampanga and Bataan . San Fernando . Feb. 16-Mar. 27 . 308 Pangasinan . . iLingayan - - - - (Dagupan . Pasig . . ... . jjune I5-Aug. 21 . f 392 t 325 300 Rizal . . . May 4-Mav 30 . . Romblon . Romblon .... Mav 11 June 5 . . . 140 Surigao . Surigao . Apr. 3-May 11 . 96 Tarlac . . Tarlac _ _ _ June 8- Aug. 17 _ _ _ 316 Tayabas . . . . [Lucena . Z r~ to » o C- *- a . -'.if o& - a ^a = -; = 2£E-;E % i O = i-C 8 fsfSgS-i'lSgs ZT^ga'S 5is.a|1 53=s s£a O £3^ 5 3= £ r - | •s £ || rr- □ c ip 1=1 •5 “I 8=4 if 3fS Il'S I# I %£ = 1 2 izS'~ & *?S«-3 55 £5 ggs.'S I^-HS I? Il fi = 3 5 I f| Jlllfi § i£ 3? t? £ r >-=35 5 >5 - U.JJ 111 =SH pi 3V3 . §3jj >,| 5 i i Xa1 lilt ££ e, EJ ig ■='C 53 ? 5 |'3 r §1 “R*c ■ec'S to gU III «§■§ o=3 s i-o IB 5 & i X o ® a ^8 Jzn fill 2 * .3 = Sill m &« s-rri £Z> = 7 o: sf _ c o isr ES3 = i5-g ... &*> £^3 5 - - > 3 = £j*s* - ; = 33| ll! 2 3 o ^X^.33 3^ 3 573 | |fl 1 |S5 it#l i g^s . . fill II "gSsft 0*0 a 8 11*11 I s a £ || ! il 1 Js - °.§ I g-s I 3| a £ 3 3 111 a S 2399 a Sec remarks introductory to the table. i> Children J4 to 16 whose labor is necessary to their own or parents’ support are excused. e Not applicable to children over 14 lawfully employed to labor at home or elsewhere. Children 14 to 16 can not leave school to be employed unless their education is satisfactory to the school board. COMPULSORY EDUCATION. CHILD LABOR. 2400 EDUCATION REPOET, 1903. ■g.2 W © O 2 ng ftft £§§o 3 5 60 2 C -Po ©w eg, 'O rt & . a ©,_, ©^ ^ T ® S'! 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Cw Q ’ r-H C^'^H 'O S ^ Q. ^ -°2 r>( QQ ^ I—. iT«+H m § © d 2 ©a b a. g © a .a a © b © o h a h ag © 2 ^l3 KM ho ©'-'a bo w a a £ a *S3S 42 w ai2 d © — d g §■£ 2^3 d bo a a 2 g nf © a H ©a3 © a >,.25 o > o >» 0^3 ■0+3 a a •H O ■a a a a d s ^ a, 3 2 o o eo io ft>> fl-s be© |S ■s a ft ^ rJ? /-V W O ^ 42 ^ © 2 © H 2 1:3 © ©' III io| EC © H •a-d ©^ COMPULSORY ATTENDANCE AND CHILD LABOR. 2401 ^ 2 ‘3 p a g'S ® &£--S~ g o.g ;3'3g.2^o§o> ^-r®«S 2 c cj > >» ® 5 ~ -S '«) to - *-< G r— 1 'T^ Q <0 rG fajo p. cj S.S x >o oj-tf s§ *1 8 §og3 filOOH? £ c o cj d af oo Sg§.s o_ bpOT'S ® rC^d, d O i- O o°. '£ g d cj si-sa &C» ® 8 ^ > £;§,§« d° nS-o ,_ ce_glO aj o§ SSgc CG o 00 £ oo do ed 1903- n -YOL 2- £ £ u O' 0,0.^! 'O § dS d N*8S .1 si'O’O o bed 2 u 'S $ o .5 03 o3 2 2®® !ffp<® ^SSflog-2 o“ CD C A OxShS'C >l" 3 3 > TO O S3 g3-« 'Ec^ ^ dS.2^-2 3 0> P o ."S 50 C3> o > wooEhRHwHH GrO CJ ^ o s relating to compulsory attendance and child labor — Continued. 2402 EDUCATION REPOET, 1903. COMPULSORY ATTE3TDAINCE AND CHILD LABOR. 2403 a Four counties and the city ol‘ Washington are under special compulsory attend- f«Not applicable to children over 13 who can read and write and are ance laws. employed in useful service. b To 16 if unable to read and write English. O lit) i-H lOOCCOCOM H^OOCOOO CO (M CO O 00 O CO co' oT CO of rH~ < to o i x? 00 • S 45 co ^ gsj o la (2 *4 S- 'C S'O § Ip.# t>5 J>a ►>. pppp >>>» P;£ o -O OtfH a° «a * go 9 C .-p c3 G ri #s ego ffi So ° os ap •o e o •m g-2 ;^°8- * O CS ail"iP >, w O >,-0 K p p 05 1.-3 « ^rd'd ga O ^ r-4 °c« &§s. TO r* V S aas 73 „C O ■^^Oso ■°4k 5 Ml "w *'-» cj or P doo POP c o- O a, Pp o +»• o e og p tH oj C O P >*» S * ng cj oj cj cj 2 o *-< 3 o o o o ^ o o >. >. >> >-.> • C6 -2 a-. rt g*,g§ ►*.Q ^ G ccP cj O P -23 u O.G p>> OP O.P &H,0.0 >, £<>>>, 0) c O ca O cj •" S^pJs eg is. sgas; JO"! >i > P P C5 c3 a« o a -® as. io 15 o cd P "S 03 tH 03 g3 >. £h CC ’S •s^c ‘o aa a a aa^ ! a a o o o o 2 2 p o pp p p pp p p c © g_. o3«-g o|“g q o a >. o 3 f^'S o UP ~ > - , ,> >5 *H ’d O'OXI cj s bcor^'g ■§g£tg& •£v a, :=o <; >- 03 fH P cj O O O 0*0 'C'C'O p,p p : o o «« c o.o Ig’d,d •g 8 • a cj • o o §a :pp p c g 'g-p" IS, > £ a « a 3 O :£'o rso < >. o J oP IS I 11 .1 3 x2 to EJ O TO ^ P -r ^ o o s OOOP p >. ED 1903 — ^ a 15 local boards of 6 members each. b And mayor ex officio. c And a president. Summary of laws relating to the school boards of cities of 40,000 inhabitants or over — Continued. PART I— Continued. 2434 & ^ O) d-d dd; d«- « o I- O m S 9 • HHO £ O £ o .. B d d © © 8% o ' pq : EDUCATION REPORT, 1903. 'P'd £2 J o gj= XJ 9 |5 Art -d |L§ d .2 d 9 -t? 9°.5 0 « >> pqpq pq d be ’SSgiJ <2 © ? K •- * d43 P'SpP c d ^ o .S x> o ©,x -p ^ViX! >, fd w -w o d 9 Org o •2 S ||aj ^^9 1 1 a”-1 d .p 9.0 sdSo 3 >»>» PS^ d d © © >>>» SO 99g 2 ° >• P dj'd w “ ^ a) ^-P d> d 9i £2 'O d d p, a.>> d 2-2 >»+» fal d C d O & £ ftoi 0^0 d g g 04 d o ©2^ aeqp rH d cc •Tt 53 dJ 03 *3 CO fl -p d __ g3 9 ^d p: ?os 9 9 9 a; 2' 2 223''^ rt r9. CO d'S 3^0 d o- ill' i|9 •. CD P. pq *^pq H *5 „ © 04 ffl pq o 83 t^o 1.8. « © d > 3 ^ %3 r-J AO d S 8 2‘B pg. -d ’3.2 -Pa o-g |2 ^ 2 'o a V, 0> lO CC CC 1-t CQC* I> 05 o§ £3 CO CO ih r- of of co O CO O 00 01 tP 322 CO t> S?3 S5 d - N _© m ft W W J. |5 Is 00 M of © -JG SB. §g to d dpq Sh a Each. LEGAL STATUS OF CITY SCHOOL BOARDS. 2435 1 O I I I & & & §1 i 11 1 so s a> o o O ■g'gg’S -§ -§1 IIs! i ig II 1 1 § § g ! 1 g II S I II Is 1 II ls§ § 3" 8 8 | | S 8 3 || | 8 §3 || | 88 §§S | * ^ oo i-r Summary of laws relating to the school hoards of cities of 40,000 inhabitants or over — Continued. PART I — Continued. 2436 EDUCATION REPORT, 1903. oj'd £3 cd ’PH V. x g § .§© © ©.© d r- 1 X O© © d -© -X > S © St $ 111 © O© O 0 S © 0,ftft >>'’-' ,© ft >s >> >> pq e-i pqmm d O a« o C’- d&s'g «aa§ >.►#0 pqpq ^ .-§ © a © § © 8 © iS 8 § o'p'-s 0 >> 0?.H > >. © © >> M W M © o r^s H fc>a • d £ d O 0^0 ft ttWPQ I ^ » a; &>> „ „ ©a d OS'© d » t>> ' >> .2 £ ■ B © :£0 • >-. X o3^0Kto®„©4J,o!i®a ©©"^dddx^Sddd >>>“©0)0)0 S?©©© © © >> ^ >-.OH O © >> >> > Tfl CO CO CO CO a s at © eo © of © © © £) m © © © >>>>>> © lO CO ■3 8 II il x ^ o © - ©iS •x © © x © d '© ^ 02 d S © • O-S'x ?r © © 2? © © •"© £! •"© !:«© ^ d m © ^ © l^asaaaa * © g& 2 8 8 8 CO PR FrFrFrFR 00 ^ be Js ©r X >-.X cS-poS £© £ a a a o o o xxx pRpRpR >> m .-S'© © X m gii ■§a& I!! 11 111 I o f> :f> Fx a^ o 0 2 >> © © cog o 2 ©,© _c.f © d ©- >> CL fis > © o X ** a © b ©©I e& >> d a © >> . *£© 0^0 © Rx sgs, © 03 0) rS 3 4 O P< o © © pv. © o o a b © PL x 03 S,x ©/© a © >> >>^-ft>> >>>» • >>© >> • : &,© 03 >> : >> >>^ >> ■ ft fq pq pqpq ;pq pq : :ceh pq pq pq O CO ic CO CO 05 ic CM CO CM I> O rH l> CM e r"i CM rH O t>id 00 CO o a a © § £ o'0 o 2 a d O © x©© • d : o :pq •X pi _ O © £ O d .© a 8 -§ _ 02 © °oo • a &o§ : o “ o :pq cq © © b© § a) 'Q*o g-s-s ■§1 : cc FQ • x © ■gSg 13 ©•© ©sa 8© 0 „_. w o ° oo ©© o X X O d d^ PL x O Pj uo CO XT 'M O O OOOiOOi OC to ic o ^ i>* eo co OCOCOC5 • (N O 5 00 CO „. _ Ph©H0QO2 C 002 ©g of - ’©© O d x3Ph ©6 Hdc o go ©’© j-T 3gd c 0 © © © © > d d d a 2 02 02 p. 52 - © d © ©^3 s©b- ©53 © a^a © © o 02 COtB . o- ©-ft J- t/3 - X © O o O© ■© XH > m m © .+§ £ 5 © fl p "> J^s-g .g "3 I S'" g § as >>® © >,>, pq pqpq ft ft © © >> >> ■B o3 o| 0 43 f! a§ c 3 03 >. © O ■&EE; •s .2 3 !§u a.2 ft P,« >, < m 2 © >> ft O, x • 'O © 311 y_ o u O’” ft I ft o O ft ft © © io 05 03 'd •3£ a a o o P§ ap Ho 03 >*> © e . 0 P.B I-B. < ^ .2 II 8 m 0 0 m 2 03 © bo 44 ft m ci 'S Fh O ft ft > % gg ££ ,oo£ 03 P£ bOP,© 3*2 ■§4*3 •C o. c 43 P © ^*a < ir ft s & < H ft 4 © “1 ft O O § ro bc£ SfS o — ft ’73 O 03 2£ 58 p i 03 gi s fto H p| pi; So® 111 ^ tj-l CD > . O in " a © 03 03 Q3 U-, ft 0.2 *0 " H -IH §a pq c >. o^ 3’”^ a *| gcc ■sal oo« sa.a j cfo © h o P o3 •g ° M r3 §§■2 ■S 'd £ 2 _ 03 © ft ® — © VHC03CS O.S © ©S -gag's a cs 2 p © a O H H o pq o O C3 a 03 — tj.S ^ 0 C3 S beg s ^ « rH 4ft 03 § 3 X © 0 3 ft © ci ci © © O rrt O § ft © 2 > ft ||.2 43 2 >,| *G 0 & ’ii .'ft 0; !i h ci © 0 #a Q P4 P 'g S"ft ft Sg ■< 5 m CO pq iX> pq ft © o-o 'S a 3-d 'd © 03 X u-i'O 03 °a o" -si .-eg ft ._-C ft _R O .— i H © ’O o 4 j n R® 2 o c t»£,o >,73 eft pq pq © © T3 H © 03 © © ft 03 H . H © ©r© ft «M 0 © ft . o _, o O <-• O vi 'SS'g.^'So c5 ft O^5 o © © O 5 ft 4ft 05 42 3 42 S g O u .2 O © “ o >,73 >,©-2 >,£ pq pq pq h m 'd h © ft 43 ft © © to >, >,rH pq ft s3 aa^ rgtOjM ci 3 U Sij'H 5.s^ «sg a o 243 © >, ©.t3 a 3 B o ©§ 05 2^7 03 S’! n&SS teo§ 0-0 g-s^-g a « © O 12; a s< d : So 0' r3 C PART II— Continued. LEGAL STATUS OF CITY SCHOOL BOARDS, 2439 Summary of laics relating to the school hoards of cities of 40,000 inhabitants or over — Continued. PART II— Continued. LEGAL STATUS OF CITY SCHOOL BOARDS, 2441 Summary of laws relating to the school boards of cities of 40,000 inhabitants or over — Continued. PART II— Continued. 2442 EDUCATION DEPORT, 1903. fC o 32 111 O . £ rC > O a s a s bDoS D •c ^ o o •> a a <1 bfl'S .5 S3 Fft ft"13 09 ^ (rf u . erf O 3 o o O a . OR o . f-i g f o'S CD £ 2 PS . 'O ft | o a ft | ° O r§ ft"5 c; -+-> ft R °> 8 ® § “I QQ Sh (VI ra 09 " 09 *2 o ® og w CJ trf g O ■« >* tw >» <4H ^ cc 5 o • O w 02 c Oh o^* Cm o (N ^O °H o 2 °ll III y school 3 years. If! -sip to o >. >.pft ft o 3 o ft ^ 3 ft O e3 '’l C ft c •“ 3"- >>+3 y hoard tion; for y board inspecto] stated, y board tion; for "3 O O (72 >» year. y popula 4 years. ft Oft o O ft Q CO tMta ft « pq pq pq pq pq pq pq pq pq 8* ii= O M M >> ^ I ® g^j ft R.09 Eh c R'r gl£ all !'al s ®Oft S 3 O 02 c3 • g OrJ^O •° O n'l'2 02 02 O o ft ft ft ft o ft ft o3ft g <19 R R g? •■-i oft HU •2-l-S o o E o pq pq go 'ft ^ '0-5 . oftR <39 O ft Ort fti.Sftft^ og-^^gl 'g a 'g a -s g§8g§-& W M o3 sft O ” ft ft 5 5 ■oUz 1b|1 gSi-g ft 02 1 1|1 ft ||| ■S ®3° ft o § !§► ft 02 O0*O ft CD 33 •P a >>, rdd 2 eg O ^ O ft ^ft * 8 « s-g § o l|-° "II sill .^^•sll'g.sa jBtJ'g o, a) R o l $, 9i £ &‘ft a > o erf - So. o d ft Psi a © ft8 a a2 ft '-'ft R O ° eel,s g 53 § <2 -ft ■ ^ « c I§.OB •sis | I'g.S.'S 02 ° 5 o g •SB a>*R-R Rft g 02 £■311 •gala _, oo-S ^ a® ^ g ft=M 2 §03 0 § ft ffi O R a^ s'o *Rg<® ®‘£ft ft cj”2c3 o ^ C ft ft §1 C ft ft R ft o fee ft oft SH <12 ft ft 02 o ft2 ft-ai g ao a Slg . Sa-i g f-> X >1 g^ft^ p§£3 >>■-< « m ft o tn ft I 02 O o oft >. . 02 O ftR iO ft ft X aa s£i -lc«M « to >>co - c ft-g §§11 oocflft ft R* « ft a> "3 g o® o3 d >> t : ns-* : ai2^ >> ft >> ; c3 ! ft • O §g^ : X > • R C gq ; R ® o r e ftg^ K cS oj "cb c3 g*"' - Rft o ft g gft| o-g fj 5 oft fn a R.O ft <1 Si O w ft ft R^R 12 R a> R ft ^ rr> Cu O ® K ft+s g R ‘a g ft ^o fcOtH O 0 R o co R ft O. ® O o ■s e-ft ftp 02 X ^ sS R ^ a o® o ft ft as a 09 O CQ CQ LEGAL STATUS OF CITY SCHOOL BOARDS 2443 2444 EDUCATION REPORT, 1903. BIBLE READING AND RELIGIOUS EXERCISES IN THE PUBLIC SCHOOLS. The following tables, A, B, and C, are the result of an inquiry made during the month of February, 1904, of the superintendents of over 1,000 cities and towns. The questions submitted to the superintendents v/ere: (1) Are religious exercises conducted in the schools of your city at the opening of the day’s session? (2) Are they prohibited by law, ordinance, or regulation? (3) Are they limited to the read¬ ing of the Bible? (4) If the Bible is read in the schools, is it only the Old Testa¬ ment, or only the New Testament, or only a book of selections? (5) Is comment on Bible contents forbidden? (6) Are prayers said by (a) the teacher, (6) the class? ( 7 ) Are hymns or other sacred songs sung? With reference to question 5, it may be said that in most cases where it is nega¬ tively answered, it is stated that all sectarian comment is avoided; in most cases wffiere it is affirmatively answered the same appears to be meant. In reply to ques¬ tion 6, the statement is made almost unanimously that the Lord’s Prayer is recited or chanted; no other prayers are said, except in less than a dozen cases. Question 7 is many times answered in the affirmative, even in cases where the State school law or the constitution prohibits religious exercises, and where the Bible is not read nor prayers said. This, however, is explained by the fact that hymns and sacred songs are learned in the course of regular music lessons, since song books generally contain them. Some consider patriotic songs as sacred, and therefore reply to question 7 in the affirmative without hesitation. The National Reform Association published, in 1902, among its national reform documents (Vol. IV, Nos. 1 and 2) a comprehensive summary, from which the fol¬ lowing statements are taken. The facts given in Tables A, B, and C do not quite agree with the summaries of the reform association. A careful comparison will show this: “There are nine States, to wit, Georgia, Indiana, Iowa, Kansas, Massachusetts, Mississippi, New Jersey, North Dakota, and South Dakota, in which the reading of the Bible in the public schools is legally prescribed, either in the State constitution or in the school lav/.” Local authorities, however, discourage it in some places, owing to the heterogeneous population of these towns or cities. “There are twelve States, to wit, Arkansas, Idaho, Illinois, Maine, Michigan, Nebraska, New York, Pennsylvania, Rhode Island, Utah, Vermont, and West Vir¬ ginia, in which there is no mention of the Bible in the constitution or in the school law, but there are decisions of courts and State school superintendents of an authori¬ tative character, which give a legal status to the custom of Bible reading.” Where it is not read in these twelve States it is prohibited by local boards. Such cases are quite numerous. “There are sixteen States and one Territory, to wit, Alabama, Colorado, Connec¬ ticut, Delaware, Florida, Kentucky, Maryland, New Hampshire, North Carolina, Ohio, Oregon, South Carolina, Tennessee, Texas, Virginia, Wyoming, Oklahoma, in which the custom of Bible reading prevails, being supported only by usage and public sentiment.” Where it is not done, and the cases are quite numerous in some of these States, local authorities discourage it. “There are three States and one Territory, to wit, California, Louisiana, Nevada, and New Mexico, in which the Bible is, as a rule, not read, and in which public sentiment is against it, except in a few places. RELIGIOUS EXERCISES IX PUBLIC SCHOOLS. 2445 “There are five States and one Territory, to wit, Minnesota, Missouri, Montana, Washington, Wisconsin, Arizona, in which decisions of courts, attornevs-general, and State school superintendents are adverse to the reading of the Bible. In most of these, moral instruction is required by law.” Where in these States the Bible is read, nevertheless, it is done in compliance with local sentiment of the community. A comparison of the results of this last inquiry (February, 1904) with those of a similar one made in 1896 reveals the fact that in 75.8 per cent of the towns and cities reporting (830 of 1,098), religious exercises are conducted in the schools, while in the year 1896 the percentage was 80.05 per cent (to wit, 651 of 808). But the per¬ centage of those places in which the Bible is read varies scarcely half a per cent in the two years, to wit, 74.5 per cent in 1896, and 75 per cent in 1904. The difference of nearly 5 per cent in the number of places where religious exercises are conducted lies not so much in the facts as in the interpretation of “religious exercises,” the occasional singing of hymns during music lessons or festive occasions being interpreted to signify a devotional exercise. Mr. Ossian II. Long reports in the Forum (April-June, 1904) as follows: New York is now busy with another interesting legislative bill. The plan is that in all schools wholly or in part supported by the State, or under State control, instructions in the principles of morality shall be given as thoroughly as in any branch of learning. The pupils are to be taught with suitable text-books, in not less than four lessons a week for ten weeks, or its equivalent during every school year, and must pass satisfactory examinations as in other studies. In all normal schools, normal colleges, teachers’ training classes, and teachers’ institutes adequate time and attention are to be given to instruction in the best methods of teaching this branch; and no teacher will be licensed who has not passed a satisfactory examination on this subject and the best method of teaching it. The willful refusal of a teacher to teach the subject shall result in the revocation of her license. No public money is to be apportioned to any school not following out the provisions of this law. 2446 EDUCATION KEPOST, 1903. Table A. — Statistics relating to religious exercises in the public schools in 1904 of 521 cities of 8,000 'population and over. States and Territories. Number of cities re¬ porting. Religious exercises at the opening of school. Bible read. Other ex- ercises.a Con¬ ducted. Prohib¬ ited. Limited to read¬ ing of Bible. Yes. New Testament. Old Testament. Book of selec¬ tions. Comment f o r- bidden. Prayer by teach- 1 er or class. Hymns or sacred songs. <8 K* o £ Yes. 6 £ United States . 521 385 136 92 429 4 377 j 373 366 29 286 386 432 North Atlantic Division . 225 199 26 18 207 0 197 195 193 21 143 194 204 South Atlantic Division . 34 32 2 1 33 0 32 31 29 1 17 33 30 South Central Division . 45 29 16 5 40 2 27 27 25 1 22 28 ! 30 North Central Division . 186 121 65 44 142 2 117 116 115 5 80 126 ! 154 Western Division . 31 4 27 24 7 0 4 4 4 1 24 5 1 14 North Atlantic Division: [' Maine . 8 8 0 0 8 o 8 8 7 1 0 8 7 New Hampshire . 9 9 0 0 9 0 9 9 8 0 5 9 9 ; Vermont . . . 3 3 0 0 3 o 3 3 3 1 1 3 3 Massachusetts . . . 51 51 0 0 51 o 51 51 51 4 48 47 44 Rhode Island . 10 9 1 0 10 o 9 8 8 3 1 9 9 Connecticut . 17 13 4 2 15 0 13 13 13 1 5 13 13 NeAV York . . 48 34 14 •12 36 0 34 34 34 6 31 33 42 New Jersey . . 27 25 2 1 26 0 23 22 22 2 2b 26 27 Pennsylvania . 52 47 5 3 49 1 0 47 47 47 3 27 46 50 South Atlantic Division: j Delaware . 1 1 0 0 1 0 1 1 1 0 1 1 1 Maryland . . 4 4 0 0 4 0 4 4 4 0 2 4 3 District of Columbia . 1 1 0 0 1 0 1 1 0 0 1 1 1 Virginia . 7 7 0 0 7 0 7 7 7 0 5 7 7 West Virginia .. . _ _ 4 4 0 0 4 0 4 4 4 0 1 4 4 North Carolina . 3 3 0 0 3 0 3 3 3 0 0 3 3 South Carolina . 4 4 0 0 4 0 4 4 3 0 2 4 4 Georgia . 6 5 1 1 5 0 5 4 4 1 2 6 3 Florida . 4 3 1 0 4 0 3 3 3 0 3 3 4 > ! South Central Division: Kentucky . 9 8 1 0 9 1 8 8 8 0 5 7 7 Tennessee . 6 5 1 1 . 5 0 5 5 5 0 1 4 5 5 Alabama . 1 . 5 4 1 0 5 0 4 4 2 0 3 4 3 Mississippi . 2 2 0 0 2 0 1 1 1 0 l 1 2 2 Louisiana . 3 1 2 1 2 1 1 1 1 0 1 0 1 Texas . 16 7 9 3 „ 13 0 6 6 6 0 7 7 8 Arkansas . 3 1 2 0 3 0 1 1 1 1 0 2 3 Oklahoma . 1 1 0 0 1 0 1 1 1 0 1 1 1 Indian Territory . : North Central Division: Ohio . 35 31 4 2 33 0 31 31 31 1 10 32 34 Indiana . . 24 22 2 0 24 2 22 21 21 2 8 23 23 Illinois . 30 22 8 2 28 0 20 20 20 2 10 24 26 Michigan . 26 14 12 9 17 0 13 13 13 0 5 16 20 Wisconsin . 22 0 22 22 0 0 0 0 0 0 22 1 13 Minnesota . 6 3 3 3 3 0 3 3 3 0 3 2 2 Iowa . 19 12 7 2 17 0 11 11 11 0 10 14 17 Missouri . 10 6 4 4 6 0 6 6 5 0 4 1 5 8 North Dakata . 1 1 0 0 1 0 1 1 1 0 0 1 1 Smith Dakota 0 Nebraska . 3 1 2 0 3 0 1 1 1 i 0 i ! 1 2 ' Kansas . 10 9 1 0 10 0 9 9 9 0 7 7 8 Western Division: 1 Montana . . 4 0 4 4 0 0 0 0 0 0 4 1 0 ! 1 Wyoming . 1 0 1 1 0 0 0 0 0 0 1 0 1 1 Colorado . 6 3 3 2 4 0 3 3 3 0 2 1 3 •5 New Mexico . Arizona . I . . Utah . 2 0 2 2 0 0 0 0 0 0 2 0 2 Nevada . | 1 Tdaho . Washington . 4 0 4 4 6 0 0 0 o i 0 3 6 2 Oregon . 2 0 2 0 2 0 0 0 o ! 0 2 0 0 California . 11 1 10 10 1 0 1 1 l | 1 9 i i 3 Alaska . Hawaii . 1 0 1 1 0 0 0 0 0 i 0 1 i 0 a Including prayers chanted and hymns sung as musical exercises. RELIGIOUS EXERCISES IX PUBLIC SCHOOLS, 2447 Table B. — Statistics relating to religious exercises in the public schools in 1904 of 577 cities of over 4,000 but less than 8,000 population. States and Territories. Number of cities report¬ ing. Religious exercises at the opening of school. Bible read. Other exer¬ cises. a Con¬ ducted. Prohib¬ ited. Limited to read¬ ing of Bible. Yes. New Testament. Old Testament. Book of selec¬ tions. Comment forbid¬ den. Prayer by teacher or class. QJ O o3 00 tri a bo ° G a » a w 02 0) 6 5S5 Yes. o United States . 577 445 132 70 507 0 441 427 428 31 244 441 483 North Atlantic Division . 224 205 19 8 216 0 205 197 200 17 110 197 196 South Atlantic Division . 45 42 3 0 45 0 41 41 41 1 8 42 40 South Central Division . 58 34 24 7 51 0 33 33 31 1 22 34 51 North Central Division . 215 159 56 30 185 0 158 152 152 12 78 160 184 Western Division . 35 5 30 25 10 0 4 4 4 0 26 8 12 North Atlantic Division: Maine . 17 17 0 0 17 0 17 16 17 1 4 17 13 New Hampshire . 6 6 0 0 6 0 6 5 6 1 3 6 4 Vermont . 6 5 1 1 5 0 5 5 5 0 0 4 4 Massachusetts . . 52 52 0 0 52 0 52 52 52 1 46 49 47 Rhode Island . 7 7 0 0 7 0 7 7 7 4 1 7 7 Connecticut . 23 23 0 0 23 0 23 23 23 2 5 23 21 New York . 33 25 8 5 28 0 25 20 20 5 17 22 28 New Jersey . 21 21 0 0 21 0 21 20 21 0 21 21 19 Pennsylvania . 59 49 10 2 57 0 49 49 49 3 13 48 53 South Atlantic Division: Delaware . Maryland . . 3 2 1 0 3 0 2 2 2 0 0 2 2 District of Columbia . Virginia . 4 3 1 0 4 0 3 3 3 0 2 3 3 West Virginia . 7 7 0 0 7 0 7 7 7 1 3 7 7 North Carolina . 8 8 0 0 8 0 8 8 8 0 0 8 8 South Carolina . 11 11 0 0 11 0 11 11 11 0 1 11 11 Georgia . 11 10 1 0 11 0 9 9 9 0 2 10- 8 Florida . 1 1 0 0 1 0 1 1 1 0 0 1 1 South Central Division: Kentucky . 9 8 1 1 8 0 8 8 8 0 2 8 9 Tennessee . 4 4 0 0 4 0 4 4 4 0 1 4 4 Alabama . 10 10 0 0 10 0 10 10 9 0 1 9 10 Mississippi . 7 4 3 2 5 0 . 4 4 4 1 2 4 6 Louisiana . 4 0 4 1 3 0 0 0 0 0 4 0 4 Texas . 19 4 15 3 16 0 3 3 2 0 10 5 14 Arkansas . 4 3 1 0 4 0 3 3 3 0 1 3 3 Oklahoma . Indian Territory . i 1 0 0 1 0 1 1 1 0 1 1 1 North Central Division: Ohio . 44 39 5 0 44 0 39 39 39 3 9 39 39 Indiana . 25 22 3 0 25 0 22 22 22 1 7 21 24 Illinois . 31 27 4 2 29 0 27 25 25 3 11 27 27 Michigan . 25 19 6 2 23 0 19 19 19 0 4 19 24 Wisconsin . 13 0 13 13 0 0 0 0 0 0 13 0 3 Minnesota . 12 4 8 7 5 0 5 4 4 1 11 5 6 Iowa . 17 16 1 0 17 0 16 14 14 3 7 16 17 Missouri . 22 13 9 6 16 0 11 11 11 0 10 13 19 North Dakota . 1 0 1 0 1 0 0 0 0 0 0 0 1 South Dakota . . 4 3 1 0 4 0 3 3 3 0 2 3 4 Nebraska . 8 5 3 0 8 0 5 5 5 0 0 6 7 Kansas . 13 11 2 0 13 0 11 10 10 1 4 11 13 Western Division: Montana . 1 0 1 1 0 0 0 0 0 0 1 0 1 Wyoming . 1 0 1 1 0 0 0 0 0 0 1 1 1 Colorado . 4 2 2 2 2 0 1 1 1 0 4 2 2 New Mexico . 2 0 2 0 2 0 0 0 0 0 0 0 1 Arizona . 2 0 2 2 0 0 0 0 0 0 2 0 0 Utah . 3 1 2 2 1 0 1 1 1 0 1 3 1 Nevada . Idaho . 2 0 2 2 0 0 0 0 0 0 2 0 2 Washington . 3 0 3 3 0 0 0 0 0 0 3 0 1 Oregon . 3 0 3 0 3 0 0 0 0 0 2 0 0 California . 14 2 12 12 2 0 2 2 2 0 10 2 3 Alaska... . Hawaii . 1 I a Including prayers chanted and hymns sung as musical exercises. 2448 EDUCATION REPORT, 1903: Table C. — Combined statistics relating to religious exercises in the public schools in 1904 of 1,098 cities of more . than 4,000 population . ( Tables A and B combined. ) o ft a> Fh Religious exercises at the opening of school. Bible read. Other exer¬ cises. a States and Territories. X/l JD Con¬ ducted. Prohib¬ ited. '2 . New Testament. . "3 6 o 'S *6 '£ Fh 0) o rd 0) o o' o rO a d £ Yes. o £ Yes. o' £ £3- ■Spq 1o .-g be a.s 3 Yes. 1 a tB rf rf cm" 1, 200 O o o rH o o 05 •Sut -A\08 JO JOSTAJOdnS C* H o o o (N t o LO C> O o - o o o •SuiUI'BJJ JT3n -wbui jo aosiAJodng GO H o o o o o o rf CO a? 00 o LO cm" Cj> O o cf o o CO o o cm" O 8 o cm" •wbui -i9f> jo aosiAJ9dng N H o o o 8 o o LO cm" s •Sui -JUAV JO I0SIAJ9dng CO H 8 CM cm" 8 CO tH • o • o • 05 8 lO Physical training. •SJUT3JSTSS13 JO SOII'BJ'Bg iO H | $900 •J to l 1,400 O O H* GO o o CM 00 tO CM"rH" 800 700 _ 1,000 [ 500 ^ to | 850 'SJU'BJSISS'B jo i9qrany[ H H H t> • CM CM rH CO • •iosiAJ9dng CO H 11 o 00 000 ‘8 o 8 o o o rH o o 05 11 CO iH O O CM rf Music. •SJU'BJSISS'B JO SOIJ'BJ'Bg H o o 0^0 o Oo 1,000 1,248 1,750 1, 577 2, 652 2, 148 O o o 1, 550 1,200 900 1,600 1,400 1, 000 r 6oo \ to l 1, 000 •SJUBJSISS'B jo joqumjsi H H CO CM rH rH rH CO 9" rH CM rH 00 rH rH I rH • •josiAJ9dng o H 8 § Jj- O O lO o 00 CO rf O 8 co" O s o o cm" 009! O O o o CM 05 rf tH O o Tjl rH 1 Drawing. 'SJU'BJSTSS'B jo S9i.rep3g a 1 f$l, 000 { to 1 1,600 1,400 1,000 1,248 1,040 2,508 1,500 900 504 750 700 1,200 800 700 650 600 550 1,200 1 525 to [ 1,000 •SJUUJSISSB jo igquinjsl CD ! ^ I> rH CO rH CO rH • rH • CMHHHHHHH rH CM • rH • •josiAJ9dng m cm" rO O t+I O lO O 00 coi-f O 8 co" o o 05 1 cf O 8 rH O O 88 rH rH O 8 O CM rH Assistant superin¬ tendents^ •sau'Bj'Bg C5 o oooooo ■ h< o o O^OOOOOO iiOLOGO O^iOOiOOiOC • CO 1H iC LO\f CM" of rf CO* • rH rf do ; 2,500 2, 400 3, 000 2, 500 1,800 2, 000 O O (<) 2,500 2,400 2,000 2.500 1.500 1,100 i ■i9quinjs[ *0 COOO OHIMNOCOHH'O CM _ ; HHHHM H ^ •sjooqos ^jio jo jugpugjuliadng $8, 000 10, 000 _ 1 o o 8jS lO iO 000 ‘9 o o o 5, 000 O O o LO" 4,000 4, 500 o o o o o o O O o — i •uoxjmn -■buuojux jo ojnd CO 1902 1903 tH CO 88 rH rH H< O o CO o 05 rH CM o 05 1901 1901 T06I 1061 8 05 Popula¬ tion in 1900. 0? 1 3, 437, 202 1, 698, 575 IH GO 05 co <0 CM COlO 05 I> CM iO 05 00 o" co iO IH LO 05 8 lO 00 CO L- rf 8 00 CO cm" lO CO 342, 782 325, 902 rf LO lo'xoT 00 00 CM CM GO i> GO" IH CM & J M ^ £ O c3 • ft ; 3o J 'd o 3 o 0.0 8o 3 ^ ci s 8 rd ‘3+3 B o3 ■s| d o | <3 '3 o 3 o3 B fe.S ^5 1-5 a*; o 3 t> Primary schools. Assist¬ ants in charge of be¬ ginners’ classes. 16 ill i 1 : : : ? : : • ■ § Assist¬ ants of lowest rank. 15 $600 550 470 420 552 300 450 400 600 400 350 450 450 525 400 400 400 360 400 Assist¬ ants of highest rank. 14 $1, 240 1,000 770 1,080 . • ■ 1,200 1,300 (e) 700 650 700 700 600 575 (e) («) Princi¬ pals of largest schools. H • • o • • o • • • : ^ 1 1,800 1,900 1, 300 700 2, 000 (e) 675 Grammar schools. Assist¬ ants of lowest rank. H $600 550 570 552 600 600 (0 450 450 525 400 400 400 360 400 Assist¬ ants of highest rank. li $2,400 1,175 1,250 893 2,340 1,008 850 700 1,500 1,500 800 900 900 1,200 800 750 800 585 700 1 Princi¬ pals of largest schools. 10 $3, 500 2.500 2,015 2,060 3,180 2,000 1,700 2, 000 2, 400 2,100 1,800 1, 700 1. 500 2,000 1, 450 2,000 1,200 1,800 1,500 Super¬ vising princi¬ pals. a • • o . . o ■ ! - ^ ' ■ § j ■ • 8 High school. Teach¬ ers of lowest rank. QC $1,100 850 500 683 972 500 1,000 450 1,200 900 700 700 500 850 600 600 ( h ) 450 700 Teach¬ ers of highest rank, a oo oooooooooooooo o o O O O CO CO O O O CO O O O O O O O . — N r— 1 O O O O OOOO CO 00 H O r- ICOOJOO^I> rH CO of CO CO*' C'f erf r-T r—T of r-T r-T r-T of r-T t-H " r-T r-T A A A A A A A A A Princi¬ pals. OOOOOOOiO OOOOOOOOOOOOOO O OOOO OOiOOO Sg88g§S§Sg^Sg^SgaS8SSS_ 8 gggg^ggggg CO ^C^Cvfc4'c^T^C^c^T^C^C^«TrH'c4'cOCsf ofofeo ofoT r-T CO^rH'cTor^rH'r-rofcN CO* ^ rO Normal or training school. Teach¬ ers of lowest rank. to $1, 000 1,000 500 1,260 1,000 1,000 750 • o o • ■ o • o o • • o ^ ' 00 C5 • • t> Teach¬ ers of highest rank. o o o o o o O lO o CO1 (N (W 1,620 1,200 1,800 750 , (e) I 1,200 j 1,500 1,000 Princi¬ pal. $5, 000 5,000 4, 000 (b) 3, 780 2,400 3, 000 1,800 • o o o • • _ • O O O i • _ ^ : :£ ' • HHCO • » S Date of infor¬ mation. 0* 1902 1903 1904 1903 1904 1901 1903 1902 1901 1901 1902 1903 1903 1901 1902 1903 1901 1903 1903 City. H New York, N. Y . Chicago, Ill . Philadelphia, Pa . Sf. T, nnis Mr> Boston, Mass . Baltimore, Md . Cleveland, Ohio . Buffalo, N. Y . San Francisco, Cal . Detroit, Mich . Milwaukee, Wis . Washington, D. C . Newark, N. J . Minneapolis, Minn . Providence, R. I . Indianapolis, Ind . Kansas Citv. Mo _ St. Paul, Minn . superintendents’ and teachers’ salaries. 2461 Luxn paid men; 2462 EDUCATION REPORT, 1903, III. — Average annual salaries of teachers and supervising officers in cities of over 8,000 inhabitants, summarized by States, etc. 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 . 1901-2. 1902-3. Number of teach¬ ers and supervis¬ ing offi¬ cers. Expenditure for supervi¬ sion and teaching. Average annual salary. Number of teach¬ ers and supervis¬ ing offi¬ cers. Expenditure ! for supervi¬ sion and teaching. Average annual salary. 95, 769 §66, 561, 505 §695. 02 99, 515 §70,252,274 §705. 94 46, 969 35, 543, 105 756. 74 48, 817 37, 589, 437 770. 00 6,301 3,436, 613 545.41 6, 607 3, 619, 175 547.78 4, 777 2, 483, 299 519. 84 4, 982 2, 683, 020 538.54 32,044 20, 729, 416 646. 90 32, 705 21,238,002 649. 38 5, 678 4, 369, 072 769. 47 6,404 5, 122, 640 799.91 755 326,294 432.17 760 341,454 449.28 538 283, 927 527. 75 540 300, 611 556.68 186 85, 034 457. 17 186 91, 000 489. 24 9, 263 6, 897, 146 744. 59 9,552 7, 146, 031 748.11 1,395 869, 545 623. 33 1, 505 880, 454 585.02 2, 328 1, 369, 698 588. 36 2,446 1,430, 159 584. 69 18,445 17, 315, 795 938. 77 19, 282 18,509,643 959.94 4, 316 2, 734, 606 633. 60 4, 462 2, 897, 357 649. 34 9,743 5, 661, 060 581.04 10, 084 5, 992, 728 594.28 289 138, 249 478.37 285 143, 989 505.22 1,857 1,929 1, 349 905,428 671. 18 1,374 954, 888 694.96 789 359, 061 455. 08 805 373, 688 464.21 340 152, 336 448.05 345 165, 023 478. 32 465 164, 649 354.08 216 95,379 441.57 244 103,384 423.70 837 452, 795 540. 97 917 483, 737 527. 52 ’285 79,220 277. 96 243 104,687 430. 81 1,119 649,654 580. 57 1,135 692,063 609.74 739 381,219 515. 86 779 412, 811 529. 92 331 158,378 478. 48 337 163, 171 484. 18 203 78, 237 385. 40 861 394, 212 457. 85 879 409, 212 465. 54 1,179 662, 721 562. 10 1,270 738, 918 581.82 235 119,565 508. 79 241 125, 591 521. 12 112 46,125 411. 83 138 63, 017 456.54 6, 174 4, 081, 942 661.15 6,374 4,160,850 652. 78 2, 654 1, 553, 097 585. 19 2, 839 * 1, 659, 129 584.40 8,294 6, 565, 649 791. 61 8, 081 6, 490, 466 803. 17 3, 382 1,886,587 557.83 3,515 2, 018, 637 574. 29 2,586 1,444,120 558.44 2, 685 1,542,817 574. 60 2, 126 1, 357, 246 638. 40 2, 110 1,290,347 611. 53 1,972 976, 241 495. 01 2, 124 1, 056, 716 497. 51 3,203 1,911,626 596. 82 3, 244 2, 019, 134 622. 42 55 33, 258 604. 69 63 33, 258 527. 90 55 25,484 463. 35 60 28, 522 475. 36 705 456, 224 647. 13 715 468, 992 655. 93 838 437, 942 522. 60 895 469, 134 524.16 333 259, 165 778. 27 368 293, 219 796. 76 190 1, 011 856, 354 847. 03 1,150 944, 982 821. 72 23 15, 461 672. 22 26 428 248, 543 580. 71 461 253, 082 548. 98 41 26, 900 656. 09 779 505, 932 649.46 979 730, 765 746.44 345 232, 974 675. 29 372 255, 550 686.96 2, 695 2, 214, 230 821. 61 2, 817 2,436, 715 865.00 BENEFACTIONS TO EDUCATION. 2463 BENEFACTIONS TO EDUCATION. 1900-1901. 1901-2. 1902-3. Classes of institutions. Number of insti¬ tutions receiving benefac¬ tions. Amounts. j Number of insti¬ tutions receiving benefac¬ tions. Amounts. Number of insti¬ tutions receiving benefac¬ tions. Amounts. Universitities and colleges. . . Colleges for women: 270 §17, 023,202 251 $14, 840, 629 238 $12,677,056 Division A . • 8 591,225 843, 986 13 1, 466, 680 12 1, 617, 144 Division B . 87 27 305, 875 28 213, 615 Schools of technology . 4 82, 0C0 12 426, 783 1,269, 433 7 242,686 Schools of theology a . 49 946, 473 103,000 55 36 920, 260 Schools of law a . 4 8 52, 859 0 0 Schools of medicine a b . 11 209, 192 15 161, 573 6 39, 336 Public normal schools . 6 167, 337 3 150, 420 4 118, 712 Private normal schools . 15 448, 355 9 550, 916 11 749, 917 Public high schools . 57 36, 656 84 142, 936 68 183, 172 Private high schools . 166 1,206, 974 174 980, 635 170 1, 153, 177 Total . 627 21,158,400 651 i 20, 348, 739 1 580 17,915,075 a These are professional schools not connected with universities. b Including schools of dentistry, pharmacy, and veterinary surgery. Benefactions to educational institutions, 1871-1903. 1871 . . . $8,593,740 1888-89 . . . $6, 942, 058 1872 . . . 10,072,540 1889-90 . .. « 8, Oil, 019 1873 . . 11, 225, 977 1890-91 . . . . « 8, 519, 233 1874 . . . 6, 053, 804 1891-92 . . . « 8, 721, 902 1875 . . . 4, 126, 562 1892-93 . . . « 8, 207, 690 1876 . . . 4, 691, 845 1893-94 . . . . a 10, 855, 365 1877 . . 3, 015, 256 1894-95 . . . & 8, 240, 876 1878 . . 3j 103, 289 1895-96 . .. & 11, 677, 048 1879 . . 5, 249, 810 1896-97 . .. & 10, 049, 141 1880 . . 5, 518, 501 1897-98 . .. & 10, 981, 209 1881 . . . 7, 440. 224 1898-99 . . . ft c 25, 332, 792 1882-83 . . . . 7, 141, 363 1899-1900 . . . & 15, 066, 561 1883-84 . . 11, 270, 286 1900-1901 . .. 21, 158, 400 1884-85 . . . 9, 314, 081 1901-2 . . .. & 20, 348, 739 1885-86 . . 5, 976, 168 1902-3 . . . ft 17, 915, 075 1886- 87 . . 1887- 88 . . 7, 512, 910 . 6, 646, 368 Total for 32 vears. . 1 . . 308, 979, 832 a Does not include gifts to secondary schools. b Includes gifts to normal and secondary schools. c Leland Stanford Junior University alone received §11,000,000 in 1898-99. 2464 EDUCATION EEPOET, 1903. STATISTICS OF CATHOLIC SCHOOLS. [From the Catholic Directory, 1904. A.=Archdiocese.] Dioceses, etc., included. Parishes with schools. Children attend¬ ing. United States. 4,000 North Atlantic Division South Atlantic Division . South Central Division. North Central Division. Western Division . 1,249 581 1, 999 171 North Atlantic Division: Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey... . . Pennsylvania . South Atlantic and South Central divisions: Delaware . Maryland . . District of Columbia. . . . Virginia b . West Virginia . North Carolina . South Carolina . Georgia . Florida . Alabama . Kentucky . Tennessee . 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 . Idaho . Washington . Oregon . California . Nevada . Utah . Portland . Manchester . Burlington . [•Boston (A.), Springfield, Providence . Hartford . . New York (A.), a Albany, Buffalo, Ogdensburg, Rochester, Syracuse, Brooklyn. Newark, Trenton . . . Philadelphia (A.), Altoona, Erie, Harrisburg, Pittsburg, Scranton. j-Baltimore (A.), Wilmington & . Richmond . . . . Wheeling . North Carolina (Vic. Ap.) . . . Charleston . Savannah . j jst. Augustine, Mobile . . Louisville, Covington . . Nashville . Natchez . . New Orleans (A.), Natchitoches . . Dallas, Galveston, San Antonio, Brownsville (Vic. Ap.). Little Rock . [Indian Territory (Vic. Ap.) . . . Cincinnati (A.), Cleveland, Columbus . . Fort Wayne, Indianapolis . Chicago (A.), Alton, Belleville, Peoria . . — Detroit, Grand Rapids, Marquette . . Milwaukee (A.), La Crosse, Green Bay . . St. Paul (A.), Duluth, St. Cloud, Winona . . Dubuque (A.), Davenport, Sioux City . . St. Louis (A.), Kansas City, St. Joseph . . Fargo . Lead, Sioux Falls . Omaha, Lincoln . Concordia, Leavenworth, Witchita . Helena . Cheyenne . . Denver . j-Sante Fe (A.), Tucson . Boise . Nesqually . . Oregon City (A.), Baker City . I San Francisco (A.), Monterey and Los Angeles, [ Sacramento, Salt Lake City. 23 35 20 159 57 458 137 360 106 10 10 8 5 11 39 94 18 20 102 101 29 28 306 179 368 139 310 147 167 194 12 27 66 84 9 4 19 14 4 20 30 71 986, 088 454, 195 98, 321 395, 052 38,520 9,437 12, 611 5, 190 86, 212 26, 933 152, 720 48, 383 112, 709 24, 483 3,430 1,820 596 411 2, 260 5, 880 16, 488 2, 773 3,358 19, 202 13, 243 1, 642 2, 735 71, 668 27, 999 93, 717 37, 818 56, 847 28, 562 28, 155 31, 436 630 2, 880 7, 545 7, 795 1,700 430 5, 243 2,887 765 4,000 4, 100 19, 395 a Includes Bahama Islands. 6 Wilmington diocese includes also the two Eastern Shore counties of Virginia. FOREIGN STUDENTS IN GERMAN UNIVERSITIES. 2465 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 1903, was 2,731. These figures show a decrease of 52 over the preceding year, when 2,783 were enrolled. Of the number in 1902 (2,783), as many as 708 studied philosophy, philology, and history; 649' mathematics and natural sciences; 585 studied medicine; 323 studied law 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 nonmatriculated foreign hearers, of whom 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-Hun¬ gary, 507; Switzerland, 259; England, 157; Bulgaria, 68; the Netherlands, 50; France, 47; Greece, 46; Italy, 44; Servia, 44; Luxemburg, 38; Roumania, 37; Turkey, 35 p Sweden 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 were 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 percent. In 1890-91 it again rose to 6.7 per cent; in 1900-1901 it was 7.3 per cent, and in 1901-2 it was 7.55 per cent; in 1903 it was 7.7; and in winter of 1903-4 it was 8.2 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. As regards the different institutions, the following details as to the number of for¬ eigners will show their relative rank: Berlin _ Leipzig Munich Heidelberg Halle . Freiberg . . . Gottingen . . Marburg . . . Strassburg Jena . . Bonn . Wurzburg . Munich . . . Darmstadt Karlsruhe. Berlin Dresden .. Hanover . . UNIVERSITIES. 876 406 257 197 146 128 99 51 66 79 67 54 Konigsberg Breslau Tubingen . . Giessen Erlangen . . Greifswald . Rostock ... Kiel . Munster ... Total POLYTECHNICA. 486 475 375 314 267 147 Aix la Chapelle Stuttgart . Brunswick . Total 75 41 30 53 25 37 14 17 13 2, 731 134 88 69 2, 355 ed 1903 — vol 2 - 79 2466 EDUCATION REPORT, 1903. 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, exclu¬ sive 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 Swit¬ zerland had 2,491. Number of foreign students in German universities. UNIVERSITIES. # Berlin . Leipzig . Munich .... Heidelberg . Halle . Freiburg ... Gottingen . . Marburg. . . . Strassburg.. Jena . Bonn . Wurzburg .. Konigsberg. Breslau . Tubingen... Giessen . Erlangen . . . Greifswald . Rostock .... Kiel . Munster . . . . ?otal Per cent of the whole number of students. 4. 02 735 6.1 1895. 1899. 1900. 1901. 1902. 1903. 553 655 714 885 888 876 258 322 370 415 406 193 196 206 232 259 257 206 205 158 184 197 135 138 141 162 146 84 96 140 121 128 65 93 102 89 99 61 66 81 88 51 93 73 79 79 66 78 71 60 73 79 50 50 56 68 67 52 59 45 64 54 40 49 1 47 62 75 29 40 40 36 47 41 35 48 46 43 30 6 35 24 41 53 30 33 30 29 25 20 22 21 24 25 37 10 7 18 17 14 17 22 24 16 17 10 4 8 13 13 2,025 2,284 2, 322 2, 606 2,783 2,731 6.2 6.7 s 7.3 7.5 7.55 7.7 Winter of 1903-4. 3, 093 8.2 POLYTECHNICA. 1895. 1899. 1900. 1902. 1903. Munich . 230 461 486 Darmstadt . 83 413 475 Karlsruhe . 123 384 375 Berlin . 213 363 314 Dresden . 151 261 267 Hanover . . . 84 156 147 Aix la Chapelle . 58 144 134 Stuttgart . . . 65 78 88 Brunswick . 34 54 69 Total . 1,041 1,276 1,800 2, 314 2, 355 Notes. — The figures in both tables do not include the foreign nonmatriculated students, whose number is considered fully as large. They are usually students of special branches only. The number of foreign students in agricultural, forestry, mining, veterinary, and commercial col¬ leges was 864 in 1902. In 1903 Austria had 1,720 foreign students in its universities; Switzerland, 2,355. United States contribute from 22 to 25 per cent of the foreign students in Germany, but only 10.2 per cent of those in the universities. REFORM OF EDUCATION IN ROUMANIA. 2467 SCHOOL AND COLLEGE ENROLLMENT IN THE UNITED STATES IN 1902-3. Grade. Number of pupils. Public. Private. | Total. Elementarv (primary and grammar) . Secondary (high schools and academies) . City evening schools . Universities and colleges . Professional schools . Normal schools . Business schools . i 15,417,148 608,412 229, 213 42,356 10, 648 j 49, 175 | 1,093,876 168,223 83,478 51,223 14,939 137,979 16, 511, 024 776, 635 229, 213 125,834 61, 871 64. 114 137, 979 34, 422 11, 932 4,363 13, 270 28,411 13, 935 2, 233 1,750 15. 000 105, 932 50,000 Reform schools . - . 34,422 11,409 4, 363 12, 714 28,411 13,935 2,233 1,750 Schools for deaf . Schools for blind . Schools for feeble-minded . Government Indian schools . Indian schools (Five Civilized Tribes) . Schools in Alaska supported bv Government . 523 556 j Schools in Alaska supported hv incorporated municipalities . Orphan asylums and other benevolent institutions (estimated) .. Private kindergartens . Miscellaneous (art, music, etc.) (estimated) . Total for United States . 15,000 | 105,932 50,000 | i 16, 466, 1S9 1,721,729 18,187,918 TEACHERS IN THE UNITED STATES, 1902-3. Teaching in — Male. ; Female. Total. State school systems a . j Private elementarv schools & . Private high schools and academies . 117,035 | 10,939 I 4,013 j 1,251 : | 332,252 43, 755 5. 433 Public normal schools . 2, 180 628 Private normal schools . 661 : Tin i versifies and colleges _ _ 14,611 675 ; 2. 159 1,863 Colleges for women . Schools of technology . 1,458 ! 4,123 144 Independent professional schools c.. . City evening schools . 5 Bnsiness schools _ . - . . . 2, 153 1,979 ! 210 614 2,973 1, 132 434 1,503 Reform schools . ' Schools for defectives . Government Indian schools . Indian schools (Five Civilized Tribes) & . 942 318 1.333 477 Schools in Alaska 6 . 29 44 Orphan asvlums i> . 600 Private, kindergartens?) . . . . 4, 337 2, 000 Schools of art, music, etc.& . 500 449, 287 54,694 9,446 3, 431 U2S9 16. 770 2, 538 1.599 4, 123 5.126 3,111 644 2.117 2,275 795 73 600 4,337 2,500 Grand total 161,511 i 403,244 564, 755 a Including public high schools. & Estimated or partly estimated. c Under universities and colleges are included 4,921 professors and instructors in professional departments. REFORM OF EDUCATION IN ROUMANIA. The Bureau is indebted to the courtesy of the Hon. John B. Jackson, United States minister to Greece, Roumania, and Servia, for the latest report of the minister of public instruction and worship of Roumania, Spiru C. Haret (Bucharest, 1903). The report is mainly devoted to describing the reform in education which has been put in force since 1893 through the energy and initiative of the present ministry. It shows that the proper scope as well as the modern means and methods of education are well understood in Roumania, a fact which is illustrated in the introduction, which defines and discusses those subjects. The report begins with defining the object of a public education, which it declares to be of a triple nature, viz, to form good citizens, to supply the youth of the country with a certain stock of knowledge which is indispensable to everyone without dis- 2468 EDUCATION REPOST, 1903. tinction of rank — for which reason instruction should be obligatory in acquiring this amount of knowledge — and thirdly, to furnish a well-equipped contingent for all the careers which are necessary to the complete and harmonious life of the State. The report then proceeds -to criticise the primary and secondary grades of educa- cation in Roumania as they were before the introduction of the reform, and states that while the primary rural school used to keep the children of the peasantry in attendance for five or seven years it imparted to them only theoretical knowledge, without any special preparation for a farmer’s life. The instruction was the same as in city schools, and was adapted to fit for the lycees rather than for practical life. As to secondary education, it devoted the greatest part of its seven years to the study of the dead languages, which used to be considered, for reasons which have long since ceased to have weight, the only study suited to form the thinking faculty and develop a knowledge of the beautiful and the good. As a consequence, the entire cultivated class of the country was educated in accordance with the ideas of the sixteenth century, instead of being trained for actual life. Furthermore, this educa¬ tion was suitable only for the wealthy classes who could afford to spend eleven years in acquiring it, but wTas unsuited in every way for the poor, who need a prac¬ tical or business training. The reform of public education is designed to give primary and secondary educa¬ tion a less purely theoretical character. To this end practical agriculture is taught in the rural schools side by side with manual training, while this latter subject of instruction has been introduced into the city primary schools. In secondary instruc¬ tion the programmes have been made more practical by introducing business courses, so that the graduate of a lycee or gymnasium will not be so completely defenseless in the struggle for existence as formerly. Above all, the effort is made to combat the prejudices against business pursuits, industries, and agriculture, which have become rooted in the minds of all through so many years of a one-sided education. Considering the public schools as one of the most powerful instruments of social action, from the fact that their influence is felt in all degrees of society, the modern reform is declared to have had in view not only the cultivation of the mind, by enriching it with knowledge of different kinds, but also the development and dis¬ cipline of the heart and the formation of character — in a word, it has had regard for the complete education of the young. Instruction properly so called usually rele¬ gates this part of education to a secondary place. The whole reform movement in Roumania is based upon the law of 1896 relating to primary education, the law of 1898 relating to secondary and superior instruc¬ tion, and that of 1899 relating to industrial training. These laws were not made de novo, but revised and completed those of previous years, notably the law of 1886, and all were finally revised in 1901. Primary instruction was made obligatory in the rural districts (wherever there were schools) as early as 1864, but the schools and teachers were entirely inadequate for the requirements of the population. Thus, in 1864, when the population was 4,500,000 and at least 6,750 teachers would be required, there were only 2,525 teachers in the country and only one normal school to supply new teachers. Even at the present time there are 813,940 children of school age and only 338,659 attending school. There were in 1903 5,949 school¬ teachers for a population of 6,000,000, in round numbers, which requires, under the conditions of the country, 11,500 teaehers. As it would be impossible to procure and pay this number of teachers, the expedient was resorted to in 1902 of dividing the classes so that some attend school only in the forenoon and the rest in the afternoon. By this arrangement the number of teachers necessary to teach the full number of classes has been reduced. A corresponding deficiency in the number of school- houses and school material caused the authorities to take coercive measures to com¬ pel the communes to supply both school accommodations and suitable material for instruction . The financial agency by which the construction of school buildings was REFORM OF EDUCATION IN ROUMANIA. 2469 effected was a school fund, established by the law of 1896, amounting to $6,000,000, for the purpose of furnishing loans to the communes on long time to aid them in building sehoolhouses. The ministry furnished the plans, which were prepared in accordance with the approved modern requirements as to space and lighting. The schools were equipped with suitable furniture and materials for instruction, including maps, globes, models of geometrical figures, and historical wall pictures, especially a number illustrating Roumanian history from the time of Emperor Trajan to the present. A uniform set of school books for primary schools is printed by the ministry of instruction and sold at 1 0 to 15 per cent above cost to provide a fund for supplying poor children gratis. Poor children are also aided, especially in the rural districts, where they have to go long distances to school, by the school canteens, which supply them with hot food at the minimum of cost. Other details of organization and management of primary schools given in . this report manifest wisely directed efforts to improve the schools, compel attendance, and introduce modem knowledge as far as the primary grade will allow. One instance of this disposition which must prove of great advantage to the country eventually is the establishment of practical instruction in agriculture and gardening in the country schools (including an annual tree planting) and hand work and hand¬ made petty manufactures in city schools. Teachers’ meetings, including popular lectures, held on Sundays during the school year, schools for adults, popular libraries, and the circulation of periodicals devoted to education are other means of keeping up activity in this branch of education which were introduced by the ministry. A unique movement which merits attention on account of its origin, is the found¬ ing of popular banks throughout the country by the schoolmasters, and, sometimes, the village priests. The first bank of this kind was started by a schoolmaster in 1891. Others followed, and in 1898, the attention of the ministry being called to the existence of these institutions, steps were taken to encourage them. Their number in 1902 had increased td 700, with a membership of nearly 60,000 and a capital of $850,000. These banks are established for the benefit of schoolmasters, priests, and the country people generally. They have been the means of promoting ideas of econ¬ omy and business habits among the peasantry and rural laborers, who have deposited their earnings and savings in them to the extent of over $1,000,000. Notwithstand¬ ing the opposition and intrigues of the village usurers and others, whose time-honored business of exploiting the peasantry has been interrupted by the banks, the small farmers have begun to pay their debts through the assistance of the latter, to purchase cattle and land and build better houses. According to the report entire districts have been transformed within a short time through the agency of these institutions, usury has disappeared, ease and comfortable security have supplanted it, and the peasants have acquired self-confidence and now undertake enterprises which formerly they would not have ventured to dream of. Thanks to the banks, stores have been estab¬ lished where the country people can procure everything they need at low prices, so that they are no longer obliged to make trips to the villages and encounter the various temptations laid for them there. They can now buy on credit high-priced agricul¬ tural implements, and rent land or buy it outright. In the future it is expected that these banks will promote in Roumania the remarkable village associations which in Denmark and Norway have enabled the peasantry to monopolize the butter and cheese industries and the export trade in milk and eggs. Indirectly the country will be indebted to the popular banks for rooting out the alcohol evil. The extirpation of usury will drive from the villages most of the small tavern keepers, who were often usurers in disguise, and the development of the spirit of economy, engendered by the consciousness of the possession of bank accounts, will be the best remedy for the foolish expenditures at the cabarets. It has been noted that the peasants are prompt in paying their bank debts, and individuals are often seen to resist the temptation of going to the cabaret in order not to trench upon the sum destined for the bank. 2470 EDUCATION REPORT, 1903. The normal schools for supplying teachers of primary schools are 6 in number and graduate annually from 25 to 40 students each, making a total of from 225 to 360 — a number which is still insufficient to recruit the teaching force to its proper quota. SECONDARY EDUCATION. Since 1898 the lycees have 8 classes or an eight-years’ course, the. first four having the same common programme in all the institutions, a trifurcation of studies taking place with the fifth year into three sections — classical, real, and modern — it being left optional with the scholar who has passed the fourth year which of the three courses he shall thenceforward pursue. In the classical section, as might be inferred from the name, great attention is given to Latin and Greek. In the real course mathe¬ matics and the physical sciences hold the first place. The modern section is merely the classical section in which Greek is replaced by the physical sciences taught as they are in the real section. Religion and the Roumanian, French, and German languages are common and obligatory to all three sections, as are also universal and Roumanian historjq psychology, logic, political economy, common law, civics, sing¬ ing, and gymnastics. Since 1902 the Berlitz method of teaching modem languages has been introduced. There are also secondary schools for girls, which are divided into two classes or grades. The course in the first grade is of five years, and the studies are: Religion, the Roumanian, French, and German languages, geography, history, arithmetic and elementary geometry and accounting, cosmography, physics, chemistry, natural history, pedagogics, hygiene, domestic medicine and pharmacy, especially with regard to infants, domestic economy, hand work, calligraphy, drawing, singing, and gymnastics. In secondary schools for girls of the second degree or grade, besides completing the previous studies, the course includes psychology, logic, political economy, law, civics, and either Latin, Italian, or English. The course is four years. Girls who have completed the course in these schools, including Latin, obtain certificates equivalent to those of the modern course of the boys’ lycees, which admit to the university. The following subjects for graduation themes for students of the lycees illustrate the scope of the secondary studies in Roumania. They include: The necessity of knowledge of history in the education of the citizen; religious reform in Europe, its causes and consequences; theoretical and applied physics; relations between his¬ tory and poetry; foreign influence upon Roumanian civilization and literature; Roumanian civilization and literature before the nineteenth century; Roumanian chronicles of the seventeenth and eighteenth centuries; equations and curves and the connection between geometry and algebra; syllogisms; law, theory, and hypothe¬ sis in physics; the atomic theory; energy and its transformations; influence of the Suez Canal on commerce; men of science and men of letters; influence of scientific studies on the mind; volcanoes, their causes and effects; influence of popular Roumanian literature upon that of the educated classes; physico-chemical action of water upon the earth’s crest; theory of evolution; on sensation; characteristics of Greek and Roman culture; influence of their surroundings upon animals; mimetism — adaptation; intellectual development in animals; the sun and the starry system; the State and the individual; the appearance of man upon the earth and his position among the other beings of this planet; geographical position of Roumania, its advan¬ tages and disadvantages; the planetary system; epidemics and prophylactic measures against them; causes of the decadence of. the Roumanian principalities and their recovery; races, species, nations; mining. From these selections it appears that modern or ‘‘positive” studies are fully recog¬ nized in the courses of study in Roumanian schools. The disposition to further practical ends in education is shown in the increased attention given to what in REFORM OF EDUCATION IN ROUMANIA. 2471 Roumania are called “professional” schools, following the French use of that term. By professional schools are meant schools of agriculture, business, commerce, and the smaller industries of various kinds, not schools of law, medicine, or theology, as with us, these latter studies being pursued at the universities. There are now 80 schools of this character, divided into 12 agricultural schools, 31 trade or industrial schools, 11 business schools and 2 commercial classes for boys, and 18 professional (mostly millinery) schools, 3 classes and 3 housekeeping schools for girls. The instruction given in the trade schools is shaped with an eye to the industrial demands of the different localities. SUPERIOR INSTRUCTION. No less a revolution has been experienced in the ideas relating to university studies in Roumania than in those regulating the inferior grades of instruction within the last few years. The report gives a brief historical survey of the position of the uni¬ versity in the scheme of education in Roumania before and since 1898. The law of 1864 provided four university faculties — those of science, letters, medicine, and law — and prescribed the list of lectures which are to be given in each. This organization made of the university a kind of superior school to the lycee. There were the same invariable programmes, the same examinations at the same set periods, and the same diplomas year after year. The modern conception of the function of the uni¬ versity is quite different. According to the modem views the question of examina¬ tions and diplomas should play a less prominent part and not obscure the principal mission of the university, which is to be the highest center of culture of the country. The university should attract and retain within the sphere of its activity all those who are in the way of contributing to the progress of knowledge, or at any rate are competent to present its latest form. The university should be a tribune for the free expression of ideas, unshackled by programmes, examinations, and diplomas. Doubtless these latter should have their proper place in the university system, but they should not be the first consideration. Nor should the university instruction hold aloof from the needs, the aspirations, or the material conditions of the country, and immerse itself exclusively in superior speculations and abstractions. The law of 1898 was based upon these broader views. Professors were no longer restricted to a single course, but could lecture upon matters relating to their specialties in other courses. In this way the isolation of the several faculties was broken up. Docents were also allowed to give free lectures upon the subjects of the various faculties, out¬ side of the regular courses, and special lecturers not connected with the university were to be invited to lecture upon any subject of interest and importance which the university authorities might deem advisable. The two universities of Roumania are of recent origin, the university at Iassi having been founded in 1860 and the university of Bucharest in 1863. Their beginnings were small, and it is only in recent years that they have become comparable with other European universities, and they still suffer from insufficient quarters and equipment. There are some 3,500 students at Bucharest. STATISTICS OF ELEMENTAKY EDUCATION IN FOREIGN CO 2472 EDUCATION REPORT, 1903. Ilslt llilI§|gsllalKsIlalSSS‘'SlllS S58^,tf'refci' "" iOOOin®TfCCuO(N(NI>(N'^!)OM(OMNCO^CCf) . - P P ni oi eo to P to eo in to in to i> «> i> i> to i> i> r> ci in i> oi to -rH i — I H H i — iHHriHHHHHHHHHHHHHrHrHHHHHHHHHHrl H ri H IslISlSSIll.llglllsIslSlgSSlIllllsI sll- to eo of in os" in II 13 I SI M 9jj. IliglTlII iiiiiiiiiiiiiiiiiii! Ill I fit > c i 3 IB'S O-g g SfiSf ESS'S 3q, £ IS It s JfS-Sfi. : ; i^E'g 1 1 ® ftl'gSs &•§ | IIP! | ^ * ;|i| pill I ll iilil i| i|U bbSs FOREIGN SCHOOL STATISTICS. 2478 1111 'N CO ms g I ii 111 : g “ s" I iligiii | HH co 311 ot^i>o i> t-‘ 10 io ^ VC CO rH rr 06 CO- o feSKffsssssgssu sscgg t-5 r-5 1-5 c4 1-5 rH e-i r-I rH ' ' 'H-i © The gross enrollment, not excluding duplicates, comprised 129,796 boys and 124,763 girls. o Includes 89 pupil teachers, 69 monitors, and 60 sewing teachers. Statistics of elementary education in foreign countries — Continued. FOREIGN SCHOOL STATISTICS. 2475 s c 3 gii 1 II § # e. § I * o *3 £ ? .5 -A re -2 3 S.S 3 | £ 1 5-sa -5 3 1 in ! I!!|S I i|i!| C § a a egg * « •2-l| 'S o ||| 1 3 a ^ fit 1 1 -eg S 8 |ii i | III 1 1 ill 1 1 m 1 1 5 :: I ! 1 1 i j. I I I !& I 13 ® II i? ?! g °3 s I I § si S"-* 8 ° JTf 1 riS' gllrig** e‘2-gf-5’5 So 2 < o — © 5 '-5 “ £ ® 3 o' -2 il!-ss-3f5sgrf*i'S58 £ -e a, <5 . ri -ESS C •— — 3 c .otBzZ § 3 -e o § 51ft i mil S-o sr-g g „- -• S'^Eh'-S £ ~ ^ rigs ri-Sri.hSri S g g 2 X H j ii i it; " - I. | 1 is 1 i Hi I 1 1 1 II 1 11 1 k . I1 Si 1 lig 1 Si ill 118 II 1 IS § ss $ mi i si sis S a § i¥ i if * icTco" oT om’in so g'jgj' ro ^oT t— I r-i : a^|d P ft o p_o § w £x ® B : g * ' - .; : g £g §33? 5 g _ gS"S? SB P i i e -3 j 5 5 2 1 ** o £Fii to Bis g gi : « » : : S BxB « « ^ So ^ ®S § . y-i o T— Of— ci — CT- OX O* OO O ! s _4 £ ii s vi §i $ si g§ s ” ; i l ll III 1 f il i is i i 1 ll ill § g £ Is 1 is I i S *■ -■ il i—i © •C Si 2 i i if 1 ; : “■« « ; ; $ 3 1 i « : ^ ES S i i l¥ if i i S* i i *> 3 • If II §S||| ;c m -ass ill 25 Jit 1.5 & § I i 1 1 l ti c « 3 "S -3 fi I HI IJLS 3 >-. O 3 >-.3 see 3 3-72 3 3 lsp5| S JS O a! I II I |g <5 CO 6 II I Public schools only, which enrolled 4,158,912. 6 About 05 per cent o£ this is paid by local and 25 per cent by State governments. Statistics of elementary education in foreign countries — Continued. 2476 EDUCATION REPORT, 1903. • GO M O § a "! ■g ° s. p- p & W O G 2 51 MS -p *■* a P B •P o o ■8 ?§. a" 2 1 X ft-'"1 « c S I|i| §1*1 • _g o 2 ^o'g oW O n’ <3 fH- 3 o O E P • 5 o'0 -t*3 © 8 ® 8 « g-3 o Hill 18129 "«1°8 o o o§° O D+iS O SB g St! ftP. p p o-2 P o CD P [p'p "53 o«ts ‘43 c3 03 >t! o h OJ-iH p.2 2 a g :§ O A3 $ JH go ^^•■2§ * ‘S.'S 3* .a p b c o rP S b' 118 IS 11 188 P ±j iP p p3 f-i . . f-i ^ BpoB ^530. lisp fijtf-g! o S o ” “ ©as a 3 ^ a th oa^ go co ^ %s TTi O0tS .&i 0) g.g O O ^ Plh 03 t) PH - ^hH o3 g . os ■ a -8 ® a 2ai S-§£ S 3 l&lfl ISlIim 1 1! 15^1 | ^Ah « m SpmWH 0) 5 0) d> ‘ O ^ . a-C p_g (D O *3 g 11 So PA? FOREIGN SCHOOL STATISTICS. 2477 Statistics of elementary education in foreign countries — Continued. 2478 EDUCATION REPORT, 1903. a . >> .Sop u * in 2'®>i S_.S o ft of § oW o 02 fflfO . c3 w ^ a S £a.2 5 §3 8 2 HOi-l g £ *2 C ® ^ .Q C M H Q) O 02 O oj C . ..... .Sfrd -S m Cl> 0Op <2 £ c c ° o.2 ft ft b & 23 aja 8 ftfifl 43 . si • O CK "-bOj «3 £ 3 M- 'd^g.SP' g.S^ o ..H* J hfl SS fl 1 1 g c^ c ^■2 g « . . o 2^3 h c ! VD ® ft l^l^l ’cPo . o ll o"-* g^d "m 3 si ft-s +3 ■-*-' «H ® o Oo 0 c a> _« os sh S ft a s.s's -Sc ‘g -o §.2c ■s'c’.a •Ss "S.2fl 3 c § 3”S g c ftifl % d w * b§s®s1 « g®^ -J 3 ^S'g^-S . c^-c^ O <3 C n ft . fl £ ;g&: c£ r o3 . C O 02 o o 03 03 P 'O d© CD -M i-O Tg ajsj o"S g o o O O' CO o OiCCl i> io i> 1> i> i-t 03 o NO *85 5 a HH a) TO TO as g> GO o s c3 o sw 2 PP « foreign school statistics. 2479 ■a® s' pgsi§i S^SosIs JSssstHs g“gggg| KgKKffi-B Illllll isiiWs c4 ci c4 ., 1318. Federal aid to agricultural colleges, 1179. Federation of Women's Clubs, 371. Fellowships in higher institutions, 1588. Female university and college students, 1141. Fenton, Sir Geoffrey, 343. Fi.ii Islands, Sunday schools, 2430. Finances of the London school board, 282. Financial problem of London school board, 277. Fink, A. L., 438. Finland, elementary schools, 2473 ; Sun¬ day schools, 2430 ; women students, 1075. First aids in cases of accidents, taught 285 First American colleges, 293 Fish, Hon. Hamilton, 529, 1324. Fisher, Laura, 689. Fitch, Sir Joshua G., 231. Floriculture taught, in industrial schools, 2173 ; in reform schools, 2298 ; to the deaf, 2325 ; to the feeble-minded, 2331. Florida, business schools, 2204 ; child- labor law, 2399 ; city school statistics,. 1411, 1429, 1447, 1458; consolidation of schools, 2408 ; high schools for ne¬ groes, 2262 ; institutions, conferring degrees, 1539; higher schools for ne¬ groes, 2268 ;Jaws governing practice of medicine, 1735 ; same for dentistry, 1745 ; list of college presidents, 1201 ; list of normal school principals, 1210 ; list of school superintendents, 1191 ; manual training, 2145, 2154, 2162 ; private high schools. 2074, public,. 1882 ; private normal schools, 1804. public, 1792 : professional schools for negroes, 2276; receipts from Peabody fund, 547 ; State Normal and Indus¬ trial School, 1641 ; statistics of higher institutions, 1552, 1570, 1592 ; statis¬ tics of libraries, 806 : subjects for State certificates, 464 ; legal provisions for certificates, 477 ; teachers’ train¬ ing courses, . 1776; branches taught, 1785 ; University of, course of study,. 1641 ; village schools, 1477. Folding in kindergartens, 719. Follen, Charles, 299, 748. Football in American universities, 309. Forces, cooperating, in southern education conference, 361 ; discovered, bv the southern conference, 370 ; liberalizing and unifying, thd southern conference, 390 ; political and economic, of the southern conference, 371. Foreign countries, coeducation in, 2455 ; necrology, 1293 ; per capita expendi¬ tures, 1166; school enrollment, 1162. Foreign languages, in preparatory depart¬ ments of Prussian normal schools, 1235 ; in Prussian normal schools,. 1238. Foreign students, in Germany, 652 ; in German polytechnica, 640 ; in Ger¬ man universities, 639, 2465. Foreign universities and other higher seats- of learning, 669; date of "founding, 669 ; number of students, 672 ; ar¬ ranged alphabetically, 676. Foreman, Samuel E., 418. Forestry academies, foreign, 675 ; in Ger¬ many, 2421. Forging taught, in industrial schools, 2169 ; in reform schools, 2297 ; to colored students, 2259. Foster, Sir Michael. 722. Foster, William E., 1379. Fox, W. F„ 449. France, coeducation in. 2456 ; commercial education, 629 ; education in, 585 ; retrospective view of, 587 ; elementary schools, 2472 ; higher primary schools,. 609 ; higher seats of learning, 684 ; industrial education, 646 : moral in¬ struction in schools, 601 ; play¬ grounds in, 9 ; school gymnastics, 745 ; students pursuing studies above ele¬ mentary, 622 ; Sunday schools, 2430 ; women students, 1075. Frankenburg, Miss Caroline L.. 689. Frankfurter Zeitung, quoted. 636. Franklin, Benjamin, 298, 746. Fraternities in American universities, 310. Fraternity system a vital force of academic life, 310. Frazer, Doctor, 371. Free church and the act of 1902 in Eng¬ land, 235. 2490 INDEX, Free College of Baltimore City, 400. Free text-books, for pupils in the United States, 354 ; and supplies, 2415. Freedmen's Bureau, 391, 527. Freedom, from care as to material support, 313 ; from interruption in research, 313. Freese, Andrew, 1311. French, influence exerted upon early educa¬ tional institutions in America, 297 ; in normal schools, 1116 ; in Prussian normal schools. 1239 ; students of, in high schools, 1159, 1826, 1842. Fresco painting taught, 2177. Fret-saw work taught, 2179. Friends’ missions, at Kake, Alaska, 2362 ; at Kotzebue, 2361 ; in Alaska, 2354. Frissell, Dr. H. B., 361, 377, 447. Frohel's Songs and Games, 700. Frost, President, of Berea College, 373. Fuller, Margaret, 1056. Fuller, M. YvT., Chief Justice, 521. Function, of the university, 304 ; of the American university, 310. Fund, accumulated by the National Educa¬ tional Association, 356 ; Peabody ana Slater, 378. Funds, disbursed, by colleges of agricul- ture and the mechanic arts, 1666 ; en¬ dowment, of professional schools, 1674 ; permanent, of agricultural col¬ leges, 1661 ; of nurses’ schools, 2235 ; productive of high schools, 1851 ; of higher institutions, 1524 ; of normal schools, 1750 ; of technological schools, 1537. Fun.ston, Gen. Frederick, 2373. Furio’s Frince, Blundeville’s, 342. Gale, Theophilus, 295. Gallaudet, Edward Minor, 1315. Gallaudet, Thomas H., 1106. Galway, Queen’s College, students, 262. Gambell, Alaska, school in, missions, 2343, 2355 ; reindeer station, 2368. Gambier, Lord, 297. Games, and gymnastics, 21 : gymnastic, in Germany, 741; in the school curricu¬ lum, 26. Gangs on the playground, 23. Garden work taught in industrial schools, 2169 ; in reform schools, 2296 ; col¬ ored students, 2259 ; to the deaf, 2323 ; to the feeble-minded, 2331. Garrison libraries, 767. Garland, Miss, 690. Gas making taught to the feeble-minded, 2332. Geer, Rev. M., 1085. General culture, courses in higher institu¬ tions, students, 1518 ; studies in tech¬ nological schools, students. 1534. General Education Board, 359 ; genesis, 379 : theory, 379. Generation, the new, in the South, 363. Generosity of the North, directed toward the South, 374. Genesis, of General Education Board. 379 ; of Southern Education Board, 373. Gent, T. B., 338. Geography, commercial, students of, 2199 : in American colleges, 1150; in French schools, 597 ; in normal schools, 1117 ; in preparatory departments of Prus¬ sian normal schools, 1236 ; in Prus¬ sian lower schools, 1223 ; in Prussian normal schools, 1240 ; in vacation schools, 8 ; physical, students of, in high schools, 1829. Geology, in American colleges, 1146 ; in secondary schools, students of, 1159, 1829. Geometry, in French schools, 597 ; in nor¬ mal schools, 1117 ; in Prussian lower schools, 1222 ; in Prussian normal schools, 1239 ; in secondary schools,, students of, 1159, 1827, 1843. George, Lloyd, 234. Georgia, business schools, 2204 ; citv school statistics, 1412, 1429, 1447, 14oS ; con¬ solidation of schools, 2408 ; evening schools, 1469 ; high schools for ne¬ groes, 2262 ; higher schools for ne¬ groes, 2268 ; institutions conferring degrees, 1539 ; kindergartens, 1497 ; laws governing practice of medicine, 1736; same for dental practice, 1745; list of college presidents, 1201 ; list of normal school principals, 1210 ; list of school superintendents, 1191 ; manual training, 2145, 2154, 2162 ; private high schools, 2074, public, 1883 ; pri¬ vate normal schools, 1804, public, 1792 ; professional schools for negroes, 2278 ; receipts from Peabody fund, 547 ; reform school, 2290 ; State In¬ dustrial College, course of study, 1642 ; statistics of colleges for women, 1610, 1615 ; statistics of higher institutions, 1554, 1570, 1590; statistics of libraries, 806 ; subjects for State certificates, 464 ; legal pro¬ visions for certificates, 478; teachers’ training courses, 1777 ; branches taught, 1785 ; village schools. 1477. German, free and light gymnastics, 754 ; influence upon American higher educa¬ tion, 298 ; in normal schools, 1115 ; in preparatory departments of Prussian normal schools, 1234 ; in Prussian ele¬ mentary schools, 1221 ; in Prussian normal schools, 1238 ; in secondary schools, students of, 1159, 1827, 1843; literature, in Prussian normal schools, 1238 ; people’s school course, 1232 ; polytechnica, foreign students, 640 ; scholars in America, 299 ; schools, courses of study, 1217 ; system of physical training, 734 ; universities, foreign students, 639, 2465, Germanic languages, in American colleges, 1146. Germany, book trade in, 652 ; coeducation in, 2455 ; colonial schools, 624 ; com¬ mercial education in, 659 ; elementary schools, 2472 ; Hebrew school of agri¬ culture, 623 ; higher institutions, stu¬ dents, 2420 ; higher seats of learning, 684 ; history of the settlement move¬ ment, 30 ; " industrial schools, 631 ; playgrounds in, 9 ; practical medicine, 637 ; Salzmann, Guts-Muths, Jahn, noted gymnasts, 737 ; Sunday schools, 2430 ; women students, 1075. Germany and America as teachers, 663. Germany’s great names in literature, 312. Gibbons, Cardinal, views on parochial schools, 1081. Gibbs, Josiah Willard, 1387. Giddings, Frank, 38. Gifts, of Andrew Carnegie, 1339 ; of Dr. D. K. Pearsons, 1334. Gilbert, Sir Humphrey, 328. Gilder, R. Watson, 693. Gilman, President Daniel, 543, 1340. Girard, Stephen, 1317. Girard College, 2141. Girls’ Industrial College, 2142 ; normal and industrial school, 371. Gladden, Washington, 1086. Glasgow, technical college students, 262 ; "University, students, 262. Glass, E. C., 389. Glass S. E., 446. Glazing taught to the deaf, 2324. Golden Gate Kindergarten, 1321 ; Associa¬ tion, 695. Holder, F. A., 2349. Golofnin, Alaska, school in, 2340, 2347 ; reindeer station, 2367. Gordon, James F., 424. Gordon College in Khartoum, 1024. Gordy, Dr. .T. P. 1103. Gothic style of university architecture, 309. Gould, Benjamin Apthorp, 298. Gould, Rev.' J. L., 2335. INDEX, 2491 Gove, Aaron, 351. Governing boards of universities, 302. Government, its relation to higher educa¬ tion, 315 ; inspection of schools in England, 231 : libraries, 767 ; not a realm of specialties, 315. Graded schools in Prussia. 1220. Grades in public schools, estimated number of students, 1176. Grading of Prussian schools, 1221. Graduate departments in higher institu¬ tions, 1511. Graduates, of business schools. 2196 ; of high schools, 1825, 1841, 1848 ; of nor¬ mal schools. 1177, 1759, 1773 ; of pro¬ fessional schools, colored, 2258 ; of schools for nurses, 2229 : statistics, 2235 ; of schools for the blind, 2310 ; of schools for the deaf, 2313 ; of Yale, second year of theological course, 1690. Graduating system for country schools, 398. Graham, John. 377. Graham, William A., 529. 1324. Grammar, in normal schools, 1124 ; in Prussian schools, 1222. Grammar schools, colonial, list of, 555 ; principals and teachers, salaries, 2450. Grant, Gen. U. 8., 1324. Grants, annual, to schools in England, 251- 253 ; to schools in Ireland, 265. Gratarolus, Gulielmus, 334. Gravina, Alaska, school in. 2333. Great Britain and Ireland, education in, 227 ; elementary schools, 2472 ; study of medicine, 1683 ; universities in, 228 ; universities and university col¬ leges, 258. Grecian system of physical training, 734. Greece, elementary schools, 2473 ; higher seats of learning, 684 ; Sunday schools, 2430 ; women students, 1075. Greek, devotion to literature and art, 311 ; in American colleges. 1145; in normal schools, 1116 : students of, in high schools, 1159. 1826. 1842 ; students of. in higher institutions, 1518; type of university architecture, 309. Greener. R. T.. commercial agent at Yladi- vostock, 667. Greenhouse work taught, 2177. Greenough, Gilchrist, 1136. Greensboro conference, the, 381. Greenwood, Grace, 1056. Griscom. Dr. John, 748. Groos, Karl, 28. Grounds and buildings, of high schools, value, 1838, 1851 ; of normal schools, value, 1761. Groves, J. H., 454. Growth of American university, intellectual and material, 307. Guatemala, elementary schools, 2474. Guenther, Richard, consul-general at Frank¬ fort, 639, 652. 664. Gulick, Luther, 27. Gurry. William A.. 1087. GutsdVIuths, “ Gymnastik fur die Jugend,” Gymnasium, Boston. 748. Gymnasiums found in good -schools, 353. Gymnastics, and games on playgrounds. 21 ; and sports, 728 ; in Chilean schools. 1257 ; in preparatory departments of Prussian normal schools, 1236 ; in Prussian elementary schools. 1222 ; in Prussian normal schools, 1240. H. Hac-kett, Horatio B.. 298. Hadley, President Arthur T.. 1100, 1380. Hahnemann Medical College, 1675. Hailmann, Dr. W, N.. 701. Haines, Alaska, school in. 2338. Haines. Miss Henrietta B.. 690. Hake, Edward, 344. Hale, Edward Everett, 312, 1311. Half-day schools in Prussia, 1220. Half-time scholars in England, 251-253. Hall, Judge Willard. 453. Hall, President G. Stanlev. 1096. Hall, Samuel Ii.. 1106. Halle, city people's school course, 1226. Halleck. Rev. Moses, 1304. Hallowell, Miss Anna, 693. Hamburg, people's school course, 1230. Hamilton, Gail, 1056. Hamilton, William. 2349. 2382. Hampton, Institute for Colored Youth. 433 ; Normal and Agricultural Institute, 435, 531, 1129. Ilanauer, Simon W.. 639, 640. Hancock. Superintendent John. 1373. Handel und Gewerbe. quoted, 661. Handy, L. Irving. 458. Handy, T. P., 1340. Hanna, Hugh H.. 369. Harlan, David W., 458. Harness making taught in industrial schools, 2183 : taught to the deaf, 2324. Harper, President W. R., 1073, 1100. Harris, Ernest, commercial agent at Eiben- stock, 625, 630, 636, 647, 653. 65S. 660. Harris, Dr. W. T., United States Commis¬ sioner of Education, 1060, 1103, 1363. Hartford Theological Seminarv, 1676. Hartwell, Edward M.. 721. Harvard, John, 293. Harvard College, foundation of, 294 ; Medi¬ cal School, 1875. Hawaii, education in, 2385 : distribution of schools, teachers, and pupils. 2392 ; laws governing practice of medicine, 1736; same for dental practice, 1745; nationality of pupils. 2390. Hayes, Miss Frances C.. 702. Haygood, Atticus G.. 529. Hays. Willett M.. 1368. Health of magistrates and students. 336. Healy, Capt. M. A.. 23S2. Hears t, Mrs. Phebe A., 695. Heath, Dr. H. F., 229. Hebrew, devotion to religion, 311 : school of agriculture in Germany, 623 ;' Tech¬ nical Institute, 2141. Hedge, Frederick Henry, 299. Hemenway. Augustus, 752. Hemenway Gymnasium at Harvard, 751. Henderson, Dr. C. H., 1020. Henkle, Superintendent W. D., 1373. Henry, Joseph, 1314. Herds of reindeer, 2369. Herford, C. H., 338. Hesse, people's school course, 1229. Higginson. Thomas Wentworth, 312. 1059. High school curriculum, development of, 573 ; movement, early schools, and partial list, 563; principals’ and teach¬ ers' salaries, 2460 ; systems, unity in diversity. 569 ; accrediting system, 570 ; agricultural education in, 1368 ; coeducational, 578 ; comparative sta¬ tistics, 566 ; early, their character, 564 ; established before the civil war, 563 ; for boys only, for girls only, and for both sexes, 578, 1869 ; in Vir¬ ginia in 1897, 450 ; in the United States, 352 : methods of instruction, 580 ; not under public control, list of, 564 ; private, in the United States, students. 1158 ; progress of coeduca¬ tion, 1061 ; promoting coeducation, 1054 ; public and private, 578 ; teach¬ ers in, 579 ; with commercial studies, 2191. High schools and academies, statistics, 1813 ; summaries, 1S24 ; in detail, 1S70. Higher agricultural schools, foreign. 6S6. Higher education, and parties, 315 ; de¬ partment of, 356; endowments, 1143; foreign seats of, 669 : in England, 231 ; in Great Britain and Ireland, 258 : num¬ ber of students to each 1,000,000 inhab¬ itants, 1140 ; progress in twenty years, 1178 ; sex of students, 1141 ; of women in American universities, 306 ; early efforts, 1055. 2492 INDEX. Higher forestry schools, foreign, 686. Higher grade schools in London, 282. Higher institutions, and their students, 1139 ; benefactions, 1510 ; degrees conferred, 1506 ; in central Europe, 2419 ; income, 1509 ; in the United States, 1503 ; new buildings, 1507. Higher mining schools, foreign, 686. Higher schools, for colored race, 2260. Hill. Frank A., 137S. Hill, Gen. O. H., 437. Hill, Miss Mildred. 700. Hill, Miss Patty, 700. Hill, S. H., 692. Hilton, Olga, 2333. Hinsdale, President B. A., 301, 1373. Historical libraries, 767. History, circles, in the London schools, 282 ; in American colleges, 1147 ; in French schools, 597 ; in normal schools, 1114 ; in Prussian normal schools, 1239 ; in Prussian elementary schools, 1222 ; in vacation schools, 8 ; local, lectures in the London schools, 281 ; of education in Maryland, 424 ; of education in normal schools, num¬ ber of students, 1156, 1764 ; of Lon¬ don taught in evening schools, 286 ; of the settlement movement, 28 ; United States, in secondary schools, students of, 1159 ; students of, in high schools, 1831, 1847. Hitchcock, Dr. Edward, 751. Hitchcock, Roswell D., 298. Hobbs, Miss Katherine K., 417. Hoby, Sir Thomas, 330. Holidays, compulsory, in child labor, 269. Holland, industrial education, 643. Hollis, Thomas, 295. Holmes, Oliver Wendell, 312. Ilolworthy, Sir Matthews, 295. Home nursing taught, 285. Honduras, elementary schools, 2474. Honorary degrees conferred in 1902, 1523. Hooker, Thomas, 293. Hooligans in London, 288. Hoonah, Alaska, schools in, 2337. Hopkins Grammar School, course of study, 575. Horticulture taught to the deaf, 2325. Hospital, appointments for medical grad¬ uates, 1688 ; funds of nurses’ schools, 2229. Hospitals for the insane, 2234 ; statistics in detail, 2249. Hours, of instruction in Prussian schools, 1221 ; of labor, regulations, 269. House decoration, taught to the deaf, 2324. Household, economy, in technological schools, students, 1534 ; engineering, students, 1518. Housekeeping taught, 2174. House painting taught, 2178. Housewifery in the London schools, 281. Housework taught, in industrial schools, 2190 ; in reform schools, 2298 ; to feeble-minded, 2332. Hubbard, Mrs. Clara B.. 699 Hume & Co., London, 1260. Humfrey, Lawrence, 324. Hungary, elementary schools, 2472 ; higher seats of learning, 684. Hunter, A. B., 361, 373. Huntington, C. P., 449. Hutchinson’s School for Watchmakers, 2143. Hutchison, Charles L., 1100. Hygiene, examination in, 2232 ; in Chilean educational congress, 1247 ; in Chilean schools, 1254 ; schools, students of, 1156 ; number of students, 1765. Hygienic sc-hoolhouses, 354. S. Idaho business schools, 2204 ; child-labor law, 2399 ; city school statistics, 1412, 1129, 1447, 1458; college president, 1201 ; normal school principals, 1210 ; industrial schools for Indian children, 2166 ; institution conferring degree, 1540 ; laws governing practice of medi¬ cine, 1736 ; same for dental practice, 1745 ; list of school superintendents, 1191 ; manual training. 2045 ; private high schools. 2076 ; public high schools, 1887 ; public normal schools, 1794 ; statistics of libraries, 810 : statistics of University of Idaho, 1554. 1570, 1560 ; subjects for State certificates, 464 ; legal provisions for certificates, 478 ; teachers’ training courses, 1777 ; branches taught, 1785 ; University of, course of study, 1642 ; village schools, 14 i i . Idea, sound, of nature of government, 314. Illinois, business schools, 2204 ; child-labor law, 2399 : city school statistics. 1412, 1429, 1447. 1458; College of Photog¬ raphy, 2142 ; evening schools, 1469 ; high schools for negroes, 2262 ; insti¬ tutions conferring degrees, 1540 ; kindergartens, 1497 ; laws governing practice of medicine, 1736 ; same for dental practice, 1745; list of college presidents, 1201 ; list of normal school principals, 1210 ; list of school super¬ intendents, 1191 ; manual training, 2145, 2154, 2162 ; private normal schools, 1804, public, 1794 ; private high schools, 2076; public high schools, 1887 ; reform schools, 2290 ; statistics of colleges for women. 1611, 1615 ; statistics of higher institutions, 1554, 1570, 1590 ; statistics of libra¬ ries, 810 : statistics of Rockford Col¬ lege, 1608 ; subjects for State certifi¬ cates, 464 ; legal provisions for certificates, 479 ; teachers’ pensions, law. 2451 ; teachers’ training courses, 1777 ; branches taught, 1785 ; Uni¬ versity of, course of study, 1642 ; vil¬ lage schools, 1477. Illiteracy, in the South, 448, 537; in 12 southern States, 546 ; in Virginia, 425 ; of reform school inmates, 2289. Income, of agricultural colleges, 1629 ; of colleges for women. 1609 ; of colleges of agriculture, 1664 ; of day and evening schools in England, 249; of high schools, 1838, 1851 : of higher educational institutions, 1142, 1509 ; of libraries. 769, 7S1 ; of normal schools, 1760 ; of schools for the col¬ ored race, 2260 ; of technological schools, 1538. Increase, in city school systems, 1391 : in high schools and in attendance, 581 ; per cent of, of libraries, 777. India, higher seats of learning, 684 ; Sun¬ day schools, 2430 ; women students, 1075. Indian children, industrial schools for, 2166. Indian education, 1316 ; department .of, 356. Indian Territory, industrial schools for In¬ dian children, 2166 : institutions con¬ ferring degrees, 1540 : laws governing practice of medicine. 1736 ; le.gal pro¬ visions for teachers’ certificates, 482 ; private high schools, 2080 ; public high schools, 1912; statistics of higher in¬ stitutions, 1556, 1570. 1592; statistics of libraries, 830 ; teachers’ training courses, 1777. Indiana, business schools, 2206 ; child- labor law, 2400 ; city school statistics, 1413, 1431, 1448. 1459 ; consolidation of schools, 2408 ; evening schools, 1469 ; high schools for negroes, 2262 ; institutions conferring degrees, 1540 ; kindergartens. 1497 ; laws governing ractice of medicine, 1736 ; same for ental practice, 1745 ; list of college presidents, 1202 ; list of normal school principals, 1210; list of school superintendents, 1192 ; manual train- INDEX, 2493 ing, 2145, 2154, 2162 ; private high schools, 2080 ; public high schools, 1897 : private normal schools, 1804, public, 1794 ; Purdue University, 1642 : reform schools, 2290 ; statis¬ tics of higher institutions, 1554, 1570. 1592 : statistics of libraries, 824 : sub¬ jects for State certificates, 464 : legal provisions for certificates, 480 ; sys¬ tem of secondary schools, 569 ; teach¬ ers’ training courses, 1777 ; branches taught, 1785; transportation of pu¬ pils. 2406 ; University, 1050, 1065 ; village schools, 1479. Industrial and manual training, statistics, 2139, 2148. Industrial and technical education in the United States, 1019. Industrial changes, effects on public educa¬ tion. 1055. Industrial Chemical Institute, 2143. Industrial department, in schools for the blind, 2307 : in schools for the deaf, 2312. Industrial education, in England, 653 ; in continental Europe, 642. Industrial interests and the schools, 353. Industrial schools, for Indian children, 2166 : in Germany, 631 ; in Hawaii, 2393 ; in London, 277, 288 ; in minor German states, 634 ; special, in Ger¬ many, 632. Industrial training, 1032 ; for colored stu¬ dents, 2259 ; in reform schools. 2296 ; in schools for the deaf. 2323 ; in schools for the feeble-minded, 2331. Industrial work on playgrounds. 21. Infant schools, in France, 587, 596; in England, 251, 253. Influence, social and moral, of the play¬ ground, 24 ; of academies, 562. Ingelend, Thomas, 337. Inmates of reform schools, 2288 ; commit¬ ted to reform schools. 2289. Inspection, medical, of schools. 292. Inspectors of schools in England, 251-253. Institute of Arts and Sciences, Brooklyn, 2141. Institution of a gentleman. Phae's, 322. Institutions, allied to settlements, 31 ; con¬ ferring degrees, 1506 : conferring de¬ grees, by States, 1539 : educational benefactions to, 2463 : higher, per cent of number under religious control, 1138 ; of higher education, foreign, 669 : teaching commercial branches, 2192. Instruction, for teachers in commercial schools, 630 ; in agriculture in Prus¬ sian normal schools. 1241 ; in thrift, 1310 ; professional, 1673. Instructors, in colleges for women. 1608 ; in schools for the blind. 2309 : in schools for the deaf, 2312 ; in schools for the feeble-minded. 2328. Instructors and students of business schools, 2195. Intellectual as well as practical education for women. 1253. Intensive svstem in contrast to extension, 446. Interests, educational, of the South, 365. Investigations, original educational. 357. Iowa, business schools. 2208 ; child-labor law, 2400 : city school statistics. 1413, 1431, 1448. 1459 : consolidation of schools, 2408 : institutions conferring degrees, 1540 ; Iowa College, 303 ; course of study, 1642 ; kindergartens, 1498 ; laws governing practice of medi¬ cine. 1787 : same for dental practice, 1745 ; list of college presidents, 1202 ; list of normal school principals, 1210 ; list of school superintendents, 1192 ; manual training, 2145. 2156, 2163 ; private high schools, 2080 ; public high schools, 1913 ; private normal schools, 1806. public, 1794 ; public libraries, details, 834 ; reform schools, 2290 ; State University, 1065 ; statistics of higher institutions, 1556, 1571, 1592 ; statistics of libraries, 830 ; subjects for State certificates, 464 ; legal pro¬ visions for certificates, 482 ; teachers’ training courses, 1777 ; branches taught, 1785 ; transportation of pu- pils, 2407 ; village schools, 1479. Ireland, education in, 227, 262 ; elementary schools. 2472 ; higher seats of learn¬ ing, 684 ; secondary and technical schools, 265 ; Sunday schools, 2430 ; the university problem, 266 ; universi¬ ties in, 228. Italy, elementary schools, 2473 ; higher in¬ stitutions of learning, 684 ; industrial education. 642 ; school gvmnastics, 745 ; Sunday schools, 2430 ; women . students, 1075. Ivens, Jose, 1260. J. Jackson. Alaska, school in. 2335. Jackson, Sheldon, 2349. 2364. 2384. Jackson. William Roberts. 463. Jahn, Friedrich Ludwig, 738; inventor of gymnastic apparatus, 736. Jamaica, elementarv schools, 2474. James, Prof. William, 1023. Japan, higher seat of learning. 685 ; prison population in, 649 ; Sunday schools, Jarvis, Lieut. D. H., 2367. Jarvis, Miss Josephine. 699. Jefferson, President Thomas, 298, 392, 427, 746. Jefferson Medical College, 1675. Jefferson's plan of a Tree-school system, 451. •Tephson, A. W.. 1100. Jessup. Morris K., 378. 543. John Marshall Law School, 1675. Johns Hopkins University, establishment, 414. Johnson. Felix S. S., consular agent at Stanbridge, 640. Johnson, Walter R., 1106. Johnston, Yniiiam Preston, 428. Joinery taught in industrial schools, 2183. .Tones, David Rhys, 5S3. Jordan. President David Starr, 1069. •Toynes, Edward S., 428, 440. .Tunkin, Dr. George. 1107. Justice on the playground, 23. K. Kadiak. Alaska, school in, 2338. Kake. Alaska, school in, 2335. Kansas business schools, 2208 ; child-labor law, 2400 : city school statistics, 1414. 1432, 144S. 1459 : consolidation of schools, 2409 ; industrial schools for Indian children, 2166 : institutions conferring degrees, 1541 ; kindergartens, 1498 ; laws governing practice of medi¬ cine, 1737 ; same for dental practice, 1746 : list of college presidents, 1202 ; list of normal school principals, 1210 ; list of school superintendents, 1192; manual training, 2145 : private high schools, 2082 : public high schools, 1922 ; private normal schools, 1S08, public. 1794 ; public libraries, details, 838 ; reform schools. 2290 ; State Agri¬ cultural College, course of study, 1642 ; statistics of college for women, 1611, 1615 ; statistics of higher institutions, 1556, 1571. 1592 ; subjects for State certificates. 464 : legal provisions for certificates. 483 ; teachers’ training courses, 1778; branches taught, 1785; village schools. 14S0. Kant, Immanuel, 314. Karluk, Alaska, school in, 2347. Kasaan. Alaska, school in, 2334. Kehl, John E.. consul at Stettin, 638. Kekewich, Sir G. W., 229. 2494 INDEX, Kelly, William A., 2349, 2384. Kenai, Alaska, summer school in, 2339. Kentucky, Agricultural College, 1643 ; busi¬ ness schools, 2208 ; child-labor law, 2400 ; city school statistics, 1415, 1432, 1449, 1459 ; evening schools, 1469 ; high schools for negroes, 2262 ; higher schools for negroes, 2270 ; insti¬ tutions conferring degrees, 1541 ; kin¬ dergartens, 1498 ; laws governing prac¬ tice of medicine, 1737 ; same for dental practice, 1746 ; list of college presi¬ dents, 1202 ; list of normal school principals, 1210 ; list of school super¬ intendents, 1192 ; manual training, 2145, 2156, 2163 ; Normal and Indus¬ trial Institute, 1643 ; private high schools, 2082, public high schools, 1929 ; private normal schools, 1806, public, 1794 ; public libraries, details, 842 ; professional schools for negroes, 2278 ; statistics of colleges for women, 1611, 1615 ; statistics of higher insti¬ tutions, 1556, 1574, 1594 ; subjects for State certificates, 464 ; legal provisions for certificates, 484 ; teachers’ training courses, 1778 ; branches taught, 1736 ; village schools, 1480. Kilborn, Catherine, 2337. Killisnoo, Alaska, school in, 2337. Kindergarten, in America, history of, 689 ; private, 690 ; education, department of, 356 ; method, in normal schools, 1119 ; playgrounds, 19 : principals and teach¬ ers^ salaries, 2460 ; principles and practices, 706 ; programme, 718 ; spe¬ cialties, 712 ; the outlook, 715 ; train¬ ing schools, 711 ; training schools, courses of study, 713. Kindergartens, in schools for the blind, 2307 ; in schools for the deaf, 2313 ; in settlements, 34 ; organization of pub¬ lic, 703 ; present problems of, 704 ; public, in the United States, 354, 1169, 1494 ; private, 1495. Kings College (Columbia), 296. Kirkland, Chancellor, of Vanderbilt Uni¬ versity, 388. Klawock, Alaska, school in, 2335. Klingnan, Alaska, school in, 2334. Knitting taught to the feeble-minded, 2331. Knox, General, 747. Koserefsky, Alaska, school in, 2340. Kotzebue, Alaska, school in, 2344 ; reindeer station, 2367. Kraus, .John, 690. Kriege, Madame, 690. Kussmaul's, “ Die Storungen der Sprache,” quoted, 726. Ii. Laboratories, size and equipment. 1029. Laboratory, chemical, work in, 2169 ; phys¬ ical, work in, 2169. Lace making taught to the feeble-minded, 2331. Lack of high schools in West Virginia, 396. Lake Mohonk Indian Conference, 360. Land, labor, and capital, 430. Land grant, colleges, laws relating to, 39 ; fund, 1661 ; the grant of 1862, 1629 ; to agricultural colleges, 1151. Lane, George M., 298. Lang. Ossian H., 32, 2445. Langer, .Joseph I., consul at Solingei, 638. Language instruction in Prussian schools, 1222. Latin, in American colleges, 1145 ; in normal schools, 1116; in secondary schools, high schools, and academies, 1157, 1826. 1842; in technological schools, students, 1534 ; students of, in higher institutions, 1518 ; Latin- scientific course in secondary schools, 1184. Latitude given in selection of studies, 353. Laundering taught, in industrial schools, 2169 ; in reform schools, 2297 ; to the feeble-minded, 2331. Law, Arch R., 2334. Law, commercial, students of, 2199 ; li¬ braries, number, 767 ; of 1903, relat¬ ing to child labor, 269 ; regulating practice of nursing, 2230 ; schools, instructors and students, 1673 ; schools, statistics, 1692, 1708 ; studied by col¬ ored race, 2258 ; studied by women, 1072 ; study, proper age, 1688. Lawrence Scientific School of Harvard, 1043. Laws, child labor, 2397 ; governing the practice of medicine, 1734 ; governing practice of dentistry, 1743; made too easily, 355 ; providing for free text¬ books, 2415 ; relating to agricultural and mechanical land grant colleges, 39 ; in Maine, 39 ; in Maryland, 45 ; in Massachusetts, 54 ; in Michigan, 67 ; in Minnesota, 74 ; in Mississippi, 83 ; in Missouri, 8S ; in Montana, 100 ; in Nebraska, 103 ; in Nevada, 109 ; in New Hampshire, 114 ; in New Jersey, 119 ; in New Mexico, 127 ; in New York, 133 ; in North Caro¬ lina, 139 ; in North Dakota, 148 ; in Ohio, 153 ; in Oklahoma, 161 ; in Oregon, 168 ; in Pennsylvania, 174 ; in Rhode Island, 179 ; in South Caro¬ lina, 181 ; in South Dakota, 187 ; in Tennessee, 193 ; in Texas, 195 ; in Utah, 198 ; in Vermont, 202 ; in Vir¬ ginia, 207 ; in Washington, 210 ; in West Virginia, 213 ; in Wisconsin, 217 ; in Wyoming, 222. •Leadership, educational, in the South, 375 ; the dream of world, 364. Learning may not be literature, 312. Lectures and classes in settlements, 35. Lee, Gen. Robert E., 428, 527. Lee, Joseph, 9. Legal aid society, 34. Legal provisions relating to teachers’ cer¬ tificates, 469. — Legislation, for agricultural and mechanical colleges, 1635 ; ill-advised, 355 ; re¬ lating to employment of children in Great Britain and Ireland, 267 ; school, 1093. — Leland Stanford Jr. University, 1070 ; a personal foundation, 299. Lemgo (Lippe), city people's school course, 1230. — Length, of school course, 352 ; of school sessions in London, 284 ; of school term after consolidation. 383 ; of school term in the United States, 1164. Letter, of Arthur H. D. Acland, 255 ; bishop’s pastoral, 1083. . Lettering taught, 2180. Levering, Rev. J. M., 2358. Lewis, Charles S., 395. Lewis, Dr. Dio, 750. Lewis, Virgil A., 397. Lewis, William Draper, 1685. Liberia, educational system, 660. Librarians, names stated, 781. Libraries, classification by size, 768: dis¬ tribution of, 773 ; expenditures for va¬ rious purposes, 771 ; growth of, from 1875-1903, 778 ; growth of, in the United States, 1182 ; in agricultural colleges, 1153 ; in colleges of agri-l culture, 1661 ; in colleges for women, 1609 ; in higher institutions, 1524, 1588 ; in normal schools, 1116, 1761 ; in professional schools, 1674 ; in schools for the colored race, 2260 ; in schools for the blind, 2308 ; in schools for the deaf, 2314 ; in schools of technology, 1537, 1624 ; in settle¬ ments, 35 ; income from various sources, 769; number of, and number of volumes, 764 ; number of books per capita of population, 773 ; num¬ ber of people per library, 775 ; number of volumes per capita, *776 ; of Ameri¬ can universities, 309 ; of 1,000 vol¬ umes in the United States, 1181 ; per INDEX. 2495 cent of increase. 777 ; periodicals, books added and issued, 765 ; public, society, and school. 759 ; in detail, 780; sources of support, 766; sup¬ ported by taxation, 1181 ; value of property and endowment, 772 ; vol¬ umes per 100 people, 1182. Library, administration, department of, 856 ; buildings, owned or rented, 780 ; handicraft, in normal schools, 1127 ; on playgrounds, 20. Lieber. Dr. Francis, 299, 749. Life, of Andrew Carnegie, 1334 ; of a set¬ tlement resident, 32 ; of undergrad¬ uates in American universities, 309. Lincoln, John L., 298. Lind. Dr. Carl O !. 2340, 2369, 2383. Lindsey, J. Berrien, 1326. Lindsley, Dr. Philip, 1106. Ling, Peter Henry, 742. List, of city school superintendents, 1190; of college presidents in the United States, 1201 ; of educational period¬ icals in the United States, arranged by States, 1185 ; arranged by subjects, 1187 ; of foreign higher seats of learn¬ ing, 689 ; date of founding, 669 ; num¬ ber of students, 672 ; arranged alnha- betically, 676 ; of high schools estab¬ lished before the civil war, 563 ; of normal school principals in the United States, 1209 ; of principals of private high schools and academies, 2066 ; of State school officers, 1189. Literary instruction in manual training schools, 2151. Literature, comparative, in American col¬ leges, 1149 ; dramatic, in London evening schools, 2S5 ; English, in Lon¬ don evening schools, 285 ; English, in secondary schools, students of, 1159, 1831, 1847 ; in American universities, 312. Live stock, in schools of agriculture, 1681. Lives, devoted to education. 1303 ; of edu¬ cational benefactors, 1303. Loan of reindeer herds to Laplanders, 2373. Loan society, provident, 34. Local boards in the United States, 351. Local school committees in Alaska, 2349. Local school tax, in West Virginia, 396 ; voted for in nine districts, 381. Location of Eskimo apprentices in Alaska, 2371. Lomax, Gen. L. L., 445. London, compulsory school attendance, 286 ; Daily Mail, quoted, 633 ; county council, the school authority, 237 ; ed¬ ucation committee, constitution of, 238 ; education act applied to, 240 ; education law of 1902, 238 ; educa¬ tion under school board, 273 ; exten¬ sion of the school programme. 280 ; population specified. 237 ; School¬ master quoted, 246 ; school of eco¬ nomics and political science. 656 ; schools, medical inspection. 292 : the stupendous problem of applying the education act, 241 ; University, 259, students, 262. Longfellow, Henry W.. 298. Los Angeles, Cal.. Normal School, 1130. Louisiana, business schools, 2210 ; child- labor law. 2400 : city school statistics, 1415, 1433, 1449. 1460 ; consolidation of schools, 2409 ; evening schools, 1469 ; high school for negroes, 2262 ; higher schools for negroes, 2270 ; in¬ stitutions conferring degrees, 1541 ; kindergartens, 1498 ; laws governing practice of medicine, 1737 ; same for dental practice, 1746 ; list of college presidents, 1203 ; list of normal school principals, 1210 ; list of school super¬ intendents, 1193 ; manual training, 2145, 2156, 2163 ; private high schools, 2086. public, 1931 ; public libraries, details,. 844 ; public normal schools, 1794 : professional schools for negroes, 2278 ; receipts from Tea- body fund, 547 ; reform school, 2290 ; Southern University, course of study, 1643 ; State University, course of study, 1643 : statistics of colleges for women, 1611, 1615 ; statistics of higher institutions, 1558, 1574, 1594 ; siibjects for State certificates, 464 ; lefeal provisions for certificates, 485 ; teachers’ training courses, 1778 ; branches taught, 1786 ; village schools, 1481. Louisiana Purchase Exposition, 1137. Lowell, James Russell, 312. Lowell, John, jr., 1322. Lowell Textile School, 2141. Lowndes, Governor William Lloyd, 418. Lyon, Mary, 1055. Lyon, Samuel S., consul at Kobe. 651. Lyte, Eliphalet Oram, 1103. JTI. Mabie, W. Hamilton, 369. McAfee, Rev. George F., 2355. Macalester Charles, 1324. McAlister, James, 701. McBryde, Dr. J. M., 447. McDonogh. John, 1322. McFarland, John W., 2337. McGilveray, W. B., 449. Macllvaine, Charles P., 1324. Mcllwaine, Bishop, 529. Macintosh, G., 2338. Mclver, Charles D.. 372, 377. McJilton, S. N., 421. McKinley High School, St. Louis, 1025. McKinley Manual Training School, dedica¬ tion. 1366. McLean, Dr. George E., 303. McWhinnie, Mrs. James, 2359. Machine knitting taught to the feeble¬ minded, 2332. Machine shop work taught, in industrial schools, 2169 ; in reform schools, 2231 ; to colored students. 2259. Machinery, in colleges of agriculture, 1661 ; work done by, 649. Macnamara, Doctor, editor of Schoolmaster, quoted, 239, 241. Madras, India, elementary schools, 2473. Magnitude of work of London school board, 273. Magnus, Dr. Philip, 1024. Maine, business schools, 2210 ; child-labor law, 2400 ; city school statistics, 1415, 1433, 1449. 1460 ; consolidation of schools, 2409 ; constitution quoted, 39 ; evening schools, 1469 ; institutions conferring degrees, 1541 ; kinder¬ gartens, 1498 ; law governing prac¬ tice of medicine, 1737 ; same for den¬ tistry, 1746; laws relating to land- grant colleges, 39 ; list of college presi¬ dents, 1203 ; list of normal school principals, 1211 ; list of school super¬ intendents, 1193 ; manual training, 2145, 2156, 2163 ; private and special laws quoted, 42 : private high schools, 2088, public, 1933 ; private normal schools, 1806, public, 1794 ; public libraries, details, 846 ; reform schools, 2290 ; revised statutes, quoted, 39 ; State College of Agriculture and Me¬ chanic Arts, 43; statistics of colleges for women. 1611, 1615 ; statistics of higher institutions, 1558, 1576, 1594 ; subjects for State certificates, 464 ; legal provisions for certificates, 486 ; system of secondary schools, 568 ; teachers’ training courses, 1778 ; branches taught, 1786 ; University of, course of study, 1643 ; village schools, 1481. Mairo, Octavio, 1244. Manitoba, elementary schools, 2473. Mann, Ann, 2339. 2496 INDEX. Mann. Horace, 299, 306, 430, 1053, 1108, 1325. Mannheim, advanced people's school course, 1229. Manual and industrial schools, of high grade, 2148 ; of lower grade, 2151 ; statistics, 2139. Manual, industrial, and technical educa¬ tion in the United States, 1019. Manual method used in schools for the deaf, 2313. Manual training, 1019 : department of, 356 ; in England, statistics, 252 ; in normal schools, 1114 ; in the London schools, 281 ; in vacation schools, 6 ; schools of, 1813. Markoe, Lorenzo J., 1086. Marwedel, Miss Emma, 694. Mary Baldwin Female College, 450. Maryland, Agricultural College, 46, 1643 ; business schools, 2210 ; child-labor lew, 2400; city school statistics, 1415, 1433, 1449, 1460 ; code of public gen¬ eral laws, quoted, 52 ; constitution of 1864 quoted, 405 ; same of 1867, 409 ; declaration of rights, quoted, 45 ; evening schools, 1469 ; final establish¬ ment of common school system, 391 ; high school for negroes, 2262 ; higher schools for negroes, 2270 ; history of schools in, 405 ; Institute for the Pro¬ motion of the Mechanic Arts, 2142 ; institutions conferring degrees, 1541 ; kindergartens, 1498 ; laws governing practice of medicine, 1738 ; same for dental practice, 1746 ; laws relating to land-grant colleges, 45 ; list of college presidents, 1203 ; list of normal school principals, 1211 : list of school super¬ intendents, 1193 ; manual training, 2146, 2156, 2163 ; private high schools. 2088, public, 1937 ; private normal schools, 1806, public, 1794 ; public libraries, details, 852 ; professional schools for negroes, 2280 ; reform schools, 2290 ; State Normal School, 1133 ; statistics of colleges for women, 1611, 1615; statistics of higher institutions, 1558, 1576, 1594; statistics of Women's College of Balti¬ more, 1608 ; subjects for State certifi¬ cates, 464 ; legal provisions for certifi¬ cates, 487 ; system of secondary schools, 569 ; teachers’ pension law, 2449 ; teachers’ training courses, 1779 ; branches taught, 1786 ; uniform sys¬ tem of public schools, 407 ; village schools, 1481. Masonic libraries, 767. Massachusetts, acts and resolves quoted, 55 ; Agricultural College, 56, 61, 1643 ; agricultural experiment station, 60 ; business schools, 2210 ; child-labor law, 2400 ; city school statistics, 1415, 1433, 1449, 1460 ; consolidation of schools, 2409 ; constitution quoted, 54 ; evening schools, 1470 ; Institute of Technology, 1046, 1643 ; institutions conferring degrees, 1541 ; kindergar¬ tens, 1498 ; laws governing practice of medicine, 1738 ; same for dental prac¬ tice, 1746 ; laws relating to land-grant colleges. 54 ; list of college presidents, 1203 ; list of normal school principals, 1211 ; list of school superintendents, 1193 ; manual training, 2146, 2156, 2163 ; private high schools, 2090, pub¬ lic, 1939 ; private normal schools, 1806, public, 1794 ; public libraries, details, S56 ; reform schools, 2290 ; statistics of colleges for women, 1608, 1611, 1615 ; statistics of higher institutions, 1558, 1576, 1594 ; subjects for State certifi¬ cates, 464 ; legal provisions for certifi¬ cates, 488 ; system of secondary schools, 568 ; teachers’ pensions, law, 2450 ; teachers’ training courses, 1779 ; branches taught, 1786; transportation of pupils, 2406 ; village schools, 1481. Massey, John E., 446. Mat making taught to the feeble-minded, 2331. Materia medica, examination in, 2233. Material prosperity in the South, 363. Mathematics, in American colleges, 1146 ; in normal schools, 1114 ; in prepara¬ tory departments of Prussian normal schools, 1235 ; in Prussian normal schools, 1239. Mather, Sir William, 1024. Mattress making taught to the feeble¬ minded, 2331. Mauritius, elementary schools, 2473. Mayo, Dr. A. D., 365, 391, 439, 524, 1310. Measuring criminals, a new system, 664. Mechanic arts, cost of study, 1666. Mechanical engineering, in technological schools, students, 1534 ; taught in in¬ dustrial schools, 2173. Mechanical trades taught in reform schools, 2291. Medical, college course, cost of, 1688 ; de¬ partment of National University, 1675 ; graduates, hospital appoint¬ ments. 1688 ; inspection of schools, 291 ; libraries, 767 ; school in Philadel¬ phia, 304 ; schools, instructors and students, 1673 ; statistics in detail, 1694, 1714 ; supervision of schools in Berlin and Paris, 663. Medicine, examination of nurses, 2232 ; period of preparation, 1687 ; practical, in Germany, 637 ; studied by colored race, 2258 ; women students, 1072. Medico-Chirurgical College, 1675. Medieval Italy, devotion "to the church, 311. Medieval system of physical training, 734. Meek, Judge A. B., 526‘. Membership of the Southern Education Conference, 384. Men students in higher institutions, 1518. Mending (clothes) taught to the feeble¬ minded, 2331. Mentally defective children in London, 289. Mercantile libraries, 767. Mercier’s Nervous System and the Mind quoted, 724. Merrill, Miss Jennie B., 702. Messer, L, Wilbur, 1100. Methodist missions in Alaska, 2354. Methods, French, of moral instruction, 601 ; in Prussian normal schools, 1242 ; of in¬ struction in high schools, 580 ; of oper¬ ation of the conference, 373 ; or man¬ aging schools, 351 ; of Southern bureau of information, 3S2 ; of tool instruc¬ tion, 1024 ; three, cooperating in found¬ ing universities, 300. Mexico, elementary schools, 2474 ; higher seats of learning, 685. Miami University, 1050. Michigan, Agricultural College, 1644 ; busi¬ ness schools, 2210 ; child-labor law, 2400 ; city school statistics, 1417 ; 1435. 1450, 1461 ; compiled laws of the State quoted, 67 ; consolidation of schools, 2409 ; constitution quoted, 67 ; county farmers’ institute societies, 71 ; evening schools, 1470 ; farmhouse reading circle, 72 ; industrial schools for Indian children, 2166 ; institutions conferring degrees, 1542 ; kindergar¬ tens, 1499 ; laws governing practice of medicine, 1738 ; same for dentistry, 1746 ; laws relating to land-grant col¬ leges, 67 ; list of college presidents, 1203 ; list of normal school principals, 1211 ; list of school superintendents, 1194 ; manual training, 2146, 2156, 2163 ; private high schools, 2094, pub¬ lic, 1945 : private normal schools, 1806. public, 1796 ; public libraries, details, 876; reform schools, 2292; State Agricultural College, 69 ; State Normal School, 1126 ; statistics of higher institutions, 1558, 1576, 1596 ; subjects for State certificates, 464 ; legal provisions for certificates, 489 ; INDEX 2497 teachers' training courses, 1779 ; branches taught, 1787 ; upper penin¬ sula experiment station, 78 ; village schools, 1483. Mico, John, 295. Mildway, Sir Walter, 293. Military Academy, at West Point, gymnas¬ tics, 747 ; Royal, in Stockholm, 742. Military drill, in England, statistics, 252 ; in' high schools, number in, 1870 ; in technological schools, 1534. Millander, Rev. A., 2361. Miller Manual Labor School, 442. Millersville, Pa., State Normal School, 1119. Millinery, taught, in industrial schools, 2169 ; in reform schools, 2296 ; to the deaf, 2326. Mills, Charles F., 2339. Minerva, Jahrbuch der gelehrten Welt, 669. Mining academies, foreign, 675 ; in Ger¬ many, 2421. Mining engineering, students, 1518 ; in technological schools, students. 1534. Minnesota, business schools, 2212 ; child- labor law, 2401 ; city school statistics, 1417. 1435. 1450, 1461 ; consolidation of schools, 2410 ; constitution quoted, 74 ; general statutes of the State quoted, 74 ; industrial school for In¬ dian children, 2167 ; institutions con¬ ferring degrees, 1542 ; kindergartens, 1499 ; laws governing practice of medi¬ cine, 1738 ; same for dental practice, 1746 ; list of college presidents, 1203 ; list of normal school principals, 1211 ; list of school superintendents, 1195 ; laws relating to land-grant colleges, 74 ; manual training, 2146. 2156, 2163 ; private normal schools, 1808, public, 1796; public high schools, 1955 ; public libraries, details, 884 ; reform schools, 2292 ; statistics of col¬ leges for women, 1611. 1615 ; statistics of higher institutions, 1560, 1576, 1596 ; subjects for State certificates, 464 ; legal provisions for certificates, 490 ; system of secondary schools, 569 ; teachers' training courses, 1779 ; branches taught. 1787 ; University of. 1644 ; village schools, 1483. Minor, John B.. 440. Minor, .T. L.. 428. Minot, H., Switzerland, 1261. Missionaries and mission teachers In Alaska, 2352. Missions, teachers in Alaska, 2352 ; of Swedish Evangelical Covenant, 2361 ; of the Methodist Episcopal Church in Alaska, 2360 ; of the Congregational Church, 2364 ; of the Moravian Church, 2358 ; of the Presbyterian Church. 2355 ; of the Protestant Episcopal Church in Alaska. 2358. Mississippi, act of Congress referring to land grant, 86 ; Agricultural and Me¬ chanical College. 1644 : Alcorn Agri¬ cultural College, 83, 1644 ; annotated code of general statute laws of the State quoted, 83 ; business schools, 2212 ; constitution quoted, 83 ; Agricultural and Mechanical College, 85 ; city school statistics, 1418, 1436, 1451, 1462 ; high school for negroes, 2264 ; higher schools for negroes, 2270 ; institutions conferring degrees, 1542 ; kindergartens. 1499 ; laws governing practice r*f uedicine, 1738 ; same for dental practice, 1747 ; laws relating to land-grant colleges, 83 ; list of college presidents, 1203 ; list of nor¬ mal school principals, 1211 ; list of school superintendents, 1195 ; manual training. 2146: private high schools. 2096. public, 1959 ; private normal schools, 1808, public, 1796 ; public li¬ braries, details, 888 ; professional schools for negroes, 2280 ; receipts from Peabody fund, 547 ; statistics of colleges for women, 1612, 1615 ; sta¬ tistics of higher institutions, 1560, 1576, 1596 ; subjects for State certifi¬ cates, 464 ; legal provisions for cer¬ tificates, 491 ; teachers' training courses, 1779 ; branches taught, 17S7 ; village schools, 1484. Missouri, business schools, 2214 ; child- labor law, 2401 ; city school statis¬ tics, 1118, 1436. 1451, 1462; College of Agriculture and Mechanic Arts, 92 ; consolidation of schools, 2410 : con¬ stitution quoted, 88 ; evening schools,. 1470; high schools for negroes. 2264 ; higher schools for negroes, 2270 ; in¬ stitutions conferring degrees, 1542 ; kindergartens, 1499 ; laws governing practice of medicine, 1738 : same for* dentistry, 1747 ; laws relating to land- grant colleges, 88 ; Lincoln Institute, 1645 ; list of college presidents, R203 ;~. list of normal school principals, 1211 ; list of school superintendents, 1195 ; manual training. 2146, 2156, 2163 ;. private high schools, 2098, public, 1962 ; private normal schools, 1808,. public, 1796; professional schools for negroes, 2280 ; public libraries, de¬ tails, 890 ; reform schools, 2292 ; re¬ vised statutes of the State quoted, 88 ; School of Mines and Metallurgy, 1644 ; State normal schools, 1133"; State university, 1644 ; statistics of colleges, for women. 1612. 1615 : statistics of higher institutions, 1560, 1578, 1596 ; subjects for State certificates, 464 ; legal provisions for certificates, 492 teachers’ training courses, 1779 ; branch¬ es taught, 1787 ; University of the State, 91 : village schools, 1484. Modern language course in secondary schools, 1183. Modification, in attendance of high schools, 354 ; of the education bill in England, 246. Molding (metal) taught in industrial schools, 2169 ; in reform schools,.. 2300. Moll. Don Gaspar, 1261. Monitorial school for girls in Boston, 748.. Montana. Agricultural College of. 100 ; agricultural college experiment sta¬ tions, 101 ; business schools, 2214 ; child labor law, 2401 ; city school statistics, 1418, 1436, 1451. 1462 ;. codes and statutes of the State quoted, 100 ; College of Agriculture and Me¬ chanic Arts. 1645; college president, 1204 ; normal school principal, 1211 consolidation of schools, 2410 ; con¬ stitution quoted, 100 ; industrial schools for Indian children, 2167; in¬ stitutions conferring degrees, 1542 ;- kindergartens, 1499 ; laws governing practice of medicine, 1739 ; same for dentistry, 1747 ; laws relating to land- grant colleges, 100 ; list of school superintendents, 1195 ; manual train¬ ing, 2146; private high schools, 2100; public libraries, details, 896 ; public- normal schools, 1796 ; reform schools, 2292 ; special appropriation laws quoted, 102; statistics of University •of Montana, 1560. 1578, 1596; sub¬ jects for State certificates, 464 ; legal provisions for certificates. 493 ; teach¬ ers’ training courses, 17S0 ; branches- taught. 1787 ; village schools, 1485. Months taught, in Alaskan schools, 2346. Moody, D. V., 694. Moon, Ann R.. 2335. Moon, S. R.. 2362. Moral instruction in France, 601. ED 1903— VOL 2 - 81 2498 INDEX, Moral training, 430. Moran t, R. L., 229. Moravian missions in Alaska, 2355. Morgan, Benjamin S., 397. Morgan, J. Pierpont, 522. Morrill Act of 1862, 301. Morrison, Nathan Jackson, 1310. Moses, Franklin, 2340. Moseley's industrial inquiry, 647. Mother-play and nursery songs, 699. Motley, T. Lothrop, 298, 312. Mottoes and Commentaries of Frobel’s Mother Play, 700. Mount Holyoke, Seminary, 1055 ; College, 1332. Movements, bodily, classified. 724 ; current, of high schools, 564 ; high school, list of, 563 ; special, in academies, 562. Munich, commercial school for girls, 660 ; day-school course, 1227. Municipal, aid. for schools for colored race, 2260 ; departments, amount ex¬ pended by, 1396 ; playgrounds, 14. Munoz, Senora Maria E., 1253. M unroe, James P., 1023. Murphy, Edgar G., 379, 388. Music, education, department of, 356 : in preparatory departments of Prussian normal schools, 1236 ; in Prussian normal schools, 1240 ; in vacation schools, 8 ; instrumental and vocal, taught to the blind, 2307 ; methods, in normal schools, 1117 ; students in technological schools, 1534. Myers, John A., 403. Mysore, India, elementary schools, 2473. N. Nashville, Tenn., Peabody Normal College, 1128. Natal, elementary schools, 2473. National Brewers’ Academy, 2143. National, consciousness returning, 364 ; council of education, 356 ; education in Ireland, 262 ; Educational Associa¬ tion, 356 ; educational spirit, 300 ; in¬ dustrial schools of France, 617 ; land grants to colleges of agriculture. 1151 ; problem, southern education, 369 ; Re¬ form Association, 2444 ; school system of the United States, 351. Nationalities of pupils in Hawaii, 23S9. Nativity of reform school inmates, 2289. Natural history in Prussian schools, 1222. Natural science, education, department of, 356 ; cost of study in agricultural col¬ leges, 1666 ; in normal schools, 1114 ; in preparatory departments of Prus¬ sian normal schools, 1236 ; in Prussian elementary schools. 1223 ; in Prussian normal schools, 1239. Nature study in vacation schools, 7. Nature work in kindergartens, 719. Navigation school at Odessa, 667. Nebraska, agricultural experiment stations, 106 ; business schools, 2214 ; child- labor law, 2401 ; city school statistics, 1418, 1437, 1451, 1462 ; compiled stat¬ utes of the State quoted, 103 ; consoli¬ dation of schools, 2410 ; constitution quoted, 103 ; evening schools, 1470 ; funds to support the university, 105 ; institutions conferring degrees, 1543 ; kindergartens, 1499 ; laws governing practice of medicine, 1739 ; same for dental practice, 1747 ; laws relating to land-grant colleges, 103 ; list of col¬ lege presidents, 1204 ; list of normal school principals, 1211 ; list of school superintendents, 1195 ; manual train¬ ing, 2146 ; private high schools, 2100, public, 1971 ; private normal schools, 1808, public, 1796 ; public libraries, details, 896 ; reform schools, 2292 ; State normal schools, 1134 ; statistics of higher institutions, 1560, 1578, 1596 : subjects for State certificates, 464 ; legal provisions for certificates, 494 ; system of secondary schools, 569 ; teachers’ training courses, 1780 ; branches taught, 1787 ; transportation of pupils, 2407 ; University of Ne¬ braska, 103 ; course of study, 1645 ; village schools, 1485 ; William Roberts Jackson, 463. Necrology, United States, 1275 ; foreign countries, 1293. Needlework, art, taught, 2169 ; in Prussian schools, 1223. Needs of American cities, playgrounds, 12. Negro, education of the, 367. Negroes, public high schools for, 2262. Nelson & Sons, Edinburgh, 1260. Net making taught to the feeble-minded, 2331. Netherlands, commercial education, 626 ; elementary schools, 2473 ; higher seats of learning, 685 ; industrial education, 643 ; Sunday schools, 2430 ; women students, 1075. Nevada, agricultural experiment stations, 113 ; chemical and physical laboratory at Reno, 113 ; child-labor law, 2401 ; compiled laws of the State quoted, 109 ; constitution quoted, 109 ; indus¬ trial school for Indian children, 2167 ; institutions conferring degrees, 1543 ; kindergartens, 1499 ; laws relating to land-grant colleges, 110 ; laws govern¬ ing practice of medicine, 1739 ; same for dental practice, 1747 ; college presi¬ dent, 1204 ; public high schools, 1980 ; public libraries, details, 900 ; school superintendent, 1195 ; State Normal School, 111 ; State University, 110, 1645 ; statistics of State University, 1560. 1578, 1598; subjects for State certificates, 464 ; legal provisions for certificates. 495 ; teachers’ training courses, 1780; branches taught, 1787; village schools, 1485. New Bedford Textile School, 2142. Newcastle, Duke of, 296. Newcomb, Sophie, 391. New education, essence of, 1068. Newell, Dr. A. M., 527, 1103. Newell, Dr. McFadden A., 408, 438. New England, normal schools, 1114. Newfoundland elementary schools, 2474. New Hampshire, business schools, 2214 ; child-labor law, 2401 ; city school statistics, 1419, 1437, 1451, 1462 ; College of Agriculture and Mechanic Arts, 117, 1645 ; consolidation of schools, 2411 ; constitution quoted, 114 ; evening schools, 1470 ; institutions conferring degrees, 1543 ; kindergar¬ tens, 1499 ; laws governing prac¬ tice of medicine, 1739 ; same for den¬ tal practice, 1747 ; laws relating to land grant colleges, 115 ; list of college presidents, 1204 ; list of normal school principals, 1211 ; list of school superintendents, 1195 ; manual train¬ ing, 2146 ; private high schools, 2100, public high schools, 1981 ; public libraries, details, 900 ; public normal schools, 1796 ; reform schools, 2292 ; statistics of higher institutions, 1562, 1578, 1596 ; subjects for State cer¬ tificates, 464 ; legal provisions for certificates, 496 ; system of secondary schools, 568 ; teachers’ training courses, 1780 ; branches taught, 1787 ; transportation of pupils, 2406 ; trust funds and bequests for the agricul¬ tural college, 119 ; village schools, 1485. New Jersey, agricultural experiment sta¬ tions, 124 ; agricultural school fund, 121 ; business schools, 2216 ; child- labor law, 2401 ; city school statistics, 1419, 1437, 1451, 1462 ; consolidation of schools, 2411 ; evening schools, 1470 ; general statutes for the State quoted, 119 ; higher school for ne¬ groes, 2272 ; institutions conferring INDEX. 2499 degrees, 1543 ; kindergartens, 1499 ; laws relating to land-grant colleges, 120 ; laws governing practice of medi¬ cine, 1739 : same for dental practice, 174S ; list of college presidents, 1204 ; list of normal school principals, 1211 ; list of school superintendents, 1195 ; manual training, 2146, 2156, 2164 ; private high schools, 2102, public, 1982 ; professional schools for negroes, 2280 ; public libraries, details, 906 ; public normal schools, 1796 ; reform schools, 2292 ; Rutgers Scientific School, 121, 1645 ; State Normal School, 1123 ; statistics of higher in¬ stitutions, lo62, 1578, 1598 ; subjects for State certificates, 464 ; legal pro¬ visions for certificates, 497 ; system of secondary schools, 568 ; teachers’ pensions, law, 2451 ; teachers’ train¬ ing courses, 1180; branches taught, 1787 ; village schools, 1485. New Mexico, agricultural experiment sta¬ tions, 128 ; child-labor law, 2401 ; Col¬ lege of Agriculture and Mechanic Arts, 127, 1645 ; college president, 1204 ; normal school principal, 1211 ; com¬ piled laws of the State quoted, 127 ; industrial school for Indian children, 2167 ; institutions conferring degrees, 1543 ; kindergartens, 1500 ; laws gov¬ erning practice of medicine. 1740 ; same for dentistry, 1748 ; laws re¬ lating to land-grant colleges, 127 ; list of school superintendents, 1196 ; manual training schools, 2158, 2165 ; private high schools, 2104 ; public, 3985 ; public libraries, details. 912 ; public normal schools, 1798 ; statistics of University of New Mexico, 1562, 1578, 1598 ; special provisions for agricultural college, 129 ; teachers’ training courses, 1780 ; branches taught, 1789 ; village schools, 1486. New Silver Street Kindergarten, San Fran¬ cisco, 694. New South Wales, elementary schools, 2474. New Testament to be read in schools of Maryland, 407. Newton, R. Heber, 693. New York, business schools, 2216 ; child- labor law, 2402 ; city normal school, 1135 ; city school statistics, 1419, 1438, 1452, 1463 ; consolidation of schools, 2411 ; Cornell University, 133, 1645 ; consolidated school laws quoted, 136 ; evening schools, 1471 ; institutions conferring degrees, 1543 ; kindergartens, 1500 ; laws governing practice of medicine, 1740 ; same for dentistry, 174S ; laws relating to land-grant colleges. 133 ; list of col¬ lege presidents, 1204 ; list of normal school principals, 1211 ; list of school superintendents, 1196; manual train¬ ing, 2146, 2158, 2164 ; private high schools, 2104, public, 1985 ; private normal schools, 1808, public, 1798 ; public libraries, details. 912 ; reform schools, 2292 ; revised statutes, codes, and general laws quoted, 133 ; School of Art, 2142 ; State College of For¬ estry, 134 ; State Normal College, 1115; State normal schools, 1115; State teachers’ pensions, law. 2451 : State Veterinary College, 133 ; sta¬ tistics of colleges for women, 1608, 1612, 1615 ; statistics of higher in¬ stitutions, 1562, 1578, 1696 ; subjects for State certificates, 464 : legal pro¬ visions for certificates, 499 ; support of land-grant colleges, 135 ; system of secondary schools. 568 ; teachers’ training courses, 1780; branches taught, 1789 ; trade school, 2141 ; vil¬ lage schools, 1486. New Zealand, elementary schools. 2474. Nicaragua, elementary schools, 2474. Night labor of children, restrictions, 26S. Nobles, the, Humfreys’, 324. Noel, John Vavasour, 1243. Nome, Alaska, schools in, 2347. Nonsectarian academies and high schools, 1820, 1853. Normal institutes in the Philippines, 2386. Normal instruction in Chile, general board, 1260. Normal school, at Nashville, receipts from Peabody fund, 549. Normal schools, department of, 356 ; for colored students, 1129 ; for men in France, 618 ; for women, 618 ; general objects, 1110; graduates, 1177; in Middle West, 1123 ; in New England, 1114 ; in Middle States, 1115 ; in the South, 1127 ; in the United States, 1103 ; how supported, 357 ; private, 1136 ; kindergarten departments, 713 ; on the Pacific coast, 1130; practice schools in, 1113; primary, of France, 618 ; principals and teachers, salaries, 2460; Prussian, course of study, 1237; statistics, summaries, 1753 : in detail, 1756; students, colored, 2256; studies pursued in, 1116 ; the first, in the United States, 1108 ; with commercial studies, 2191. Normal students, colored, in higher schools, 225S ; in public high schools, 1774 ; In universities and colleges. 1774. North Carolina, agricultural college for the colored race, 143 ; business schools, 2218 ; child-labor law, 2402 ; city school statistics, 1421, 1439, 1452, 1463 ; code of the State quoted, 139 ; College of Agriculture and Mechanic Arts, 140, 1646 ; same for the colored race, 1646 ; consolidation of schools, 2411 ; constitution quoted. 139 ; high school for negroes, 2264 ; higher schools for negroes, 2272 ; industrial school for Indian children, 2167 ; in¬ stitutions conferring degrees, 1543 ; laws governing practice of medicine, 1740 ; same for dental practice, 1748 ; laws relating to land-grant colleges, 140 ; list of college presidents, 1204 ; list of normal school principals, 1212 ; list of school superintendents, 1197 ; manual training, 2147, 2158, 2164; private high schools, 2114, public, 1997 ; private normal schools, 1808, public, 1798 ; professional schools for negroes, 22S0 ; public libraries, details, 950 ; receipts from Peabody fund, 547 ; statistics of colleges for women, 1613, 1617 ; statistics of higher institutions, 1562, 1580, 1600 ; subjects for State certificates, 464 ; legal provisions for certificates, 500 ; support of agricultu¬ ral college, 142 ; teachers’ training courses, 1780 ; branches taught, 1789 ; University of North Carolina, 140 ; village schools, 1487. North Dakota, Agricultural College, 148, 1646 ; business schools, 2218 ; child- labor law, 2402 ; city school statistics, 1421, 1439, 1453, 1464 ; consolidation of schools, 2411 ; constitution quoted, 148 ; industrial schools for Indian children, 2167 ; institutions conferring degrees, 1544 ; laws governing prac¬ tice of medicine, 1740 ; same for den¬ tal practice, 1748 ; laws relating to land-grant colleges, 148 ; list of college presidents, 1204 ; list of normal school principals, 1212 ; list of school super¬ intendents. 1197 ; private high schools, 2116, public, 1998; public libraries, details. 954 ; public normal schools. 1798 ; State University and School of Mines, 152 ; statistics of higher insti¬ tutions, i562, 1580, 1600 ; subjects for State certificates, 464 ; legal provi¬ sions for certificates, 501 ; support of Agricultural College, 151 ; system of 2500 INDEX, secondary schools, 5G9 ; teachers’ training courses, 1781 ; branches taught, 17SD ; village schools, 1487. Northwest Territory, elementary schools. 2473. Norton, Charles Eliot, 312. Norton, John, 293. Norway, elementary schools, 2473 ; higher seats of learning, 685 ; women stu¬ dents, 1075. Norway and Sweden, commercial educa¬ tion, 628 ; industrial education, 644. Norwegian Evangelical Lutheran missions in Alaska, 2354. Notes, miscellaneous, on professional edu¬ cation, 1687 ; on professional schools, 1674. Nova Scotia, elementary schools, 2473. Nulato, Alaska, reindeer station, 2369. Number of high school students to a teacher, 1837 ; to each 1.000 inhabi¬ tants, 1868 ; students of higher insti¬ tutions to each 1,000 population, 1868. Nunez, Jose Abelardo, 1260. Nurse pupils, number, 2229. Nurses, schools for, 2229 ; trained, in set¬ tlements, 35 ; training schools, 222. Nursing, home, taught, 285, 2189 ; studied by colored race, 2258 ; taught in re¬ form schools, 2302. O. Oberlin College, 1055. Object lessons, in Prussian schools, 1222. Obscenity on the playground, 23. Obstetrics, examination in, 2232. O'Conner, T. P., quoted, 245. Odd Fellows’ libraries, 767. Offenses and penalties, child labor, 270. Office work, taught in reform schools, 2298. Ogden, Robert C., 367, 368, 377, 1308. Ohio, Agricultural and Mechanic College, 155 ; agricultural fund, 154 ; anno¬ tated revised statutes quoted, 153 ; business schools, 2218 ; central office for the promotion of forestry, 160 ; child-labor law, 2402 ; city school sta¬ tistics, 1421, 1439, 1453, 1464 ; con¬ solidation of schools 2412 ; constitu¬ tion quoted, 153 ; evening schools, 1471 ; high schools for negroes, 2264 ; higher schools for negroes, 2272 : in¬ stitutions conferring degrees, 1544 ; kindergartens, 1501 ; laws governing- practice of medicine, 1741 ; same for dentistry. 1748 ; laws relating to land-grant colleges, 153 ; list of col¬ lege presidents, " 1204 ; list of normal school principals, 1212 ; list of school superintendents, 1197 ; manual train¬ ing, 2147. 2160, 2165 ; Mechanics’ In¬ stitute, 2141 ; private high schools, 2116, public, 1999 ; public high schools, 1999 ; private normal schools, 1808, public, 1798'; professional school for negroes, 2282 ; public libra¬ ries, details, 954 ; reform schools, 2292 ; State University, 157, 1646 ; statistics of colleges for women, 1613, 1618 ; statistics of higher institutions, 1562, 1580, 1600 ; subjects for State certificates, 464 ; legal provisions for certificates, 502 ; system of secondary schools, 569 ; teachers’ pensions, law, 2450; teachers’ training courses. 1781 ; branches taught, 1789 ; transportation of pupils, 2406 ; University, 1050 ; vil¬ lage schools, 1487. Oklahoma, Agricultural and Normal Uni¬ versity, 165 ; Agricultural and Me¬ chanical College. 161, 1646; same for the colored race, 1646 ; business schools, 2220 ; city school statistics, 1422, 1441, 1453, 1464; colored agri¬ cultural college, 167 ; high schools for negroes, 2264 ; higher school for negroes, 2272 ; industrial schools for Indian children, 2167 ; institutions conferring degrees, 1544 ; laws govern¬ ing practice of medicine, 1741 ; same for dental practice, 1749 ; laws relat¬ ing to land-grant colleges, 162 ; list of school superintendents, 1198; private high schools, 2118, public, 2020 ; pro¬ fessional school for negroes, 2282 ; public libraries, details, 966 ; public normal schools, 1800 ; statistics of the University of Oklahoma, 1564, 1582, 1600 ; statutes of the State quoted, 161 ; subjects for State certificates, 465 ; legal provisions for certificates, 502 ; support of agricultural college, 164 ; teachers’ training courses, 1781 ; branches taught, 1789. Olivet College, Michigan, 1329. Olmsted, Denison, 1105. Olympic games revived, 737. Omaha Watch Repairing School, 2143. Omegetjook, Alice, 2340. Ontario, elementary schools, 2473. Opposition to school law of 1902 in Great Britain, 234. Oral expression in Prussian schools, 1221. Oral method used in schools for the deaf, 2313. Oratory in normal schools, 1124. Orcutt, Dr. Hiram, 1304. Order movements in gymnastics, 741. Oregon agricultural experiment stations, 174 ; business schools, 2220 ; child- labor law, 2402 ; city school statistics, 1422, 1441, 1453, 1464 ; Corvallis College, 168 ; evening schools, 1471 ; industrial school for Indian children, 2167 ; institutions conferring degrees, 1544 ; laws governing practice of medicine, 1741 ; same for dentistry, 1749 ; laws of the State quoted, 168 ; laws relating to land-grant colleges, 169 ; list of college presidents, 1205 ; list of normal school principals, 1212 ; list of school superintendents, 1198; private high schools, 2118, public, 2021 ; public libraries, details, 966 ; State Agricultural College, 173, 1646 ; statistics of higher institutions, 1564, 1582, 1600 ; subjects for State certifi¬ cates, 464 ; legal provisions for certifi¬ cates, 504 ; support of Corvallis College, 171 ; teachers’ training courses, 1781; branches taught, 1789; village schools, 1489. Organ playing in Prussian normal schools, 1241. Organization, of kindergartens, 703; of Prussian people's schools, 1220 ; of schools, number of students, 1765 ; of Sunday schools, 2428 ; of women in the South, 371. Oriental languages, schools for, 673. Origin, of Catholic parochial schools, 1080 ; of educational congress in Chile, 1244 ; of normal schools in the United States, 1104. Originators of the conference on education in the South, 360. Osnabriick elementary school course, 1227. Oswego, N. Y., State Normal School, 1117. Outdoor gymnasia, 17. Outlook of education in Great Britain, 234. Ownership of reindeer in Alaska, 2369. Oxford University, students, 262. F>. Facific coast, normal schools, 1130. Pacific University, 1331. Page, David P., 1109. Page, Walter H., 377. Painter, F. V. N., 443. Painting taught, in industrial schools, 2169 ; in reform schools, 2296 ; to col¬ ored students, 2259 ; to the deaf, 2323 ; to the feeble-minded, 2331. Pajoman, Mrs. C. W., 2349. Palestine, higher seats of learning, 685. Palmer, Alice Freeman, 1375, INDEX, 2501 Taper cutting and folding taught, 21G9 ; to the deaf, 2323. Paraguay, elementary schools, 2474. _ Parents violating child-labor law, 270. Paris, medical supervision of schools, GG3. Park playgrounds. 14. Parker. Francis W., 1135. Parochial school, work, 1004 : system, per¬ fecting management, 1091 : Catholic, 1079 ; origin. 1080 ; growth, 1083 ; facts and figures, 1088 ; grouped ac¬ cording to dioceses. 1090 ; regulations, course of study, 1093 ; supervision and teachers, 1096. Parsons, Mrs. Henry, 7. Partridge, Capt. Alden, 747. Pasting in kindergarten, 719. Patriotism in this country, 3G9. Pattern making taught, in industrial schools, 21G9 ; in reform schools, 2230. Payne, William H., 540. Pavot & Co., Switzerland, 1260. Peabody, Dr. A. P., 305. Peabody, George, 1323. Peabody, George Foster. 377. Peabody, Miss Elizabeth, 689. Peabody educational fund, 521. 1323 ; Dr. Curry's connection with, 524 ; charac¬ ter of its trustees. 539 ; its manage¬ ment, 540 ; distribution of income, 547 ; history of, 424. Peabody Normal School. Nashville, 400, 525. Pearsons, Dr. D. K., 1328. Peay, I. H., 449. Pedagogium, the, at Rio Janeiro, 1260. Pedagogy, in higher institutions, 1571 ; in normal schools, 1116 : number of stu¬ dents, 1766 : in Prussian normal schools, 1237 : in technological schools, students, 1534 ; practical, students of, 1156. Peirce, Cyrus, 1108. Penalties, child-labor law, 270. Pendleton, William K.. 396. Pennoyer, William, 295. Pennsylvania, appropriations for agricul¬ tural college, 179 ; business schools, 2220 ; child-labor law, 2402 ; city school statistics, 1422, 1441, 1453, 1464; consolidation of schools, 2412; evening schools, 1471 ; Farmers’ High School. 175 ; high school for negroes, 2264 ; higher schools for negroes, 2272 ; industrial school for Indian children, 2167 ; institutions conferring degrees, 1544 ; kindergartens, 1501 ; laws gov¬ erning practice of medicine, 1741; same for dentistry, 1749 ; laws re¬ lating to land-grant colleges, 175 ; list of college presidents, 1205 : list of nor¬ mal school principals, 1212 ; list of school superintendents, 1198; manual training, 2147. 2160. 2165 : private high schools, 2120, public. 2023 ; pri¬ vate normal schools, 1808, public, 1800 ; professional schools for negroes, 22S2 ; public libraries, details. 968 ; reform schools. 2294 : State College, course of study, 1647 ; State laws quoted. 174 ; State normal schools, 1134 ; statistics of Bryn Mawr College, 1608 ; statistics of colleges for women, 1613, 1618 ; statistics of higher insti¬ tutions. 1564, 1582. 1600 ; subjects for State certificates, 464 ; legal provisions for certificates, 505 ; support of agri¬ cultural colleges. 176; teachers’ train¬ ing courses, 1781 ; branches taught, 1789 ; village schools, 1489. Penny provident bank, 34. Pensions for teachers, laws, 2449 ; funds established by law, 2449. People, number of, per library, 775. People's schools in Prussia. 1219. Per capita of school expenditures, 1166. Per cent of students and graduates in pub¬ lic and private normal schools. 1773. Period of self-discovery in the South, 364. Periodicals, educational, list of, 1185; num¬ ber, in libraries, 765. Periods, in the history of gymnastics, 737 ; of man’s evolution, from birth to end of 8th year, 731 ; from 9th year to 16th year, 731 ; from 17th to 24th year, 731. Permanence of settlements, 37. Perry, U. S. S., cruise, 2384. Persia, Sunday schools. 2430. Personal foundations of higher institutions in America, 299. Personnel of reindeer herders, 2366. Peru, elementary schools, 2474 ; higher seats of learning. 68o. Petersilie, Dr. A.. 1219. Peterson, Selma, 2333. Phaer, Thomas, 322. Pharmaceutical schools, instructors and students, 1673 ; statistics in detail, 1697. 1728. Pharmacy, studied by colored race, 2258 ; women students," 1072. Philadelphia, Central Manual Training school, 1021 ; city normal school, 1135. Philbrick, Dr. J. D.. 1325. Philippine Islands, education in the, 2385 ; higher seats of learning, 685 ; laws governing practice of medicine, 1741 ; same for dental practice. 1749 : sub¬ jects for teachers’ certificates, 465 : le¬ gal provisions, 505. Phillips, John. 296. Phillips Exeter Academy, course of studv. 561. Philosophy, in American colleges, 1147 ; of education, 1116. Photo-engraving, taught in reform schools, 2300. Photography, taught to the deaf, 2323. Physical education, department of, 356. Physical exercises, in England, statistics, 252 ; in London evening schools, 2S6 ; in all good schools, 353 ; influence on education, 1256. Physical geography, in secondary schools, students of, 1159, 1S29. Physical training, 721 ; in America, 746 ; in normal schools, 1114 ; its ends in view, 723 ; typical systems, 734. Physics, in American colleges, 1149 ; in normal schools, 1119 : in secondary schools, students of. 1159, 1828, 1844. Physiology, examination in. 2232 ; in sec¬ ondary schools, students of, 1159; students of, in high schools, 1830, 1846. Piano plaving. in Prussian normal schools, 1241. Pianos in the London schools, 282. Pillsbury, Gov. John Sargent, 75. 299. Pipe fitting taught to the feeble-minded, 2332. Pittsburg School of Design for Women, 2141. Plain men of affairs, 371. Plastering taught, in industrial schools, 2179 ; in reform schools, 2299 ; to col¬ ored students, 2259. Play, is it worth while? 24: psychology of, ‘ 26 ; teaching it to children. 19 : value of directed. 24, 27 ; who should con¬ trol it? 25. Play centers, evening. 17. Plavground. sessions. 18 ; spirit, 24. Playgrounds, and settlements. 1 ; condi¬ tions of. 9 ; needs of American cities, 11 : what has been done, 14 ; activ¬ ities, 19 : social conditions, 22 ; psy¬ chology of play. 26 : value of play, 27 ; reference books on, 28 ; varieties of. 16. Plumbing taught, in industrial schools, 2170 ; in reform schools, 2297. Point Barrow. Alaska, school in, 2347 ; reindeer station, 2367. Polenz. William von. 663. Policies growing out of coeducation, 106 <. 2502 INDEX. Policy of the administration of the Na¬ tional Educational Association, 357. Politeness on the playground, 22. Political economy, in American colleges, 1148 ; in normal schools, 1124. Political science, in American colleges, 1148. Polytechnic, College of Virginia, 450 ; insti¬ tutes in foreign countries, 674. Polytechnica, in Germany, foreign students in, 2465 ; in Germany, Austria, and Switzerland, 2420. Ponce, M. A., 1244. Pope, Alexander, 1042. Poppenhusen, Conrad, 692. Popular education, church favors it, 1094 ; expenditure justified by results, 1362. Population, between 5 and 18, in the United States, 1163 ; of France, per¬ centage of increase, 588 ; of London, itemized, 237 ; of the United States, by States, 773. Port Clearance, Alaska, schools in, 2347. Porter, Carlos E., 1260. Porto Rico, laws governing practice of med¬ icine, 1741 ; same for dental practice, 1749 ; subjects for teachers’ certifi¬ cates, 465 ; legal provisions for, 506. Portugal, elementary schools, 2473 ; higher seats of learning, 685 ; Sunday schools, 2430. Posse Normal School at Boston, 755. Poulsson’s finger plays, 700. Poultry raising taught, 2185. Poverty, resulting from the civil war, 376. Power, directive, of the Southern confer¬ ence, 385. Practical education, in Chilean congress, 1246. Practical ideals in American universities, 311. Practice in teaching, in Prussian normal schools, 1242. Prang Educational Company, Boston, 1260. Tratt, Charles, 1342. Pratt, Col. R. H., 1316. Pratt, Enoch, 415. Pratt Institute, Brooklyn, 691, 1070, 2141. Preparation for medicine, period of, 1687. Preparatory departments, of higher institu¬ tions, 1517 ; of Prussian normal schools, 1233. Presbyterian, mission schools in Alaska, 2353 ; Theological Seminary, 1676. Presidents of colleges in the United States, list of, 1201. Press, an agency for creating public senti¬ ment, 371. Prettyman, E. B., 416. Price,' Miss Jennie, 2349. Primary schools, in France, administration, 594 ; classification, 595 ; statistics, 587 ; studies, 596 ; programmes, 597 ; principals and teachers, salaries, 2460. Prince Edward Island, elementary schools, 2474. Princeton College, founded, 294. Principals, of academies, prominent, 1304 ; of commercial schools, list of, 2202 ; of industrial schools for Indian chil¬ dren, 2166 ; of manual-training schools, 2154 ; of normal schools, list of, 1209 ; of nurses’ schools, list of, 2235 ; of private high schools and academies, 2066 ; of public high schools, list of, 1870 ; of schools, salaries of, 2460. Principles and practices of kindergartens, 706. Printing taught, in industrial schools, 2169 ; in reform schools, 2296 ; to col¬ ored students, 2259 ; to the deaf, 2323 ; to the feeble-minded, 2331. Prison population of Japan, 649. Private foundations in America, 299. Private high schools, statistics in detail, 2066 ; and academies, students in cer¬ tain branches, 1818. Private normal schools, statistics, 1136, 1755. Prize winners at Chilean school exhibition, 1270. Prizes and scholarships in London schools, 282. Probation work in settlement, 35. Problem, of negro education, 374. Problems of the London school board, 276. Proceedings of the National Educational Association, 356. Profanity on the playground, 23. Professional departments in higher institu¬ tions, 1517 ; women in, 1071. Professional education, 1673 ; in the United States, 1154 ; relation to general edu¬ cation, 1687. Professional interests and the schools, 353. Professional schools, admitting women, 1072; and college course, 1676; sex of students, growth in twenty years, 1154 ; connected with the universities, 304 ; of France, 617. Professional students, colored, 2258. Professional work, in normal schools, 1126. Professors, in colleges for women, 1608 ; in colleges of agriculture and the me¬ chanic arts, 1653 ; same in colored schools, 1655 ; in normal schools, 1753, 1756 ; in schools of technology, 1533 ; in universities and colleges, 1516. Programme, of Catholic teachers’ institutes, 1098 ; of manual-training schools, 1026 ; of studies beyond the three R's, 280. Programmes, of French secondary schools, 619 ; of moral instruction in French schools, 601. Progress, of education in the United States, 1174 ; relative, of high schools in thirteen years, 1815. Promotion of unity of intellectual lives, 310. Property, of agricultural colleges, 1628 ; of colleges of agriculture and the mechanic arts, 1661 ; of higher institutions of learning, 1507, 1524 ; of technological schools, 1537 ; and endowment of li¬ braries, value, 772, 780. Proportion, of high school students pursu¬ ing certain studies, 1832, 1848 ; of males and females in higher education, 1141 ; of pupils in high and lower schools, 353. Prospects in the medical profession, 1683. Provident loan society, 34. Provision, for education at public expense, 351 ; for new educational demands, 1056 ; legal, relating to teachers’ cer¬ tificates, 469 ; statutory, for temper¬ ance instruction, 2419. Prussia, advanced female schools, 1233 ; elementary schools, 2472 ; higher seats of learning, 684 ; public schools in, 651. Prussian, elementary schools, 1219 ; nor¬ mal schools, course of study, 1237 ; pre¬ paratory departments, 1233 ; schools, typical courses of study, 1224. Psychology, students of, in high schools, 1830, 1844 ; in normal schools, 1116, 1765 ; of play, 26 : students of, in higher institutions, 1156. Public and private high schools since 1889, 1815. Public city schools, 1168; day schools for the deaf, 2320. Public education, effects of industrial changes, 1055 ; in America, 430. Public high schools, 1813, 1815 ; for ne¬ groes, 2262 ; students in certain branches, 1816 ; teachers and students, 1824. Public kindergartens in the United States, 701. . _ . Public normal schools, statistics, 1