’b ^ 'sr 4“ -4* of £t. JTAomas of ^Ulanova IJillanova, 'Qa, raasSSGik. This volume was presented by Date M . *fA Case, Shelf, Villanova College VILLANOVA, PENNSYLVANIA LIBRARY Class L 111 • A3 1; : 0 5 x.. V . 1 Accession 2739 7 % + 4* + *fr + 4* -ir + 4* + 4* fr + 4* + + 4* + + 4* -¥ + 4* -4 4* •§» 4* 4s 4* 4» 4* 4* *4' 4* 4- 'I* 4* *fr 4* ♦ 4 - [ Whole Number 365 . REPORT OP THE Commissioner of Education THE YEAR ENDING JUNE 30, 1905* NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY VOLUME 1* WASHINGTON- GOVEkNMENT PRINTING OFFICE. 1907* tiwttiw: MfiOrtALUBlWhYGf'El u.s. DE^m^Nny.Eflyo^TioN MAR 2 8 2013 400 MARYEANb avenue S.W WASHINGTON. D.C. 20202 THE UNITED STATES BUREAU OF EDUCATION, Created as a Department March 2, 1867. Made an Office of the Interior Department July 1 , 1869. COMMISSIONERS. Henry Barnard, LL. D., March ij, 1867 , to March 15 , 1870. John Eaton, Ph. D., LL. D., March 16, 1870 , to August 5, 1886. Nathaniel H. R. Dawson, H. D., August 6, 1886 , to September 3 , 1889. William T. Harris, Ph. D., LL. D., September 1 1889, to June 30, 1906. Elmer Ellsworth Brown, Ph. D., July 1 , 1906, to date. ii M 3 /qo£ -X CONTENTS OF VOLUME 1. THE COMMISSIONER'S INTRODUCTION. Page. Reduction in size of the report . . . . . vii Statistics of State school systems . . . . . . . vii Reports of the Mosely educational commission . . . . xvi Rhodes scholarships . . . . . . . . . . . . xvm Education in France . . . . . . xix Teaching of agriculture in France . . . . . . . . . . xxi Education of business men in Germany . . . . . . xxm Education in Liberia . . . . . . . . xxiv Congress for the reproduction of manuscripts . . . . . xxv New York secondary school system . . . . . xxvii Art and industry . . . . . . . . xxvii Current topics . xxxi Instruction in forestry . xxxii The American system of agricultural education . . . . . . . . xxxm Educational reform in China . . . . . . . . . xxxm Education in Alaska . . . . . . . . . . xxxiv Education in Porto Rico . . . xxxvi Education in the Philippines . . . xxxvii City school systems . . . . . . •. _ xxxviii Universities, colleges, and technological schools . xxxix Agricultural and mechanical colleges . . . . . xli Professional schools . . . . . . . . . xliii Normal schools . xliii Secondary schools . . . . . . . . . xlv Manual and industrial training . . . xlvii Business schools . : . . xlviii Schools for nurses . . . . . . . . xlviii Schools for the colored race . . . . xlviii Reform schools . xlix Schools for the defective classes . . . xlix Recommendations . xlix Chapter I.— The Reports of the Mosely Educational Commission. By W. T. Harris. Mr. Mosely’s attention drawn to the success of American engineers . . . . . 1 Commission organized to visit America . 1 Reports of the commissioners . . . . . 5 Manual training schools in the United States . . . 5 School discipline . . . * . 6 W omen teachers . . . . . . . 7 Science in the service of the State . . . 7 Effect of coeducation . 8 Chapter II. — Report of the Mosely Educational Commission to the United States of America, October-December, 1903. Introductory statement by the American editor . . . . . . . 11 Preface to the report, by Mr. Mosely . . . . . . . . 12 Liso of members of the commission . . . . . 18 Joint report of the members . 19 Extracts from individual reports, relating to the following subjects- Administration . 20 Buildings and equipments . . . . . . — . 21 The training of teachers . . . . . . . 22 The elementary schools: Methods and subjects of instruction . 23 Secondary education . 28 Manual training and business high schools . . . . - . 30 Higher technical and agricultural education . . . . . . 33 Spirit of American educational systems . . . . 38 773f 7 III IV CONTENTS OF VOLUME 1. Chapter III. — Statement of Proceedings Instituted to Execute the Rhodes Schol¬ arship Trust. Page. Provisions of the will of Cecil Rhodes relating to the American scholarships . 41 State committees of selection . 42 Delegacy of local examinations . 46 List of American Rhodes scholars . 49 Chapter IV.— Education in France. Previous articles . 57 Salient features of the system of public instruction in France . 58 Uniform organization of the “Academies” . 59 Effects of the law against the religious associations . 60 State appropriations . 61 Detailed statistics of primary education . 61 Movements for prolonging the education of the people and for promoting the social welfare of the young . 67 Expenditure for public primary education . 69 Practical results of elementary education . 71 Educational statistics of the cities of France having more than 100,000 inhabitants . 72 Secondary education . 76 Universities and special schools . 80 Chapter V.— The Teaching of Agriculture in the Schools of France and Belgium. Establishment of schools of agriculture . 87 Elementary primary schools . 88 Superior primary schools . 89 Normal schools for men . 90 Agricultural schools of higher and secondary grade in France . 92 The national institute of agronomy . 92 English and French rural schools compared . 94 Agricultural education in Belgium . 95 Chapter VI. Higher Education for Business Men in the United States and Germany. From a. Report by Dr. J. Jastrow, of Berlin University . . . 97 Chapter VII.— Education in Liberia. By George V/. Ellis, Secretary of United States Legation at Monrovia. Importance of West Africa . Ill Natural importance of Liberia . Ill Settlements and political divisions . 112 Liberian educational systems . 112 Distribution of the Methodist schools . 112 The College of West Africa . 114 Plistory of Methodist schools . 114 Support and teachers in Methodist schools . 115 Protestant Episcopal schools . 116 Liberian public educational system . 119 Liberia College . 125 Other schools . 127 Industrial education in Liberia . 127 Liberia a new country . 128 The future of Liberia . 129 Chapter VIII. An Account of the Proceedings of the International Congress for the Reproduction of Manuscripts, Li£ge, August 21-23, 1905. By Charles Mills Gayley, U. S. Delegate to the Congress . 131 Chapter IX.— The New York Secondary School System. Address by Andrew S. Draper, New York State Commissioner of Education. The colonial grammar school . 143 Rise of the academies . 144 The New Y ork academies . 145 The New York high schools . 148 The future . 149 CONTENTS OF VOLUME 1. V Page. The secondary schools and the certification of teachers . 151 Secondary schools and district schools under same supervision . 152 Training teachers for secondary schools . 152 Conclusion.. . 153 Chapter X. Art Education an Important Factor in Industrial Development. By Halsey Cooley Ives . 155 Chapter XI.— Current Topics. Compulsory attendance and child-labor laws . 185 Consolidation of schools and transportation of pupils . . . 193 Free text-books and supplies . 194 Temperance instruction in the public schools . 195 Sunday-school statistics of North America . 196 List of educational periodicals . 202 Religious exercises in public schools . 204 Corporal punishment in city public schools . 205 Requirements as to vaccination of school children . . . 207 Length of service of city teachers . 208 Teachers’ pensions in Germany . . '. _ 209 Higher commercial education in Europe . 216 Salaries of city superintendents and teachers . 217 Statistics of education in foreign countries . 229 Chapter XII.— Miscellaneous Educational Topics. Instruction in forestry . 237 The American system of agricultural education and research, by A. C. True, director office of experiment stations, U. S. Department of Agriculture . 244 The progress of educational reform in China, by Mr. E. T. Williams, Chinese secretary of the American legation at Peking . 256 Chapter XIII.— Report on Education in Alaska. Southeast Alaska . 267 Western Alaska . 269 Arctic and northern Alaska . 271 Statistics of public schools in Alaska . 275 School fund . 281 Chapter XIV. Reindeer in Alaska, 1905 . 283 Chapter XV. — Inauguration of the American School System in Porto Rico. By Samuel McCune Lindsay, Ph. D. The educational problem at the beginning of American occupation . 293 The period of military government . . - 299 The advent of civil government . - 304 The primary schools . 306 The town graded schools . 307 Special schools: Normal schools, high schools, industrial schools, rural agricultural schools, and night schools . . . ’ . - . - . 313 The university of Porto Rico . 321 Porto Rican and American teachers . 327 Porto Rican students in the L nited States . 330 Insular legislation for education, financial resources, cost of schools . 332 The present policy — Results of five years’ work — The outlook for the future . 339 Chapter XVI.— Education in the Philippines. The public schools . 345 Secondary schools . 350 The technical schools at Manila . 351 Schools for pagan tribes . 353 Schools in the Moro Province . 354 Summary of statistics . 355 Filipino students in the United States . . 358 A teacher’s notes on the schools of the Philippine Islands, by Robert B. Vaile . 360 YI CONTENTS OF VOLUME 1. Chapter XVII.— Educational Directory. Page. Chief State school officers . . . 365 City school superintendents . 366 Presidents of colleges for men and coeducational colleges of liberal arts . 378 Presidents of colleges for women . 385 Schools of technology . 387 Professors of pedagogy and heads of departments of pedagogy in universities and colleges . 388 Principals of normal schools . 390 Chapter XVIII. — Statistics of State School Systems. General statement . 397 Total population, school population, and adult male population . 399 Density of population, urban population, nativity and race classification, value of manufac¬ tures, illiteracy, and relations of the adult male, and of the school population . 400 School ages in the several States — State school censuses . . 401 School enrollment . 402 Average length of school term at various periods . 406 Number and sex of teachers . 408 School moneys received . 410 School expenditures . 412 Permanent school funds and school lands . _• . 419 Diagrams showing common school attendance, etc . . 420 Chapter XIX.— Statistics of City School Systems. List of tables . 429 Evening schools . 430 Kindergartens . 430 Schools in cities, towns, and villages of the second class . 431 Summary, by States, of enrollment, teachers, etc., in cities containing over 8,000 inhabitants _ 432 Statistics of schools in cities of over 8,000 inhabitants . 443 Statistics of evening schools . 502 Statistics of cities and villages containing from 4,000 to 8,000 inhabitants . 507 Statistics of public kindergartens . _ . . 529 Chapter XX. — Universities, Colleges, and Technological Schools. Number of institutions and professors . 537 Preceptors at Princeton University . 539 Changes in programme of studies in Columbia University . 540 Summary of statistics . 545 Technical courses of study offered by universities, colleges, and schools of technology . 573 Statistical tables of universities and colleges . 578 Colleges for women . . . . 636 Schools of technology . 650 REPORT OF THE COMMISSIONER OF EDUCATION, Department of the Interior, Bureau of Education, Washington , D. C., December 5 , 1906. Sir: I have the honor to submit herewith the Annual Report of this Office for the year ending June 30, 1905. The statistical tables and chapters of general educational informa¬ tion contained in this report were prepared under the direction of my distinguished predecessor, the Honorable William T. Harris, LL.D. It has seemed best to present the material which he had brought together for this report with the least possible alteration. The appropriation, however, which was made near the close of His term of service, for the printing and binding of this report — namely, the sum of $20,000 (34 Stat. L., p. 760) — is less, by more than one- third, than the amount which has been expended for this purpose each year for the past eight years. It has accordingly been neces¬ sary to reduce by one-half the number of pages in the report as originally planned by Commissioner Harris. The statistical tables are presented in full, the necessary reduction having been made by the omission of certain chapters of general educational information. STATISTICS OF STATE SCHOOL SYSTEMS. The enrollment in the institutions commonly grouped together as constituting the main body of our educational system — that is, in schools and colleges, public and private — during the year 1904-5 was 18,160,475, an increase of 263,585 pupils as compared with the pre¬ vious year. Of this number there were enrolled in public institu¬ tions supported by taxation and funds belonging to States and munic¬ ipalities 16,596,503 as compared with 16,379,443, reported for the previous year. Adding to this number the enrollment of various special schools, public and private, amounting to 727,371, we have a VII VIII EDUCATION REPORT, 1905, grand total of 18,887,846. The several items entering into this grand total are presented in the following table : Enrollment in schools and colleges and in special schools in the United States, 1904-5. Grade. Number of pupils. Public. Private. Total. 15, 788, 598 695,980 46, 824 10, 571 54, 521 1,230,661 180,061 91, 720 50.751 10; 779 17,019,259 870,050 138, 544 61,322 65,300 Secondary (high schools and academies) . Professional schools . Normal schools . Total, schools and colleges 16, 596, 503 1,563,972 18. 160, 475 City evening schools . . 292, 319 292,319 146,086 36, 580 11,952 4,441 16, 240 30, 106 12, 432 3,083 3,200 15,000 105,932 50,000 Business schools . 146,086 Reform schools . 36, 580 11. 414 4,441 15, 530 30, 106 12,432 3,083 3,200 Schools for the deaf 538 Schools for the blind . Schools for the feeble-minded . 710 Government Indian schools . Indian schools (Five Civilized Tribes) . ... Schools in Alaska supported by the Government . Schools in Alaska supported by incorporated municipalities (esti¬ mated) . Orphan asylums and other benevolent institutions (estimated)... 15,000 105,932 50,000 Private kindergartens (estimated) . Miscellaneous (including schools of music, oratory, elocution, cookery, and various special arts) (estimated) . Total, special schools . Grand total . 409, 105 318,266 727, 371 17,005,608 ! 1,882,238 18, 887, 846 The following table gives a summary of the total expenditures for education in the United States for the year 1904-5, in comparison with the total of public expenditure for all purposes : Federal, State, and local expenditures for all purposes and expenditures for schools and other institutions of learning in the United States, 1904-5. Total disbursements by the United States Government . $720, 105, 498 Estimated expenditure by the States . 125, 000, 000 Estimated expenditure by minor civil divisions . 600, 000, 000 Total public expenditure . 1, 445, 105, 498 State expenditure for common schools (elementary and secondary) . 291, 616, 660 Expenditure for private elementary and secondary schools (partly estimated) . 21,258,228 Expenditure for universities and colleges. . . . 41, 775, 101 Expenditure for professional schools (partly estimated) . 2, 900, 000 Expenditure for normal schools . 6, 277, 510 Expenditure for commercial schools (estimated) . 3, 000, 000 Expenditure for schools for the defective classes . 5, 818, 656 Expenditure for reform schools . 4, 350, 317 Total expenditure for education . 376, 996, 472 It will be seen that there was expended for education a sum equal to more than one-half of the cost of the National Government; and that of the total expenditure for public purposes of all the States, counties, cities, towns, etc., two-fifths (40.2 per cent) was expended THE COMMISSIONER’S INTRODUCTION. IX for the support of common schools. The aggregate of school prop¬ erty increased in value during the year $48,345,462, reaching a total of $733,446,805. The average expenditure for school purposes advanced to 16.8 cents per day for the instruction of each pupil, as compared with 16| cents per day the previous year. The significance of the figures of school enrollment, attendance, etc., is seen in the comparison of these figures for successive years and over considerable periods of time. It may be assumed, in these as in other particulars, that our educational systems have not yet reached that degree of efficiency which is to be expected and desired, and that the advance noted from year to year is a progress toward some goal. While such a goal can not be fixed with any degree of finality, and may be expected to advance from time to time as the actual conditions approach thereto, we can, at least in a provisional way, indicate a goal toward which American education is advancing, and which may con¬ ceivably be reached within a generation or two. The actual attain¬ ments of some of the more favored of our communities are suggestive at this point. Broadly speaking, then, we may regard the current move¬ ment in American education as tending toward a condition in which the enrollment in schools of all kinds will be equal to the total popu¬ lation between the ages of 5 and 18; that the attendance of the pupils so enrolled will be practically constant, excepting for the contingencies of sickness, fire and flood, and the like, and will accordingly approxi¬ mate 95 per cent of the total enrollment ; that the school year for all pupils so enrolled, at least in schools of elementary and secondary grade, will consist of two hundred days, including in that number six or eight holidays ; and that the attendance of every pupil shall extend over the whole school year. These items of school attendance, to be sure, indicate only the beginning of things so far as education is con¬ cerned, the vital question being what is done educationally for the children when they are brought into the schools. But school attend¬ ance and the length of the school year are fundamental facts in our education, for the schools at their best can do little or nothing for those who do not go to school, and the mere habit of school attendance itself has some educational value. The following tables show the trend of the statistics of recent years with reference to these several items of school attendance, and give additional information with reference to the progress and present condition of our school systems: Table I. — Common school statistics of the United States. X EDUCATION REPORT, 1905. THE COMMISSIONER’S INTRODUCTION. XI O O 00 U- CM O Tji lO o oocj CO CM C0"rt^ H CO CO CO cc oo 05 CM (D oq <3 *-< CD Sh _ 5-tJ S <8 CO lO CO . CO g og eg rH 00 CO . -CM I CO CO > Tt< O ' lO 1C CO o o CO CM CO a o ta p o p< o c3 +3 ^8 CO CO 05 *C 05 05 *0 0*0 l>- CO 05 *0 0*0 CO 05 CO ^ O 00 *0 CO P< 0Q ^0 ^ P< ?-, £ pH O cj o 3 §o 5.5 p/d «rd 0) 3 o'0. o l> 05 CD CD O 3 P- OS P< ©-P ® .. odd: ! sh ^ ©gqgg © Pm 5= d'P O O < t §frf*< © o > '-" co CD HCQ P “ QCd cd © jra XII EDUCATION REPORT, 1905, •IBS* £ c q*l, u^S D i '■2 o r SS cs S jSQ-~ rH Public. / Cl 10,571 cor^t^r^u- 00 ^ CD 10 1-H CO ^ CO 10 00 r-T r-Tc 0 In universities and col¬ leges. c Total. 00 138,544 43,317 18,816 14,733 50,060 11,618 Private. 1- 91, 720 ’T LO CO C'J CD HiO^NCO OOWNCD oo'wd'oV COHHtN Public, d CO Tfl CS! 00 5,303 6,761 4,490 23,288 6,982 Pupils receiving secondary instruc¬ tion (high school grades) . 0 Private (in prepara¬ tory schools, academies, semi¬ naries, etc.). »0 180,061 52,702 25, 403 30,897 58,262 12,797 Public. *> rX 695, 989 226, 834 38, 140 53, 545 323, 979 53, 491 Pupils receiving ele¬ mentary instruc¬ tion (primary and grammar grades) . Private (largely esti¬ mated) . CO 1,230,661 432,810 103, 481 158, 376 478,998 56, 996 Public. ©* 15,788,598 3,682,769 2,286,836 3,270,382 5,604,692 943,919 Division. H The United States. . North Atlantic Division.. South Atlantic Division . . South Central Division... North Central Division. . . Western Division . *R,g sl§ P,bDg b'o c R ° K g ® 2 J § * ® t>>® b*j as © R.R-3 89s ® £ *§ r a s10 Grd ■d r R 03 c3 tji - CQ o3 Q .s § hn 3 &.b ^ T3 fcT 03 P-H cs3_^ R,Q oj 03 +* ■y to R C OQt3 03 .•d ■H .2+5 £-g-P> ■dSS g-9 a 03 )03 P ^ O) 4-5 +J ^ £/►>.£ <3 r' C3 K1 g O *g g g g g H3 +fj g g Og 03^ cj R SjRgop-rJSm'OG ft0i2'?5'd”on'P 03 03 O O R J-y ' » C5 P.3' r/i -LJ Pi | JJ5 '-VJ ••-• C3 --M .-3 3 R O ^fG g “ O ’ §,<£‘^|l'S $ ftd'g Slt)^ - > — ' - TOW- C3 ^ RO^R.g“ 9-S‘ >3 ■§ •“ 2 'S ^ ±> 5 2 raT3 p .cg^ 03 . (Edinburgh) ; professor of Celtic, and principal of Jesus College, Oxford; fellow of the British Academy. W. Ripper, esq., M. I. C. E., professor of engineering in University College, Sheffield; member of the Sheffield Education Committee. Charles Rowley, esq., M. A., J. P., member of the Manchester Education Committee and of the Man¬ chester School of Technology; chairman of the Manchester School of Art. A. J. Shepheard, esq., chairman of the technical education board of the London County Council. A. Edmund Spender, esq., B. A. (Oxford), barrister at law; director of Plymouth Girls’ High School; member of Plymouth Chamber of Commerce Executive; member of committee of the Mount Edgcun.be industrial training ship. John Whitburn, esq., member of the education committee of Newcastle-on-Tyne JOINT REPORT. The undersigned, members of the Mosely Educational Commission, are deeply impressed by the evidence they have gathered in the United States of the absolute belief in the value of education both to the community at large and to agriculture, commerce, manufactures, and the service of the State. Although, in the past, the belief in education has been the effect rather than the cause of American prosperity, during the last quarter of a century education has had a powerful and far-reaching influ¬ ence, and it can not be doubted that, in the future, it will become more and more the cause of industrial and commercial progress and of national well-being. They are satisfied that, in years to come, in competing with American commerce we shall be called upon to face trained men, gifted with both enterprise and knowledge. They desire to impress on the British public the absolute need of immediate preparation on our part to meet such competition. They have also been impressed with the spirit which animates both teachers and pupils and by the manner in which the two classes cooperate in the schools and col¬ leges. Willingness, if not an overwhelming desire, to learn seems to characterize the scholars, and teachers seem to be possessed of but one wish — that of helping their pupils in every possible way. The absence of class prejudices and of any “religious difficulty serves most materially to facilitate the work of the schools. The closest connection is being established between theory and practice, the prac¬ tical bent of the men of letters and science and the breadth of their outlook being very remarkable. The services 'of experts in various branches of knowledge are, therefore, held in high esteem and are in constant demand. The important part which manual training is beginning to assume in the schools struck them very forcibly. Such work appears to be in many ways of high value as an educational discipline, especially in developing handiness and alertness, and in familiarizing the scholars with constructive processes. They have been much impressed by the liberality displayed, not only by the public but also by private donors on behalf of education, as evidenced by the wealth of pro¬ vision in the form of buildings and equipment which is everywhere made. On the other hand, they observe that the remuneration of teachers is by no means always placed on a satisfactory basis, and they have also been led to view somewhat with alarm the growing preponderance of women teachers. Lastly they would draw attention to the extent to which the work of education is organized and its various grades coordinated, whereby harmonious working is secured and overlapping avoided. The need of effecting such organization in this country, which was before apparent, now seems to them imperative, in view of the experience they have gained in the United States. Although individual members of the commission have expressed their thanks both to Mr. Mosely and to all those who have assisted them in the United States, they wish in their collective capacity to record their high appreciation of the value of the oppor¬ tunity which Mr. Mosely gave them to gain experience likely to be of signal value to them in carrying on their work at home. They also desire to acknowledge with grati¬ tude the courtesy with which they were invariably received, and to express their deep sense of the obligation under which they have been placed by all who assisted them in their inquiries.® a Signed by all members of tbe commission. 20 EDUCATION REPORT, 1905. EXTRACTS FROM INDIVIDUAL REPORTS RELATIVE TO PUBLIC SCHOOL SYSTEMS. With respect to the systems of public or common schools as developed in the States and cities visited by the commission, their observations were naturally directed to particulars of special moment to England in the present effort at reorganizing and extending her own system. The methods of school administration adopted in this country, the division of responsibility between different classes of officials (as for exam¬ ple, State and local), school buildings and equipments, the training of teachers, the spirit and methods of instruction, the discipline, organization, and scope of public high schools, were one and all subjects of careful investigation by the majority of the members. Extracts from the several reports pertaining to the subjects indicated here follow. In each case reference is made to the author by name only; for further iden¬ tification the reader is referred to the full list of members, page 18. Administration. Mr. Jephson (pp. 211-216): The first general impression made on me was aston¬ ishment that, notwithstanding the lack of a central authority and the almost complete autonomy of the various States and the big cities, notwithstanding the fact that some¬ times we met with a law of compulsory attendance and more frequently did not, not¬ withstanding that the initial age for schooling varied considerably, and the age for leaving school still more so, there was nevertheless a common type of educational methods to which ail the States and cities conformed more or less. Briefly speaking, it may be described as a system where a board of business men look after the finances and appoint a superintendent with large powers to carry out school management. The absence (except in the Eastern States) of any leisured class of citizens probably accounts for the adoption of this system of public elementary schools and their related high schools being committed to the practically undisputed governance of a superin¬ tendent. Whether the people of England would ever approve of such a system is not clear. It has many and distinct advantages: (1) an educationist has control of all schools; (2) changes can be made in curricula easily; (3) one man gets accurate knowl¬ edge of his teachers, and can promote the most deserving at once; (4) the whole of the schools are easily coordinated; (5) he arranges for the training and examination of teachers; (6) he inspects and examines the schools when necessary; (7) he arranges for the transfer of pupils to the high schools; (8) if the schools are not prosperous, the superintendent can be changed. The obvious disadvantage is that too much power is placed in the hands of one man; and secondly, that thereby worthy people are deprived of an opportunity of helping on elementary education, of whom we have abundance in England. There is a danger, too, of the system becoming stereotyped, as one man is less open to the onward march of progress than a committee. However, in America this system is universal and works well, and moreover the people are all quite satisfied with the results. The second general impression made on me was again astonishment at the universal desire for education, and the best kind of education, evinced by all classes of the com¬ munity. President Roosevelt said to us in the White House: “Education may not have made America, byt America without education would be lost. It is the only security in a democratic state.” Everywhere the desire for good education exists and grows, with the result that nobody objects to the large sums of money expended in education. In one place we heard of an economizing town council which, finding money scarce, abolished the kindergartens and the evening schools. Public indigna¬ tion was so strong that after a few weeks the schools were reopened and the city fathers had to try another method of saving money. In many cities one-half of the total local expenditure was devoted to public education. In the State of Kansas (that huge wheat field of the States) six-thirteenths of the whole expenditure was for public education. From the first it was obvious that we were dealing with an entirely different kind of public opinion on education from that which prevails in England. This may be partly accounted for by the fact that the whole community uses the public schools; all classes meet in the common school, consequently all -classes agree in supporting education. This enthusiasm for education in America must be presupposed in every remark I may subsequently make. Organization and method are natural to an American, and the third impression made on me was that their systematic methods were responsible for a good deal of the REPORTS OF THE MOSELY COMMISSION. 21 success which has attended their administration of education, Schemes, plans, pro¬ grammes, schedules abounded. No fresh subject could be properly taught until a scheme was drawn up, fully touching all the points and parts properly arranged. In the New York Board of Education, the thousands of cards, fully indexed containing information about each individual teacher of all kinds, afforded a really marvelous instance of the length to which organizing might be carried. There is a danger that this may be carried too far, and too much stress laid on the machine and not enough attention paid to the man tvho, after all, has to work the machine. The fourth impression I carried away with me, was the admirable way in which the completely free system of schooling was correlated and coordinated. In every State and city, high schools are to to be found to which the children, having passed through (graduated) the public schools, are sent as~a matter of course. These high schools (there are now 6,000 of them in the United States), take children from 14 years of age for a four-years’ course, as a rule. There are ordinary high schools, classical high schools, commercial high schools, and manual-training high schools. I append here the courses of instruction in three of the four kinds of school.® I omit the com¬ mercial high school, as in my opinion too much importance is given to such subjects as shorthand, typewriting, and bookkeeping, which are, after all, only partially edu¬ cational. * * * The best children in the primary schools pass into the high school and continue their education till 18 years of age. They can then go to the normal schools or to the uni¬ versity for another four-years’ course. All this education is given without charge or fee to the student. This fact accounts for its popularity with many, and also for the large number of students of all classes and kinds. Some of the universities accredit good high schools which come up to their standards, and receive the pupils from them without requiring an entrance examination. This giving of a free education to all who desire 'it and can arrange for it is the one feature of the United States education which I desire to see reproduced among our¬ selves. It is true in the States that many parents deny themselves the small imme¬ diate wages of their boys and girls in order that the bright children may be fitted for better and higher positions when they enter the world of business, trade, and commerce. In time parents would do the same in England. The sharp, bright children having an opportunity before them to proceed in the work of education would incline to the high school rather than to earning immediate small wages, and moreover, steps could be taken to keep the bright children at school by those interested in them. It is obvious that each board or national school must have in it each year some one, if not more, sharp child who ought to go on with his or her education. At present these sharp children are lost to the State. A properly organized system of high schools will provide an opportunity for some of the best future citizens of England to advance to their natural capacity. In most of the high schools evidence was forthcoming that the largest merchants and business men snapped up the young people from the high schools for their work¬ shops and offices. Everybody in America works and has to work. Trade and com¬ merce represent the ideal of an American citizen; consequently everyone has an incentive before him to work and work hard. There are advantages in not having a leisured class of citizens. Buildings and Equipments. Mu. H. Coward (pp. 80-81): We very soon found that the New York schools are very large, the latest opened containing nearly 5,000 scholars, although this is excep¬ tional; the average elementary school usually contains about 2,500 scholars, made up of three departments — kindergarten, primary, and grammar. The buildings are on four, five, or six floors, with a playground in the basement, and often a good gymna¬ sium on the top floor. No pains seem to be spared to secure good electric lighting, heat, and ventilation, though in one or two schools we visited the ventilation did not seem any too perfect. Everybody acknowledges that these buildings are too large, and that the education of the children would be much better conducted in smaller buildings. The reason given for these huge structures is the enormous price of land, but I am told that land is quite as dear in London as in New York, yet the London School Board has not fallen into the same error to any great extent. The buildings of New York are magnificent structures, and no expense has been spared to secure the very best that can be obtained. We saw some buildings that cost from £40 to £50 per child to erect, a sum which would frighten our school authorities at home. a The selected courses, which have been omitted in this account, were: General course and classical course, High School of Denver; manual-training high school course and course of study, fourth year, in the high schools of New York. 22 EDUCATION EEPOKT, 1905. In the equipment of the schools we are also far behind our New York friends. Noth¬ ing “shoddy” or mean is found inside the New York school. “Whatever is the best, is the best for the school,” is the motto carried out regardless of expense. On the front wall facing the scholars, and for some distance on each side, there are fixed slates of an excellent quality for teaching purposes. No easels or blackboards were seen in any school. The walls had an abundance of pictures and illustrations, but no maps were displayed, each room being supplied with a complete set of maps and a case to contain them. The principal of each school has an electric bell to each room in the school, and a speaking tube to every floor. He is also provided with an office and a clerk. There is a good wide platform for the principal at the end of the main room in each department, well supplied with chairs, tables, etc., of a good handsome appearance, little things in themselves, but calculated to surround the office with dignity, and consequently influence. Mr. H. R. Rathbone, who was struck with the imposing architecture of the school buildings in this country and the great care taken to secure proper lighting, ventilating, and heating, was disappointed to find in nearly every instance a lamentable want of playground accommodation. In the large cities [lie says (p. 258)] this is explained by the great expense of land, and even in the younger States of the West, where the question of expense is not yet so serious, hardly anything is being done to supply this deficiency before it is too late. * * * In New York and other large cities the need for playgrounds is now being keenly felt, and something has been done in the recent buildings to meet it by utilizing the basement and roof of the school for this purpose. Americans, however, are not yet fully alive to the excellent opportunities for educational work which the play¬ grounds and playing fields afford. From the point of view of physical culture, they are most important, but it is not for this only they are valuable, as it can hardly be doubted that they afford a most excellent opportunity for the teachers to study the disposition of the children, and assist in the development of their characters. Moreover, no amount of physical training, especially when it takes place under cover, can, in my opinion, ever be a satisfactory substitute for free, spontaneous play. The Training of Teachers. Mr. Armstrong expresses the opinion that the elementary schools of this country, at least in the larger cities, enjoy an advantage over the English elementary schools in respect to the training of the teachers. “Their teachers,” he says (p. 15), “usually all pass through a period of high-school training prior to entering the normal or training school; their outlook is ' consequently, on the average, somewhat broader. The methods adopted in training teachers appear to be no less academic than ours.” Rev. H. B. Gray was impressed with the grasp that the American teacher has of the “scientific principle of teaching.” This he attributed to the fact that the teachers “go through the complete course of the theory of teaching and of the principles of psychology.” “It affords,” he says (p. 167), “food for reflection, when one remem¬ bers that in England the necessity of scientific training for educators has been only recently, and still is grudgingly, acknowledged in the regions of secondary education.’’ Several of the members record very favorable impressions of the School of Education, Chicago University, and the Teachers’ College affiliated to Columbia University with its auxiliary schools, i. e., the Horace Mann Observation School and the Speyer Practicing School. With respect to departments of education which form integral parts of university organization, the opinion is expressed by Mr. Foster (p. 124) that — • while good work and substantial progress are being made at these universities, it is clear that the work of training, especially that of training to teach certain defined subjects, can not be altogether met by the ordinary university staff who teach these subjects. But while many in America are willing (and where they are not willing are obliged), as they are in this country, to accept the university degree as an indication of the power to teach, there is, on the other hand, a growing number that believes in the importance of training. He adds: The important fact brought home to one by all this is that very large numbers of those in authority in America have recognized the need for the professional training REPORTS OF THE MOSELY COMMISSION. 23 of teachers of all grades, and that active steps are being taken to provide the training that is deemed necessary. In this way and in others already alluded to, it will be seen that the teaching profession in America is rapidly acquiring a dignity and force that must make it a great national power. Rev. A. W. Jephson (pp. 227-228) : With regard to the training of teachers in America our experience varied with the different States visited. Naturally New York, with its boundless resources, was fairly well able to supply itself with the necessary staff for its schools, but the effect of the competition caused by the higher salaries offered by New York than other places was felt even in Washington, 228 miles away. In Boston and New York and several other important centers the training of teachers was adequate and admirable. But this was only in a few favored spots. * * * In some of the places we visited the training was conspicuous by its absence. In fact, in a large number of schools, what are known in England as “Article 68 teacheis”a were the only ones possible. Owing to the small pay and meager prospects of the teacher, the number of men employed is getting smaller and smaller. Mr. Jephson was particularly impressed with the work of the Peabody Normal School,. Nashville, Tenn., and also with the institute work at Knoxville, under the auspices of Tennessee University. The Elementary Schools: Methods and Subjects of Instruction. Mr. H. E. Armstrong devotes several pages to a consideration of the common (graded) schools, noting in particular what appeared to him to be defects. He says, in part (pp. 9-10): In interior arrangements even the most modem schools are not superior to our own. And there is even less attempt made in them to provide pictorial decoration. Thring’s great doctrine of thinking in shape has, if possible, made less advance thus far in the American common schools than in ours. Much has been said of the importance attached in the American schools to the teaching of patriotism and to the practice of saluting the flag, which prevails in them. This involves the recitation occasionally of the formula: “I pledge allegiance to my flag and to the Republic for which it stands — one nation, indivisible, with liberty and justice for all.” This appeared to me to be a somewhat perfunctory exercise when I witnessed it. Thinking Americans with whom I discussed the question seemed to regard the practice as of some value in cities like New York and Chicago, where a large alien element has constantly to be absorbed into the population; but apparently they were of opinion that it was undesirable as a general practice. It is almost unnecessary to say that the amount of attention paid in the common schools to reading and composition is in no way sufficient or satisfactory, the neglect of English among English-speaking people being proverbial. Apparently no greater effort is made in the American schools than in ours to lead children to read and to become really fond of reading. The teaching of drawing is also undeveloped. Simple measurement work in asso¬ ciation with drawing, which is being so much advocated here and which is gradually assuming importance in our schools, seems to be almost, if not quite, unknown. I did not learn that the attempt was being made anywhere to put the teaching of arith¬ metic on a practical common-sense basis. Although manual training figures in the programme, the interpretation put upon the term seems to be very different from that which is usual here, drawing commonly counting as manual training. In some of the schools, where space permits, wood¬ work is introduced into the upper classes for boys, and cookery and needlework for girls. The belief in such work is evidently growing; but at present the schools are undoubtedly behind ours in promoting it and even more bookish than ours in their tendencies. The nature-study lessons I witnessed, when not specifically botanical or zoological and scientific in character, were eminently superficial and worthless. As all classes attend the common schools, these can not be compared directly with our elementary schools, but must be thought of in connection both with these and with all other types of preparatory schools. a Article 68 of the Day School Code provides for the employment of women over 18 years of age as additional teachers if approved by the Government inspector, although they arc untrained and uncertificated. It will be noted that they are to be employed under a certificated principal. 24 EDUCATION REPORT, 1905. The Rev. T. A. Finley observes (pp. 101-102), with respect to the teaching in our elementary schools, that “in the teaching of every subject the end pursued appears to be a prompt and ready use of the knowledge given, rather than laborious thought and personal mental effort on the part of the pupils.” He says further: The task of the American elementary schools differs in two important respects from that fulfilled by our schools at home. In the first place, they have to form to American citizenship and to train to English forms of speech the children of the immense bodies of foreign immigrants who are pouring into the country. This they do with remarkable success. The skill with which children, who in the home circle use only Italian or Yiddish, are brought to employ English as their familiar tongue, and with which they are imbued with sentiments of American patriotism, is beyond all praise. In the second place, they do not aim at educating the unskilled laborer for his work in life — the unskilled laborer of America is supplied from abroad, from Italy, Hun¬ gary, the Slav countries, and Scandinavia, and at present in diminishing proportion from Ireland. No boy in an American school looks forward to digging and delving for hire as a means of livelihood, nor does any girl contemplate domestic service as her future work in life. Speaking to a contractor who had thousands of men employed on the earthworks of an important contract, I asked him how many of his laborers had been educated at an American school. He answered promptly: “Probably not one.” On leaving school the American boy enters an office, a store, or a factory, or becomes apprenticed in a skilled trade; the American girl becomes a bookkeeper, a clerk, a stenographer, or factory worker. She also finds her way into the skilled trades. In New York there are 250 girl members of the printers’ trade union. I saw some of them at work as linotypists. They were earning up to $23 a week, and I was assured by the foreman that they were among the best workers in the printing office. I also found girls in charge of the complicated and delicate machines of tool factories. They were paid $25 a week. In America machinery has been so perfected that dexterity rather than muscular force is required for its use. Where dexterity is the one require¬ ment the girl may be quite as competent a machinist as the man. And this being so, there is no reason why she should not find ready employment and be admitted into the union of approved workers. It was noticeable in the case of all these girl artisans that they brought with them to their duties those habits of cleanliness, neatness, and order in their persons and their work which it is a chief aim of the American school to inculcate and to form. Mr. W. P. Groser (pp. 174-175): The common schools vary in every way and to every degree, for each State has its own system and each teacher his or her own indi¬ viduality. The average of attainment in them is no higher than in England. The progress is slow; the methods are discursive. But the relations between teacher and pupil are much closer, the method of discussion is employed with great benefit to mental development, the pupil’s mistake is followed up psychologically, and by these means a more inquiring and critical attitude of mind is produced, with a greater appreciation of the value of education. The anxiety to hold the attention and the constant divergence into related but irrelevant topics possibly cultivate a large sense of personal importance and an inac¬ curate and superficial habit of thought. But a recognition of the unimportance at this stage of the acquisition of specific knowledge, and the all-importance of a spirit of inquiry, individuality, and initiative, is general in the United States. These qualities lead the workman to continue his education, to read the newspapers, and to appreciate the interrelation of branches of knowledge. His intelligence on leaving the common school is not developed to a higher average, but is of a more curious and alert type. Instruction in what may be termed the elements of civics and the insist¬ ence with which the national idea is kept before his mind tend to influence his con¬ ception of a citizen’s position and duties. His association with boys of a higher social station is a factor in the production of the democratic spirit, and has a consider¬ able influence on his subsequent relations with his employers. Mr. Heape was impressed with the excellent foundation laid in the kindergarten for “the observation and manipulative work” which follows in the elementary grades, and with the “intensely interesting methods” adopted in the latter. With respect to drawing he says, page 205 : Especially is it noticeable how much use is made of drawing in the schools, not drawing looked upon as an irksome task from uninteresting and uninspiring flat copies, but drawing as a natural mode of expression of the child’s thoughts. Nearly EEPOETS OF THE MOSELY COMMISSION. 25 every class room is surrounded by wall slates, and on these the scholars are accus¬ tomed to draw, frequently making sketches of the characters about whom they are reading, and of the incidents narrated. If they have been on an excursion with the teacher (a quite frequent occurrence), they sketch the objects that most impressed them. In numberless ways this mode of expression is cultivated. In many schools much use is made of color, and the brush is put into the child’s hands before and in preference to the pencil. Nature study is frequently an important item in the cur¬ riculum. By these means the power of accurate observation, which is so marked in young children, is cultivated, and the facility gained of its being recorded. It is a training in the coordination of eyes, brain, and hands of the utmost importance. Much work on these lines is already being done in many English schools, but it seems to the writer to be well worth very full and careful consideration as to how far these methods can with advantage be more widely utilized here, especially for our public elementary schools. They certainly vivify the teaching, arouse the keenest interest in the child, stimulate his originality, call out his powers, increase his modes of expression, and, in addition to the actual knowledge acquired, a real lively inter¬ est in the work is gained, and this habit of earnest application is carried forward to the higher schools, provided that the curriculum of the latter affords scope for the continued development of the aptitudes thus formed in the earlier stages of training. There is another very valuable result. In working and finding out things for himself a child is accustomed to refer to books placed freely within his reach, and he thus acquires a habit of the very greatest value. A few books of reference in each class room and encouragement to use them are found a valuable instrument in education and in forming habits of self-improvement. Bev. A. W. Jephson (pp. 225-226, 227): With regard to the elementary schools (I pur¬ posely use the English terms) one or two matters stand out prominently. There are no infant schools. In many places there are kindergartens where one or two classes of children are taken at 6 years of age. These kindergartens are by no means universal, and in many places are still maintained by private benefactions, as the local school authority is not yet convinced of their utility. Our system of infant schools, with the methods now almost universal, at least in London, seems to me to be a far better pre¬ liminary training for the graded school. In America the work of teaching children of 7 the elements of all instructions is very hard, indeed. The grading of schools in America is similar to our own method, but the rule of “graduating ” — i. e., passing through each of the 8 grades and then solemnly receiving a formal certificate of the fact at an annual function, seems to me worthy of imitation, as it emphasizes the importance of going right through the school and being able to show the certificate as proof of work done. Moreover, a child can not, as a rule, go to the high school unless he has “graduated” in the primary school. The importance attached to “graduation” is common throughout America, and even in the Sunday schools maintained by the various religious communities “graduation” is the rule, not the exception — i. e., a child must pass through every class in the Sunday school just as he or she passes through every class in the grammar or common school (elemen¬ tary school) before the certificate is given. Another fact which impressed me greatly was the obvious intention of every teacher to get each child to do something of itself. Even in kindergarten the little ones were asked to choose a color and then select beads or sticks of that color. In grade 1 the children were given a series of figures and were expected to make up their own simple sums. Questions from the children were wel¬ comed and were being constantly put, even in the presence of strangers. As we went from room to room in almost every school we visited we were struck by the large amount of initiative displayed by the children, and this was encouraged by every means in the teacher’s power. The children were taught to think,' and their studies were intended to train them to observe, to imagine, to reason, to feel, to will, and then to express. One principle underlies the work and determines the method — things, not signs, for things are the true source of knowledge. Objects, facts, phenomena are observed, but then they are always compared, classified, and related. Analysis and induction are used as a means of training. The child from the first is accustomed to think for itself. As Sandy McKay says: “A mon kens only what he has learned hisself.” I watched with interest boys putting a little original ornamentation into their woodwork, or the girls doing a little pretty stitching out of their own heads. The children were given a story to read by themselves, and next day one is asked to repeat it, and by means of others in the class to get the whole story straight. Or perhaps half a story is told, and the children are then invited to finish it for themselves. In drawing, something is always left for the child’s originality. In music (all music is taught by the old notation throughout America) children were asked to write themes on the musical lines and then the class sang them over in turn. As each child sits at a single desk, order is perhaps more easily 26 EDUCATION REPORT, 1905. obtained, but the very friendly relations between teacher and pupil were really de¬ lightful to witness. And this, too, is common throughout America. It was the evi¬ dent interest taken by each in the others. It was the elder sister and the little ones of the family. This was borne in upon me again and again. There are no school prizes in America. Nature study is made a great deal of, and in as far as it encourages observation and knowledge of actual things it is no doubt a good thing. Yet there is a danger lest the matters treated of should be divorced from their proper surroundings and place in the everyday life of the child. The plentiful supply of books both for teachers and children struck me as remarkable. The amount of home work done is more than we could obtain in England. Parents in America like to see what the children are doing in school, and make proper arrangements for the child to study at home. Another fact which im¬ pressed us all was the teaching of patriotism. The flag of America is made very real to the children. In New York and elsewhere the children daily salute the flag and swear fidelity to it — perhaps necessary, as there are so many foreigners in the schools — and everywhere the history of the United States is fully and completely taught. I was glad to find that the old text-books which inculcated hatred to England are being given up and others substituted which contain nothing to which any sensible Britisher can possibly object. “ Civics,” as it is called, forms a prominent feature of almost every school, elementary and otherwise. Books are used on this subject in every school, and far better books than any I have seen on the subject at home. The result is that every American child knows the extent of what I may now call the “American Empire, Guam, and all.” He knows the States and principal towns, rivers, and moun¬ tains, and, better still, he knows how he is governed and why. All the complicated arrangements for the election of President are well known. He knows the ministers of state and what each is responsible for. He knows all his own State officials at least by name, and can tell you what they do. This teaching of civics seemed to me admi¬ rable and might well be copied. Not that I wish to see the ££ flagolatry ” of New York introduced into our schools, but I am strongly of opinion that the Union Jack ought to be displayed on all national occasions, and the children should know something of its history. The books used for teaching American patriotism would be a revelation to most of our authors, compilers, and teachers. * * * One severe criticism must be made, and that is in the matter of attendance. As I have before stated, some States have adopted laws for compulsory attendance at school and others have not. The American fights shy of compulsion anywhere and everywhere. There is no systematic dealing with absentees. The attendance officers are far too few for the work, and in all the large cities there must be many children who are without education. The spirit of the people is, I know, in favor of sending the children to school, and it is a disgrace to an American citizen not to know how to read and write. Still the fact remains that there is no regular annual scheduling of the children as we have at home, and provision is not made for a place for each child and each child in its place. Mr. H. It. Rathbone (pp. 262-264, 265): Of the teaching methods in American schools it is, I believe, very easy to come to an unfavorable conclusion somewhat unjustly. In order to judge them fairly one must, I think, first realize the objects American educators have in view and the difficulties with which they have had to contend. The essential feature of the system is the mastering of the contents of certain well-selected text-books, which, as a rule, are very well written, and before being used are submitted to a severe criticism from a host of critics, who are very often able teachers. No doubt this system was first adopted because it was the easiest and most suitable for use by the partially educated and almost untrained teachers, but in the hands of well-educated and skillful teachers I am not yet satisfied it does not afford opportunities for excellent work. With a few teachers it is simply a system of mem¬ orizing the contents of the text-book, but with the majority this is not the case. Ques¬ tions are carefully considered beforehand by the teacher, and are designed so as to probe the knowledge and stimulate the thought of the children. Children, when well taught by this method, seem to catch something of the spirit of research, and feel that through books one of the avenues of knowledge has been opened to their unaided efforts. Librarians in charge of the children’s departments in many of the public libraries I visited assured me that children of all ages frequently came to them for advice as to books which would give them additional insight into some subject they were studying in class. The problem which the American educators seem to me to be attempting to solve is how to give the children those qualities which will make them good citizens and compe¬ tent workers, men and women who will be resourceful, self-reliant, and adaptable, who will be able to observe accurately, record their observations correctly, compare, group, EEPOETS OF THE MOSELY COMMISSION. 27 and infer justly from them, and express cogently the results of these mental operations. They desire, no doubt,, that in addition to these qualities and others that might be mentioned the children should have sufficient knowledge to enable them to deal effectively with the problems which they will have to face in after life, but it is the qualities and. not the knowledge to which they appear to attach the most importance. What the boys and girls are, not what they know, when they leave school,, appears in their consideration to be of the first importance. It is useless, they say, to teach chil¬ dren to read if you do not also teach them why and what to read, and if,, when they leave school, they have no desire to read anything of an improving character. They desire, of course, that the boy shall have the knowledge as .well as the qualities, and they hope, no doubt, before long to be able to so alter their teaching methods as to effect both objects, but in the meantime they think it is better to concentrate all their efforts on the formation of character, even if in so doing they may give but little- knowledge, as when a child leaves school, if he has been rightly trained, he will soon acquire most, if not all, of the knowledge needful to him. I do not think it can be doubted that no small measure of success has attended the efforts of American educators to attain this end. I have spoken to many business men, English and American, who have offices or works on both sides of the Atlantic, and nearly all agreed that as a general rule the American boy on leaving school, even if he does not know more, which he often does, is more intelligent, resourceful, adaptable, harder working, and more anxious to con¬ tinue to improve his education than is the English boy of a corresponding age. On attending the American libraries one can not, I think, fail to be struck with the excel¬ lent class of literature which is in constant demand by members of even the humblest ranks of society. The attendance at public lectures, evening classes, summer courses at universities, and other similar educational institutions is enormous. From these facts and others of a similar character, I can not help feeling that the American people, as a whole, do not consider their education at an end when they leave school or the university, but realize that they must go on learning all their lives; or, to put the point in another way, the American does not regard the period he spends at school or university as something separate from the rest of his life, but as part of his life. The English boy, on the other hand, too often thinks that he is only beginning his life when he leaves school; the time spent at school is something that has to be gone through, and the sooner it is over, and he has completed his education, the better. The fact is, I believe, the best work of a school can not be judged by anything an occasional visitor or examiner will see being done in the school. The teachers, who are constantly with the children, may be able to form some estimate of it, but it is only by watching the children after they have left school it can really be tested. In order to get the training they desire for their children, American educators have introduced new subjects, with the result that the curricula are, generally,, overcrowded, and nothing is thoroughly taught. They are beginning, however, to more and more realize that although some subjects are of greater educational value in the hands of some teachers,, and for some children, than others, yet it is not the subject, but the way in which the subject is taught, that is of importance. No one recognizes better than the Americans themselves this weakness in their educational system. It is receiving the most earnest consideration from American educators all over the country, and great improvements are every year being effected. In the “Report of the committee of fifteen on elementary education/ ’ to which I have already referred, the questions what subjects should be taught, when they should be taught, and how they should be taught are discussed, and the conclusions of the eminent educators who formed the committee are set out. Another consideration which should be borne in mind in estimating the value of the work done in the American schools is that many educators think that the attempt to secure what is called thoroughness in the branches taught in the elementary schools may be and is very often carried too far, in fact to such an extent as to produce an arrested development (a sort of paralysis in the mechanical and formal stages of growth), and that the mind in that state loses its aptitude for general studies and wider gener¬ alizations. * * * As far as I could judge there is very little direct moral teaching of a formal, didactic character in the American schools. In the opinion of many of the leading educators, I gather, it is generally a waste of time, and may be positively harmful. Yet the training of the heart is by no means neglected, especially in the first six grades. Most of the teachers regard the training of the characters of the children as the most impor¬ tant of the duties intrusted to them, and never, in any of their work, lose sight of it. Indirectly, especially by the improved spirit of discipline, the teaching of history and English literature, a great deal of excellent moral teaching is given. I had the pleasure of listening on one occasion to a history lesson given by a very able teacher at Brookline to a class of children about 11 years old, where the children took 28 EDUCATION REPORT. 1905. the keenest interest in the character of the leading personages who lived in the period which they were studying, and frequently discussed their conducts I was delighted to see how much excellent moral instruction the teacher, with consummate tact, man¬ aged to get into this lesson; yet I hardly once heard her express her own opinion, and she seemed rather to be leading the children to make discoveries for themselves. Never have I seen a class so intensely interested in its work, and I am sure there was not a child in the room who was not really sorry when the lesson was over. * * * All American schools begin work by collecting the children together in the assembly hall. A chapter of the Bible is usually read and a hymn or song is sung by all the children together, after which the head teacher, or some one else invited by him to do so, addresses the children. In this way, no doubt, some direct ethical teaching is given, but as to its value opinion is much divided. No doubt these meetings afford valuable opportunities, but the teachers who are capable of making good use of them are limited. Before passing away from this subject it may be well to mention a point to which many American teachers attach considerable importance, the unifying of the home and school life. In many places I found it was customary to hold one or two meetings each term of the parents of the children at the school, and for the teachers to visit at the homes of the parents, special times being set aside to enable them to do this. Mr. C. Rowley, who agrees in general with the favorable opinions of the elementary schools expressed in the above citations, notes also the system of topical lessons as presented particularly in the schools of Washington, and the admirable manner in which civics is taught as examples worthy of imitation in English schools0 (p. 347). Secondary Education. The provision of public high schools in the United States was the subject of special investigation on the part of the members of the commission. In general they express the opinion that the organization of secondary education as part of the public school system induces a larger proportion of young people to prolong their studies than is the case in England, and also results in a more uniform level of attainments on the part of students entering the higher institutions. It is noticeable, however, that while the liberal provision of public high schools and the spirit which pervades them are highly commended, a large proportion of the members of the commission agree in their criticisms of the methods of instruction. The average opinion of the members on this subject is fairly represented by the following extracts from the report of Rev. H. B. Gray: The methods of teaching, on the whole, are admirably conceived, though they are often not skillfully carried out. There is no “cramming;” there is a great deal of “elicitation.” Pupils even in classical lessons are taught to ask the reason why, and their intelligence is drawn out; facts are not stuffed in. Teaching of languages. — With regard to the Latin teaching I found much inaccuracy and antiquated method on the part of the teacher. Looseness of translation is per¬ mitted to a degree at which even our moderately equipped teachers would shudder. Really good scholars in the secondary schools were rare, though I can make one or two favorable exceptions which came under my observation — notably, a classical teacher in Brookline School, Boston. There is very little exercise in composition, and what there is, speaking broadly, leads to poor results. The teaching of French was more antiquated still. I found hardly any traces of the enlightened modern system which is rapidly coming into vogue in some of our progressive English schools, where the teachers and pupils talk in the language which they are teaching and learning, respec¬ tively. Teaching of English. — On the other hand, the teaching of English was remarkably good, and far outstrips anything of which we can boast. I attribute this to the fact that it is a subject which, from the peculiarity of the component elements of American citi¬ zenship, has been emphasized from the beginning. It is inevitable that, when there is a vast tide of immigration daily pouring into the country of all nations and languages and tongues, there should be a deliberate and forcible attempt made to assimilate these heterogeneous elements by all the means at the disposal of the Government. The pri¬ mary machinery to this end is the study of the English language from the kindergarten a For additional citations relative to the methods of instruction and discipline in American schools see Chapter I. REPORTS OF THE MOSELY COMMISSION. 29 upward, and there has been on the part of the educational authorities a most scientific and comprehensive scheme for the inculcation of the Anglo-Saxon language in its lin¬ guistic, grammatical, and literary aspects. The teaching of English literature in the upper classes of the secondary schools is of the most masterly kind, and I have heard women teachers who are certainly not behind men teachers in the power of exciting interest in this most important subject of education. Mathematical and science teaching. — The mathematical teaching was, on the whole, good, its success being due partly to the influence of French methods which had vogue in America in the last decade or two of the nineteenth century. In the better known schools and in the colleges Euclid had been more or less successfully dethroned in favor of the new geometrical methods. The teaching of science in all its branches appeared admirable, being, of course, largely helped forward by the magnificent apparatus and liberality of space, which are at the disposal even of the beginners in this subject in the secondary schools, while the emphasis laid on the subject through all the stages of American education has rescued it from being, as it has been till lately regarded elsewhere, the Cinderella of the educa¬ tional family. In the universities the same elaboration of appliances attracts a huge number of students, and there is an admirable percentage of men who are imbued with a spirit of research beyond the mere requirement of degrees — a spirit which augurs well for the future inventive power of the American people, already preeminent as they are in this power among the nations of the world (pp. 167-169). Mr. Armstrong, it may be noted, differed from Mr. Gray in his estimate of the teach¬ ing of mathematics and science. The former observes: In the teaching of mathematics and science the American high schools seem to me to be considerably behind our best schools. I came across little evidence that the practical methods of teaching mathematics and geometry, which are coming into vogue here, are appreciated, and the old academic methods of teaching science seem to pre¬ vail almost exclusively. No proper foundation for such work is laid in the elementary schools. The general advantage of a close relation between elementary and secondary schools is recognized by members of the commission, but several of them note that under the American system there is a loss of time for the children who pass on to the secondary schools. According to Mr. Foster it prevents children from beginning “the more difficult and testing subjects that belong to a secondary curriculum until they are 14. It leads also to failures that would not occur if the age of beginning these more diffi¬ cult subjects were earlier.” Mr. Fletcher, who dwells at length upon the question of the coordination of second¬ ary with elementary schools under the American system, says: A very valuable seedtime in a boy’s life is lost. The ordinary boy of 12 is quite capable of facing the difficulties of Latin or geometry, and if he does not do so his mind does not develop as it should if he is going to be fit for serious intellectual study later on. I concluded that for high school and university purposes the time spent in the last two grades in the elementary schools is worse than wasted. Whether the fault lies in those two grades themselves or lower down, I do not know, but it seemed pitiful to see great boys and girls of 14 and 15 doing work fit only for children of 11 and 12. It is quite clear that the American system does not solve the question of coordina¬ tion. By preventing overlapping it merely ignores the difficulty, and until the diffi¬ culty is fairly met it will remain a serious impediment to really good work. He refers to various attempted corrections of the difficulty which came under his observation, but expresses the opinion that the only one so far successful is the plan adopted at Newton, Mass., for introducing Latin into the upper grades of the elemen¬ tary schools. Coeducation and the excess of women teachers in the secondary schools of this country were features of special interest to members of the commission as differing radically from the policy pursued in English secondary schools. The opinions with respect to these features, expressed by several members, are discussed at length in a review of the report of the commission already published and reproduced in Chapter I (pp. 7, 8, 9). ed 1905 — vol 1 - 6 30 EDUCATION REPORT, 1905. Manual Training and Business High Schools. On account of the purpose that Mr. Mosely had in view in organizing the educational commission, manual training and business education were matters that invited the special attention of the members. With respect to manual training in the elementary schools the general opinion of the commission is well expressed in the joint report cited (p. 19). The manual training high schools, which were recognized as a feature peculiar to our system, one which, to quote Mr. Heape, “obtains in no other country,” excited widely different opinions on the part of the commission. The following citations may be taken to represent the extremes of criticism and commendation ex¬ pressed in the various reports. From report by Mr. Fletcher (p. 143): The claim is made by enthusiastic supporters of the system that the general effect of this work on a boy's moral and intellectual development is so good — his attention and interest being quickened and his standard of performance so raised by work which itself compels care and accuracy — that he does as much general academic work in his half week as the ordinary high school boy does in his whole week. The claim seems to me extravagant , and certainly in the school where it was made most emphatically I saw some of the worst work in mathematics and language that I saw in the States. A remark of one very thoughtful superintendent of schools seemed to me to have much justice — that the chief justification of the advanced machine work was its effect on the ratepayer who likes to see that he is getting something which he thinks substantial for his money. The only real justification I foimd for the abso¬ lute separation of the two types of school was that often manual work would have had no chance of a fair trial in an ordinary high school where the principal was quite out of sympathy with it. The separation seemed to me on the whole distinctly unfortu¬ nate for both schools, robbing boys in the one of all chance of development along lines suitable to them, and leading to an exaggerated stress being put on its value in the other, besides very possibly tending to the development of class distinction between the schools. My own feeling was rather confirmed by what I saw and by the opinions of the more thoughtful men I met, that it is better to have a moderate amount cf such work — compulsory perhaps in the lower classes, optional in the higher — in all schools, and to leave work needing elaborate mechanical equipment to professedly technical schools. The present system has had also the effect of stereotyping the work on rather narrow lines, and tending to turn out an excessive proportion of mechanics — especially unfortunate if, as is alleged to be the case, -these mechanics have learned methods which they subsequently have to unlearn. Mr. Heape, who was particularly impressed with the admirable equipment of the manual training schools, as well as with their educational results, says in part (p. 208): There is frequently a forge shop with some 20 forges; pattern making is taught, and there is a foundry in which sometimes lead or white metal is used, but in others there is a furnace for iron. There is usually a splendid equipment of woodworking benches, with a separate set of tools for each boy, and a large number of lathes for wood turning; also a mechanical engineering workshop fitted up with a variety of lathes, drills, planing, milling, and other machines. There is also a good school of art. Sometimes as much as ten hours per week are given to manual training. The principals are most emphatic in expressing their belief in the educational value of the work, stating that the boys learn such subjects as geometry and algebra much better from realizing then' value and importance, and that in general they easily “forge ahead ” of other boys. The boys are all most keen at their work, and it is constantly urged that if you in the workshops secure keenness and persistence of method these qualities do not stop in the shop, but are carried into all the other work of the school. The educative value of the manual work in itself is valued very highly; it means care, forethought, reason, judgment, patience, exactness. These schools carry manual training much further than is generally considered necessary to get the "full educational value from the training of the hand and eye. They have a distinct engineering trend; no fewer than 70 and 90 per cent of the boys leaving from two of these schools go into manufacturing works of some kind. Tte boys graduating at one of these schools get credit for three years out of a four years’ apprenticeship. That all this preparatory and specialized educational hand work is having a marked effect upon industrial progress can not be doubted. The writer directed his attention specially to this subject, and it does seem to him that its importance deserves and should receive earnest consideration, with a view to REPORTS OF THE MOSELY COMMISSION. 31 the modification of the methods now in use in the public elemental-}' schools of this country. The principles underlying the teaching of kindergarten and of the subse¬ quent early grades, really that the child should progress much as the race has done, the association of educational hand work with the curriculum of the school up to probably the age of 16 — these principles, thought, out and adapted to our own requirements, seem to offer a means of counteracting the present tendency of our elementary school system to produce boys with no initiative or self-reliance, and with no desire to continue their education any longer than it is forced upon them (pp. 205-208). Mr. Reichel, who devotes a large part of his report to this subject, sums up his opinion as follows (pp. 285—286): General conclusions on manual training in America. — 1. Manual training in American schools derives its strength from two independent motives: (a) The educational working up from the kindergarten. (b) The professional working down from the technical colleges. The great preponderance of opinion both among educationists and industrialists is in favor of making it in some form or other universal in the elementary and secondary schools. 2. The light work done in the four lower grades of the elementary school (6 to 10) is a development of kindergarten work. 3. The bench woodwork done in the upper grades is in the main either Swedish sloyd or based on the same general principles. 4. The manual course in the high school is largely technological, and based on the Russian trade-school work exhibited at the Philadelphia Exhibition in 1876. The system has life and vigor, and produces results of immediate vocational value, but unless carefully watched is apt- to fill up the pupils’ mental horizon with the fascina¬ tion of mechanical detail. For this reason, as well as for economy, some educationists advocate the elimination of the machine-fitting work of the fourth year. In some high schools there is also a movement to make the manual work more definitely educa¬ tional by correlating it with the art department and with the teaching of mathematics. 5. This division into educational and technological has psychological justification. As an instrument of brain development the value of manual training ceases about the age of 15 or 16, or shortly after entrance on the high school course. Up to this point, therefore, it should be treated as part of the general education prescribed for all; from this point on it should form part of a specialized professional training. 6. Actual trade work is not a good form of manual training for promoting brain development, because it seeks to cultivate manipulative skill to the automatic point, and when work becomes automatic it ceases to require mental effort. 7. At the same time, trade work has a special value of its own for the formation of moral habits and the building up of character, particularly in the case of pupils of inferior intelligence and morale. 8. Such distrust of manual training as exists seems rather a survival from the tradi¬ tions of an older curriculum than a living educational force. It is intended precisely where educational investigation is most scientific and profound (viz, in the educa¬ tion departments of such universities as Harvard , Columbia, and Chicago) that belief in its value is most absolute. 9. The movement in favor of manual training so universal in the State schools is beginning to make itself felt in the private schools in which the sons of the well-to-do are prepared for the older universities. 10. Though manual training tends to become universal in the States, there is no movement in the direction of a technical school, pure and simple, without the culture element. The manual training high school has a strong culture side, and even tech¬ nical institutes like the Massachusetts Institute and the Armour Institute at Chicago, though their students have been through high schools, insist on a study of language and literature throughout the course. An unrelieved technical course, it is felt, would at best produce a mere worker, not a citizen, and not the best kind of worker either. The subject of commercial education was assigned to Mr. Thomas Barclay, formerly president of the British Chamber of Commerce in Paris. His report deals with the matter in a general way, readers being referred for details pertaining to the organization and conduct of commercial studies in this country to the report of President James,0 prepared for the Paris Exposition of 1900, and to the monograph by Mr. HartogA a Monographs on education in the United States, edited by Nicholas Murray Butler, president of Columbia University. 6 Special Reports" on Educational Subjects, edited by Mr. Michael Sadler, for the Board of Education (England), vol. 2. 32 EDUCATION REPORT; 1905. The special value of Mr. Barclay’s report consists in its relation of the particular subject to the general trend of American life, and the comparisons which are made between American and European conditions. On account of the integral unity of the whole discussion, it is difficult to convey a fair idea of its tenor by citations. The following citation, however, is of special interest, as expressing a just estimate of general, in contrast with special, education. There is no problem of commercial education, in the sense in which we understand it, in a country where practically everybody will probably enter a career of commerce or industry. Nor is there any such thing known in the United States as fixing a child’s future in its tender years. The American social idea is to give the child all the educa¬ tion he or she can use. The boy who feels his fitness for any particular career is pro¬ vided with the means of obtaining the training for it, and is not in any way dependent for obtaining it upon his parents’ means. The British mind must at once disabuse itself of the idea that Harvard and Yale are educational centers for the seventy or eighty millions forming the population of the United States. They are only two universities which have more or less resisted the democratic tendencies of the New World. Every State of the Union has its own universities and colleges, and is working out its own problems, the foremost of which is to bring every branch of education within the reach of everyone without distinction of fortune. So much is this felt to be an essential factor in the prosperity of the country that its richer citizens are not only expected to give but do willingly give a large proportion of their millions to promote this object. Out of these facilities for obtaining higher education has grown the only real Ameri¬ can problem in connection with commercial education; the problem of what is the proper age for a young man to enter business, and of whether a college education — that is, an education which absorbs a young man’s life from 18 or 19 to 21 or 22 years of age — is a desirable addition to the mental and moral equipment fitted for a com¬ mercial career, or whether secondary education suffices. I have had rather exceptional opportunities during my four months’ stay in the United States of ascertaining the opinions of Americans generally on educational questions — I mean, of Americans not delegated specially to give enlightenment — and I have made a point of knowing the views of as many business men as possible in regard to education. I may say at once that the idea of specializing for business purposes at school is not current among business men. The only business education that the American business man, so far as I have been able to ascertain, approves of is that given in so-called business colleges — special training schools in which lads, having received a high school or secondary education, are rapidly taught a number of matters of routine and conventional knowledge which dispense with the loss of time caused by “ rawness” in the apprentice. I venture to say that anything so perfect as Packard’s College in New York, which has no pretense to do more than this, does not exist elsewhere. All, are agreed that high school or secondary education should be made as practical as possible. The reports of my fellow commissioners on this subject will show how this requirement is being met. There are several secondary schools which are called commercial high schools. Their programmes are simply those of the ordinary high schools with a little specialization in some branches for the require¬ ments of business. The differences might be adopted by all secondary schools with advantage in a practical age like our own. The question of whether a college career is desirable in addition to the secondary education which every American citizen considers indispensable is one upon which there is divided opinion. Assuming that a boy gets a good mental discipline by 18 years of age, most business men, however, seem to think that a college education, with its necessarily more or less relaxed personal discipline and its more or less speculative studies, directs into unpropitious currents the most adaptable years of a young man’s life, and that a boy of 18 entering business can more rapidly and efficiently adapt himself to its requirements than, as an American said to me, the “top-heavy” young college men of 22. On the other hand, in actual practice most rich business men send their sons to college. This is, of course, explained by the social advantages a college education procures for a young man outside his business, and in many cases it provides what the self-made father may have personally felt the want of. This question, how¬ ever, has not much practical interest for Englishmen, who will mostly agree to the proposition that three years spent at Oxford or Cambridge do not fit a young man for a commercial career, except that it opens up a lateral question affecting all educational comparisons, viz, the age at which, young men of different nationalities reach the same intellectual footing. Here I have had the benefit of the experience of Professor Miinsterberg, of Harvard University, who contends that the young American is two years behind the young German, the latter leaving school at 19 on the same mental REPORTS OP THE MOSELY COMMISSION. 33 level as the young American at 21. My own experience is that this is the case as “between the young Scotsman and the young Englishman, the former also being about two years ahead of the latter. I have accounted to some extent for the difference in the case of Americans. The explanation of the backwardness of young Englishmen is, no doubt, due to the bad methods of instruction in English schools, and especially to the excessive attention bestowed in them to sport. Other members of the Mosely Commission will probably deal with these defective methods. A number of Ameri¬ can educationists are endeavoring to strengthen the mental discipline of secondary education with a view to enable the American, like the German and Scotch boy, to begin his bread-earning work or studies, whatever they may be, at 18. I commend this to my fellow-countrymen, and would suggest that the objects of teaching Latin as training for the imagination, of Greek as an enlargement of the mental vision, of mathematics as promoting concentrated reasoning, of grammar and literature as a discipline in accuracy and precision, are lost sight of in our higher secondary educa¬ tion, which has set itself altogether wrong ideals through a mistaken view of examina¬ tions. When we get closer to Americans, we see that, in spite of all their apparent super¬ ficiality, their schools are turning out more active, business-like, hard-working, enter¬ prising young men than either the English or the German schools — young men with greater ambition and self-reliance and a greater capacity for development, equally courageous in work, and more sober in their lives, with a higher sense of industrial integrity, an all-round greater pleasure in effort, and better humor in adversity. Higher Technical Education. The higher orders of technical education as maintained in the United States were dealt with particularly by four members of the commission, specially chosen for this subject by reason of their relation to corresponding institutions in England and their reputation as experts. Their reports well repay careful and thorough study; here it is impossible to do more than present a few extracts covering opinions and compari¬ sons of greatest importance. Professor Ayrton, who occupies the chair of physics in the city and guilds of London Institute and is past president of the Institution of Electrical Engineers, devoted his time in this country almost entirely to the study of the educational facili¬ ties offered to electrical engineers. Professor Ayrton was particularly impressed with the “close bond of union between the industry and the teaching,” as offering a striking contrast with conditions in England. Everywhere I was told [he says] an engineering apprentice in a factory should be a college-trained man; an engineering professor in a college should be actively engaged in the practice of his profession. He emphasizes the relation by special reference to the policy pursued at the West- inghouse electric and manufacturing works at Pittsburg and at the General Electric Company’s works at Schenectady. In common with his colleagues Professor Ayrton was impressed also with the advan¬ tage that this country possesses in its freedom from the system of “outside examina¬ tions” which in England seriously handicaps both student and professors. In America [he says], much less importance is attached to examinations than in Great Britain. Whether a student is worthy of a degree is left to the decision of his professors without the intervention of outside examiners. They are greatly influ¬ enced, they told me, by their estimation of the value that the student would be to the world. On the other hand, America’s judgment of a professor is based on his power of attracting students, on the demand shown by the industry for the men he turns out, and generally on the name he makes for his college. Mr. Blair, assistant secretary for technical education of the department of agricul¬ ture and technical instruction, Ireland, agrees with Mr. Ayrton as to the importance of the close relation maintained by our institutions between technical education and the industries to which it pertains. Mr. Blair’s report is of special interest because of the insight it affords into the general system of technical education that has been developed in England, and the companion 34 EDUCATION REPORT, 1905. of the same with our own system and with that of Germany. This portion of his report is here quoted in extenso: “The British system,” he says, “has developed under acts of Parliament which define the expression ‘technical education.’” The definition as he notes excludes “the teaching of trades.” These acts [he continues] allowed the inclusion of subjects other than those named in the definition, if approved and “ minuted” by the central authority. The authorities, local and central, responsible for technical education being responsive to public opinion, subjects following the lines of the popular interpretation have from time to time been added, and highly ingenious arguments have been multiplied to show that trades were not being taught. The “last ditch” of the defense may be stated some¬ what thus: Under industrial conditions the worker’s operations are restricted in number and character in such a way that he must not only have the requisite skill to carry out the operation, but must repeat the operation so frequently that he tends to become a part of the machine — although a self-adjusting part, such as mechanical engineers have not yet been able to make out of wood or metal. Technical education, on the other hand, it is argued, promotes an opposite tendency in the individual; it affords opportunities for increasing the number of his operations, thus helping him to acquire manual skill of a more diversified character; and it also gives him the under¬ lying theory of tools, materials, and processes. Such a view, added to the funds available for promoting it, has produced a British system of evening schools without parallel anywhere. I have seen the German evening school system and the American evening school system, and neither is comparable with ours in quantity or in quality. German and American educationists have a very high opinion of our British evening schools, but they look upon them as trades schools — institutions for the training of highly skilled operative?. Such is not a wholly incorrect view. Germans and Amer¬ icans point with no unnatural pride to their Chari ottenburgs and their institutes of tech¬ nology, and not being able to see similar institutions with us they form a poor estimate of our system of technical education. They have “sized up” all our evening schools as mere trade schools. They do not see that most of our able and ambitious young men and young women are to be found in these institutions adding a school evening to a workshop or counting-house day ; they do not realize, and frequently we ourselves have failed to realize, that we are in the^main trying to do in one institution — the evening school — what Germans and Americans are in the main endeavoring to do in two. In other words, they separate more clearly than we do the education of the “hands” and of the “heads.” The complaint as to want of preparation of our evening technical students is, to a considerable extent, evidence of this analytical defect in our educational authorities; not being clear in our aims we are confusing the issues and are endeavoring to do too much with all the raw material placed at our disposal; we are endeavoring to use the same process for the production of both “heads” and “ hands, ’ ’ and are too apt to apply the standard for “ heads ’ ’ to the recruits for “ hands. ” Britishers have held on somewhat tenaciously to the belief that leaders are “born, not made;” they have trusted to the native ability of the “ lad o’ pairts;” and they expect him by sheer force of character to learn his trade, attend the technical school, and fight his way to the top of his business or profession. It will be observed that in referring to the two processes, I have said “ in the main” on both sides; for I am not overlooking our day technical institutions on the one hand, nor on the other that the American “lad o’ pairts” does “come through” by sheer force of character and ability, and with the aid only of evening technical schools, as ours do. I contend, however, that in the reservation “ in the main ’ ' I have sufficiently allowed for the exceptions. A few figures will corroborate my statements. In 1901 the total number of British day students of technology was 3,873. Of these 2,259 were engineering students. (See Record of Technical and Secondary Education, Vol. IX, No. 45, p. 54.) In the nine German technical high schools (day institutions), there were 14,986 students in 1902 (see p. 49 of Report by Doctor Rose); and in the scientific colleges and schools of tech¬ nology (day institutions) of the United States in 1900 there were : Students of agricul¬ ture, 2,852; of mechanical engineering, 4,459; of civil engineering, 3,140; of electrical engineering, 4,459: of mining engineering, 1,261; making a total of 14,267 students in addition to 10,925 students of general science courses (university and technologi¬ cal), including applied chemistry. (Seep. 1,875, United States Commissioner’s Report, 1901.) In Charlottenburg alone there were 3,428 day students in 1899 and 4,194 in 1902; in the Massachusetts Institute of Technology, Boston, 1,608 day students in 1902-3; and in the same year Sibley (scientific and engineering) College of Cornell University had 886 day students. The numbers become even more significant when REPORTS OF THE MOSELY COMMISSION. 35 it is realized that the British totals include all day technic al students of fifteen years of age and upward who were taking a complete day technological course of not less than 20 hours per week; and that the schools contributing to these numbers varied from those of university standard, requiring a good general education as a preliminary, to technical schools for which the' only preliminary was an elementary school educa¬ tion. On the other hand, the German students are not admitted until they are 18 years old; and the statistics of the Massachusetts Institute of Technology, Boston, which in this respect may be regarded as fairly typical of the United States institu¬ tions, contrast favorably with ours. In 1902-3 22.5 per cent of the Boston students were between 16i and 18 years of age; and 77.5 per cent were over 18; none were below 16£ and almost 15 per cent were over 20. The German and American students as a whole have had a much better preparation than ours; they show their high-school (leaving) certificates as admission cards. These figures fully support my view that German and American leaders on the one hand and British on the other are prepared in different ways — the American and the German mainly in day schools, the British mainly in evening schools. There are, of course, other factors, but I am dealing only with the educational (pp. 40-42). As regards the classes of institutions considered, Mr. Blair’s report is exceedingly comprehensive, including trade schools, secondary and higher technical schools, and commercial schools. The general effect of his observation in this wide and varied field was to convince him that — the American school system, past and present, has not been a large determining factor in the success of American industries and commerce. Such success was due, in the first place, to the virile and enterprising character of the American people — character¬ istics not developed by education in the narrow sense of the schools, but by education in the wider sense of the effect on the American people of two centuries of pioneering in a vast and rich but undeveloped though not uninhabited continent; in the second place, as in the United Kingdom and in Germany, to great individuals — Carnegies, Whitworths, Krupps; and, in the third place, to the constant contribution to the citi¬ zenship of the United States during the middle half of the nineteenth century of much excellent human material from the United Kingdom, and, in a less degree, from the other countries of Europe. • But the visit has also produced a strong impression that the future industries and commerce of America are being directly and profoundly affected by the schools of to-day. The last quarter of a century has witnessed everywhere a general process of aggregation in trades, businesses, and industries. The area of operations of these centripetal economic forces is larger in the United States than anywhere else, and it is believed that the only limit to aggregation is the want of men capable of managing the resulting combinations. Further, in addition to the need of capable managers of these organizations, the scale of their operations has often demanded their direction from a distance through subordinates, and that, too, not only on the result of personal obser¬ vation, but on evidence supplied by reports of subordinates. Able lieutenants have become essential. Urged on by the necessity for quick multiplication of such officers, and guided by the instinctive boldness of Americans in trying new methods, the great industrial and commercial firms are abandoning the traditional methods of waiting for apprentices to “come through,” and are attempting to manufacture the junior officers, by a rapid process, out of college graduates in technology and commerce. Further¬ more, the lads who cam j through by the traditional slow process had plenty of will and forcefulness, but the play of forces on them, while emphasizing* these natural charac¬ teristics, did not, as a rule, provide sufficient opportunity for the development of intel¬ lect — grasp, judgment, ability to apply general principles to details. Such men could, in fact, apply rules, but not the principles on which the rules were founded. * * * In the earlier part of this report I endeavored to set out a few of the features of technical education in America, dealing chiefly, and perhaps at too great length, with the methods of preparing the “captains of industry.” Further on I attempted to show how this method of preparation is appreciated, and to indicate that the relation¬ ship between the schools and the industries has become one of supply and demand. It has also been explained that the quality of the supply is good, because the schools understand that they are professional schools, and that their graduates must be as capable of entering into practice as are graduates of medical colleges. A word in reca¬ pitulation may not be out of place. The American plan involves an elementary school course until 14 years of age, four years at a high school, four years at a college or institute of technology, where instruc¬ tion is industrial and not academic in character, and two years as an industrial cadet. In the schools there is no system of prize giving or ranking to misdirect the mind of 36 EDUCATION REPOE’I, 1905. the youth from the real objective of his preparation. No premium is required of this youth on entering a ‘ ‘works.” On the contrary, he is eagerly sought after, the mana¬ gers believing that the future of their “works” depends on their ability to secure him. The pay is small — barely sufficient to live on. A young man will be 25 before he obtains a responsible post and be in a position to earn a fair living. After that, how¬ ever, promotion is rapid and prospects are great for the able and ambitious. The best ability in the States is to be found not in the professions and in politics, as with us, but in industries and commerce, partly the cause and partly the consequence of present conditions. Compare this with the British plan. The number of students in British day tech¬ nical schools is insignificant when compared with the American figures. Further, our day technical course is of three- years’ duration only; and, as a rule, it is not based on a good general education of a secondary standard. The schools are not as profes¬ sional in character as they might be, and the youth when he has received his diploma is somewhat diffident as to his capacity to tackle industrial problems. Further, he has great difficulty in securing a trial in a good firm, our industrial leaders having little or no faith in this kind of man. These features, the kind of product and the want of faith, react against each other; in other words, there is no supply and demand. The usual means of entrance of prospective leaders into British works is the payment of a premium; and the premium boy usually goes into works at 16 or so instead of going to college. This boy spends five years going round the workshops and the drawing office; he is not taught principles; that instruction has to be obtained at the evening technical school, or, in some rare cases, by a full three years’ course at a tech¬ nical school subsequent to his pupilage in the wTorks. The premium is in most cases a perquisite of the high office to whom the pupil is attached. There is also the case of the regular apprentice who pays no premium. This boy if very able, very ambitious, and very strong physically, may succeed in reaching a post of responsibility; his aid is the evening technical school. In some rare cases he is successful in securing the assistance of a Whitworth Exhibition and that brings instruction of a college standard. Are we not asking too much of our youth? Let us take the case of a premium boy who leaves school at the age of 16 or 17 and has become a pupil in some engineering firm. He is out of bed soon after 5 a. m.; into the works at 6; he leaves the works at 5.30 p. m.; he is at the technical school or studying at home on five nights per week from 7 to 9.30 or 10, and he is back to bed again at 10 or 10.30. On Saturday afternoon, the strain being over, he falls asleep in his boots. This hard work lasts from the end of September to the middle of May; and the 6 to 5.30 lasts all the year round. Are we not putting an unnecessarily severe strain on our very best material? In these days of international and industrial rivalry can we afford to allow the “lad o’ pairts ” to sacrifice so much to the process of ‘ ‘coming through?” He will succeed in spite of obstacles; but he ought to reach the top with strength and facilities unim¬ paired; stronger not weaker from the ordeal. Our plan of training leaders is distinctly inferior to the American; indeed, we are not making the most of one of our most valuable national assets — the character and ability of our youth. And one of the most serious obstacles is the method of paying high officers! If we thus handicap our youth and do not make the best use of our national energy, then our industries will not compete on equal terms with those of America; for in natural resources, other than men, America has more valuable assets than we. This report has already reached too great a length; and it is impossible now to deal with technical schools other than those already referred to, and with the possible appli¬ cations to our own system of some of the features of American education. It will be sufficient to add that the general effect of my inquiry has been to confirm views previously held : 1. That the problem of technical education is not a side issue, but an integral part of the problem of education. 2. That the solution of the problem of technical education, as of that of education, will be partial and incomplete unless the problem is attacked from the psychological as well as from the industrial and commercial point of view. 3. That the establishment of a close connection between institutions for technical education on the one hand and industrial and commercial organizations on the other is an essential factor in a successful solution of the problem of technical education as of that of industrial and commercial progress (pp. 61-63). REPORTS OF THE MOSELY COMMISSION. 37 Mr. Ripper, professor of engineering in University College, Sheffield, dwells par¬ ticularly upon the advantage which this country possesses over England in the “senior and better trained type of student in the technical colleges.” The students of the technical colleges in America, being from 18 to 25 or 26 years of age, and having received a high school and in some cases a college education, it is possible to do much superior work with them than with younger boys. The younger student has generally not received the necessary mathematical training to enable him to do advanced work, he has not a sufficient sense of responsibility in approaching his work, and he does not realize the importance of the issues with which he is dealing, nor the necessity for the strictest accuracy in his work. On the other hand, with a senior type of student there is more strenuous application and earnestness, the work is handled in a different spirit, and very much sounder and more thorough training may be given. In America at the present time the colleges are filled with students of a senior type, who are receiving an advanced and thoroughly sound training, and it is business concerns led by these men with which the British manufacturer will have to compete. The question for our country to ask itself is: Are we preparing the British youth of to-day to compete successfully with his commercial rival? It must be confessed that, so far as the study of science as applied to industry is concerned, our position at present is inferior to that of America. Mr. Ripper gives details of the system of training apprentices adopted by the Bald¬ win Locomotive "Works, Philadelphia, but expresses the opinion that the “general practical training obtained by the apprentice in British workshops is unequaled in any other country.” Dr. Magnus Maclean, professor of electrical engineering in the Glasgow and West of Scotland Technical College, was particularly impressed with the attitude of em¬ ployers in this country toward technically trained students. In Britain [he says], owing partly to class and caste distinctions which do not hold to the same extent across the Atlantic, the impression has got abroad that education only spoils the common workman and unfits him for his industrial position. Manufac¬ turers and managers generally seem to look with disfavor upon highly educated youths and college men. At least, they give no preference or encouragement to this class over their more ignorant rivals, and consequently the youths themselves, finding no advantage in remaining long at school or college, leave early, ignoring the benefits of a knowledge and training which seem to carry them no further forward in the actual business and trade of life. The attitude in the States I found to be exactly the. opposite of this. So far from disparaging education, the American regards it as the chief national asset, and strains every nerve to render it as widely diffused as possible, convinced that the increase of intelligence thus fostered will be a common gain. The educated youth will not only make a better citizen, but he will outstrip his more ignorant fellow in industrial efficiency, and in the long run leave him far behind. The conditions of American life have not permitted her people to ignore so obvious a fact. There are circumstances and forces, as I have indicated, which have thrust upon them more peremptorily than upon us recognition of the value and necessity of education. Besides the eco¬ nomic fact that the development of the material resources of the country demands the best available intelligence and skill, there are the social and political factors. The nation is a democracy very pronounced in its view of personal rights and personal liberty, and if it is to govern itself wisely, it must make sure, as far as possible, that its members, drawn as they are from all nationalities, are sufficiently welded together and enlightened to make intelligent and safe use of their voting privileges. Wide¬ spread popular ignorance would be a constant menace and danger to the stability of the State, as well as to the industrial interests. In consequence of this more enlightened view of education, manufacturers and employers of labor are more ready to recognize the superiority of the trained student over the untrained artisan, and are everywhere eager to get technically trained men to direct their work; they show their interest in, and appreciation of, learning by founding and equipping institutes and colleges for the technical training of young men in the various industries, and they further encourage all such institutions by giving the college-trained youths a preference over those who are merely shop trained. “In all departments where high-class work is done,” said one employer, “we pay good wages, and are always anxious to get technical men. They are broader minded and have a wider mental grasp than the man who left school at the age of 16 to learn his trade in a shop. In technical or any other kind of work, the young man who has 38 EDUCATION REPORT, 1905. been trained in a technical school very soon overtakes and outstrips the man who has had practical experience only. Their remuneration at first is no greater than that of the others who do similar work, but in almost all cas'es it increases more rapidly, and there is practically no limit to their promotion, while the man without technical education, unless in exceptional cases, finds his field of operations greatly restricted.’’ I was told, on several occasions that ten years ago manufacturers would not take college men; now they prefer them, because they can tackle new problems. Manu¬ facturing processes are constantly developing, and there is room for men with new ideas. The cost of construction and commercial value of a machine must be taken into consideration when it is being designed, and the man whose technical training has been supplemented by practical experience in the shop is better fitted to handle these questions than one who has had only a shop training. Finally is noticed here the profound impression made upon different members of the Commission by what is being done in America for higher agricultural education. The policy of the land-grant colleges and the experimental stations is described at length and the relation of the latter to the Agricultural Department at Washington enthusiastically commended. 1 The most striking illustrations of American organizing ability (says Professor Arm¬ strong) are to be met with at Washington. So far as I am aware, there is nothing anywhere to compare with the way in which science is being utilized in the service of the State by the United States Department of Agriculture, which is located in the capital. * * * The Department is not merely an office — it is also a busy hive of research. A large number of laboratories are attached to it, in which investigations are being carried on, bearing, in one way or another, on problems in agriculture. Much research work is also done in the State Experiment Stations; in the main, however, these serve to bring under the notice of farmers the importance of science to agriculture by demonstrating the value of methods of cultivation, manures, etc. There is no question that the research work done under the auspices of the Agricultural Department and in the experiment stations is of the very greatest value and is con¬ tributing most materially to the development of agricultural industry. To take only one illustration, whereas, in 1884, the amount of sugar made from sugar beet was only about 300 tons, the beet crop of the past year is estimated to yield 400,000 tons, the amount of sugar made in the United States from the sugar cane being only about 300,000 tons. This extraordinary increase, I believe, is due practically entirely to the influence exercised from Washington. * * * The Department is undoubtedly exercising an extraordinary influence on the education of farmers by distributing literature among them and by encouraging and helping them m every possible way; indeed, it is certain that, by one means or another, the American farmer is gradually being led to see that science is indispensable to agriculture. Professor Armstrong describes also at some length the work that is being carried on in New York State under the direction of Professor Bailey, the director of the College of Agriculture at Cornell University, Ithaca, by means of circular letters issued to farmers, by plans for the improvement of school playgrounds, and by the “formal organization of junior naturalist clubs in schools throughout the State. Srmrr op American Systems of Education. The reports on higher education in America, as- represented in universities, must be passed over here with mere mention. They are, however, among the most suggestive reports in the collection, because of their constant reference to the conditions of university education in Great Britain and their emphasis upon what may be called the American type as represented in State universities like those of Michigan and Wisconsin. v Considering the whole range of their observations it appears that our foreign critics were more deeply impressed with the spirit in which our schools and higher institu¬ tions are maintained and conducted than with their actual methods and scholastic results. This survey may, therefore, well close with extracts from the reports of two members who most fully reflect this general impression. The Rev. T. L. Papillon, REPORTS OF THE MOSEL Y COMMISSION. 39 M. A., formerly fellow and tutor of New College, Oxford, concludes a very comprehen¬ sive survey of the educational work of the United States as follows: To sum up what has struck me most forcibly in a short and imperfect survey of a wide field, is, first of all, the attitude of the American people toward public education as a prime necessity of national life, for which hardly any expenditure can be too great; and next, its eminently practical and popular character. There is more coor¬ dination of its successive stages than we have hitherto seen in England. From the elementary school to the high school, from the high school to the university, and on to special professional training, the education of the future citizen is in theory, and to a large extent in practice, a continuous whole, marked out and provided by the State. Opportunities for secondary and technological instruction are more widely diffused and more generally accessible than can at present be said of our own country, though, as I have intimated, neither the methods of teaching nor the standards of 'attainment are, as a rule, superior to ours. The educational systems of America have the merits and defects of much else in that great but as yet unfinished country. They are full of life and energy; freely, not to. say rashly, experimental; innovating, renewing, abandoning, sacrificing, now one point, now another, whether of ideas or practice, in the effort at growth and development. They are less systematically and scientifi¬ cally thought out beforehand than the more symmetrical systems of continental Europe; but they are, perhaps, for that very reason more suggestive to ourselves, to a free people feeling its way along the same road, and realizing, as we are beginning to do, that it is not by transplanting the ideas and methods or other nations, but by improving or creating our own, that England must work out its educational salvation (p. 255.) John Rhys, Esq., professor of Celtic and principal of Jesus College, Oxford, shows a keeU appreciation of the democratic spirit of our institutions, of their spontaneous energy and their flexibility. While pointing out many defects noticed by him in the class exercises at which he was present, he finds much to commend even in this respect. “The average of the teaching,” he says, “was good, and some of it I should call excellent.” I was greatly impressed by the deliberate manner in which it was carried on with nothing to hamper the teacher in his work or incite him to undue hurry. So I am convinced that what American education has already achieved is but a very inade¬ quate earnest of what it is going to do. The machinery is there in perfect order, and, if I am not greatly mistaken, more and more thoroughness will be secured in the work¬ ing of it, and the crudeness occasionally to be detected will be eliminated. An American who understands the character of his countrymen well places to the credit of that character alertness and adaptability, and against it a lack of thoroughness; but that lack must be a far greater and deeper one than I take it to be if American educationists do not succeed in making an impression on it by improvements in the direction which I have indicated, and that in the immediate future. CHAPTER III. STATEMENT OF PROCEEDINGS INSTITUTED TO EXECUTE THE RHODES SCHOLARSHIP TRUST. INCLUDING LIST OF STATE COMMITTEES OF SELECTION, THE EXAM¬ INATION PAPERS SET FOR 1904, AND LISTS OF AMERICAN RHODES SCHOLARS. The educational provisions of the will of Cecil Rhodes were given in the Annual Report of this office for 1901, Volume 2, chapter 47 (pp. 2447-2450). The sections more immediately relating to the American scholarships are as follows: * * * Whereas I also desire to encourage and foster an appreciation of the advan¬ tages which I implicitly believe will result from the union of the English-speaking peoples throughout the world, and to encourage in the students from the United States of North America, who will benefit from the American scholarships to be estab¬ lished, for the reason above given, at the University of Oxford under this my will, an attachment to the country from which they have sprung, but without, I hope, withdrawing them or their sympathies from the land of their adoption or birth: Now, therefore, I direct my trustees as soon as may be after my death, and either simulta¬ neously or gradually, as they shall find convenient, and, if gradually, then in such order as they shall think fit, to establish for male students the scholarships hereinafter directed to be established, each of which shall be of the yearly value of £300 and be tenable at any college in the University of Oxford for three consecutive academical years. * * * I further direct my trustees to establish additional scholarships sufficient in number for the appropriation in the next following clause hereof directed, and those scholar¬ ships I sometimes hereinafter refer to as ‘‘the American scholarships.” I appropriate two of the American scholarships to each of the present States and Territories of the United States of North America, provided that if any of the said Territories shall in my lifetime be admitted as a State the scholarships appropriated to such Territory shall be appropriated to such State, and that my trustees may, in their uncontrolled discretion, withhold for such time as they shall think fit the appro¬ priation of scholarships to any Territory. I direct that of the two scholarships appropriated to a State or Territory not more than one shall be filled up in any year, so that at no time shall more than two scholar¬ ships be held for the same State or Territory. Conditions. My desire being that the students who shall be elected to the scholarships shall not be merely bookworms, I direct that in the election of a student to a scholarship regard shall be had to (1) his literary and scholastic attainments; (2) his fondness of and success in many outdoor sports, such as cricket, football, and the like; (3) his qualities of manhood, truth, courage, devotion to duty, sympathy for the protection of the weak, kindliness, unselfishness, and fellowship; and (4) his exhibition during school days of moral force of character and of instincts to lead and to take an interest in his schoolmates, for those latter attributes will be likely in after life to guide him to esteem the performance of public duties as his highest aim. As mere suggestions for the guid¬ ance of those who will have the choice of students for the scholarships, I record that (1) my ideal qualified student would combine these four qualifications in the propor¬ tion of three-tenths for the first, two-tenths for the second, three-tenths for the third, and two-tenths for the fourth qualification, so that, according to my ideas, if the maxi¬ mum number of marks for any scholarship were 200 they would be apportioned as 41 42 EDUCATION REPORT, 1905. follows: Sixty to each of the first and third qualifications and 40 to each of the second and fourth qualifications; (2) the marks for the several qualifications would be awarded independently as follows (that is to say): The marks for the first qualification by examination, for the second and third qualifications, respectively, by ballot by the fellow-students of the candidates, and for the fourth qualification by the head master of the candidate’s school; and (3) the results of the awards (that is to say, the marks obtained by each candidate for each qualification) would be sent as soon as possible for consideration to the trustees or to some person or persons appointed to receive the same, and the person or persons so appointed would ascertain by averaging the marks in blocks of 20 marks each of all candidates the best ideal qualified students. No student shall be qualified or disqualified for election to a scholarship on account of his race or religious opinions. * * * A qualified student who has been elected as aforesaid shall, within six calendar months after his election, or as soon thereafter as he can be admitted into residence, or within such extended time as my trustees shall allow, commence residence as an undergraduate at some college in the University of Oxford. The scholarships shall be payable to him from the time when he shall commence such residence. I desire that the scholars holding the scholarships shall be distributed among the colleges of the University of Oxford, and Hot resort in undue numbers to one or more colleges only. Notwithstanding anything hereinbefore contained, my trustees may, in their uncontrolled discretion, suspend for such time as they shall think fit, or remove, any scholar from his scholarship. Annual Scholars’ Dinner. In order that the scholars, past and present, may have opportunities of meeting and discussing their experiences and prospects, I desire that my trustees shall annually give a dinner to the past and present scholars able and willing to attend, at which I hope my trustees, or some of them, will be able to be present, and to which they will, I hope, from time to time invite as guests persons who have shown sympathy with the views expressed by me in this my will. To carry out the provisions of the will the trustees appointed by Mr. Rhodes, viz, the Earl of Roseberry, Earl Gray, Lord Milner, Mr. Alfred Beit, Dr. L. S. Jameson, Mr. L. L. Michell, and Mr. B. F. Hawkesley, designated Dr. G. R. Parkin, principal of Upper Canada College, Toronto, as their agent, and he forthwith placed himself in communication with the heads of some of the principal universities and colleges in the United States in order to obtain their advice as to the best way of electing candidates to the scholarships destined for students from this country. After personal interviews with these advisers, for which meetings Doctor Parkin visited nearly every State of the Union, it was decided that the most feasible way of electing candidates and the one least likely to give dissatisfaction would be to choose a committee of selection in each State and Territory from the faculties of the leading universities and colleges thereof, which committee should provide for and hold the examinations required by the Oxford authorities in strict compliance with the directions sent to each committee by the trustees, and should decide upon the other qualifications of the candidate required by the Rhodes will. The chairmen of these committees were selected from among the advisers above mentioned, and were usually the heads of the principal universities or colleges of the various States, while the other members of the com¬ mittees were selected from the faculties of those institutions. There have been a few changes in the committees since their organization. The following list gives the names of those serving for the examinations of 1905: Committees of Selection, Rhodes Scholarships. Alabama. — Chairman: President!. W. Abercrombie, LL. D., State University, University; Presi¬ dent C. C. Thach, Alabama Polytechnic Institute, Auburn; President S. M. Hosmer, Southern Univer¬ sity, Greensboro; President A. P. Montague, Howard College, East Lake; Prof. W. B. Saffold, Uni¬ versity of Alabama, University. THE RHODES SCHOLARSHIP TRUST. 43 A mono.— Chairman: President K. C. Babcock, Ph. D., University of Arizona, Tucson; Prof. S. C. Newsom, University of Arizona; Prof. F. N. Guild, University of Arizona. Arkansas. — Chairman: - H. S. IIartzog, LL. D., University of Arkansas, Fayetteville; J. II. Hinemon, superintendent of public instruction, Little Rock; President Stonewall Anderson, Ilendrix College, Conway; President J. W. Conger, Ouachita College, Arkadelphia; President E. R. Long, Arkansas College, Batesville. California — Chairman: President Benjamin Ii>e Wheeler, LL. D., University of California, Berke¬ ley; President David Starr Jordan, LL. D., Leland Stanford University, Stanford University; Prof E. C. Norton, dean of Pomona College, Claremont. Note. — Appointments to be made alternately by University of California and Leland Stanford Uni¬ versity for six years. Each, seventh year the committee appoints from the smaller colleges. Colorado. — Chairman: James H. Baker, LL. D., president of the University of Colorado, Boulder; Edward S. Parsons, M. A., B. D., dean of Colorado College, Colorado Springs; Herbert A. Howe, Sc. D , dean of the College of Liberal Arts, Denver University, University Park. Connecticut.— Chairman: President Arthur T. Hadley, LL. D., Yale University, New Haven. (With four colleagues.) Delaware— Chairman: President George A. Harter, M. A., Ph. D., Delaware College, Newark; President Woodrow Wilson, LL. D., Princeton University; President Ira Remsen, LL. D., Johns Hop¬ kins University; Provost C. C. Harrison, LL. D., Pennsylvania University. Florida. — Chairman: President A. A. Murphree, Florida State College, Tallahassee; President Andrew Sledd, Ph. D., Florida University, Lake City; President W. F. Blackman, Rollins College, Winter Park; - , Stetson University, De Land. Georgia. — Chairman: Chancellor Walter B. Hill, University of Georgia, Athens; Prof. W. IT. Kilpatrick, Mercer University, Macon; Prof. W. L. Weber, Emory College, Oxford; Prof. W. IT. Bocock. University of Georgia, Athens. Idaho. — Chairman: President James A. McLean, Ph. D. (with the faculty), State University, Moscow. Illinois. — Chairman: President W. R. Harper, Ph. D., D. D., University of Chicago, Chicago; Presi¬ dent — - -, Northwestern University, Evanston; President Edmund J. James, Ph. D., State Univer¬ sity of Illinois, Urbana; President C. W. Barnes, B. D., Illinois College, Jacksonville; President M. II. Chamberlin, LL. D., McKendree College, Lebanon. Indiana. — Chairman: President William L. Bryan, Ph. D., State University, Bloomington; Presi¬ dent the Rev. A. Morrissey, C. S. C., Notre Dame University, Notre Dame; President William P. Kane, D. D., Wabash College, Crawfordsville; President E. H. Hughes, D. D., DePauw University, Green- castle; President R. L. Kelly, Ph. M., Earlham College, Richmond. Iowa. — Chairman: President George E. MacLean, Ph. D., LL. D., State University, Iowa City; President D. F. Bradley, D. D., Iowa College, Grinnell; President W. F. King, D. D., Cornell College, Mount Vernon; President S. W. Stookey, Coe College, Cedar Rapids; President H. M. Bell, Drake Uni¬ versity, Des Moines. Kansas. — Chairman: President Frank Strong, Ph. D. (with the faculty), State University. Lawrence. Kentucky. — Chairman: Prof. Arthur Yager, Georgetown College, Georgetown; President J. K. Patterson, Ph. D., State College, Lexington; Prof. S. M. Jefferson, M. A., Kentucky University, Lexing¬ ton; President Chase Palmer, Ph. D., Central University, Danville; President J. L. Weber, D. D., Ken¬ tucky Wesleyan College, Winchester. Louisiana. — Chairman: President Thomas D. Boyd, LL. D., State University, Baton Rouge; - , Tulane University, New Orleans; Prof. John R. Ficklen, Tulane University, New Orleans; Prof. C. E. Coates, Ph. D., State University, Baton Rouge; C. Cottingham, Mount Lebanon College, Mount Lebanon; H. L. Maring, College of the Immaculate Conception, New Orleans; Prof. E. L. Scott, State University, Baton Rouge; J. L. McGehee, Centenary College, Jackson. Maine. — Appointments to be made in rotation by (1) Bowdoin College, (2) Colby College, (3) Bates College, (4) the State University. Chairman: President Charles L. White, Colby College, Waterville. Maryland.— President Ira Remsen, LL. D., Johns Hopkins University, Baltimore; President Thomas Fell, LL. D., St. John’s College, Annapolis; President Thomas Lewis, D. D., Western Maryland. College, Westminster. Massachusetts— Chairman: President Charles W. Eliot, LL. D., Harvard University. (With four colleagues.) Michigan.— Chairman: President James B. Angell, LL. D., State University, Ann. Arbor; President W. G. Sperry, Olivet College, Olivet; President Samuel Dickie, LL. D., Albion College, Albion; Presi¬ dent A. G. Slocum, Kalamazoo College, Kalamazoo. Minnesota.— Chairman: President Cyrus Northrop, LL. D., State University, Minneapolis; Presi¬ dent James Wallace, D. D., Macalester College, St. Paul; President G. H. Bridgman, D. D., Hamline University, St. Paul; President M. Wahlstrom, Ph. D., Gustavus Adolphus College, St. Peter; Presi¬ dent W. H. Sallmon, Carleton College, Northfield. Mississippi. — Chairman: Chancellor R. B. Fulton, LL. D., State University, University; Prof. Alfred Hume, LL. D., University of Mississippi; President W. B. Murrah, Millsaps Colleg President W. T. Lowrey, LL. D., Mississippi College, Clinton; President J. C. nardy, Agricultural Col- College. 44 EDUCATION REPORT, 1905. Missouri— Chairman: President R. H. Jesse, LL. D., University of Missouri, Columbia; Chancellor W. S. Chaplin, LL. D., Washington University, St. Louis; President W. H. Black, D. D., Missouri Val¬ ley College, Marshall; President - , Westminster College, Fulton; Right Rev. Daniel T. Tuttle, D. D., bishop of eastern diocese of Missouri, St. Louis. Montana. — Chairman: President Oscar J. Craig, State University; President - , Montana Col¬ lege of Agriculture, Bozeman; President N. R. Leonard, Montana State School of Mines, Butte. Nebraska. — Chairman: Chancellor E. B. Andrews, LL. D., State University, Lincoln; President William E. Schell, York College, York; Chancellor D. W. C. Huntingdon, Nebraska Wesleyan Univer¬ sity, University Place; President M.'P. Dowling, Creighton University, Omaha; President E. Van Dyke Wight, Hastings College, Hastings; President D. R. Kerr, Bellevue College, Bellevue; President George Sutherland, Grand Island College, Grand Island; Prof. L. A. Hoopes, Union College, College- view; President W. P. Aylsworth, Cotner University, Bethany; President D. B. Perry, Doane College, Crete. Nevada. — Chairman: President Joseph E. Stubbs, D. D., State University, Reno. New Hampshire. — Chairman: President William J. Tucker, D. D. (with faculty), Dartmouth College, Hanover. New Jersey. — Chairman: President Woodrow Wilson, LL. D., Princeton University, Princeton; President Austin Scott, LL. D., Rutgers College, New Brunswick; Prof. Henry Burchard Fine, Prince¬ ton University. New Mexico. — Chairman: Wm. G. Tight, Ph. D., with the faculty, Universitynf New Mexico, Albu¬ querque. New York.— Chairman: President Nicholas Murray Butler, LL. D., Columbia University, New York; President J. G. Schurman, LL. D., Cornell University, Ithaca; Chancellor J. R. Day, LL. D., Syracuse University, Syracuse. North Carolina.— Chairman: President F. P. Venable, Ph. D., University of North Carolina, Chapel Hill; Prof. Eben Alexander, University of North Carolina; Prof. Edwin Mims, Trinity College, Dur¬ ham; Prof. J. B. Carlyle, Wake Forest College, Wake Forest; Prof. James L. Douglas, Davidson Col¬ lege, Davidson. North Dakota. — Chairman: President Webster Merrifield, M. A., State University, University; President J. H. Morley, LL. D., Fargo College, Fargo; President E. P. Robertson, Red River Valley University, Wahpeton. Ohio.— Chairman: President W. O. Thompson, LL. D., State University, Columbus; President H. C. King, D. D., Oberlin College, Oberlin; President - , Ohio Wesleyan University, Delaware; Presi¬ dent Alfred T. Perry, D. D., Marietta College, Marietta; President George Scott, Ph. D., Otterbein University, Westerville. Oklahoma. — Chairman: President David R. Boyd, Ph. D., State University, Norman; President F. II. Umholtz, Edmond Normal College, Edmond; President A. C. Scott, A. and M. College, Stillwater; President T. W. Conway, Alva Normal College, Alva; President J. R. Campbell, Weatherford, South- Western Normal College; President J. H. House, Kingfisher College, Kingfisher. Oregon. — Chairman: President P. L. Campbell, State University, Eugene (with four colleagues). Pennsylvania.— Chairman: President Chas. C. Harrison, University of Pennsylvania, Philadelphia; President Edward D. Warfield, Lafayette College, Easton; President Isaac C. Ketler, Grove City Col¬ lege, Grove City; President J. II. Harris, LL. D., Bucknell University, Lewisburg; President Wm. H. Crawford, D. D., Allegheny College, Meadville; President Isaac Sharpless, LL. D., Haverford College, Ilaverford. Rhode Island.— Chairman: President W. H. P. Faunce, D. D., Brown University, Providence; Prof. William C. Poland, Brown University; Prof. Alexander Meiklejohn, dean of Brown University; Prof. Francis G. Allinson, Brown University; Dr. C. E. Dennis, jr., principal of Hope Street High School, Providence; Mr. Herbert W. Lull, superintendent of public schools, Newport; Mr. Frank E. Thomp¬ son, principal of Newport-Rogers High School, Newport. South Carolina. — Chairman: President B. Sloan, South Carolina College, Columbia; Prof. C. W. Bain, South Carolina College, Columbia; Dr. E. B. Setzler, Newberry College, Newberry; Prof. B. E. Geer, Furman University, Greenville; Prof. Della Torre, College of Charleston, Charleston; Prof. A. G. Rembert, Wofford College, Spartanburg. South Dakota. — Chairman: President Garrett Droppers, A. B., State University, Vermilion; President H. K. Warren, M. A., Yankton College, Yankton; President Thomas Nicholson, Dakota University, Mitchell. Tennessee. — Chairman: President Brown Ayres, University of Tennessee, Knoxville; Prof. Th. W. Jordan, dean of University of Tennessee; Vice-Chancellor B. L. Wiggins, University of the South, Sewanee; Chancellor James IT. Kirkland, Vanderbilt University, Nashville. Texas. — Chairman: President Wm. L. Prather, LL. D., State University, Austin; Dr. R. S. Hyer, regent of South Western University, Georgetown; Dr. S. P. Brooks, president of Baylor University, Waco. Utah. — Chairman: President J. T. Kingsbury, Ph. D., State University, Salt Lake City; Prof. Byron Cummings, State University; Principal George A. Eaton, Salt Lake City High School. Vermont. — Appointments to be made in rotation by (1) University of Vermont, (2) Middlebury College. THE RHODES SCHOLARSHIP TRUST. 45 Virginia. — Chairman: President Edwin A. Alderman, University of Virignia, Charlottesville; Prof. F. V. N. Painter, Roanoke College, Salem; Prof. S. G. Mitchell, Richmond College, Richmond. Washington— Chairman: Appointment to be made in rotation by the State University, Whitman College (Walla Walla), the State Agricultural College. West Virginia.— Chairman: President D. B. Purinton, Ph. D., State University, Morgantown; Thos. C. Miller, State superintendent of schools, Charleston; T. E. Cramblet, LL. D., president of Bethany College. Wisconsin. — Chairman: President Ch. R. Van Hise, LL. D., University of Wisconsin, Madison; President Wm. C. Daland, D. D., Milton College, Milton; President Edward D. Eaton, D. D., Beloit College, Beloit; President Richard C. Hughes, Ripon Coliege, Ripon; President Samuel Plants, D. D., Lawrence University, Appleton. Wyoming. — Chairman: President Frederick M. Tisdel, University of Wyoming, Laramie. These committees, acting under instructions from the trustees, held the examina¬ tions upon the dates appointed, viz, April 13 and 14, 1904, the time for the exami¬ nations being set so that they were going on simultaneously all over the country — that is to say, while a given subject was set for 11 a. m. eastern time in the Eastern States the same subject was set for 10, 9, and 8 a. m. in the Middle, Western, Moun¬ tain, and Pacific States, respectively. The instructions issued by the trustees and sent to each committee of selection were as follows: The Rhodes Scholarship Trust. MEMORANDUM FOR COMMITTEES OF SELECTION MAKING APPOINTMENTS TO SCHOLAR¬ SHIPS THROUGHOUT THE UNITED STATES IN 1904. 1. A written examination will be held, beginning on April 13, at a place fixed by the committee of selection for each State. This committee will appoint a suitable person to supervise the examination, and will arrange for its impartial conduct. It should be clearly understood that this examination is not competitive, but simply qualifying, and is intended to give assurance that no elected scholar will be unable to pass responsions, the first examination which the university demands of all candi¬ dates for the B. A. degree. 2. At the request of the trustees the University of Oxford has named for the present year three examiners to prepare examination papers and report upon the replies given. The papers will be forwarded in sealed parcels to the chairman of the committee of selection. The parcels containing the examination papers shall only be opened by the supervising examiner at the time and place of examination. As the papers con¬ tain the full text of all classical passages used in examination, no text-books will be required by candidates. Arrangements will be made to supply stationery to candi¬ dates at the place of examination. 3. The replies made by candidates shall be collected at the close of each examina¬ tion, and forwarded in sealed parcels to a center to be fixed by the trust for dispatch to the examiners at Oxford. 4. The University of Oxford has agreed to accept in lieu of responsions the cer¬ tificate of its examiners that students have passed this examination, so that all scholars elected will be excused from that test when they come into residence at Oxford. 5. As soon as the report of the examiners has been received, the chairman of the committee of selection will be furnished with a list of the candidates who have passed, and are therefore eligible for election. 6. The committee of selection will then proceed to choose the scholar for the year. In accordance with the wish of Mr. Rhodes, the trustees desire that “in the election of a student to a scholarship, regard shall be had to (1) his literary and scholastic attainments; (2) his fondness for and success in manly outdoor sports, such as cricket, football, and the like; (3) his qualities of manhood, truth, courage, devotion to duty, sympathy for and protection of the weak, kindliness, unselfishness, and fellowship, and (4) his exhibition during school days of moral force of character and of instincts to lead and to take an interest in his schoolmates.” Mr. Rhodes suggested that (2) and (3) should be decided in any school or college by the votes of fellow-students, and (4) by the head of the school or college. Where circumstances render it impracticable to carry out the letter of these sug¬ gestions, the trustees hope that every effort will be made to give effect to their spirit, but desire it to be understood that the final decision must rest with the committee of selection. 7. To aid in making a choice, each candidate should therefore be required to furnish to the chairman of the committee of selection (a) a certificate of age; (6) a certificate ED 1905 — vol 1 - 7 46 EDUCATION REPORT, 1905. from his school or college that he has been selected as the candidate for that school or college who best fulfills the ideas of Mr. Rhodes’s bequest; (c) a statement from his school or college of the grounds upon which he was chosen, including his educational qualifications, his record in athletics, and such testimonials from his masters at school and his professors at college, in reference to the qualities indicated by Mr. Rhodes, as seem best adapted to guide the judgment of the committee of selection. 8. Should it seem advisable, the committee of selection is free to apply to the can¬ didates, or to any selected number of them, such further intellectual or other tests as they may consider necessary. 9. The chairman of the committee of selection will at once notify to the trustees or their agent the name of the elected scholar, and will forward to Mr. F. J. Wylie, the Rhodes Trust, Oxford, all the credentials and testimonials relating to scholarship and character on which the selection was made. 10. The elected scholar will then be furnished by the chairman of the committee of selection with a memorandum, prepared by the representative of the trustees at Oxford, of the steps necessary to be taken to have his name enrolled at one of the colleges of the university. 11 . The scholarship will be paid in four quarterly installments, the first on beginning residence at Oxford, and thereafter terminally on the certificate of the college that the work and conduct of the student have been satisfactory. Without such a cer¬ tificate the scholarship lapses. A scholarship which lapses either from the failure of a student to secure this college certificate, from resignation, from marriage, or from any other cause will not be filled up till the year in which it would naturally expire. This provision is made in order not to interfere with the rota of succeeding scholars. The following six papers were set for the examinations of April 13 and 14, 1904, three for each day. To give an idea of the care taken to insure the safe arrival of the papers in the hands of the chairman of the committee of selection in each State, it should be said that a sufficient number of copies of each paper to allow one copy to each can¬ didate were sealed in a labeled envelope, thus making six envelopes for each center of examination. These six envelopes were then placed in a large envelope, which was also sealed and labeled and marked with the name of a State. In some cases more than one of these parcels were sent to the same State. This packing was done in England. All the parcels thus prepared were packed in a metal box, which was locked and shipped to the United States Commissioner of Education in Washington. This box was opened by him, and under his supervision the various parcels were properly addressed and forwarded to their destinations, and each separate envelope remained sealed until the hour set for examination upon the paper it contained was reached. There was thus hardly a possibility of gaining knowledge of any of the questions before examination. When the examinations were finished the papers and answers properly sealed were returned to the Commissioner of Education and imme¬ diately upon their receipt were replaced, unopened, in the chest in which they had come from England and were then forwarded to Oxford. The papers all had the same heading, a specimen of which is given with the first. They are arranged in the order of time in which they were set for the candidates. DELEGACY OF LOCAL EXAMINATIONS, OXFORD, ENGLAND. (Examination conducted in behalf of the trustees of the Rhodes bequest, April, 1904.) TRANSLATION PROM LATIN INTO ENGLISH. [The following rules apply to each paper.] The time allowed for this paper is two hours. Every candidate must write on each page of his answers (1) his name; (2) the town and State or Province in which he is examined; (3) the subject of the paper and the number of the section chosen, and must write on one side only of the writing paper. The paper contains the following sections: 1. Passages from authors not specially prescribed. 2. Passages from Caesar, De Bello Gallico I to IY. 3. Passages from Cicero, Philippics I, II. THE RHODES SCHOLARSHIP ^RUST. 47 4. Passages from Cicero, In Catilinam I to IV, and In Verrem Actio I. 5. Passages from Cicero, Pro Murena and Pro Lege Manilia. 6. Passages from Cicero, De Senectute and De Amicitia. 7. Passages from Horace, Odes. 8. Passages from Horace, Satires. 9. Passages from Horace, Epistles. 10. Passages from Livy V, VI. 11. Passages from Virgil, Georgies. 12. Passages from Virgil, Bucolics and iEneid I to VI. N. B. — Candidates must select one and only one of the sections numbered 1 to 12. LATIN PROSE COMPOSITION; Translate into Latin: The prince, who had already been informed of the conspiracy, sent messengers to all his allies to ask for reenforcements, and, as soon as he heard that these had set out, called together three hundred of the most distinguished citizens, pretending that he wished to consult them on the affairs of the republic. Orders were given that each, as he entered the palace, should be put to death, and a large force of cavalry was drawn up in the streets to prevent any danger of a popular tumult. But the people also were ready. During the whole day they had been quietly assembling in the houses, wait¬ ing until the signal should be given. Suddenly there arose the cry, “To arms,” and, while some threw down stones and firebrands, the others rushed forth from the doors, dragged the soldiers from their horses, and slew them before they had time to defend themselves. The attack was too violent to be resisted, and when the reenforcements arrived the city was in the hands of the populace. ARITHMETIC. 1. Find the smallest integer which is divisible bv all the numbers 143, 78, 91, 637, 286. 2. Multiply 1.16 by .428571, and divide .007424 by 25.6. 3. If a man can build 1 rod 1 yard 1 foot 6 inches of a wall in 1 day, how much can he build in 52 days? 4. Find the square roots of 122.1025 and 538aV 5. The par of exchange with London being 4.8665, find the equivalents of £137 4s. 6£d. and $542.84 to the nearest cent and farthing, respectively. 6. A walk 10 feet wide is made round a rectangular park within the fence, the park being 200 yards by 150 yards. How many square yards are there in the walk? 7. Two men of equal skill agreed to do a piece of work for $124. They completed it in 18 days, but one man was absent from work on 5 days. How should the pay be equitably divided? 8. Find the amount of $4,000 if lent for 3 years at 4J per cent per annum compound interest. 9. Three pipes can respectively fill a cistern in 22, 24, and 72 minutes. If, when the cistern is empty, all the pipes are opened, in how many minutes will it be full? 10. A person invested $22,050 in a 3 per cent stock at 90. He afterwards sold out at 93 J and invested the proceeds in a 4J per cent stock at 98. Find the change in his income. 11. In what time will $1,260 amount to $1,496.25 if lent at 3| per cent per annum simple interest? TRANSLATION FROM GREEK INTO ENGLISH. The paper contains the following sections: 1. Passages from authors not specially prescribed. 2. Passages from Demosthenes, Philippics, I to III, and Olynthiacs, I to III. 3. Passages from Demosthenes, De Corona. 4. Passages from Euripides, (a) Hecuba, (b) Medea, (c) Aleestis, (d) Bacchae. 5. Passages from Homer, Iliad, I to IV. 6. Passages from Homer, Odyssey, I to VI. 7. Passages from Plato, Apology, Crito. 8. Passages from Sophocles, Antigone, and Ajax. 9. Passages from Xenophon, Anabasis, I to V. N. B. — Candidates must select one, and only one, of the sections numbered 1 to 9. 48 EDUCATION REPORT, 1905. GREEK AND LATIN GRAMMAR. 1. Give the meaning, gender, and dative plural of odovs, A £cb$, yaXa, opvit, ke\evQo$, and the meaning, gender, and [genitive plural of nummus, artus, dies, imber, calcar. 2. Give the comparative and superlative of rsos, apita £, paxpos, vetus, utilis, prope. 3. Decline in the singular o£v<;, odris, aX-r/Qrjs] and in the plural, melior, qui, idem. 4. Distinguish between the uses of avros and 6 avroi, notion, odo?, and ortodos, mille and millia, aliquis and quisquam, is and ille. 5. State, with examples, the principal ways of forming the perfect tense in Greek and Latin. 6. Write down the third person, singular and plural, of the following tenses: Present subjunctive active of dr/Xoco-, aorist indicative active of aipEoo\ aorist qptative passive of ribrjpr, future indicative active of capio; future perfect indicative active of tribuo; imperfect subjunctive of nolo. 7. What prepositions in Latin and Greek may be used with two cases? Give examples and append to each its English equivalent. 8. State and illustrate (a) the rules for conditional sentences in Greek; ( b ) the rules for the sequence of tenses in Latin. 9. Translate into Latin: (a) The consul left the city without saluting his colleague; ( b ) He is too wise to disobey his orders; (c) If you finish your work to-morrow you will be allowed to return home; (d) I fear that he will not reach Italy in time to see his brother; ( e ) When he was at Athens I told him to remain there until I came. 10. Put into Oratio Obliqua: Quoniam me una vobiscum servare non possum ves- trae quidem certe vitae prospiciam quos cupiditate gloriae adductus in periculum deduxi. Frustra meae vitae subvenire conamini quern iam sanguis viresque deficiunt. Proinde hinc abite dum est facultas vosque ad legionem recipite. ALGEBRA AND GEOMETRY. Algebra. [The full working must be shown in all cases.] 1. If x ■ = 1, y = z — — J, find the value of y—z , z—x , x—y 1 -\-yz 1 -\-zx 1 A-xy 2. Multiply x5— 3a;3rf 2x— 1 by xs+3x3— 2x+l, and verify the result in the case where x=2. 3. Find the remainder when x3-j-5x2—7x-j-4 is divided by x2-\-x-\-2. value of x will the remainder be zero? 4. Resolve into their simplest real factors — (1) x3+343y3; , (2) a2x2— 2ax— b2x2-\-2bx\ (3) z4+4z2+16. 5. Simplify — (1) (2) x2- Sx+2 + 2x2—bx+2 + 2rc2 — 3a;^-l, (|-i+l) G+-D 6. Solve the equations — (1) 1 2z-}-3 2x—3 1 . x—6’ (2) (3) x — a x — b b 4* a — > 10a: — 18y=45, 2x+4=y. For what THE RHODES SCHOLARSHIP TRUST. 49 7. Describe clearly the process of solving graphically two simultaneous equations of the first degree in two variables. How would you apply this process in the case of the equations given in question 6 (3)? 8. Find four consecutive odd numbers whose sum is 1904. 9. A sum of $4,950 is invested partly in Canadian Pacific common shares, paying 6 per cent, at 115, and partly in United States 4 per cent loan, at 132£. The total income being $200, find the amount of each investment. Geometry. [The use of reasonable symbols and abbreviations is permitted.] 1. Define — right angle, rhombus, parallel straight lines. 2. If two angles of a triangle be equal to one another, the sides also which subtend, or are opposite to, the equal angles, shall be equal to one another. 3. If one side of a triangle be produced, the exterior angle shall be greater than either of the interior opposite angles. 4. If a straight line falling on two other straight lines, make the exterior angle equal to the interior and opposite angle on the same side of the line, or make the interior angles on the same side together equal to two right angles, the two straight lines shall be parallel to one another. 5. The opposite sides and angles of a parallelogram are equal to one another, and the diameter bisects the parallelogram — that is, divides it into two equal parts. 6. If the square described on one of the sides of a triangle be equal to the squares described on the other two sides of it, the angle contained by these two sides is a right angle. 7. If a straight line be divided into any two parts, the square on the whole line is equal to the squares on the two parts, together with twice the rectangle contained by the two parts. 8. Divide a given straight line into two parts, so that the rectangle contained by the whole and one of the parts may be equal to the square on the other part. The following is a list of the names of the Rhodes scholars for 1904, with the colleges at Oxford to which they were assigned and the States from which they were appointed: American Rhodes scholars, 1904 • State. Name of scholar. College. Alabama . J. H. Kirkpatrick . Queens. Arkansas . . N. Caruthers . . . Pembroke. California . W. Crittenden . . Trinity. Colorado . S. K. Hornbeck . Christ Church. Connecticut . P. Nixon . Balliol. Delaware .... C. W. Bush . Brasenose. Georgia . R. P. Brooks . Do. Idaho . L. Gipson . . Lincoln. Illinois . R. Henry . W orcester. Indiana . G. Hamilton. . . Pembroke. Iowa . J. E. Walleser . Oriel. Kansas . E. W. Murray . . St. John’s. Kentucky . C. Tandy . Exeter. Louisiana. . . A. K. Read. . Christ Church. Maine D. R. Porter . Trinity. M aryland . . . P. Kieffer . Oriel. Massachusetts F. H. Forbes . Balliol. Michigan . W. Sperry. . . . Queens. Minnesota B. Wallace . Pembroke. Missouri. R. E- Blodgept . vA . . Wadham. Montana. G. R.3 B^rpe.a. . . . . Christ Church. Nebraska , Coon . Lincoln. New Hampshire j J aA.* BroWn. . ? . New. Npw Jersey " ‘ . °B M. Price . J. . . Wadham. New York . j W. E. Schutt . . . Brasenose. North Carolina. J. H. Winston . . Christ Church. North Dakota H. Hinds . . Queens. Ohio G. C. V incent . . - .*>. : >. . Do. Oklahoma . i£...i . tW. Jy. Kendall. . ., . . . . . Brasenose. 50 EDUCATION REPORT, 1905. American Rhodes scholars, 1904 — Continued. State. Name of scholar. College. Oregon . IT. B. Densmore. . University. Pennsylvania . T. E. Robins . Christ Church. Rhode Island R. M. Bevan . Worcester. South Carolina . W. H. Verner . Christ Church. South Dakota . P. M. Young . Oriel. Tennessee . T. Tigert . Pembroke. Texas . . . . S. R. Ashby . Merton. Utah . B. M. Jacobson . Exeter. Vermont . J. C. Sherburne . Wadham. Virginia . W. A. Fleet . Magdalen. Wash ingt on . J. M. Johanson . Exeter. West Virginia . C. A. Tucker-Brooke . St. John’s. Wisconsin . R. Scholz . 1 Worcester. Wyoming . ! II. Merriam . 1 1 Lincoln. 1 The experience gained in 1904 suggested some changes in the instructions to the committees of selection for the examinations of 1905, which were embodied in the following memorandum and declaration sent out by the Rhodes trustees. It was found advisable to hold the examinations in January to allow the Oxford examiners time to complete their work before midsummer. The same precautions were observed in transmitting the papers as in the previous year. MEMORANDUM. The Rhodes Scholarships in the United States, 1905. The trustees of the will of the late Mr. Cecil Rhodes have prepared the following memorandum for the information of college authorities and intending candidates for scholarships in the United States: The next qualifying examinations for scholars in the United States under the Rhodes bequest will be held on Tuesday and Wednesday, January 17 and 18, 1905. The selec¬ tion of scholars is to be completed before the end of March, and the elected scholars will begin residence at Oxford in October, 1905. The examination will be held' in each State and Territory to which scholarships are assigned, at centers to be fixed by the local committee of selection. This committee will appoint a suitable person to supervise the examination and will arrange for its impartial conduct. It should be clearly understood that this examination is not com¬ petitive, but simply qualifying, and is merely intended to give assurance that every elected scholar is able to pass the first examination which the university demands of all candidates for the B. A. degree. The Rhodes scholars will be selected from candidates who have successfully passed this examination. One scholar will be chosen for each State and Territory to which scholarships are assigned. Candidates must be unmarried, must be citizens of the United States, and must be not younger than 19 nor older than 25 years of age on October 1 of the year in which they are elected. It has been decided that all scholars shall have reached, before going into residence, at least the end of their sophomore or second-year work at some recognized degree¬ granting university or college of the United States. An exception to this rule is made in the case of the State of Massachusetts, where, at the request of the committee of selection, authority is given to appoint from the secondary schools. Candidates may elect whether they will apply for the scholarship of the State or Territory in which they have acquired any large part of their educational qualifica¬ tion, or for that of the State or Territory in which they have their ordinary private domicile, home, or residence. They may pass the qualifying examination at any center, but they must be prepared to present themselves before election to the com¬ mittee in the State or Territory they select. No candidate may compete in more than one State or. Territory. To meet the requirements of the responsions examination candidates will be examined in the following subjects* 1. Arithmetic — the whole. 2. Either the elements of algebra (addition, subtraction, multiplication, division, greatest common measure, least common multiple.* fractions, extraction of square root, THE RHODES SCHOLARSHIP TRUST. 51 simple equation^ containing one or two unknown quantities, and problems producing such, equations) or the elements of geometry. Elementary questions, including propositions enunciated by Euclid, and easy deductions therefrom, will be set on the subject-matter contained in the following portions of Euclid’s Elements, viz, Book I, the whole, excluding propositions 7, 16, 17, 21; Book II, the whole, excluding proposition 8; Book III, the whole, excluding propositions 2, 4-10, 13, 23, 24, 26-29. Any method of proof will be accepted which shows clearness and accuracy in geo¬ metrical reasoning. So far as possible, candidates should aim at making the proof of any proposition complete in itself. In the case of propositions 1-7, 9, 10, of Book II, algebraical proofs will be allowed. 3. Greek and Latin grammar. 4. Translation from English into Latin. 5. One Greek and one Latin book. Any of the following portions of the under-mentioned authors will be accepted as a “book:” Demosthenes: De Corona. Euripides (any two of the following plays): Hecuba, Medea, Alcestis, Bacchse. Homer: (1) Iliad, 1-5 or 2-6; or (2) Odyssey, 1-5 or 2-6. Plato: Apology and Crito. Sophocles: Antigone and Ajax. Xenophon: Anabasis, 1-4 or 2-5. Caesar: De Bello Gallico, 1-4. Cicero: (1) Philippics 1, 2; or (2) In Catilinam 1-3, and In Yerrem Actio I; or (3) pro Murena and pro Lege Manilia; or (4) de Senectute and de Amicitia. Horace: (1) Odes 1-4; or (2) Satires; or (3) Epistles. Livy: Books 5 and 6. Virgil: (1) the Bucolics, with Books 1-3 of the iEneid; or (2) the Georgies; or (3) the iEneid, Books 1-5 or 2-6. The texts used in setting the examination papers will be those of the series of Oxford classical texts, so far as these have been published by the Oxford University Press. At the request of the trustees the University of Oxford has named for next year a board of examiners to prepare examination papers covering this range of study and to report upon the replies given. The papers will be forwarded in sealed parcels to the chairman of the committee of selection. Within these parcels will be inclosed sealed envelopes containing the examination papers. These envelopes shall only be opened by the supervising examiner at the time and place of examination. Printed time-tables wifi be supplied. As the papers contain the full text of all classical passages used in examination no text-books will be required by candidates. Arrange¬ ments will be made to supply stationery to candidates at the place of examination. The replies made by candidates shall be collected at the close of each examination and forwarded at the close of each day’s work in sealed parcels to Dr. G. R. Parkin, care of Hon. W. T. Harris, Commissioner of Education, Washington. The University of Oxford has agreed to accept in lieu of responsions the certificates of its examiners that students have passed this examination, so that all scholars elected will be excused from that test when they come into residence at Oxford. As a cer¬ tificate of exemption from responsions holds good permanently persons who have passed in previous years, if otherwise eligible, need not take the examination a second time in order to become qualified as candidates. As soon as the report of the examiners has been received the chairman of the com¬ mittee of selection in each State will be furnished with a list of the candidates who have passed and are therefore eligible for election. The committee of selection will then proceed to choose the scholar for the year. In accordance with the wish of Mr. Rhodes the trustees desire that “in the election of a student to a scholarship regard shall be had to (1) his literary and scholastic attainments; (2) his fondness for and success in manly out-door sports, such as cricket, football, and the like; (3) his qualities of manhood, truth, courage, devotion to duty, sympathy for and protection of the weak, kindliness, unselfishness, and fellowship, and (4) his exhibition during school days of moral force of character, and of instincts to lead and to take an interest in his schoolmates.” Mr. Rhodes suggested that (2) and (3) should be decided in any school or college by the votes of fellow-students and (4) by the head of the school or college. Where circumstances render it impracticable to carry out the letter of these sugges¬ tions the trustees hope that every effort will be made to give effect to their spirit, but de¬ sire it to be understood that the final decision must rest with the committee of selection. To aid in making a choice each qualified candidate should be required to furnish to the chairman of the committee of selection — 52 EDUCATION REPORT, 1905. (a) A certificate of age. * (b) A full statement of his educational career at school and college; his record in athletics and such testimonials from his masters at school and his professors at college, in reference to the qualities indicated by Mr. Rhodes, as will assist the judgment of the committee of selection. (c) In cases where more than one candidate from a single college or university has qualified, the college or university should be required to select (in accordance with the views of Mr. Rhodes) its chosen representative to go before the committee of selection for final choice, and a certificate that he has been so chosen shall be sent to the chairman of the committee of selection. Each candidate should personally present himself to the committee of selection before a final decision is made, unless specially excused by the committee itself, in which case a statement of the reasons should be sent to the trustees. If a careful comparison of these records and personal interviews with the candidates do not furnish sufficient grounds for making a decision, the committee of selection is free to apply to the candidates, or to any selected number of them, such further intel¬ lectual or other tests as they may consider necessary. The chairman of the committee of selection should at once notify to the trustees and to Mr. F. J. Wylie, the Rhodes trust, Oxford, the name of the elected scholar, and should forward to the latter all the records, credentials, and testimonials relating to the scholar on which the election was made. These papers should be transmitted immedi¬ ately, as they are used in consulting college authorities in regard to the admission of scholars. The chairmen of the committees of selection are furnished with a memorandum prepared by the representative of the trustees at Oxford in regard to the steps necessary to be taken by an elected scholar to have his name enrolled at one of the colleges of the university. It is particularly requested that this memorandum should be furnished to the elected scholar along with the notification of his election. The scholarship will be paid in four quarterly installments; the first on beginning residence at Oxford , and thereafter terminally on the certificate of his college that the work and conduct of a student have been satisfactory. Without such a certificate the scholarship lapses. A scholarship which lapses either from the failure of a student to secure this college certificate, from resignation, from marriage, or from any other cause, will not be filled up till the year in which it would naturally expire. This provision is made in order not to interfere with the rota of succeeding scholars. OXFORD UNIVERSITY EXAMINATION. CONDUCTED IN BEHALF OF THE TRUSTEES OF THE RHODES BEQUEST, JANUARY 17, 18, 1905. Declaration to be signed by every person who has assisted in the superintendence of an examination conducted for the Rhodes trustees by the delegates of local examinations , Oxford , England. We, the undersigned, hereby declare that the papers set at . . in the State (or Province) of . to the following candidates® for the State (or Province) of . ,& viz: 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 were worked in the presence of one or other of us by the candidates whose names they respectively bear, and that the candidates received no assistance whatever from books, notes, memoranda, or otherwise, from each other, from us, or any other person. « It is particularly requested that the names of candidates be given in full. & It is specially requested that, when anyone is examined in a State (or Province) for which he is not a candidate, the name of the State (or Province) for which he is a candidate should be clearly indicated. THE RHODES SCHOLARSHIP TRUST. 53 We declare — 1. That the sealed envelopes of question papers were opened in the presence of the candidates at the times prescribed in the time-table of the examination. 2. That no candidate was admitted to the examination room more than half an hour after the question papers had been distributed to the candidates. 3. That no candidate left, and no copy of any question paper was removed from the examination room until half an hour after the distribution of the question papers. 4. That no person other than the candidates and the undersigned was admitted to the examination room during the presence of any candidates. 5. That all the answers were collected not later than two hours after the distribu¬ tion of the question papers and dispatched forthwith under seal to . and that no one whatever tampered with the answers. 6. That one or other of us was present uninterruptedly during the whole of the time specified in the time-table of the examination. 7. That all the other regulations relating to the conduct of the examination were duly observed. Name, degree, and university (if any), and address of the person or persons who were present during the working of the papers referred to in the above declaration: January 18, 1905. [This sheet should be mailed on January 18 by registered post to the Secretary to the Delegates, Local Examination offices, Merton street, Oxford, England, immedi¬ ately after the close of the examination.] American Rhodes scholars, 1905. State. Name. College. California . . Hugh A. Moran . Wadham. Colorado . George A. Whiteley . Merton. Connecticut . Albert Mason Stevens . Balliol. Delaware . Harry Richard Isaacs . Exeter. Florida. . F. W. Buckholtz. . . Pembroke. Georgia T. H. Wade Exeter. Idaho . Carol H. Foster. . . Brasenose. Illinois . > . Newton Edward Ensign . St. Edmund Hall. Indiana . . . Frank Aydelotte . Brasenose. Iowa . Jacob van der Zee . Merton. Kansas . Frank M. Mohler . St. John’s. Kentucky William Henry Branham. Queen’s. Louisiana . Ralph C. Many. . Do. Maine . . Harold William Soule _ W orcester. Maryland . E. McPherson Armstrong . Oriel. Massachusetts. . . Roy Kennet Hack Do. Michigan . R. C. Platt . Hertford. Minnesota _ Harry S. Mitchell. . New. Mississippi . Ebb J. Ford . Christ Church. Missouri . Samuel Ely Eliot.. Hertford. Nebraska . Arthur H. Marsh . Keble. New Hampshire. William Wentworth Thayer . Magdalen. New Jersey . Bertal Leigh Alexander . Queen’s. New Mexico _ Thomas S. Bell . Lincoln. New York Ralph Claude Willard. University. North Carolina . Henry Trantham . Christ Church. Ohio . Cary R. Album . St. John’s. Oklahoma . Charles Delahunt Mahaffie . Do. Pennsylvania John Nevin Schaeffer . Oriel. Rhode Island . Leonard Wolsey Cronkhite . W orcester. South Carolina . Eugene S. Towles . Magdalen. Tennessee . B. E. Schmitt . ^ . Merton Texas . Harry Peyton Steger . Balliol. Vermont . H. H. Holt . Exeter. Virginia . Beverly D Tucker . Christ Church. Washington Llewelyn L. Railsback . Lincoln. West Virginia E R Lloyd . Wadham. Wisconsin. Athol E. Rollins . W orcester. [Extracts from a memorandum issued by the Rhodes trustees relating to the examination of 1907.] * * * The nex£ qualifying examination for scholars in the United States under the Rhodes bequest will be held about the middle of January, 1907 ; the selection of scholars will be completed before the end of March, and the elected scholars will begin residence at Oxford in October of that year. 54 EDUCATION REPORT, 1905. Scholarships will also be open in 1908; in 1910 and 1911; in 1913 and 1914; and so on, omitting every third year. The scholarships are of the value of £300 a year, and are tenable for three years. * * * If it should be necessary a revised statement of the requirements of the examina¬ tion for 1907 will be issued during the year 1906. Sets of the responsions examination papers for past years can be ordered from the Oxford University Press, 91 Fifth avenue, New York. The texts used in setting the examination papers are those of the series of Oxford classical texts, so far as these have been published by the Oxford University Press. At the request of the trustees, the University of Oxford named in the years 1904 and 1905 a board of examiners to prepare examination papers covering this range of study, and to report upon the replies given. It is proposed, with the approval of the university, to adopt the same methods of procedure in 1907. The papers will be forwarded in sealed parcels to the chairman of the committee of selection. Within these parcels will be inclosed sealed envelopes containing the examination papers. These envelopes shall only be opened by the supervising examiner at the time and place of the examination. Printed time tables will be supplied. As the papers contain the full text of all classical passages used in examination, no text-books will be required by candidates. Arrangements will be made to supply stationery to candidates at the place of examination. * * * The following “instructions,” issued to scholars elected for the year 1905, indicate the course of procedure by which a scholar is entered at Oxford : 1. In order to be admitted to the University of Oxford it is necessary to be first accepted as a member of one of the colleges which compose the university. Election to a Rhodes scholarship does not of itself admit to a college. Every college has its own standard for admission, for Rhodes scholars as for all other applicants; and accepts or rejects at its own discretion. Moreover, the number of Rhodes scholars which any one college will admit is strictly limited. Few colleges will admit more than five in any one year; and in the majority of cases four is the maximum. From the different candidates for admission a college will select those whose records suggest that they are most likely to do credit to the college to which they may belong. It is therefore essential that in applying for admission to a college a scholar should submit the fullest possible evidence as to his personal character and academic record. 2. The procedure for a scholar-elect should be as follows: (1) Immediately on receiving notice of his election he should write to the Oxford secretary, to the Rhodes trustees, Mr. F. J. Wylie, The Rhodes Trust, Oxford, stating in order the colleges which he prefers. (2) He should satisfy himself that the credentials which he submitted to the com¬ mittee of selection have been forwarded by the chairman to Mr. Wylie. (3) He should himself forward to Mr. Wylie any portion of the following informa¬ tion which may not have been included in the documents submitted to the committee of selection: (a) A certificate of age; ( b ) testimonials as to character; (c) certified evidence as to the courses of study pursued by the scholar at his university, and as to the gradings attained to by him in those courses. This evidence should be signed by the registrar or other responsible official of his university; ( d ) a catalogue of his uni¬ versity; ( e ) evidence as to the general tastes and pursuits of the scholar outside his academic course; (/) information as to the intentions of the scholar in regard to the line of study he proposes to follow at Oxford. It is also desirable that the scholar should state to what religious denomination he belongs. All this material must reach Mr. Wylie by the beginning of the summer term — that is, by the end of April at the latest. 3. When Mr. Wylie has the necessary information in his hands lie will attempt to secure for each scholar admission to the college of his preference. That will not be always possible. When a scholar fails to gain admission to the college which stands first on his list of preferences, Mr. Wylie will enter into negotiation with the college second on that list, and so on. Where he is specially requested to do so, Mr. Wylie is prepared to select a college for a scholar, but it is greatly to be preferred that each scholar should, so far as possible, choose for himself. 4. Information about the various colleges is to be found in the early chapters of the “Students’ Handbook to Oxford.” This book can be obtained at the Oxford Univer¬ sity Press, 91 Fifth avenue, New York. Scholars-elect are recommended to get it. 5. A study of Chapter III of the above-mentioned book will afford a rough, though only a rough, idea of the cost of life at Oxford, and in particular of the expenses which an undergraduate has to meet on coming for the first time into residence. 6. The scholarship will be paid quarterly. The first payment (£75) will be made in the course of the first week of the Michaelmas term. No request for any earlier pay¬ ment can be considered. THE RHODES SCHOLARSHIP TRUST. 55 7. The sum of <£300 is no more than is necessary to cover the expenses of the year, including vacations as well as term. A scholar must not therefore count on his scholar¬ ship leaving any margin — least of all in his first year, in which, owing to unavoidable initial payments, expenses are heaviest. Experience suggests that a scholar should start his Oxford career free from financial embarrassment. 8. When a scholar has been once accepted by a college he should conduct all further correspondence as to residence, studies, etc., directly with the college in question. He should, however, keep Mr. Wylie informed of his movements, and in particular of the date at which he proposes to come into residence. Michaelmas term begins normally in the second week of October. Some colleges assemble on the Thursday, others on the Friday, in that week. A scholar must in any case arrive in Oxford not later than the day on which his college assembles; and it will in most cases be better that he should come a few days earlier. 9. It is pr sumed that a scholar will reside in college, except in cases in which the college is unable to offer him rooms. It is the custom at Oxford for an undergraduate to reside in college for at least two years, unless special' circumstances make this undesirable. Copies of this circular may be obtained from the Commissioner of Education, Wash¬ ington, D. 0. They are also supplied to the chairmen of the committees of selection. CHAPTER IV. EDUCATION IN FRANCE. France, Republic: Area, 204,092 square miles; population, 38,961,945 (1901). Civil divisions having special functions in educational administrations: Departments (90 in number, including 3 in Algiers) ; communes (cities or villages) numbering 36, 551. PREVIOUS ARTICLES. [In the following index to chapters in previous reports of this series relative to education in France, mention is made only of special subjects considered in each chapter. In addition to these special topics the chapters present detailed statistics, current and comparative, with a brief conspectus of the system of public instruction.] The educational system of France. (Report, 1888-89, vol. 1, pp. 112-149.) Report of the educational congresses and exhibition held in Paris, 1889. (Report, 1889-90, vol. 1, pp. 41-186, by W. H. Widgery.) Statistics for 1888-89. (Ibid., pp. 249-261.) Elementary education in London and Paris. (Ibid., pp. 263-280.) Statistics, 1890-91; progress of primary schools since Guizot’s law, 1833; higher primary and classical schools of France. (Report, 1890-91, vol. 1, pp. 95-124.) Statistics for 1892; proposed transformations and development of state faculties. (Report, 1891-92, vol. 1, pp. 73-95.) Civil service in France, by W. F. and W. W. Willoughby. (Ibid., pp. 369-412.) Inspection of infant schools; recent changes in the baccalaureate; reorganization of medical studies and of the scientific course preparatory thereto. (Report, 1892-93, vol. 1, pp. 219-237.) Statistics for 1891-1893; recent modifications in secondary and superior education; progress of the sys¬ tem of primary instruction; schools for adults; movements for the admission of American students to the universities of France. (Report, 1894-95, vol. 1, pp. 289-312.) Statistics for 1894-95; proposed modifications of secondary institutions; the law of July 10, 1896, trans¬ forming the state faculties into universities; status of medical students in France, with special reference to foreigners; Dr. Alcee Fortier on the French lycees. (Report, 1895-96, yol. 1, pp. 611-639.) Opening of the universities under the law of July 10, 1896; the new doctorate open to foreigners; state secondary schools v. church establishments; the law of July, 1893, respecting salaries of teachers of primary schools; the superior primary schools, progress, organization, and scope; M. Boutmy on the reform of the baccalaureate; M. Breal on the study of Greek. (Report, 1896-97, vol. 1, pp. 29-70.) Statistics, 1896; decentralizing movement; the reconstruction of the universities; efforts for strengthen¬ ing the moral influence of the schools; temperance instruction; manual training and technical schools; report of Mr. Charles Copland Perry on technical education in France; the admission of American students into French universities; review of the career of M. Victor Duruy, minister of public instruction, 1863-1869, by the Due de Broglie; review of the work of M. Henri Marion, first professor of the science of education at the Sorbonne, by M. F. Buisson. (Report, 1897-98, vol. 1, pp. 694-788.) The universities, as organized under the law of 1896; tabular view, 1887 and 1897; admission of foreign students; the university doctorate created under decree of 1897; primary education; work of the Republic reviewed; secondary education; congress of professors; commission of inquiry. (Report 1898-99, vol. 1, pp. 1086-1138.) Education at the Paris Exposition. (Report, 1899-1900 vol. 2, pp. 1661-1709.) Proposed reform of state secondary schools; public lycees and colleges for girls; universities, reorgani¬ zation and recent development; the congress of primary education. (Report, 1899-1900, vol. 1, pp. 1711-1732.) Retrospective and current survey of state education; the system of primary school inspection; the new scheme of secondary education; the law subjecting religious orders to civic authority; conspectus of courses of study in the University of Paris; the new university doctorates; international corre¬ spondence of students; the teaching of “la morale’’ in the primary schools; the simplification of French syntax. (Report, 1901, vol. 1, pp. 1081-1136.) 57 58 EDUCATION REPORT, 1905. Statistics 1899-1900; new programmes of secondary schools, Doctor Compayre; the reorganized univer¬ sities, special reports by M. Liard and M. Maurice-Faure; professional and financial status of French primary teachers; report of special commission. (Report, 1902, vol. 1, pp. 667-719.) Statistics, current and retrospective. Primary schools, organization, and programmes; detailed pro¬ gramme of moral instruction. Programmes of higher primary schools compared with those of American high schools and with those of French secondary schools. (Report, 1903, vol. 1, pp. 585-622.) TOPICAL OUTLINE. Salient features of the system of public instruction in France. Uniform organization of the “academies” or local subdivisions of the system. Effects of the law against the religious associa¬ tions. Efforts to liberalize the universities and colleges. Statistical summary of schools and univer¬ sities, 1903-4. State appropriations for the service. Primary education— Statistics, retrospective and current, with explanatory comments: Enrollment and attendance; the teaching force, number and classification, qualifications, salaries. Movements for prolonging the education of the people and for promoting the social welfare of the young. Expenditure for public primary education. Practical results of primary education. Educational statistics of cities having more than 100,000 inhabitants. Secondary education. — Lycees and colleges for boys; statistics; the new programmes; salaries of pro¬ fessors and teachers. Lycees and colleges for girls; studies comprised in; distribution of students; enrollment, 1881-1904. Universities and special schools— Recent progress; statistics. Technical and industrial schools not under the minister of public instruction; higher technical schools; technical schools of lower grade. SALIENT FEATURES OF THE SYSTEM OF PUBLIC INSTRUCTION IN FRANCE. The system of public instruction in France has been described very fully in previous reports of this series. Hence it is enough to recall here the salient features of the sys¬ tem, its compact organization, centralized authority, and uniform operation through¬ out the country. The chief of the university system is a cabinet officer, whose title, under the admin¬ istration of Premier Combes, was “minister of public instruction and fine arts.” In the readjustment of public affairs under M. Rouvier (who succeeded M. Combes in January, 1905) public worship was transferred to this ministry, thus restoring a relation which has been repeatedly formed and broken up in the past. The position was held by M. Bienvenu-Martin from January 24, 1905, to March 14, 1906, when it passed to the present incumbent, M. Briand. The inclusion of public worship at the present time in the same ministry as public instruction is undoubtedly intended to facilitate the execution of the recent laws relative to the religious orders. The three scholastic divisions of the system of public instruction — i. e., department of higher education, department of secondary education, and department of primary education — continue to be administered, respectively, by M. Bayet, M. Rabier, and M. Gasquet. It has been, indeed, the policy of the Republic to give long tenure to the incumbents of these important positions, thereby guarding the actual work of education from the evils of frequent and capricious change of direction. To this important end tends also the mode of selecting the members of the superior council of public instruction, in which all professional matters are carefully deliberated. This council consists of 60 members — one-fourth appointed by the President of the Republic and the remainder elected by their colleagues (professors and teachers). Although the term of service is but four years, the most competent members are gen¬ erally continued on from term to term. The chiefs of the scholastic departments named and the superior council belong to the central administration of the system, to which also pertains the corps of general inspectors for primary education. These officials are required to make two annual tours of their respective districts and report directly to the minister of public instruc¬ tion the results of their observations. EDUCATION IN FRANCE. 59 UNIFORM ORGANIZATION OF THE “ ACADEMIES.” The administration of the system is facilitated by its local subdivisions or “acade¬ mies/’ 17 in number, which repeat in a measure the features of the central admin¬ istration. Each academic chief, or rector, is assisted by an advisory council, and has directly under him a corps of inspectors numbering as many as the departments (divisions for civil administration) included in the academy. These civil divisions (90 in all, including three in Algiers) are variously distributed among the academies, within which they form districts for the administration of primary schools. The Paris Academy, the most important of all, includes 9 departments. These have a combined population of 5,772,770, of which nearly two-thirds (3,669,930) is concen¬ trated in the Department of the Seine. The minister of public instruction is the nominal head of the Paris Academy, but its administration rests directly with the vice-rector. The service of M. Greard, who held this position for thirty years (1872 to 1902), greatly influenced the whole movement of education under the Republic. His successor, M. Liard, comes to the position with the prestige of a long and forceful administration of the department of higher education. The Paris Academy includes the University of Paris, and 19 of the 111 State lycees (classical colleges) for boys, and 5 of the 41 State lycees for girls. The remaining departments of the Paris Academy include 5 lycees for boys and 2 for girls, making, with the 29 communal (or municipal) colleges (24 for boys and 5 for girls), a total of 55 public secondary schools in this academic district. In addition to the general administration of the academy, the immediate direction of the affairs of the university and secondary schools in an academy are the special charge of the rector, who is president both of the university council and of the academic council. The latter council, composed of professors of higher and secondary instruc¬ tion, is the deliberative body whose advice determines measures affecting the general conduct of higher and secondary education throughout the academic division. These duties leave the rector small time for attention to primary education, which is placed under the direction of academic inspectors (one for each department), who rank second only to the rector; all other persons engaged in the service of the primary schools are subordinate to them. The prefect, or civil chief of the department, has a measure of independent authority in school matters, as the appointment of regular teachers rests with him, but he must in every case make his choice from a list approved by the aca¬ demic inspector. While in general there is but one academic inspector for each depart¬ ment, Paris, with its immense population, requires 8, of whom, however, 1 is specially designated as the director of primary education. The academic inspector is assisted by a corps of inspectors for primary schools in the mean proportion of one to every 150 schools. In 1902 there were 18 primary inspectors in the Department of the Seine and 433 in the remaining departments, making a total of 451. The smallest of all the academic divisions, Chambery, in the Alpine region of south¬ eastern France, comprising only two departments with a population of 77,897, presents, on a reduced scale, the features of the largest. At the head is the rector and the aca¬ demic council; in each of the two departments the usual academic inspector and a corps of primary inspectors. This academy does not possess a full university, but its place in the series of institutions is supplied by a university school of sciences and letters. Four lycees, two for boys and two for girls, and two communal colleges make up the provision of public secondary schools; the primary school system is complete in both departments, including two normal schools, one for men and the other for women, and a full complement of primary schools, both elementary and higher. Every acad¬ emy between the two extremes, Paris and Chambery, repeats the same organization and the same liberal provision of schools and colleges. As the appointment of the entire body of officials, and also of the professors of sec¬ ondary and of higher education, rests either with the president of the Republic or with 60 EDUCATION REPORT, 1905. the minister of public instruction, it is easy to understand how the spirit of political unity is maintained throughout the system. EFFECTS OF THE LAW AGAINST THE RELIGIOUS ASSOCIATIONS. The characteristics of the system of public instruction above described, which must be kept in mind in any attempt to understand educational movements in France, are derived from the university system established by Napoleon and care¬ fully designed to serve political ends. The influence of the system in this respect, attested under successive governments, has been recently illustrated in the struggle against the teaching orders, or brotherhoods. The associations law of July 1, 1901, which required all the religious orders to apply for special authorization from the Government for the continuance of their existence and work, whether charitable or educational, the subsequent refusals of the Government to sanction the authorizations applied for, and the law of July 8, 1904, requiring the suppression of all the teaching orders (monks and nuns) within a period of ten years, have had the effect already of closing above 5,000 schools out of 10,000 conducted by the religious orders. These measures end the liberty of teaching established by the Falloux law of March 18, 1850, and give to the State a monopoly of education scarcely less than that exercised by the university system of Napoleon. The repressive influence of the associations law is intensified by the law promul¬ gated December 9, 1905, to take effect December, 1906, providing for the complete separation of church and state and thus ending the relations established by the con¬ cordat signed by Napoleon and Pope Pius YII in 1801. In striking contrast to this aggressive policy are the efforts recently made by the Republic to liberalize the higher teaching agencies of the State by infusing into the universities and colleges the spirit of free initiative and individual responsibility. To this end the old university faculties, which under Napoleon were little more than examining bodies with rigidly prescribed functions, have been restored to the dignity of corporate universities,® and the uniformity of the lycees (state colleges) has been modified by new and more elastic programmes. & Table I. — Statistical summary of schools and universities, 1903-4. Class of institution. Date. Enrollment. Professors and teachers. Male. Female. Total. Men. W omen. Total. Infant schools (4coles maternelles), public and private (ages 2 to 6) . . Primary schools (ages 6 to 14) : Public . 1903-4 1903-4 1903-4 679,989 4, 428, 118 1,126,090 9,445 52,998 35, 670 9, 445 109,845 46,339 2, 410, 550 383, 578 2,017,568 742,512 56,847 10, 669 Private . Total . 2, 794, 128 2,760,080 5,354,208 67, 516 88, 668 156, 184 Primary normal schools (ages 16 to 19) . 1904 1905 1903 1905 1903 4, 455 95, 165 f 60, 751 32,736 ,3,014 c 30, 831 7, 469 118,367 974 d 3,302 873 « 831 1,847 Secondary schools (ages 8 to 20) : Public . Private . Universities: State . 1,922 34, 658 1,494 9 1,672 1,672 Private . « For account of the university law of July 10, 1896, and the measures leading up to it, see Report of Commissioner for 1902, vol. 1, Chap. XV, pp. 698-703. b For new programmes of secondary education, see Report for 1902, vol. 1, pp. 687-697. c Includes 7,375 in secondary classes not connected with secondary schools. d Professors in State lycees for hoys in 1903. These enrolled 58,593 students, as against 35,612 students in local colleges. e Directresses, professors, matrons, and clerks in secondary schools for girls. / Also 22,497 in seminaries preparing candidates for the priesthood. 9 In 1904, not including clinical assistants in the faculties of medicine, librarians, etc. EDUCATION IN FRANCE. 61 Table I shows the enrollment in primary schools, secondary schools, and universities and the number of teachers and professors ■ employed for the latest year for which official statistics are available.® The expenditures for the system of public instruc¬ tion have not been reported since the issue of the last official statistics which are prepared by the statistical commission at stated intervals. & STATE APPROPRIATIONS. The appropriations by the legislature for this service have increased by 79£ per cent in the last two decades. They amounted in 1886 to 131,993,455 francs($26,398,691), in 1905 to 237,014,806 francs ($47,402,961). c Of the total increase, $21,004,270, or 79 J per cent, about one-third (in round numbers $6,900,000) was required to carry out the recently adopted scheme of classification for teachers of primary schools, which increases slightly the salaries in the lower classes and provides for more rapid promo¬ tion from a lower to a higher class. d The appropriation for 1905 was distributed as follows: e For administration, 4,039,120 francs ($807,824), 2 per cent; for higher edu¬ cation, including universities, special schools, / scientific bureaus, 20,591,596 francs ($4,118,319), 8.6 per cent; secondary education, 26,744,360 francs ($5,348,872), 11.2 per cent; primary education, 173,303,386 francs ($34,660,677), 73 per cent; miscellaneous, chiefly for school buildings, 12,346,344 francs ($2,469,268), 5.2 per cent. DETAILED STATISTICS OF PRIMARY EDUCATION. Table II. — Retrospective view of pupils in the primary schools.a I- Total num¬ ber of pupils. Pupils in schools. Year. Boys. Girls. Public. Private. Secular. Belonging to religious orders. 1837... 2,690,035 3, 164, 297 1,579,888 1, 812, 709 1,110,147 1,351,588 2,046,455 2, 407, 425 643, 580 1843 . 756,872 2,457,380 706,917 1859 . 3, 322, 423 1, 793, 667 2, 343, 781 2, 445, 216 1, 528, 756 2,601,619 720, 804 2,368,627 953,796 1866 . 1872 . 4, 515, 967 4, 722, 754 4, 716,935 2, 172, 186 2, 277, 538 2, 316, 053 3,537,709- 3,835,991 3, 823, 348 978,258 886, /63 893, 587 2, 820, 670 1, 695, 297 1876-77 . . . 2, 400, 882 2,648,562 2,068,373 1881-82 . 5, 341,211 2, 708, 510 2, 632, 701 4,359,256 981,955 3,567,861 1,773,350 1886-87 . 5, 596, 919 2, 829, 127 2,767,792 4, 505, 109 1,091,810 3,877,185 1,719,734 1891-92 . 5, 556, 470 2, 805, 849 2,750, 621 4,281,183 1,275,287 3,900,977 1,655.493 1896-97 . 5,531,418 2, 782, 547 2,748, 871 4, 190, 320 1,341,098 3,911,806 1,618,612 1901-2 . 5, 550, 284 2,776,978 2, 774, 306 4, 175, 575 1,374,709 4,040,329 1,509,955 1902-3 . 5, 552, 762 b 2, 785, 650 2,767,112 4, 309, 095 1,243, 667 4, 435, 747 1,117,015 a Infant schools not included. Algiers not included prior to 1886-87. b Includes a few girls in mixed schools. It will be seen from the foregoing table that the primary schools of France are classi¬ fied as public and private, but under the head of public schools are included schools established by the local authorities and private (clerical) schools adopted as public schools. The proportion of the latter to the whole number of public schools was 22 per cent in 1876-77 ; in 1891-92 it had fallen to 10 per cent, and in 1901-2 to 5 per cent. The private primary schools are either secular schools or schools belonging to the religious orders. In 1902 the latter formed 85 per cent of all private primary schools. As a rule, moreover, the teachers of the private secular schools ate in close relations with their clerical superiors. Hence the statistics showing the distribution of pupils in the several classes of schools (Tables II and III) taken alone do not indicate the full strength of the clerical influence. They should be studied in connection with the statistics showing the classification of teachers (Tables IV-YI). a Derived from Annuaire Statistique, 1904, and report of M. Masse to the Chamber of Deputies on the budget of 1906. b The latest of these official reports are as follows: Statistique de 1’enseignement primaire, 1901-2; Statistique de l’enseignement secondaire des garcons, 1887; Statistique de l’enseignement superieur, 1889-1899. c Report of M. Masse, chairman of the financial committee of the Chamber of Deputies, on the budget for 1906, p. 13. d See Report of the Commissioner of Education for 1903, vol. 1, p. 591. e Report of M. Masse, table, pp. 3-12. * / For the list of special schools sharing in the appropriation for higher education, see pp. 81, 82. ED 1905 — vol 1 - 8 62 EDUCATION REPORT, 1905. Enrollment. — Table II shows the enrollment in the different classes of primary schools for selected years from 1837 to 1902-3 inclusive.® The sixty-seven years included in this survey covet practically the entire period during which the educa¬ tion of the masses has been accepted as a public obligation. The law of 1833, Guizot’s law, as it is named from its distinguished author, minister of public instruction utider Louis Philippe, made it obligatory upon every commune to maintain at least one pri¬ mary school, which might be either an adopted parochial school or a school established by the communal authorities. The first official report showing the effects of this law was published in 1837, at which date above 75 per cent of the elementary pupils were in schools classified as public. In 1843 the classification of schools as secular and belonging to the religious orders, was also employed in the reports, and the same has ever since been retained. The statistics, therefore, indicate not only the progress in respect to the public support of primary education, but the relative strength of the two opposing policies in respect to the control of primary schools — namely, control by the State as against control by the church. After the passage of the Falloux law of March 18, 1850, which favored clerical schools, the enrollment in the latter schools steadily increased, reaching its maximum, 44 per cent of the total, in 1876-77, just before the newly established republic entered actively upon its educational work. The first measures adopted by the Republic related to the provision of schoolhouses (law of 1878 creating a fund of 120,000,000 francs ($24,000,000) for this purpose) and the preparation of an adequate teaching force (law of 1879 providing for the establish¬ ment of a normal school for women in every department). There followed in rapid succession the laws of 1881 requiring teachers to be provided with State diplomas and making public schools free; the law of March 28, 1882, making public schools strictly secular and obliging parents to secure the instruction of their children ; and the law of October 30, 1886, which prescribed minutely the details of school administration, school programmes, etc., and provided for the gradual elimination of clerical teachers from all public schools. The effects of this law are indicated in the steadily increasing enrollment in private (chiefly clerical) schools after 1886 down to the last year of the period reviewed (1902-3), when the Government, under sanction of the law of 19D1 relative to the religious associations, had begun the work of eliminating them entirely from the educational field. From Table III, showing the proportion of children enrolled in the different classes of schools at specified dates during the period reviewed, it will be seen that there was a transfer of pupils from public to private schools after 1886, as the elimination of clerical teachers from the former schools proceeded. Five years were allowed for the exclusion of clerical teachers from the schools for boys, but no limit was fixed to the time in the case of schools for girls. Table III. — Proportion of total enrollment in different classes of primary schools at dates specified. Year. 1837.. .. 1850.. .. 1866.. .. 1877.... 1881-82. 1887-88. 1891-92. 1896-97. 1901- 2.. 1902- 3.. Public. Private. Secular. Schools of reli¬ gious or¬ ders. Per cent. 76 Per cent. 24 Per cent. Per cent. 78.3 21.7 71.2 28.8 78.3 21,7 62.4 37.6 81 19 56 44 81.6 18.4 66.8 33.2 79.9 20.1 69.5 30.5 77.1 22.9 70.1 29.9 75.7 24.3 70.7 29.3 75.23 24. 77 72.79 27.21 77.60 1 1 22.40 79.88 20.12 a The years selected were marked either by the passage of important school laws or by the issue of a volume of the series of official reports, which have appeared regularly at five-years’ interval since 1876-77. EDUCATION IN FRANCE. 63 By reference to Table II it will be seen that tbe total enrollment in primary schools, which decreased quite steadily from 1886-87 to 1900-1901, inclusive, showed decided increase in 19Q1-2. Omitting .Algiers, the enrollment in France alone for the last year specified was 5,433,302, a gain of 6,091, or 1 per cent, since 1891-92. This increase seems to indicate that recent measures for enforcing the compulsory school law have had effect. Average attendance. — The item of average attendance, which is generally regarded as a better index of the true state of school attendance than enrollment, is wanting in the official report of French schools. It is customary, however, to compare the actual attendance on a specified day in June and December— the months of the lowest and highest attendance — with the total enrollment for those months. It appears from the comparison on this basis that the school attendance on December 2, 1901, was 79.3 per cent of the month’s enrollment, and that the school attendance on June 2, 1902, was 74.9 per cent of the month’s enrollment. The entire school enrollment for 1901-2 (5,550,284) was equivalent to 14.24 per cent of the total population (census of 1901). Remembering that the ratio of the legal school population of France (ages 6 completed to 13 completed) to the whole popula¬ tion (38,961,945, census of 1901) is smaller than in the other leading countries (in 1896 it stood at 12.12 per cent), the ratio of school attendance is seen to be comparatively high. The fallowing statistics are presented in evidence of recent increase in school attendance: ■Enrollment. 1901-2. 1902-3. Public schools: December . . . . . . 3, 230, 526 3,317,889 3, 130, 733 Jane . . . . 3,049,575 Private schools: December . . . _ . . . . . 1, 155,898 1,135,834 1,049,810 987, 740 June . . . . According to this showing the public schools in December, 1902, had an excess of 87,000 pupils over the number in December, 1901, and in June, 1903, an excess of 81,000 over the number for the preceding June. Higher 'primary schools . — In the category of primary schools are included the higher primary schools, which numbered 302 in 1901-2, having a total enrollment of 34,563 pupils (23,257 boys and 11,306 girls). The public schools of this grade greatly out¬ number the private schools, the former enrolling 34,084 pupils against 479 in the latter. If to the enrollment in the higher primary schools be added the pupils in advanced classes (cours complementaires), which are attached to many primary schools, the total enrollment of pupils in the schools and classes called higher primary is raised to 68,611. The requirement for admission to these higher schools is possession of the certificate of primary studies — which can not be obtained by a child under 12 years of age — or the passing of an examination proving equivalent attainments, which is not open to children under 13 years of age. The regular course of the higher primary schools is three years, but a fourth year is allowed. In Paris, which is credited with 11,931 pupils in higher primary schools (included in the total enrollment already given), and in Lyon, Havre, and a few other cities, the schools of this class are more highly developed than elsewhere, and are comparable with the scientific or modern divisions of the high schools in the chief cities of our own country. In general, however, the higher primary schools of France may be com¬ pared with the grammar grades and the two lower classes of American high schools. The most advanced of the French higher primary schools give greater prominence to 64 EDUCATION REPORT, 1905. the industrial applications of theoretic knowledge than any class of high schools in the United States. « The teaching force. — The efforts to secularize the public primary schools have natu¬ rally affected the general character of the teaching force, which until a very recent date comprised a certain proportion of clerical teachers. After the passage of the law of 1886, prohibiting the further employment of teachers of this class in the public schools, the number of teachers in private schools increased, as will be seen by refer¬ ence to Table V. The effect of the law of 1901, depriving the. religious orders of their liberty in respect to teaching, was discernible before the close of the year 1901-2 in a slight increase in the proportion of secular teachers. By reference to tables V and YI it will be seen that men belonging to religious orders have been entirely excluded from the teaching force of public primary schools, and that the proportion of women teachers belonging to religious sisterhoods is rapidly declining. It should be explained that nearly all the private secular schools have clerical affiliations, and hence imme¬ diately after the passage of the law relative to the associations a transfer took place of teachers and also of pupils from private clerical to private secular schools. Table IV. — Number and classification of teachers of primary schools at specified dates. Year. Total number teachers. Men. Women. Men and Public schools. women. Private schools. 1837 . 59, 735 39,302 20, 433 38, 465 21,270 1872 . 110,238 50, 549 59,689 75,062 ' 35,176 1876-77 . 110, 709 51,717 58,992 80,063 30, 646 1881-82 . 124, 965 58, 137 66,828 88,220 36,745 1886-87 a . 138, 655 64, 039 74, 616 98,769 39,886 1891-92 . 146,674 66, 363 80,311 102, 486 44, 188 1896-97 . 152,277 67, 339 84,938 105, 774 46,503 1901-2 . 159,073 68,111 90, 962 108, 614 50,459 1902-3 . . . 156, 184 67, 516 88, 668 109, 845 46,339 a For this and for subsequent years Algiers included. Table V. — Lay and clerical teachers. PUBLIC SCHOOLS. 1886-87. 1891-92. 1896-97. 1901-2. Increase (+) or de¬ crease (— ) 1886-87 to 1901-2. Men: Lay . . . 53,072 2,544 55, 559 132 56,373 56,705 Per cent. + 6.82 -100. 00 Belonging to religious orders . Total . . 55, 617 55, 691 56, 373 56, 705 + 1.95 Women: Lay . 29,887 13,265 35, 446 11, 349 40, 385 9,013 46,212 5,697 + 54.62 - 57.05 Belonging to religious orders . Total . 43, 152 46,795 49,398 51,909 + 20.29 Grand total . 98,769 102, 486 105, 774 108, 614 + 9.96 o For a detailed account of the higher primary schools, including typical programmes, see Keport of the Commissioner for 1903, Vol. 1, Chap. XIII, pp. 606-611. EDUCATION IN FRANCE. 65 Table V. — Lay and clerical teachers — Continued. PRIVATE SCHOOLS. 1886-87. 1891-92. 1896-97. 1901-2. Increase (+) or de¬ crease (— ) 1886-87 to 1901-2. Men: Lay . 1,842 6,580 1,423 9,249 1,278 9, 685 1,224 10, 182 Per cent. - 33.55 + 54.58 Belonging to religious orders . Total . 8, 422 10,672 10,963 11, 406 + 35. 43 Women: Lay . 6,923 24, 541 6,186 27,330 5,500 30,040 5, 181 33, 872 - 25.16 + 32. 61 Belonging to religious orders . . Total . 31, 464 33,516 35, 540 39,053 + 24. 12 Grand total . . 39,896 44,180 46, 503 50, 459 + 26.47 Table YI. — Proportion of lay and of clerical teachers for the years specified. - • Public schools. Private schools. 1886-87. 1891-92. 1896-97. 1901-2. 1886-87. 1891-92. 1896-97. 1901-2. Men: Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Lay . Belonging to religious orders. . . . Women: 95.42 4. 58 99.8 .2 100. 00 100. 00 21.87 78. 13 13. 33 86. 70 11.65 88.35 10. 73 89.27 Lay . 69.26 75.74 81.75 89.02 22.00 18.45 15.47 13.27 Belonging to religious orders. . . 30.74 24. 26 18. 25 10. 98 78. 00 81.55 84.53 86. 73 Qualifications of teachers. — Of greater general interest than the changes in the teach¬ ing force, due to political conditions peculiar to France, are the official statements indicating the professional qualifications and the financial status of the teachers. The high degree of scholastic attainments and of professional training on the part of the teachers is one of the most important results of the great efforts made by the Government in behalf of popular education. The official report shows that all the men and about 96 per cent of the women at the head of primary schools are possessed of State diplomas. Of assistant teachers — that is, teachers in charge of a class — the proportion possessed of a State diploma is, for men, 98.29 per cent; for women, 93.25 per cent. Moreover, the great majority of the teachers, 67 per cent of the men and 68 per cent of the women, had obtained the higher of the two required diplomas. The few men not having a State diploma (in all, 547) were possessed of a university degree. It should be further noted that the teachers are classed as probationers (stagiaires) and full teachers (titulaires). In order to be appointed as a full teacher one must be provided with a special diploma (certificat d’aptitude pedagogique), which can be obtained only by examination after a period of two years’ service as a teacher. In 1902 the number of teachers provided with this certificate was 62,820 (33,369 men and ,29,451 women), equivalent to 40 per cent of the teaching force. The remarkable progress made by France in securing trained teachers for its public schools is due in great measure to the liberal provision of normal schools and the high standard at which these are maintained. Every department has complied with the law requiring the establishment of two normal schools, one for men and the other for women, or has been authorized to combine with another department for this purpose. The number of primary or departmental normal schools in 1903 was 171 — namely, 87 for men with 4,421 students and 84 for women with 4,741 students. The State shows its solicitude in this matter by the maintenance of two superior normal schools, one for men at St. Cloud, the other for women at Fontenay-aux-Roses, in which professors are 66 EDUCATION REPORT, 1905. trained at public expense for the primaiy normals. The former has an annual attend¬ ance of 35 or 36 students and the latter about 50 students. These two superior schools are really postgraduate institutions, requiring for admission either the higher diploma of pedagogy or a bachelor’s degree. In addition to the scholastic and professional qualifications required for admission to the teaching service, candidates must be citizens of France, native or naturalized, and, if men, must have attained at least the age of 18; if women, the age of 17. Salaries of teachers of public primary schools. — Not only is admission to the teaching service carefully guarded, but the rate of salary allowed by the State for each grade of the service and the conditions of promotion from grade to grade are fixed by law. By law of July 19, 1889, the full teachers (titulaires) were divided into five classes, the percentage of the whole number of teachers in each class and the salaries allowed for each being definitely established. Recent investigations have shown that the salaries allowed by the State are too low to enable teachers to meet the necessities of life, especially where little or no addition is to be looked for from local sources; and further, that the rigid limit of the proportion of teachers in each class (le pourcentage) virtually deprived the great body of teachers of the hope of advancement to the higher grades. a These unfortunate conditions have been somewhat improved by a slight increase in the annual salaries allowed probationers and fifth-grade teachers, 100 francs ($20) each, and by abolishing the system of percentage. Henceforth teachers in each grade below the second are entitled to promotion to the next higher after a specified term of service passed in the lower grade. For promotion from the fifth to the fourth grade and from the fourth to the third the required term of service is five years; from the third to the second, six years, the candidates being advanced in the order of their seniority (laws of March 31 and December 30, 1903). The salaries allowed by the State for teachers of elementary primary schools under the new regulations are as follows: Male teachers. Female teachers. Class. French currency. u. s. currency. French currency. IJ. S. currency. Probationers . . . . . Francs. 1,000 $200 Francs. 1,000 $200 Fifth . 1,100 220 1,100 220 Fourth . . . 1,200 240 1,200 1,400 240 Third . . . . 1,500 1,800 300 280 Second . 360 1,500 300 First . 2,000 400 1,600 320 Principals in charge of a school receive additions to the fixed salary of the grade to which they belong, as follows: If in charge of a school of three or four classes, $40 per annum; if more than four classes, $80. The salaries of teachers of the higher primary schools, which were slightly increased by the financial law of April 22, 1905, are as follows: Higher primary schools. Class. French currency. U. S. currency. . Former salaries. New sal¬ aries. Former salaries. New sal¬ aries. Fifth... . . . . Francs. 1,800 Francs. 2,000 2,300 $360 $400 Fourth . 2,000 400 460 Third . . . . . 2,200 2,600 440 520 Second . 2,500 2,800 3,000 500 560 First . . 2,800 580 600 a For detailed account of these investigations see the Report of the Commissioner for 1902, Chap. XV, pp. 710-719. EDUCATION IN FRANCE. 67 In addition to the salaries provided by the State, every commune is required by law to provide a residence for the head teacher of its public school (in the smaller communes an assistant teacher, if there is one, is generally the wife or sister of the principal), or its money equivalent, and a commune may increase the salary. Outside of the large cities, however, the local increase of salaries is seldom granted without the requirement of ot her teaching. The rural school teacher is expected to act as secretary to the mayor of his commune, whose office is generally on the school premises. For this service he may, and often does, receive compensation. The proportion of teachers, however, whose income from all possible sources is enough to insure a comfortable living is small. Recent investigations already referred to showed that out of 3,462 teachers whose incomes were ascertained only 312 received from all sources above 3,000 francs ($600) a year; 1,070, from 2,001 francs to 3,000 francs ($400 to 3600) ; and 1,079, from 1,501 francs to 2,000 francs (-$300 to $400) . Once appointed titulaire (full teacher)., the primary school teacher has practically a life tenure of his position, as he can only be removed for immorality or incompe¬ tence. The teacher may, however, be transferred from one place to another without warning or consultation, and this is often done for political or personal reasons; the evil, indeed, has become so great that legislative measures are pending which promise .the teacher greater security in the position to which he may be assigned. As members of the civil service, teachers are carried on the pension list and may demand their retirement at 55 years of age if they have twenty-five years’ service to their credit. The years passed in the normal school after the student reaches 20 years of age count toward the pension. The rate of pension is based on the average of the teacher’s salary for the last six years of .service. For twenty-five years’ service the pension is reckoned at 50 per cent of the average, with one-fiftieth for every year’s extra service. The pension can not be lower than 600 francs ($120) per annum for men and 500 francs ($100) for women. Hitherto the annual appropriations for pensions have not sufficed to prevent the block in promotions. For the last two years the Government has made special appropriations, with a view to increasing the number of pensioners and thus making way for teachers entitled to promotion. To complete the view of the nominal advantages offered by the teaching career, it should be added that the required term of military service (three years) is reduced to one year for teachers. Until recently teachers were exempt from military service, and the sons of rich peasants, It is said, often entered the normal school to escape military service; but zealous teachers complained of a privilege which seemed to put a stamp of effeminacy upon their profession and which also drew to it men having no real interest in the work. The one year’s service was accorded in response to this spirit of patriotic and professional pride, but it has not proved very satisfactory, as the great body of those affected would prefer to serve the full three years rather than be marked off from their comrades by a term of one year. An additional privilege accorded to primary teachers is that of free tuition for their sons in the national lycees and colleges (law of 1900), and they have the right to travel by rail at half the regular fare. MOVEMENTS FOR PROLONGING THE EDUCATION OF THE PEOPLE AND FOR PROMOTING THE SOCIAL WELFARE OF THE YOUNG. The obligatory period of primary instruction extends from the sixth to the thir¬ teenth year, but a child who passes the examination for the certificate of primary studies is exempt from the obligation to attend school. Candidates may be admitted to this examination at 11 years of age, and in fact a large proportion of those who seek the certificate do so at that early age; hence the very means taken to increase the interest of pupils tends to shorten their school term. The majority of the children leave school at an earlier age than 13, and even for those who pass the wdiole obligatory 68 EDUCATION REPORT, 1905. period in school the wholesome restraints of instruction and constant supervision are too soon removed. It is also true in France, as in other countries, that elementary instruction, by its natural limitations, does not leave the same lasting effect upon the character or furnish the same intellectual resources as higher education. The condition of the young people of the laboring classes thrown upon the world with meager attainments and without preparation for any particular industry has long excited the serious attention of the Government and of public-spirited, earnest men and women throughout the country. The recent vigorous movement for extend¬ ing the provision for adult education is the outcome of this solicitude. The Gov¬ ernment, which has given substantial aid to the cause, in 1895 ordered a special investigation, with a view to obtaining complete information as to the status of the work and to determining the means for extending and improving it. This commission was intrusted to M. Edouard Petit, a professor in one of the Paris lycees and an inde¬ fatigable promoter of the cause of adult education. He found teachers and professors everywhere alive to the importance of the effort and ready to give their aid in estab¬ lishing and maintaining classes. Numerous private societies entered into the work with great spirit, and in 1895 the Havre Society for Instruction by Objects (enseigne- ment par l’aspect) celebrated its fifteenth anniversary by calling a congress of all the societies engaged in promoting popular education to consider the subject of the sys¬ tematic instruction of adults and adolescents. The minister of public instruction presided over the congress, and the resolutions of this body have shaped in a measure the subsequent official regulations. These schools and classes, which are held gen¬ erally in the evening, sometimes on Sunday, offer courses of instruction for illiterates, review courses, and-continuation courses. The last named have usually a technical or industrial character, and prepare the student, especially in the rural communities, for agriculture and other pursuits. The local adaptation of the courses is carefully studied, and also their relation to the age and economic condition of the students. Civic instruction has a large place in the programmes, and the subject is much more thoroughly treated than is possible in the primary schools. The students in general show deep and earnest appreciation of the opportunities thus offered. The growth of the work is indicated by the following statistics: Year. Number of courses of lectures. Number of attend¬ ants reg¬ istered. Number of regular attendants. For men. For women. Total. Men. Women. Total. 1895-96 . 13,920 20,099 22,939 1,808 4. 429 7.429 15, 728 24, 528 30,368 38, 291 43,044 44, 428 400,000 700,000 850,000 270,500 409, 481 482, 907 540, 000 1896-97 . 340, 926 378, 196 68, 555 104, 711 1897-98 . 1900 1901-2 . 28, 703 29,074 14,341 15, 354 1902-3 | Various efforts for promoting the social well-being of young people have grown out of this movement for their continued education. Among these are the formation of mutual aid associations and of friendly societies (petits amis). The former increased from 10 associations in 1896 to 1,600 in 1900. They included 12,000 schools and 450,000 young members in 1900 and 13,000 schools in 1902-3, with 556,000 contributing members. The friendly associations are intended to maintain the spirit of comradeship and the interests that are begun in the school days, but further than this they serve as a means of interesting the young men and women who have passed out of the schools in the children who have taken their places as pupils. The idea that society in general must make itself responsible for the rising generation beyond the mere matter of their school training is steadily gaining ground in France, and other agencies besides the EDUCATION IN FRANCE. 69 associations of former pupils are entering heartily into the work. For this purpose numerous associations (patronages scolaires) have been formed to watch over the moral and material welfare of young people after they are out of school. The efforts of these societies take the very practical forms of finding suitable work for the young, shielding them from demoralizing influences, and extending their education in practical direc¬ tions. The number of societies of this kind rose from 34 in 1894-95, when the move¬ ment began, to 1,663, in 1903. Teachers and school officers unite with representative people in different walks of life to promote the work, wdiich is also fostered by public funds. For the year under review 2,200,000 francs ($440,000), including 950,000 francs ($190,000) from Paris, were appropriated from local funds, and the public treasury made a small appropriation, 300,000 francs ($60,000), for the same purpose. Among the legal measures adopted in view of the compulsory school law is the re¬ quirement that every commune shall maintain a fund to supply the necessities of life to very poor children. This requirement has never been fully enforced, but the number of communes meeting the obligation steadily increases. In 1902 funds of the nature indicated were maintained by nearly half the communes in France, viz, 17,439, on a total of 36,551. The disbursements from fjie funds amounted to $1,340,077. , EXPENDITURE FOR PUBLIC PRIMARY EDUCATION. The expenditure for public primary education is met by the State, the department (corresponds to county), and the commune (city, town, or rural district). The State bears the larger proportion of the expenses (about two-thirds), while the departments do not contribute to the current obligatory expenditure, their responsibility extending only to the appropriation of funds for the payment of the overseers' of school workshops and of practical specialists appointed to give instruction in agriculture, commerce, and industry. The only obligatory expenses left to the communes are the cost of site and school building, school furniture and equipments, heating and lighting school prem¬ ises, residence for the teacher, wages of a servant employed to look after the children in the infant school, of the care taker for the primary school, and the salaries of sewing teachers and other special teachers employed by the local authorities. The State pays the salaries of teachers fixed by law and bears the expense of inspection and of all administrative service. The amount disbursed from the State treasury for primary education is derived from a school tax, which by law of July 14, 1889, was fixed at 8.12 per cent of the revenue from the four direct taxes levied by the State for gen¬ eral purposes. The amount thus raised is turned into the public treasury. The cities having more than 150,000 inhabitants (namely, Lille, Bordeaux, Lyon, Mar¬ seille, and the city of Paris) meet the entire expenditure of their primary schools from the school tax levied upon them. The State simply appropriates to the former four a sum equal to the school tax which they pay; i. e., equal to the product of 8 per cent on the four direct taxes, and to Paris a sum equal to 4 per cent, or less than the amount of its school tax. The expenditures for primary schools are classed as obligatory, optional, and divers. The obligatory expenditures are current and extraordinary, the latter being for pur¬ chase of sites and construction of school buildings. Under the head of divers expen¬ ditures are included the cost of evening schools or other special instruction for adults, funds for aiding teachers, scholarships and prizes for worthy pupils, library funds, etc. 70 EDUCATION REPORT, 1905. Table YII. — Total current expenditures for public primary schools. Year. Total expenditures. Proportion from each con¬ tributory source. French cur¬ rency. U. S. cur¬ rency. State. Depart¬ ments. Com¬ munes. 1877 . Francs. 94, 397, 554 132,314,010 172,900,515 186, 306, 075 214,015, 250 223,966, 253 236,598,969 $18,879,510 26, 462, 802 34, 580, 103 37,261,215 42,803,050 44,793,250 47,319/793 Per cent. 25 66. 25 48.80 67.60 67.02 67.5 65.5 1 Per cent. 18 13.22 10.50 Per cent. 57 20.53 40.90 32. 40 32.98 32.5 34.5 1881-82 . 1886-87 . . 1891-92 . 1896-97 . 1900 a . 1902 . a The expenditure for 1900, as given in the Commissioner’s Report for 1903, did not include the expendi¬ ture for Algiers, which information was not available at the time. Table YIII. — Expenditure per capita for pears specified. Year. Per capita of pop¬ ulation. Per capita of enroll¬ ment in public primary schools (infant schools included) . French currency. U. S. currency. French | currency.' U. S. currency. 1877 . Francs. 2. 55 $0. 51 Francs. . 23. 45 $4.69 1881-82 . 3.51 .70 30. 25 6.05 1886-87 . 4. 52 .90 34. 85 6. 97 1891-92 . 4.82 .96 39. 26 7. 85 1896-97 . . . 5. 5s 1. 11 46. 00 9.20 1900 a . 5.74 1.14 48. 51 9. 70 1902 . 6.07 1.21 50.98 10- 19 a The expenditure per capita of population is estimated upon the census population of 1901, viz, 38,961,945. The total appropriation by the State for education in 1902 was 215,980,619 francs ($43,196,123). Of this amount, primary education received 155,098,452 francs ($31,019,690), about 72 per cent. The total expenditure for primary education in 1902 was distributed as follows: French 1 currency. U. S. currency. Per cent of total. For insnection of primary schools . Obligatory expenditures for primary schools . Optional and extra expenditures for primary schools . . Expenditure for primary normal schools . Total . Francs. 2, 394, 492 195. 005, 457 30,978, 888 8,220,132 $478,898 39, 001, 091 6, 195, 777 1,644,026 1.01 82. 39 13.09 3.51 236,598, 969 47,319,792 i The foregoing statement relates wholly to current expenditures; in order to complete the record of what the State has done for primary schools, it is necessary to consider the amount of money that has been contributed from the public treasury for the construc¬ tion of schoolhouses. The policy adopted in 1878 of aiding communities in the effort to meet the law in this respect, either by subventions or by loans from the public treas¬ ury, has been continued to the present time. The amount of money thus appropriated during the last half decade reported is shown in the following statement: EDUCATION IN FRANCE. 71 Table IX. — Appropriations by the State for building schoolhouses . Year. Amount allowed by the legislature. Amount actually ap¬ propriated. Number of com¬ French currency. U. S. cur¬ rency. French currency. U. S. cur¬ rency. munes aided. 1898 . . Francs. 6,300,000 6,200,000 $1,260,000 1,240,000 Francs. 6,055,060 6,066,330 6,027,405 $1,211,012 742 1899 . 1,213,266 1,205,481 1,177,078 784 1900 . 6,200,000 6,000,000 6,000,000 1,240,000 1,200,000 733 1901 . 5,885,390 762 1902 . 1,200,000 6,207,225 1,241,445 796 From the 1st of January, 1898, to the 31s.t of December, 1902, the total expenditure for the construction or the enlargement of school buildings,® not including normal schools, was 81,850,927 francs ($16,370,185), of which amount the State contributed 36.95 per cent. The total amount expended in the construction of school buildings from June 1, 1878, to December 31, 1902, was 718,663,062 francs ($143,732,612). This total does not include the expenditure by the large cities (Paris, Marseille, Lyon, Bor¬ deaux, Lille), whose accounts in this respect are not under the supervision of the State. The expenditure for building purposes during the half decade 1898-1902, as given above, does not include the expenditure for buildings for normal schools, which amounted to 716,144 francs ($143,228), of which the State appropriated a little more than half, viz, 369,750 francs {$73, 950). The entire expenditure for the construction of buildings for normal schools from 1879 to 1903 reaches the sum of 52,821,180 francs ($10,564,236). This raises the total expenditure for building purposes for the public schools under the control of Government in the twenty-four years since the Republic entered actively upon this work (1879-1903) to 771,484,242 francs ($154,296,848). It is estimated by the official statistician that the corresponding expenditure by Paris and the four other cities which have borne the entire cost of this work without aid from the State, would raise the above total for building purposes to 1,000,000,000 francs ($200,000,000). PRACTICAL RESULTS OF ELEMENTARY EDUCATION. The official report calls attention to the diminishing ratio of illiterates as proof of the •ever-increasing success of the efforts put forth by the French Government to insure that every child shall acquire at least the elements of knowledge. The proportion of conscripts unable to read and write, which was 14.4 per cent in 1880, had fallen to 4. 5, per cent in 1901 and to 4 per cent in 1903. The proportion of the newly married unable to sign the marriage register fell from 16.1 per cent in 1880 to 4.4 per cent in 1901 for men, and in the same period, from 24.5 per cent to 6.3 per cent for women. It is noticeable further that there is a steady advance in the number of children who pass the examination for the certificate of primary studies. This number rose from 36,841 in 1877 to 186,031 in 1897, and to 206,930 in 1902. Attention is also called to the increasing interest in reading on the part of school children and their parents, and the disposition to supply professional literature to teachers. The following statistics show the status of school libraries and teachers’ libraries (France and Algiers) for the years named: ' 1897. 1902. Scnool libraries . Total volumes . . . . V olumes loane d . 41,498 6,190,973 7, 219, 438 2,748 1, 116, 523 43, 411 I 6, 977, 503 | 8,082,936 2,674 1,034,132 Teachers' libraries . _ . .. . . . Total volumes . . . . . . . a The number of buildings erected in this period was 2,151, and the number of old buildings secured or enlarged 1,945. The average cost of each building was 29,438 francs ($5.887) ; of each separate school (grade or division under its own teacher), 15,685 francs ($3,137); of each school place, 320 francs ($6*). 72 EDUCATION REPORT, 1905, Tlie circulating library of the Musee Pedagogique has proved of great benefit to teachers by supplying them with professional literature, which aids them in prepara¬ tion for their examinations. During the five years, 1898 to 1902, the number of vol¬ umes loaned to teachers from this library was 11,024. The Musee Pedagogique also promotes the movement for adult education by the distribution of illustrative pictures to be used with the magic lantern. During the lecture season of 1902-3 the number of views loaned from this center was 31,298. Table X. — Educational statistics of cities of France having more than 100,000 inhabitants. INFANT SCHOOLS (ECOLES MATERNELLES), 1896-97. City. Public schools. Private schools. Number. Teachers. Pupils. Number. Teachers. Pupils. Paris . 149 641 50,731 7, 563 93 96 10, 665 Lyon . 40 97 45 58 5, 649 4,945 3,527 7,934 2,928 2, 572 3,921 379 Marseille . 27 76 6,885 4, 709 5,504 1,749 5,242 5,267 41 64 Bordeaux . 15 51 26 52 Lille . 25 69 33 75 Toulouse . 11 20 25 35 St. Etienne . 25 70 17 32 Roubaix . 12 37 20 29 Nantes . . 8 17 1,340 6 8 Havre . 15 46 4,009 1,472 5, 545 1 2 80 Rouen . 8 21 10 15 1,276 2,301 Rheims . 13 36 11 23 Total . 348 1, 181 100,016 328 489 46, 477 ELEMENTARY PRIMARY SCHOOLS, 1896-97. Public schools. City. Boys. Girls. Number. Teachers (men). Pupils. Number. Teachers (women) . Pupils. Paris . 200 1,654 82, 470 186 1, 636 70, 602 Lyon . 53 225 10,631 54 209 9, 440 Marseille . . 71 280 15,661 71 230 11.562 Bordeaux . 20 167 8,818 21 131 6,836 Lille . 25 139 6,379 24 139 5,116 Toujouse . 30 110 4, 847 24 86 ♦3, 849 St. Etienne . 26 130 5,811 26 105 4, 698 Roubaix . 15 86 6,206 12 63 4,321 Nantes . 13 55 3,346 13 64 3,054 Havre . 12 116 5,477 12 100 4,757 Rouen . . . 9 69 3,396 12 84 4,059 Rheims . 13 68 4, 344 15 62 4,066 Total . 487 3, 199 157, 386 470 2,909 132,354 Private schools. Paris . 151 553 28,668 643 2,331 58, 724 Lyon . 71 259 7,45(1 154 477 11,218 Marseille . 80 240 8,047 207 623 13,222 Bordeaux . 23 97 4, 182 92 351 8,828 Lille . 28 140 6, 654 44 351 9,015 Toulouse . 16 61 2,659 77 263 5, 445 St. Etienne . 17 91 3, 521 42 181 4,839 Roubaix . 9 63 3, 125 21 121 4,590 Nantes . 16 65 3, 349 45 194 4, 801 Havre . 5 30 1,608 24 110 3, 414 Rouen . 12 48 2,102 45 194 4,323 Rheims . 13 47 2,841 28 146 4, 146 Total . 441 1,694 74, 204 1,402 5,342 132, 565 EDUCATION IN FRANCE. 73 Table XI. — Educational statistics of cities of France having more than 100,000 inhabitants. INFANT SCHOOLS (ECOLES MATERNELLES), 1901-2. City. Public schools. Private schools. Number. Teachers. Pupils. Number. Teachers. Pupils. Paris . 167 784 53, 779 57 103 9,241 4, 488 2,533 Marseille . 31 96 8, 476 10,337 -32 37 Lyon . 42 117 25 43 Bordeaux . 17 62 4,978 26 51 3,269 7,629 2,360 2,295 3,006 377 Lille . 26 73 5, 313 2,715 5,946 5,119 1,515 4, 357 1,564 5,460 1,949 32 73 Toujouse . 16 30 24 35 St. Etienne . 27 77 16 29 Roubaix . 13 40 13 26 Nantes . 8 18 6 7 Havre . 16 49 1 2 60 Rouen . 8 20 11 18 1,465 1,842 141 Rheims . 13 39 11 18 Nice . 5 14 5 5 Nancy . 15 45 3, 332 2,249 1 2 80 Toulon . 10 20 7 9 768 Total _ 1 . 414 1,484 117,089 267 458 39, 554 ELEMENTARY PRIMARY SCHOOLS, 1901-2. City. Public schools. Boys. Girls. Number. Teachers (men) . Pupils. Number. Teachers (women) . Pupils. Paris . . 202 1,799 86,958 197 1,781 74,878 Marseille . . . 74 326 19,224 74 270 13, 558 Lyon . 54 236 12,622 54 233 12,261 Bordeaux . 20 177 9,292 21 137 7,745 Lille . 25 143 6,850 25 137 5, 613 Toujouse . 29 115 5,627 25 92 4, 340 St. Etienne . . . . 25 136 5,933 26 118 5,119 Roubaix . . 15 93 6,071 14 81 4,915 Nantes . 13 66 4,245 12 60 3, 444 Havre . . 13 131 6,555 13 118 5,982 Rouen . 9 76 3,663 12 87 4,081 Rheims . 15 80 4, 546 16 70 4,221 Nice . 21 89 4,942 18 79 3,803 Nancy . 12 55 2,903 12 47 2,139 Toulon . 6 57 3, 367 14 66 3,560 Total . 533 3, 579 182, 798 533 3,376 155, 659 Private schools. Paris . 126 573 22, 081 560 2,285 57, 420 Marseille . . 74 205 7,901 196 700 13,566 Lyon . 69 262 7,155 139 465 8,874 Bordeaux . 22 93 3, 541 85 350 7,840 Lille . 26 134 6, 389 49 293 6,950 Toujouse . 16 64 2,474 73 255 5,016 St. Etienne . 16 90 2,894 40 187 4,294 Roubaix . 10 66 2,827 19 119 4, 607 Nantes . 17 80 3,725 47 221 6,048 Havre . 4 28 1,142 21 125 2,389 Rouen . 12 48 1,611 43 214 4, 274 Rheims . 13 46 2, 130 23 115 3,687 Nice . 5 14 511 36 120 2,916 Nancy . 14 45 1,945 31 106 3,731 Toulon . . 8 26 812 39 95 2,647 Total . ,432 1,774 67, 138 1, 401 5,654 13, 425 74 EDUCATION REPORT, 1805, Table Nil.— Enrollment in elementary primary schools in cities of more than 100,000 inhabitants in 1891-92, 1896-97. City. 1891-92. Population. Enrollment. Public. Private. Total. 150,327 92, 155 242, 482 22, 518 20, 113 42,631 20, 578 19, 764 40,342 a 14, 330 ol3,635 27,965 b 11, 625 610,636 22,261 9, 168 8,278 17, 446 10, 485 7,946 18, 431 11,691 8,303 19,994 8,856 4,688 13, 544 7,583 6,998 14, 581 Paris _ Marseille. . . Lyon . Bordeaux. . Lille . Toulouse . . St. Etienne Roubaix. . . Nantes. . . . Havre . Rouen . Rheims 2, 477, 957 403. 749 416, 029 252, 415 201,211 149,791 122.750 133, 443 112, 352 116, 369 114,917 104, 186 City. Population. 1896-97. Enrollment. Increase or decrease, 1891-92, 1896-97. Pubiic. Private. Total. Paris . 2, 536, 834 153,072 87, 392 240, 464 -2,018 Marseille . . 442,239 27, 532 21,269 48,801 +6, 170 Lyon . 466,028 19, 801 18,668 38, 469 -1,873 Bordeaux . 256,906 15, 654 13, 010 28, 664 + 699 Lille . . 216,276 11, 495 15,669 27, 164 +4,903 Toujouse . . 149,963 8,697 8, 104 16,801 - 645 St. Etienne . . . 136,030 10,509 8,360 18,869 + 438 Roubaix . . . 124,661 10, 864 7, 715 18, 579 -1,415 Nantes . . . 123,902 6, 122 7,771 13, 893 Havre — . 119, 470 10,234 4,988 15, 222 + 1,678 Rouen . . 113,219 7,455 6,839 14,294 - 287 Rheims . 107,962 8, 444 6,987 15, 431 City. Population. 1901-2. Enrollment. Increase or decrease, 1896-97, 1901-2. Public. | Private. Total. Paris . . 2,714,068 161,836 79, 501 241,337 + 873 Marseille . . 491,161 32, 782 21,467 54, 249 +5, 448 Lyon . . . 459,099 24, 883 ' 16,029 40, 912 +2, 443 Bordeaux. . . 257, 638 17, 037 11,381 28, 418 + 246 Lille . 210,696 12, 463 13,339 25,802 -1,362 Toulouse... . . . 149, 841 9,967 7,490 17, 457 + 656 St. Etienne. . . 146,559 11,052 7, 188 18,240 - 629 Roubaix . 142, 365 10, 486 7,434 17, 920 - 659 Nantes . 132,990 7,689 9,773 17, 462 +3,569 Havre . 130, 196 12, 537 3, 531 16, 068 + 846 Rouen . 116,316 7, 744 5,885 13, 629 — 665 Rheims . 108, 385 8,767 5, 817 14, 584 - 847 Nice . 105, 109 8, 745 3, 427 12, 172 Nancy . 102, 559 5,042 5,666 10, 708 Toulon . . 101,602 6,927 3,459 9, 386 a 1890. b 1893. EDUCATION IN FRANCE, 75 Table XIII. — Educational statistics of cities of France having more than 100,000 * inhabitants. HIGHER PRIMARY SCHOOLS, 1896-97. City. Boys. Girls. Schools. Teachers 1 (men). Pupils. Schools. Teachers (women). Pupils. Paris . 13 54-4 4, 917 8 229 2,371 Lyon . 3 18 633 3 14 499 Marseille . 2 10 317 2 10 286 Bordeaux . . 1 8 224 1 8 249 Lille . 1 11 315 1 11 308 Toujouse . 1 8 326 St. Etienne . 1 1' 8 157 1 10 195 Roubaix . 1 12 333 1 11 139 Nantes . _ . 1 19 163 Havre . 1 8 189 1 8 190 Rouen . 1 7 245 1 8 211 Rheims . 1 21 230 _ _ 3 7 160 Total . 27 672 1 8,049 1 . 20 316 4,608 1 HIGHER PRIMARY SCHOOLS, 1901-2. City. Boys. Girls. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Paris . 13 516 6, 161 8 218 ! 2,569 Lyon . 2 13 491 2 15 465 3 13 714 3 14 606 Bordeaux . 1 9 259 1 7 320 Lille . 1 13 357 1 11 312 Toujouse . 1 8 292 St. Etienne . 1 10 174 1 13 223 Roubaix . 1 13 267 1 12 147 Nantes. . 1 19 231 Havre . 1 8 261 1 1 • 245 Rouen. . : . . . 1 10 310 1 5 161 Rheims . 1 25 ■ 284 1 7 166 Nancy . J . 1 22 353 1 11 160 Toulon . 1 15 631 1 5 320 Total . 29 694 10, 785 22 325 5,694 Table XIV . — Expenditures for 'public primary education in cities having more than 100,000 inhabitants, a, City. Total expenditure. Amount contributed in 1902 by— 1897. 1902. State. City. First order. $5,721,630 $6,487,549 b $569, 067 $5, 918, 4S2 Second order, c Marseille . 451, 792 448, 000 210, 588 197, 820 556, 686 491, 356 241,589 260, 081 115,695 120, 305 87, 927 56, 892 440,990 371, 051 153, CG2 203, 188 Lyon . Bordeaux . Lille . i Total . 1, 308, 200 1,549,712 380, 819 1, 168, 891 a The expenditures for building purposes are not as a rule included. b Subvention equal to the product of 4 centimes additional to the four general taxes; that is, to one- half the school tax levied by the State. c Cities of the second order receive from the State simply a sum equal to the amount of their State school tax. 76 EDUCATION REPORT, 1905. Table XIV. — Expenditures for public primary education in cities having more than 100,000 inhabitants — Continued. City. Total expenditure. Amount contributed in 1902 by— 1897. 1902. State. City. Third order.a Toujouse . . $123,870 178,463 158,856 65,176 169,940 115,031 93,428 $127,476 161,084 163,847 75, 880 173,008 111,112 107,934 94,478 103, 316 86,063 $73,836 65, 284 65,065 35, 880 83,393 50,581 44,433 47,940 45,748 44, 480 $53,640 95, S00 98, 782 40,000 89,615 60,531 63,501 46,538 57,568 41, 579 St. Etienne . . . Roubaix . Nantes . Havre . . . Rouen . Rheims . . . Nice . Nancy . Toulon . Total . 904, 764 1,204, 198 556,440 647,554 a Cities of the third order receive from the State the full amount of the salaries of teachers in their pub¬ lic schools. SECONDARY EDUCATION. Lycees and colleges for boys. — The department of secondary education in the French system of public instruction comprises the State lycees and the communal colleges. The lycees for boys, which number 111, are classical colleges of a high order maintained by the State, and intended to prepare the elite youth of the nation, by a well-defined course of liberal education, for entrance upon the specialized university training which leads to professional and official careers. The State appropriates annually a sufficient sum to cover the estimated expenditure for the lycees, and receives through an agent appointed for that purpose the income of the respective lycees derived from board and tuition fees. The departments and municipalities also make appropriations for special expenditures for the lycees. In 1902 about one-third the pupils attending the lycees (19,666 out of a total of 56,869) were boarding pupils. The total expenditure for the lycees for the year named was 40,733,110 francs ($8,146,622), of which 25,437,457 francs ($5,087,491) were for salaries, school equipment, etc., and the remaining 15,295,653 francs ($3,059,130) for the boarding departments. The State and the municipalities promote attendance upon the lycees by scholarship funds, which cover either tuition fees for day pupils, or tuition and board in full or in part. Including these funds, the income of the lycees in 1902 from the various contributing sources was as follows: Francs. Equiva¬ lent in U. S. currency. State . 15, 662, 285 1, 336, 476 17, 618, 184 5, 975,088 $3, 132, 457 267, 295 3,523,636 1,195,017 Departments and municipalities . From parents for tuition and board, etc . Other sources . Total . 40,592,033 8,118,405 The communal colleges for boys are secondary schools established by the communes v (cities and towns) in which they are situated and receiving from the State an annual appropriation to aid in the running expenses. They have, so far as they go, the same programmes as the lycees, but seldom maintain the full complement of classes, as stu¬ dents who intend to work up to the bachelor’s degree, the goal of secondary education, generally find it for their interest to finish their studies in some one of the lycees. The 204 colleges of this class enrolled 34,218 pupils in 1902, of which number 12,377 were EDUCATION IN FRANCE. 77 boarders; as regards their scholastic classification, 9,358 pupils were in the preparatory divisions, 22,569 in the regular secondary division, and 2,291 in special commercial and agricultural courses. Table XV. — Enrollment in secondary schools for hoys. Class of institutions. 1887.a 1892.6 1893.6 1897.6 1901. c 1903.d State schools: Lycees . Colleges . Total.. . ; . Schools of religious associations: Classical . . Petits seminaires (preparatory to theological schools . . Total . Private secular schools . 53,816 36,086 52,945 32, 508 53,974 32, 709 52, 427 32, 412 54,830 33, 372 58, 593 35, 012 89, 902 85, 453 86, 692 84,839 88,202 94,205 50,085 51,087 23,948 51,377 23,849 62, 188 22,381 67,872 22,328 60,751 22, 497 50,085 20, 174 75,035 16, 306 75,226 14,028 84, 569 12, 813 90,200 83,248 Total non-State . 70,259 91, 341 89,254 97, 382 Grand total . . 160, 161 176, 794 175,937 182,221 a From. Statistique de l’enseignement secondaire des gargons, 1887, pp. lvi, lxxviii, xcviii. 6 Rapports xaits au nom de la commission du budget, etc. — Service de l’instruction publique, par M. Bouge, 1897, pp. 124, 125; also 1898, pp. 32, 33. cThe same, by M. Maurice-Faure, 1902, pp. 443, 445. d Annuaire Statistique, 1903. The new programmes. — The most important recent event in the history of secondary education in France is the reorganization of the course of study for the lycees (classical colleges). The radical change effected after discussions and efforts extending over a decade is the creation of two divisions without Greek, viz, a Latin-scientific division and a division of Latin and modern languages, to which the same value is given as to the Latin-Greek division. (See full programme in Commissioner’s Report for, 1903, Vol. I, Chap. XIII, pp. 619-621.) Since the new programmes have only been in operation a year, it is impossible to form any judgment as to their permanent effects. But certain immediate consequences that have already excited criticism well deserve attention. In his report to the Chamber of Deputies, M. Simyan, reporter of the committee on appropriations for the service of public instruction, says with reference to the change above specified : The fact can not be overlooked that the study of Greek is being rapidly abandoned, and in certain of the departmental lycees it threatens to disappear entirely. The majority of families choose for their children instead of the Latin-Greek division either the Latin-scientific or that of Latin and modern languages, which are sufficient to secure admission to a great number of careers. As a consequence, a large majority of the students who under the former system would have pursued the ancient classics now devote a fourth of the time in the first cycle (first four years of the course) and half of the time in the second cycle (last three years), which formerly was given to the study of letters, to other matters whose educational value is certainly much less. In partic¬ ular, the living languages taught after the modern method are of much less value as an intellectual discipline. This result was foreseen. It was, however, hoped that certain practical advantages would be secured which might compensate for such a sacrifice. It was hardly anticipated, however, that if the Greek language was dropped the study of Greek literature would be abandoned. * * * Does anyone believe that it is possible to cultivate the minds of young people if they are to be left in ignorance of the poets and the thinkers who have civilized the world, taught men wisdom and beauty, and inspired the imagination of all people? Is it possible to comprehend the origin and the development of Latin and French literature without at least some ' knowledge of Greek antiquity? The old modern course of the lycee recognized the ed 1905— vol 1 - 9 78 EDUCATION REPORT, 1905. importance of imparting some knowledge of Greek literature to the pupils by means of translations. It is to be hoped that the new classical course without Greek will not be less favored and that the minister of public instruction will take measures to over¬ come this defect. Another change introduced by the new programmes, which criticised by M. Simyan, is the reduction of class exercises to one hour instead of two, as under the former plan. The official decree sanctioning this change left its adoption to the judgment of the academic rector, formed in consultation with the professors of the respective lycees. But in practice the change has been everywhere adopted irrespective of the opinion of the professors. The reflections of M. Simyan on this point are here quoted, because they afford a very interesting view of the customary conduct of the class exercises in the schools considered: If one hour is sufficient [says M. Simyan] for certain subjects, as, for example, the living languages and, perhaps, history, for others it is a very bad arrangement, in par¬ ticular for the higher classes in mathematics and letters (ancient languages). How can a professor of mathematics find the time in a single hour to question every member of the class and to make the necessary explanations? In the classes of letters the diffi¬ culty is still greater. When the lesson assigned has been recited or the text of an exercise dictated, there will not remain at the most more than three-fourths of an hour for the correction of a Latin translation or for an exercise in Latin composition or a French composition on a classical subject. Is it possible in this time to explain and comment on a translation, to dwell on difficult points, to examine and correct above 30 exercises, and then to consider the characteristics of the author studied? Impossible in this brief time to correct the Latin compositions showing each pupil his particular errors or to read above 30 compositions in French or to indulge in those literary and moral reflections which constitute the special value of classical instruction. The difficulty would be less if the classes were not so large, and fewer pupils would be neglected, but in the larger lycees of Paris there are 40 or more pupils in every class. Is it possible for a professor in a single hour to attend to such a number? It is very evident that the superior council of public instruction, which favored this arrangement, yielded to the opinions of the representatives of the universities without giving sufficient weight to the advice of the professors of the secondary schools, who were better judges in this case. The university professors held that if their students could not listen with attention more than an hour to a lecture the younger students in the lycees were not capable of a longer effort. But it is an error to compare a lecture which a student must follow closely, taking notes as the professor speaks, with a class exercise which is extremely varied in its character. In the latter, professors and pupils take part one after the other, discus¬ sions arise, and the attention of the young students is sustained by this very diver¬ sity. If it is held that for hygienic reasons the two-hour period is too long, it is per¬ fectly easy to interrupt it for a few moments’ recreation without really shortening the time of the class exercise. In this same report M. Simyan calls attention to the importance of improving the financial status of the professors of secondary education. In particular, inspired by the success that has thus far attended the efforts of those who have sought to improve the condition of primary teachers, he urges that the policy of fixing a rigid limit to the proportion of professors in each of the six classes shall be abandoned, as the similar policy has been in the case of primary school teachers. As the report of M. Simyan is submitted directly to the legislature, it is highly probable that the reform in this respect will eventually be carried through the department of secondary education. The classes into which the professors of secondary education are divided and their salaries, are at present as follows: EDUCATION IN FRANCE. 79 Salaries of professors and instructors in the communal colleges. a Class. Princi¬ pals. Full professors (titulaires) . Profess- 1 ors of j drawing. Censeurs. Supervisors. Rep6ti-' teurs (tu¬ tors). First order. Second order. Third order. First order. Second order. First . $1,100 $740 $600 $540 $400 $1,140 $840 $680 $340 Second . . . . 1,020 680 540 480 360 1,040 780 640 300 Third . 940 620 500 440 340 960 720 600 260 Fourth . 860 580 460 400 320 880 660 560 220 Fifth . . . 780 540 420 360 300 820 600 520 180 Sixth . 700 500 380 320 280 760 560 480 140 a Colleges supported in part by the State and in part by local funds. Note.— Francs changed into dollars by dividing by five. Salaries of professors and instructors in lycees for boys.a Profess¬ ors of special branches having the de¬ gree of licentiate or equiv¬ alent diploma. Pro¬ fessors in ele¬ men¬ tary classes. Assist¬ ant teach¬ ers of draw¬ ing. Prepara- Repetiteurs (tutors). Location and class. Full profess¬ ors (titu¬ laires). Teach¬ ers in elemen¬ tary classes. Pro¬ fessors of draw¬ ing. Pro¬ fessors of gym¬ nastics. teurs (tu¬ tors who assist pu¬ pils in the prepara¬ tion of lessons). First class. Second class. Seine and Ver¬ sailles : First . $1,500 1,400 1,300 1,200 $1,200 1,140 1,080 $960 $840 $800 $480 $800 $740 $600 Second . 880 780 760 440 760" 680 520 Third . 800 720 720 400 720 620 500 Fourth . 1,020 960 720 660 680 360 680 580 460 Fifth ....... 1 1,100 660 600 640 340 640 540 420 Sixth . 1,000 900 600 540 600 320 ! 600 500 380 The depart¬ ments : First . 1 1,040 960 740 620 520 $440 360 660 740 600 Second . j 960 880 720 580 480 400 320 620 680 520 Third . 880 800 660 540 460 380 300 580 620 500 Fourth . 1 800 720 600 500 440 360 280 540 580 460 Fifth . ! 720 640 520 460 420 340 260 520 540 420 Sixth . 1 640 560 500 420 400 320 240 500 500 380 a State classical colleges. Note. — Francs have been changed to the equivalents in dollars by dividing by five. Public secondary schools for girls. — The State lycees and the communal colleges for girls are maintained in the same way as the corresponding institutions for boys. They are not classical schools, but offer courses of instruction^ adapted to the demands of the society for which the young women of the higher classes of France are fitted. Special attention is given to instruction in modern languages and to art studies. The lycees for girls number 41, attended in 1902 by 10,621 students, of whom 2,299 were boarders. The total expenditure for the lycees for girls amounted in 1902 to 3,254,669 francs ($650,933), of which the State furnished 2,048,018 francs ($409,603). The communal or municipal colleges for girls enrolled 5,122 students, of whom 1,281 were boarders. There were also 5,445 pupils in the so-called secondary classes for girls, which are conducted by authorized professors or teachers and receive financial aid from public funds. The distribution of the pupils reported in secondary institutions for girls in 1903 was, in lycees, 11,874; in local colleges, 5,669; in secondary classes, 6,619. The establishment of the lycees for girls dates from a law of 1880 (the Camille See law). The success of this measure in overcoming the prejudices of parents against 80 EDUCATION REPORT, 1905. secular institutions for girls is indicated by the ever increasing enrollment in the public lycees and colleges, as shown in the following table; Table XVI. — Enrollment in lycees and colleges for young women from 1881 to 1904. Year. Lycees. Colleges. Total. Academic depart¬ ment. Primary depart¬ ment. Total. Academic depart¬ ment. Primary depart¬ ment. Total. 1881 . 71 229 1882 . 315 206 521 429 567 996 OuU 1,517 1883 . 817 464 1,281 787 869 1, 656 2,937 1884 . 1,080 618 1,698 1,060 988 2, 048 3, 746 1885 . 1,421 522 2,243 1,122 1,012 2,134 4,377 1886 . 1,713 1,048 2, 761 1,218 958 2,206 4,967 1887 . 1,953 1,295 3,248 1,446 1, 152 2,598 5,846 1888 . 2, 191 1,481 3,672 1,596 1,366 2,962 6,634 1889 . 2,294 1,570 3,864 1,571 1,416 2,987 6,851 1890 . . 2,326 1,120 3,955 1,604 1,484 3,088 7,043 1891 . 2,831 2, 132 4,963 1,410 1,272 2,682 7,645 1892 . 3,214 2, 411 5,625 1,460 1,416 2,876 8,501 1893 . 3, 704 2,822 6, 526 1,365 1,358 2,723 9, 249 1894 . . . 3,924 2,899 6,823 1,602 1, 515 3,117 9,840 1895 . 4, 055 3, 108 7, 163 1,702 1,548 3,250 10, 413 1896 . 4,266 3,297 7,563 1,653 1,429 3,082 10, 645 1897 . 4,352 3, 440 7,792 1,648 1,403 3,051 10,843 1898 . 4,378 3,623 8,001 1,882 1,519 3,401 11, 402 1899 . 4,675 3, 756 8, 431 1,930 1,633 3, 563 11,994 1901 . 9,806 4,356 14, 162 1902 . 5, 866 4,755 10, 621 2,804 2, 318 5, 122 15, 743 1903 . 6, 446 5, 428 11,874 3, 104 2, 565 5, 669 17,543 1904 . 7, 100 6,142 13, 242 4,125 3,281 7,406 20,648 UNIVERSITIES AND SPECIAL SCHOOLS. The development of the universities of France under the conditions of organized and independent life brought about by recent measures (decrees of 1885 and law of 1896) has been described in detail in successive reports of this series. « No general report of the universities has been published since 1902, but the report presented to the Chamber of Deputies by the chairman of the committee on appropriations asked for the current year shows that there has been no diminution of effort in this department. In particular is noted in this report the increase of resources and equipments for scientific research and experimentation. In the session of 1903 the legislature created a fund for these purposes to be maintained by an annual appropriation of 150,000 francs ($30,000). The University of Paris has decided upon plans for a new laboratory of applied chemistry and a laboratory of physics. The University of Lyon, which is second only to that of Paris and holds the first place in respect to applied science, has recently extended its facilities for instruction and research in botany, zoology, and agricultural geology. The remaining universities report also continued activity in respect to the specialties for which they are severally noted. The report of the financial committee calls attention, on the other hand, to the meager equipment of the faculties of medicine in respect to instruments and apparatus required by recent discoveries and consequent changes in the methods of diagnosing and treating disease. Complaint is made that as a consequence of this deficiency medical students acquire a theoretical acquaintance with methods with which they should become practically familiar, and, once graduated, pursue their profession after the outworn methods of fifty years ago. Attention is also called to the importance of giving increased recognition to courseg of instruction recently organized in the faculties of law to meet the demands of commer¬ cial and industrial interests and of the ever-increasing international and colonial relations. a See in particular Reports of Commissioner of Education, 1891-92, vol. 1, pp. 76-96; 1894-95, vol.l, pp. 292-294 and 305-312; 1895-96, vol. 1, pp. 629-639; 1896-97, vol. 1, pp. 33-38; 1900-1901, vol. 1, pp.1110- 1118; 1902, vol.l, pp. 698-710. EDUCATION IN FRANCE, 81 The Paris faculty of law has submitted a proposal for a special course of two years, leading to a bachelor’s degree of “economic sciences,” and open to persons who have not previously obtained the regular bachelor’s degree. The higher normal school (ecole normale superieure) is an institution of university rank intended to prepare young men for the highest careers in the teaching profession. After an independent existence for more than a century the school was merged in the Sorbonne (University of Paris) by a decree of November 10, 1903, to take effect May 10, 1904. The following tables show the enrollment in the universities and professional schools of university rank for the years specified: Table XYII. — Distribution of students in State universities. Faculties, 1887-88. Universities, 1897-98. 1900. 1905. Designation of university. Number of student^. a Income, a Number of students, b Income, b Number of students, c Number of student s.d Paris . . . . 9,140 433 8685,284 94, 261 43, 797 12,131 849 81,005,538 129,983 54, 026 219, 656 130, 687 12, 192 772 13,431 1,152 321 Aix Marseille . . . Besanson . . . 130 197 237 Bordeaux . 1,029 531 142,064 101, 556 2,144 2,124 609 2, 433 748 Caen . . . 772 Chambery. . ; . 2,600 45, 492 69, 897 65,431 138, 357 2,620 Clermont . 96 257 53,027 91,002 86, 192 279 272 Dijon . . 236 604 649 902 Grenoble. . . . . . . 318 476 558 769 Lille . 810 1,425 195, 057 1,141 1,190 2, 551 1,779 Lyon . 962 175, 640 2,335 1,496 250,940 188, 960 2, 465 1,531 Montpellier . 890 156, 110 Nancy . 454 158, 255 82, 310 114, 345 120, 618 1,001 944 197,377 111,710 1,064 752 1,540 8 88 Poitiers . 391 Rennes., . . .i . . 659 1,503 1,885 161,992 1,135 1,257 2,358 996 Toulouse . 1,303 181, 450 2,002 1,005 862 Schools of medicine not in¬ cluded in the universities _ Algiers . . . . . 223 98, 623 • 763 112, 329 1,033 Total . . 17,605 2, 294, 640 28, 782 3,172,546 29,377 33,620 a Statistique de l’enseignement, 1878-88, pp. 133-418. b Statistique de l’enseignement, 1900, pp. 10-180. c Rapport portant fixation du Budget General, Ministere de 1’ Instruction Publfque, 1901 (Perreau), pp. 15, 16. d The same (by M. Masse) for 1906, pp. 477-482. Table XYIII. — Distribution of university students in the different faculties. Number of university students. Faculty. State uni¬ versities (January 15, 1900). Independ¬ ent uni¬ versities (January 15, 1900). State uni¬ versities (January 15, 1905). Law . .' . 9,709 8,781 3,857 3,476 3,395 159 1,109 151 185 168 16 12, 528 8, 504 5, 192 4, 519 3,814 101 Medicine . Sciences . - . Letters . Pharmacy . Protestant theology _ . . Total . 29,377 1, 629 o34,658 a Tfie difference between the totals for 1905 in the above tables is probably due to the registration of some students in more than one faculty. The total includes 1,922 women, distributed as follows: Law, 57; medicine, 689; sciences, 259; letters, 838; pharmacy, 79. The total includes also 2,360 foreigners. The following special schools of university rank are also under the minister of public instruction : College de France (appropriation, 1905, $109,300); Museum of Natural History (appropriation, $201,800); Practical School of High Studies [Ecole Pratique des Hautes Etudes (State appropriation, $60,600; city, $7,200)]; Superior Normal School 82 EDUCATION REPORT, 1905. [(110 students; appropriation, $53,400), reunited to the University of Paris by a minis¬ terial decree to take effect November 1, 1904]; School of Charts [(Ecole Nationale des Chartes (69 students; appropriation, $14,990)];. School of Oriental Languages (415 students; appropriation, $33,600); French School of Archaeology at Eome (appropria¬ tion, $18,100); French School at Athens (appropriation, $22,000); Ecole Nationale des Beaux Arts (2,000 students; appropriation, $84,052). The remaining special schools, such as the Conservatoire des Arts et Metiers, Ecole Nationale Superieure des Mines, etc., are under the charge of other ministers. (See Table XIII.) State appropriation, 1903 , for schools of art pertaining to the ministry of public instruction , section of fine arts. National and special school of fine arts, Paris . $84, 502 National school of decorative arts, Paris . 30, 424 Special school of architecture and normal school of drawing . 7, 000 National schools of fine arts, of decorative and industrial art . 63, 700 Department of municipal schools of drawing, of decorative and industrial art. . 66, 090 National conservatory of. music and declamation . 51, 980 Department schools auxiliary to the conservatory and national schools of music. . . . 37,899 PUBLIC SCHOOLS AND HIGHER INSTITUTIONS OUTSIDE THE ORGANIZED SYSTEM OF PUBLIC INSTRUCTION. The province of the minister of public instruction does not include all the schools and higher institutions under Government control and supported partially, at least, by public funds. The minister of the interior has control of the schools for deaf mutes and the blind; the minister of war has charge of a select system of schools, primary and sec¬ ondary, for the instruction of soldiers and under officers, and of the higher technical schools pertaining to the arts of war. To the province of the minister of the navy per¬ tains a similar series intended for the benefit of the naval service. The minister for colonial affairs controls a school of high grade intended to prepare young men for service in the colonies, and several special schools of mines, bridges, telegraphy, etc. Finally, to the minister of agriculture, and the minister of commerce and industry pertain, respectively, the schools of agriculture and the commercial and industrial schools. The higher technical institutions not included in the general system of public instruction are as follows: Table XIX. — Higher technical schools under other ministries than that of public instruc¬ tion ( ministry of agriculture, of commerce, of war, etc.). Institution. Number of students. I State ap- * propria- tion, 1903. Ecole Centrale des Arts et Manufactures . 700 §142,251 213, 717 Conservatoire National des Arts et Metiers, Paris . . . 100 Ecole des Hautes Etudes Commerciales . . . 320 Institut National Agronomique, Paris . . 240 66,360 88,000 Ecole Veterinaire, Alfort . 294 Ecole Nationale d’ Agriculture, Grignon . . . . 120 ! Rcole Nationale d* Agriculture, Montpellier . . . 200 Ecole Na.tional d’ Agriculture, Rennes 118 Ecole Polytechnique, Paris . 472 j 260,000 Ecole Superieure de Guerre. .. . 250 Ecole Speeia.le Milit.aire, St,. Gyr (ministry of war! _ . _ _ 520 Ecole Nava.le, "Brest . . . 100 ! Ecole Nationale Superieure des Mines, Paris . 161 33, 400 71, 130 Ecole Nationale des Ponts et Chaussees, Paris . 118 Ecole. Coloniale . . _ . . . . . 46 ! Ecole Nationale des Eaux et Forets, Nancy 42 EDUCATION IN FRANCE. 83 The appropriation made by the legislature in 1905 for the service of agriculture included nearly $1,000,000 ($992,500) a for educational uses, and the appropriation for commerce and industry included for the same purpose $1,168,018. & . The rapid increase in the provision for these special forms of education, in which stress is placed upon the sciences and their industrial application, has* resulted in the duplication of courses of study already provided for in the schools for general education, with a consequent waste of resources and friction between the different ministries. The condition is illustrated by the schools of commerce and industry which have been differentiated from the higher primary schools and passed over to the control of the minister of com¬ merce and industry. These schools, which numbered 50 in 1904, with an enrollment of 7,498 boys and 2,403 girls, still retain the main features of the programmes of the higher primary schools, but give more time to industrial or business training, as will be seen by examining the time tables here inserted. Time tables of higher 'primary and industrial schools. [Number of hours a week.] Subject. Ecoles primaires su- perieures. (Section industrielle.) Ecoles pratiques d’industrie. First year. Second year. Third year. First year. Second year. Third year. Workshops or manual work . 6 6 30 30 33 Arithmetic, algebra, geometry, mechanics, etc _ . .. 3 3 3 3 41 6 Writing and drawing of various kinds . 5£ 3 6 6 Natural science and history . . . . 3 u 6 4J 3 Literary: Reading, grammar, composition, geography, history, languages . . . . . 5 5 6 11 3 Other subjects: Bookkeeping, technology, singing, gymnastics... 7§ 7 h Total _ 30 30 m 491 51 1 Efforts have been made from time to time to coordinate the work of the distinct systems, i. e., the system of general and the systems of industrial education, and a proposition has at last been submitted to the Chamber of Deputies for the creation of a minister and council of national education, with a view to concentrating all the educational functions of the Government under one direction. c NATIONAL TECHNICAL SCHOOLS (ECOLES NATIONALES PROFESSION- NELLES). Special interest attaches to the ecoles nationales professionnelles, four in number, which were formerly under the joint control of the minister of public instruction and the minister of commerce, but which were assigned- solely to the latter by the financial law of April 13, 1900. These schools are thb outcome of a special effort on the part of the State to organize in central places a complete course of education suited to the industrial classes. The exhibits of the schools named at Paris in 1900 and again at St. Louis in 1904^ excited general interest, and have occasioned so much inquiry that the moment is opportune for repeating here certain particulars concerning the institutions, which have been extensively described in former reports. a Rapport portant fixation du budget, 1906, minist&re de l’agriculture, par M. Hubert, pp. 53-57. 6 Idem, minist&re d& commerce, de l’industrie, etc., par M. Berry, pp. 169-171. c Report of M. Masse to the Chamber of Deputies, on the budget of 1906, p. 77. <*The exhibits of manual training from the ecoles nationales prcrressionnelles and from the 6coles nationales d’arts et metiers (the latter representing a higher grade of technical schools), which were in the French section of the Educational building at the St. Louis Exposition, have come into the possession of the Bureau of Education and are now installed in Washington. 84 EDUCATION REPORT, 1905. The scope and purpose of the schools here considered are thus defined by M. F. Buisson, who held the important post of director of primary instruction in the ministry of public instruction from 1879 to 1899, during which period these schools were organ¬ ized in their present form. Yierzon, Voiron, and Armentieres are not, in any sense, special technical schools, more or less complete schools of engineering (ecoles d’arts et metiers); they are asso¬ ciations of schools comprising an infant and a primary school (including both the elementary and higher grade school), and at each stage technical instruction which, commencing from the earliest age, when it is of little importance, continues up to the very end of the course, when it becomes of the first moment. When he has arrived at this final stage, the apprentice, who now only needs the practice of his trade to become a workman, leaves the national school and goes either into a workshop or into a technical school, in the proper sense of the term. Hence these three (now increased to four) establishments provide a general preparation for artisan and industrial life. They lead a youth right up to the threshold of the factory or the engineering school, armed with every kind of general and special knowledge, with the aptitudes and habits of work which will enable him either to select a particular calling, or, if needs be, pass from one calling to the other, sure of being, after a few months of practice, a finished workman. From the above statement it will be seen that these institutions are groups of schools, each section — i. e., infant schools, elementary primary, and higher primary, being housed in a separate building, all however situated in the same campus and under a single director. As the schools provide for both day and boarding pupils, the group of buildings includes, besides the school buildings proper and the shops, the dormi¬ tories for pupils, an infirmary, the director’s house, etc. The administrative and educational affairs of these institutions are kept distinct from each other. The administrative staff of each group of schools consists of a director, treasurer, general supervisor, and an assistant supervisor who has special oversight of the pupils in the workshops. The teaching staff consists of (1) professors and assistant instructors in the literary and scientific branches; (2) directors of the workshops, assisted by practical foremen for the technical instruction of pupils in the work pertaining to those industries in which they intend eventually to serve their apprenticeship; (3) additional teachers for accessory branches. The programmes for the infant school (ages 2 to 6 complete) and for the elementary primary school are substantially the same as for the corresponding schools pertaining to the general system of education, with more stress upon manual training and system¬ atic progression in the manual work from the early stage of the elementary primary school to the completion of the higher primary school. The institutions accommodate each about 450 pupils (,boys only), viz, 100 in the infant school, 100 in the elementary primary school, and 250 in the higher grkde school. Of the latter about 200 are boarders. In the higher school the annual fee is 500 francs ($100), which covers the cost of board, tuition being entirely free. There is an additional charge of 25 francs ($5) for books, material used in the shops, etc. Parents are also expected to provide their children on entering the school with a general outfit at an expense of about 200 francs ($40) for the first year and 50 francs ($10) each subse¬ quent year. As the programme of the higher grade school is what gives distinctive character to the education imparted in these institutions, the view of the schools may be completed by an examination of this programme and the requirements for admission to this division. In order to enter the higher school a boy must have completed the course of study in the elementary primary school and must have passed the examination for the certifi¬ cate of primary studies. A large proportion of the pupils entering this division have the benefit of Government scholarships, which are secured by competitive examina¬ tion open to candidates from 12 to 15 years of age. This examination comprises (1) EDUCATION IN FRANCE- 85 composition on a subject relating to history, geography, or moral and civic educa¬ tion; (2) treatment of a subject connected with elementary, natural, and physical science; (3) a sum in arithmetic. Two hours are allowed for each of these subjects. The candidates who qualify in them have, after an interval, to pass an oral and practi¬ cal examination which extends over three days. The oral part consists in (1) reading a page of a French author, with questions on spelling and grammar; (2) elementary questions on history, geography, and the duties of a citizen; (3) elementary questions on natural and physical science, up to the standard of the higher course of an elemen¬ tary school. The practical examination consists in geometrical drawing, a test in manual work, and a gymnastic exercise. The scope of the examination may be taken to indicate the stage of advancement for pupils entering upon the work of the higher school. The course of study for this division is arranged" for three years; the programme for the first year is the same for all schools of this class, but in the second year specializa¬ tion begins, the work thenceforth bearing immediate relation to the special trades of the respective districts in which the schools are situated. At Yierzon, it is related to ironwork and painting on pottery; at Voiron, to working in paper, linen, and silk. The following is the weekly time table for the school at Voiron, not including the time required for preparation out of class hours: First year. Second year. Third year. "Workshops or manual work . 14 17* a. 241 b. 17 Arithmetic, algebra, geometry, mechanics, etc . 5 6 4 10 Writing and drawing of various kinds . 6 6 6 101 Natural science and history . 4 4 4 Literary: Reading, grammar, composition, geography, history, languages. 9 8 61 7 Other subjects: Bookkeeping, technology, singing, gymnastics . 2 2i 2 21 Hours per week . 40 44 47 44 The programme for Vierzon is practically the same as regards the distribution of time, but Voiron has a special section for teaching agriculture, with a building and garden of its own. This section was undertaken as an experiment about eight years ago, but so far it has been found difficult to manage it as part of a school which is mainly directed toward the mechanic arts. The accommodation of the workshops is very complete. The carpenters’ shop at Voiron measures 24 meters square and contains 50 benches. The boys of the third year work at carpentering about twenty-five hours a week, at the rate of about four hours a day. The forge room is about 12 meters square and has 9 forges. The fitting room is 25 meters square and contains 104 vises. The greater part of the machines have been constructed by the boys. At the opening of the school there were only 2 machines and 30 vises in the room. The weaving room measures 24 meters square and contains 5 power and 12 hand looms. A small room, hitherto used for drawing, is shortly to be fitted up for electrical apparatus. There is a special course of elec¬ tricity, and some electrical apparatus is also constructed. Steam power is provided in all the workshops, and the building is lit throughout by electricity. A court, in which the boys do gymnastics, measures 20 by 11 meters. It is used by sections df 40 boys at a time. During the first year there is marching exercise on two days, and during the second and third year on one day in the week. Vierzon possesses three workshops, viz, a carpenter shop with 48 benches, a forge shop with 12 forges, and a fitting shop with 90 vises, 9 turning lathes, etc. 86 EDUCATION REPORT, 1905. The report of the four ecoles nationales professionnelles for 1902 gives the following particulars: Profes¬ Stu¬ Diplomas awarded. Expenditures. State appropria¬ tions. Location. sors. dents. Higher. Lower. French currency. U. S. currency French currency U. S. currency. Armenti&res . 25 301 8 Francs. 228, 437 133, 896 232,675 211, 608 $45,687 26,779 46, 535 42,321 Francs. 78,390 119, 853 107,077 94, 250 $15, 678 23,970 21, 415 Nantes . 37 282 5 Vierzon. . . 22 318 17 Voiron . 36 264 8 24 18,850 Total . 120 1, 165 33 29 806, 616 161,322 399, 570 79,913 CHAPTER V. THE TEACHING OF AGRICULTURE IN THE SCHOOLS OF FRANCE AND BELGIUM. Primary agricultural instruction for the children of farmers in France, although pro¬ posed and discussed from time to time since the latter part of the eighteenth century, was not actually put upon the programmes of the schools until 1850, and even then only as an elective. In consequence of several bad harvests a thorough inquiry to determine the best way of ameliorating the condition of agriculture was begun in 1866 and lasted until 1870. This inquiry included the question of agricultural instruc¬ tion in primary schools, and involved a reorganization of that grade of instruction, in order to include agriculture in its programme. After the Franco-Prussian war of 1870 the country realized that one of the principal means of repairing its disasters was to be found in the education of the masses, especially from a practical and industrial point of view, and as part of the new development of instruction schools of horticulture and agriculture were established in 1873, and in 1876 the Institut National Agronomique was reopened at Paris. These institutions represented secondary and superior instruc¬ tion in agriculture, while besides them, in 1879, the elementary principles of agricul¬ ture were included among the obligatory studies of primary instruction. This arrange¬ ment was confirmed by the law of March 28, 1882, which organized agricultural instruc¬ tion both in the primary, the normal, and the superior schools of the country, the fruit of this wise measure of a quarter of a century ago being shown, says M. Tisserand, in the improved methods of agriculture and the entrance of the scientific spirit even into the management of small farms. THE SPIRIT OF THIS INSTRUCTION. Instruction in agriculture in elementary schools, said M. Prilleux at the Interna- national Congress of Agriculture in 1889, should not resemble that in history or the catechism; it should be addressed to the intelligence and not to the memory of the children, who should be trained to observe carefully and systematically things around them — rocks, plants, animals, machines, and implements. The teachers were not at that time prepared to give this instruction, but still gave text-books to their pupils to memorize instead of pointing out the things themselves which are described in the books and making the incipient study objective. Continuing in this direction, mas- much as modern agriculture is based upon science, elementary instruction in agricul¬ ture should include elementary experimental science, physical and chemical, with especial reference to agriculture, and accordingly those branches were included in the school programmes, sufficient chemistry, for example, being given to enable the pupil to understand the composition of soils and fertilizers and what elements are required for plant life. The course in normal schools was also modified to prepare teachers to supply the needs of the elementary schools properly in agricultural instruction. The pupil teachers were taught experimental sciences, natural history, horticulture, and 87 88 EDUCATION REPORT, 1905. agriculture, and were also trained in the best methods of teaching those branches, while the schools were equipped with suitable laboratories and collections to carry out this instruction. The work in agriculture of the elementary schools is extended to schools for adults in the form of evening classes and secondary assemblies for lectures and object lessons. The means of carrying out practical and experimental instruction in agriculture, aside from the usual laboratory scientific apparatus, consisted of actual garden and farm work and experiments indoors in growing plants under varying conditions of exposure to heat, light, and moisture, and with a view to discovering the effect of dif¬ ferent gases, fertilizing substances, different soils, etc., upon them. M. Le Blanc gives many illustrations of the chemical and botanical experiments, the latter showing the effects of the various fertilizers by the greater or less development of the plants. To illustrate the foregoing general remarks we give the following programmes: I. - ELEMENTARY PRIMARY SCHOOLS. PHYSICAL AND NATURAL SCIENCES. Elementary course (7 to 9 years of age) — Comprising object lessons graded according to a plan chosen by the teacher, but which once -adopted must be regularly followed. Man, animals, vegetables, minerals; observation of ordinary objects, and phenomena, with simple explanations; elementary notions upon the transformation of things of daily use (food, tissues, paper, wood, stones, metals); small collections made by the pupils, especially during school promenades. Middle course (9 to 11 years of age) — Including elementary notions of natural science. Man: Brief description of the human body and ideas of the principal functions of life. Animals : Grand divisions and classification of the vertebrates by the aid of one animal for each group taken as a type. Vegetables: Study of the principal organs of plants, taking a few chosen types; grand divisions of the vegetable kingdom; useful and inju¬ rious plants pointed out, especially during school promenades. The three states of matter, solid, liquid, and gaseous; air and water; combustion; experimental demonstrations on a small scale. Superior course (11 to 13 years of age) — Being a review and extension of the middle course. Man: Digestion, the circulation, respiration, the nervous system, the organs of sense; practical course in hygiene; abuse of alcohol, tobacco, etc. Animals: Out¬ lines of classification; useful and injurious animals. Vegetables:. Essential parts of plants; principal groups; herborisations. Minerals: Summarized ideas upon soil, rocks, fossils, geological formations, examples taken from the neighborhood; excur¬ sions and collections. Elementary notions of physics: Weight, the lever, equilibrium of liquids, atmospheric pressure, the barometer; very elementary notions and simple experiments upon heat, light, electricity, magnetism (the thermometer, steam engine, lightning conductor, telegraph, compass). Elementary notions of chemistry: Simple and compound bodies; common metals and salts. AGRICULTURE AND HORTICULTURE. Elementary course. — First lessons in the school garden. Middle course. — Lectures, object lessons, and excursions, to show the principal kinds of soils and fertilizers, the common kinds of labor and tools (spade, mattock, plow, etc.). Superior course. — More methodical ideas of agricultural labor, farming tools, drain¬ age, natural and artificial fertilizers; seed time and harvest; domestic animals; agri¬ cultural bookkeeping. Horticulture: Principal means of multiplying the most useful vegetables of the region. Arboriculture: Grafting. THE TEACHING OF AGRICULTURE IN FRANCE. 89 II. - SUPERIOR PRIMARY SCHOOLS. The programmes for such of these schools as have a three-years’ course (for pupils over 13 years of age) by decree of 1893 are as follows: Distribution of subjects of instruction (boys) a [The figures indicate hours a week.] Subjects. General section. Industrial section. Commercial section. Agricultural section. First year. Second year. Third year. Second year. Third year. Second year. Third year. Second year. Third year. Morals . 1 1 1 1 1 1 1 1 1 French . 5 5 4 2 2 2 2 2 2 Writing . 1 1 1 1 1 1 1 1 1 History and civics . 1 1 2 1 1 1 1 1 1 Geography . 1 1 1 1 1 2 2 1 1 Modern languages . 3 3 2 4 4 Mathematics . 4 3 3 3 3 2 2 2 2 Bookkeeping and accounts . 1 1 2 2 3 3 1 1 Physics and chemistry . 2 2 2 2 2 2 2 2 2 Natural history and hygiene . 1 1 1 1 1 1 1 2 2 Agricultural and horticultural. . . 1 1 1 3 3 Law and political economy . 1 1 1 1 Drawing and modeling . 3 3 3 4* 4-1 1* li l| Manual and agricultural labor. . . 4 4 4 6 6 2 2 6 6 Gymnastics . . 2 2 2 2 2 2 2 2 2 Singing . . . . 1 1 1 1 1 1 1 1 1 Hours assignable at need . 2i u 4i 3| 6* 2£ Total . 30 30 30 30 30 30 30 30 30 a An analogous table is given for girls in the official programmes. THEORETICAL AGRICULTURE AND HORTICULTURE. [One hour a week the three years.] FIRST YEAR. The soil; subsoil; modifications by cultivation. Farming tools. Different farming operations. Study of plants from the agricultural standpoint. Natural agents of vege¬ tation. Domestic animals. Useful and injurious insects. The garden; tools; prin¬ cipal operations of horticulture. SECOND AND THIRD YEARS. The soil and water; drainage and irrigation. Operations and implements for farming on a large scale. Cultivation suitable to the region. Natural and artificial meadows. Viticulture. Cattle. The farmyard. Bee and silk culture. Gardening. The kitchen garden, fruit garden, garden work and produce. Sylviculture. Agricultural economy. Agricultural accounts. PRACTICAL AGRICULTURE AND HORTICULTURE. General section. [Four hoars a week.] FIRST YEAR. Pupils will act as assistants to those of the second and third years. SECOND AND THIRD YEARS. Spring and summer work. — Gardening; demonstrative cultures; grafting; compara¬ tive experiments in culture — treating different varieties of plants with the same ferti¬ lizer and the same plants with different fertilizers. Laying out squares and beds for demonstrations. Special cultivation of plants of the region. Winter work. — Preparation of products used in agriculture; lime in different forms, salts of copper, etc.; liming, sulphating; experimental study of the elements of an earth, of a vegetable mold, of ashes, and of the principal fertilizers (experiments only qualitative). Determination of the proportion of lime in a soil, of alcohol in a wine, etc. 90 EDUCATION REPORT, 1905. Section of agriculture. pSix hours a week.] INDOOR WORK. Study of seeds. — Seeds of cultivated plants and of noxious plants. Dodder; how to prevent its growth. How to determine the purity of seeds. Germination. Ger- minative power of different seeds. Soils. — Composition, mineral constituents; physical analysis of soils. Rocks of the region; soils produced from them; transported soils. How to take samples of soils for analysis. Difference between soil and subsoil. Fertilizers. — External characters of the fertilizers of commerce, their preparation and method of application. How to take samples for analysis. Agricultural implements. — How to take them to pieces and set them up; greasing and oiling; replacing parts. The work done by various tools. Keeping in repair. Plants. — H erbariums . Milk. — Determination of the quantity of cream. Butter making. Manufacture of cheese and rennet. Precautions to insure the greatest cleanliness. Cattle. — Dentition and age. Practice on anatomical specimens, and occasionally on living animals. The hoof of the horse, the ox, the ass, and how to shoe those animals. Beehives. — Different types; manufacture of hives of different sorts, and particu¬ larly those with removable frames. Gardening material. — Making straw matting; trellises; props; spades; rakes; han¬ dles for tools, etc. Remedies for plants. — Manufacture of quicklime; solutions of sulphate of iron bouillie bordelaise (solution of copper sulphate and quicklime) and similar mixtures, sucrate of copper, etc. Use of the pulverizer. Sulphating seeds. Buildings and material. — Making poultry houses, rabbit hutches, etc., and their care (cleaning, painting). Disinfection of stables, cattle sheds, sheep folds, etc. Bee culture; breeding rabbits, pigeons, poultry, and fattening them. Collecting insects. OUTDOOR WORK. Spading, raking, rolling, clipping, etc. Grafting in the nursery and on the experi¬ ment table; trimming fruit trees; seed beds; transplanting; setting out slips, etc.; weeding, divers cultivating operations. Fertilizers. — Preparation of and spreading complementary fertilizers (mineral and others) ; making compost heaps. Applying flour of sulphur by blower to destroy oidium of the vine, the rust of vege¬ tables, peas, melons, etc. Applying copper compounds by the pulverizer* to protect potatoes, tomatoes, etc., and vines and pear trees. Harvesting , storing, and preserving crops. — Silos, haycocks, etc. Special beds for making a comparative study of the action of different fertilizers and of different varieties of cultivated plants. Visits to nurseries, gardens, markets, and fairs of the neighborhood. Every visit or excursion will be made the subject of a report which the teacher will correct carefully. III. - NORMAL vSCHOOLS FOR MEN. The distribution of studies in normal schools for men is shown in the following table. The figures indicate the number of hours a week devoted to each subject. Subject. Literary course. Psychology, morals, and pedagogics . French language and literature . History and civics . Geography . W riting . Modern languages . Total . First year. Second year. Third year. 2 2 2 5 4 4 3 3 3 1 1 1 2 1 2 2 2 15 13 12 THE TEACHING OE AGRICULTURE IN FRANCE. 91 Subject. • First year. Second year. Third year. Science course. Mathematics . 3 4 4 Physics and chemistry . 2 2 3 Natural science and hygiene . 1 1 1 Drawing and modeling . . 4 4 4 Theoretical agriculture . 1 1 Total . 10 1 12 13 Manual and agricultural labor . 5 1 5 5 Gymnastics and military drill . 3 3 3 Singing and music. . 2 2 2 The instruction in agriculture in the' normal schools is advanced and the programmes indicate much technical detail. A few examples must suffice. The following sub¬ jects are among those prescribed for the first year: Agrology, study of the soil. — (1) Soil and subsoil. Nature and composition, defini¬ tions, origin and. formation of the arable layer. Effects of meteorological, mechanical, and chemical action upon the soil. (2) Classification of soils according to their phys¬ ical and chemical properties; analysis of soils; productive power or fertility of soils; circumstances which influence the quality of soils, such as geographical situation, altitude, inclination and exposure of the ground, and the distribution of rain; phys¬ ical properties and chemical composition of soils suitable for wheat, rye, barley, etc. (3) Means of modifying the composition of the soil and its physical properties. Fer¬ tilizers of animal, vegetable, and mineral origin; details of composition; the prepara¬ tion and treatment of each, with calculations of the quantities needed for various pur¬ poses, etc., are given as parts of the programme, together with methods of chemical analysis. Similar minute practical details are laid down for the study of irrigation and drain¬ age, and for phytotechnics or the cultivation of plants. In the second year similar minuteness of study is likewise devoted to zootechnics, or the breeding and care of animals, and to horticulture in all its branches. The instructions relating to the teaching of agriculture in the normal schools still further elucidate its thoroughness. A few examples will illustrate this fact. Thus under botany the instructions read: By mea^is of microscopic preparations made in presence of the students the teacher will initiate them into the manipulation of the microscope and show them how to dis¬ tinguish by that means the different parts of a plant, its tissues and the contents of its cells, etc. The description of the organs of a plant shall always be connected with facts which have an agricultural interest or application. Thus, apropos of roots, it will be well, after studying normal roots, to point out the existence of the nodosities of the roots of leguminous plants and the fundamental fact which follows from the study of them, viz, the nitrogenous nutrition of the plants of that family. The knowl¬ edge of the different types of the ramification of roots will permit the establishment of the principle of the alternation of crops, and the determination of the comparative value of different modes of sowing. Under geology the directions are to study the actual phenomena of the region. After the teacher has familiarized the students with some of the common minerals and rocks — feldspathic, silicious, argillaceous — limestones and gypsum, he will explain the action of water on them, with demonstrations from the rocks of the neighborhood, and generalize from those observations. Then, in studying the action of infiltration from surface rain water, the phenomena of solution and precipitation will be insisted upon, which will aid in explaining the deposition and consolidation of various formations, e. g., of sand into sandstones, or conglomerates, deposits of limestone, gypsum, salt, etc. The interest of the teachers of agriculture in their work is stimulated by the estab¬ lishment of a system of prizes (medals) granted by the Government as rewards for excellence in inculcating agricultural knowledge, both theoretical and practical. The 92 EDUCATION REPORT, 1905. minister of agriculture also intervenes in primary agricultural instruction by issuing circulars of instruction to the teachers from time to time, directing them how to secure the best and most practical means of carrying out their work. Thus there is coopera¬ tion in this branch of study between the scientific workers who make original investi¬ gations and the ministers of public instruction and of agriculture, the result of which is a thorough organization of the teaching force and courses of study, with expert selec¬ tion of suitable scientific matter. AGRICULTURAL SCHOOLS OF HIGHER AND SECONDARY GRADE IN FRANCE. The existing provision for agricultural instruction in France comprises the following: (1) Higher institutions: National Agronomic Institute at Paris; 3 veterinary schools with 27 chairs; a national school of forestry at Nancy. (2) Institutions of secondary grade: Three schools of agriculture — at Grignon, Rennes, and Montpellier, with 26 professors, 29 auxiliary professors and assistants; 1 agricultural and industrial school at Douai; 1 national school of horticulture at Versailles. (3) Practical schools of agri¬ culture, 47 in number, including 4 dairy schools and 2 schools of bird culture. (4) Divers establishments to the number of 57, including schools of silkworm culture and fruit culture and dairy schools. (5) Two hundred and twenty-two professors of agri¬ culture, of whom 86 are departmental professors, who give lectures, hold conferences on their specialty, etc., and the remainder are employed to give courses of lectures in particular localities or at secondary schools. (6) Stations for demonstration organized in all the departments. (7) Establishments for research; experimental stations and laboratories numbering in all 64. (8) Three schools of household industry and dairy work for girls. THE NATIONAL INSTITUTE OF AGRONOMY. To the French ministry of agriculture the Bureau is indebted for the Annals of the National Institute of Agronomy (or University School of Agriculture), second series, volume 1, containing a historical sketch of the institute and its course of instruction from its foundation to 1901. It appears that this institution was founded at Versailles by the law of October 3, 1848, but was suppressed in 1852, to be reestablished at Paris by the law of August 9, 1876. To Lavoisier, the famous French chemist, is attributed the first idea of scientific instruction in agriculture in France, a plan of such instruction having been presented to the convention in 1789; but the disturbances of the revolution and later wars prevented- the realization of this plan until the early part of the nine¬ teenth century, when agricultural chemistry, having made great advances under the discoveries of Priestley and Saussure, was subsequently placed upon a firm basis by the later and more systematized work of Liebig and Boussingault. The experience gained in several previously established agricultural schools was utilized in the organization of the course of instruction at the Institute at Versailles in 1848, and this was modified to keep pace with the discoveries in science when the school was reestablished at Paris nearly thirty years later, in 1876. The original institute comprised three degrees of instruction, the highest consisting of the Agronomical Institute proper, an institution of higher or university grade, devoted to scientific research, and two lower grades, consisting of regional agricultural colleges or schools, and farm schools, the latter giving practical instruction to the sons of small farmers. The institute proper combined theoretical with practical studies, and was intended to train and educate young men to be disseminators of the informa¬ tion they received there in later years, besides teaching the elite of the youths who would become farmers and small-landed proprietors. The institute was reestablished in 1876 but transferred to Paris, in order to afford it the advantage of being at the scientific center of France. It was installed in the Conservatoire des Arts et Metiers. THE TEACHING OF AGRICULTURE IN FRANCE. 93 Its list of professors has contained some of the most distinguished names in French science — Boussingault, Becquerel, Delesse, du Breuil, Carnot, Duclaux, and Schloes- ing. Wiirtz, equally celebrated, had been professor of chemistry while the institute was at Versailles. The aim of the instruction at the institute since its reestablishment has been prac¬ tically the same as before, but its scope has been enlarged and it now prepares students for the following careers : Farmers and landowners with a scientific knowledge of agri¬ culture; professors to teach agriculture in the national schools, schools of practical agri¬ culture, normal schools, etc. ; educated managers for either the public or private service in situations where a knowledge of agriculture is desired; forestry experts; directors of agricultural stations; chemists and directors of agricultural industries, and agricultural engineers (drainage, irrigation, machine construction). The admission examination is both written and oral, the former covering the follow¬ ing subjects: Arithmetic, algebra, geometry, mechanics, use of logarithms, and trigo¬ nometry; French, natural sciences (zoology, botany, geology, physical geography), physics and chemistry, descriptive geometry, lettered drawings. The oral examina¬ tion, added to the foregoing subjects, cosmography, geography, and modern languages (German and English). Agriculture forms an elective subject. The written examinations take place in cities in different parts of the country, but the oral appeal's to be confined to Paris. A glance at the detailed subjects of exami¬ nation shows that candidates are expected to have studied the fundamental sci¬ ences, which include a comprehensive list of subjects, thoroughly. These subjects cover a wider field than those included in the course of study of the lycees, which leads to the baccalaureate degree. An idea of their scope may be obtained from the following specimens. Under the general head.of “electricity and magnetism ” occur the following special subjects among others: Telegraphs; electric induction; funda¬ mental experiments thereon; principle of magneto-electric and dynamo-electric machines; reversibility of these machines; the telephone; heating and lighting by the current; the voltaic arc; the incandescent light. Under the general head of “chem¬ istry” occurs as one of the special subjects, nitric acid; its synthesis by the electric spark; nitrification; commercial preparation. These questions indicate the practical tendency of the preparatory scientific studies. Under “physical geography” the can¬ didate is required to answer questions upon the seas and lands of the globe; the coasts, islands, and straits of Europe; the mountain ranges; the hydrography of France; detailed description of the regions traversed by the Rhine, the Meuse, the Scheldt, the Seine, the Loire, the Garonne, the Rhone, etc., and their principal affluents; descrip¬ tion of the coast basins; railroads, the principal lines and their connections; French colonies in Asia, Africa, America, and Oceania; the boundaries, population, races, religions, governments, political divisions, commercial and industrial wealth of the different States of Europe. The course of study at the institute is exhaustive of the various branches of science which can bear upon agriculture. The professors are recognized as authorities in their special branches, and the lists of their publications fill many pages. It is impracti¬ cable to do more than select a few of the subjects of study which form the bulk of the report in order to illustrate their scope or the method of instruction. The first general subject given is the biology of the plants cultivated in France and her colonies, and this begins with biology in general, followed by general botany and the special botany of all the plants under discussion. Animal biology and physiology follow next. To illustrate the scope of this study, we take from Chapters I and IX of the programme the following extracts: Biology is the study of life as physics is the study of natural forces. Relations between these forces and life. Claude Bernard and determinism. What is meant by vital forces. Influence of external agents upon living beings. Latent life. Oscil¬ lating life. Homeotherms and poikilotherms. Constant life and its conditions. * * * ed 1905 — vol 1 - 10 94 EDUCATION REPORT, 1905. Transformation of lieat into energy; animal work; equivalence of work and food; work done by the destruction of sugar, fat, and albumen; the idea of an animated motor; every vital activity has for its final object the destruction of bioplasm and the correlative production of motion and work. Experiments of Wislicenius. Under the general head of geology applied to agriculture the general principles of geology are studied, as well as its special applications. Thus, under the action of the atmosphere are included the disintegration of rocks, transportation of dust, fertilizing dust; dunes, causes of their extension, removal of woods, fixation and utilization; the dunes from an agricultural point of view. Under the action of water are included streams, formation of alluvium; fluviatile alluvium from an agricultural point of view. The classification under “petrography-” divides rocks into three classes — • eruptive, cristallophyllian (metamorphic), and sedimentary. Plant pathology is, as might be expected, very fully treated, and includes teratology and diseases both non- parasitical and parasitical, together with studies of the parasites themselves. The department of physical and chemical sciences is devoted largely to meteorology, 25 out of the 30 lectures of the course being upon meteorological subjects. Nevertheless, the names of those who have been professors of physics and chemistry in this depart¬ ment are well known all through the scientific world. Among them are those of Becquerel and Henri Moissan. The course of study in the department of electricity concludes with a section upon the influence of electricity upon vegetation, which contains but one heading, viz, history of the attempts which have thus far been made to demonstrate the existence of such influence. In the -course in chemistry it is observable that among the exercises set for beginners in the preparation of the usual gases there occurs such advanced manipulation as the preparation of marsh gas by Dumas’ method, i. e., by heating a mixture of sodium acetate and soda lime, and then analyzing the gas produced by passing it over red hot oxide of copper and collect¬ ing the water and carbonic acid so formed. Naturally, much attention is given to the analysis of fertilizers, soils, sugars, milk, wines, and all agricultural products. The course in agricultural mechanics and hydraulics gives special attention to machines and motors capable of being used in agriculture, and to drainage, irrigation, etc. Social science is represented by a course upon rural legislation and adminis¬ trative law (the rights of landowners, highways, waterways, water rights, etc.), rural economy, and political economy. The foregoing courses comprise the fundamental sciences of agronomy; the remain¬ der are more practical, and include all branches of agriculture in which the preceding sciences receive application. In this division are found agricultural excursions, work of experimental stations, practical farming, care of animals, etc. ENGLISH AND FRENCH RURAL .SCHOOLS COMPARED. The modern development of instruction in agriculture in France has attracted the attention of the English board of education, and a special report upon rural education in France, with particular reference to the nature and effects of such instruction, was published by that board in 1902. Naturally, a contrast or comparison is drawn in the report between the French and English ideas upon the subj ect of instruction in rural schools, due to the difference in the conditions of life in the two countries. Three main points of difference are pointed out by Mr. Cloudesley Brereton, M. A. (the author of the report upon rural schools of northwest France). These are, first, that France has a more or less rural population, while in England the population is rather urban in its occupations and tastes; secondly, England is rather the country of large farms, while France is a land of small holdings, and, finally, in the English village community the great bulk of the inhabitants are landless men. In France, on the other handgun some communes, one person in every four is a small proprietor, and therefore the pick of the village school are the sons of peasants and are all more or less familiar with farm THE TEACHING OF AGRICULTURE IN BELGIUM. 95 work. The sons of the landless English will, most of them, become laborers. Accord¬ ingly the problem in rural schools in England is to give a hand and eye training and so raise the efficiency of the laborers. The French boys will each have a strip of land of his own, and they do not come to school to learn practical farm work, which they already know, but the programmes for rural schools as eventually worked out (in 1897) laid down that the method to be followed should be that of imparting notions of science applied to agriculture and rendered practical. Object lessons, walks, and experiments were made to take the place of the old memoriter text-book methods, and finally quite advanced chemistry, biology (practical), hygiene, together with labora¬ tories and plats for experiments with plants were added — as is more fully shown in the programmes given elsewhere. Mr. Brereton points out that the problem of finding the best instruction for rural schools in England is more intricate than in France, owing to the greater complexity in the composition Of the English rural population and to the difference in social traditions, as already indicated. Hence it may be inferred that a speedy reorganization of instruction in rural schools in England, like that which has been effected in France, may not be feasible. The national conservatism in this case, as in so many others, must first be satisfied that any extensive change in the schools, to say nothing of a radical one, is really desirable, before it will deliberate upon the means for effecting it. AGRICULTURAL EDUCATION IN BELGIUM. The scheme of agricultural education in Belgium is arranged in three grades — elementary, secondary, and higher. The elementary instruction includes notions of agriculture imparted in the primary schools according to a detailed programme arranged with special reference to the chief local product. Instruction in agriculture in the secondary schools is of recent date in Belgium, the course having been initiated as an optional study in a few secondary schools in 1880-81. Since 1886 the Government has introduced it into State secondary schools generally, including the highest classical schools or royal atheneums. The lessons are open to the farmers of the neighborhood, who have taken advantage of the privilege to attend evening classes. The course in agronomy, which is now organized in 29 secondary schools and 6 royal athenaeums, includes the following subjects: Soil and subsoil, mechanical cultivation of the soil, plowing, seed, germination, sowings, harvest and haymaking seasons-, fertilization of the soil, agricultural hydraulics, management, hygiene, animal nutrition and alimentation, drinks, maintenance. These matters are to be treated in detail according to an official syllabus, which for the corresponding subjects closely resembles that cited from the official regulations for French schools given below. Belgium also possesses a secondary school of practical agriculture at Huy, and two secondary schools of horticulture and agriculture, at Ghent and Yilvorde. Among private institutions the agricultural school of the Christian Brothers at Carlsbourg teaches agriculture, horticulture, and brewing, by means of very complete installa¬ tions; the Agricultural Institute of La Louviere is the competitor of the Carlsbourg School, and receives, like the former, a subsidy from the State. Secondary agricultural education for young girls is imparted in about 10 domestic training schools (ecoles menageres), generally very well fitted up, established by private persons and subsidized by the State. Higher education is imparted at the State Agricultural School of Gembloux, founded in 1861 and maintained at the expense of the State. A free agronomic nonsubsidized institute, belonging to the faculty of sciences of the University of Louvain, was founded in 1878 on the model of the National Agronomic Institute of Paris. These two establishments issue the diploma of agricultural engineer. The curriculum covers 96 EDUCATION REPORT, 1905. three years; a fourth year, which is not compulsory, prepares for specialties, such as agronomy, sylviculture, and agricultural industries. * To agricultural education may be linked the State school of veterinary medicine, of Cureghem, the only public veterinary school in the kingdom. Education through public lectures is much diffused in Belgium, and has raised the technical education of the farmer to a very high level. Owing to the same, the use of artificial fertilizers, of oil cakes, and of various foods has been introduced, and the utility of machinery more generally admitted ; the farmers understand the deficiencies of their education and the practical advantages of the new methods, and of the asso¬ ciations of credit, savings, insurance, etc., which have been recommended to them in those lectures. The courses organized by the State are given by agricultural engineers or by teach¬ ers; a special official jury delivers, after examination, a diploma of certificated agri¬ cultural lecturer to the persons who do not possess a diploma of agricultural engineer. However, the greatest endeavors are made to unify the education and to intrust, it to such teachers as have completed the full course of instruction leading to the specified diploma. CHAPTER VI. HIGHER EDUCATION FOR BUSINESS MEN IN THE UNITED STATES AND GERMANY. [From a Report by Dr. J. Jastrow, of Berlin University.®] The establishment of a commercial school of university grade, planned and now being carried into effect by a committee of the Business Men’s Association of Berlin, as well as the reorganization of all the commercial schools under the municipal com¬ mission, make it appear desirable to gather the results of foreign experience and to utilize them to the best of our ability. Moreover, we have been well informed lately concerning commercial education in North America through a number of publica¬ tions, which offer, on the whole, a correct view. It was not probable that, concerning a subject recently so well treated, a brief sojourn in America would enable a foreigner to make essential corrections in the view hitherto held, especially since the extended summer vacation of American institutions of learning is a most disadvantageous time for such studies. But it seemed a profitable task, though hitherto held of little account, to determine what position commercial education holds in the educational system of America, and what views prevail in influential circles concerning the value or lack of value of theoretical education in general. In Germany the resolution to establish a commercial school of university grade in Berlin marks, it is true, an important turning point in the commercial university movement. Yet it would be saying too much to assert that the discussion concerning the value, or want of value, of a higher education for the practical business man in Germany is thereby closed. The conviction of the necessity of a commercial uni¬ versity for Berlin has gained ground so quickly and effectively because, after other cities had proceeded in this direction, Berlin could not afford to be left behind. If there are to be commercial universities in Germany at all, Berlin can not be without one. But about the question whether higher education is profitable for a merchant, every merchant has his own private opinion. The objections are raised that higher education cripples the practical sense; that a young business man, graduated from a university, will think himself too good to perform ordinary counting house or office work; that a class of “Latin tradesmen” will spring up who will look down with contempt upon the mere salesman. Now, since the claim for the Americans of prac¬ tical sense has never been disputed, it must be of interest to hear something of what they think about this question. My original intention had been to collect expressions of opinion of distinguished business men concerning the value of higher commercial education. But this became superfluous, since, at about the time I arrived in America, such a collection from the pen of Doctor Thwing, president of the Western Reserve University in Cleveland, Ohio, was published, and I had an opportunity to add to it during a long interview a Bericht fiber eine volkswirtschaftliche Studienreise durch Nordamerika. Den Acltesten der Kauf- mannsehaft von Berlin erstattet von ihrem volkswirtschaftlichen Beirat, Dr. J. Jastrov', Privatdozent an der Universitat Berlin. Translated from the Berliner Jahrbuch fiir Handel und Industrie, 1904, Band I. 97 98 EDUCATION REPORT, 1905. with, the author. Hence I restricted myself to supplementing the material offered in that book by occasional questions among merchants. That the movement in favor of higher commercial education in America is pushing vigorously ahead is quite undeniable. Nevertheless, in that land of “self-made men ” the opposition can not be said to have died out. In print and by word of mouth the objection is ever recurring: If of two young men, who at the age of 17 or 18 leave the high school, the one enters a business office at once, while the other spends another three or four years in higher educational institutions, the former, at the age of 21 or 22, would be much superior to the latter; it would in fact be difficult for the colleg^ graduate to begin then a business career. This objection is scarcely comprehensible to us. Not even the most enthusiastic advocate of academic education for merchants in Germany would think for a moment of making a higher education a substitute for business apprenticeship (Kaufmannslehre). During the preliminary work of planning the new commercial university of Berlin, , it was at every step of the preparation considered as settled that the university should, as a rule, be open only to those who had already passed through their commercial apprenticeship (though others should not be unconditionally excluded). To make myself imderstood on this point in conversation with Americans was exceedingly difficult, because they did not know, as a rule, what we meant by ‘ 4 Kaufmannslehre, ’ - [i. e. business knowledge and practice]. A “commercial apprenticeship,” as I tried to render our German term, is unknown in America. From the moment in which the young man leaves school and enters a business he is a clerk, as all his superiors up to the representative of the proprietor are clerks. The American to whom our German business apprenticeship is explained is inclined to defend his native usage by saying that in America labor performed must be paid for and that through this circumstance the relations of a contract are entered into between the proprietor and his youngest employee; iurthermore, that this very absence of an apprenticeship enables intelligent persons of the working force to rise to higher positions, and that this is an essential characteristic of American life. It was once said to me: “In our days it is not true to say of the German that he lacks political liberty, but still he lacks social liberty and equality, and an expression of this fact is that the business world is a class by itself, into which no one can enter who has not passed through the prescribed apprenticeship.” But even these defenders of Amer¬ ican conditions betrayed plainly, as I noticed, a high degree of admiration for a nation that could create and maintain an institution so pedagogicaliy important as com¬ mercial apprenticeship, and whose younger generation is sensible enough to -submit for a few years of their lives to the restrictions this apprenticeship necessitates. On the other hand, I did not succeed in arriving at a clear idea as to how the young man in America learns his specifically commercial profession. When I asked how a young man who had just entered a business acquired the practical business knowledge requisite to a successful career, if there was no one whose duty it was to give him instruction, the stereotyped reply was: “Oh, he must pick it up.” This “picking it up” is, indeed, the great secret of American life, to unravel which a brief sojourn of only three months does not suffice. I can not, however, abstain from mentioning what a gentleman replied to me, who, though not a merchant himself, is in a position where he has many opportunities to acquire a knowledge of commercial life: “You do not understand how young people learn the mercantile profession without special instruction? The case is very simple. They never do learn it. It is a pity to see how thousands enter this calling and go to the bottom, and how it depends upon mere accident whether or not a young man acquires, during the first few years, the knowledge necessary for success in his career.” Admiration for the better education of the German commercial profession seems to be general among Americans, but concerning the chief means of that education they deceive themselves. Among otherwise well-informed persons I found the most HIGHER EDUCATION EOR BUSINESS MEN. 99 •curiously exaggerated ideas of the excellent commercial educational system, oi the well-organized commercial institutions to be found everywhere in Germany. Since the American, not having any system of commercial apprenticeship, is unable to think of commercial education as being anything else than theoretical, the fact of there being many well-educated young merchants in Germany is to him almost identical with the existence of a good commercial school system. The relation between theory and practice in commercial education is, briefly stated, in the two countries, America and Germany, the reverse of what is generally imagined. Germany, the land of thinkers and dreamers, conducts its commercial education chiefly in a practical way; America, the land of practical men “par excellence,” is obliged, for want of a system of apprenticeship, to resort to purely theoretical instruc¬ tion, and precipitately devises and establishes new institutions of learning for this pur¬ pose. The great majority of American business men, it may be said, assign to-day not a lesser, but a much higher role to theoretical preparation for the. mercantile profession, than do the most extreme leaders of the commercial university movement in Germany. Among the answers I received to my inquiry, whether effects detrimental to their practical activity were not to be expected from an academic education of merchants, perhaps none was so characteristic as the one I received from the president of the board of trade of Wilmington, N. C., Mr. J. A. Taylor. The conditions of this city are about those of a middle-sized German city, with well-developed industries {cotton, turpen¬ tine, etc.). This representative of the board of trade made the reservation, that he judged from a comparatively restricted circle of experience, and then continued: “I believe that also anyone whose experience has had a wider range than mine will be surprised at this question from the lips of a German. I have read, I can not at the moment recall where, that the difference between England and Germany is this: That in England a son thanks God for having given him a father, while in Germany a father thanks God for having given him a son. Everywhere we hear that the superiority of the German mercantile profession is based upon the State’s educational activity, upon its loving care for every kind of educational institution. And you become all at once apprehensive that of this blessing, which is the source of your wealth, you may have too much? How do you arrive at such thoughts? We would think ourselves fortunate if we could establish for our young merchants very many, very high, and ever higher institutions of learning.” Now, to tell the truth, the assertion that America does not know the institution of commercial apprenticeship at all, despite the assurance with which it was ever repeated in my hearing, must be taken cum grano sails. When a son after graduating from school enters the business of his father, the latter naturally, in America as well as elsewhere, will make the practical instruction of his son a matter of personal solicitude. Nor is it to be doubted, that in a country which does not recognize commercial appren¬ ticeship, fathers who are friends will exchange sons for a few years in hopes of intro¬ ducing in this way the young clerks into business better than if they entered wholly strange firms. I have been told positively that many a father prefers for his son the commercial apprenticeship of foreign countries, especially of Germany. These excep¬ tions, however, which must be made to the assertion regarding the absence of com¬ mercial apprenticeship in America, perhaps make the difference between the two countries stand out more characteristic. In all such cases, however, methodical instruction in business practice is offered only to sons of well-to-do families; on the other hand, in Germany commercial apprenticeship falls to the lot of all, or at least the great majority. Since in the lack of a regular apprenticeship system such exceptions In behalf of well-to-do persons will occur as a matter of course, it may be said that commercial apprenticeship, aside from the social seclusion so often emphasized by Americans, has also a socially emancipating feature (although it in its present form, in common with all other kinds of apprenticeship, still lacks organized arrangements for its utilization 100 EDUCATION REPORT, 1905. by the extreme poor). A germ of a future general mercantile apprenticeship in America may be found in the many arrangements made by wholesale and large retail houses, which have for their object the continued education of all their employees, workmen included. Factory operatives’ courses, such as the National Cash Register Company, of Dayton, Ohio, exhibited at St. Louis, are bound to lead to the conclusion, that the best educational medium is the factory itself, or office, not a school detached from the factory. There are also large business firms which make it their purpose to offer instruction to the young people and provide instructors for them (for instance, the well-known department store of Marshall Field & Co., of Chicago), although this example, as far as I could hear, has not led to a regular or formal development of the system.0 Academic education of business men in America not only plays a role in programmes of study, but is to a great extent realized already, for the academically educated merchant may be met with there every day. In Germany people underestimate the wide extent of higher commercial education in America, because, as a rule, only those higher insti¬ tutions are taken into account which provide for commercial instruction in separate departments. Such commercial departments are for instance: The Wharton School of Finance and Commerce, University of Pennsylvania; the School of Commerce, Accounts, and Finance, New York University; the Amos Tuck School, Dartmouth College; the College of Commerce and Administration, University of Chicago; the course in commerce, University of Wisconsin; the College of Com¬ merce, University of California. Concerning commercial departments in the University of Illinois, in the University of Minnesota, and in Leland Stanford Junior University I have not been able to ascer¬ tain particulars. Inasmuch as higher commercial education is included in the prepa¬ ration for the consular service, and this is a part of the diplomatic service, I may men¬ tion the School of Diplomacy (to the best of my knowledge the only one in the world) connected with the law faculty of the George Washington (formerly Columbian) Uni¬ versity, Washington, D. C., (department of jurisprudence and diplomacy). All these institutions are comparatively young. Even the oldest, the Wharton School, which is a part of the University of Pennsylvania, forming its commercial department, does not go farther back than 1881, and the others are all much younger. But the circumstance of young merchants, as well as future lawyers, physicians, etc., seeking their academic education in a university had ceased to be a rarity long before such separate institutions were established as are mentioned above. In all branches of wholesale business are found persons who have graduated from a university and secured an academic degree (A. B.). The true appreciation of this fact is made difficult in Germany, on account of the seemingly ineradicable notion prevailing there that an American university is no more than a German gymnasium, and the American degree of bachelor of arts about equal to the graduation diploma from a gymnasium in Germany. This latter view is only mis¬ taking the American bachelor for the French “bachelier.” Now as concerns the inferiority of the American universities, this conclusion is caused not only by an erroneous estimate, but also by an erroneous mode of inquiry. It is not possible to state what American universities taken as a whole are worth. They are not, like the German, regulated officially and forced into a prescribed form, which circumscribes the still far-reaching liberty of the teacher, but each is an organism of its own; each expresses the individual views of its founders and administrators. State franchises, a That, however, is the essential point. On the other hand, the assertion that in Germany commercial apprenticeship is the general usage must he taken with many allowances. F or numerous cases may he found in which apprenticeship is nothing more nor less than a mere form in which is clothed greedy utilization pf juvenile labor. But, adding here and deducting there, the difference remains that in one country commercial apprenticeship exists as a regular institution and that the other lacks this insti¬ tution. HIGHER EDUCATION FOR BUSINESS MEN. 101 which here also exercise a certain influence, elate from different years, and even to-day represent quite a variety of views in the different States of the Union. To-day there is in America a pretty well-defined group of universities which have a fully justified claim to being taken in earnest, and whose claim is in no wise denied by the European learned world. To these institutions belong Yale, Harvard, and Columbia, also Johns Hopkins University (which was founded for the express purpose of making higher education independent of Europe) ; the University of Chicago, almost too munificently endowed by its founder, Rockefeller, for competition with others; also State institu¬ tions like the University of Wisconsin, the University of California, the University of Michigan, and others.0 If, aside from these, there is a large number of inferior institutions using the same name of “ university,” if in the South, for instance, many institutions are called “colleges ” & which rank far below a German gymnasium, these facts should not lead us to under¬ rate the value of those mentioned above. In case there were, besides the 21 univer¬ sities of the German Empire, a large number of inferior institutions of learning that could not be prevented from calling themselves universities, it would in no way diminish the value of the 21 universities. Such a state of affairs would simply oblige the investigator of German higher seats of learning to study each group of universities by itself. This obligation is in point of fact laid upon everyone who makes a study of higher educational institutions in America. When I said that to see an academ¬ ically educated merchant in America is an everyday experience, the merchant who has his degree of A. B. from Yale, Harvard, Columbia, Cornell, or a similar institution of high standing is meant. Though the errors that have arisen from confounding various institutions in America calling themselves “universities” may have been excusable in the past, they are so no longer, since Miinsterberg in his book “Die Amerikaner” has given us a truly classical description of American universities. For another reason, also, a general review of the relations to each other of the Ameri- a About five or six years ago the most important American universities formed an association, which is very exacting (wahlerisch) in the admission of new members. Although in the list of members there are a few institutions the names of which — despite manifold opportunities— I can not remember having been mentioned when universities of the first rank were quoted, still the list on the whole gives a good idea of what in the American learned world may claim to be of first rank. b Aside from the low standing of many colleges it must be remembered that the word “college” in America is not everywhere used in the technical sense of the term. Thus, for instance, hundreds and thousands of “business colleges” make use of it. It has also become quite customary to call private business schools or so-called drilleries colleges, as when with us such an institution would advertise itself as Schulze’s “Handelsakademie,” without being an academy at all. In late years sensible edu¬ cators have begun to use the term “business school” in place of the more pretentious one; so that among people who look deeper the mere fact of an institution calling itself a school becomes a recom¬ mendation. In this connection I desire to call attention to an error often made in judging American educational institutions. It is emphasized that many a high institution accomplishes too little, and not noticed how the greater diversity often shows itself in the fact that many preparatory or secondary institutions run way ahead of the average course; that there are secondary schools (high schools) which reach up into the colleges, not merely lead up to it, as for instance the Central High School of Philadelphia, which, founded in 1837, is at present under the principalship of Professor Herrick. This school has a commercial department (high school of commerce) which is attended by 450 students out of a total of 1,650 attending the whole school. Here are read the commercial press, especially the London Weekly Commercial Intelligence and the consular reports of the United States Government. The students prepare scrapbooks under the guidance of their teachers. These methodically arranged scrapbooks furnish the basis for scientific beginners’ work, which is selected with great pedagogical skill. The students range in age between 15 and 19. When leaving this school they are enabled to enter the second year of a college. The principal advises them to enter college (which from 10 to 12 per cent of the young people do), not the Wharton School, specifically devoted to commercial science, because he considers it better for their future career to pay great attention to general education. Still, most of the graduates seem to seek their college education in the Wharton School of Commerce and Finance; some enter schools of engineering, and still others enter a law school without first going to college. 102 EDUCATION REPORT, 1905. can' and German universities is indispensable, to wit, to answer the question: What position does an academically educated merchant hold in America? This review is best effected from a historic standpoint, since for both forms of organization there is found a common historical basis in the European university constitution of the middle ages. This ancient European university constitution recognized in the western European countries only three faculties, theology, law, and medicine. The preparation for these faculty studies was included in a traditional round of seven subjects of study, called the seven liberal arts, which were taught by the “ artists1’ (professionals). Whoever had finished the course of the seven arts received the academic degree of Baccalaureus, and was then admitted to one of the three faculties. At the same time he was allowed to act as assistant to the “artists.” In Germany the “artists” aspired to become an independent faculty, having the same standing as the other three, and they succeeded in this by being made the philosophic faculty. To this new faculty was assigned among other duties that of preparing teachers, as the three older faculties prepared clergymen, judges, and physicians. Although the aims of the philosophical faculty never were as sharply defined as this would indicate, and although to-day there is scarcely another definition possible than that the philosophical faculty represents all the branches of study not specifically assigned to the three older faculties, yet there is visible in this course of development the fact that the modern German universities have each become simply a cluster of profes¬ sional schools, which have discarded all arrangements designed merely to serve gen¬ eral education (like the ancient corpus of the seven liberal arts). The development has gone in the opposite direction in America. Here the ancient society of “ artists ’ ’ has not only maintained itself under the name of “ college ’ ’ but has been fostered with especial care. In imitation of similar English institutions, the Americans have made out of the former mere preparatory schools for professional studies an institution for general education, the principal instrumentality of that gen¬ eral culture which represents the educational ideal of the Americans. Thus the com¬ plete structure of the American university consists of two entirely separate parts: (1) the college having as a rule a four years’ course leading up to the degree of A. B., and (2) a system of professional schools for theologians, jurists, physicians, secondary teachers, chemists, architects, and engineers; hence undergraduate work on the one hand, post-graduate work on the other. The American is perfectly clear about the fact that what has raised the “educated” man above the uneducated multitude is the general culture which he received at college, not the legal, medical, or other profes¬ sional knowledge which he may have acquired for the purpose of his calling. For this reason the position of an educated man in America differs vitally from that of one in Germany. That in America a college-bred man is not esteemed more than he who had to be satisfied with a lower grade of education, is not at ail true. Aside from a certain arrogant bearing, which is perhaps the necessary concomitant of a strongly democratic constitution, as a certain excessive humility is the result of the opposite form of government it must be said that the American capable of judging knows very well how to appreciate the value of higher education in others. With us Germans a lawyer is valued higher than a cobbler because he is a lawyer, while' in America he is esteemed higher only because, and in so far, as he received a general culture which enabled him to enter upon his professional studies. A law student who (as is sometimes the case) has gained admission to the law school without a college education is, indeed, considered merely an artisan in the trade of law; and contrari¬ wise, persons who have finished their college education without entering a profes¬ sional school, are everywhere the equals of lawyers, medical men, etc. How far this ideal, determined by existing educational aims, is realized in actual life in America, I am unable to state after so brief a sojourn. But an educational sys¬ tem is characterized not only by the extent to which it is put into practice, but also by HIGHER EDUCATION FOR BUSINESS MEN. 103 the general views which are entertained regarding it whether these views are realized or only are striving for realization. If we compare the educational views of America from the standpoint of general culture with those of Germany, we have not the least cause for superior airs. In the German universities during the last few generations everything has been done away with that reminded of the former mission of the uni¬ versity as an institution of general culture. Even far into the 19th century there existed at least the theoretical requirement that the students of the three ancient facul¬ ties should utilize the philosophical faculty as an agency of general culture. When the requirement of medical students, for instance, to hear a course of lectures in logic and psychology was abolished, they were glad to be rid of an old and absurd formality (Zopf). In the same manner was viewed the obligation of law students to hear a cer¬ tain number of lectures in the philosophical faculty. It may be quite right to say that these regulations merely existed on paper, and hence had no longer any significance. But at some point of their gradual relaxation we should have become conscious that those ancient requirements, which in their last stage had become ridiculous, had once had a very great significance, that they expressed the necessity of a general culture for the professional man. To-day in Germany the not very pleasing state of affairs exists in which professional men inherit a veneration which dates back to the times when professional training was indeed synonymous with general culture, and the members of learned professions emphasize this inheritance perhaps the stronger the less they can give evidence of the possession of a general culture themselves. It is therefore quite comprehensible that in opposition to the attempts at European¬ izing the American universities there is noticeable a counter current. During the pro¬ ceedings of the great St. Louis congress of the learned world, and in many conversations among its participants, the opinion was strongly expressed on the part of Americans that there is no occasion “to reform away” an institution like the college, which has been historically developed on American soil. In the light of this background of general college education the American commer¬ cial schools are better understood. The American university organization including (a) a college and ( b ) a professional school system, the American higher commercial school movement may either aim at making the new educational agency merely a new modification of the college, or at establishing a new professional school by the side of the old ones. The Americans have chosen the former in almost every case, and have thereby given the movement that characteristic feature of aiming at gefieral culture. Even the Wharton School, at Philadelphia, from whose name no connection with the University of Pennsylvania could be surmised, gives in fact no other than the same college education that is offered by the university, but in a form more adapted to the future business man, especially by laying stress upon branches which will be of use to him (political economy, exchange, finance, etc.). This appears more plainly still in the organization of commercial departments like that of the University of Chicago, which give external evidence of their parallelism to the ordinary college. But since the American college (despite its stricter discipline, compared with the German academic freedom) does not tie the student entirely to a predetermined course, but allows him, especially in the upper grades, a wide selection of optional studies, the future merchant has an opportunity at every well-equipped college to construct, as it were, a commercial college course of his own, by means of a judicious selection of studies. In fact, the university professors count upon having among their students a numerous contingent of young men who intend to enter business later. In Harvard I attended the opening lecture of Professor Taussig on general political econ¬ omy. Without knowing that his guest was interested in the question of commercial education, he addressed his words particularly to that class of his hearers who intended to become business men. He told them that the importance of the study of political economy for the business man lay not in its guaranty to render money-making easier, 104 EDUCATION REPORT, 1905. but in promising greater happiness for the future merchant, inasmuch as he would better understand and value the place allotted to him in the mechanism of human society.® It is clear to university professors who advocate that instruction in political econ¬ omy should have more reference to mercantile occupations, that the platform lecture is not a good substitute for commercial schooling. They lay stress upon illustrations taken from commercial life and the like solely because they see that, according to their pedagogical experience, this is the best way to lead that class of young students to gain a general culture, of which the higher commercial profession stands so much in need. If at any of the. American universities a commercial department parallel to the general college course is established, it is essentially only an effort to make 'gen¬ eral education palatable to the students. On the whole it may be asserted that the colleges of general culture, so far as they are concerned with the mercantile profession, and the specific higher commercial schools, have the same purpose. In the city of New York there are two universities, Columbia and the New York University, the former without, the latter with a separate higher commercial department. But for the purpose of commercial education, the latter is not necessarily preferred. The general advantages which the Columbia is said to have, give to this university the preponderance also in the eyes of those who primarily seek commercial education. And if the deliberations now going on at Columbia end in establishing a separate higher commercial branch, it would not in the least mean a revolutionary change, since for future merchants likewise general culture would be the chief educational aim. An exception to this system is found, so far as I know, only in the Tuck School at Dartmouth College, Hanover, N. H. This seems to be the only American higher commercial school which is exclusively arranged for postgraduate work — that is to say, it is a professional faculty, side by side with the law and medical faculties, for stu¬ dents who have graduated from the college. I regret very much not to have had time to accept an invitation from a former teacher of this institution, and to study it myself. According to all I heard about it, the course of study, which goes very deeply into special branches of commerce, seems to have had for a result that the school is not frequented by future merchants, so much as by students who, besides the oppor¬ tunities for general culture, make use of this opportunity to prepare themselves for professorships in higher commercial schools. If this be true, Dartmouth would have solved another and hitherto almost wholly neglected problem, that of the professional training of commercial school teachers. If the views here expressed be accepted, namely, that the American higher com¬ mercial school is in the main only a hybrid college provided with a certain mercantile bait, the movement in favor of higher education for merchants is essentially only a part of a much more extensive movement for higher education in general, intended to draw larger numbers of students into the fold of the college. In that country, with a popu¬ lation of the most varied descent, representing the most different kinds of education and lack of education, the American college, whose diversity and capacity for adapta¬ tion surprise us, is, comparatively speaking, the most homogeneous element of Amer¬ ican culture. College men, in the true sense of the word, form among themselves a a Listening to other opening lectures gave me opportunities to inform myself of the general level of university instruction in America. The opening lecture in Harvard, mentioned above, was intended for the first semester of the freshman year, and did not differ essentially from the first lecture of a semes¬ ter in a German university. In Yale I heard a similar lecture by Professor Emery, and in Columbia one of the first of Professor Seligman’s. In the two last-named institutions the level of the lectures (though delivered before somewhat older students) was perceptibly lower, but apparently only because the professors thought it proper from pedagogical motives to proceed cautiously in the lectures of the first semester. The libraries of reference in the study halls, which I examined at Columbia, J ohns Hop¬ kins, and the University of Pennsylvania, did not contain mere school text-books, but had the aspect of university study. I received the same impression from the detailed information given to me by Hr. Alvin S. Johnson (Columbia) concerning his course in the history of economics. HIGHER EDUCATION" FOR BUSINESS MEN. 105 certain community of culture, while those who have not been to college not only lack its cultural influence, but also lack for their degree of education a standard of measure¬ ment which may indicate in a general way a community of education (such as is indi¬ cated with us by the title “graduate of gymnasium,” or the diploma of “one year’s voluntary army service”). Whatever advantage the American expects from a good theoretical education he ascribes to the college. "When a father tries to convince his son that anyone who intends to make money must first learn something, he has no other way to that end in mind save going to college. Hence the college is the ideal of American cultural life. The land is hungry for college education. * * * It must be admitted, however, that this movement has spread to a different extent in different branches of business. According to my experience opposition to college education is greatest among merchants or traders, less among manufacturers, simply because among the latter learning is a watchword, and to an American technical methods and other theoretical knowledge are much more an undivided field of intel¬ lectual effort than with us. A very pretty story is told of how a distinguished Amer¬ ican silk importer illustrated the importance to a merchant of learning, by an example taken from his own branch of commerce. “There was a time when the people of Lyon in France thought they understood everything that concerned silk manufacture, while the men of Krefeld in Germany, and of Zurich in Switzerland, thought they understood all that better. Krefeld never attempted to learn from Lyon or Zurich, Lyon never from Krefeld or Zurich, and Zurich never from Lyon or Krefeld. But the American silk manufacturers knew that they did not know all that could be known of this branch. So they sat at the feet of all three, and learned from each. That is the chief reason why the Americans made such rapid progress in so short a time ; they were open to conviction.” Especially in the banking business opposition to higher education dwindles more and more. In the New York Stock Exchange a college-bred man is no rarity. But what is more important, if you talk with a member of the exchange who has not enjoyed a higher education he will never recommend for his sons a school education such as he had to content himself with, but will have them go to college. The owner of one of the first New York banking institutions, who just at the time of my visit was debating with himself as to whether or not his son should enter a college, said to me as follows: “I do not belong to the college enthusiasts. I see plainly that the argument in favor of a college education for a future business man may be met with weighty counter arguments. But despite it all, I also see that the decision will be in favor of the college. For if my son does not attend a college he will, later on, have friends who have received a higher education, and in this circle he will be the only one without it. This is so important for the future that it will probably decide me to send him to college, although I might be convinced (which, however, is not exactly the case) that a college education is of no special use to a banker.” Before I returned to Europe I met the son of this gentleman as a freshman at Yale, and one of the Amer¬ ican political economists to whom I related my conversation with the father said: “That man has grasped the situation. It is all up with the high position of the Amer¬ ican business men in the life of the nation when they fail to acquire a higher educa¬ tion. ”- In no branch of business, however, is the desire for the academic education of the younger generation for the leading positions so almost universal as in the transporta¬ tion business. Here the movement for higher education finds no opposition. This is owing to the peculiar position which distinguishes those charged with organization in the transportation business and their education. Viewed from the standpoint of the theoretic education required for an organizer, the system of transportation has one peculiarity which it shares with absolutely no o her branch of business activity. The specific mark of distinction of an organizer may be said to be essentially this, that he understands how to secure execution of his orders even in his absence. There 106 EDUCATION REPORT, 1905. is only one branch of business in which personal absence of the manager results from the very nature of the business operations. That is the branch which has to effect changes in space, i. e., transportation. In all other branches of business there may or may not be, far from the central establishment of the owner, depositories, ware¬ houses, branch houses, agencies; but in the transportation business the absolute requirement is that the cars proceed to a distance, and that hundreds of stations should work according to the same system, which system can be contrived and set into motion only at the central office. Hence, transportation business is the highest school for business organizers. A talent to devise for the concrete requirements of practical life rules and regulations which are rigid enough to secure uniformity, and elastic enough to guarantee their general applicability, is required and utilized, i. e., in the business world the business of transportation is that point where the demand for the faculty of abstract thought is most acutely felt by the man of business. Never before have I become so conscious of the high price we in Germany have paid for making the business of. transportation a Government affair as when I viewed the apparently far-removed subject of commercial education. In America not only the entire system of railroads is in the hands of private individuals, but also the tele¬ graph and telephone systems. The fact that railroad presidents are not State officers as in Germany, but business men, and that a not inconsiderable number of wholesale merchants and manufacturers go through the school of transportation business in their younger years, or give it the results of their experience in later years, has given the American business world quite a different position in the social structure of the nation. One only needs to imagine what a different aspect our German business world would assume, how differently.it would be regarded, if railroad, telegraph, and telephone men were part of that world. I will not have it understood that I am in principle opposed to government acquisition of the means of transportation, but one need not be an opponent of state railroads in order to emphasize the social dislocation which has taken place with us compared with other nations. One may be in favor of the purchase of an object and yet be keenly conscious of the high price involved. At any rate, it was necessary to point out the vastly different social aspects of the busi¬ ness men of the two countries when the attitude of the American business man toward academic study was to be explained. a A certain intimate connection between the business world and the scientific world displays itself in America not exclusively in the form of an aspiration for academic education for the future generation. The present generation of business men also par¬ ticipates in the literary life of the nation more actively than in Germany. More fre¬ quently than with us we meet in scientific periodicals with essays upon American affairs written by business men. Thus, for instance, last year a practical banker (€h. A. Conant) discussed “The Limping Standard” in one of the most noted period¬ icals devoted to political economy, “ The Political Science Quarterly.” A book val¬ uable for its abundance of practical information concerning the frauds perpetrated in speculation, even though it may not be considered strictly scientific, is the one of John Hill (of the Chicago Board of Trade) entitled “Gold Bricks of Speculation.” 'When on the occasion of the centennial in 1895, a memorial on American trade was published (“One Hundred Years of American Commerce,” edited by Chauncey M. Depew), a large number of American business men contributed to this literary enterprise. The history of boards of trade was treated by Orr, president of the New York Board of Trade. The director of the well-known Bradstreet Company (Ch. F. Clark) wrote on more gen- a The inquiry of Thwing, mentioned before, nevertheless contains also a considerable number of replies from railroad men against college education (see pp. 68-74 of his book) ; but this may be attributed to an innate sense of justice on the part of the author, who attempted to represent the opposite side of the question generously, so as not to appear to slight it. Bat even after reading this side of the question, there is not a doubt of the fact that by far the great majority of Tailroad business men favor academic education. HIGHER EDUCATION FOR BUSINESS MEN. 107 oral subjects. Foreign trade “from tlie standpoint of a trader” was discussed by Oil. X. Flint of the firm Flint, Eddy & Co., of New York; Wall street was discussed by Y. P. Townsend, president of the Bowery Savings Bank; Advertising in America, by F. W. Ayer, of Philadelphia, of the firm N. W. Ayer & Son; the telephone received attention from the president of the American Bell Telephone Company, Y. E. Hudson, of Boston ; W. Lawrence, president of the National Wool Growers’ Association, wrote on American wool production. Without pronouncing upon the average value of these eon tribut ions, it must be acknowledged that there is in them a great deal of information which one would look for in vain in the scientific, writings of theoretical men. I had been assured that there was no literature in America on American boards of trade which would give me as much as an entering wedge for further investigations. In the memorial mentioned, however, I found this wedge. At any rate, this literature shows that the business profession is itself beginning to use the pen concerning its own affairs. In Germany such a book as the one mentioned would be written almost exclusively by secretaries of boards of commerce and university teachers, among whom a merchant as author would feel like Saul among the prophets. That part of the American business world is interested in higher commercial educa¬ tion, is anxious to guide scholarly investigations toward subjects of interest to business men, in order to show by discussing them what significance theoretical knowledge pos¬ sesses for practical life. The means to this end is the prize contest. In Chicago the wholesale clothing firm of Hart, Sehaffner & Marx has offered four prizes, one each of $1,000, $500, $300’, and $150, for essays on the following seven themes: L Causes and extention of the modern industrial progress in Germany. 2. To what causes may be attributed the late success of American competition in European markets. 3. Influence of trusts and combinations upon the condition of American laborers. 4. Economic advantages and disadvantages of the present colonies for their mother countries. 5. Causes of the panic of 1893. fi. What form of education can be recommended for the industrial uplift of the Amer¬ ican wage-earners? 7. What educational method is best suited to future business men? This competition is open, as it seems, to scientific investigators as well as to students as an exercise; the first two prizes are intended for persons who have graduated from a college within the last ton years, the other two for students. Participation of business men in the movement for higher •commercial education is, however, active in a still stronger sense of the word. Distinguished representatives of the American business world have ascended the lecture platform, in order themselves to teach the young men what they thought they ought to know. The University of Chicago has printed the lectures which were delivered in its College of Commerce and Administration by practical business men on their own profession. These lectures form the first volume of the publications of the college in 1904. [The author here quotes the list of contents, giving names, positions, and subjects of the lecturers. — Translator,.] Almost equally significant with the participation of these business men in college work is their reception by the representatives of the learned world. The editing of this collection of lectures was done by Prof. H. B. Hatfield, the introductory essay was written by Prof. J. L. Lauglilin. Professor Hatfield in his preface admits that he is in no wise an enthusiastic adherent of the opinion that the university should make it its mission to educate for business. “But,” he continues, “though the universii y can not undertake to educate for business, it can itself be educated by business men, who bring to it new points of view, an intellect of refreshing vivacity, helpful criticism, and activity of mind, even — suggestive errors, all of which is adapted to shake the 108 EDUCATION REPORT, 1905. faitli of the man of academic learning in dogmas, or at least induce him to examine anew the claims of his dogmas to sovereign authority.” Reaching back into the his¬ tory of political economy, he reminds us of what this science owes to Ricardo, the stock broker, to the banker Newmarch, the manufacturer Montchretien, the merchant Gresham, etc. Among American economists, Professor Laughlin certainly belongs to those who most decidedly adhere to the demand for exact definition, and it is by no means an accident that the representative of this tendency has taken the leadership, as it would seem, in drawing practical men into the debate. Cooperation of abstract thinkers and men of concrete business practice is certainly a union creditable to both parties. In consequence of the active and widespread interest in higher commercial educa¬ tion, it was but natural that the great associations in the American business world should begin to move in the matter. That the American banking interests advocated higher education, and that the American Bankers’ Association expressed itself in this sense, is well known even in Germany. In 1904, during its annual meeting, the National Board of Trade passed unanimously a resolution for the establishment of commercial departments in universities. Here also was shown how far academic edu¬ cation has already extended among business men. The mover of the resolution, Doctor Holland (Pittsburg) could state the case briefly, by saying: “A large number of you gentlemen are college men yourselves.” The present attempts at establishing in Columbia University a department of higher commercial education are aided by the New York Board of Trade. After all that has been said the question may arise among us whether or not higher commercial education in America is not on the road to become altogether too theo¬ retical. To settle this we may be reminded, in the first place, of the fact that college students who contemplate entering on a business career often establish a certain con¬ nection with business life by using their vacation to work in business houses. In the Wharton School of Finance in Philadelphia an employment committee arranges for such employment. Not only for the purpose of preparation for future employment, but also for the purpose of present support, the earning of money plays an important role with many students. The Americans themselves are not quite agreed in judging this part of college life. Generally the college is considered an aristocratic institution, and the young dandy, as in England, is often looked upon as the typical student, who goes to Harvard or Yale simply to enjoy college life, or, as we say, “sich dort Studien halber aufhalt.” Indigent students who get through their college life by working hard and wrestling with poverty are thought to be exceptions. But one hears the opposite view frequently, namely, that the combination of study and earning one’s livelihood is characteristic of America; that the great number of students who earn their own support is the most convincing proof of the general accessibility of the col¬ lege, and gives to the college a downright democratic character. During the year 1904 Prof. Orlando F. Lewis, of the University of Maine, made the attempt through an inquiry to ascertain what proportion of students earned their own support. The answers differed greatly. For some colleges the percentage was 60, 70, and even 90; Chicago estimates it at over 50, and even universities of a certain aristocratic tradition, like Cornell and Yale, reported estimates of 25 and 10 per cent. That in this regard America entertains different social views from ours is beyond all doubt. I have not been satisfied with listening to stories of students earning their livelihood as waiters, and this even in dining rooms of universities where they serve their own fellow-stu¬ dents. I have seen with my own eyes that this is true, and hence have no occasion to distrust the often made statement that outside of the time of serving meals the inter¬ course between servitor and served shows no trace of this relation. However, I believe the assertion that this earning one’s living does not affect the social position of the students rests upon an optical illusion of the Americans. For from the highest social stratum of American students, the fraternities, are already excluded so many strata HIGHER EDUCATION FOR BUSINESS MEN. 109 standing socially high that the exclusion of the poorest, and especially the exclusion of waiter students, is not noticeable. Above all, there acts as a mighty counterweight to making the higher education too theoretical the whole American life. America is, despite all, the business continent. He who there grows up is reared in a commercial atmosphere. Hence, what I have said concerning the estimation in which theoretical knowledge is held there, is not to be understood to mean that I intended to call in question that characteristic of American life. But the statement that in America the dollar is king is made so often that it would seem quite proper for the observer to designate the limits within which it is true. In the sense in which such statements are made concerning America to-day, they are untrue in two particulars: First, they create the impression that the land of the dollar hunters values only immediate gain, and has no mind for a scientific education which, though not offering immediate returns, guarantees future business success. This neglect of culture, it may be said, is found here and there, but it is neither as general nor as great as is believed in Germany.® The contrary opinion, it seems to me, is spread¬ ing throughout the country. Aside from that, in the second place, it is not correct to say that in American life the possession of material things alone is valued. The worth of the ideal possessions of mankind is recognized also on the other side of the ocean. And in the American movement in favor of higher commercial education the moving force is not only the desire for better equipment for making money (although this desire is quite praiseworthy), but also the fact that the. representatives of the business world wish to secure their share of the ideal possessions of the nation. In briefly summarizing my observations concerning commercial education, I may say that I left America with other views than those I had when I landed . I had come to hear what disadvantages the practical Americans apprehended from such higher education for business men as had been planned for Germany, and I found that the most essential difference between American and German commercial education consisted in one thing only, namely, that we have practical preparation in the form of commercial apprentice¬ ship, while in America there is no such arrangement. In emphasizing this point, I mark the chief result of my investigations in America. Furthermore, that this circum¬ stance does not play a role in the hitherto existing literature on the subject, is owing to. the fact that theoretical instruction and the system of apprenticeship belong to two separate branches of literature, while to the observer who travels from place to place in order to learn the conditions prevailing, and not to write a book, the whole subject unfolds itself in all its aspects. If this difference between American and German commercial education be recog¬ nized as fundamental, and considered as vital, it follows that the highest principle governing the movement for higher commercial education in Germany must be not to repress, even indirectly, the system of apprenticeship. Then we may, with refer¬ ence to any apprehended injurious effects of theoretical instruction, quietly proceed in our plans, being sure of the backbone of practical preparation. The second result of my journey is the recognition of the fact, that the higher educa¬ tion of the American business man depends primarily not on attending higher commer¬ cial institutions, but on his participation in college life in general. This fact places the problem of higher commercial education even for Germany in quite another light. The question is, for what purpose is an academic education demanded in Germany for members of the business class? I do not believe that the chief purpose is to fur- a In Germany, Andrew Carnegie’s utterances in this regard are considered as characteristic of puhiic opinion in the American business world. But Thwing has shown us (pp. 29-42 of his book) that not even Carnegie’s views are as consistently antiacademic as is commonly believed. Furthermore, Carnegie stands alone among his associates in his views, so far as they refer to higher commercial education. The speaker during the commercial congress who advocated so warmly and so successfully the establishment of higher commercial colleges, came from Pittsburg, and claimed to be a personal friend of Carnegie. That persons who are his intimate friends do not share his opinion in this regard, is quite in accord with my own observations. ED 1905— VOL 1 - 11 110 EDUCATION REPORT, 1905. nish them with the positive technical knowledge needed in the prosecution of their business. According to my ideas, the movement has arisen primarily from the desire to open the portals of higher institutions to business men for a general higher educa¬ tion. Our time is groping in the dark for a new ideal of culture, which will of course include the traditional group of learned men of the nation, but will not permit them to pass for the exclusive possessors of culture. The commercial class in Germany, intending to establish commercial universities, demands with us (as is very clearly the case in America) its part in the highest national culture, the essence of which consists in this, that in aspiring to the highest it recognizes no scholastic restrictions. If this be considered the essential aim of the German commercial university move¬ ment, the question with which this report began — namely, whether in practical America injurious effects are apprehended from the introduction of academic educa¬ tion for business men — can not be put. For as circumstances now are in America, academic education of business men, that is, fellowship of highly educated business' men with cultured men, is already an accomplished fact. And however paradoxical it may sound, I can not formulate the impression I am bringing away from America in any other way than by saying that for prominent German business men also a university education is needed, because otherwise they will fall behind their American colleagues, especially in the estimation in which they are held by other members of the nation, an estimation which conditions their vital power and spirit of enterprise. But whether in particular for the future German commercial university, especially for that in Berlin, much may be borrowed from the American system of education, is difficult to say, owing to the great differences between the two systems. America has especially favorable conditions for the solution of this problem. On the one hand, it has the college, which offers general culture to all professional men in a form adapted to the commercial class. On the other hand, the premium which in the social life in America is set upon fellowship with the educated classes, is not high enough to justify apprehensions of educated business men being designated, as in Germany, “Latin merchants.” Of the intensity of that fellowship we have no clear conception in Germany. Whoever is a graduate of Harvard remains a voting member of the uni¬ versity for life. He has a vote five years after his graduation upon all decisive ques¬ tions submitted to the alumni. He always remains the classmate of all the members of his date found in the pulpits and the courts of the country. Everywhere in Ameri¬ can cities university clubs are formed, to which only A. B. men have admittance, and in which merchants with a college education are as well represented as the mem¬ bers of professions in respect to which, by tradition or necessity, an academic educa¬ tion is taken for granted. This is an end which we can not reach with our German commercial university movement. As for America, the existence of the college is the starting point for all academic education of business men, so for us in Germany there is the negative fact, that every institution for general culture which goes beyond the gymnasium, formerly existent in the universities, has been lost to us. The highest culture is, with us, con¬ nected with professional schools, and the commercial universities will have to be pro¬ fessional schools also. Hence these schools will be obliged to offer a high commer¬ cial education which includes as many elements of general culture as possible and place that culture in the foreground. The consciousness of belonging to the schol¬ arly classes, which may be comparatively harmless under American circumstances, would lead in Germany to an embittering division of the mercantile class into two sections, which would change into its opposite any advantage derived from the move¬ ment for higher commercial education. Otherwise expressed, I believe that one of the essential objects of the German movement for higher commercial education has been secured already in America; that we, however, can not reach that object in the same way, but must strive after it in an opposite way. CHAPTER YH. EDUCATION IN LIBERIA. By George W. Ellis, Secretary of JJ. S. Legation at Monrovia. The great drift of economic effort is toward the Tropics. The indications are that the Tropics will furnish the battlefield upon which the future is to witness the struggle of the nations for the industrial mastery of the world. There is little doubt but that this economic effort will be accompanied by an intellectual movement that will work mighty changes upon the mind and heart of Africans. With the passing of the years the control and development of tropical peoples and the utilizing and exploitation of tropical resources will grow in increasing importance to the civilized nations of the earth, a I. IMPORTANCE OF WEST AFRICA. The growing congestion of economic and population centers in western nations is demanding more and more the services of the lands and resources of tropical peoples. Africa is the continent of the future, and West Africa is the most inviting commercial field of our time. It is populated by millions born to trade. Unrivaled in the pro¬ ductivity of its soil and unsurpassed in the variety and abundance of its products, West Africa is the home of much that may be utilized for the sustenance, comfort, and delight of man. Tropical nature is wont to sustain the idle and the indolent without the dint of labor. The tendency of the Tropics is toward extravagance. In West Africa the tropical area is so vast that this extravagance is on the largest scale. For these reasons, with the the exception of Liberia, the nations of Europe divided West Africa among themselves. Every effort is being put forth to minimize the dangers of the climate, to commercialize the country, and to harmonize its people with the laws of civilization. And with all the difficulties encountered, West Africa is slowly but surely progressing. H. NATURAL IMPORTANCE OF LIBERIA. Liberia possesses about 5 per cent of the West African coast line. It is an independ¬ ent negro republic, dominated and ruled entirely by black men. It has maintained unimpaired its sovereignty for fifty-seven years. & Strategetic in position, and with an area of 48,000 square miles, it is so rich in natural resources that travelers have called it the £ ‘ garden spot of West Africa. ’ ■ With thirteen ports of entry, it extends 350 miles a Benjamin Kidd, The Independent, September 8, 1894. &Hand Book of Liberia, by S. D. Ferguson, jr. Ill 112 EDUCATION REPORT, 1905. along the coast and 250 miles into the interior, with an- aggregate population of 1,500,000, of whom 25,000 are emigrants from the United States and their descendants. Planted by the American Colonization Society in 1820, Liberia declared its independence in 1847. In language and institutions the Liberians are strongly attached to the United States. Their efforts to educate themselves and to assimilate their native brethren ought therefore to be of interest to the American people.® III. SETTLEMENTS AND POLITICAL DIVISIONS. A fair idea of education in Liberia requires some knowledge of African conditions, the political divisions, and the local distribution of the ruling population. The Re¬ public is divided into four general divisions, called counties, corresponding to Ameri¬ can States, represented by senators in the national government. The counties are subdivided into townships and incorporated cities. The law defines the township to be 8 miles square. It is surveyed as fast as the Americo-Liberian requires it from the public domain. The ruling population is distributed as follows in the 4 counties and 1 territory, along the coast and up the several rivers of the Republic: Americo-Liberian settlements . Counties. Number of settle¬ ments. Montserrado . Bassa . Sinoe . Maryland . . Cape Mount . 24 9 6 7 2 Total . . 48 IV.: LIBERIAN EDUCATIONAL SYSTEMS. Liberia has three separate systems of education operating within the Republic, each under different management and supervision and deriving its financial support from a different source. There is one system maintained by the Methodist Episcopal Church of the United States; another by the American Protestant Episcopal Church; and still another by the Liberian Government. This is explained by the missionary spirit which entered into the causes leading up to the birth of the Liberian Republic. It will not be contended by those familiar with educational work in Liberia that even all the schools comprehended in the three educational systems are sufficient in all respects to meet the educational demands of the Republic. They have thus far, however, been sufficient to protect the institutions of the Liberian people from the downward influ¬ ences of the presence and daily contact with backward peoples; they have demon¬ strated their service in producing leaders in Liberian thought and action and afforded the surest and safest means of perpetuating the highest and best interests of the State. Under discouragements, difficulties, and dangers peculiar to West Africa, Liberian educators, against great odds, are performing a valuable service for the Republic and the African. V. DISTRIBUTION OF THE METHODIST SCHOOLS. The Methodist educational system partly indicates American interest in the future of Liberia. The system is a unit within itself, containing every grade from the primary to the college course. Its schools are scattered throughout the Republic. They are to be found in every county. The committee on education reported to the Liberia a Whitaker’s Almanac, 1904. EDUCATION IN LIBERIA. 113 Annual Conference of 1904, 26 schools, with 43 teachers, and with an attendance of 932 .pupils. They are distributed among the counties as follows: Location and name of institution. MONTSERRADO COUNTY. College of West Africa . Mount Olive . Powelfsville . J ohn son ville . * . Crawford Mission . Caldwell . , . White Plains Industrial School . White Plains School. . . . . . . Crozierville . . . . Harrisburg . Careysburg . . . . Total . . . . BASSA COUNTY. Lower Buchanan. Central Buchanan Upper Buchanan. Edina . Fortsville . Total . SINOE COUNTY. Greenville _ _ • . Sinoe River Industrial Mission . Pishtown . . Total . MARYLAND COUNTY. Cape Palmas Seminary. . . . Big Town Boarding School Mount Town . Garraway . Plebo . Wissika . . . Barraka . . . Total . . . Grand total _ ...... Pupils. Teachers. Schools. 119 8 1 1 1 1 1 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 11 53 35 17 23 40 25 28 315 21 11 25 1 18 1 1 40 1 1 77 1 1 25 1 1 185 4 5 80 2 1 42 2 1 22 1 1 144 5 3 110 3 1 20 1 1 42 1 1 22 1 1 14 3 1 26 2 1 18 2 1 252 13 7 932 43 26 Of the foregoing schools 11 are in Montserrado County, 5 in Bassa County, 3 in Sinoe County, and 7 in Maryland County. At one time both the number of schools and the number of pupils were larger than those reported in 1904. About 50 per cent of the students in those reported are native Africans. In an address delivered in Allegheny, Pa,, November 11, 1901, the superintendent of Methodist education in Liberia, speak¬ ing of the Methodist College, said: “It has as auxiliaries 33 elementary and grammar schools, enrolling 1,223 pupils. Of this number, 522 represent those who were born in heathenism. These are among our brightest and most promising students.”0 During the year 1903, six schools were closed. They were reported to the annual conference of 1904. The lack of funds is no doubt the chief cause for the closing of the six schools. The average attendance of the schools is about 1,000, and is nearly equally divided between the Americo-Liberian and the African. In the October issue of World Wide Missions, 1904, the superintendent states that “about 1,000 students are enrolled in our schools, including both aborigines and Americo-Liberians. The former are increas¬ ing, constituting now nearly 50 per cent of our enrollment.”* 6 a Address by superintendent in Alleghenj", Pa., November II, 1901. & World Wide Missions, October, 1904. 114 EDUCATION REPORT, 1905. VI. THE COLLEGE OF WEST AFRICA. The great center of the Methodist school system is the college of West Africa, located at Monrovia. It was founded in 1839 under the name ‘ ‘ Liberia Conference Seminary,’ 1 with Rev. J. A. Burton as principal. Since that time the institution has suffered many interruptions on account of the illness and death of the teachers and other obstructions. Yet it has gradually been improved as a center for higher culture. Beginning as a seminary with 3 teachers, it is now a college with 10 instructors and several depart¬ ments — theological, industrial, English, normal, college preparatory, and collegiate. It occupies four buildings, with an average enrollment of upwards of 100 students. The president of the college, in The Christian Advocate of September 29, 1904, described the institution in these words: The College of West Africa is one of the few educational centers in Liberia. It is the one central school of our entire Liberian work. It has an interesting history, con¬ temporaneous with the national life of the Republic. A goodly number of leading men and women of the country were students there in their youth. Among its former pupils are Methodists, Baptists, Episcopalians, and Presbyterians. VII. HISTORY OF METHODIST SCHOOLS. The complete history of the rise and growth of Liberian Methodist schools, though interesting, can not be given here. It is interwoven with the larger history and the more thrilling story of the church’s first efforts to Christianize and develop the African upon his own continent. All along the way is marked by the sacrifices of the heroic and services of the brave. I mention the history of these schools more as a deserved tribute to their founders than an actual attempt to trace the real stages of their progress. For the present purpose it is sufficient to note that it was the policy of the Methodist Church to maintain schools in connection with its missions and its chinches, and to encourage self-support. The first missionary, Melville B. Cox, planned to establish schools and missions along the Liberian coast and at the chief centers of population as early asl833.® He only lived, however, long enough to begin his plan. Five mission¬ ary teachers soon followed after his death to take up his labors at Monrovia and else¬ where in 1834. Suffice it to say that the schools had so increased that about that time a superintendent was appointed in the person of Rev. John Seys, who afterwards became minister resident and consul-general of the United States at Monrovia. The White Plains Manual Labor School was established at White Plains. Mrs. Ann Wilkins opened a school at Caldwell. In 1838 Reverend Seys opened another at Heddington. At this time the Methodist schools, under 7 teachers, had 221 pupils. By 1842 the schools had increased to 13 and the pupils to 600. The Monrovia Seminary in 1853, under the principalship of Rev. James W. Horne, had 60 scholars and an assistant teacher. In 1854 Miss Caroline Brown began teaching at Cape Palmas. Miss Mary Sharp began her work among the Kroos soon after Bishop Haven’s visit in 1876, and is still at Monrovia. Under M. Y. Bovard the interior was invaded and schools opened at Boporah and Gintemah. In 1884, when Bishop Taylor came to Africa, the work had somewhat declined on account of the absence of well-equipped teachers. About 1888 the bishop established schools 100 miles up the Cavalla River, and 40 miles south, on a self-supporting basis. But they declined when the natives learned that the Liberians were receiving American aid while they were not. These schools had reached the point where they had at each station a nursery mission for children under 6, to be taught English, the industries, and the vernacular, after the manner of Froebel’s kindergartens. When Bishop J. C. Llartzell came, about 1897, the Methodist schools received new impetus and were carried forward to their present high organization, efficiency, and proportions. The seminary became the College of West Africa, the culture center of a unified Methodist school system extending throughout the Republic. The work at the Cape Palmas Seminary was strengthened, and new blood and brains supplied to a Missions and Missionary Society of the Methodist Episcopal Church, by J. M. Reid, D. D., vol. 1. EDUCATION IN LIBERIA. 115 the Methodist educational institutions in Liberia. Though through sickness, death, and other obstacles the work at many points had been often interrupted in the past, the church seemed now determined to take up the broken threads and to see that the memorable words of the heroic Cox should not fail: “Let a thousand fall before Africa be given up.” VHI. ADMINISTRATION OF METHODIST SCHOOLS. The administration of Methodist schools is in the hands of a superintendent , who is also president of the College of West Africa at Monrovia. The average school term is about nine months. There are only two seasons here, the wet and the dry. The former begins about May and ends with November, a period of about seven months. The latter includes the five intervening months, with variations at the dividing line. The schools generally begin in February and close with November. With some modi¬ fications the schools are fashioned after American schools. They have a mid-term vacation of a month in July, no doubt suggested by local conditions and the vacations of the English. Besides, they have the Christmas holiday, Thanksgiving, and the national holiday of July 26 in commemoration of the birth of the Itepublic. At the close of the school term there are written examinations held by the teachers. But in addition to these, oral examinations in the higher schools are held in the pres¬ ence of an examining committee, appointed generally by the trustees, and in the presence of the general public, suggestive of the public examinations held in the Ger¬ man industrial schools in the presence of an examining board appointed for the pur¬ pose.® In both the passing of the student depends upon the recommendation of the committee or board. But there is this difference, that in Liberia the students are open to questions from the general public. If this practice is open to objection in Germany, experience justifies it in Liberia, for the student is seldom embarrassed by the visitor desiring to display a mere smattering of knowledge at the expense of the student. IX. SUPPORT AND TEACHERS IN METHODIST SCHOOLS. The support for Liberian Methodist schools is mainly from the Methodist missionary board, and is included in the support given to missionary work in general. Some financial aid is rendered by the local church at Monrovia by supporting scholarships in the College of West Africa. The Liberian Government gives the White Plains Industrial School $500 annually. A few individuals in America give some food and clothing for native children, and still others support native scholarships in the College of West Africa and in other schools. Every now and then the superintendent, Dr. A. P. Camphor, visits the United States, during which time he solicits aid for scholar¬ ships in the Methodist College at Monrovia. These scholarships are $25, $50, and $100 per annum. It is largely in this way that the native children are supported in the Monrovia College. The salaries for the support of Methodist teachers and professors are from the Metho¬ dists of the United States operating through their board in New York. Prior to 1880 the total allowance for missions in Africa had exceeded $37,000. The want of proper protection to mission stations in. the interior, and the sickness and death of teachers, together with other difficulties attending the work, had led the general committee to reduce the appropriation for Liberia from time to time, until about 1879 it was as low as $4,500. The chief cause for these reductions was the desire on the part of the church in America to develop a church in Africa that was self-supporting. Under this policy the schools suffered very much. In 1880 the Liberia Annual Conference debated the question of establishing the autonomy of the church in Africa on account of these reductions in the appropriations. And though the proposition was finally rejected, the fact that it was considered no doubt very much affected the American church, because the board addressed an appeal to the Liberian conference to prevent the sepa¬ ration ; and there is little doubt but that this effect worked its way into the appropri¬ ations, and thus much affected the financial support for teachers and schools. a Daily Consular Reports; report by Deputy Counsul Meyer, Chemnitz, Germany, 1904. 116 EDUCATION BEPOKT, 1905. The teachers in the common schools are not given a salary, bnt are given about $75 per annum as a contribution to encourage them in their work. They are generally Liberians, and are engaged in some other means of support. This small contribution is a temptation to incompetent teachers to do inefficient work. The diversion of a part of the teacher’s time to other work in order to maintain himself is fraught with great damage to the Methodist common-school system in Liberia. And yet it is far superior to what it has been at times before, in the efficiency of the individual school and in the general unity of the system. Much credit is due to Bishop J. C. Hartzell, who has strengthened the work at many points. The total appropriation for the Liberian mis¬ sion now is about $13,000. From this amount the teachers are paid. The teachers in the White Plains Manual Labor School, the College of West Africa, and the Cape Pal¬ mas Seminary are generally sent out from America, and their salaries range from $300 to $1,000 per annum. The latest acquisitions which Bishop Hartzell has made for the Liberian work are in the College of West Africa, in the persons of Prof. T. It McWil¬ liams, professor of science, and Dr. Ernest Lyon, American minister, in the department of theology. The scientific department in the College of West Africa, under Professor McWilliams, established by Bishop Hartzell, is the only one in Liberia, and its equip¬ ment for experimental work in chemistry and physics compares favorably with that of similar institutions in the United States. X. PROTESTANT EPISCOPAL SCHOOLS. Much that I have said about the administration, general features, difficulties, and sacrifices attending the rise and growth of the Methodist school system in Liberia is equally true of the Protestant Episcopal school system, and need not be repeated here. I shall call attention therefore only to some distinguishing and distinctive traits. Both systems express American interest in the ultimate destiny of this negro State. Both began operations in Liberia about the same time, the former in 1833, the latter in 1830; and under the influence of the noblest’ philanthropy both have built up by similar methods school systems which have for their purpose the realization of a common end. XI. THE CHIEF PROTESTANT EPISCOPAL SCHOOLS. The Protestant Episcopal system of schools in Liberia is grouped about four chief schools, the central one of which is the Hoffman Institute and High School at Cape Palmas. This is the most important institution in the work, and is generally known as Epiphany Hall. The hall has three departments, the high school, the collegiate department, and the divinity school. The collegiate department affords the students an opportunity for a liberal culture, and in the divinity school candidates for Holy Orders are trained for the work upon the ground. In 1903 there were 120 young men in the entire hall, under the efficient principal, Prof. P. O. Gray. During Profes¬ sor Gray’s five years’ service the standard of the school has been much elevated, and its progress along all lines has been very marked. In the divinity school there were in the same year (1903) 9 candidates for Holy Orders. In 1904 there were 110 students in the hall, eleven of these being in the collegiate department and four in the divinity school. The important function discharged by the divinity school in the uplift of the mission work is revealed by nothing so strong as by the fact that one-half the clergy in the district are graduates from this department. a In addition to Epiphany Hall there are three other important schools in the systeni, namely, the girls’ school and orphan asylum at Mount Vaughan, near Cape Palmas, St. John’s School at Cape Mount, and the girls’ school at Clay-Ashland. In his report for 1904 the Right Reverend Bishop Samuel David Ferguson said of the girls’ school at Mount Vaughan: “The management of the school has for many years been com¬ mitted to the care of Mr. James J. Neal, whose efficiency, zeal, and devotion have a Report of the Missionary Society of the Protestant Episcopal Church, 1904, p. 148. EDUCATION IN LIBERIA. 117 brought that institution to the high level it has attained.” « For that year there .were 82 boarding and 19 day scholars. At the last annual examination, June 28, 1904, the girls gave evidence of the real service of the school. St. John’s School at Cape Mount is a school for boys, the superintendent of which is the Rev. Nathan Matthews, assisted very ably by Miss Agnes P. Mahoney, now acting superintendent. I have had the pleasure of visiting this school and can speak of its service and usefulness. It deserves the commendation given it by Bishop Ferguson in his report for 1904: “ The superintendent, the Rev. Nathan Matthews, by his efficient management and devotion to the work, is effecting radical changes in the discipline of the school, elevating its moral tone, and setting it upon a higher basis for future usefulness. ’ ’ The enrollment for the year is 80 boys. The girls’ school at Clay-Ashland, under the Rev. J. Frith, a former professor in Liberia College, is doing as well as could be expected. During the year 1903 the school was transferred from Cape Mount. As yet suitable quarters on the new site have not been completed. For the year 1904 there were 27 boarding and 9 day schol¬ ars in the girls’ department and 14 boarding and 22 day pupils in the boys’. Every effort is being made for suitable buildings in a more favorable locality. The exami¬ nations held in June last showed interest and progress. XII. PROTESTANT EPISCOPAL PRIMARY SCHOOLS. Besides the schools already given there are a number of parish schools maintained in connection with the Protestant Episcopal Church in Liberia, and which cluster about the several chief schools of the system. Following are some statistics of these schools taken from the Bishop’s reports to the Protestant Episcopal Missionary Society for 1903 and 1904: Statistics of Protestant Episcopal Schools in Liberia. [D=Day; B= Boarding; N=Native; L== Liberian.] Districts and stations. 1903. 1904. Schools. Pupils. Schools. Pupils. Day. Board¬ ing. Day. Board¬ ing. D. B. N. L. N. L. D. B. N. L . N. | L. MONTSERRADO COUNTY. Monrovia . 1 21 24 1 31 18 St. Augustine’s. . 1 "i' 2 2 8 20 1 .... 5 4 4 | 35 Clay-Ashland . 2 2 3 20 19 25 2 2 32 41 25 16 Caldwell . . New York Settlement. . . . Crozierville i 29 Cape Mount . 1 1 80 80 1 1 .. ! 80 I... . BASSA COUNTY. Buchanan . 3 29 43 2 24 56 Edina 2 21 23 1 19 27 Tobacconee . . 1 i 30 26 "f. ! 26 1.... SINOE COUNTY. Greenville 1 21 37 1 i 25 60 MARYLAND COUNTY. Harper . 2 l 35 36 65 15 2 1 9 ! 116 73 9 Hoffman 4 l 141 3 12 3 1 I 154 1 18 .... Cavalla 2 39 2 1 40 1 6 .... Rocktown„. 6 i 90 11 3 2 119 j 2 i 17 .... Sodoke . 4 4 66 11 37 *6’ 2 4 60 1 ! 39 !.... 4 3 56 38 2 3 44 I 42 .... Cuttington 1 1 77 28 77 ’28’ 1 1 3 ! 88 22 Cavalla River. . . . 4 2 72 13 3 5 36 1 35 .... Total . 38 18 783 227 386 27 23 601 354 | 453 | 82 a Report of the Missionary Society of the Protestant Episcopal Church, 1904, p. 148. 118 EDUCATION REPORT, 1905. A slight examination of the foregoing table discloses that for the year 1903 the Protes¬ tant Episcopal Church in Liberia had a total of 56 schools with 1,490 scholars. There were 2 schools in Cape Mount, 7 in Montserrado County, 7 in Bassa, 1 in Sinoe, and 39 in Maryland County. A little more than 32 per cent of the total number of schools were boarding schools, and nearly 70 per cent were in Maryland County, wjhile 73.5 per cent of all the scholars were native Africans. Thus the Protestant Episcopal Schools contained 23.5 per cent more native Africans in 1903 than the average estimate of the superintendent of the Methodist schools. For the year 1904 the total number of Protestant Episcopal schools was 50, with a total of 1,490 scholars, a decline from the previous year of 6 schools, but with no loss of scholars. Continuing the comparison, there was a loss of 1 day school at Cape Mountj the gain of 1 day school in Montserrado County, the loss of 3 day schools at Bassa, and in Maryland County a loss of 8 day schools and a gain of 5 boarding schools. In other words, there was a decline of 10.7 per cent in the number of schools, a little more than 6 per cent in scholars, the native African sustaining 6.2 per cent loss and the Americo- Liberian 9.3 per cent. In two material particulars, for some time past, the Protestant Episcopal schools have had the advantage of the Methodist schools. The first, and perhaps the most important, is in the matter of supervision. In West Africa this is very material. The difficulties and expense of travel discourage visits to various fields of the work. The natural effect of climatic conditions is to impair one’s desire and ability for intellectual and physical labor. Everywhere there is a tendency to do as little as possible, and many neglect what they might just as well have done, on the theory that they are in the Tropics. The superintendent of the Methodist schools is also president of the Col¬ lege of West Africa. The efficient discharge of the duties of either position would justify the undivided attention of one man. On the other hand, the Protestant Episcopal schools have had the personal supervision of the bishop, residing in Liberia, and visiting the schools in connection with the church work in general, while the bishop of the Methodist Mission has visited Liberia only about once a year, and having so much other work in Africa, could not be expected to have made Methodist schools the visits which the bishop has been able to make to the Protestant Episcopal schools. Moreover, the Liberian and the native African have few conveniences. The native African is poor because he does not understand how to enrich himself from the wealth of his surroundings. Both are therefore much impressed by the dignity of position and the power of wealth. One can imagine, then, the inspiration which the Protestant Episcopal schools have received from the presence of a resident bishop visiting from time to time in his private launch the various stations in his work. The election of a resident bishop for Liberia by the Methodist Episcopal Church will greatly strengthen the force and efficiency of the Methodist schools in Liberia. The next advantage of the Protestant Episcopal schools in Liberia has been in the salary of the teachers. In the Methodist common schools a contribution of from $50 to $75 per annum is made to the teacher. In the Protestant Episcopal parish schools, the salaries of the teachers range from $150 to $300 per annum. The lowest amount received in the latter class of schools is at least twice the greatest amount received in the former. Very much more depends on the salaries paid to teachers in the public schools than is ordinarily supposed. Small salaries have a tendency to injure the service in which they are paid, and at times this tendency is strikingly manifested. They too often attract the incompetent, to whom a salary is a harmful charity. Low salaries repel the proficient teachers, who seek that employment which will* sustain a living in accordance with their standards. So that the natural tendency of the supe¬ rior salaries in the Protestant Episcopal schools has been much in their favor. EDUCATION IN LIBERIA. 119 The President of the Republic, Arthur Barclay, who is a member of the Protesant Episcopal Church, in his inaugural address, January 1904, speaking of the Methodist Episcopal Church, had this to say: I am glad to see that the Methodist Episcopal Church has resumed its missionary operations among the heathen tribes. Liberia is its oldest missionary field. The heathen tribes are almost untouched by Christian influences. The progress of the faith of Islam has been, I believe, exaggerated. And the following of the Protestant Episcopal church: The educative and religious work of the Protestant Episcopal mission in the county of Maryland has been of enormous political use to Liberia. I am afraid that our people have appreciated neither its value nor its significance. Its idea of rearing up a native pastorate, which has not been followed up lately, owing possibly to the unfortunate events of 1874, was a grand one. Let us hope that the work in that direction will be resumed and pressed. We were to blame for the troubles of 1875. The Republic has nowhere in the country more loyal and devoted citizens than among the Christian Greboes of the county of Maryland, and we must thank the Episcopal mission for it. It is helping us, too, by its work among the Yey tribe. XIII. LIBERIAN PUBLIC EDUCATIONAL SYSTEM. The Republic of Liberia has a bureau of education, in connection with which it maintains a complete system of public instruction. It is not our present purpose to trace the various evolutionary stages of this system from its birth, as a few salient facts in its history will serve us better. It is based upon the following legislation : 1. An act providing f or common schools. It is enacted by the Senate and House of Representatives of the Republic of Liberia in legislature assem¬ bled: 1. That there he established in each settlement and township in the several counties of this Republic at least one common school — said schools shall be under the entire control of the several school commit¬ tees hereinafter ordained to be elected. The said committees shall make rules for the government of the same and are authorized and enjoined to employ a faithful and competent instructor for each school. Each teacher shall furnish the committee at the end of each term a full and detailed report of the state of the school — the studies prosecuted, the number, age, and sex of scholars, the time of entrance, and all such other matters as may be deemed important. All such reports shall be laid before the legislature. 2. That the annual sum of one thousand dollars be, and the same is hereby, appropriated to be drawn out of the treasuries of the several counties. Said sums shall be appointed [apportioned] among the several towns according to their number of inhabitants, to be applied exclusively to the support of the common schools of this Republic. 3. That the several towns and villages in their municipal capacity are authorized to levy an annual tax upon all male inhabitants over the age of twenty-one years — and the amounts so raised shall be applied as directed in the second section of this act. The several school committees are hereby authorized to draw quarterly for the amounts due to the schools of which they may have the supervision: Provided, however, That in no case shall any one teacher receive more than four hundred dollars a year. 2. An act creating an interior department. It is enacted by the Senate and House of Representatives of the Republic of Liberia in legislature assem¬ bled: Section 1. That from and after the passage of this act there shall be created a new executive depart¬ ment of the Government of the Republic of Liberia to be called the department of the interior, the head of which department shall be called the secretary of the interior, who shall be appointed by the President of the Republic of Liberia, by and with the advice of the Senate, and who shall hold his office by the same tenure, and receive such salary as may be determined by law, and who shall perform all the duties assigned to him by this act, and who shall appoint a clerk of his department. Sec. 2. And it is further enacted, that the secretary of the interior shall exercise and perform all t he acts of supervision and appeal in regard to patents now exercised, according to law, by the secretary of state. He, the said secretary of interior, shall exercise the authority of supervision and appeal over all land commissioners, over all marshals, clerks, and other officers of the court, over all native commissioners, over all commissioners of public buildings, over all discoveries of inetals and minerals or other articles of value on the domain of the Republic of Liberia. 120 EDUCATION REPORT, 1905. Sec. 3. It is further enacted, that the secretary of the interior shall have committed to him, subject to the direction of the President — 1. The educational interests of this Republic. 2. The extension of the laws of this Government to the aboriginal citizens of the same. 3. All correspondence and negotiating of treaties and alliances with native kings and chiefs beyond the jurisdiction of this Government. 4. The advancement of the operations of agriculturists by contracting, when necessary, for a supply of laborers on such plans as he shall devise and procure them and have them employed with humanly and justly, and fairly paid [sic]. 5. The improvement and regulation of cities and towns of this Republic. He, the said secretary of interior, shall also have, subject to the President, authority to assess additional taxes in the cities and towns of this Republic for the maintenance of the schools of the same which additional tax shall be exclusively for the school of the city or town in which the assessment is made. 6. He shall cause this additional tax to be deposited in the treasury or subtreasuries of the Republic, and he shall draw upon the secretary of the treasury for such portions of the school fund as the secretary of the treasury shall be at liberty by the warrant of the Persident, to draw from the treasury or sub¬ treasuries of this Republic. 7. He, the said secretary of the interior, shall cause this provision for an additional tax to extend to the aboriginal citizens of this Government. 8. He shall direct the native commissioners of the counties and require a quarterly report of their doings. Sec. 4. And it is further enacted, that the said secretary of the interior shall procure and introduce into this Republic the most approved and efficient educational system subject to such mendatories[sic] as the circumstances of the country may require or the progress of the age shall demand. Sec. 5. It is further enacted, that the educational system of this Republic shall be compulsory upon every parent, guardian, or citizen having in his legitimate control any child or children, apprentice or apprentices, male or female, of the age of eight years and not over sixteen years. And the said parent, guardian, or citizen having a child or children, apprentice or apprentices lawfully in his or her possession, shall be, and is hereby required to send him, her, or them to the public school or some other school, where the subjects of a good English education are taught, three days in a week excepting vacations and Saturdays unless some unavoidable circumstance shall prevent, which shall be made known to the teacher to be regularly recorded in the' journal of the school. Sec. 6. It is further enacted, that any parent or guardian, male or female, possessed of a child or chil¬ dren, apprentice or apprentices as aforesaid, violating the provisions of this act by unnecessarily neglect¬ ing to send him, her, or them to school as aforesaid, shall be fined in a sum not less than fifty cents nor more than one dollar for each neglect. Sec. 7. It is further enacted, that the secretary of the interior shall appoint, with the approval of the President, two school commissioners in each county, whose duty it shall be to examine all applicants to teach in the public schools in their respective counties in the branches of an English education and certify their competency to the secretary of the interior with their recommendation for employment. Said school commissioners shall examine the schools of their respective counties quarterly and make requisitions upon the secretary of the interior for suitable books and facilities for their different opera¬ tions. They shall aiso report quarterly to the secretary of the interior the condition and all the particulars of their schools. They shall likewise, without partiality, recommend the discharge of immoral, incompetent, delinquent, or indolent teachers. They shall, upon information given them by the teacher, who, or his school journal, shail be evidence in the case, prosecute before any justice of the peace for every violation or violations of the provisions of this act, and said justice of the peace shall be compelled to hear the said evidence of the defense and to acquit at the expense of the losing party, or to give judgment in favor of the school commissioners in a sum agreeable with the provisions of this act. Sec. 8. It is further enacted, that all fines imposed by a justice of the peace for infraction of a provision of this act shall be obtained, if not paid, by a writ of execution lawfully granted by said justice of the peace. Sec. 9. It is further enacted, that all fines for violating a provision of this act and all taxes levied to make up the deficiency of an allowance for a school shall be paid into the treasury or subtreasury by the collectors of the same, who shall obtain from the treasurer or subtreasurer of their respective counties a duplicate receipt, the primary receipt to be remitted to the secretary of the interior immedi¬ ately by the said collector or collectors to be by him indorsed and turned over to the secretary of the treasury upon his acknowledgment in writing. Every constable or tax collector employed in collecting the fines and taxes of the school fund shall pay into the treasury or subtreasuries the fines or taxes collected by him within three days after they have been collected by him or be held to have forfeited his bond, for which he may be prosecuted by the school commissioner before any court of competent juris¬ diction in their respective counties, and the expense or costs of such suits shall be borne by the defense. Sec. 10. It is further enacted, that it shall be lawful for the secretary of the interior to levy an addi¬ tional tax upon the citizens and inhabitants of any school district when he finds the school funds inadequate to sustain the educational interest of the same. But no such tax shall be levied but by an assessment by three competent citizens of a rate percentage on the assessed property of the school district sufficient to make up the deficiency. The assessors of this extra tax shall be sworn to do their duty faithfully and to the best of their ability. They shall receive the pay of the regular assessors. EDUCATION IN LIBERIA, 121 Sec. 11. It is further enacted, that school districts shall be marked out by the secretary of the interior amongst the aboriginal citizens living within them and within the school districts of civilized settlements shall be subject to this act without partiality [sic]. Sec. 12. It is further enacted, that the treasurer and subtreasurers shall keep a . . iccount of the school fund and report the same quarterly to the secretary of the treasury. Sec. 13. It is further enacted, that the secretary of the interior shall adopt in the payment of the salaries of the teachers a scale, of which eight dollars shall be the minimum and twelve dollars the maximum for each pupil taugfit annually. He shall possess authority to determine the number of scholars of each school. Sec. 14. It is further enacted, that from and after the passage of this act half of the amount of taxes on real property, half of the amount of the poll or head tax, all the taxes on distilleries and spirits of each city or town shall be credited invariably to the school fund of this Republic. The pay of the secretary of the interior shall be $600. Sec. 15. It is further enacted, that the pay of the school commissioners shall be $300 and they shall be bound for the faithful discharge of their duty. Sec. 16. It is further enacted, that the secretary of the interior or commissioner of education shall sign all requisitions for the advance or payment of money out of the treasury appropriated by the legislature for account of which they are constituted the supervisor. Sec. 17. And it is further enacted, that nothing in this act shall be so construed as to affect or impair any powers conferred or duties devolved on the secretary of the treasury in relation to the transfer, safe¬ keeping, or disbursement of the public moneys by the act creating a treasury department except that school funds shall only be drawn by the officers herein named. Nothing in this act shall be so construed as ta conflict with an act establishing schools among the aboriginal inhabitants of this country [or] the mode of collecting tax. Sec. 18. And it is further enacted, that any law or parts of law conflicting with the provisions of this act are hereby repealed. Approved, January 23, 1869. Acts. Whereas the condition of the aboriginal inhabitants of this Republic calls loudly for this Government to put forth some effort tending to their civilization; and whereas it should be the special desire of this Government to educate and incorporate them in our midst, so as they may aid in the upbuilding of this negro nationality. And as the collection of an annual tax from the aborigines for the support of common schools among them is obvious: Therefore — It is resolved by the Senate and House of Representatives of the Republic of Liberia in legislature assembled: Section 1. That there shall be appointed, after the usual way of official appointments by the Presi¬ dent, a learned and discreet person in each county to be styled commissioner of education, who shall have the general supervision of all public schools in said county, unto whom quarterly reports shall be made by all teachers of public schools, embracing the condition or wants of said schools, the number of pupils, their branches of study, their names, the time of their entry, their age, and whether they are aborigines or Americo-Liberians; the said commissioner of education shall visit the public schools of the respective counties in person four times during each year, direct and examine all teachers, and give their particular attention to the cause of education in said counties: they may solicit from abroad suitable schoolbooks fortheuseof said schools, and they shall make a semiannual report of the condition of said schools to the secretary of the interior, who shall make known to the legislature annually the progress of education in this Republic. Sec. 2 It is further enacted, that the commissioner of education shall see that all school-teachers dis¬ charge faithfully their duty as such, and shall institute rules for the government of all public schools, and on failure of any teacher or teachers to discharge his or their duty, or for other sufficient cause, the said commissioner shall discharge such teacher or teachers, subject to the approval of the secretary of the interior, and appoint others. The secretary of the interior and the commissioner of education may be discharged from office for sufficient cause by the President or legislature of this Republic, which removal may be at any time. But on the commissioner of education failing to report to the secretary of the interior, as herein directed, it will be the duty of the secretary of the interior not to draw orders in his favor in payment for his services unless it be made to appear that circumstances beyond his control prevented him from making said report; the said report shall be made, however, before payment is made. The salary of the com¬ missioner of education shall be three hundred dollars annually until otherwise appropriated, which may be drawn quarterly. And whenever the financial state of this Republic will justify, by consent of the secretary of the interior the commissioner of education may establish high schools in the several counties of this Republic and recommend the appointment of suitable teachers of said high school to the secretary of the interior, who shall appoint the same, subject to the approval of the Senate. Sec. 3. It is further enacted, that there shall be paid by each native aboriginal inhabitant of this Republic, twenty-one years of age and over, as far back interiorward and coastwise as the President may deem prudent to enforce this. act, the sum of one dollar annually, as a tax fee for the educational improvement of the aboriginal population of this Republic. 122 EDUCATION REPORT, 1905, Sec. 4. It is further enacted, that in order to carry out the provisions of this act, the President is hereby directed to appoint each native chief or headman as may be recommended by the commissioner for aborigines as assistant collectors of said taxes, which taxes shall be paid in demand notes, palm oil, camwood, or other available produce at native prices, and commissioners for aborigines in the several counties shall be associated with said native chiefs or headmen, as collector of said taxes, in no case exact¬ ing of anyone not probably twenty-one years of age or over. Said commissioner shall give bond and security for the faithful discharge of his duty to the amount of two thousand dollars, and for his services bis pay as commissioner shall be regulated by the act creating commissioners for aborigines. Sec. 5. And it is further enacted, that out of the taxes thus collected the native chief or headman engaged in collecting the same shall be entitled, as soon as the collection is over with his tribe, to one- sixth out of all taxes thus collected, which shall, under the commissioner of education, be converted into the best merchandise and given to said chief or headman for his own use and benefit. Sec. 6. And it is further enacted, that the taxes thus collected shall be placed for safe-keeping in the possession of the treasurer, who may change the same for available money, such as specie, drafts, or greenbacks, or other demand notes styled the currency of this Republic, and the same separately kept from all other moneys in his charge, and in no case shall he pay out any of said money, except by legis¬ lative appropriation; he shall, as well as the commissioner, chiefs, or headmen, make quarterly report of all moneys, oil, or camwood thus collected or secured to the secretary of the interior, who shall report the same to the legislature at its ensuing session. In the leeward counties said reports shall be made to the comissioner of education, who shall forward the same to the secretary of the interior. Sec. 7. It is further enacted, that the moneys thus collected from the natives shall be used for main¬ taining common schools among them at convenient places and also toward the payment of the commis¬ sioner of education. The teachers of public schools shall be appointed by the commissioner of their respective counties. Sec. 8. And it is further enacted, that the native chiefs or headmen who comply with the provisions of this act shall be commissioned by the President as justices of the peace, Who shall be associated with the commissioner for aborigines in the settlement of petty ofienses within the jurisdiction of his or their county; they may impose lines, and in fact may try cases of debt where the amount does not exceed two hundred kroos, and do all that a magistrates’ court may do otherwise. Sec. 9. And it is further enacted, that every chief or headman and his ot their tribe [who] comply with the provisions of this act shall have the fullest protection of Government against any tribe in hostility against him or them, and for their relief the President may at any time when the occasion requires enroll a posse of men, uniting them with said chief or headman and tribe, for the purpose of chastis¬ ing any hostile tribe herein contemplated, and they shall have the same pay and support given to the militia in actual service as provided for otherwise by law. Sec. 10. And it is further enacted, that said chiefs or headmen may hold meetings of his or their tribe at the close of each year, and may petition the legislature, making known any of their grievances, and the same may be handed to any senator or representative, who shall lay the same before the legislature at the ensuing session. Sec. 11. And it is further enacted, that the President shall cause to be registered the name of every native living in the towns contiguous to each city or town of the Republic, by the commissioner of aborigines, on his first visit, which shall be during the month of March, 1869, the said register shall be lodged with the secretary of the interior or superintendent of the several counties. The pay of school¬ teachers shall be regulated in the annual appropriation bill by the legislature, and the pay of each school-teacher shall not exceed three hundred dollars per annum. Sec. 12. It is further enacted, that any native chief or headman obstinately and persistently refusing to comply with the provisions of this act shall not be allowed a hearing before the President nor at the superintendent’s department, nor shall .they in any way be entitled to Government protection except for manifest injustice. Sec.T3. It is further enacted, that in order to propagate the palm tree in this Republic, it shall be required of every native chief or headman complying with the provisions of this act, as well as Americo- Liberian citizens, to plant , [ or] t o cause to be planted , in every new farm cultivated by them on the public lands (not abounding in palm trees) palm nuts or palm seeds all over said farms at suitable distances in payment for the use of the public lands, and by so doing they shall have Government protection for the crops cultivated on the same. Sec. 14. And it is further enacted that no school-teacher among the natives shall be allowed to trade with said native tribe where he is appointed as teacher, except for food for his maintenance, but shall devote his time to their elevation and civilization. Sec. 15. It is further enacted that all laws or parts of laws conflicting with the provisions of this act be, and the same are hereby, repealed.® Approved January 23rd, 1869. a Statute laws of Liberia, 1848-1874, pp. 166, 12, and 35. EDUCATION IN LIBERIA. 123 Act 4. Resolution providing for the appointment of a general superintendent of public instruction and common schools and for other purposes. It is resolved by the Senate and House of Representatives of the Republic of Liberia in legislature assembled: Section 1. That the President be, and is hereby, directed to appoint, immediately after the passage of this resolution, an officer to be styled general superintendent of public instruction and common schools ; said officer shall superintend the operation of public and private schools, and see that the school laws are enforced. He shall issue to the commissioners of education circular letters of instructions and suggestions; he shall collect information concerning the condition and operations of common schools in the different counties and districts; and digest and report upon the same, together with suggestions and recom¬ mendations, annually to the legislature; and he shall visit all the schools in each of the counties at least twice a year; and he shall require all the school commissioners to visit the schools in each county at least once a quarter and report their visitation in their quarterly reports. Sec. 2. It is further resolved that the commissioners of education shall make their quarterly reports to the said superintendent, and shall be subject to his instructions and directions. The superintendent of education shall always prepare and send in writing, with his report, all bills relative to the educational interest of the country, whose passage he may recommend. His salary shall be seven hundred ($7C0) dollars yearly with travelling expenses. Any law to the contrary notwithstanding.® Approved J anuary 26, 1900. The common schools of Liberia were established by the first act and grew up under the second and third. Under the supervision of the commissioner of education and the school committee the schools had so increased from 1869 to 1900 that the fourth act was passed creating a bureau of education with a general superintendent of public instruction. These four acts set forth clearly the duties of the teachers, school com¬ mittees, commissioners, and superintendent of public instruction, which need not be repeated. Rules for teachers. In 1901 the first superintendent of public instruction, J. C. Stevens, published for the guidance and help of teachers some rules and regulations. A few of them may be of interest: 1. The school is to be taught four days in each week, and five hours each day. 2. The following will be a good form of opening exercises: (1) Singing; (2) reading a chapter, a psalm, or a part of one, from the Bible; (3) the Lord’s Prayer; (4) singing; (5) roll call. The exercises may vary, but should never take more than half an hour. Fifteen or twenty minutes might be sufficient time. 3. Sectarianism and politics are not to be taught in school. Therefore, teachers should avoid com¬ menting on the Scriptures, as well as partisan politics. Teachers are not employed to preach or make political speeches. All the people have the right to send their children to the public school without having their religious or political opinions tampered with by the teacher. 4. It is expected that the teacher in his conduct will be a good moral example to his school. 5. The ancient and erroneous practice of keeping beginners spelling a long time before commencing to read is to be abolished and instead the primer, or first reader, and slate are to be used from the start. 6. All teachers employed in public schools shall be annually examined in the branches to be taught in the schools, and receive at each examination a teacher’s certificate, which shall be good for one year. Teachers shall be divided into three grades: Those who pass a satisfactory examination in reading, spelling, writing, arithmetic as far as and including long division, and marking and keeping roll book shall receive a third-grade certificate. Those going further, who shall evince a sufficient knowledge of arithmetic through fractions, primary geography, grammar through parts of speech, shall receive a second-grade certificate; those who still further understand arithmetic through percentage, grammar through syntax, and have a fair knowledge of general history and the history of Liberia and geography, shall receive a first-grade certificate. The standard of excellence will be gradually raised annually. Public school law of Liberia, 1901, by Superintendent J. C. Stevens. 124 EDUCATION REPORT, 1905. In all grades professional experience shall be counted in the applicant’s favor. In grading or making certificates 100 shall be the standard. 7. Applicants of good moral character will be examined and employed as teachers, without regard to religious sect, political affinity, or sex. 8. Teachers of the higher grade shail always be preferred, other things being equal. 9. The annual examination shall be held on the first Tuesday, Wednesday, and Thursday in February, in Montserrado County; the second Tuesday and Wednesday in December, in Grand Bassa; the third Tuesday and Wednesday in November, in Sinoe County; and on the first Tuesday and Wednesday in November in Maryland County. Should the commissioners in the leeward counties find it to be necessary and expedient, three days may be used. 10. The teacher shall each day hear recitations in every study of each class. History and geography may be alternated— or taught twice a week. A lesson in the rudiments of music once a week is desirable where possible. 11. Whenever it is impossible for the general superintendent to be present at the examination of teachers, the commissioner of education will associate with himself one person of the county, male or female, distinguished for educational ability, and cf unbiased mind, to assist him in grading the teachers according to merit evinced in the examination, in order to avoid the charge of partiality. 12. The salary of teachers will be fixed according to their grade, the first grade receiving the highest and the third grade the lowest sum. Until otherwise ordered, second-grade teachers shall receive $30 a year more than third-grade teachers, and first-grade $30 more than the second-grade teachers. 13. Any teacher examined and graded by the commissioner alone, feeling that he has not received jus¬ tice in such marking, may appeal to the general superintendent, and appear before him for further examination, at a stated time, at his own expense. 14. While corporal punishment is allowed, yet it should be the last resort. All means of moral sua¬ sion must be exhausted before the rod is taken; and then should be used in moderation, according to the principles of the common law. The ablest teachers use the whip the least. 15. Corporal punishment should not be administered for mere failure to know lessons, but for persistent idleness and mischief making it may be given moderately. 16. Vacations shall be from the 30th day of November to the second Monday in February, and from the 15th of July to the 15th of August. Statistics of the public schools of Liberia. [From Superintendent’s Report, 1903.] County. Pui Liberian. nls. Native. Total. Schools. Teachers. Male. Female. Montserrado . 860 422 302 1,584 53 53 Bassa . 229 150 111 4S0 13 13 Sinoe . 265 145 195 605 15 15 Maryland . 227 120 195 542 19 19 Total . . . . 1,581 837 803 3,221 100 100 From the superintendent’s report to the legislature in 1903 I have been able to secure the few figures here given, which will throw some light upon the common schools maintained by Liberia. For that year there were 100 distinctively Liberian common schools, with 3,221 scholars under 100 teachers. There were 837 Liberian females in school, or 34.6 per cent of all the Americo-Liberians in the strictly Liberian schools. No distinction was made regarding the sex of the native Liberians, of whom there were, male and female, 803, or 24.9 per cent of the public common school pupils. XIV. INFLUENCE OF COMMON SCHOOLS IN LIBERIA ON THE AFRICAN. For the year 1903 in Liberia 50 per cent of the scholars in the Methodist schools were native Africans; 73.5 per cent of those in the Protestant Episcopal schools; 24.9 per cent of those in the public schools; making 42.6 per cent of the entire primary school enrollment in Liberia. Thus a little less than half of the children in school in Liberia in 1903 were native Africans. The Republic of Liberia was educating 337 more native children than the Methodists and 376 less than the Episcopalians. EDUCATION IN LIBERIA. 125 Statistics of common schools since 1900. OCTOBER 1, 1900, TO SEPTEMBER 30, 1901. County. School support. Books. Totals. Montserrado . $8,000 3,000 3.500 2.500 500 $500 200 250 200 $8, 500 3,200 3,750 2,700 500 Bassa . Sinoe . Maryland . . . . . Cape Mount . Total . 17,500 1,150 18,650 OCTOBER 1, 1901, TO SEPTEMBER 30, 1902. Montserrado . . . . $9, 500 3,000 3,500 3,200 900 $1, 000 200 250 200 $10, 500 3,200 3,750 3,400 900 Bassa . Sinoe . Maryland . r . Cape Mount . . . . . Total . 20, 100 1,650 21,750 OCTOBER 1, 1902, TO SEPTEMBER 30, 1903. Montserrado . $9, 500 5,000 3,500 4,200 900 $500 $10, 000 5,000 3,750 4,400 900 Bassa . . . . Sinoe . 250 200 Maryland . . . Cape Mount . . Total . 23, 100 950 . 24, 050 OCTOBER 1, 1903, TO SEPTEMBER 30, 1904. Montserrado . . . . $9,000 5,000 3,500 4,600 900 $500 $9, 500 5,000 3,750 4,800 1,000 Bassa . Sinoe . . . 250 200 100 Maryland . Cape Mount . . . . . . Total . . 23, 200 1,050 24,250 Grand total . . ... 83,900 4,800 | 1 88, 700. XV. SUPPORT OF COMMON SCHOOLS IN THE LIBERIAN SYSTEM. Although the legislature provided for the support of schools by taxing all males over. 21 years of age, by allowing half of the tax on real estate for the school fund and all the tax on spirits and distilleries, yet the method provided did not work well, and the leg¬ islature appropriated the support of the common schools from the general treasury of the Republic. In the previous table I have been able to give, through the courtesy of Hon. Daniel Howard, secretary of the treasury, the appropriations for the common schools of the Liberian system since the organization of the bureau of education in 1900. It is to the credit of Liberia that for these four years for her common schools she spent. $83,900 for their general support and $4,800 for books, a total of $88,700. And taking the enrollment for 1903, exclusive of Liberia College, the Republic spent $7.17 per child for its education. XVI. HIGHER EDUCATION IN LIBERIA — LIBERIA COLLEGE. The great national institution in Liberia for higher learning is Liberia College. It is the pride of the Liberians and commands the patriotic support of the country. Dr. R. B. Richardson is its honored president. For the year ending December 9. ed 1905— vol 1 - 12 126 EDUCATION REPORT, 1905. 1904, it had in the college department 13 freshmen, 5 male and 8 female; 9 sophomores, all male; 13 juniors, 6 male and 7 females, and 5 seniors. It is managed by two boards of trustees, one in Liberia and one in the United States of America. It has four departments — preparatory, law, industrial, and collegiate. It has 12 professors and instructors, with a total of 120 students. There is a separate building for the female students, so that there is no higher coeducation of the sexes in Liberia College. Some time in 1848 Rev. John Payne, a missionary of the Protestant Episcopal Church at Cape Palmas, wrote to the Hon. Simon Greenleaf, an eminent jurist of Boston, Mass., for aid in establishing a theological school at Cape Palmas. Believing that Liberia needed an institution for liberal culture, Mr. Greenleaf brought the matter to the attention of the Massachusetts Colonization Society in 1849. The final result was the founding of Liberia College under the control of two boards of trustees, one incorporated in 1850 in Massachusetts under the title “The Trustees of Donation for Education in Liberia,” and the other in 1851 at the incorporation of Liberia College by the Liberian legislature.0 The college building cost $20,000, which was given by the Boston board. Liberia gave “the 20 acres on which the college stands and 1,000 acres of land in each of the four counties in Liberia.” & The first act of incorporation designated Clay- Ashland as the proposed site. In the matter of a site several suits were filed, with the result that the college was located at Monrovia. Liberia College was opened in 1862 with a president, 2 professors, and 8 students, with 8 more in preparation. The sources of its support until about 1890 were mainly the funds raised by the Boston board. The two boards did not work together in per¬ fect harmony, and the college department of Liberia College was suspended several times prior to 1890. In 1881-82 the Liberian legislature provided for the establish¬ ment of a preparatory school in each of the four counties. About 1890 the Republic assumed the responsibility of supporting the college principally, and since that time it has only closed once, which was about 1893, on account of the Cape Palmas war. Support of Liberia College since 1900. Dates. Amount. October 1, 1900, to September 30, 1901 . October 1, 1901, to September 30, 1902 . October 1, 1902, to September 30, 1903 . $23, 448. 11 28, 812. 74 29, 467. 30 October 1, 1903, to September 30, 1904 . 15, 460. 33 Total . . 97, 188. 48 In 1898, when W. D. Coleman was elected president, efforts began for the reopening of Liberia College. He induced the legislature to pass an act providing that one-half of the duty on piassava, one-half of the proceeds of the sales of public lands, and all escheated property be set apart as an endowment fund for the support of Liberia College. Rev. G. W. Gibson, who afterwards became president of the Republic, was elected president of Liberia College in 1900. At Doctor Gibson's inauguration the Rev. E. W. Bylden made an able and scholarly address on “The Liberian Scholar.” Since 1900, exclusive of American aid, Liberia has raised for the support of Liberia College from piassava alone $97,188/47. The smallest amount from this source was in 1904, $15,460.33, which. is $128.83 per student. Scholarships. — One of the best things done by Liberia on the reopening of Liberia College was the establishment of scholarships to perpetuate the names of those ren¬ dering distinguished services to the college and the Republic. Among the number a African Repository, vols. 39-41, p. 193. Address of Dr. G. W. Gibson in 1900 on the occasion of his Inauguration as President, p. 25. & African Repository, vols. 39-41, p. 88. EDUCATION IN LIBERIA. 127 is the “Gordon Memorial Scholarship,” in memory of the English lieutenant who in 1822 sacrificed his life for the colony. There is one to the memory of Hon. John Payne, who first formulated the idea resulting in the college; one named after the distin¬ guished jurist Hon. Simon Greenleaf, who led in the consummation of the idea, and still another after Hon. George Briggs, who labored with him. Senator Alfred B . King proposed one to Rev. John B. Pinney, who gave for the settlement of the colony the best years of his long and eventful life. It is impossible to give all the great names associated with Liberia College or to recall all her eminent sons who have distin¬ guished themselves in the highest services of the church and state. It has had among its presidents the Hon. J. J. Roberts, the first President of Liberia; the Rev. E. W. Blyden, the African scholar; the Rev. G. W. Gibson, ex-President of Liberia, and Dr. R. B. Richardson, its present President. Among its distinguished graduates are the Hon. J. E. Moore, ex-secretary of state; Senator A. B. King, the first orator of Liberia; the Hon. T. W. Haynes, ex-attorney-general; Hr. R. B. Richardson, president of Liberia College, and the Hon. Arthur Barclay, President of Liberia. The institu¬ tion has rendered to the Republic the most valuable services and is destined to render still more in the future. xvii. other schools in Liberia. Presbyterian schools. — The writer is reliably informed that at one time the Presby¬ terians maintained in Liberia a class of schools which exercised a very wholesome influence upon the educational life of the Republic. Among their chief schools was the Alexander High School located at Monrovia, and afterwards transferred to Clay- Ashland. At the present time they have no schools in Liberia. Baptist schools.— At this writing the Baptists in Liberia have only three schools, and Hon. D. E. Howard, secretary of the treasury, states that one of them is now supported by the general public, although the Baptists are in the majority and control its man¬ agement. They have a parish school at Edina, and Reeves Institute at Fortsville, Bassa County, the latter being partly supported by the public. The work done is similar to that done in the high schools of Liberia. In connection with the institute there is a military department. They also have another school, Rick’s Institute, at Kia-Poo, Montserrado County. This institute has not been in operation for the past two or three years, but arrangements were made for reopening it at the last session of the Liberia Baptist Missionary and Educational Convention. African Methodist schools. — The African Methodists have no schools at present in Liberia. Through the efforts of the Rev. Dr. L. C. Curtis, an industrial school has been built at Arthington, on the St. Paul River, and will be opened soon. Lutheran schools. — The Lutheran Church has some schools in Liberia. They are confined to Montserrado County and are in the Muhlenburg Mission work. The writer has been unable to get such a report as he desired, but it is known that they have 6 schools, 11 teachers, and 144 pupils. The work is entirely among the native Africans. The mission is about 45 miles in the interior. The schools are exercising a wholesome influence, as parents still farther in the interior have children there. XVIII. INDUSTRIAL EDUCATION IN LIBERIA. Liberia is joining other nations in the recognition of industrial training. Industrial education was no doubt first introduced in Liberia through the mission schools. In some of the Methodist schools an opportunity is given for industrial training, namely, in the White Plains Industrial School, the Sinoe River Industrial Mission, and the College of West Africa. In the White Plains School, during the time of Superintend¬ ent John Seys, there was a sawmill from which lumber was supplied to the colonists; and enough sugar was produced not only to meet the demands of home consumption, but much was exported to the United States during the civil war and later. Now the students are taught building, woodwork, masonry, brickmaking, farming, and the cul¬ tivation of cotton, ginger, and rubber. 128 EDUCATION REPORT, 1905. At the Sinoe Industrial Mission training is given in carpentry, building, and farm¬ ing, very much the same as at White Plains. In connection with the College of West Africa there is a printing department, under the management of Mr. F. M. Allen, in which printing is taught. The success of this department is attested by the excellent job work done, and the woVk on the “Liberia and West Africa” and other papers printed in the office. Most of the work is done by native Africans. In the college proper the girls are trained also in domestic economy, housekeeping, dressmaking, fancywork, and kindred arts, under the supervision of Mrs. M. A. Camphor. Lender Prof. W. F. Hawkins, the acting president of the college, the general work of the school for 1904 has been most satisfactory. In the Protestant Episcopal schools industrial training is given at the four chief cen¬ ters of education. At Epiphany Hall education is given in farming, including the cultivation of coffee, cotton, and rubber. During the five years just closed under Prof. P. 0. Gray, great progress was made in the industrial department. Students were given an opportunity to learn printing and the carpenter’s trade, and by rice cul¬ tivation the consumption of foreign-bought rice was reduced from 40 to 45 bags per month to 22 bags, and the coffee farm was made to yield from 3,000 to 4,000 pounds per annum.® There is, at St John’s School, Cape Mount, an agricultural department, in which rice is raised with success, and efforts are being made to secure facilities for teaching other industrial arts. In connection with the Girl’s School at Mount Vaughan, and the one at Clay-Ashland, the students are given “an ordinary education together with those arts essential to good housekeeping.” The Right Rev. Bishop S. D. Fergu¬ son, speaking of the former, said: “In this manual labor work, as well as in the art of needlework, there was much to be proud of and which reflected much credit upon the teacher.” & • As far as the writer has been able to ascertain there is not as yet much industrial training given in the purely Liberian schools. At Rick’s Institute, at Kai-Poo, the work consists chiefly of the cultivation of coffee, which has not been permitted to decline, and the farm yielded 3,000 pounds in 1902, 1,600 in 1903, and 1,400 in 1904. A most excellent printing department has been fitted up at Liberia College, and other industrial work is to be introduced later. XIX. LIBERIA A NEW COUNTRY. I In all new countries the paramount question is the development of their natural resources. This can only be done by industrial education for the youth of the country, or by the immigration of those already skilled in the mechanical arts. The phe¬ nomenal growth of the United States owes much to the skilled workmen who, having served their apprenticeship in Europe, came to America and entered upon the con¬ quest of a mighty continent. It is a matter of the first concern that the resources of a new country be explored or they can never be utilized for the comfort and happiness of its citizens. It is the industrially trained who discover the wealth of mine and wood, and who compel nature to yield to man the varied treasures of her riches. Liberia is a new and undeveloped country. Its resources are not only untouched but unknown. It has about 1,475,000 native Africans, divided among the Kroo, Grebo, Bassa, Pessey, Bundie, Balie, Golah, Cossa, Vey, Mandingo, and other tribes. Some of these tribes have men possessed of great knowledge concerning the medicinal qualities of plants, herbs, and roots. The industrial products of the Mandingoes represent a varied use of natural resources and indicate a high order of industrial skill. A slight acquaintance with their capacities creates a strong temptation to enter upon a description of their industrial arts. I have been able to secure many prod¬ ucts of them, to add to the collection at the National Museum in Washington, from the simplest article of decoration and dress to the most useful in industrial and domestic a Retiring address of Prof. P. O. Gray, 1904. b Report for 1904. EDUCATION IN LIBERIA. 129 work. With industrial training all of these tribes, possessing different degrees of natural capacity, might be led in a successful conquest of Liberian territory, resulting in a financial independence of the Republic which can be secured in no other way. XX. THE FUTURE OF LIBERIA. That progress is most permanent which has the strongest economic root. It is because Dr. Booker Washington understands so well the philosophy of economic equipment and industrial life that he is performing a service to the American negro and the nation that ranks him among the great men of any age. The future of Liberia is indissolubly bound up with the industrial differentiation and development of her native population. The story of the courage, suffering, sacrifice, and death displayed in the planting of Liberia in West Africa is one of the most interesting chapters in the birth and growth of States. The assimilation of native Africans numbering sixty times the population of Americo-Liberians is the greatest problem of Liberian civili¬ sation. Every effort is being put forth by the present administration to secure the cooperation of the tribes for the development of the interior and the achievement of a common destiny. The magnitude of the task is great. But with the lapse of years more and more each generation will appreciate the importance of these native peoples. Assimilation is slowly taking place, and if Liberia is left unimpaired by the ambi¬ tions of designing States her influence for the civilization of Africans in Africa can not be measured now. CHAPTER VIII. AN ACCOUNT OF THE PROCEEDINGS OF THE INTERNA¬ TIONAL CONGRESS FOR THE REPRODUCTION OF MAN¬ USCRIPTS, LIEGE, AUGUST 21-23, 1905. By Charles Mills Gayley, United States Delegate to the Congress. I. In the earlier part of the year 1905 the Belgian Government, through its minister of the interior and of public instruction, M. Jules de Trooz, invited the governments and libraries of the world to participate in a congress for the reproduction of manu¬ scripts, coins, and seals, to meet in Liege August 21 to 23 of that year. This initiative was taken as a consequence of a series of efforts long making for the preservation of historical, philological, scientific, and artistic monuments against the perils of decay, mutilation, theft, and fires, by reproducing them and manifolding them in facsimile. Not only, it was urged, would such provision avert the further destruction of the materials of scholarship, as by the recent conflagration at Turin, but it would facilitate the pursuit of original research for countries and students far removed from the few great depositaries of these sources of human knowledge. The following account of the congress will deal specially with the reproduction of manuscripts. The United States of America appointed as its delegates to the congress President Angell, of Michigan; Dr. Herbert Putnam, the Librarian of Congress; Dr. J. S. Bil¬ lings, director of the New York Public Library; Prof. Morris Hickey Morgan, of Har¬ vard, and Prof. Charles Mills Gayley, of the University of California. The congress was placed under the patronage of M. de Trooz and of M. Gustave Francotte, the Belgian minister of industry and labor. Its announced aims were two: First, to study all questions of theory and technic bearing upon the reproduction of manuscripts, coins, and seals; second, to effect an international understanding for the practical realization of the resolutions of the congress. The congress was held in the deliberative chamber of the provincial council of Liege. The proceedings were opened at 4.30 on August 21 by the report of the secretary of the Belgian committee of organization, the well-known Bollandist, Father van den Gheyn, keeper of manuscripts in the Royal Library of Brussels, on the course of the present movement and its importance for the scholarship of the future. The min¬ ister of instruction was represented by a letter, which outlined with no slight tact the courses and ideals open to the congress; and the reading of this was followed by an address of welcome from the genial and beloved president of the organizing committee, Professor Kurth, of the University of Liege. The roll call disclosed the presence of some 80 delegates, some representing libraries and some governments. 131 132 EDUCATION REPORT, 1905. Among the delegates were MM. Van der Haegen (chief librarian of the University of Ghent) and H. Hymans (director of the Bibliotheque Royale of Brussels), honorary presidents; Comte Thierry de Limburg-Stirum, Pirenne, and Gaillard, vice-presi¬ dents; Bayot, Stainier, and Tourneur, assistant secretaries of the organizing commit¬ tee; the delegates of governments — Doctor Brambach for the Grand Duchy of Baden; G. Leidinger for Bavaria; Lange and Thiset for Denmark; Gayley for the United States of America and the American Library Association; Marcel, administrator- general of the Bibliotheque Rationale, Paris, and Omont, keeper of manuscripts in the same library, for France; Feyerpataky for Hungary; Gillon for Italy; Carlier for Portugal; Dom U. Berliere for the Vatican; Loriquet for the city of Pvouen, and Dognee for the Royal Historical Academy of Madrid; as well as representatives from Germany, Holland, Sweden, Switzerland, Roumania, and Russia. Also present were noticeable Bergmans, of the University of Ghent; Chanoine Cauchie, the distin¬ guished professor of ecclesiastical history at the University of Louvain; Emile Chate- lain, member of the French Institute and director of the library of the Sorbonne; Barons J. de Bethune and de Chestret de Haneffe; Viscomte de Ghellinck-Vaernewyck; Mgr. Stan, le Grelle, of the Vatican Library; Fayen, of the Belgian Institute of History in Rome; Longuet, of Paris; Lundstedt, keeper of the Royal Library of Stockholm; Dom Germain Morin, of the Abbey of Maredsous; Prof. Maurice Prou, of the Ecole Rationale de Chartes, Paris; Sury, of the University Library at Brussels; Van de Cas- teele, keeper of State archives, Liege, and Paul van den Ven, of the French school at Athens. Letters of regret were received from MM. de Trooz, Francotte, Leopold Delisle, Comte Durrieu, S. de Vries, Salomon Reinach, and others. In the election of its presiding officer the congress was fortunate. M. H. Omont, member of the institute and keeper of manuscripts in the Bibliotheque Rationale of Paris, represents the most liberal of bibliographical methods and ideals, speaks and rules with authority and dignity. As vice-presidents were chosen MM. le Vicomte de Jonghe, Gaillard, Gayley, Hymans (director of the Bibliotheque Royale of Brussels), Kurth, Salomon Reinach, and Von Weech, of Carlsruhe. M. Omont, having taken the chair, delivered a presidential address, in which he paid the proper tribute to Belgium for her initiative in the congress; he recalled the fact that to this country was due, as much as three centuries ago, the first attempt at manuscript reproduction by engraving, and that this attempt was made by one of the founders of the Society of Bollandists, so worthily represented in the present con¬ gress by the devoted secretary-general, the Rev. J. van den Gheyn. M. Omont then presented a brief sketch of previous efforts toward the reproduction of manuscripts, and expressed the hope that this congress might reach some satisfactory solution of the problems involved. The ordinary sittings were held in two sections, one of studies with Brambach, of Baden, and Prou, of Paris, as chairmen; the other of technique, with Chatelain and Feyerpataky as chairmen; the resolutions adopted by the sections being, of course, subject to the action of the general congress at its closing session. Though most of the papers had already been put into print and were in the hands of the delegates, each writer was given an opportunity to enlarge upon or justify his conclusions, and the discussions were by no means perfunctory. The scope of deliberations appears 'from the principal papers presented and dis¬ cussed in the section of studies. Paul Bergmans, of Ghent, read an account of the previous attempts at an entente internationale for reproducing manuscripts. Maurice Prou discussed the actual condition of facsimile reproduction of maps and other official documents. A paper was presented by M. van den Casteele, of Liege, on the utility of facsimile reproductions from the point of view of official examinations of public records. Father van den Gheyn gave a detailed bibliography of Belgian manuscripts desirable to be reproduced, and Xavier de Cunha, of Lisbon, reviewed the legislation of Portugal with regard to the making of manuscript facsimiles. Bayot, of Brussels, CONGRESS FOR THE REPRODUCTION OF MANUSCRIPTS. 133 did for manuscripts, principally literary, what Prou had done for rolls, archives, and State papers; and Gayley and Sury (librarian of the University of Brussels) discussed methods for the organization of an international bureau, the former for the reproduction of manuscripts from the American point of view, the latter for a system of exchange of facsimiles. Of these papers, that of Paul Bergmans was of so great importance for the history of the movement, as well as for its future, that the author of the present article has taken it as the basis of the following outline. . Such occasional contributions from other quarters as have come to his knowledge he has, however, incorporated, with reference to their respective sources. II. The first suggestion of an international agreement for the reproduction of manu¬ scripts of value seems, according to Bergmans,® to have been made by the late Doctor Hartwig, director of the University Library at Halle. His project was communicated to the International Congress of Librarians held at Chicago in July, 1883, somewhat as follows: I propose that you found a society which shall aim to manifold by photographic processes the manuscripts of first rank in the world. As headquarters of the adminis¬ tration of this society I venture, in order to preclude national rivalry, to recommend the University Library of Leyden. The director of that library, Dr. W. N. du Rieu, is a highly and widely esteemed librarian and scholar, and his institution is of ancient standing and centrally situated for international resort. Herr du Rieu has indicated his willingness to accept the management of this enterprise if requested by you to do so. With the director of this society,’ to whom, of course, the handling of the funds should be intrusted, would be associated a board consisting of the heads of the princi¬ pal libraries of Europe and America. I would to that end suggest the head librarians of Berlin, London, Paris, Vienna, of the Laurentian at Florence, and the Vatican at Rome. If the administration would not be embarrassed by too large a body of advisers, I should suggest also the election of the head librarians of Munich, Oxford, and St. Petersburg. This directorate would be commissioned to make the selection, in accordance with the judgment of its leading members, of the manuscripts to be reproduced, to secure from the libraries affected permission to photograph their manu¬ scripts, and to determine the annual order of publication. As yearly subscription for each member of the society .1 should propose the sum of 100 to 150 marks. As soon as 100 members have subscribed, the society would be founded. t> For lack of time the congress of 1893 could not discuss this project. It referred it to the Association of American Librarians, but that body took-no definite action. Du Rieu, however, promptly assumed responsibility for the enterprise, and in March, 1894, published an article in the Revue cles bibliotheques submitting the question to his European colleagues. There are [said he] in every library manuscripts so precious that it would be a crime to subject them to any of the perils of travel. Of each of these codices it would be wise to make a definitive photographic copy, which should be preserved carefully in some place other than the library containing the original, and which could be loaned; or, if 100 universities would consent to a subscription of 150 francs per annum, we could make an autotypic reproduction of which each library should receive a contributor’s copy. I have before me a series of responses from several of my honored colleagues, and the moment seems to me to have arrived for opening in Europe a discussion of this novel manner of supplying scholars with those treasures in our depositories which we regard as altogether too precious to allow out of our immediate keeping. It seems that the library of Leyden, because of my announced convictions and its well-known treasures, as well as on account of its geographic position, is the center designated for this inter¬ national association. Before sending out a mass of circulars to the individuals con¬ cerned, I should like to read in this Review the pros and cons of this enterprise. I have no doubt that the discussion will reveal more difficulties than I recognize at the present moment. a Les tentatives anterieures d’entente internationale pour la reproduction des manuscrits, Brux.: .1905. & Quoted by Bergmans from Centralblatt fur Bibliothekswesen, 1893, pp. 415-416. 134 EDUCATION REPORT, 1905. Du Rieu then proceeds to enumerate a series of questions as a basis for exchange of opinion. The value of photographic reproduction of manuscripts being granted, how large should be the edition of each — one, two, or a hundred copies? Can we be sure that the photographic paper will last? If so, does science demand that each central university shall possess an exemplar of the best manuscript of, say, Demosthenes or of Plato, of Livy or of Csesar? For palseographical studies the reproduction of the manu¬ script complete would, of course, be more agreeable and useful than that of a single page, such as furnished of late by the Palgeographical Society, by M. Omont for famous Greek manuscripts and M. Chatelain for the best manuscripts of Latin authors, but would not the enterprise be too costly even if limited in each library to a single manu¬ script each year? Do not the facilities of travel by rail and of photography by inde¬ pendent effort render unnecessary the reproduction in full of a manuscript of 100 pages or more in hundreds of exemplars? Do the repeated editorial collations of manu¬ scripts leave so much yet to be desired as to warrant the expense entailed in the making of 200 or 300 negatives for photographic facsimiles? Since the enterprise [concludes Du Rieu] must assume an international character, I should like to see all the responsibility for the reproduction of a manuscript confided to the director of the library providing that manuscript for photographic publication; he will readily find in his city a studio capable of the work required; he will charge himself 'with the binding and the transmission of it, and the expenses will be paid en bloc. I can not contemplate subjecting hundreds of negatives to the dangers of travel. The facsimiles thus produced may present some divergence of execution, but are not the originals themselves divergent? The question of price will also rest with the individual studio, but always under the guaranty of the bureau of the society, con¬ sisting of the heads of the great collections at Paris, London, Rome, Vienna, Berlin, Florence, and Brussels. As to the field, a question still remains: Shall it be merely of the Greek and Latin manuscripts or shall illustrated codices and miniatures of interest in the history of art be included in the scope of the enterprise? Such is an outline of this summons to collaboration. It failed of success, possibly because it was ahead of its time, probably because it was too timid. The very ques¬ tions raised by the author leave room for a possibility of doubt as to the fundamental utility and expediency of the undertaking. No scholar, nowadays, would regard the questions as points at issue. It is difficult to imagine any variance of opinion even in 1894. Photographic processes and materials alike had passed already beyond the experimental stage, and had indicated the path of improvement in the future; perfec¬ tion was conceivable at any moment that might be called the present. The research schools of the New World were already securely established and were daily more and more conscious of the inaccessibility of originalia, of the untrustworthiness of reprints though never so frequently or carefully collated, and of the costs and delays of pil¬ grimage. It was inadvisable, so late as 1894, to admit excuses on account of which Mahomet should continue to visit the mountain. The part was no more the whole then than now, nor a page of a classic the whole classic, nor independent enterprise enter¬ prise by collaboration. And that the cost of reproduction varied inversely with the size of the edition was known to every tyro. No responses to the appeal of Doctor Du Rieu appeared in the Revue des biblio- theques. The Bollettino delle pubblicazioni italiane, however, issued by the National Library of Florence, printed, in the number of September 15, 1894, an article approving the enterprise and expressing hope of its speedy realization. In 1895 Du Rieu addressed a circular to his colleagues lamenting his inability to secure more than 35 unqualified adhesions, at $30 a year, to the proposed society. He says that possibly 50 subscrip¬ tions might be secured, but that since 100 are not forthcoming, he finds himself obliged to renounce the task which, on the invitation of his many colleagues -and in the interest of learning, he had undertaken. “We cherish, ” he writes, “the confi¬ dent hope that some day or other our project will be revived with more fortunate results. Meanwhile we shall console ourselves if the publishers of facsimile repro¬ ductions, to whom we already are in debt for work of great utility, may find a way to CONGRESS FOR THE REPRODUCTION OF MANUSCRIPTS. 135 harmonize their interests with those of librarians whose resources are unfortunately so inadequate. ’’ To Du Rieu honor is due, not only for his strenuous though unsuccess¬ ful efforts, but for the faith expressed in this, almost his last, contribution to a cause which already in the lifetime of his immediate successor at the Library of Leyden, Dr. Scato G. de Vries, appears to have arrived within measurable reach of fruition. If his withdrawal had been deferred for even a brief period, the discussion of his project would have proceeded more to his taste; for several articles in response to his sum¬ mons, says M. Bergmans, had already been accepted for publication by the Centralblatt fiir Bibliothekswesen. During 1896 and 1897 the admirable reproductions of Greek and Latin manuscripts issued by Sijthoff of Leyden at the instigation of Du Bieu (who died in 1896) and by libraries such as the Laurentian, the Vatican, the Nationale of Paris, the British Museum, and the Bodleian, contributed not a little, by their example, to the recognition of the possibilities and advantages of work in facsimile and lent no insig¬ nificant' stimulus to the movement toward centralized’ effort. A complete list of these facsimiles — of the Oxford-Paris Plato, the Heidelberg Plautus, the Venetus A. Iliad, the Laurentian Tacitus, the Ambrosian Terence, etc.— is easily accessible.0 Since they were the outcome not of international but of private enterprise it is not necessary to dwell upon them here. In 1897 the admirable reproductions by collotypic processes made in the Bodleian Library and the British Museum attracted the attention of an American professor, Charles Mills Gayley,. of the University of California, who, like many another before and after, was spending his sabbatical year of vacation in copying and collating texts for a series of volumes which he proposed to edit after his return to America. He had for some time felt that one of the most -serious drawbacks to scholarship in America was the lack of the original manuscripts and the unique folios and quartos necessary to historical, literary, and certain kinds of scientific research. Since these were jeal¬ ously guarded in the libraries of the Old World, whence they could be removed neither for love nor money, American professors, students, and scholars of all kinds found it necessary to travel thousands of miles and to spend thousands of dollars for the pur¬ pose of consulting them, as well as to devote nionths or years that might be more creatively occupied to the mechanical copying or collating of them. The considera¬ tion of these facts led him to inquire of the British Museum and the Bodleian Library whether permission might be obtained by an American institution to reproduce their manuscripts and early printed books in facsimile. Being answered in the affirmative, he drew up at that time and presented to the regents of the University of California a plan for a bureau which should have for its purpose “the systematic and continuous republication in facsimile of such manuscripts and books in European libraries as can not otherwise become the common property of investigators and students; this repub¬ lication to furnish the world of scholars with facsimiles as nearly as possible at cost price, according to the demand for them, and to supply the institution conducting the enterprise with a copy free of charge of each work reproduced. ” In this memorial to the board of regents of his university he said, further: Such an output of facsimiles would be an advantage to all schools of advanced re¬ search. On the one hand, the institution in charge would constitute a central and complete library of facsimiles; on the other, not only American but al inves¬ tigators and institutions of learning would henceforth be able to obtain at a reasonable price duplicates of whatever originals were in a demand sufficient to warrant their reproduction. Such systematic reproduction of unique manuscripts and rare printed works would materially benefit the civilization of the future, both because it would disseminate what is now confined to one or two centers of learning and because it would obviate, through this multiplication of copies, the possible loss of scientific and literary material by the destruction in part or whole (as formerly at Alexandria ) of any one of the famous Old World libraries. The bureau, focusing information con- °A Bayot, L’Etat actuel des publications de facsimile de manuscrits, Brux.: 1903 ; Gab. Meier, Centralblatt fur Bibliothekswesen, 1900, pp. 1-32, 113-130, 191-198, 255-278; II. Omont, Listes des recueils de facsimiles, etc., in the Kevue des biblioth&ques, 1903, pp. 111-178, etc. 136 EDUCATION REPORT, 1905. cerning the materials of investigation wherever preserved, would immediately take an unprecedented position as a bureau of literary research — a kind of central biblio¬ graphical exchange — to which the scholars and universities of the world might turn for information concerning literary, historical, and scientific monuments, as well as for assistance toward the republication of such as might be required in their investigations. Concerning the necessity for the reproduction and preservation of the unique and per¬ ishable manuscripts and printed materials of research no scholar needs to be convinced. But no plan providing for such labor of preservation and distribution in all lines of study, for the world and in perpetuity, has to my knowledge been attempted or drafted. Yet it seems that the method to be adopted is both simple and obvious. Individual and diverse firms undertaking republication by facsimiles for purely business profit and within narrow limits will not find the demand great enough to support any one of them. Even a “central agency attempting the enterprise will fail if it restrict its efforts to one or two specialized subjects, or its sale to a few libraries. But a bureau working for only such profit as shall insure the continuation of the enter¬ prise (providing materials for all libraries, for all lines of research, for all scholars, and at a lower price than individual effort could effect) will find a sufficient and a steady market, for scholars are always in need of the documents of past generations — not, however, in the inaccurate form of reprints, but in that of exact facsimile. The demand will, moreover, increase with 'the educational incentive of the supply, as universities come to recognize that satisfactory results can be obtained only from the study of the originals or of facsimiles thereof. So far nothing substantial has been accomplished by the European librarians, and nothing will be accomplished until some self-supporting institution, both central and universal, fills the breach and systematically undertakes the function of republication. The enterprise must be cautiously begun, and from the first for the benefit of all. We should first ask the more prominent libraries and specialists to furnish lists of works the reproduction of which is at present demanded. We should then, by collating, ascertain those most in demand ; we should then give an opportunity to the institutions and per¬ sons concerned to indicate which of this second list they will engage to take if repub¬ lished at a price as near cost as possible. This process of inquiry and subscription might be repeated semiannually. The various great libraries will quickly take steps to put their manuscripts in form to be photographed, or will offer them as they are, to be reproduced by such a bureau of republication. The only condition quid pro quo sug¬ gested by the British Museum and the Bodleian, in correspondence with me, is that a free copy of each facsimile be deposited in the library furnishing the original for repro¬ duction. According to my proposition one other copy should be deposited in a central library of facsimiles; the rest of each first edition would then be supplied, according to previous demand, contract, and subscription, to the other libraries, universities, schol¬ ars, and collectors of the world at such price as should, as nearly as possible, reimburse the bureau. It would, indeed, not be improbable that subsequent editions would somewhat more than reimburse the bureau, for, since the bureau would preserve all plates, it could somewhat advance prices on editions after the first, and so the steady increase of the fund at its disposal, and therefore of its efficiency, would be assured. It was proposed by Professor Gayley to establish this bureau and the central library under the supervision of the University of California. In 1898 the regents of the university approved the project and appointed a committee, consisting of the presi¬ dent, the librarian of the university, and one member of the board of regents, with the head of the department of English language and literature (Gayley) as director of the bureau, to collect the funds and set the bureau in operation. It was, however, stipu¬ lated that no financial obligation should be incurred in the name of the university. The committee were of the opinion that an endowment of $30,000 would suffice, if handled as a revolving fund; no pecuniary liability being incurred by the bureau for reproductions save on the guaranty of a sufficient number of subscribers for the output, i The efforts of this committee toward securing a proper endowment were from the first handicapped by the not unreasonable hesitancy of men of means to embark in an enterprise of which American scholars themselves had not publicly and forcefully asserted the need and permanent value, and for which the masses did not clamor. It therefore appeared best to defer the pursuit of funds until by personal correspondence and the assistance of the public press the university world had been aroused to a real¬ ization of the possibilities in this direction. After some six years of missionary cam¬ paign the project was fortunate in winning the sympathy of the New York Evening CONGRESS FOR THE REPRODUCTION OF MANUSCRIPTS. 137 Post. It will again occupy our attention under date of November 19, 1904, when that journal brought it before the American people at large. The next formulation of aim and method of importance in the history of this move¬ ment was effected by an international conference for the preservation and restoration of ancient manuscripts, which met on the 30th of September, 1898, at St. Gall. The conference was suggested by Fr. Ehrle, prefect of the Vatican Library. The more important decisions reached were as follows : 1. That a list be prepared of the most ancient and important manuscripts which in all probability are threatened by decay. 2. That specimen photographs be made of these manuscripts in order to establish their condition at the present time. 3. That a permanent committee be .appointed and charged with the following duties: (a) To prepare the list and the specimens provided for in articles 1 and 2 above. ( b ) To examine processes of preserving manuscripts, and to recommend the best. (e) To make public in printed form as soon as possible the processes communicated to the present conference. ( d ) To place themselves in correspondence with librarians and technical experts for the execution of these orders. (e) To make the attempt to secure from national governments the subsidies neces¬ sary to attain these results in the interest of science. The committee appointed for these purposes was composed of Fr. Ehrle; S. G. de Vries, librarian of the University of Leyden; and Zangemeister, head librarian of the University of Heidelberg. Beyond indicating the lamentable condition of many of the most valuable monu¬ ments in manuscript of the literary, historical, and scientific knowledge of the world and suggesting methods of restoring and preserving them this conference attained no practical result, for, according to M. Bergmans, the committee never met. The moral effect, however, has not been lacking. Nay, in the light of what was purposed, but not accomplished, and of the subsequent conflagration at Turin, a melancholy interest attaches to the timely forebodings of St. Gall. At the congress of librarians, held at Paris in 1900, the aged and highly respected dean of European librarians, Leopold Delisle, administrator-general of the Biblio- theque Nationale, added his voice to this succession of warning and appeal. As president of the congress he called attention to the dangers that beset the most beau¬ tiful and precious manuscripts at the hands of students only too often careless in the extreme. He called for phototypic reproductions of the more important treasures — not dif¬ ficult of selection and location — which might be substituted for the originals as mate¬ rial for research. He pointed out that editions de luxe, such as the Sijthoff Horace and Homer and the Vatican Virgil, were too expensive for such an end; that fac¬ simile reproductions in octavo or small quarto, such as those prepared by la maison Berthaud and displayed in the Mazarin gallery, would well serve the purpose. He cited the wisdom of the keepers of the French national archives, who had thus already placed beyond danger of total destruction certain literature written upon crumbling papyrus, and he commended the subject as a whole to the consideration of the Congress. Once more the consideration of concerns apparently more immediate precluded action upon this, the most pressing and practical of all. Some catastrophe to the priceless and perishable remnant of a literary first-born, some irremediable loss to the humanities, such as had been apprehended by suc¬ cessive apostles of systematic reproduction by facsimile, seemed to be the sad and only means of shocking the world into a realization of what should have been averted, of what must yet be precluded from possibility of recurrence. On the 25th and 26th 138 EDUCATION REPORT, 1905. of January, 1904, the Royal University Library at Turin was well nigh reduced to ashes; and the world is still trying to discover how much of its history has gone up in smoke. Of Greek manuscripts alone 401 were destroyed, and much material of information concerning medieval life and letters irreparably lost. The experts are giving thanks whenever the small privilege is accorded them of identifying and cataloguing the titles of “Arabic, Persian, Turkish, and Hebrew parchments as these lie in their own ashes.” The united academies of France and Germany mourn the records of the year 1286, which they just too late were planning to reproduce and publish. The world regards with gratitude the few scholars who, like Krumbacher, had had the foresight painfully to copy and collate here and there a treasure which henceforth will be accessible in that copy alone. In the French Academy of Inscriptions and Belles-Lettres Paul Meyer expressed at once his regret that more of the vanished treasures had not been made current by reproduction, and his satisfaction that even a few, such as the text of the chronicler Haytoun and the beautiful manuscript with miniatures of the Hours of Turin had been saved in facsimile by the efforts of the academy. Salomon Reinach called the attention of his fellow-academicians to the fact that it was the duty of science, of governments, and of academies, to take measures to photograph documents of the first rank. If the catastrophe of Turin could produce this result there would be in it some melancholy consolation for the regrets mingled with remorse which the scholarship of Europe now experienced because of the irremediable disappear¬ ance of so many historical sources and works of art. M. Dieulafoy, agreeing with M. Reinach, urged the academy to represent to the minister of public instruction the necessity of coming to an immediate decision favorable to the proposal for national assistance in this matter of reproduction. On the 2d of February, 1904, the Chamber of Deputies was accordingly memorialized upon the subject, and the following resolutions were introduced: 1. A special appropriation of 100,000 francs shall be placed at the disposal of the .minister of public instruction for the photographic reproduction of the principal manuscripts preserved in the great libraries and national museums of France. 2. The Academy of Inscriptions and Belles-Lettres is commissioned to effect the execution of these reproductions in such way as shall best subserve the interests of art and science. Since the day is not far distant when a similar appeal will be made, if not to the Congress of the United States, at any rate to some American capable of endowing an institution of similar scope and aim, the reasons accompanying this proposition are subjoined.® The resolution was referred to the commission du budget, and, though nothing has transpired up to the present, it is still to be hoped that a favor¬ able report may result. We now return to the American project, which in detailed form, and with sugges¬ tions on method and cost, and a specimen list of manuscripts and unique printed texts deserving of reproduction, was published by the New York Evening Post on the 19th a From Bergmans, p. 13: Documents parlementaires de la Chambre des Deputes, 1904, p. 63, annexe No. 1479: Messieurs, les richesses inesthnables conservees dans nos musees, des tresors precieux pour rhistoire et la science, sont exposes a disparaitre enticement par suite d’un sinistre toujours possible. Llncendie recent de la Bibliotheque royale de Turin remet une fois de plus en relief la necessite de prendre toutes les mesures susceptibles de d im inner les risques de destruction definitive qui menacent sans cesse tant de riches monuments de notre gloire nationale. Sans doute, des precautions sont minutieusement prises pour eviter les desastres et des gardiens vigilants sont continuellement en eveil; malgre tout, un incendie pent se declarer d’un moment a l’autre. II importe done que nous mettions a profit les moyens capables de preserver d’une mine complete les documents, si interessants pour le present, que nous ont transmis les generations du passe. La photographic nous permet de creer une reserve de reproductions qui rendrait moins faeheuse pour nos savants la perte des plus importants manuscrits originaux recueillis dans nos principales bibliotheques. C’est pour assurer ces reproductions, rendues faciles par les progres de la photographie, que nous vous demandons de voter la proposition de loi suivante. CONGRESS FOR THE REPRODUCTION OF MANUSCRIPTS. 139 of November, 1904. As before, the author, Gayley, calls for an endowment for con¬ tingent expenses and a revolving fund (to be applied strictly in the supply of such demand as may be guaranteed by a number, of subscriptions sufficient, on the one hand, to meet expenses, and, on the other, to furnish each subscriber with fac¬ similes approximately at cost) . He points out that with the cooperation of universities, libraries, and learned associations in Europe, America, and the colonies not only will a steady market be assured, but also the continuous judgment of experts concerning the documents most necessaiy to be reproduced. He repeats his suggestion of an international bureau of literary research, to be situated, with a central library of facsimiles, at some focus of intellectual activities; but this library (equipped with at least one copy of each facsimile reproduced by the American enterprise, and with copies, obtained by exchange, of whatever is reproduced by European enterprise) appears now not as an affair attached to any single university, but as a cooperative and national institution. Indicating to what extent expenses may be reduced by cooperation, he says: A calculation on the basis of a 50-page quarto in the Bodleian library and of the advertised rates of photographic reproduction (collotypic) as now practiced by the Clarendon Press, Oxford, shows that we could secure 100 copies of the quarto at a cost price of $2 each copy, whereas an individual undertaking to secure one such facsimile would have to order an edition of at least 20, each of which would cost him $5. To secure his one copy at $5 he would, in other words, have all the labor of the enterprise and the responsibility of disposing of the 19 superfluous facsimiles. The bureau, however, could sell at a gross profit of 50 per cent or even at 100 per cent and still under¬ sell the individual competitor. This is an example on a small scale. One hundred facsimiles of such a work as Homer’s Iliad would cost us at least $2,000. And so on, upward and downward. The expenses of the proposed bureau are summed up as follows: 1. The payment in advance of the republishing press employed; for the present the Clarendon Press, Oxford; later an independent equipment of our own capable of undertaking this work in all libraries and museums. 2. The payment of a special agent to administer the details of the business, to report orders to the bureau, and arrange for the transmission of books, and keep the minutes of the board of directors. 3. Office rent, store rent, and ultimately rent of a fireproof storehouse. 4. The expenses of correspondence and such other incidental costs. 5. Expense of clerks for cataloguing, indexing, etc. 6. The expenses of general supervision and such other compensation as may be advisable and necessary, proportionate to the time, effort, and skill demanded by the direction of the enterprise. These are expenses each of which will grow with the extension of the operations of the bureau; but with that extension there will grow the ability to meet the cost. To reduce the thing to a practical basis — supposing that it were deemed advisable to commence by republishing 20 important manuscripts or unique prints, $20,000 would be sufficient on. the following calculations: 100 copies of each of 15 old English plays and other literary rarities, at $200 . . $3, 000 100 copies of each of 5 classical manuscripts, e. g., “Iliad,” at $2,000 . 10, 000 100 copies of each of 5 historical manuscripts or prints, at $1,000 . 5, 000 100 copies of each of 8 scientific manuscripts, at $250 . 2, 000 Total . . 20,000 For contingent expenses an additional $5,000 would be sufficient. A sum of $25,000 would suffice to launch the enterprise and make known its possibilities. This would constitute a revolving fund for the charges of republication. Thereafter it is estimated that the current expenses and the establishment of a reserve to meet necessary pay¬ ments of cash in advance of the returns from the subscribers for the series would amount to $10,000 per annum. That is to say, a cash endowment of $25,000 is to be desired and a capital fund (say of $200,000 to $300,000) so invested as to produce an interest of $10,000 per annum. 140 EDUCATION REPORT; 1905. This communication was strongly backed by a leading article in the same issue of the Evening Post, in which Prof. Hammond Lamont commends the project to the consid¬ eration of American scholars, and calls for correspondence with a view to practical cooperation on the part of scientific societies, libraries, individual scholars, and biblio¬ philes. “Cooperation among the institutions and persons most interested is the first step,” says he. “Financial backing is the second. The first would, we believe, inev¬ itably lead to the second. * * * Here would be an extraordinary opportunity by a single stroke to confer upon scholars of all races and for all the future a great boon.” Numerous letters of comment and approval were received by the Evening Post and printed during the ensuing months. Among the rest, from Herbert Putnam, Librarian of Congress; Dr. James H. Canfield, librarian of Columbia; H. L. Koopman, librarian of Brown; G. W. Harris, librarian of Cornell; Asst. Prof. Charles Upson Clark, of Yale; George Parker Winship, librarian in Providence; E. A. Richardson, librarian of Princeton; Mrs. Z. A. Dixon, librarian of the University of Chicago; Profs. J. C. Rolfe and Felix E. Schelling, of the University of Pennsylvania; Bishop Henry Cod- man Potter, of New York; Worthington C. Ford, of the Library of Congress; Profs. Arley B. Show, Clyde A. Duniway, E. D. Adams, H. L. Cannon, Max Farrand, and II . R. Fairclough, of Stanford; Profs. C. H. Grandgent and M. H. Morgan, of Harvard; Azariah S. Root, librarian of Oberlin; President James B. Angell, Prof. M. L. D’Ooge, and Prof. Fred Newton Scott, of the University of Michigan; Profs. Alexis F. Lange, W. A. Merrill, and G. R. Noyes, J. C. Rowell, librarian, and Messrs. Alfred Emerson and Walter Morris Hart, of the University of California; David H. Browne, a metallur¬ gist of New York; Prof. A. Y. Williams Jackson, of Columbia; Prof. William M. Sloane, of Columbia; Profs. F. I. Carpenter and R. G. Moulton, of Chicago; President Harper, of Chicago; President Schurman and Profs. J. W. Jenks and J. M. Hart, of Cornell; Prof. T. W. Hunt, of Princeton; Profs. Tracy Peck and G. B. Adams, of Yale; and Prof. A. R. Hohlfeld, of Wisconsin. Private letters commending the enterprise were received from Profs. Calvin Thomas, G. R. Carpenter, YvTilliam Sloane, and A. Y. Williams Jack- son, of Columbia; Gildersleeve and Bloomfield, of Johns Hopkins; William C. Lane, of Harvard, and a number of other scholars. In the March- April number of the Revue archaeologique, M. Salomon Reinach, dis¬ cussing the proposal made in February, 1904, to the French Chamber of Deputies, hails with satisfaction the American plan, saying that he had remarked some five years before that the United States had few ancient manuscripts but much money, and that if he were an American he would propose just such a federation of public libraries for the photographic reproduction of manuscripts of the first importance, as was now advo¬ cated in the Evening Post. Commenting further upon Professor Gayley’s project, he makes the following valuable suggestions concerning process, format, and price: 1° Pour les mss. interessants par leur contenu, mais qui ne sont pas des oeuvres d’art, et pour les exemplaires uniques de livres analogues, il faudrait des reproductions en simili-gravure, dans le format grand in-8°, c’est-a-dire, generalement, une forte reduc¬ tion; il est inutile de donner de simples documents dans la grandeur des originaux; 2° Pour les mss. ornes de miniatures, il faut des publications integrates comme celle que j’ai faite, grace au fonds Piot, des Grand es Chroniques de Saint-Petersbourg, dans un format qui doit etre generalement l’in-4° et par les procedes plus couteux de l’helio- gravure ou de la phototypie; 3° Suivant que les anciennes cartes ou autres feuilles iso¬ lees sont ou ne sont pas des oeuvres d’art, il conviendrait d’appliquer l’un des deux procedes dont il vient d’etre question; 4° Le prix d’aucun fac-simile ne devrait depasser 2 francs le feuillet; il ne faut pas que ce grand projet devienne, entre les mains d’un “avide editeur,” un pretexte a rangonner le public. That not Americans alone were interested in this project for systematic reproduction of manuscripts was further shown by the adhesion of Guido Biagi, prefect of the Lau- rentian and Ricardian libraries in Florence, who, writing in the Evening Post of May 10, says: • Mr. Gayley’s plan seems to me worthy of the highest consideration, especially by the scholars of Europe. I think that all institutions of learning and all scholars ought to be CONGRESS FOR THE REPRODUCTION OF MANUSCRIPTS. 141 interested in the matter, both for the progress and spread of science and for the preser¬ vation of the treasures of ancient culture, so constantly exposed to all kinds of peril. I therefore deem it our duty to put this plan into the most practicable form. Signor Biagi feels that ‘‘founding an international bureau to centralize information for these reproductions is highly commendable,” and that “an international bureau would probably command resources and secure privileges which might be granted to the investigators of no one nation.” III. We now arrive in this history of the movement at the beginning of 1905, when the Belgian Government, through its minister of the interior and of public instruction, took the initiative in the organization of the recent International Congress at Liege. Con¬ tinuing with the report of the proceedings of that congress — August 21-23 — we note that, in connection with the discussion of M. da Cunha’s paper on Portuguese legisla¬ tion concerning the reproduction of manuscripts, submitted to the section on studies on August 22, a lively interchange of thought was evoked regarding the propriety of appealing to national governments for direct financial assistance. The divergence of opinion was so decided that no appeal was resolved upon. Far otherwise with the pro¬ posal to call upon the powers for the exercise of moral suasion in the case of libraries which persistently have refused to open their treasures to the makers of facsimiles. As to the desirability of founding a bureau for the reproduction of manuscripts in America and of finding the money by benefaction, if possible, in that country, naturally no difference of opinion existed; and still it was evident that even if such a bureau were to be dependent upon the patronage of libraries, universities, and individuals, a very considerable part of its support (by purchase or exchange of facsimiles) would come from the learned institutions of Europe. Both before and during the congress the delegate of the United States was assured of the hearty cooperation of the leading libraries — the Bibliotheque Nationale, the British Museum, the Bodleian, the Trinity College, Dublin, the Vatican, etc. — in the matter of permitting the reproduction of manuscripts without restriction and on the most libera! terms. The reports of M. Bayot and Father van den Gheyn, the former on the history and actual condition of publication by facsimile up to the present time, and the latter on the manuscripts of Belgium most worthy to be reproduced, were of the greatest practi¬ cal value. So also the report of M. Prou on facsimiles of state papers, with its admi¬ rable bibliography of reproductions up to date. Unfortunately the limits of this review do not admit of a detailed transcription of their contents, and a mere summary would be futile; but since they are already in pamphlet form and are incorporated in the Actes du Congres,a they will in the future be at the service of individuals and insti¬ tutions interested in facsimile reproduction. M. Bayot’s bibliographical list is, of course, based upon those of Omont, Gabriel Meier, Pirenne, Bourmont, Grand, Prou, etc., but it is more than an ordinary bibliography in its historical execution and its resume of successive methods of technique. From Father van den Gheyn’s selection of manuscripts necessary to be reproduced from the libraries of one little kingdom scholars may obtain a vivid idea of the enormous possibilities of reproduction on a general scale. Among the resolutions adopted by the congress those of especial significance to the future of American scholarship in the humanities have been already summarized by the author of this report in an article in the New York Evening Post, as follows: One favoring the formation in every country of a commission composed of specialists for the purpose' of designating the manuscripts most desirable to be reproduced in fac¬ simile; another requesting governments to draw up regulations permitting scholars to obtain, on the most liberal terms possible, the reproduction of manuscripts in which they are interested, and providing for the transmission to the various governments concerned of this resolution, together with a list of the libraries, museums, and other a MM. Misch et Thron, editeurs, G8 rue Royale, Bruxelles. ED 1905 — VOL 1 - 13 142 EDUCATION REPORT, 1905. depositaries of which the regulations are at the present time in every way satisfactory; a third expressing a desire to see published (a) a list of the manuscripts reproduced in full by facsimile up to the present day; ( b ) so far as possible, a detailed bibliography of facsimiles contained in collections of specimens; also a sentiment that facsimiles of manuscripts should preserve the format of the originals, appear as bound volumes, and when feasible be printed on both sides of the sheet; furthermore, that while it is not necessary that facsimiles be accompanied by scientific commentaries, they should always be prefaced by a minute description of the originals reproduced and of the proc¬ ess by which the reproduction has been obtained. The congress passed a resolution unreservedly indorsing the American project and desiring Professor Gayley to take steps to organize in the United States a bureau for the systematic reproduction of manuscripts and other originals necessary to the promotion of research. It designated also, as requested by Professor Gayley and Prof. Salomon Reinach, a permanent international committee for the prosecution of the various inter¬ ests determined upon or discussed by the congress, composed of the following represent¬ atives of the countries concerned r Brambach, of Carlsruhe; S. de Yries, of Leyden; Ehrle, of the Vatican Library in Rome; Gaillard, of Brussels; Gayley, of California; Karabacek, of Vienna; Lange, of Copenhagen; Nicholson, of the Bodleian Library in Oxford; Omont, of Paris; Putnam, of the Congressional Library in Washington; Salo¬ mon Reinach, of Paris; Traub, of Munich; and Van den Gheyn, of Brussels. The committee was authorized to add to itself specialists whose assistance may be desirable. An important part of its function will be to lend the weight of distinguished names and expert authority to all efforts of its American members directed toward the establish¬ ment of an American bureau of republication and library of facsimiles, also to assist in designating manuscripts most fitting to be reproduced, and in procuring the permit necessary from the libraries or governments controlling the originals. The committee will take steps to execute the resolutions of the present congress and will call another when and where it may seem proper. Paris, New York, and Washington have already been suggested, and one of these three will probably be selected as the seat of the next international convention. The congress passed also resolutions aiming at closer uniformity and increased facil¬ ity in the reproduction of maps, coins, and seals, and indicated its approval of certain technical processes discussed and recommended by the section charged with that aspect of the question. In regard to the project of M. Sury for an international bureau of exchange situated at Brussels, it was of the opinion that the end in view could be best attained by an extension of the existing international system of library exchange' to cover facsimiles of manuscripts, coins, and seals. On the whole, though apparently of interest only to specialists, the resolutions adopted by the congress are of the greatest concern to the scholarship of the New as of the Old World, and it is a cause of especial gratification that so much that is of imme¬ diate and practical significance has been accomplished. The writer of this report presented the question of the feasibility of forming a coop¬ erative bureau of republication to the Association of American Universities which met in March, 1906, in Berkeley, Cal. He believes that an annual subscription of at least $100 from each of 50 university or college libraries, for value to be received in facsimiles of manuscripts, together with what may be expected from the great libra¬ ries, such as that of Congress, and from individual collectors, will suffice to create a working model of both bureau and central library, capable of enlisting the practical interest of some financial benefactor. CHAPTER IX. THE NEW YORK SECONDARY SCHOOL SYSTEM. An Address by Andrew S. Draper, New York State Commissioner op Edu¬ cation, at the Joint Meeting op the Associated Academic Principals, the Council op Grammar School Principals, the Science Teachers’ Associa¬ tion, the Training Teachers’ Conference, and the Drawing Teachers’ Club of the State op New York, at Syracuse, N. Y., on December 28, 1904. * * * There have been three fairly well-defined steps in the making of Ameri¬ can secondary schools: First there was the Latin grammar school of the colonies; second came the academy, which prevailed and flourished from the Revolutionary war till past the middle of the nineteenth century; and, third, the public high school, which has come into its estate in the last half century. the Colonial grammar school. The colonial grammar school took its name and its character from the early cathedral grammar schools and the monasteries. There were not many of them and they were for the greater part both local and temporary. They were in almost every instance fitting schools for the colleges. They did not scatter their affections. Each one was the instrument and feeder of a particular college. They prepared pupils for the col¬ lege entrance examinations, but they had to go far to supplement the meager instruc¬ tion received in the home schools or, perhaps, oftener in the homes where there were no schools at all. Of course they observed and inculcated the religious beliefs of the colleges which they supported. The character of the New England grammar schools at the middle of the seventeenth century will be seen from the statement that “when scholars had so profited at the grammar schools that they could read any classical author into English and readily make and speak true Latin and write it in verse as well as in prose, and p&fectly decline the paradigms of nouns and verbs in the Greek tongues, they were judged capa¬ ble of admission in Harvard College.” At Princeton, a century later, “candidates must be capable of composing grammat¬ ical Latin, translating Virgil, Cicero’s Orations, and the four evangelists in Greek, and must understand the principal rules of vulgar arithmetic,” and this controlled the work of such grammar schools as there were at that time in the middle colonies. These schools are commonly called “free schools,” but they were not wholly free. They claimed tuition fees, depended upon generous gifts which they often secured, and looked to permanent endowments which some of them realized. Often gifts of lands or some special revenues were made by the town. Certainly they were not public in the sense that they were supported by uniform taxation. The term “free school” seems to have been used to designate schools not restricted to a particular class of pupils. New England led in the formation of these early classical schools, because New Eng¬ land was New England. Institutions in New England naturally enough copied insti¬ tutional life in Old England. The English peasantry had no schools. The English nobility and aristocracy maintained colleges and fitting schools for their own. The grammar schools, like the colleges of which they were really a part, came from the higher classes and were necessarily exclusive. There was a fine aristocracy — indeed, a gifted and, speaking relatively, a learned aristocracy — in New England, and naturally enough 143 144 EDUCATION REPORT, 1905. it followed the ways of the mother country. Often it improved upon those ways. The growing spirit of democracy made this particularly true in education. The Dutch were the first to set up the really free elementary school in America. They brought more democracy with them than the Puritans did. The Pilgrims had more of it, man for man, than either; but there were not enough of them to bring a very great quantity or propagate it very rapidly. Before the English overthrew the Dutch there were many elementary schools in New Netherland. There were only one or two grammar or classical schools. After the English triumphed all of the Dutch schools disappeared. Education was a bone of contention. The English had no disposition to encourage elementary schools for Dutchmen. It seemed perilous to them. In the more than a century from the English invasion to the Revolution there were two, and only two, schools established by the Dutch with the English official approval. Both were grammar schools. The English crown could tolerate Dutch classical schools rather than Dutch elementary schools. That much seemed reasonably safe when the teachers had to be approved by English bishops. One of these schools was as transitory as classical; the other was splendidly persistent, for it merged into Columbia University. RISE OF THE ACADEMIES. There is nothing more interesting in our history, or in any history, than the relation of the democratic to the educational advance. The growth of sentiment and feeling which forced the Revolution was quickly reflected in innovations upon the character of the schools. The colonial grammar schools werh pushed down into unoccupied territory from the exclusive institutions of such aristocracy as there was. They were the instruments of a distinct copartnership between church and state. They were commoner and stronger where that copartnership was the widest and the most exact. They were few and weak where that relation was nonexistent or ineffective. But of course until real democracy began to assert itself there were no schools save the exclu¬ sive ones provided by the crown and church. With the approach of the Revolution, and resulting from the same causes, new social, ecclesiastical, and political conditions produced a new order of schools. The tendency toward the independence of govern¬ mental and ecclesiastical affairs was developing and the close relation between church and state which so long obtained in the Puritan theocracy was weakening. The effect upon the schools was twofold — to make the lower grades of schools the instruments of the democratic advance and to stimulate private and denominational effort in the interest of the old order. The results were the common elementary school, developed more slowly than we are accustomed to think, and also a new institution of much higher grade under private and denominational control, with more exact legal and Corporate organization and powers, and not entirely without state largess. The gram¬ mar schools did not wholly disappear, but they rapidly decreased in numbers, and such as lived contracted their curriculums and shed their denominational bent. A very few, notably the Boston Latin School, have been adopted by the public and have come down to the present day retaining a distinct classical curriculum. Wherever this has occurred it has been in close association with other secondary schools with wider courses and freer electives. Even before the Revolution an academy appeared here and there; but it needed independence to settle matters. And independence did settle matters. * * * The elimination of the influence of English politics from the affairs of government in America, the removal of the oversight of the English church over religious affairs in this country, and particularly the distinct enunciation of the entire separation of state and church in the scheme of government which rose above the fires of the Revo¬ lution gave decisive impulse to new educational ideas and distinct form and energy to a new manner of school. The American academy was not a democratic institution, but it was more demo¬ cratic than the colleges and Latin schools which antedated it. It was as demo¬ cratic as the hold-over influences or the uncertain political theories of the time would THE NEW YORK SECONDARY SCHOOL SYSTEM. 145 permit it to be. It had an independent legal organization with an independent though perhaps slender endowment and a self-perpetuating control. If it aimed to prepare pupils for college it undertook even more to prepare pupils for life when they were not going to college. Often its work was wider than that of the college itself. It laid new stress on the study of English, including its grammar, rhetoric, and the art of pub¬ lic speaking. It went more broadly into mathematics, including surveying and navi¬ gation, and it made important beginnings in the natural sciences. Chemistry and physics were favorite subjects. History was universally taught. Even architecture and stenography got a start. French was very common, and German appears occasion¬ ally. If Latin and Greek continued to be upheld they were paralleled by innumer¬ able courses, which were clearly enough of democratic origin, and must surely change the outlook of communities and propagate the democratic principle in affairs. It was attached to the fortunes of no party in politics, and, although it was devoutly religious in spirit, it of necessity came to serve a constituency which was much broader than the membership of any single church. It exacted fees, but commonly far below the measure of its necessities, and its democratic tendencies disposed it to help all it could. It surely needed the aid which the state was disposed to give, and as the state was a democratic one the fact stimulated the democracy of the academy itself. THE NEW YORK ACADEMIES. By the act of April 13, 1787, the board of regents of the University of the State of New York was given the power to charter academies. At the first subsequent meet¬ ing' Erasmus Hall Academy, now Erasmus Hall High School of Brooklyn, was char¬ tered. At the next meeting Clinton Academy at East Hampton, in Suffolk County, was chartered. In 1794 there were 12 of these academies, in 1809 there were 30, in 1829, 48, and in 1834, 64. It has been the policy of New York, practically from the beginning, to give aid and encouragement to secondary education. When the elementary school system was developed the State undertook to assure a primary school education to every citizen. It would not support it, but has always compelled every district to maintain an ele¬ mentary school and has made the stronger districts aid the weaker ones. It has never gone so far as to assure a secondary school to every community by requiring towns or districts to maintain them, but it has gone far to induce communities to establish them by giving substantial aid to such as were established. In 1790 the State established what is known as the literature fund by authorizing the regents to take possession of certain State lands and apply the rents and profits to aid colleges and academies. In 1813 and again in 1819 the income of funds received from other State lands were added to the literature fund, and in 1827 securities to the value, of $150,000 belonging to the canal fund were added to it. Subsequent legisla¬ tion transferred annually $28,000 from the United States deposit fund to the literature fund. For convenient reference, and because always interesting, I insert here a table show¬ ing the distribution of the literature fund to academies in the years 1820, 1830, 1840, and 1860, which will indicate the number of schools, the whole number of pupils, the number of academic pupils, the sums apportioned, and the average amount to each academy. It is as follows: 1820. 1830. 1840. 1860. Schools. . . . . . . . . . 30 2, 218 636 82, 500 883 58 4,303 2,222 810,000 8172 118 10,881 8,841 840,000 8339 160 28,941 16,514 840,000 8259 Scholars . Academic scholars . Amount apportioned . Average amount to each . 14G EDUCATION REPORT, 1905. * * * rpke w}10ie number of students reported in academies in 1834 was 5,330, and the number allowed by regents in the distribution of the literature fund, as having pursued the requisite studies, was 3,741; the value of academy lots and buildings was §390,825; value of other real estate, §19,722; the value of philosophical apparatus and library, §21,795; the value of other personal estate, §139,130; number of books in libraries, 10,145; tuition money for the year, §73,472; income from permanent funds, §9,275; amount received from the State, §12,000; debts due by academies, §72,137; number of teachers, 217; compensation of teachers, §68,924. A study of the subject makes it clear that the regents were discriminating in granting charters. They required satisfactory proof that the institution had sufficient means to support life and perform its work creditably, and they saw to it that it was not likely to flourish at the expense of a previously incorporated institution. This led to applications to the legislature, which were often granted with less care. Between 1819 and 1830 there were more than 40 academic charters granted by the legislature, mostly without conditions. Upon the whole, however, it may be said that the acade¬ mies of the State had an excellent and in many instances even an illustrious history. But in time these splendid institutions were forced to give way to another class of institutions more democratic than themselves. About 375 academies were incorpo¬ rated between 1787 and 1884. By 1884 very nearly 50 had been merged in union schools or had become separate high schools; four or five had been resolved into State normal schools, three or four had served as college foundations, and about 250 had become extinct. A few, after being chartered, were never organized. There are now about 30 of the old-time private or denominational incorporated academies still in existence. During the last twenty years there have, however, come under the visitation and inspection of the regents a large number of modern denominational schools of academic grade, which more than makes good the number of academies reporting in 1884. But the public high schools have come to far outnumber them. THE HIGH SCHOOL MOVEMENT. The academies were the outcome of the best thinking of almost a century of Ameri¬ can progress. They were the embodiment of as fine heroisms as ever found expression in any educational institution, and there have been no finer in the world. They were as democratic as the most aggressive democratic spirit of their day could make them. They did a work entitling them to enduring gratitude, because of wide and permanent value. Then, as a prevailing class, they were forced aside by a new class of institutions, which sprang out of fresh and advancing thought, were more democratic, met a wholesome and imperative demand for a wider range of work, had a much wider and more potential influence, and gained new and very different ends. The academy was an incorporated and endowed institution, though commonly so slenderly endowed as to be transitory. The public high school is supported by taxa- tioh, managed by public officers, and more independent and permanent. „ The high school is free; the academy was as free as it could be, but it lived largely upon fees. The difference appeared in the pupils, in the instruction, in the outlook, and in the measure of stability. The interest of the mass is the best endowment an institution can have. It is even more steadfast than statutes. The taxing power is not so spas¬ modic as beneficence. The work of the academy connected with the colleges and had no organic connections below; that of the high school connects with the public elementary schools below and forces the colleges after long centuries of opposing theories to establish relations with the upper end of their courses or waive the hope of preeminence. The academy was pushed down into unoccupied territory from above; the high school was pushed up into the same field from below. The business of one was to serve the interests that were above but not quite altogether heavenly; that of the other was THE HEW YORK SECONDARY SCHOOL SYSTEM. 147 to help on the broader and more worldly concerns that were below. In time it tran¬ spired that with all this in the same territory there was now and then some abrasion. The function of the academy was to prepare for college and incidentally for life ; that of the high school is to prepare for life and incidentally for college. The one was classical with some practicalities; the other is severely practical, and generally in the best sense, with some classical appurtenances. The academy was essentially an advanced school for boys; the high school is as essentially coeducational. The courses of the high schools have widened out from the old standbys and gone into about everything that can aid one to earn a living. There is mental discipline in study that informs the mind and applies to life. It is interesting to study the first decisive manifestations of this high school move¬ ment. They came in the West — in what was then the West — where there was nothing in the way, where democracy was freer than in thoroughly settled social conditions, and where the masses were doing things on their own account. The movement advanced on lines of least resistance, but when forced it accepted the gage of battle, and when it did it won or drove a mutually advantageous compromise. The movement from the beginning and always has been strong in the West— in whatever came to be the West. A western village is ashamed to be without a high school. The building is the finest and the most conspicuous in the settlement. It is so in all of the North Central, the Mountain, and the Pacific States. Of course it results in many struggling high schools, but in many more which are as fine as any in the land. And, moreover, they will abundantly take care of a splendid future. They will do that not so much because of what they are, but because of their buoyant spirit and their universal popularity, because they are everywhere and grow steadily, and because of the relations in which they stand. There are sixteen grades in the free school system in the great West. The continuity of the system from the beginning of the kindergarten to the graduate school in the State university is perfect and the road is open. Certificates of work done in the school below admit to the school above with¬ out examination. The inadequacy of a written examination as a test of the knowledge and the power of pupils when the examination is set by strangers who have had no im¬ mediate connection with previous work seems to me obvious. The acceptance of certificates helps pupils to go to the university who would not go. It stimulates and steadies all of the schools below. It articulates the whole educational system and gives each part intelligent interest and pride in all the other parts. It does not lower standards in the universities. The tests of university work are as severe and the degrees as exalted as anywhere in the country. Eastern universities try not to believe it, but they will have to open their minds and modify their opinions. And a further word might be dropped by way of a not over venturesome prophecy. The old line universities which have come to be great may of course continue indefi¬ nitely upon old line policies with only very slight modifications. But unless they go further in accepting, not quietly or stealthily, but openly and avowedly, the creden¬ tials of high schools of unquestioned standing, unless everyone who has in himself the reasonable possibilities of doing their work has his free chance, unless they guard against letting snippery and second-hand culture give tone to their character and flavor to their, doings there will be free public universities in some of these Eastern States before all of us die. The demand of our democracy for free education to the very limits of human knowl¬ edge is aggressive. It has grown more aggressive through the success of the public high school movement and as a result of the influence of high school graduates upon the sentiment of the country. It is going through the land. It is a demand which will have to be treated politely and negotiated with or there will be another issue, which ought to be avoided, between public and private institutions. The figures concerning the high school movement are as interesting as any figures 148 EDUCATION REPORT, 1905. are likely to be. Commissioner Harris tells us that at the turning point of the last century there were but 11 high schools with progressive courses continuing from two to four years and covering advanced studies in foreign languages, mathematics, literature, natural science, and history. In 1860 there were 44 of these schools; in 1870, 160; in 1880, 800; in 1890, 2,526; in 1900, 6,005. This remarkable growth has been decisive in every section of the country — the South by no means excepted — but it has at all times been specially noteworthy in the Mississippi Valley States. THE NEW YORK HIGH SCHOOLS. But the advance of the secondary schools in New York is of chief concern to us to-night. From the very beginning of statehood the bounty of the State has gone liberally to these schools; and the return has approved the policy and justified the investment. What is known as the literature fund, as already stated, was established in aid of secondary education in 1790. The stream made a fine start, and it has gathered volume in its progress. It is but just to say that no other State has anything like such a record. The State appropriation now for this purpose is $350,000 annually, which is apportioned on the basis of $100 to each teacher, not to exceed $250 for approved books and apparatus provided the school supplies a like amount, and a pro¬ portionate share of the balance on the basis of attendance of academic students. * * * In 1822 the legislature passed an act making the trustees of Farmer’s Hall Academy in the village of Goshen, Orange County, trustees of the common school district when a majority of the taxable inhabitants of the district should give their consent thereto. An act similar in all respects was passed in 1823 concerning the academy and the common school district at Oyster Bay in Suffolk County. Here was the nucleus of the union school movement. The first use, certainly the first legal use, of the term “high school” in this State seems to have grown out of the combined, or larger, or the little more advanced school of the Lancasterian movement. In 1825 an act was passed by the legislature incor¬ porating the “High School Society of the City of New York,” and in the next ten years a dozen other similar acts were passed. Governor He Witt Clinton gave that movement and this legislation his warmest support. While the institutions here provided for were far from public high schools as we use the term, they were quite clearly the first fruits of the public high school movement. And the charters of at least two or three of these institutions contained the first distinctly recognizable factors of the public high school, for they consolidated school districts, they associated academies and elementary schools together under public management, and they combined classical instruction with instruction in the useful arts. The act of 1853 contemplated such schools everywhere and for the election of boards of education for their management. These union schools were authorized when there was an academy in their district to make the same the academic department of the union schools upon the consent of the board of trustees of the academy. Thus the process of elimination and absorption went on, and the union schools with the resulting academic departments, and then the independently organized high schools, came to possess the land. The present number of academies and high schools is as follows: Academies (incorporated) Senior academic schools . Middle academic schools . Junior academic schools . Special academic schools . 102 3 12 25 3 Total 145 THE NEW YORK SECONDARY SCHOOL SYSTEM. 149 High schools . 407 Senior high schools . . 56 Middle high schools . 60 Junior high schools . 128 Special high schools . 4 In the State, during the decade 1880-1900, while the growth in enrollment in the common schools was 16 per cent, the number of public secondary schools increased 140 per cent; the number of academies (including denominational schools) 34 per cent; the total net property of secondary schools and the number of secondary students more than 100 per cent. In 1903 secondary schools reported 95,096 students and a total net property of $33,771,006.27, with expenditures for the year of $7,106,999.90, as follows: High school property, $14,400,278.45; high school expenditures, $5,007,055,012; academic property, $19,370,727.82; academy expenditures, $2,099,944.88. * * * Beyond this the State has entered upon the policy of making an allotment to the high schools for the tuition of pupils who may come from districts without high schools in order to equalize the State largess for secondary education to all of the people, and particularly to make sure of aiding the more aggressive pupils in the less fortunate districts. The appropriation for this each year equals more than half of the entire sum which the State appropriates annually for the encouragement of-secondary education. From this it is clear that neither the State government nor the people in their local communities have been indifferent or unintelligent in the upbuilding of secondary schools. Taking the whole State together, in spite of the fact that the hindrances to the diffusion of higher education augment with the size and particularly with the con¬ gestion of population, New York justifies the splendid commendation of the author of The Making of the Middle Schools. If the special drawbacks which present them¬ selves in the metropolis were to be eliminated the presentation would abundantly show not only the best organized system of secondary education developed an Ameri¬ can soil, as Professor Brown puts it, but it would show about as abundant and energetic, and probably more evenly distributed, provision for secondary instruction as will be found anywhere in the land . * * * But before passing from the city of New York it ought to be distinctly said that the rapidity of growth in the high schools located within the territory embraced by the boundaries of Greater New York since 1897 is altogether unprecedented in the history of education in this country. . In 1897 the number of high school students was 2,360, in 1904, 27,824, an increase of 1,079 per cent. Within the same period the number of teachers increased from 111 to 841, or 658 per cent; the annual expenditures from $161,084 to $2,922,648, an increase of 1,714 per cent; value of grounds, buildings, and equipment from $637,245 to $5,761,004, an increase of 804 per cent. Nor is this all. There are in addition five high school buildings in process of erection, the aggregate contract price of which is above $3,000,000. THE FUTURE. Now, let us turn our faces to the future. A careful inquiry, with no purpose but the ascertainment of the truth, seems to make it clear that the people of this State have not been remiss in setting up secondary schools; that in the number of schools and of pupils we are above the average; that the advance in numbers in the last decade has been as remarkable as gratifying; that with the exception of New York City these schools are evenly distributed over the territory and are fairly representative of the population of the State, and that in the city the evolution is now going forward as heroically and splendidly as it ever did anywhere. This is not saying that there is not room for more, or that what we have are not to be made stronger. We are to ascer¬ tain what will accomplish both of these ends. 150 EDUCATION REPORT, 1905. We have been speaking of numbers rather than of excellence. There is no reason known to me for imputations upon the character of these schools. I should be sur¬ prised to learn, after all that has been said or done, of any proof that the average of buildings, of equipment, of teaching power, and of work accomplished was not high. Yet I have seen enough of school work to know that it often happens that people who have very indifferent schools think that they have the very best because no one does them the service of telling them the truth. It would not be surprising if there are many schools registered for but a part of the high school course which make the serious mistake of being more ambitious for a high-sounding name and for appearing to do a lot of work rather than for occupying a minor place, which is just as honorable, if they will do what they may do just as well as it can be done. A school which is giving a 48 count diploma in less than four years and with indifferent facilities should not be allowed to think that it is doing it as well as it may be done. There is nothing to be said against and there is much to be said for starting schools before they are able to do four full years’ work, but there is everything to be said against a 50-cent piece having the effrontery to try to pass itself off for a dollar. * * * Much would be accomplished if a movement to standardize the work of the second¬ ary schools in all parts of this State, which is now under serious discussion, could be successful. And if that could be identified with the standard for admission to college established by the College Entrance Examination Board of the Middle States and Maryland the need of State universities in the Eastern States will be less urgent and logical than it otherwise will be, while the advantages to the colleges will be very considerable and the placing of more exact values upon the work of all secondary schools will be more stimulating and steadying than we can now foresee. * * * Massachusetts makes, as she has always made, secondary schools compulsory by statute, though I am unaware how far the statute has been executed against a reluc¬ tant community. Not until recent years has the State appropriated State funds for the support of these schools. New York has required an elementary school of at least reasonable character within reach of every home. It has tried to assure the quality of the teaching by keeping in its own hands the certification of teachers while in our excellent sister State to the east that has been left to the same local authority which employed the teachers. After doing as much as that, and it has been very much, our State has left all the rest, including the secondary schools, to community initia¬ tive and local pride. We have stirred local initiative by favoring legislation, and we have done what reasonably might be done through the liberal distribution of State moneys to give education in every town and hamlet in the State the advantages which the stronger and wealthier communities owed to it. We have compelled in nothing save that there shall be a suitable building and a qualified teacher for a com¬ mon elementary school. To that extent we expect to maintain a compulsion which compels. Beyond that we encourage and aid, and then give to every community the satisfaction which must flow from its own accomplishments. Our plan has prevailed from the beginning of our educational history and it pre¬ vails nearly everywhere in the country. Under it we have as excellent schools, both primary and secondary, as we would have had under a more mandatory system of legislation, while we have an educational system which is altogether unique in its flexibility and adaptiveness to all local conditions as well as in the stimulus which gives to the intellectual self-activity of a community and to willing popular support because of free popular proprietorship. Ndw and again it has been proposed that we shall adopt some compulsory policies which will assure the universality of the secondary schools. Any step in that direc¬ tion would be necessarily disturbing in the affairs of a system now grown great and in my judgment would remove from it its finest flavor and the features which make for its best efficiency. It should not be done unless necessary, and the necessity is not apparent. A secondary school is not necessary to safe citizenship. It may or it THE HEW YORK SECONDARY SCHOOL SYSTEM. 151 may not be necessary to the child’s best chance in the world. That depends upon conditions. I can conceive of conditions in which compulsory attendance upon a secondary school might be what I would think an interference with the right of the parent and the best interest of the child. Whether or not that is conclusive of the question as one of policy, it is conclusive of it as one of principle. Going on just as we are we shall have secondary schools quite as universal as they can be useful, and wherever they are they will stir the pride and hold the affections of a people. New York recently began in paying from the State treasury $20 per year for the tuition of each nonresident pupil attending an established high school, a policy which proves her intelligent interest in a great subject and may easily be the instrument of very great results. But it seems to me that this movement needs some guidance to the end that it may do the most good, indeed that it may do more good than harm. Very possibly the legislation has not yet reached its final form, and it needs generous and unselfish treatment to the end that its enduring state may be free from danger and full of good. I am confident you will agree with me in these propositions. 1. The point of this legislation is not to aid established high schools. That is done otherwise and very amply. If not sufficiently, the remedy is upon application alleging the fact and by legislation which avows the purpose. 2. The State has not intended to change its thoroughly established policy of only encouraging secondary instruction. It has not begun the policy of wholly providing such instruction without cost to pupils in districts without high schools. If it had, the logical result would be absolute State support of all high schools, which would be mistaken, if not absurd. 3. The point of this movement is to aid deserving pupils in nonhigh school districts, through equalizing to them the advantages which State appropriations now give to pupils in high school districts. 4. The State must not make it to the interest of a district without a high school to refrain from establishing one. It must not set up a policy which would develop great secondary schools, really small colleges, at central points by taking away the strength of existing schools in smaller places or at the cost of preventing additional schools. 5. The State ought not to put upon existing schools the burden of instructing non¬ resident pupils at much less than actual cost, and ought not to encourage boards and principals to do this, in the interest of the mere largeness or prominence of schools. 6. The movement should have in mind, not one interest as against another, but every educational interest of the State. It must aid the weaker district and the spe¬ cially deserving youth. The new stream of financial support must be made to help the interests of secondary education, not where it needs no help, but where it really needs help, and most where it needs most help, and particularly to help boys and girls who will not get help without it. And it must be done so that the particular help afforded will not injure general or continuing interests. Without any wholly confident judgment as to next steps in this connection, the foregoing propositions seem sound, and it is not certain that the existing legislation exactly squares with them. But time and discussion will point the way for us. We have never yet been unable to put an appropriation where it would do the most good, and we are not likely to be derelict now. THE SECONDARY SCHOOLS AND THE CERTIFICATION OF TEACHERS. The recent determination to accept the standings gained in the secondary schools for admission to the teaching profession affords an added reason, if any were needed, for universal interest in these schools, for giving the best attention to their affairs and for standardizing their work with the closest exactness. The fact illustrates, if it does not measure, the advantages of the educational unification movement in the State. 152 EDUCATION REPORT, 1905. SECONDARY SCHOOLS AND DISTRICT SCHOOLS UNDER SAME SUPERVISION. Let me add that I have been giving considerable thought to the interests of the country schools, and I am impressed with the belief, which I have heretofore expressed to the State Association of School Commissioners, that those schools would be much benefited if they and the union schools and the town secondary schools could be actually related to each other in the same supervisory district. A like advantage would accrue to the higher schools. I am not unaware that under the law they are commonly in the same supervisory district now. But it is more a legal fiction than an actual fact. The manner in which school commissioners are chosen and the entire absence of statutory requirements or accepted understanding as to qualifications, results in the election of many commis¬ sioners who have aptness for public affairs, but who can not be actually accepted as superintendents of the technical affairs of the larger and higher schools. To say that this is always so would of course be unjust, but that it is widely so will not be denied. I shall be wholly within the limits of truth if I go further and add that in many a whole county taken together there is no actual supervision of the rural schools, and we all know well enough that schools are not likely to get on as well without it as with it. The fact that it would be impossible of success if there were not an even stronger rea¬ son, as there is, is enough to make any movement to abolish the district system unin¬ viting. It is hardly worth while to entertain ourselves with things that can not be done or ought not to be done. But a movement to relate the secondary schools with the elementary schools in a unit of supervision which is small enough to make super¬ vision possible, and under a superintendent who can superintend the largest and the highest as well as the smallest and the weakest to their advantage, is possible of attain¬ ment and would be beneficent in its consequences. Kindly give this matter the benefit of your reflections, as it may quite possibly be a subject of future discussion. TRAINING TEACHERS FOR SECONDARY SCHOOLS. The unprecedented growth of our secondary schools has created a demand for teach¬ ers of advanced work which it has been difficult to meet. The graduations from college are more than ever before, but high schools want a large proportion of men teachers, and the number of thoroughly prepared men who want to teach is small. Boys who have been taught by women all through the elementary grades must at least hear a mascu¬ line voice and get things from a man’s point of view by the time they get into the high school. But the difficulty is rather deeper than that not many men incline to teaching. The work of the colleges does not incline them. Other callings seem more inviting, and the colleges do but little by way of corrective. The colleges do not take much stock in educational theory about the professional training of teachers. College managements are more worldly wise than they used to be, so they nod to this theory in a polite way rather than lose any practical advantage which might result from ignoring it. But such interest as most of them take in it comes from prudence rather than conviction. And it must be admitted that when a university does establish a separate department upon the theory that education is a science and teaching a profession, unless it makes a separate school with considerable autonomy of its own, it finds difficulty in securing professors who can justify the theory and stir the efforts of ambitious men students. Yet you and I know that one can hardly hope to become a successful teacher without deep study of educational history, theory, and practice. But if one can not teach without knowing how to teach, he surely can not teach with¬ out knowing the subject he is to teach. The courses in the State normal schools THE HEW YORK SECONDARY SCHOOL SYSTEM. 153 (excepting the State Normal College) are not broad enough in subject-matter to pre¬ pare for teaching in the secondary schools, and it seems to me can not be made so with¬ out an unwarrantable expense and the probability of lessening the attendance and withdrawing their direct and imperative aid to the elementary schools. Now, I have no doubt about the need of college-bred men and women, with a good proportion of men, who have been prepared to teach, for the work of the secondary schools. We are not getting a sufficient supply. There is a hiatus in the educational system. The academies have rather the better of this because of their independent self-control, because of their somewhat greater exclusiveness, and because of their closer college connections. The high schools are suffering. It is time to do something, and the something might as well be decisive. Why not set a date when no teacher without an approved college degree shall be newly appointed in any secondary school while the school shares in State appropriations? This would help the high schools most decisively. And it would do much more. It would help the colleges to a really serious appreciation of their responsibility for the plane of work in the secondary schools, and it would accentuate and vitalize the col¬ lege influence in the educational system and in all the intellectual life of the State. This State has been splendidly aggressive in uplifting the learned professions. It is no reflection upon any other work of recent years in the regents’ office to say that the best things done have been the development of additional secondary schools and the closing of the doors to the learned professions against persons who are not learned. Not one whit of anything accomplished is to be lost. All we have gained we are to hold, and more. There is to be no slacking of the pace. But let us be specific. In view of the high ground gained for all of the other professions it ought not to be difficult to do as much for the teaching profession. It is an absurdity to protect the other professions and neglect the most important teaching positions. The truth is we are, relatively speaking, protecting against ineompetency in the elementary schools, even the little ones at the crossroads, more than in the highest and largest schools we have, if I except certain cities where special or local laws apply. The educational system must balance. The work in the upper schools is the hope of all the schools below them. There must be universal recognition of the worth of scholarship — not merely of its form or its pretensions, but of its juices and its flavor and of its power to apply itself to the real concerns of life. Where shall this be if not in the schools? Surely where, if not in the policies of an ambitious State system of education? It will be unfair to accept this as a general imputation against the teachers of our middle schools. They have met the demands of their day. They have carried us over a transition period in the evolution of a great system. They are in most case3 better prepared to serve us still than other or younger teachers can be. No criticism upon them and nothing but compliment for them is intended. They brought all that they could get into their work and it was much. They have supplemented it with experience and study. Nothing more could be asked of them. Nothing shall be done which could reflect upon them now. But we are facing new conditions and a new outlook. We must provide for an opening era. And we must make that era as great as we can through the sagacity of our plans and the abundance and forehandedness of our provision for it. CONCLUSION. I must thank you for your patience, as I do very warmly, and speak my concluding word. The educational territory between the elementary schools and the colleges has come to be well occupied, and it will be as completely occupied as it is possible for occupancy to serve the ends of a free people. This educational territory is historic — as engaging as the middle ground which stretches through the valleys of the Hudson and the Mohawk is enticing in the fascinating story of the Revolution. Upon this ground educational exclusiveness has met the democratic intellectual advance and 154 EDUCATION REPORT, 1905. been overwhelmed by it. Private schools will continue to command endowments of money and zeal and faith, and probably more liberal ones than heretofore; they will" continue to serve constituents who prefer some educational exclusiveness, and they shall have our fellowship and support in the doing of it. But by far the greater num¬ ber, and all supported by taxation, will train for life as well as for college, will express the purposes of the multitude, and be aligned with the people’s system of common schools. Upon that point the summing up is finished and the verdict is in. So far as conditions give rise to the demand the doors of the secondary schools will have to swing free to all the children of the State. The common schools are going higher. A universal system of free education is coalescing. The spectacle is inspiring. The readjustments may take time, but when realized they will be potential because voluntary, energizing and uplifting because the natural product of a free people’s thinking. CHAPTER X. ART EDUCATION AN IMPORTANT FACTOR IN INDUS¬ TRIAL DEVELOPMENT. By Halsey Cooley Ives, LL. D., Director of the St. Louis School and Museum of Arts, and Director of the Departments of Art at the Universal Expositions held at Chicago, 1893, and St. Louis, 1904. Synopsis op contents.— Tlie natural method of communicating truth is by pictorial representa¬ tion-influence of beautiful surroundings in childhood — Art is for all the people— To elevate them it should be applied to all the products of industry— In turn artistic work ennobles the workman — Extension cf art museum work the most promising agency for art education— Methods— Popular misconception as to what is implied in the word “ art”— Extension work of the St. Louis School and Museum — Courses for public school teachers— Utilization of the library a necessary part of the work— Instruction of workingmen — Types and classes of art educational institutions and agencies — Examples — Development of the St. Louis School of Fine Arts — Difficulties encountered in promot¬ ing any extensive art movement — Articles in common use should possess qualities of beauty — Aims and work of William Morris— The epoch-marking lecture of Cardinal Wiseman— Effect of our indus¬ trial evolution upon art — Art an essential factor in industrial development — Instances of France, Germany, etc.— What the art movement in Great Britain has accomplished— Educational influences of the Chicago and St. Louis expositions. The purpose of this article is to set forth an idea of what art in our country may and, as the writer believes, should rightly be, and how far it has already entered into the lives of our people, and to bring together for the consideration of practical men some of the more practical suggestions for the advancement of art education. With¬ out much regard for any literary object, the writer has written down what he has thought might be useful. No doubt the reader may find ideas or even language that he recognizes as old, and possibly put forward in a manner as though original. At the end of nearly forty years of work in art education, however, the writer finds himself using, possibly with new applications, the same old arguments used thirty or more years ago and so often since that they seem as much a part of himself as the hand with which he writes these words. It is gratifying to find these ideas received with more interest than was formerly the case, but even yet they do not seem to have become so generally accepted as to be justly counted among the platitudes. As one notes the gradual change of view on the part of the public as to the value of art education, one calls to mind lines written by Tourgenieff at the head of one of his famous hunting stories: “I now love those things I once burned; I now burn those things I once loved.” The place of art as a constructive influence in the development of civilization, its value in the general education of the people, the important relation which it is to hold as a broadening factor in our lives, are beginning to be recognized. It is even becoming known that to surround the young from their earliest days with the pictured records of the best inspiration and thought that have come down to us from the golden ages of the world’s art is the most certain way to implant in their minds true knowl¬ edge as to the grandeur of a commanding people or period or an understanding of the great lessons in the history of the onward struggle of mankind. 155 156 EDUCATION REPORT, 1905. A reality in liberal education, no less vital in higher study than in the kindergarten, 1 where it has been better recognized, pushing itself upon the attention of educators in every field — though seemingly obvious enough to be axiomatic, is that truth absorbed through unforced natural functions, by unspurred, free operation of the senses, is much more deeply and naturally absorbed than that forced upon the mind through prodded and studious effort to digest fact. In pictures nature talks to the mind of man, in the mind’s own language, which she has given it; for pictures within mental impressions, whether developed and formal, or realistic, constitute the natural means of communication between man’s inner being and the universe without, and on picture impressions, undoubtedly, the mind relies for all its records of fact; it is so that we are formed. Whether directly conveyed through the senses or laboriously constructed in the brain, all our knowledge is recorded and saved to us in mental pictures. Environment, always teaching, always questioning and answering ques¬ tions, in an endless chain of pictures, is the preceptor provided by nature for man. Through this instrumentality she cuts short in her teaching the devious methods of logic and rule, presenting the truth in pictures that epitomize results and go straight home. It is now coming to be recognized that we can best supplement nature by developing the natural system rather than by substituting one artificial in character; and in education we depend more and more upon pictorial art. The mind jumps forward to recognize pictured truth. Our greatest orators are those who most effect¬ ively suggest pictures to those who listen. It is not without a deep lesson for us as educators that pictorial representations, whether on paper, wood, or stone, hewn with knives or laid on with pigment, are, as they have been since earliest history, the one form of communication universally, immediately, understood by the human mind. The cause of this power of pictorial representation to impress the mind is eloquently suggested in the profound injunction of Emerson: “Teach the children; it is painting in fresco.” Early impressions from beautiful surroundings become as the artist’s colors in fresco painting, inherent in the substance. As the fresco color permeates the plaster upon which it is laid so that though the hand of the iconoclast may cover it over crudely, yet after centuries have passed the pure and truthful tints of the master are there awaiting but the sympathetic touch of the restorer to bring forth their rich and varied beauty, just so the surroundings of a child, beautiful and ennobling or the contrary, enter into it and become a part of its nature and remain there all through life, to give the possessor clearer, wider vision, fuller and finer life or the contrary. The power to perceive beauty is one of the highest endowments of man. Who, then, will deny the wisdom of cultivating that power in all the people? Can there, indeed, be a higher ministry of good than to spread abroad that knowledge by which the eye that sees not the thing of beauty may be made to see it — the knowledge through which refinement of taste, or even the divine power of creating, may be inspired in minds and hearts filled elsewise only with the sordid, material cares of life? Blessed is the man who learns in his youth what art is, for in art is the power of expressing all senti¬ ment and beauty and the divinely gifted genius that interprets wisdom. Fortunate they who in the early, impressionable years of life are surrounded by influences, however simple, that weave into their natures love of the beautiful, for it is a heritage to prove a godsend in later years. If after successful battle with the material world such a one acquire the needed thing to retire on, in this heritage will be something to retire to and to retire for — an estate of the mind and spirit; or if to some fortune bring but a cramping struggle for food and shelter or worldly gain, then this heritage of the love of beauty shall be to them an inner temple, where they may take refuge and worship, apart from the soul-destroying influences of sordid strife, and whence they may come refreshed and enheartened by communing with ideality and truth. I wish that in providing for the future our school boards might realize what a large influence for good can be attained by surrounding the child with an environment ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 157 of beautiful things. If in every contract for a school building it were stipulated that a tenth of the cost should be expended for wall decorations and pictures and sculptures in the class rooms, what a wonderfully inspiring and ennobling influence would be created in those study homes of the children, to mold the character of the future citizens who are to control the destinies of our country. If those in control of our art museums might realize what good would result from such a popularization of their work as would bring the ennobling influences of art into the lives of all the people, how much greater they would be than in their com¬ petition for the privilege of storing away old masters. Evidence of the good influences and the quick appreciation which must follow such action by a governing board is seen, for instance, at the Congressional Library, in a notable illustration of the eagerness of the people to take advantage of the few art opportunities properly placed before them. Much larger numbers of admiring visitors now throng the beautifully decorated Library hall than visit the adjacent building of the National Capitol, so long the chief goal of American tourists, and this, undis- putedly, because the Library construction board had a small per cent of the cost set aside for decorative purposes. The numerous panels filled with the work of our mural painters, the impressive examples of American sculpture, draw and retain the interest of many thousands of visitors, who devote instructive hours to studying them. Moreover, the same stroke which so happily creates this splendid popular educational influence for the awakening of a national art appreciation at the same time directly encourages the development of American artists in a most effective way, through the increase of discriminating and instructed demand. Surely no stronger evidence than this result could be asked for. Similar is the lesson given by the Boston Public Library, where the artistic decorations by Sargent, Puvis de Chavannes, and Abbey attract thousands of people, who receive from the interpretations of these great men much stronger and more direct impressions than from the printed records of the library. There is also this great truth: That even a little study of nature through art opens the eyes to all manner of truths, increasing the power of observation — the habit of seeing. It is interesting that in the greatest governmental secret-service organiza¬ tion of the world very great stress is laid upon ability to draw as essential for the devel¬ opment of that power to observe and remember, upon which in such a calling so much depends. Art is not for the professional worker alone, but for all the people in all their work, in a large and generous way. There is valuable truth in the saying “What we fail to see in the world might as well not exist, for it means nothing to us. ” In teaching the child to draw, we but show him how to see. Whatever broadens the vision of the child lays the foundation for a broader citizenship. No great art nor literature nor statesmanship can we have until they come from the people. Knowl¬ edge and appreciation on the part of the multitude are required to create that uni¬ versal sentiment that culminates in the individual work of a master hand. The great painter, the great writer, actor, sculptor, statesman, or architect, consummating the instinctive efforts of generations, giving in his life the consensus of feeling of a whole people, and so enriching the world with a triumphant chapter in the story of mankind, may be brought to us through the simple influence of allowing the children to become imbued with the knowledge of beauty, to absorb from their surroundings a natural comprehension of truth in form and word. To one who has paid the slightest attention to art matters in our country during the past few years it is very apparent that the growth of a love for art among the wealth¬ ier classes has been marked and rapid. The man of wealth now looks upon the pos¬ session of fine pictures, arranged in the rooms of his house or in a gallery set apart for his collection, as the proper thing to indulge in, and this is doing good. The greater field of work, that of applying art to the products of industry, has until quite recently received little attention. Much has been said and written of art edu- ed 1905 — vol 1 - 14 158 EDUCATION REPORT, 1905. cation and its influence on the products of industry, but very little has been done toward carrying out the various theories advanced. When we look for results, we find that the institutions doing systematic work in this direction may be numbered upon the fingers of one hand. Yet art education, properly understood, is not alone for the development of talents that shall contribute to harmonize the feelings and enhance the enjoyment of the small class of people possessing inherited wealth with which to indulge in the soothing influence of artistic symphonies. Rather it will give to thou¬ sands of future workmen knowledge and aptitude which they will use to increase the value of their work, enabling them to contribute more to the wealth of the world and get larger prices for products of their labor, through the influence of its power to advance individual or local interests wherever it is best appreciated, but more than all it will contribute to the elevating and perfecting of American industries as a whole and to the enrichment of the life and the aspirations of the whole people. Wherever in the history of the past we have found a people or individuals who have grown great in art, we have found them pursuing their work as if imbued with the spirit of the artist workman as well as the artist designer; that where the one ceases and the other begins we can not decide. As Cardinal Wiseman has expressed it, “Thus we find art and industry hand in hand, stimulating and supporting each other. ” To bring about this helpful relation between art and industry, through the medium of our schools and museums, to take advantage of every opportunity to spread a knowl¬ edge of art in every way that will lead to the national development of artistic feeling, is a necessity to our country. This means that we must look to the applied arts and develop the application of artistic knowledge in industrial callings. We must take carpenters, blacksmiths, plasterers, woodworkers of various kinds, stonecutters, and others, as our work extends, and make each individual a better worker in his legiti¬ mate occupation by infusing into him a feeling which will lead him to develop ambi¬ tion and do better work, by showing him the best that has been done and teaching him to excel by making him master of his calling; in short, by inculcating in him the principles and training so splendidly taught and exemplified in the life and work of the late William Morris, that sturdy Englishman with the courage of his convic¬ tions, who, though a man of great wealth, mastered six different trades, that he might the better understand the needs of the working people of his country. In seeking to enrich the mind of the workman with a knowledge of what can practi¬ cally be done in his particular art, whether it be the art of the cabinetmaker, machinist, iron worker, printer, or potter, our object should be to increase the man’s practical working ability so that he may do better work in his everyday calling. We want him not to paint pictures or model statues, but to be at his legitimate work a better and more ideal workman, therefore a more valuable citizen. We would teach him per¬ fecting of workmanship and improvement of industrial productions, because without the refinement of art all work is crude, because if the workman makes an object not crude nor ugly he does so through knowing something of art, even though only instinct¬ ively. In the period long ago when workmen were conscientiously taught and the guilds maintained high standards of journeymanship objects of common usage, made even with the crude tools of their day, were beautiful in form and workmanship, so that we treasure them in our museums and private collections not merely as mementos of ancient times, but as beautiful things possessing a quality which we love, unfound in the things we commonly make and use to-day. We are sure that the workingman of to-day, properly educated and trained, could do better work than was done by the workers in the time of the guilds, because when we have supplied his deficiencies his power will be far greater than theirs. The aim, therefore, of our most advanced art teaching is to see to it that our modern workmen excel. If it be true, as surely it is, without any exception, that every normal person prefers between two articles of house¬ hold utility, equally suited for their mechanical purpose, the one which is beautiful rather than the one which is ugly, then we all want art, and in spreading tfye knowl- ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 159 edge of how to produce it everywhere in all its varied forms will be fulfilled a desire as universal as it is worthy and aspiring. Let us all clearly comprehend also that the professional artist who is to do us good and whom we desire to produce is not to be a recluse or a man apart, but that his voca¬ tion has been extended as greatly as has that of the scholar in science and that his place is in the activities of life, commercial as well as professional — his sphere coincident with the whole scope of our municipal and national life — while in the proportion in which he touches all sorts and conditions of men and all phases of men’s lives will he, if true to the traditions of his calling, elevate the lives and the souls of all men and all communities. With this broad and true understanding of art as our working ideal and motive in educational effort, how inclusive our work and how, as rapidly as our art institutions are enabled to increase their activities through financial growth, they must occupy a broader and broader field. In view of this, the extension of art museum work into fields wider than, those which have perhaps served the purposes of the past is the branch of art educational develop¬ ment which promises most for the future. To bring to bear upon our people the strong¬ est and most direct influences possible for the advancement of art appreciation we must link the educational possibilities of the art school with those of the museum and amplify and extend their activities so far that not only our art students, but the great mass of people who now seem indifferent, shall be brought within the brightening influence. It is not so much in the mere production of pictures or statuary or in the beautifying of the homes of the wealthy, but in the direct results that may be obtained for the im¬ provement of the people, that the great value of art educational effort lies. We may hope that there is room enough with us for the movement which in other countries in ourtime has developed a taste for and knowledge of art among the peoples and wrought such changes as those which accompanied the great revival of art in Italy. The great art museum must, then, be far more than an architectural pile containing showrooms where curios and masterpieces, real or alleged, are placed upon exhibition, and yet this is not so far from the popular conception based upon what our museums have represented in the minds of the people. The true art museum exists primarily for the double purpose of spreading the knowledge, appreciation, and enjoyment of art and of inspiring its production, first through inculcating popular understanding of artistic truth, then in a more specialized way, through providing bases for compari¬ son, standard of accomplishment, source of inspiration for artists and art students and all manner of workers who can be influenced to apply art in the beautification of their daily productions. With so wide an aim, the art museum is in its nature, even though that nature be not fulfilled, a university — a great center of propulsive education — from which enlightenment concerning art is to be transmitted in all manner of ways to every nook and corner of the territory which it serves, and to every human being who can be reached by its influence. If this, as covering a work broader than our museums have actually engaged upon, seems the definition of an ideal rather than an immedi¬ ately practicable institution, yet at least I believe it not only suggests the art museum of the future, but also the direction in which our museums are moving to-day. To carry out the plan upon such broad lines of activity, the museum must work in many ways. Visitors who seek the museum for purposes of study must be effectively assisted to enjoy and understand the works on exhibition, and through lectures deliv¬ ered in the galleries must be educated in a general understanding of art. Students must be provided with competent teachers who can lead them wisely in efforts to develop their artistic capabilities, and, in conjunction with the exhibition galleries where in permanent and temporary collections exemplifications may be studied, must be class rooms where students and technical workers may consider in detail books of reference, methods of technique, and objects of art work with a degree of intimacy not 160 EDUCATION REPORT, 1905. possible in a public gallery. Intimate relationship must be maintained between library lecture rooms, and museum collections. Methods for extending the active practical work beyond the walls of the building into the public schools and institutions and the homes of the people must be added. It would seem that it should be unnecessary to dwell upon the fact that the bringing together of rare examples of art and their instal¬ lation in galleries and the admitting of visitors to them are not all that is required to enlighten the people as to the proper utilization and enjoyment of art and as to how it may be applied to their advantage. The proper installation of well-chosen objects, upon which reliance has chiefly rested for enhancing the influence of our museums, is indeed necessary to successful study, yet adequate provisions for widely extending the educational utilization of the collections are no less important. Indeed, if during the last twenty-five years there had been put forth as great an effort by museum man¬ agements in the United States to teach all the people how to utilize museum collec¬ tions as has been put into the accumulation of endowments and rare works of art, we as a people would be much further advanced in art than we are to-day. Efforts to extend the usefulness of our art museums and schools have in the past been somewhat handicapped by a narrow misconception on the part of many as to the mean¬ ing of the word “ art” affixed to the titles of these institutions, the breadth of it having failed to be generally appreciated. Many, even among art workers, have had a nar¬ row idea of the aims and purposes of art education, while among the general public, unfortunately, a lack of understanding of or sympathy with or even an antagonism toward art or anything which goes by that name is a factor, in part as a survival from the days when our people were too busily engaged in breaking the soil and developing the resources of the country to find time for the refinements of life; but more as an outgrowth exemplifying the evil that must justly be charged against the influences that have tended to alienate art from industry and to make it a thing apart from ordinary life. Thinking people are now rapidly coming to understand something of what art in our lives might really be; and as they get to see what art education means and what results it produces all these prejudices disappear and a broader activity, entering into the lives of the people, is demanded from art institutions. Even to-day, too many who hear the phrases “art school” or “art instruction” picture to themselves a place where young men and young women follow, in a dilettante sort of way, a course of study requiring very little thought, in an occupation the knack of which is acquired by some other means than a studious mental process. To such a person, who supposes an art school to be a place where pretty things alone are turned out, it is news to be told that he walks about clad in apparel that has been first subjected to the judgment of an experienced draftsman, sits before a stove or grate that has passed through the hands of a designer, whose experience and skill in drawing and modeling have been perfected by means of study in an art school ; that the coal burner — a new design com¬ posed of iron and tile — before which he pauses for a moment is the result of an archi¬ tect’s study among old Dutch stoves in a European museum. Perhaps he does see, in a vague sort of way, a certain degree of beauty in a piece of forged, foliated ironwork based on an example of Flemish handicraft of the fifteenth century that is kept in a museum and worth, through great beauty of form, its weight in silver; and perhaps, as he leans back in his arm chair, after his business for the day is over, he wonders why it is that that ornate piece of furniture does not seem so easy as the queer, simple¬ looking chair that his friend Jones has in his study. Perhaps, too, as he opens his eyes in the morning and lets them rest for a moment on the gorgeous pressed ornaments, made of sawdust, blood, and molasses, that decorate the furniture of his sleeping room, and tries to make out why it is that they have not that indescribable air of refinement that they had when he first purchased them; and if so, our friend is beginning to be conscious of certain subtle differences that exist between things. The influence of the old Dutch stove, the ancient bit of furniture, and the foliated ironwork stored in the European museum he has visited, has begun to be felt by him. Soon will come a ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 161 time when he will acknowledge that he sees the beauty of these things. Yet the idea that they are in any way connected with art schools or art instruction or art manufac¬ ture may not without a deal of trouble be forced upon his mind. Art and all that sort of thing to him mean pictures. As an incident of our development, art at the present time in this country, it is curious to note, affords a perfect paradise for a certain type of persons, who, by hang¬ ing on to the skirts of “aesthetics,” secure in its incomprehensibility to the people they come in contact with, obtain for themselves a recognition that would be beyond them in any other sphere of activity. Unlike other businesses or professions, that of art, it seems, may be taken up by those indisposed for other occupation with that confidence born sometimes of innocence. It would seem even that there are those who deem preliminary, to say nothing of thorough, knowledge quite unnecessary to persons who adopt the profession of art teachers. A few evenings spent in reading, collecting, and storing the mind with such terms as the “principles of harmony,” “truth,” “beauty,” and the “eternal laws of nature,” and all this may, by a little skill or ingenuity, be introduced in con¬ versation, and the majority of people having never studied such subjects aje not sufficiently educated to see how supremely ludicrous the whole business is. Is not all this lack of comprehension of art to a great extent the fault of many of our so-called art schools? In a large measure it most certainly seems so to me. Faulty and incomplete courses of training, abetted by a sense of apartness which holds the public aloof and which is fostered by false academic conceptions and ideals, furnish most of the explanation. In the main, our schools have ignored or failed to bring within their sphere the broad and liberal application of art; and in this they have slighted the applied arts, looked down upon the craftsman, neglected design, made technique their god. They have trained a multitude of eager students to only paint pictures that few men want and fewer buy, and have elaborately equipped the great majority of those who flock to them for instruction to lead lives of want and useless¬ ness. It was not so in the days of the Renaissance. It is not so in countries where art is broadly and properly taught, and it ought not to be so here. With the crying need for reform the present conditions can not last and the remedy will be applied. What is needed is not so much more art schools as more art in our common schools. One of the faults of our art educational work is in not beginning its influence early enough in the training of our people. We can have no real foundation for art appre¬ ciation until one generation of school children shall have had a course of art instruc¬ tion, continued from the day of beginning work in a kindergarten until graduating from the grammar or high school. Such a course of instruction should .consist not alone in drawing lessons, and not mainly so, but include study of the artistic treatment of form in various phases. A chief instrumentality in this work must be the art museum, properly organized to that end, which should not merely supplement but inspire the class-room study. It is not necessary that laymen shall be trained as artists should be trained, nor desirable; but it will be a great source of happiness and of prosperity to our people when the education which should be the birthright of all includes the appreciation of beauty and develops in some degree the power to pro¬ duce it. An excellent form of museum-extension work was inaugurated by the St. Louis School and Museum twenty-eight years ago in the establishment of a system of circu¬ lating collections composed of reproductions of masterpieces, through which the oppor¬ tunity to study art was placed before thousands who could not very well travel to the museum, as well as before many whose observations in the museum galleries were supplemented in a manner to make them much more valuable and to impress them upon the minds of the people. Next to lectures in the galleries of the art museum itself, illustrated by the exhibits, lectures given in the halls where these traveling 162 EDUCATION REPORT, 1905. collections were hung have seemed to impress the listeners. The stereopticon may be employed to supply further illustration, but its views are necessarily fleeting and seldom more than approximate the beauty of texture or interpretation of color values attained by the splendid reproductions at our service to-day. In the school rooms and halls where these lectures are given the visitors gather around the objects and study them, selecting the ones which most appeal to their interest, to which they may give special and detailed consideration. In 1878 a large collection of several hundred autotype reproductions from the world’s masterpieces was obtained from the firm of Adolph Braun & Co., of Dornach, Switzerland. These works were divided into sets of 50 and of 100. To each example was affixed a tablet giving the name of the artist, his school, the title of the picture, the gallery where the original is hung, and reference to the text-books, where information in detail might be found. These collections were freely circulated for years throughout the West in public schools and for the use of art societies. They have also been used extensively in the high and grammar schools of St. Louis. With such a collection as this it is easy to trace the historical development of picto¬ rial art and make its various periods understood, even to comparatively young scholars. We may begin with illustrations of severe and impressive works in mosaic and fresco, which can not be styled imitations of nature, but are rather conventional diagrams, a phase of work characteristic of the earliest form of Italian art. From this we are by degrees lead to a more perfect art, where we find everything broad, simple, severe, . and ideal; where the artist has not stooped to excess of detail, his use of color has not interfered with clearness of form by an obtrusive brilliancy, and the shadows are shown just sufficiently strong in contrast to display the forms and make the lights luminous without interfering with the uniformity of the whole composition — a period to which belongs the work of Raphael, Michel Angelo, and Da Vinci. From these types we naturally pass to others, reaching the Venetians, the illustrations of whose work embody as many of these great qualities of art as they in their different natures found adapted to their feelings. We see how with them the light, which had been in the hands of the Florentines broad, flooding the whole work, became narrowed and more intense, but was not carried to an extent that destroyed the deco¬ rative distribution of the parts of the composition, and how, though brilliant, trans¬ parent, and gorgeous in color, the art was large. The illustrations here show the work of the Venetian masters, Tintoretto and Veronese, Titian, and others. And so we may descend through the history of these various periods of art, step by step, in regular succession. Not only in pictorial art, but in architecture, we may descend through the same scale, from simplicity, breadth, and largeness of style to complexity, detail, realism, and finish, and see, in the reproductions, how the archi¬ tect in too many cases has ceased to be an artist, and worked only as the constructive engineer — leaving the artistic treatment of the surface to subordinates and losing in the process that decorative unity that characterizes the structure created by the architect when he has been actuated by the feeling and inspiration of the true artist designer. Complex as this may seem, it is possible to illustrate to school children the developments outlined above by the use of illustrations easily obtainable. All will recognize the additional charm that such a series of illustrations would give to the study of history and allied subjects. Perhaps the best illustration of the practicability of an effort to make, in such a manner, a good working reference collection for public high school work is shown as the result of the generous efforts of a committee of ladies of Chicago, who assembled from the publishing houses of the world several hundreds of reproductions showing the architecture, sculpture, and pictorial art of nearly every country where art has been recognized as a factor in the lives of the people. This collection represented a considerable outlay, and served as a memorial tp an honored citizen in the high school which bears his name. It comprises not only reproductions of works of art, but has also ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 163 pictorial representations of the occupations and characteristic scenes from the life of dif¬ ferent European peoples for educational comparison. Nearly all of these latter works are color prints, selected with due regard to the artistic value in their execution. Such collections might well be' considered necessary to the proper equipment of every public school system in our country. Redividing and interchanging the col¬ lections between different schools from time to time will enable even a small invest¬ ment to do great good. The many directions in which traveling art collections of various kinds may be utilized to great advantage open up a most promising field of education. This work can not fail to have a pronounced influence upon the future of American art. Another work that has resulted in great good has been the service which certain art museums and schools have been able to render to the teachers of public schools. The greatest liberality has been shown by some institutions, more particularly in the western cities, in dealing with public school interests. Special Saturday and holiday classes have been arranged for the benefit of teachers and their pupils, special collections installed with a view to their requirements, and appreciation of the possi¬ bilities of this branch of museum work shown in several instances. The children’s museum of the Brooklyn Institute of Arts and Sciences affords a notable illustration. The St. Louis Museum and School has planned and probably will soon inaugurate extensive work in this direction. For instance, special courses of instruction for teachers will be given to enable them in turn to instruct their pupils, using their own language and suiting it to the children’s minds and making full use of the collections. Free utilization of the library in conjunction with art collections is a necessary part of museum educational work. Quite as important that the artist should cultivate his mind as his hand. The results of a want of education are painfully apparent in many works to be seen any year on the walls of our exhibition galleries, where the educated and intelligent man may be recognized at once by his work, and, for that matter, the ignorant also. An artist of great talent or of genius always produces results that charm us with masterly qualities — handling of color or vigor of style. Even yet, if his mind be not cultivated through a good general education and a knowledge of what others have done before him in his chosen profession, his breadth of vision, his range of sub¬ jects, must be limited. No art museum can be said to accomplish its full work until, through its installation of objects and organization of facilities, it shall at the same time command the respect of the educated and refined worker and lead all classes of students, both the expert and the untrained mental worker — mechanic, craftsman, or whatever he or she may be — by natural and direct paths to the acquisition of the knowledge required on those subjects connected with art which may be unfolded in study of either books or objects. In this direction the writer has found it possible to accomplish good results by reversing the order of procedure usual in the use of books and art works. Eighteen years ago he was thrown somewhat intimately with a large number of mechanics — men who represented a score or more of trades, in the pursuit of which a knowledge of drawing, color, and form in historic styles of ornament would prove of practical value. It was observed that these men had great difficulty in using to advantage books of reference to aid them in their work, so that it became necessary that the librarian or assistant should familiarize himself with the subjects and locate book, chapter, and page for the use of the student workmen. It was observed, how¬ ever, that in nearly every case the workman was familiar with the pictured subject, and this knowledge was built upon to the extent of creating a picture index in the museum, which served admirably as a guide to the information in the books of the adjacent library. The ready convenience of this system made it of the greatest utility and time-saving value to all classes seeking to supplement with the information in the library the lesson conveyed to the eye by the object exhibited in the gallery. The working value of such a plan, to make the object itself serve as an index to its 164 EDUCATION REPORT, 1905. literature, was tested in a collection of several hundred illustrations representing a large number of selected famous structures comprising the best examples of Renais¬ sance architecture in northern Italy and southern Germany. The plates were suffi¬ ciently large to present the ornamental details of the structures. They were arranged in groups of ten or twelve each, the plate best showing the building as a whole forming the center of the group, and arranged about this other plates showing different parts of the building, juxtaposing either the central or more remote parts in the picture, as seemed suitable. Each plate bore an inscription giving the name of the work, the period and location of its designer, his birthplace, age, and school, together with the designation of the library cases, the volumes, chapters, and pages where information could be found in regard to the building, its parts, period, architect, and artist artisans engaged upon it. The facility with which working people made use of this means of reference was as surprising as it was gratifying. This same idea might be utilized in the installation and labeling of other and various sorts of museum collections. Special lectures and classes for workingmen constitute another interesting and advantageous sphere of work through which the development of popular art apprecia¬ tion may be greatly advanced. Class lectures which have been given to mechanics on Sunday mornings in the galleries of the St. Louis Museum, the objects of applied arts being used for illustration, have been well attended and influential in improving local standards of workmanship in certain directions — notably in wrought-iron work. There is nothing so very new in these lines of art educational activity. They are all suggested by the great English system having a head at South Kensington, in that museum which has so world-wide a reputation. Fifty years ago a few men saw the need of doing something toward general art educational work, and their efforts have grown to an extent that has strongly influenced half the countries of Europe. France turned a listening ear to the teachings of England in this direction, and, with that promptness which denotes a progressive people, established similar work. In Berlin, at the Royal Museum, collections were brought together for the same purpose, and then the Kunstgewerbe museums took up the work throughout Germany. Belgium, Switzerland, and Holland have cultivated this influence with great intensity, and have reaped a splendid reward. A function of an art museum in any country, second in value only to its part in the universal spreading of art appreciation, is to aid in developing a national artistic con¬ science, the conscience of a national motive or inspiration in art — an art message for the world. Our American art students must study the Old World schools of expres¬ sion; but if we are to develop a national art, an American art, they should also see and study what has been conveyed by the American artists who have gone before them, or who are working with them side by side and feel the American influence. This requires American art museums as well as art museums in America. A common criticism by European visitors to American museums is that American art, which more and more attracts the attention of the world, is inadequately shown. Too often have our museums been tempted to expend their substance upon “old masters” that have happened to be obtainable, not always the best examples, while they have neg¬ lected an art of growing importance at home. The educational value of carefully chosen examples of the great artists and instructive schools of the world, of course, should be not overlooked by art museums ; yet there is much to learn in the struggles and victories of American art, even quite independently of what national message may be found in it. Two widely separated types of art educational institutions for technical training have grown up in our country during the last hundred years. The first to be devel¬ oped was the regular academic type, 'where instruction is based upon the supposition that all students are to select as a life work one of the two distinct art professions, painting or sculpture. Recently architecture has been added to one of these original institutions. ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 165 Historically preeminent among the stronger of such schools, and I believe the only two of this type which have existed continuously from their foundation, are the Penn¬ sylvania Academy of the Fine Arts and the National Academy of Design of New York. The title of the latter might lead one to suppose it a national institution, though in reality as an art school it has always until the present reorganization been a local institution. Within the last twelve months, however, the School of the National Academy of Design has greatly changed and liberalized its course of instruction and sphere of activity in uniting with the Society of American Artists and organizing its school as a department of Columbia University, absorbing the school of architec¬ ture of that institution, and becoming affiliated through it with the Metropolitan Museum of Art, which also takes part in the great merging of art educational work. The Philadelphia school, the Pennsylvania Academy of the Fine Arts, like the New York Academy of Design, has been almost fully confined in its curriculum to the training of men intended for the two professions of painting and sculpture. Similar schools have been organized from time to time in different parts of our country, which have led precarious existences for varying periods of activity, and in each case from lack of adequate support have died a natural death. Of later development, and indeed yet in course of evolution, is the type of art educational institution which seeks to deal with art in its wider applications and broader influences, with wide-spread development of art appreciation and art utili¬ zation in view as well as the attainment of high ideals in artistic representation. That this is the type of the future is indicated by many signs, not the least encouraging of which is the recent broadening of the old New York Academic School, which was found necessary to bring it into harmony with the times. Added to the technical art schools spreading a knowledge among our people are our art museums, and temporary exhibitions, collections, societies, and organizations (including civic, State, and national associations and clubs for the encouragement of art study), and publications engaged in art educational work, as also art classes and departments in schools which include some art training as part of a liberal or tech¬ nical curriculum — thus the engineering schools and institutes of technology, special¬ izing in branches of drawing and design, and the many public and private schools giving elementary art training. The various art institutions through the influence of which artistic activities of educational value in our country are advanced may be classified under five heads: 1. Museums or galleries of art apart from art schools, i. e., those institutions whose purpose is the acquisition and display of works of art for the benefit of visitors who are privileged to study such works under the ordinary regulations which govern such institutions the world over. The functions of these museums or galleries consist in the arranging and presentation before visitors of collections of beautiful objects of art in a manner to give them the full value of their artistic worth so far as perfect installation can contribute to such an end. The aesthetic influence of these collections in themselves is considered of sufficient value to justify their maintenance. Under this head should be classed the vast num¬ ber of private collections, installed in the residences of owners or in specially con¬ structed galleries as a part of such homes; in each case such collections are quasi public property, as the generosity of the owner usually makes it possible for the public to visit the collections, often permitting class lectures and lessons to be conducted — using the exhibits for purposes of instruction. Under this head also come the many temporary exhibitions of art works, including those of the great expositions as well as those of the art societies and others. 2. Schools of instruction apart from museums or gallery adjuncts, where technical instruction is given to professional students by trained instructors and professors, by criticism of studies executed by the students in class room or studio. 166 EDUCATION REPORT, 1905. 3. Museums combined with schools of instruction, where the general public and students are not only afforded opportunities for the unguided study of beautiful collec¬ tions, but are also given technical instruction in the schools and also where the influ¬ ence of the school of instruction is carried into the work of the public museum or gallery by lectures given by expert instructors before the objects. Such institutions are the Art Museum and Museum School of Boston. 4. A fourth type of educational institution, and the one that is perhaps exerting the broadest and most healthy influence for good is the combined school and museum established as an integral part of a liberal university — such an institution as that pro¬ posed by the combining of the National Academy of Design with certain departments of Columbia University and with the Metropolitan Museum of Art, under conditions enabling the students to enjoy the benefits of the university and to have access to and be under the influence of the collections of the museum. Institutions of this character have been in existence for years. Examples are the Yale Art School, the art department of Syracuse University, the St. Louis School and Museum of Art, a department of Washington*University, and more recently organized the art department of Kansas State University, where a school of instruction is main¬ tained and where exhibitions of high-class works of art are held annually. Other institutions which approach these conditions, but which are not directly connected with the universities, are the Chicago Art Institute and Pennsylvania Academy of the Fine Arts, in each of which the plan and scope of the curriculum is such as to cover almost as broad and comprehensive instruction as that of the university. 5. In a fifth group we may include societies, clubs, civic, State, and national asso¬ ciations, and organized influences which work for art education. Included in this group will be, for example, special courses of lectures on art subjects which may sup¬ plement the efforts of established art institutions or even lead to the establishment of new ones, perhaps in the manner in which the St. Louis School and museum was established. In many towns where no other organized influences work for art are groups of ladies who devote their leisure to planning and carrying out such lecture courses and building up sentiment in favor of more permanent art work. In such a manner the John Herron Art Institute, of Indianapolis, came about, as through similar influences the bequest of Mr. Herron has been made the most of. The reorganization of the New York art educational situation now in progress is along a line upon which we may look to see important developments in the future in all those centers of civilization where the educational factors are sufficiently broad. Our most effective way to educate artists is through the cooperation of three factors, which have hitherto generally worked separately, the university, affording the essen¬ tial opportunities for liberal education; the technical art school, in which master artists convey their art directly to their pupils, and the art museum, in which the student is brought directly into touch with what mankind has achieved. The splendid work accomplished by the wise management of the parent art institu¬ tion of the country, the Pennsylvania Academy of Fine Arts, has had a wonderfully stimulating influence upon a large constituency in making it acquainted with the real strength of American art. Its well arranged exhibitions during the last eight or ten years of current productions have commanded the respect and admiration of all honest lovers of national art. The museum and school of instruction of the Pennsylvania Museum of Industrial Art has been equally successful. The development of the western institutions has differed from the older ones of the East in establishing closer connection between the educational work conducted for the general public and that for the students, and by combining the interests of the school of instruction with the work of the museum in the most intimate manner pos¬ sible. In at least two of these institutions, the Chicago and the St. Louis, the school of instruction has utilized the museum collections constantly to afford assistance in the ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 167 systematic education of the general public and students alike. Thus carefully planned courses of lectures intended both for interested students and the interested public as well have been given in the lecture halls and in the galleries before the objects. A similar work has been carried on successfully in the Pratt Institute, of Brooklyn. From personal observations I am led to believe, however, that more successful use has been made of museum collections in the western than in the eastern institutions. Still broader courses of instruction have been afforded in the St. Louis Museum, made possible by its close connection with the undergraduate department of Wash¬ ington University, the school and musepm forming the art department of that institu¬ tion. Here professional art students are permitted to enter the classes of the under¬ graduate department, having the privilege of pursuing studies in the modern languages, history, and literature. This makes it possible for the art student with a common school education to acquire in addition to his technical training a broadening course of instruction, to fit him more fully for the practice of any branch of art work or calling allied to art than otherwise would be possible. These opportunities have, however, been taken advantage of only to a limited extent by art stud.ents, either those studying with the view of becoming professional artists or those pursuing the subject of art as a means of cultur^. This state of affairs is not so much from a lack of disposition on the part of art students to take advantage of the opportunity as it is to prejudice which has existed in the minds of administrative officers or professional teachers not directly connected with art as to the need of such instruction for professional art students. Perhaps in the history of art schools in our country there has been no institution that has exercised a more pronounced influence upon the feelings and opinion of the people of its home city than has the Chicago Art Institute, to whose wise management may be safely accredited important modifications in the development of the big northern metropolis and the country round about it. In Chicago the work of the museum and school of instruction was backed by men who believed that if they could so conduct the affairs of the institution as to influence all the working people of the city through one generation further effort to raise money would be comparatively easy. This belief has been proven to be well founded. By a farsighted and gener¬ ous application of business principles to the management of that institution an inti¬ mate civilizing influence has been maintained in the city for nearly a generation. Approval and recognition by the people of the city has been freely accorded for this work and is evidenced by a vote of a special tax which gives to its management, in addition to its other resources, an annual income that reached $58,500 last year and is increasing with the growth of the city. Without the influence of the liberal policy pursued by the management of the institution I doubt if this provision of public money would have been made. Valuable bequests and gifts are due to the same policy, including a bequest of $1,000,000 made by a leading merchant to establish a fund to be administered by the art institute for the beautification of the city through the erection of monuments and other works of art in its public squares, parks, and places. Several vigorous institutions of this broad character have grown up in the West and Middle West during the last thirty years besides the St. Louis School and Museum of Fine Arts and the Chicago Art Institute. Among them may be mentioned the Cin¬ cinnati Academy and Museum (the school having existed as a working force many years before the museum) in Eden Park, of that city, the Detroit Museum of Art, the Cleveland Art School, and the John Herron Art Institute of Indianapolis. The establishment of an energetic art institution in Kansas City is now assured. A public-spirited citizen, Colonel Swope, has given $400,000 to build with, together with the site, and established a maintenance fund also. It is anticipated that with the civic pride and energy so characteristic of that city others will come forward to help in building up the work. 168 EDUCATION REPORT, 1905. In the South the most substantial progress in the development of an art institution, and a work that has produced a lasting influence upon the territory tributary to it, is that which has grown up as a department of the Tulane University, of New Orleans, known as the Sophie Newcomb School of Art, which has developed a pottery school of strength as an important factor in its work. Efforts to establish art schools have been made also in several other southern cities; but they may perhaps be termed sporadic, though there are earnest workers who hope with reason for better success. One of the most recently created and splendidly directed artistic activities is that developed through the generosity of Mr. Albright, in Buffalo, N. Y. In this institu¬ tion, as in Chicago, St. Louis, and Cincinnati, the double work already described is provided for and carried on in a broad and liberal manner. Exhaustive reference to the work of existing art institutions and lessons derived from their experience is not practicable at this point. THE DEVELOPMENT OF AN ART MUSEUM. The movement for the establishment of art schools and museums in cities where civic pride is well developed has become so strong as to justify the prediction that eventually the citizens of most municipalities will enjoy the possession of public art galleries, where, at least, the so easily procurable and so highly beneficial reproductions of classic art works will be permanently on view, and temporary exhibitions of various kinds will be shown from time to time. A glance at the development of a typical American art educational institution more in detail may perhaps serve as a useful exemplification. The St. Louis School of Fine Arts had its inception in classes of drawing and deco¬ rative design in Washington University in 1874. A course of class lectures on art was given during the same year. Then instruction in ornamental geometry as applied to surface decoration was given to a class formed at the close of the lectures. The work was found to be popular with the students, the classes were well attended, and a number of generous-minded people became interested and provided funds for extend¬ ing the scope of the work, adding classes in drawing and painting and from the antique and life models. In 1881 Mr. Wayman Crow presented land and a museum building, with auditorium, class rooms, exhibition galleries, etc., to be the home of these expanded classes, which became established as a department of Washington Univer¬ sity under its present name. The museum commenced with a collection of reproduc¬ tions of classic sculpture for the instruction of the students, and a small number of loaned paintings and objects of applied art work. The school and museum were thus combined and closely dependent one upon the other at the beginning, as they have been ever since. Classes were added from time to time. The course of instruction was further extended to include pottery, ceramic decoration, bookbinding, carving, and wood and metal working. Night classes for working people and others occupied during the day were established. A working library was built up. The courses of lectures were extended, including lectures of popular interest, which were open to the public, and were well attended. Courses of night and Sunday morning lectures, more especially on the application of art to industry, were undertaken. Friends were induced to become annual or life members of the museum, or guarantors of expenses and contributors to its work. The museum collections were gradually extended, by gifts, bequests, special subscriptions, and by the income of a small purchase fund, an endowment created when the building was presented. A small endowment was also created to help meet expenses which had been dependent on fees and on subscrip¬ tions from friends, and on the willingness of the university to make up the deficit. Progress, though slow, was certain and substantial, and the work done was based on good, solid principles, so that after a time its influence was inevitably felt in a broadened public opinion and feeling in the city and in good work done by its pupils. In one ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 169 way and another it has been a larger influence than the uninitiated would perhaps imagine, acting now through its former pupils who had been instilled with a true appreciation of art, and again through its director or through the members and ex-mem¬ bers of its board of control, business men who at first in many cases became connected with the work simply through a disposition to assist in any good work, but afterwards developed their love of art and often became enthusiastic collectors and exponents of the value of art appreciation. Of recent years gifts and bequests to the museum have been frequent, and some of them large, a bequest of last year by a deceased member of the board comprising an art collection valued at $250,000, and $75,000 in cash, while this year a gift from a friend still living (and in his prime, as may be sur¬ mised) has established an endowment of something over $200,000 for the purchase of American art works for the museum. In time the old home was outgrown. Prior to the building of the World’s Fair the interest of the citizens permitted a city ordi¬ nance to be obtained, which provided that the institution might select a site in Forest Park and erect a building to be forever devoted to the purposes of art instruction. The act provided that the museum collections should be opened to the public free on Sunday afternoons, and that the mayor, comptroller, park commissioner, and president of the board of public improvements should be added to the board of control when possession should be taken of the park building. When the exposition was organized, suitable material for the formation of an art committee was found among the friends of the school and museum. The exposition authorities decided that it would be most fitting that a permanent home of art should grow out of the exposition to continue its work of education and enlightenment in a broad and inspiring manner. Accordingly the central structure of the great Art Palace was built in a permanent form, at an outlay of $640,000, with the anticipation that if all should go well the art museum and school might in conformity to the ordinance referred to and with the consent of the city acquire this building as its permanent abode. Largely through the exposition also, the museum has acquired a very comprehensive col¬ lection of reproductions of American sculpture, which is now installed in the large central nave of the park art building. Taking advantage of the favorable conditions now existing, a renewed and greatly enheartened activity has been inaugurated by the board of control. The museum membership has been greatly augmented. At this writing the holdings of the school and museum have increased from the small begin¬ ning in 1880 to a total of over $2,000,000. Broad plans for the enlargement of the work have been mapped out, providing for a monumental museum of comparative architecture, as a new department, and for other features intended to bring the educa¬ tional influence of the institution home to the people of the surrounding country as well as of its home city.« With a liberality of purpose rare to find, which has especially endeared his memory to us, Mr. Wayman Crow, when he presented to the art school the home of the museum, contemplated such a possibility as its extension through the generosity of other and perhaps wealthier men, and refused to have his name connected with the institution in any way, saying: “If there is to be a name, let it be the name of St. Louis until some generous-minded citizen shall come forward and shall provide for the whole work that I am in a small way inaugurating — then let it bear his name.” No institution in the country in its earlier stage of development had seemingly a more brilliant future in store for it than had this — a promise attributable to the liberal and broad-minded view of the then chancellor of the university, the late Dr. William Greenleaf Eliot. Following, however, there were several years comprised in a period which might be a Since the above was put in type, the museum collections have been moved to the new park building, inherited from the exposition, and the city has established an art museum fund of one-fifth of a mill on the dollar of taxable property, which will add to the museum’s income for the next fiscal year about $102,000, and will increase with the growth of the city. 170 EDUCATION REPORT, 1905. described as one of arrested development. Fortunately, more recent influences which have dominated the institution have revived the spirit in keeping with the carrying out of the broad and liberal plans formulated in the earlier years of its development. The work laid out for the accomplishment in planning the development of this insti¬ tution to fulfill the hopes and ambitions entertained at the time of its dedication was far broader than any visible resources, wider and deeper than the scope of the usual art institution. Free from any restrictions, the aim was to help to broaden the ac¬ cepted conception as well as the appreciation of art, and to help to broaden the lives of our people through making art a vital, everyday influence in commerce, in industry, and in living — an ennobling and enriching possession of all the people. It was clearly seen that successful efforts to further this ambition would have a far-reaching influence upon American life and upon industry. It was recognized at the beginning of the work, and adopted as a working maxim, that art is simply the expression and the fulfillment of the healthy and natural longing of normal human beings for beauty and for the ex¬ pression of ideality in design and workmanship, and should therefore be a matter of everyday enjoyment and use to every normally constituted man, woman, and child. With the understanding (that is better understood in France, Germany, Japan, Eng¬ land, and elsewhere than in our own country) that art or good workmanship — call the factor of ideality by what name you will — is the difference between success and failure in industry, it was sought to engender in our own country the appreciation of that beneficent influence in commerce and in life. In some way similar to this, one after another, art institutions to the number of over a half hundred have sprung up in our country. The influence for good they have already had upon the minds of our people is incalculable. That it is a very practical and useful as well as purifying and aesthetic influence may easily be discovered. The principal of a young ladies’ preparatory school attached to a well-known uni¬ versity said to me that the years to which she looked back as the most fruitful and instructive of her life were those spent in an art school. There she had learned to see as she never could have seen without that artistic training. There, too, she had learned to command her hand and make it follow the eye and the brain. She imbibed the principles of composition and good taste as applicable to literature as to art. She says that she constantly looks back to her experiences at that time for the inspiration to meet the practical difficulties that confront her daily life. When we examine the class of people who pursue the various studies in this St. Louis institution, for example, we find almost every trade and profession in its city represented. No one for a moment supposes that these people are pursuing their work simply as an amusement. Neither will the most careless observer decide that most of them are working with a view to becoming professional “artists ” — that is, people who expect to produce original pictures, busts, and statues as a profession. In the evening class four-fifths of those working are engaged in trades or professions that require a knowledge of drawing or modeling to follow them successfully. In building up a new museum with limited resources a point to be kept in mind is the value of concentrating on some line of collecting in which it can reasonably hope to command the attention and respect of men of intelligence in art matters and at the same time serve as a valuable factor in art education. Thus the St. Louis Museum, for a quarter of a century mainly dependent upon voluntary or solicited contributions, has aimed, and endeavored with all the energy it could command for that purpose, to pos¬ sess a notable and comprehensive collection of American art, and has made substantial progress toward realizing this aim. And again, devoted as this institution has been to the broadest type of art educational work, it has necessarily found comprehensive col¬ lections of applied art work indispensable, and has ceaselessly endeavored to advance in this great field — a field the more suited to a young and not too wealthy museum from the fact that with knowledge and painstaking care very moderate expenditures can be made to produce results of great educational value. Under these conditions the St. ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 171 Louis Museum, while congratulating itself upon its paintings by old French, Italian, or English masters — by Corot, Dupre, Daubigny, Israels, Cazin, and other great workers — and grateful for them and fully recognizing how much its usefulness is extended by the possession of these examples of high attainment, yet feels that it must rely almost entirely upon the direct gifts of such works, or of funds designated for their acquisition, to extend its collections in this direction, and believes such an attitude most reason¬ able for a young American museum. That the friends of the museum and of American art have the courage of their convictions in this respect is shown in recent gifts, and especially in one already alluded to, which came from a friend of American art in the form of a very substantial recognition of this plan, establishing an endowment of funds invested to yield an annual income of something over $10,000, with the single condi¬ tion that every dollar of the income should be used for the acquisition of works by American artists. If we admit that there may be in the future such a thing as an American art, it seems to me that it must be essentially a creative art, and that for this it must be a response to a national hunger. It must be based on popular appreciation of artistic principles; must have an intimate and vital place in the minds and the lives of all the American people. It must invent as the art of the fifteenth century did. It must study the works of all schools and carefully select their best points as a basis for further building, without servilely copying them. It may in one sense imitate, but must not merely reproduce. Out of well-sustained American effort to realize art as a national posses¬ sion would grow an art not French, English, or German but American that would approach more nearly a universal style than any now existing, and that would be felt in every American production into which the principles of art can enter as a con¬ structive element. In building up in a locality any extensive movement, such as a thorough art edu¬ cational work, the organization of which must be dependent upon monetary contri¬ butions of individuals, it will, of course, be found that the interest of people must be appealed to in some way before their aid is sought. In any community may be some man who will give generously toward the establishment of an art museum, but there must be wide interest before giving can become general. This, obviously, in a new field, among a community where the development of civilization has been in large part of the ruder sort, concerned chiefly with the more obvious phases of utilitarian¬ ism and materiality, and to not any very great extent including the refinements, will make the growth of an art institution slow at first. In St. Louis, for example, a gen¬ eration ago, when one man had come forward and erected at a cost of nearly $150,000 a building dedicated to the uses of the art school, it was thought that it would not be difficult to secure by gift a fund of $100,000 to be devoted to the purchase of works to be placed in the building. The history of the years next succeeding proved, how¬ ever, that it was then as difficult to secure gifts amounting to $30,000 as to secure $300,000 in a neighboring city where there had been opportunity for art educational truths to attain wider appreciation. A few persons in Cincinnati at an early day saw the wisdom of placing those conducting the practical work of the art school in a position to shape their work so as to reach the homes of the people. Those who know anything of the work of the Cincinnati School of Design know how its influence has reached every class of people in that city. Enter almost any house and you will find an evidence of its teaching expressed in the bit of carving, the decorated panel, or study in form. The support given to the popular phase of the work of that school made it possible to develop and shape an intelligent public opinion, and, as a result, when there came a call for large funds to establish the work upon a broader and more liberal foundation people were ready to give. This was not due to any difference in nature between the people of the two cities, but was simply a matter of wisely directed educational influence creating a popular appreciation. Had it been made possible at the beginning of the work in St. Louis to conduct a similar educational 172 EDUCATION REPORT, 1905. campaign, similar results would have followed for its school and museum many years ago, and long since an abundance of feeling on the part of the whole community would have grown up in favor of making such an institution a great factor in the higher training of the people not only of the city but also of the country tributary to it. In the development of an effective art institution, especially in working along the lines of greater practical usefulness (which involves building for the future), obstruc¬ tions will sometimes be raised in most unexpected quarters, through dismal failure to comprehend the nature of broad constructive measures, or through the tacit opposition to whatever they fail to understand on the part of some whose assistance it would seem should be taken for granted, but generally are to be overcome by the constructive worker, with the proper application of labor and leverage, for the inevitable logic of nature is on his side. The most adverse criticisms of his methods in pursuing the good as he understands it should be always welcomed by him, for whatever their motive they show that those who make them take interest enough to give their attention, and draw the attention of others, at least to the most obvious conditions to be met, with a view to suggesting improvements or correcting errors, and the one great foe of progress — the captain-general of the forces of negation — is apathy. Art advancement in this country, as a general movement as well as in the detail of method, has still to deal with active opposition. Gratifying to say, however, we find not only that influences formerly antagonistic have been won over, but also that less of the obstructionism comes from the uncivilized lack of ability to comprehend what we are aiming at, than comes from engrossment in other necessary progressive work, accompanied by the fear that devotion to art may detract from possibilities in other desirable directions, a fear which, so far as it is based upon desire for the public good in any direction, melts* away as it is learned how universal a factor for advancement art education is. The whole study of art may be viewed in so many aspects that we need not be sur¬ prised to find many opinions* on it, or that these opinions are expressed with a confi¬ dence in proportion to the narrowness of the view taken. Many, indeed, of the theories and systems advanced are the work of amateurish critics, too often of little practical use, and naturally so, for a larger view alone reveals the difficulties of the subject. It would be next to an impossibility to trace the line of error through the various opinions and theories of the day, and indeed an attempt to do so might serve to increase the very evil we desire to abate. One expending his effort in refuting fallacies or in destroying misconceptions would show lack of wisdom. There is but one way to make large progress, and that is by constructive work. Those who have had any experience in the actual carrying on of any branch of art work in education are familiar with the arguments brought up against attempting to do anything “just now.” It is always the same thing, based upon a feeling of inertia the best antidote to which is simply a persistent pegging away. We are told, for example, when we propose some progressive step for the advancement of a city in art, that the people of our particular municipality are different from the people of other cities — cold toward art, or too much engrossed with innumerable other activities and “can not do everything at once,” or anything “at present ” — and that the masses of our people are not far enough advanced to warrant our taking up the work with the same spirit displayed elsewhere. These and like remarks are freely offered by those who feel that their peace is being disturbed; yet if we work on indomitably for con¬ structive, permanent results with the true spirit of the builder, we always find evidence that our people are not lacking in appreciation, and that great good can be accom¬ plished to the general advancement of the city, out of all proportion to the cost of the work when the results are impartially compared with what of real value is accomplished through expenditure of time and money in different fields. There is no justification for a negative attitude on the part of those able to assist ^in this work; but if people will persist in it we should not allow them to influence us in ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 173 any way. The work may be advanced by wise action, and it may be retarded by the unwillingness of passive obstructionists, but opposing influences are doomed to be thrust aside. Civilization will go on irresistably. Indeed, those engaged in advanc¬ ing general art education are working merely as instrumentalities of an inevitably progressing movement. In considering modern industrial methods of production and their influence upon art and upon the advancement of mankind and the attitude toward them proper to be held by artists, let us remember that, since art is for all, distribution is nearly as impor ¬ tant a factor in art production as it is in industrial production. Were it not for modern productive methods objects of art would, as of old, be almost confined to the few by reason of cost and scarcity. Surely it is better that all the people should have for common use articles possessing qualities of beauty, even though not artistically complete, than that all the art treasures of the world should be mewed up .in the houses of the rich and out of the reach of the gr'eat mass of the people. It can not be denied that the distribution of colored lithographs of great paintings by newspapers and other agencies has wrought wonders in elevating the taste of millions who had else never seen or heard of such pictures. I do not for a moment pretend that these copies are always well done from a technical standpoint; but I do say that they convey the thought, the sentiment, even in many cases the beauty of execution, which the artist has put into the work, to millions who are thus led to understand and value the beautiful. It is true that it may be hard in many instances to reconcile the conceptions of art with the conceptions of the mechanical engineer. We are as yet unadjusted to the modern influences which have so multiplied the power of man to modify nature to do work. Perhaps we as little know the artistic possibilities in the full perfection of mechanical applications as our predecessors could know of what has already been accomplished. It is still true that the greatest of the world’s artists have had to deal with the humblest implements of industry, and again true that the ruder tool is endowed with a cryptic value as the formal symbol of an art; yet I can not see that the harvest¬ ing machine need in itself be a less interesting or beautiful thing than the reaper’s sickle, and on the contrary I see that the artist may as well supplement the workman in the use of modern tools as in the use of those of ancient times. Why may not that per¬ fected and highly useful mechanism, the modern printing press, a product of man’s brain which seems almost to have acquired human intelligence, be as artistic as the press of Gutenberg, provided always it be so made that it conforms to standards of grace as well as of utility? Considered in view of its functions and the purposes of its creation each, an agent for the distribution of thought and knowledge, has a dignified part in the advancement of civilization and the development of art. How largely industry and commerce may be served by art may be seen in the fact that artistic workmanship is one of the qualities most universally appreciated and sought for throughout the world. When we look at the history of countries that have grown great in commerce or manufactures, we find that their industries haye been under the influence if not the absolute control of that which we may style “art. ” When we inquire as to those countries which draw to themselves the homage of travelers and students from over the world in the largest degree, and so prove themselves the most powerful centers of human interest in this world, we find that they are supreme in art. If beauty were to become a thing apart from the life of man — if the things to which art applies its mystic halo of ideality and sentiment were to be locked up in museums, to be looked at with scant understanding and never made use of practically, while mere obvious utility, obvious at the cost of ugliness, ignorant of ideality, were to be the standard for the things of daily life — then indeed art were dead and industry without its soul. This thought was dominant with William Morris and his collaborators when they introduced in England an industrial revolution that has affected this country as well ed 1905 — von 1 - 15 174 EDUCATION REPORT, 1905. and was expressed by Mossis but a few years since, in picturing existing conditions, when be voiced the belief that “art was sick unto death,” and that the cause of her undoing was that ‘ ‘ the artist came out from the handicraftsmen and left them without hope of elevation, ” with the result that “both have suffered, the artists no less than the workmen.” In a measure, the direction taken by the industrial progress of the world in the last century of marvelous mechanical achievement, with its feverish activity in the pro¬ duction of material things to meet great and growing demands, has, through the almost absolute devotion of the powers of the modern world to primary mechanical needs, for a time militated against the growth of some of the finer and higher sentiments; yet this has come about by reason of a temporary displacement of the older ideals, rather than by any inherent antagonism. No mere theorizer, but a practical man, and withal a most earnest, honest, noble- hearted one, Morris made himself proficient in six different trades — weaver, black¬ smith, wood carver, painter, dyer, printer. He also composed good music, wrote good poetry, was an accomplished linguist, good speaker, and master of the art of bookmak¬ ing in the old style of those who made books for the love of it. The creative power of art in industry is seen in the fact that the aims and work of this man and his asso¬ ciates at Kelmscott House have, at least in the realm of the decorative arts, revolu¬ tionized the houses of nearly all the English-speaking people of the earth. Had they done nothing more than “to lure us away from the thralldom of the haircloth sofa” and other such monstrous products of that mania for mere elementary utility which shouted aloud the love of ugliness, these true arts and crafts workers would be entitled to the lasting gratitude of mankind. They have done much more than this. They breathed into their work the spirit of loving interest which made the product a part of them¬ selves. They gave the best of their minds, the highest flights of their imagination, the honest, careful work of their own hands, to the simplest things they made. Through this they accomplished two great ends: First, the creation of things both useful for our common needs and beautiful, maintaining what has been well called “the balance of the useful and ornamental;” second, the demonstration again that there is still the demand for beauty even for the most commonplace thing, if that beauty make the thing not too costly for common usage and be of a kind fitted to the use — qualifications as essential from a true artistic standpoint as beauty of form. In thus living the old doctrine that a useful thing is more useful if beautiful, and that there is a beauty of fitness as essential as lines of grace ; in thus showing us how it is the mission of the artist to bestow' ideality upon things and thus to impress conceptions and sentiments of beauty upon men, this school of art workers sounded the keynote of an art revival and a higher industrial development. An epoch-marking lecture was delivered by Cardinal Wiseman about fifty years ago under the title “Relation of the Arts of Design to the Arts of Production,” in which he endeavored to bring home to his audience that these arts are intimately connected by their nature and should be so in their application. He held that a decay in art had come because of the fact that to a great extent this connection had been severed, and used a very striking illustration to show how this change had come about. He pictured the establishment of an art museum in England, one department of which shQuld be filled with a complete collection of objects of purely classical Roman art of about the first century, including fine marble statues, a richly colored pavement, Etruscan vases, bronze household utensils, engraved gems, and gold and silver coins of rare work¬ manship. He then assumed that some Roman gentleman of that period should appear upon, the scene and should have the right to make such use of these things as his taste and the habits of his time would have dictated. With these in mind the Cardinal tells us these objects, valued by us purely as works of art, would have been disposed of by the Roman thus: The statues, unless they happened to be those of his ancestors (in which case they would go into niches of his home), would have gone to his garden, ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 175 or elsewhere, merely as pieces of household furniture; the pictured mosaic floor would be used as we now use our floors, not to show as a picture, but to walk upon; of the Etruscan vases he sends one, a water jar, to the scullery; another, an oil holder, to the kitchen, and a third, which is a basin, to his dressing room; the bronzes go, some to the kitchen, some to other apartments — all are articles of common usage; the gems he wears as ornaments, and the coins he naturally puts in his purse, since to him they are the money in daily use. Thus the Cardinal showed how these articles, from our point of view far too rarely beautiful and sacred for any other use than as models of artistic taste, were to their former owners ordinary utensils adapted to every-day rough service, because at that period of Roman history a perfect understanding of the uses and benefits of the applied arts prevailed, so that almost every valuable thing that was made was by a certain necessity made beautiful. No distinction obtained between the arts of design and the arts of production, and because of this every artist was an artisan, every capable artisan an artist. To show further how vital is the influ¬ ence of this union, the lecturer instanced from history the instructive examples of men who produced the greatest art works of their day — in some instances of all time. Thus the great Benvenuto Cellini, Lucca della Robbia, Brunelleschi, and others have shown to the world how the highest artistic genius has felt itself not demeaned by the roughest work of the forge, hammer, or chisel. From this we have those rare gates to the chapel of Henry VII in Westminster Abbey, worked by Torgianio, a contempo¬ rary of M. Angelo. From such instances, as from the work of Hoffman, of Nuremberg, creator of “The Beautiful Fountain,” at once artist and a craftsman, or Matsys, of Antwerp, the artist-blacksmith, or Kraft, the artist-mason, maker of the wonderful stone stair in the church of St. Lawrence at Nuremberg, we learn that the union of these qualities of designer and workman in the same individual man is historically coincident with the greatest art production. Most conspicuously was this true with the greatest of all artists, the incomparable Michael Angelo; but, indeed, not confined to any branch of art, this truth pervades the whole realm of it and characterizes nearly all its greatest examples. The walls of houses in ancient- Rhodes, Pompeii, and Herculaneum were decorated by the greatest artists of the day. Raphael him¬ self thought it not beneath his dignity to decorate a gallery. The reasoning to be drawn from these historical illustrations seems to establish con¬ clusively that if the union of the art of execution with the art of design — of the artisan with the artist in the same individual — can no longer be maintained as of old, there must then, unless there is to be an end of art in the broadest and best sense, be the most harmonious cooperation between designer and producer, with high ideality on the part of each. If there exists any seeming antagonism between the artist and the engineer, it is reconcilable, for the business of both is to express human ideals; and it will have to be reconciled, for they must work together. This is essential, because art is to be for all, and there are not enough artist-artisans in all the world to-day to produce, working as did William Morris, one-thousandth part of the art objects needed. The severance of the artist from the artisan lamented by Cardinal Wiseman, and perhaps reaching the climax of its ill effect in England at about the time of his utter¬ ance, fifty years ago, is not to be charged to the industrial requirements or tendencies of our own time, having had its origin long ago, as a social movement incident to an outgrowth of mistaken ideas as to the indignity of labor. If it may have been empha¬ sized by the introduction of modern machinery with the consequent partial elimina¬ tion of certain forms of hand work which were vehicles of artistic expression, I believe that this effect is temporary and belonging only to the elementary stages of the util¬ ization of machines, and that modern conditions offer means of reuniting the old spirit * of the designer with the spirit of the producer, and so, indeed, favor the development of art in ways far beyond the vision of the artists of long ago. 176 EDUCATION REPORT, 1905. Morris disclaimed any prejudice against machinery, though I think he with all his school have been in fear lest craftsmen might become as mere parts of machines. To some the thing which is made is not beautiful unless there are upon it “the loving mark of the tool,” and this must be the hand tool, not the machine. Morris we know used machinery just as little as he could, reversing the custom of some manufacturers of never using a man where they can make shift with a machine. The widespread application of such extreme — may I say, narrow? — practice is, however, prohibited by modern economic conditions. On the one hand, starvation would follow fast in any country whose artisans eschewed the use of all machinery or insisted that each product should be in all its parts the work of but a single handicraftsman. On the other hand, the use of machinery inadequate to its task and the unskillful inartistic management of machines have been a stigma upon the greatest modem contribution to human progress. A broader view satisfies me that the modern workman need not lose his individ¬ uality, power of design, or love for the beautiful, even though his part is manipulating some machine that makes only the head of a pin. While such narrowly mechanical work does not of course conduce to efforts of imagination, yet the machine is but a tool expressing the imagination of the designer, more complicated than the tools of the past, still, after all, a tool, as the hammer, the chisel, the pencil, the brush. Those simpler instmments are more under the control of the heart and mind of the workman, it is true, than, say, the modern machinery for weaving and printing decorative designs upon fabrics or wall papers; yet with skillful workmanship the machine may afford the designer far greater power, may be far more under control, than ever could the ancient tool! We have in Japanese block prints examples of the artistic possibilities of color printing. Right, then, in the conclusion that our industrial evolution is not inimical to art, may we not proceed a step farther, and find that art is indeed an essential factor in industrial development — that industry is indebted to art for a "share of the great results it has wrought? Shall I be regarded as very ignorant or mistaken when I say that a mechanical drawing may be and should be artistic — that if it is so, the machine to be made from it will be better? Surely, drawing as an*art — the delineation of form— is and always has been at the very foundation of all the productive agencies con¬ nected with the decorative arts. This, as has been pointed out frequently, is strik¬ ingly illustrated in the wonderful industrial development of France, and the even more startling industrial advance of Germany following in the footsteps of this. “Drawing and industrial schools form the true basis of the wealth of France,” the Prussian minister of commerce stated officially in 1873. It was his belief that the art instruction given in the French trade and other schools, and applied by their students in industrial production, added so greatly to the value of French articles of commerce that they were the prime cause of the amazing national prosperity; and he recom¬ mended the introduction of the system into Germany. How diligent the Germans have been in carrying out the spirit of this recommendation, and with what splendid results for German progress, should be matter of general knowledge to our people, and has already been pointed out in this paper. Ivunstgewerbe schools and museums have been established all through Germany; enormous appropriations made by the German Government, as also princely gifts by individuals; and great efforts carried on to extend these institutions and bring their influence to bear directly upon the working people of the whole country. A recent American authority to testify of this is Mr. Charles M. Schwab, who in an interview following his return from Germany, dwelt upon the fact as having been forced upon him that the Germans are now excell¬ ing in quality and Americans merely in quantity of production. Mr. Schwab sees. in this the result of superior German education, of the development of the German mind through institutions which teach the students to analyze, compare, and perfect, and ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 177 which, provide opportunities for them to do so. He makes the significant suggestion that in quality, not in quantity, lies the victory of the future. Certainly, no one will deny that in all industrial countries where it has been encouraged the application of artistic skill to the designing, for instance, of carpets and wall paper patterns, of furni¬ ture, of all sorts of domestic utensils, has enormously stimulated manufactures. So impressed were our people with the beauty of Japanese workmanship, as shown at the World’s Fair in St. Louis, that they purchased more than fifteen million dollars’ worth of Japanese artistic industrial productions. The art movement in Great Britain has done wonders in dignifying labor and in improving the condition of her people. Innumerable examples might be cited to show the workings and the results of this movement. The directory of the Bank of England caused designs to be made for chairs for their meeting room some years ago; a number of artists competed; the result was the production of a chair at once comfortable, strong, and graceful in its lines, which as “the Bank of England chair” is now a well- recognized article of commerce. Again, the Morris patterns for fabrics of all kinds are so well known and have exercised such an enormous1 influence upon industrial production as to need only mention to illustrate my point. It has indeed become a perfectly well-established rule of commerce that new and beautiful designs must be constantly forthcoming in jewelry, in fabrics, and in all industries affected by the decorative arts, or trade will languish. Recognizing this, the principal jewelry houses of New York contribute liberally to the local schools of design and offer employ¬ ment at once to all finished students of such institutions who possess merit. That this commercial demand for designs is hurtful to art through any tendency to select inferior work and handicap the better, I believe is not true. While it may seem so in certain localities and for a limited time, yet, remember, it can not be generally true unless it negative the common experience of mankind. A design, it should not be forgotten, is truly artistic only if it be both beautiful and true — and by true I mean true to nature — the alphabet of all art — and therefore fitted for the purpose for which it is designed. I do not fear contradiction when I say that any design possessing lib¬ erally these elements of truth and beauty will not only sell, but will endure, and that the artist producing it need not despair of our commercial age. Illustrations of the value of art to a nation may be multiplied until an overwhelming preponderance of evidence is placed before those who doubt. In a recent paper on “Art education the true industrial education,” read before the department of art education, National Educational Association, Nashville, Tenn., Hr. W. T. Harris gave illustrations of this, from which I may be permitted to quote one or two paragraphs. The doctor said : In 1851, at the World’s Exposition in London, it became evident that English industries were not of such a character as to compete with those of France and Belgium. Prince Albert, wise and thoughtful as he was, set about a deep-reaching system of edu¬ cation that should correct the national defect and recover the prestige of British arts and manufactures. The South Kensington Museum was established and day and even¬ ing art schools set up in all manufacturing centers. The museum placed at its founda¬ tion a collection of works of art showing the history of art. its beginnings, its high- water marks, and its fluctuations. On this basis instruction was given in those forms of ornamentation that the world has pronounced beautiful. There began from this time a gradual rise in the taste of the English workman ; from being an artisan pure and sim¬ ple he began to be an artist. England has gone forward rapidly in the direction of producing works of taste, and her useful manufactures, heretofore made without reference to beauty, have improved in tastefulness of design and execution. and again: The establishment of a great national art gallery, the Louvre, and the studies of French savants in the canons of good taste had long before revolutionized French manu¬ factures and given France the supremacy in the world market for goods that command high prices and ready sale. 178 EDUCATION REPORT, 1905. There is also the other side, as pointed out by Doctor Harris in the same paper: On another occasion I have called attention to the backward state of Swedish educa¬ tion in sesthetic art. Sweden is the leader in the manual-training movement, but her educators have not yet seen the importance of developing correct taste among the laborers as a condition of industrial success. Accordingly, we find that ingenuity is increasing to some extent in that country, but that there is no improvement in the artis¬ tic finish and ornamentation of their goods. Clumsy shapes and incongruous ornament are the characteristics of Swedish goods. Other nations do not want such ugly shapes in sight and do not buy them. Thus is indicated what is meant by advancing industry through art. It is a matter that will affect the condition of every class of society — people of wealth as well as men and women who earn their living by work; it appeals to all classes alike. The educational influence of expositions in extending the understanding of art is immeasurable. Many thousands of Americans, indeed, saw an art collection for the first time when they visited St. Louis in 1904. There are comparatively few art exhibitions or collections of art works in the West and Southwest. The value placed upon the opportunity is indicated by the fact that the art galleries were always well filled, and were crowded badly at times when other buildings were only moderately full, 111,000 visitors having been counted on one day in the American section alone. EDUCATIONAL INFLUENCES OF EXPOSITIONS— CHICAGO AND ST. LOUIS. At the Columbian Exposition at Chicago we were convinced that the classification ought to be arranged on so broad and liberal a plan and so expressed as to make it pos¬ sible to bring together the finished products of every branch of artistic activity. To carry out this principle, we thought it wise to include what had been called the ‘ ‘indus¬ trial arts ’ ’ and to obliterate the line which up to that time had separated the ‘ ‘ fine arts,” so called, from other original expressions of art workmanship by adding to the usual classification scope a group of exhibits under the title “applied art.” Under the classification so broadened, all art works, whether on canvas, marble, plas¬ ter, wood, metal, glass, porcelain, textile, or other material would be recognized as equally deserving of respect in proportion as they should be worthy from the stand¬ points of inspiration and technique. Art craftsmen were to be given full advantage of this broader classification, which would comprehend all forms of artistic represen¬ tation in which individual artists or groups of artists working cooperatively express their thoughts in whatever media they may select. The last ten years has seen a great development of interest and activity in the revival of the handicrafts. At that time the applied art workers of our country were not far enough advanced to avail themselves very fully of such opportunities as this breadth of classification presented to exhibit the possibilities of American art. The influence of the effort that was made, however, exceeded the hopes of those who had inaugurated it, and at the time of the St. Louis Exposition the application of art to objects of workmanship had made such progress that entirely new conditions existed. The art department at St. Louis felt justified in still further broadening the work, with the result that no thinking person who spent much time in the St. Louis Expo¬ sition art galleries could fail to be convinced of the importance of including the applied art work in the art exhibit — importance for its good influence in the development of our manufacturing industries as well as for its value in disclosing to hundreds of thousands of studious visitors some of the possibilities of art for them and developing their appreciation of form and beauty of color; and importance also for its effect as a feature of an exposition in exciting the interest and applause of visitors. The fol¬ lowing classification, while not attempting to be a perfect grouping of the branches of art work, is yet believed to be very inclusive, and is reprinted here as marking a point from which there should be no retrogression in future exhibition work: ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 179 Louisiana Purchase Exposition— Department of Art. CLASSIFICATION. The department of art of the Louisiana Purchase Exposition will be open to such works of American (United States) and foreign artists, whether previously exhibited or not, as may be classed under the head of art, in accordance with the following general classification: PAINTINGS, CARTOONS, DRAWINGS, ARCHITECTURE, SCULPTURE, DECORATION, AND ORIGINAL OBJECTS OF ART WORKMANSHIP. Group 9. — Paintings and drawings. Class 27. — Paintings on canvas, wood, metal, enamel, porcelain, faience, and on various preparations; by all direct methods in oil, wax, tempera, and other media; mural paintings; fresco painting on walls. Class 28. — Drawings and cartoons in water color, pastei, chalk, charcoal, pencil, and other media, on any material. Pyrographic designs. Miniatures on ivory. Group 10. — Engravings and lithographs. Class 29. — Etchings and engravings in one or more colors. Autolithographs with pencil, crayon, or brush. Group 11. — Sculpture. Class SO. — Sculpture and bas-reliefs of figures and groups in marble, bronze, or other metal, terra cotta, plaster, wood, ivory, or other material. Class 31. — Models in plaster and terra cotta. Class 32. — Medals, engravings on gems, cameos, and intaglios. Class 33.— Carvings in stone, wood, ivory, or other materials. Group 12. — Architecture. Class 34. — Drawings, models, and photographs of completed buildings. Class 35. — Designs and projects of buildings. (Designs other than of architectural or constructive engineering.) Class 36. — Drawings, models, and photographs of artistic architectural details. Class 37— Mosaics, leaded and mosaic glass. Group 13. — Loan collection. Selections of especially interesting art works of various kinds from institutions and private collections. (Representing the various classes defined in the department of art.) Group 14 .—Original objects of art workmanship. Class 38. — Art work in glass (other than that which is included in group 12, class 37) . Class 39. — Art work in earthenware. (Pottery or porcelain.) Class 40. — Art work in metal (other than that included in group 11, class 30). Class 41 — Art work in leather. Class 42.— Art work in wood (other than that included in group 11, classes 30 and 33). Class 43. — Art work in textiles. Class 44— Artistic bookbinding. Class 45 — Art work worthy of representation which is not covered by any of the preceding classes of this group or other groups of the department of art. This art classification comprises five main divisions or “groups,” correlated to the more distinct branches of art work, and nineteen subdivisions or “classes,” each in turn comprising certain closely allied phases of expression. Each “group ” is char¬ acterized by aims, standards, and techniques strongly divergent from those of other “groups” and calling for a certain peculiar appreciation and knowledge in the just appraisal of its exemplifications. It was the plan that the selection and judgment of exhibits in these various “groups” should be intrusted to juries and committees of special as well as general artistic training, so far as practicable, although it was desired to characterize the exhibit of the art department as a whole by a breadth of view and harmony of standard not perhaps compatible with too minute specialization of view¬ point. It was deemed that the- subdivisions of the “groups” into “classes” would bring into juxtaposition works sufficiently similar in character to be judged in relation one to another. It was planned also to insure, in constituting the juries and committees, that no class of work should lack sympathetic and comprehending representation. 180 EDUCATION REPORT, 1905. To these five exhibit groups covering the range of art work and including all com¬ petitive exhibits was added to complete the St. Louis Exposition Art Classification, for its educational value in such an art exhibition, a special noncompetitive “loan collection group,” to comprise a comparative and retrospective collection of works selected for their etiological and educational value from the whole field of art, but to consist in the main of such masterpieces of various schools and times as would afford visitors the opportunity of seeing the best art that has been produced, while especially indicating the roles, sequential influences and reactions of contemporary schools and illustrating the world’s artistic development. In order that the art of each country of the world might be adequately represented and justly recognized, it was essential that a high and catholic standard of judgment, comprehending the national points of view and phases of artistic aspiration, should be observed in the selection of exhibits for each national section and again in the dis¬ tribution of awards. It was essential to give to all people who could produce art work worthy of serious consideration the fullest opportunity for recognition, without regard to country, position, or race, or the media employed in effecting artistic expres¬ sion. To this end the official representatives for each country were urged in the first place to base their selections in making up their representations upon the standard of their own most enlightened national art appreciation, not upon a supposition as to what phases of their art would appeal most strongly to our people, nor, above all, upon any fictitious taste created by commercial management. With such a basis of selection it was of course clear that academic restraints would be held in check and that the various national sections must evidence points of view as wide apart as to what is best in art as are the art workers of China and Japan from those of the South American Republics, in geographical location or historical development. Of the/influence for good upon the people of our country very much may reasonably be hoped. The art impulse traceable to the Columbian Exposition, already referred to and evidenced again for another example in the increased demand for a better and more dignified character in architecture, enriched by the work of mural painter and decorative sculptor, indicates the measure of good born from the influence of a great exposition. In another manner was shown an earlier stage of our artistic develop¬ ment under the impulse of the Centennial Exposition (1376), which may be said to have crystallized the artistic consciousness of our nation. In a greater degree than was possible following either of the previous expositions, may it be predicted, our people, particularly of the Middle West and South, will profit from the artistic influence of this exposition. The multitude of visitors who thronged the sections of the art depart¬ ment have had awakened within them a realizing sense of the value of art and have carried to their homes new impressions and broader views of the possibilities of enrich¬ ing their lives by making art an everyday reality. While in the progress of the work intrusted to me certain departures from the plans as first organized and in details of operation from time to time were required, yet in essentials, notably where our plans differed from those of previous expositions, we were able, fortunately, to attain in good measure the hoped-for results. The aim of this world effort to bring into review for comparison and enlightenment the artistic achievement of mankind was to help produce a fuller recognition 'throughout the world of the value of art as a vital factor in the life work of a people. A gratifying development was the pronounced recognition by certain of the older countries of the important position now held in art by the United States— a recognition exemplified at the beginning of our work in the increased willingness to respond to our efforts in the interest of their representation at this latest of American expositions, and subsequently, as a result of the display of our own American art in the exposition, emphatically expressed in the most graceful and pleasant manner by foreign mem¬ bers of the international jury of awards. In this recognition Great Britain and Japan were leaders, expressing their appreciation at the outset by adhering rigidly to the ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 181 exhibit classification of the department, making throughout all groups very complete and dignified exhibits of their national arts — the most complete ever made at an exposition by any visiting countries. Comparing American art as it appeared at the St. Louis exposition with art as shown at previous expositions, we see that a striking development has taken place in the broadening of artistic aim accompanying the maintenance of high endeavor. The influence of the Columbian Exposition (Chicago, 1893) upon the artistic develop¬ ment of America has been evidenced notably in a growth of appreciation for architec¬ ture, mural painting, and the applied arts during the past decade, which in the latter field made possible the impressive collection of objects of art workmanship in the American section at St. Louis, notable, indeed ,ras a record of artistic advancement and great in its promise for the future of most important phases of art expression, compara¬ tively young in our country, and in the field of decorative painting made possible at St. Louis — the first comprehensive exposition exhibit of mural work. If the chief of the art departments of these two expositions might hope to look with satisfaction upon any endeavor of his in connection with art, it would be for his effort, consistently maintained for many years, finding its first great opportunity in the Chicago expo¬ sition and reaching toward fruition at St. Louis, to assist in broadening the scope of recognized art and doing away with narrowing lines, to bring under one universal test of artistic endeavor all phases of art expression, so that, alike for the product of the academically trained painter and for the most recent effort of the advanced applied art worker, or any other artistic production, whether of architect, painter, potter, glass, or metal worker, bookbinder, or sculptor, or artistic worker in another branch, the sole measure of the artist’s achievement may be his comparative success in con¬ veying inspirations and impressions of high artistic character. The popular interest excited by the American sculptural display at St. Louis and the recognition accorded it by the international jury must work to the encouragement of our plastic art, while in this, as in every branch of art work, the unexampled oppor¬ tunity to compare methods and results must prove to have been invaluable to the progressive worker, of whatever nationality, who made use of the opportunity. Very impressive was found the advance made by American sculpture since the period of the Chicago Exposition, in part traceable to the direct influence of the work created and displayed at that time, which offered to our sculptors opportunities before un¬ dreamed of for the utilization of their abilities besides providing for them the first opportunity to command the attention of the country by a display of their achieve¬ ments. At the time of the Philadelphia Centennial Exposition American sculptural art was not yet in a position to avail itself of such opportunities. On the other hand, at the inception of the Louisiana Purchase Exposition it was felt that the sculptors of the country could render invaluable aid and upon an unprecedented scale, and their assistance was early sought and very fully secured, with the result, in the first place, of adding beauty and dignity to the exposition, and again, of great importance, that the influence for good of the exposition upon this art has already been plainly manifested. Among the best sculptures existing in the country to-day are direct products of its demands, executed for its embellishment, and now in the permanent collection of the St. Louis Museum of Fine Arts. The attention of the art world has been drawn to our national attainment in this field and a new estimate established of our artistic capabilities as a result of our work in sculpture at the exposition. Almost equally apparent was the general advance of American art workers in all branches in command of technical methods and in truthfulness of artistic inspiration. The organization of the forces available for effective participation in the work of perfecting a truly representative exposition of the art of so immense and productive a country as our own — a country, too, so abounding in differentiated circles of produc¬ tion — may well afford an interesting subject of study. 182 EDUCATION REPORT, 1905. For the St. Louis Exposition a plan of committee and jury of selection organization for the United States art section was adopted, as follows: First. A national advisory committee to be appointed, of representative individu¬ als throughout the United States whose influence would be valuable in popularizing the department, who would give the executive the benefit of their advice and assist¬ ance, and through whose influence masterpieces might be obtained for the loan collec¬ tion which had been planned as a part of the United States exhibit. Second. Local advisory committees of technical men, to be appointed in important art centers in this country and abroad, to represent for the exposition the artists and art interests centered in their localities, to aid in the organization of the work and in the selection and care of exhibits to form the United States section, to enlist the interest and assistance of the local authorities,. State commissions, etc., in the work where practicable, and generally to represent and further the interests of art representation, these advisory committees to be divided into groups or organized executive com¬ mittees to deal with the different groups of the exhibit classification, as painting or sculpture, as conditions might warrant. Third. Local juries of selection to be at the proper time made up in various centers where advisory committees should have been established, each such local jury to be constituted from the members of the local advisory committees, with the addition of delegated representatives from other centers to conserve uniformity in the standard of selection and put the stamp of national approval on the works chosen. These local juries should together constitute the national jury of selection and should act in con¬ formity with the uniform rules to be prescribed. Perhaps for the first time in the history of the work of juries of award at international expositions the number of jurors representing foreign sections was largely in excess of the number of jurors representing the home country — the United States — a condition of affairs which was a matter of surprise to experienced American jurors and of some anxiety lest prejudices might influence the results. Such, however, was happily not the case. With little exception the work of the jury was harmonious. In recommending to the president of the exposition the appointment of jurors of awards to represent the United States section, as in every action of the department officials which bore upon the selection or judgment of exhibits, the fullest weight was given to the importance of an adequate expression of each phase of thought and effort, and this, I believe, was well appreciated by art workers. Certainly the completeness of the United States art representation indicated the general satisfaction of our artists with the manner of dealing with such problems. The experience of the department, both as to the United States and other sections, emphasized the value of the very com¬ plete consideration given the constitution and conduct of the international jury of awards. In the St. Louis as in the Chicago Exposition the hope of the writfer and of those with whom he was fortunately associated was to advance the cause of art. Through the clear-visioned policy of the art committee and others in control, it was possible to reach and consult all interests involved in the work of the department and to con¬ tribute to the furtherance of a friendly feeling on the part of art workers generally. We consistently sought this end by endeavoring to advance the plans and interests of all artists wherever possible, and numerous evidences of appreciation have been received from our coworkers and exhibitors at home and in various foreign national sections with keen pleasure. Worthy of being placed upon record for its value in art work was the broad, liberal, outlook of the president and other officials of the St. Louis Exposition, the keen appre¬ ciation of large and permanent interests bound up with the development of art, which made it possible to better serve that cause in many ways. It may be proper to instance the expression by Mr. Francis, upon the occasion of an address to the groups of the international jury of awards for art, of the hope that we might have in the permanent ART EDUCATION AND INDUSTRIAL DEVELOPMENT. 183 structure of the Art Palace a permanent home for the St. Louis Museum of Art as the most fitting memorial of the exposition. To recall his saying that such a result, dreamed of by the builders of the exposition from its early days, would in itself be worthy of all the effort expended to perfect the great enterprise. I believe that this recognition of the value and of the interests of American art came to be appreciated by artists and art lovers, and that through its helpful and harmonizing influence and its possibilities in furthering artistic interests not alone have been furthered the more immediate interests of the Louisiana Purchase Exposition, but also the advantage of expositions of the future and the general cause of American art education. The need of European exhibitions adequately representative of American art was testified to by foreign commissioners at the St. Louis Exposition. Mr. Willy Martens, commissioner for Holland, said, comparing American art as he saw it then with the idea of it which he could obtain in Europe: I should say that there has never been a display of American art as complete as we have seen here. This display has been quite a revelation to us foreigners. Professor Doctor von Petersen, juror for Germany, spoke at length on one occasion to the international jury of awards for art of the desire of European lovers of art to learn what art message America has for the world. Lamenting the existing conditions, Professor von Petersen said: I have been at the head of the international exhibitions at Munich upon several occasions, and at each of these times American art has been represented by excellent American painters working in Europe; but, although we have desired it very much, we have never been able to get a representation of the artists working here, nor even has there been any collective representation of American work, since the work even of the American artists who have appeared has been scattered among the productions of the other nations. Provision should be made from public funds for national participation in such annual international exhibitions in European art centers. Representative national collec¬ tions should be made up by selecting among the various types of artistic expression works representative of all groups of art workers both at home and abroad. This would result in a complete representation of what is being done at the present time in art by all workers of this country and would unquestionably enhance our prestige abroad. This work might be accomplished under the supervision, as already suggested, of a bureau of expositions — experts in conjunction with a regularly established congres¬ sional committee — such as that already in existence known as the Congressional Committee on Industrial Arts and Expositions. CHAPTER XI. CURRENT TOPICS. CONTENTS. Pag:'. Compulsory-attendance and child-labor laws . 185 Consolidation of schools and transportation of pupils . . 193 Free text-books and supplies . . . . 194 Temperance instruction in the public schools . . . . 195 Sunday school statistics of North America. . . . . . 196 List of educational periodicals . 202 Religious exercises in public schools . 204 Corporal punishment in city public schools . . . 205 Requirements as to vaccination of school children . 207 Length of service of city teachers... . . . . 208 Teachers’ pensions in Germany . 209 Higher commercial education in Europe . 216 Salaries of city superintendents and teachers . 217 Statistics of education in foreign countries . 229 COMPULSORY-ATTENDANCE AND CHILD-LABOR LAWS. The following table has been revised by including the legislation of 1906. This legislation covers the following points: In the District of Columbia the annual period of required attendance has been extended to include the full school term. Georgia now forbids children under 10 to be employed in factory work under any circumstances; or (after January 1, 1907) under 12 unless necessary in certain circum¬ stances for their own or their parents’ support. After January 1, 1908, a specified degree of education or amount of school attendance will be exacted up to the age of 18 as a condition of employment. A child-labor law has been passed in Iowa prohibiting the employment of children under 14 years of age in various specified occupations. Kentucky, which previously prohibited the employment of children under 14 in factories, mines, etc., now broadens the prohibition so as to include several other kinds of employment, except in vacation time. The Louisiana law now prohibits the employment of boys under 12 and girls under 14 in factories, etc., in cities and towns of 10,000 inhabitants or more. In Massachusetts a standard is prescribed for those to come up to who are required to be able to read and write as a condition of employment. In New York the minimum age for labor in or about mines has been fixed at 16 years. Females are not allowed to work in mines under any circumstances. 185 186 EDUCATION REPORT, 1905. In Vermont the list of forbidden employments is extended to include railroad and quarry work, and no child under 16 is permitted to engage in any forbidden employ¬ ment in school hours unless he has completed the 9-year elementary school course prepared by the State superintendent. No attempt has been made in the table to note the provisions regulating the hours of labor of minors. Such regulations are now very general Many States, in general terms, forbid, or permit only under restrictions, occupations dangerous to the life, limb, morals, or health of children. In some States the employ¬ ment of children in begging, theatrical and circus exhibitions, on dangerous machinery, in occupations requiring the handling of intoxicating liquors, nightwork, etc., is specifically forbidden. Where the employments forbidden are not specifically enumerated the enforcement of such provisions of law is difficult, from lack of judicial interpretation as to what constitutes an employment dangerous to life, etc. COMPULSORY EDUCATION. CHILD LABOR.a COMPULSORY ATTENDANCE AND CHILD LABOR. 187 o ft a ® a T3 © © * 2pS=p g<§ © a a*3 © X © W ®.2 | § P 1®§1 a © ■ ® CO 33 p B p R!? 3 O bo ”33 p .a §5 sxts 33 p£ ® ri «-t rr — h H cd ph O o5 3 ftX 0^32 8 °SH o.§*S ^ g-cS ■ — ' © p P 6033 D ^ 3 ft.. i'si^ 2 'P © 2 R> ©^ a >>p © 2 2 © ft-OX §25 ©ft^ ft O- O 3X p .2 ® r w o 3 o rfX 02 © , ©2 . 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O (-h ft_^i -3 d3 © u d m ft O M H £.2 ° 3 dll •saa oo* n q kl O d — . © © ,-d d3 II > Cj 3TS d o 3 ? ■eg a Sgs °:3 o w*rt 0Q d CD >, O d gia§| 0®0lj3 3 § © d O ® ^3) ©^d . _,d d oo (m Ub-S d 36© 6© 4^> 00 O flSJfagS 5> o 3 U 3) J3 g) 2^3 o_ 3 d 3 233 _o I’S . _ o . a 8 g T M m 3 0 >2-3 lot; d m 3 8-2.2 d © "© o 3 g 0.3 d 00 0I3 tl 3 © C3 3 g a a >>.g d © .si „-a COMPULSOBY ATTENDANCE AND CHILD LABOB 189 'O'd “ a< c3 >>-d _ o P_; |§t g »§§■§ o Am +J © m b r<$% g ^-g ° U d © H p p > - R © U S P ° _X3 tf+o Q m 02 d +* rj ->i ,c( m bfl © +5 |osl i^jsg O £ £ 03 11 8 §3 j^-gS-S g ft” £ 3 S too o.*a ®.S a ^ I £s 2 bq p o a d w: S © fl'g c3 ►>> -a .2 o3 Ph 8 6 d' ■ 03 ' ' IJS 2 Si g^3 d i=t.-S rP h P ts +3 pSg-dg gs£.§| s2§#5 3 tsxa 9 o £ . A I'd d i rR h? 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. p o3 +i o3 TJ +j -a a S S"p H © 2S 8322 ft ft ft O g _ © © cj O O NMr vo ft ft TJ St g U °3 •35 g, .sSs O iq p 2 £ .2 ft § 3^1 *© aO © fics. > o3 O X o 53 8 ^ s So 2 ^ Sj osro^ =s <+h<4_ P ‘c* ©8^5 kginoio ft £ jh ,:s o^a . ^ P O 0+2 p ft 2 © §3^ ,8 ■ - 03 o © £ P'S o3 >. a s o3 O p ft o d3 00 ©-.as 03 © e «w © o O -, t ( ^ © O p p ^ o ? •P1^ 03 < ft! K < < § ° g t>. © S ^p 2 os® ■i Pi r“>l© S'*©50 ft 50 pa < < g ° g &►,£ >> «tn t>* ip 1° Sts p p bo p«« © o > ftt» 2 p-0 ».2 S c3 to >»§ Oi •a a O ^ Q) ^ft wp, I fiOKbl ^ ft S3.© ft > ft© o3 © X boo ft fc 2p<0p 03 P cj 0 a; O' c Q) £220 2 ft o3 cJ © .3 >»o gs . ®‘p jf 4^ +2 P P cp ft ft ft f-l ©u®*) £ P ^P eg © © :©£^0 1^' e-5:lgS3.Sp.S poo^toPopo 2 ft rt c ^>^ft2 ft ft ” MS ft S^2sS^S-oS-§S^ (Jwp^4J -P •p^'^P+ “ft! ft .a $ .a g.p p p,p — 0>.0P0PftP0©® ft 03 2 ft4^.2 2 ft ft ft e s o o © © X X o3 o3 m m TEACHERS PENSIONS IN GERMANY 213 t>i m 03 5 73 £ . i¥ pr >> . il* I CO >3 : d o3 >» . ■a o d’> >>ft , 8 • l§2 Pr H Pr o 5. t*H CO +3^3 - R d << • +j £ g 1 ®-a o - +3 >>g o3 S T) E li P>^ • ^ s a > -MT3 R Pt ^ O, • ?H ?-H S <3 ce *o ft ft: c3 : ,2 *-, d > ft fl S . ^ oj '£ #-2 1 *5 ® 2 -g td >§ >>i “3 d c3 o3 ^ £ o? dA A r-1 O Yr r*1 o3 .l|° gfct . E-gE'sE® SojES' oxor o^o^oc Pr Pr Pr Pr Pr tJD too o3 a3 *3 O © d P>>® 5-08 0 < £ $3 > cS O 43 4? Pi ft .Jh "tS o tn o£A &w>o m £ >> oj c3 ® 43 43 Pi o. O'?, tUD >4. w M ^ s° . , 43 is- o >> PQ o lO ££8g8888g8gSg38S;g8 ££8 :::::::::::::: S88S888££8££ ?2???2???5 . 00 CO 00 CO 00 . i i • • • • • t . . , f2t2gS'g2 :::::::::::: ££88£88£88&888 : : : ^iooncooo • '••••••’• p- 1>- p- 1^- p- co . . *010*0*010*0*010 • £888888885888888 : *o *o 88K8S §8 E§ 8 88 88S8S 8888338338^888588 216 EDUCATION REPORT, 1905. HIGHER COMMERCIAL EDUCATION IN EUROPE. In Europe the importance of higher commercial education has been recognized by the establishment of commercial academies or university faculties of commerce in Leipzig, Frankfort-on-th e-Main, Cologne, and Aix-la-Chapelle (Aachen), Germany; in Vienna, Trieste, and Prague, Austria; in Zurich, Switzerland; in Paris and Lyon, France; in Antwerp, Belgium; in London and Birmingham, England, and in Edin¬ burgh, Scotland. The four institutions in Germany already, five years after their establishment, have nearly 3,000 students, 358 of whom are foreigners, chiefly from countries where no provision is made for higher commercial studies. These insti¬ tutions have no uniform curriculum, such as universities or polytechnica have, nor is their organization the same. Two of the four institutions (Frankfort and Cologne) are independent schools, maintained by means of tuition fees, city subsidies, and endowments; one is connected with the University of Leipzig, one with the Poly- technicum at Aix-la-Chapelle. The Leipzig institution is the oldest of the four and has the greatest number of matriculated students; that of Cologne has the largest number of hearers (or nonmatriculated students), most of whom attend evening courses. The institution at Frankfort is modeled somewhat after the French social science schools and bears the title “Academy of Social and Commercial Sciences.” The other three have purely commercial curricula, in which the subject of ‘ ‘merchan¬ dise,” or commercial technology, takes up much time. All of them teach from four to six modern languages, two or three of which are optional studies. A fifth institution, intended to aid the higher education of merchants, is planned for Hamburg, where the officials of the great steamship companies and the heads of exporting houses are agitat¬ ing the establishment of a commercial university. In Berlin the Chamber of Com¬ merce will open a new institution for higher commercial studies in October, 1906. The course of study for the year 1906-7 is designed to include 72 series of lectures by 35 professors. The subjects are: Commercial science, political economy, commercial law, pure and applied natural science, geography, counting-house theory and practice, study of merchandise, technology, insurance, and others. A seminary for foreign languages will be connected with this new school, where in addition to Rus¬ sian, Spanish, Italian, English, and French, other languages, such as Danish, Swedish, Portuguese, Japanese, Chinese, Arabic, and Suaheli will be taught as special or optional studies. The institution is to be governed by a faculty — that is, it is to have a col¬ legiate organization, with a rector at its head. Professor Jastrow has been chosen for the first rectorial period of three years. Though this university will not grant academic degrees, its graduates will be admitted to State examinations, the passing of which entitles them to high positions in the State’s service. The institution will be opened in its own home erected for the purpose. It is independent of the old established university. There seems to be prevalent among the founders and supporters of higher commercial institutions in continental Europe a dislike to submit the professional education of merchants to the old established rules and methods of universities. SALARIES OF SCHOOL TEACHERS AND OFFICIALS. e S Ps s C3 TEACHERS ’ SALARIES :S •Snpjooo jo aosiAjodng •sueq. -j'BSjopuiJi jo josiAiadng ■SuiA\as jo josiAjedng •Snrareij. I'Bnu'Bra: jo josiAiadng •uBuuef) jo josiAiadng •Suijiiav jo jtosiAaadng •SJU'BJSISS'B jo sauBjeg •SJU'BJStSS'B jo jaqumjsi •josiAjadng •SJU'BJ.SISS'B JO SOU'BJBg •sjn'Bq.stss'B jo jaqumjq o o -r — *0 (M •josiAjadng ‘SJXI'BJSISS'B JO S9TJ'B{'Bg •SJ.n'BJSTSS'B jo jaqumjq •josiAjadng OOOOIOOOO QOOONOiOiO, cDOiONcD(MNOO oooooooo • o o o oo oo g88S38.ies> :2°9 osp^o- •05 -OSi-nM OOt'-^CN' PI A -3 q • g oS.a Sp 05 5 O 45ho bo m •53 Pig'S g > 0Q 3 © Pi S <1 B+> g. •SaiJ'BJ'Bg •jaqxxmM sjooqos jo juapuojiiuadng •uoij.'Bjndod m sprey; • (9061 ‘aj'Bunjsa aap -JO snsuao) uoij'Bjndoj : : : :g g of of lOONO^i coco'co' t-T of of of of of of of *o* o o o o o o o o o o OOIO^OHO of csT of of co ■ COOONCOIM 05 O 2 -2 o R r— 3 /-v /—I r-\ ^ R Ooibx)p2QQS?00'-G t-i o © © 2 .2 ^ ,ft bO (h <-i ip ^ftftftiq+SSSpSOPJOaS «- <; «1 <1 << h ^ “s§ !II1 &&.S.5.S pqpqpqpqpq 21 o£ mO w ’Em 1 | ” S S .’g^ bo . >3 ® ,H os « £- bCrt CO o . oSC _,rP) 05 2 | P P 1 1 S>a8gS +3 bD 3 b O c$ --s I* H Jsi "© p (-1 o oo+f” ©Ph CD m ^ ' b«; ©_/ OO- 03 u- PH GO O O OQ CO Tt< IO CO -SALARIES OF OFFICERS AND SUPERVISORS AND TEACHERS OF SPECIAL SUBJECTS— Continued. 218 <3 i •Suiqooa jo josiAjadng « 8 to e3 1,125 1,200 •suaj -jnSiapniq jo josiAjadng © o o < oO»ONOiOOOO(N ^l^!-ClrEl WfflOOOOOOOO V d, Ohio j TEACHERS’ SALARIES. 219 ! ii Ills g il ii 8 is II egg i ^ wr-r : ill I : 4- ji ii I jg !§s 1 1 ! ci : 1,200 1, 215 1,000 1,425 1,500 ii •O ;S is ij £ si ilig ■ s h its j 2,200 (s) 1,000 il 1,500 • *0 ;fe 1,300 1,200 1, 100 1,050 1,000 900 850 800 450 760 hwnhcohhh ^ ^ ^ ■« ^ ^ 3, 000 si III 1-1 3 ^ III ilcSI I 1,000 i 1,200 • CO • :3 : e. - • - ^1 >C s-eIIII II lili § n S o is 1,200 775 ii i jig j- • I e^oo 05C^®10 00 o o o o O I' •sau'Bjng •joquin^ 88. o o - - lO 1C o o o 88£ I 888888888 sjooqos jo juopuajuuodng ^ ^MNNCCCCiONHN | ^ T3 88888! to CO 1C oooooo< IOQ^C30!0< •uoij'Bindod ut sprey; I to N^iOC5 OOOtOCO 00 lOcOCJOOCO^OJCOOO^HOiOCONHOlCD '(NOOOOOC^OOCON (NNCCi0 03^0i0005HCOi •(9061 ‘01'BUhjso aoq -jO snsuoo) uorpeindoj )COCOt^'^IMi-lt^< )HO(NHNHOONOOiOCD^NrHCO« )NOHCO(N^^OHONOOONO' CONiOOCOfN 05 CO O ^ lO H to to c H HMHMW3£3£ pi OH s „ ‘ m ^ cj - , & - - ~W | §53 d\2 • * “ 'e aZ “• ^ o3 m m 0.7^ C tt) rdS o o > o o 'S p? -.3 1 1 1 s 1 S 2 ^GjoSoS.SCajcecScD.S.S.rtOOO CO CD CO CO CO c ) 00 00 00 00 00 C TEACHERS* SALARIES. 221 1 :g :| 1 : 1 j' 88 i ii 2,500 750 8 • e' h i i§ i i i _r : : ii £ 8 of j? i I I < i :8 i § i of § i£Si is £ j 88 °?8 ■ of 360 . («) 4,000 ! ! ? ; ; £ ; 0s s' J i ii £ : II £ S ! ® i S ! - :- - lisj 8 : 2 Ol $8 ! ! ; 1 of 8 : I> ; § i i i rH ^ §££ i Il2| |M - .* 1 lO : 8 1,800 1,000 621 1,700 1,200 900 1,200 1,500 1,300 720 1,080 1,100 1,400 M,800 1,900 1,250 200 810 2,300 j 750 800 1,000 8 8 8888888888 1 i 1 III! IsssSII ! ilsi : cf ii i 1 :l S' \, 1 1 is H 8 SS388 1 88. 1 rS$ 2,000 ... 4,000 2< 800 II ii 8 in I,1U0 ... 1,400 ] 1,500 ... I 2,500 2, 400 2,000 2.200 1,200 88 (M i-H ii I • of r-T i ii : g*3 IS CM~r-7 • -f iti -1 •HHHWH • rH (N : °°8 lillllii CM CM CM of Of CM of O' mini inn i gs 11 i iiiiiiiin N cm~ cm cm co 'J' cocm cmVTcc cm~ r-Tco r-Tcc o cm^cm^oo CO CO CM CO CO CM ro' _ 5 _ “§§2” - Ss IS " g28S£3g&88 !!§§5§si SsgglSl SSI8I I 11 IS 1 llillfeSill fcWs“8g8| | 88 88 | 8£§S|888^8 i~ ; 1 ~~ _ _ _ I! _ ”. _ S _ ^ _ «JIl!ll < :& :H©-> iitMA g © §).s 3 "§§11 I ■ggSzsS £‘3ja © ©■C pqm I 4 £ if & £ & £ £ ® © © © © . ^ jig tt 13 II II - © © £!z; £ £ ^SsSSIS sss§3 3 33 ED 1905— VOL 1 - 18 fill II Ills £ £ o o o o Ph Ph ^ Ph SSSSaSSSSs a No datum as to salary. e Supervisor of drawing is also supervisor of writing. *' Also bookkeeping. b Salary schedule for 1900. / Supervisor of primary grades. j Salary schedule for 1901. c Salary schedule for 1905. g Supervisor of grammar grades. k Half time. ' d For 1907. h Maximum. Salaries of school officers and teachers in cities of 25,000 inhabitants and upward, 1905 — Continued. .—SALARIES OF OFFICERS AND SUPERVISORS AND TEACHERS OF SPECIAL SUBJECTS— Continued. 222 EDUCATION REPORT, 1905 •Stn^ooo jo josiAjadng ! •suaj jo xostAjadng •SaiAvas jo xosiAiadng •Suiut'exj X'Bnu'Bui jo xosiAiodng •uBmiao jo xosiAiadng •Sutjuav jo JosxAjadng CO 00 > o o > c o > i-H O iVT cq' > o o i O t'- I 10 CD sjooqos jo q.uapuajuuadng OOOO 8888' cJ tC 10 c4" >00 OOOOO OQQOO >88 o 8 8 S 8 •C'S « ^ CO N H (NlNHng c3 © oo 2 Ph Ph Pn Ph Ph A* g ©K 3-5 O Q.0) -a © | SIPS O O u PhP-iPh . • • o3 . © m c3 ^ H C3 . „ U,g ° oiS1 o oj^ o o 5 Tn* M SSDdoSooS S5 • Ph G^G^P3 P3 Ph Ph Ph go to cq m L) X 7 .9 ©S o go ■si ©O'd-SS _ ^sis-s rasas pj I . a a > 4^> c$ o3 c3 cS c3 mui'Jimuim -00DQH CM CO ^ WCONOODOHNCO i cm cm co co rococo co co co co co ^ ■*« ^ ^ N. Y . I 68,195 1 78 | 2,500 . 1 800 I 1| 750 1 650 1 li 500 1 650 1 li 250 TEACHERS SALARIES. 223 00 o c O 00 5(N00» OO O OO to C5 CO SoS: S SB 888S 08 >8808888 8 8888 )h(NO>HGOOOi 05 < M r-i O O t>- 8 8 8 8 . o Q 10 O ( > rH tO o O < lOOO^Ot OOO O 40 o 000 to CO o ONC5 ^ L- CM 8 88c 18888888 I^O^IOOO^' < !S8 8 5 CO O Pco *0 8S8SSS8888 O r-^O O (N^O O co cfc^c^c^coc^c^c^^ > ^0 ^CO^CON^COHIOCOIOIOCOOONOIN >ONOOOH(MOOIO >NOOIOH(NNOOCO I^OOHNlOOOHH r 10s oTr-T r-T 00 cT co“ of 00* - I 10 (M 00 CO (M CM tO sV •,d og . Cj aj Hi^l r^?PH PJ j§ s X a> ill 1MCQ 1,0 • © 'ZS'Z a'l, 1-1 d Vd § S MO ■g,d 33 o o 02 m M “°ill; .^•33 ®331g|ggg°rfgga| Sb-l^i 03 : <3 c3 _* »— 1 • a . *►> ” ,9>Z & . 2 « frg^-MSgjju 3 So be -pq 02 t^o® _ 8 pL^- g^sSl-SaJIg CO^IOCON OOOJQHIMCOtJUOcDNOOOIOHNCO^ 10 10 10 to 40 iOOc5cOCOCOcO0COCOCOONt>-Nh-ts hhhhh hhhhhhhhhhhhhhhhh >0000000000 00 00 CO •a tuo & g •S *1 +» 3 . S £8^ a “,3'P'PP-PP+>-P 000000*00 > O O ' 500*01 OOOOOOO O w> — - w . — — < ' — - w ■ — - OOOOOOO Q OOOOOOOO co *o *o o *o co o 35 ®No>*ooo»oci ofc-f el of ei~ of d hg g\.W 3 go s * o o 6j)^PQ «T - ° C pH /-T 03 ^ NOOOOHiMfO^^ONOOOiOHClW^iCcDNC CDCDCDNNI .r^t^r^r^ooooooooooc a Salary schedule for 1906. d Salary schedule for 1905. b No data as to salaries. « Salary schedule for 1907. c No datum as to salary. / Maximum; minimum, $2,000. Statistics of elementary education in foreign countries. FOREIGN SCHOOL STATISTICS. 229 w V 2 3 O ‘3 « ,S « .g SESS rS w MW swaS' 3 °T5 a u a S ,B-r< E <3} tew C-Oo > -O c-o.3 ; £ *H O • ft ft o o 3 3 05 05 -2 . 3 5 CO ^ sss S O. 33 P. ^•300^00^3 '43 ^ q q ■+» g © §.2 33 .3,+j-g ■sil +^•3 ~ 3 © © a ©n-1 ft .9 3^2 © d |9g^ ©a . o . "3 m tn © fn «2 ft Sfc §*ft . GO og ■a* a§ 'y g v qj H r§ pi © r§^ a 8 •3 3 ‘rt q a 3 © g 05 35 .2 « O •g ® O §“■§ 3 MS| a © *h n. iSZ > © 3 in . . . P.4J U ft § a a 3 0) ^ CQ t+H ^ o © 3 q © • a 8 8 05 05 © c.« ©^a Qj o3+5«P O © * o^-g >h g y-l <© 6 p ►r © £a C4 T-. ©3 8>°a g4^ § Ph § * a4* 8/3 33 © 3; a 8 pg CO H CO i-H > 1 _ 34 0 3 © q 3 £ s § ■£ 33- 33 33 © 3 q d ce rd QQ h « £ q 1 1 'R 33 8 q 3 q 3 33 +j ® • 'O O q oS ® So °? ©'d' w>p s 3° a 33<| © 3t> 4-5 d °P 0 bo S 3 • bj() fp A'S'2 3 q 0 1 I a5 J 1 s 3 32 3 © +a < 0 0 & 3 32 0 0 “K “3 33 ‘ft § Sira q 2-3 rj, 32 d NQ. s S- as i M 3 © 3 1 © ■ © © cc ! ©2,* .2 3 S CQ sqs a 0 3 n X c3 CQ X m X 3 GQ < •S* ! m a ©+^ 5^ o q ©ft oq dM I 73 © a .a a PO a~ wg 3-3 3 3 a« ucation. Schwarzburg-Rud FOREIGN SCHOOL STATISTICS. 231 SB ©.a © © g Pi s 3 O O M'S d 2 R ©a.s d pB 'g - £i»^ st>i® o ft ogo •S -•id © © P.2 2-03 :go-a PV *8 iTi r,*p & ft ft M o I ”^-S of rtS g O " - 8 M 3 33 © O 3 «H nP ©ft So h 6CIh'-P(h n a a § 1 © o 3 fe 3 :0 3 •P 8 .44 if o32 cq" - .^8f 73 o o . © . © Vi'P V, P ft S3 o .3 © © p O Is s 2sdl§ o©'«r3^ ©S S+f g +3 © © ST3 3 >7? »H © a • ®-© 3 -3 © tf£ft gft” • §:&©*' 9 3 33 vi P P OX! © 3 «M P ° m 3 $ 3 M © IS .© o © i^gs go^d ft’^'p S © 3 3 I ft ■So 3 o 4P * o.: §3 OP u° o v, mmn J © 3^50 2-3 +J hH 3 g®© •^5© J2 71 •ai3d sM w .2 p p o id -2 »M« 03 © Rid - .as © .© pt OQ fc»-sH .2+3+3 n « ra ft 8 8 8 8 S LO CD »D 1C rH g 2 r-T oT 265 172 181 337 77 261 345 595 2,603 5,224 160, 736 20, 513 13,610 4,346 65,739 23,443 7,611 5,995 3,263 3 1 2 6 19 20 5 158 97 950 2,329 14,941 7,801 800 44,561 8,336 2,807 1,826 263 166 162 317 72 261 187 498 1,653 2,895 5,572 5,809 3,546 21,178 15,107 4,804 CO 05 *0 8 8 rH rH t-H > >s s p p£p ©•13 © PS PS 42 >>CL, .a£* 3 3 © t>>3PP S-g-SB m P ft ft a | 2 3 a & '3 P'3 vP3 3 O 3 3 03 §!«! long1 <1 Sh fc £ r a s 3 O o ft ft O “1902. c January 1. « December 31. 9 In ambulatory schools. b Estimated. d Includes public subsidized and nonsubsidized schools. /Includes 72,072 pupils in “urban” schools. Statistics of elementary education in foreign countries — Continued. 232 EDUCATION REPORT, 1905. SI 0r°.c3 “ft© o ^ IhT) © C rS S S ^ M ft -2 R«g g 8 ■g sc ^.2 ft .2 2 Sloo o 3_ « o .=4.2 fl ft . o m ft ! 'O 3 - O . Pi °© . 3 n ft a 3 X o ft ©+3 ft © ° s O PI M -U ©PI IJi T3gop -•2 ® 3 S2§jg o ' - ? ft © > OQ • © : a g a 3 3 -r1.2 ft r.P * ta - S+3 ft © £ P ■ft rt TJ o bfift 3 © ft 3 ft n <& +J gp •ft 0.2 Bft'ft El © 3 ftW ft 2 n H«.o ft O ©ft . ^ . nj a s a a 3 © ft.2 o+i 8 8 888 S3 cToc o ^-s g*i g ^ 2 W ©‘^ Ph ^ +2 , *0 O oo 2 82 o o o III §3! - 'o— s«a lO 00 CD oo co Ci O ^ O CD ^ d CD m\h 0(nT 05 CO 05 P- ! | §8 (M O 8 8 © 8)^ 3 0-2 o § s s H00O5 CD 00 tC t-T oT r-T Tf^ 88 o o S3S d d Cl LQ ID d d *0 o o o o 05 05 05 05 4< 4, 8 8 ft jft Pi S oj i-1 s a> © o PQW s§3 ooS £ftft ft ft 03 oO 3 £ ft 1904 I 140,5021 65,4031 FOREIGN SCHOOL STATISTICS. 233 'ft o ill S.S So 03 2 rf'g <3 7} 3 O 4f 3 3 3 o; £2 ft 3 © ” 3 • o5 © b+?0^ • 8 £ 3 a w .« 3 s« fc“»3 si o3 pH O Sg’d §5 J 3 a g . e3Xl OfL,^, a §>^ 8 ^ 3 ° ii^wris 43 3 03^ 3.2 a a w §a2 ill © |T3 S-O g „ © o a © S 3 3 |p j Bfl J • ~'o © o 3 3J M MS 0®nii0 ■-g g-s-g e J«l«l g-e-S^s © •2 o tz-S eg £><3® 30 a a 2 §1-2 © 3 R S c 'OOcj^ : 3 0 ft^ - 2 ■3 " ® 3 o'Sb 3 o ; •8°. Pi 3^.21 R .+2 .20 o. © 3-g fto © PvS si 3 3 x) ; c o s ' ; is w © ;1|| l-o'S^E? ..H 3'3 c3 3 ' O 03 3 § •2-d 3 3 3 3 03 3M •p ® -x3 ©a •g3Q®§§§ © . © -tJoQ ; ft 3 33 •q 0-2 © o g 3"? — g 8 g 3*'o '" © 3 © ftcx Q.-P m 3 g 3 o S.cq 2cS3 to¬ il o * o ^c°w C q oo 05 co co CO T-H rH 00 05 CO co' icT Tti I>. *0 CO 3 8 § a s s »o 00 wo 05 (N 00 03 t-h 00 io" co" CO 6, 423 ) 12, 420 8 8 05 O 03 o o o 00 05 C5 4. S O 05 05 t-H 8 8 c3 c3 jz; a o c? "December 31. f> Estimated. c In schools supported by the Federation and States. Statistics of elementary education in foreign countries — Continued. 234 EDUCATION REPORT, 1905. ols o s n .2 .2 u •§ m "jj O .2.3 g 3 .2 o 3 g £ gj- >a ■g-g a.s’g s a> •> © © Hi ! 3d i ft® T> “ft _© a.S • g g j| O ft i £ 3 S «aj 1-5 t-5 ft m u © ••+ ?h czT «*H 1 O O *o 0 o'S •3£ gta •3 „5.S 3 © 2 “ - O 3 © |-a •p§ s QQ G .s ffi-g © 3 a 2 o-a u, © a s a |© ?lX§ a mo g ”-.2 ■•§ ££2 1 •a~ 11 2.2 '.8-ggS 2 sa’.S.B g tT’'"' S.S3 2 ^ o 0.2 s ft^-o-g a 3 Cl ”3 "~l 73 ® .SP.2 ,2h'nfi +j © +3 +0 u O oj §* o® o3 +3 ‘S3 -is >cS oa £*§2:38.5 jflusBoo. ® oj +j> -© ft > 33 m tn .S o 'a 23 ji-; ®2 © © o 2 3 2ft. 2 -s M .3 ft ■ ft O ■2^-1 © CO <§ O © S3 ft « « 8 8 e3 . a a ft o o+3 ft fe ftogfH ft© a ft oj +£ O O O S fto3 ftSS. o ^ 2 fca&°'3&ig ft g 8,3-2 >» Jh eg 1 a © . ©^2 .a § .^,3 a S © | o Girls. Boys. M Date of re¬ port. 55 H 8 8 1894 FOREIGN SCHOOL STATISTICS. if . s g s GO •'— » £ S'g aj- 8*1 § |§ S'S-g W.2§ a?^ « g 13 eg .fi2aedl' r*J§: ®+?o .3 flPn 8 .i o o cSSS r i u ~ I 2 S -2 ” 9 t>o o ^•2|g£ (Slw-S § -2 0 2.2W|C T3 fan <3 C? 53 B o c3 H Ph PI Is O go a .a e£ ◄ 2 ‘2 3 •2 •§ .§ +? H fi GQ J o3 »* .»*. ?*if) w o © .2 e o 3 2 -C .5 -rt ^ «£g Pi S pf o -d •d j - R o o hS ^ fl 3 . O Pl»H« w a S««|S So-Sg" 8 j.2£: ° a o OB r -i . OR • pi 3 . 3 Wrd> 2 • to &• vi O 8 O ao.2 w w . © 3-d +>+» o o P5 W O Tt< O U0 .08 .82 .19 3.09 2. 99 2.06 2. 26 3. 26 2. 72 1.76 3. 36 14. 17 4.83 17. 68 15.47 12.64 12.98 21.48 16.94 16. 33 352,285 799, 655 483,232 04, 307,720 1,485, 340 745,915 2,728,240 *600, 745 i 2,332,030 303,860 o co o S « §1 950 1,240 998 1,797 366 222 1,143 422 1,272 226 O CO CO 8 8 I lo U0 CO o 8 8 8 £ 03 3 § is 3 of 3g » oo - tn (M 2^3 rt- •s^a spis ^o® g 3 aT -8.g W> og.S 8 §2 2 &§ && OR RR.3 rE-< o o .a "rO S’g ■g a-d § O § 3.5 883* 26, 193 ' 65,673 8,713 30,224 71,950 9,883 R fcZ. w 03 > ^ £ fr* Rd Up o 2 3 d. o == o ST fiSooo a -o ° "a 235 CHAPTER XII. MISCELLANEOUS EDUCATIONAL TOPICS. Contents.- — Instruction in forestry — The American system of agricultural education and research — The progress of educational reform in China. INSTRUCTION IN FORESTRY. The establishment of large forest reserves by the national and some of the State governments has created a demand for men well trained in the science of forestry to undertake the care, management, and development of such re¬ serves ; such specially trained men are likewise needed to take charge of large timber tracts owned by railroad and other corporations for the purpose of sup¬ plying timber for their needs. For a long time the only instruction in forestry offered in this country was that in connection with the courses of study in agriculture in the land-grant colleges. This consisted, then as now’, in the large majority of cases, of in¬ struction in forestry of a very general nature, given, as a rule, about three times a week in one term of ten to twelve weeks, in either the junior or senior year of the course. At the present time instruction in forestry is given by 44 institutions of high grade. Of this number, 37 are land-grant colleges established under the act of Congress approved July 2, 1862. In 36 of the 44 institutions the instruction forms a part of or may be elected in the regular agricultural or horticultural courses ; 6 institutions offer regular four:year undergraduate courses in forestry, while in 2 institutions the instruction in forestry is intended only for stu¬ dents who have already completed an undergraduate college course of study. The 6 institutions offering four-year undergraduate courses are the State universities of Iowa, Maine, Minnesota, Nebraska, and Ohio and the Michigan Agricultural College. These courses include a considerable amount of instruc¬ tion in liberal studies, especially in modern languages, mathematics, and natural science. The technical study of forestry is generally limited to the last twro years of the course. The institutions whose work is limited to. graduate students are Yale Univer¬ sity and the University of Michigan. The Yale Forest School of Yale University was founded in 1900 by a gift of §150,000 from Mr. and Mrs. James W. Pinchot and their sons. The endowment was increased by $50,000 in 1903 by Mr. and Mrs. James W. Pinchot and their son, Gifford Pinchot. The gift also provides for a summer school of forestry in Milford, Pa., where extensive facilities for field work are available. The work of the summer term of the junior year and of the spring term of the ed 1905 — vol 1 - -19 237 238 EDUCATION KEPOKT, 1905. senior year is done at Milford, Pa., where buildings for lecture and laboratory purposes have been erected. The scope of the instruction in forestry offered by the several institutions and the amount of time given thereto are as follows : Alabama Polytechnic Institute. — Under the department of botany seniors may select for research and thesis work a course in forestry or plant culture. In¬ struction is given by Edwin M. Wilcox, Ph. D., professor of botany. Agricultural and Mechanical College for Negroes (Alabama) . — Instruction in forestry is given during the winter term (twelve weeks) of the senior year in the agricultural course. University of Arkansas. — Instruction in forestry (two hours per week, half year) is offered to third and fourth year students in the department of horti¬ culture. The instruction is given by Ernest Walker, B. S. Agr., professor of horticulture. Colorado Agricultural College. — The elements of forestry (five hours, thirteen weeks, senior year) is elective for agricultural students. Burton O. Longyear, B. S., is instructor in botany and forestry. Yale University (Connecticut) . — The regular course of study in the Yale Forest School extends through two years. The work is of an advanced and technical character and is designed for college graduates who already have had a thorough collegiate training in mathematics and natural science, and leads to the degree of master of forestry. The course of study is as follows : Junior year. — Summer term : Surveying, two and one-half days per week , forest mensuration, two and one-half days per week. Fall term : Silviculture, two hours per week and field work ; forest botany — general morphology of plants, six hours ; physiography, two hours, with additional field work ; map¬ ping and office work, six hours ; mechanical drawing, three hours. Winter term : Silviculture, two hours and field work ; forest botany — general mor¬ phology of plants, six hours ; forest physiography, two hours ; mapping and office work, three hours ; forest entomology, two hours ; forest reserves, twelve lectures ; forest hydrography, six lectures ; State forest law, two hours. Spring term : Forest botany — plant physiology, six hours ; silviculture, two hours lectures, eight hours field work ; physiography, two hours and field work ; diseases of trees, six hours. Senior year. — Fall term : Forest technology, two hours lectures, six hours laboratory ; forest management, four hours ; forest administration and law, two hours ; lumbering, four to five hours. Winter term : Forest technology, two hours lectures, six hours laboratory ; forest management, four hours ; lum¬ bering, four to five hours ; lumber trade and transportation, six to eight lec¬ tures ; road construction, one hour ; preservation of timber, six lectures ; history of forestry, two hours ; forest policy, six lectures ; methods of Government field work, four lectures ; forest fires and grazing, lectures. Spring term : Field work in topographic surveying and forest management at Milford, Pa. Special lecture courses : Fish culture, twelve lectures ; game preservation, four to six lectures ; packing and pack transportation, two weeks ; forest entomology, four to six lectures ; forestry in the Philippine Islands, twelve lectures ; scope of forest planting, six lectures. The entire work of the spring term of the senior year is transferred to Mil¬ ford, Pa., where also is conducted the summer school in forestry, which is in¬ tended for those who do not wish to take or who are not ready for the more advanced technical courses at regular forest schools. The course covers a period of seven weeks and includes instruction in forest botany, silviculture, forest mensuration, introduction to forestry, forest protection, forest regions of the United States. INSTRUCTION IN FORESTRY. 239 The instruction in forestry is given by Henry S. Graves, A. M., director of the Yale Forest School and Pinchot professor of forestry ; Gifford Pinchot, A. M., and James W. Tourney, M. S., professors of forestry; Roy L. Marston, M. F., assistant professor of forestry ; Arthur H. Graves, A. B., instructor in forest botany ; Alexander W. Evans, Ph. D., assistant professor of botany ; Arthur L. Dean, Ph. D., instructor in plant physiology; George E. Nichols, A. B., assistant in botany ; Harry D. Tiemann, M. F., assistant in forest technology ; and a number of lecturers drawn largely from the Forest Service of the United States Department of Agriculture. Connecticut Agricultural College. — Study of practical forest management ; reproduction, growth, and maturity of forest trees ; destructive agencies in the forests; care of farm forests; study of native forest trees. (Fourth year, twelve weeks, three hours.) A two-year course in forestry has been arranged for fifth and sixth year students. Lectures are given on silviculture, fundamental principles of for¬ estry, propagation of forest trees, forest planting, timber measurements, timber physics, treatment of farm forests, United States and State reservations, and kindred subjects. The instruction is given by Edward A. White, B. S., pro¬ fessor of botany, forestry, and landscape architecture. University of Florida. — A course of lectures on the principles of forestry, influences of forestry on climate, fruit growing ; forest cropping, protection, use of Florida woods, etc., are taken up. (Senior year, first semester, four hours, elective for natural history and agricultural students.) Instruction is given by F. M. Rolfs, M. S., professor of botany and horticulture. Georgia State College of Agriculture and Mechanic Arts. — During the second term (half year) of the junior year two hours per week are given to instruction in forestry, entomology, apiculture, fungous diseases of plants, and vegetation. Forth Georgia Agricultural College. — Lectures on forest influences and meth¬ ods of forest management, timbers, and forest products in senior year of agri¬ cultural course. University of Idaho. — A practical and scientific acquaintance with all of the common forest trees in the State, their uses, preservation, and abundance. (One semester, four hours per week.) Instruction is given by Louis F. Hen¬ derson, Ph. B., professor of botany. University of Illinois. — Forest trees and their natural uses, their distribution, and their artificial production ; relations of forest and climate ; forestry legis¬ lation and economy. (One semester, two hours per week.) Instruction is given by Thomas J. Burrill, LL. D., professor of botany. Purdue University (Indiana) . — Effects of forests upon climate; reasons for forest tree planting ; influence of forests on the evaporation of moisture from the soil ; effects of forests on the water supply of springs, creeks, and rivers ; methods of propagating forest trees ; comparison of the growth of different species under cultivation. (Elective for seniors in agricultural course.) In¬ struction given by Stanley Coulter, Ph. D., professor of biology. Ioica College of Agriculture and Mechanic Arts. — Undergraduate work in forestry is offered as follows: Elementary forestry (sophomore year, second semester, three hours) ; silviculture (junior year, second semester, three hours) ; forest management and policy (senior year, second semester, three hours) ; wood technology (senior year, second semester, three hours). Graduate work is offered in problem of tree planting, studies of the native timber growth, pre¬ vention of erosion and reclamation of flood-damaged lands by tree planting, studies in the artificial preservation of timber. Instruction is given by Hugh P. Baker, M. F., assistant professor of forestry. 240 EDUCATION REPORT, 1905. University of Iowa. — The four-year course in forestry leads to the B. S. degree. The technical courses in forestry included are: Silviculture (senior year, three hours) ; forest products (junior year, first semester, two hours) ; forest mensuration (junior year, first semester, two and one-half hours) ; lum¬ bering (senior year, first semester, three hours) ; forestry iu the United States (senior year, first semester, five hours) ; forest management (senior year, first semester, three hours) ; forest protection (senior year, first semester, two hours) ; history of forestry (senior year, first semester, one hour). Instruction is given by Bohumil Shimek, M. S., professor of physiological botany. Kansas State Agricultural College. — Instruction in forestry is offered as an elective in the winter term of the fourth year. It presents the general prin¬ ciples and methods of forestry dealing with the relations of forests to public welfare, and the means of regulating and preserving forests. Graduate instruction is offered in dendrology, forest technology, silviculture, and forest management. The instruction is provided in the department of horti¬ culture, Albert Dickens, M. S., professor of horticulture. Berea College {Kentucky) . — Instruction is offered throughout the senior year as follows: Forest botany (fall term, five hours) ; forest influences and forest utility (winter term, lectures, three hours, library and field, two hours) ; forest management (spying term, five hours). The forestry department has acquired 2,000 acres of mountain land for field study. Silas O. Mason, M. S., is professor of horticulture and forestry. University of Maine. — The undergraduate course in forestry extends through four years and leads to the B. S. degree. The instruction in forestry included in the course is as follows : Freshman year: General forestry (half year, three hours). Sophomore year: Forest botany (two hours; field and laboratory work, four hours). Junior and senior years : Silviculture (two hours through one year ; field work equivalent to eight hours through a half year) ; forest measurements (half year, two hours; -field work, half year, four hours) ; lumbering (half year, one hour; two weeks in lumber camp); forest management (quarter year, two hours) ; thesis work in forest management (half year, ten hours). The woodland belonging to the university, together with adjacent land covered by a young forest, furnishes a field for the study of forest problems. Instruc¬ tion is given by Samuel N. Spring, M. F., professor of forestry, and M. B. Cum¬ mings, M. S., instructor in botany. Maryland Agricultural College. — Instruction in forestry is provided in the senior year, twelve weeks, three periods per week. The text-books are Roth’s First Book of Forestry and Pinchot’s Primer of Forestry. Instruction is given by W. N. Hutt, B. S. A., professor of horticulture. Harvard University ( Massachusetts ). — Instruction is offered as follows: Elements of silviculture (half year, twice a week, with additional hours for field work) ; practical silviculture (half year, twice a week, with additional hours for field work) ; forest measurements (half year, twice a week, with addi¬ tional hours for field and laboratory work) ; forest botany (twice a week through the year, with additional hours for field work) ; forest protection (half year, twice a week) ; forest history (half year, twice a week) ; lumbering (twice a week through the year) ; forest management (twice a week through the year, with additional hours for field work). The staff consists of Richard T. Fisher, M. F., and Austin Cary, A. M., assistant professors of forestry ; Ralph C. Hawley, M. F., instructor in forestry ; Daniel A. Clarke, B. A. S., and John G. Jack, instructors in forest botany. INSTRUCTION TN FORESTRY. 241 Michigan Agricultural College. — The forestry course extends through four years, the freshman and sophomore years being the same as for agricultural students. In the junior and senior years the technical work in forestry requires from five to ten hours per week. The instruction in forestry is as follows : Sophomore year: Elements of forestry (twelve weeks, two hours). Junior year: Principles of forestry (twenty-four weeks, three hours) ; forest botany (through the 37ear, two hours of class work, four hours of field work) ; wood technology (twelve weeks, eight hours of laboratory work) ; silviculture (twelve weeks, three hours of class work, four hours of field work). Senior year : Forest mensuration ( twelve weeks, eight hours of field work ) ; economics of forestry (twelve weeks, two hours) ; forest protection and regula¬ tion (six weeks, two hours) ; diseases of trees (six weeks, two hours) ; investi¬ gation (twelve weeks, four hours, and twelve weeks, six hours) ; forest valua¬ tion (twelve weeks, three hours). The professor of forestry is Ernest E. Bogue, M. S., A. M. University of Michigan. — With the exception of the course entitled “ Intro¬ duction to Forestry,” the instruction in forestry is not open to . undergraduate students, but is intended only for graduate students, aiming to make forestry a profession. The instruction is as follows: Introduction to forestry (one semester, three hours) ; silviculture (three semesters, three hours) ; forest mensuration and description (one semester, four hours) ; forest utilization (one semester, four hours) ; forest management (one year, five hours) ; dendrology (one semester, three hours) ; timber physics (one semester, three hours) ; seminary (one year). The teachers are Filibert Roth, B. S., professor of forestry, and C. A. Davis, A. M., instructor in forestry. University of Minnesota. — The forestry course extends through four years and leads to the B. S. degree. The freshman year is the same as that for the other students of the college of agriculture. The instruction in forestry is as follows : Sophomore year : Forest entomology ( one semester, three hours ) . Junior year: Forest influence and utility (one semester, two hours) ; forest by-products (one semester, two hours) ; lumbering (one semester, two hours) ; wood technology and diseases of wood (one semester, three hours) ; forest men¬ suration and valuation (one semester, three hours) ; silviculture (one semester, two hours ) . Senior year: Silviculture (one semester, three hours) ; forest economics (one semester, three hours) ; European forestry (one semester, one hour) ; forest administration (one semester, two hours) ; forest protection (one semester, two hours) ; fish culture, game protection (one semester, one hour) ; thesis, seminary in reading forestry literature (one semester, two hours). Four practicums are required in the course, viz : In forest exploitation, forest working plans, forest mensuration, nursery practice. A thesis must be presented in each of the four subjects, giving the results of personal observation. Instruc¬ tion is given by Samuel B. Green, B. S., professor of horticulture and forestry, and W. T. Cox, assistant instructor in forest valuation and lumbering. Mississippi Agricultural and Mechanical College. — Instruction in forestry is given in the senior year of the course in horticulture, and research work in forestry is afforded to graduate students. The instruction is given by the de¬ partment of horticulture, Alexander B. McKay, B. S., professor of horticulture. University of Missouri. — An elective lecture course in forestry is offered in which, are considered the influence of forests on climate, soil, and the flow of streams ; management of forests ; forest geography ; forest mensuration ; char¬ acteristics and uses of typical wood ; specific characters of our principal forest trees in their winter condition ; brief review of principal diseases and insects 242 EDUCATION REPORT, 1905. affecting forests. Instruction is given by Walter L. Howard, M. S., assistant professor of horticulture, and Ernest H. Favor, A. B., assistant in horticulture. Montana College of Agriculture and Mechanic Arts. — Instruction in forestry is offered as an elective in the agricultural course, senior year, second semester, three hours per week. It includes the influence of forests on climate, soil, and flow of streams ; characteristics and uses of typical woods ; management and preservation of forests ; special study of forest trees native to Montana. Instruc¬ tion is given by Roy W. Fisher, B. S., assistant professor of horticulture. University of Nebraska. — The undergraduate course in forestry extends through four years and leads to the B. S. degree. During the course opportunity is given to spend one or more summers in some of the Government forest reserves. The instruction in forestry is as follows : First year: Introduction to forestry (one semester, two hours). Second year: Study of woods (one semester, two hours). Third year: Silviculture (three hours, and six hours’ field work); timber physics (two hours) ; forest zoology (two hours). Fourth year : Forest measurements and management ( two hours, and four hours’ field work) ; forest utilization (one semester, two hours) ; forest ento¬ mology (one semester, two hours) ; forest history and policy (one semester, two hours ) . There are offered also a course in forestry for teachers of nature study (one semester, one hour, and field or laboratory work), and a course in farm forestry for students of agriculture (one semester, one hour, and field work). Instruc¬ tion is given by Francis G. Miller, M. F., professor of forestry. Nevada State University. — A course on elementary forestry may be elected by seniors in the agricultural course (one semester, four hours; one semester, three hours). Instruction is given by Patrick B. Kennedy, Ph. D., professor of botany and horticulture. New Hampshire College of Agriculture and Mechanic Arts. — The instruction in forestry is as follows : Arboriculture and forestry : Use of trees for shelter, shade, and ornament, and their propagation ; value of trees for timber ; improvement of existing woodlands ; influence of forests upon soils, crops, and climate ; establishment and management of plantations of forest trees. (For agricultural juniors, ten weeks, three exercises per week.) * Forest technology : Establishing, improving, and managing woodlands ; esti¬ mating and measuring standing timber and harvesting forest products ; physical properties of woods, forest botany, and entomology. (Elective for agricultural seniors, twelve weeks, three exercises per week.) Forest economics : Climatic influences ; soil and crop production ; forest ad¬ ministration ; forest laws ; forest policies ; forest distribution ; forest utilization. (Elective for agricultural seniors, ten weeks, three exercises per week.) In¬ struction is given by Frank W. Rane, M. S., professor of horticulture and forestry. New Mexico College of Agriculture and Mechanic Arts. — The study of wind¬ breaks, home planting, utility of forest plantations, influence of forests on cli- iriate and water courses, forest reserves, and forest-tree planting. (Required of agricultural sophomores, twelve weeks, two hours.) Instruction is given by the department of agriculture and horticulture. North Carolina College of Agriculture and Mechanic Arts. — Lectures on forest influences and methods of forest management, timbers, and forest products. (Elective for seniors in agriculture, ten weeks, three periods.) North Dakota Agricultural College. — Lectures on the care and cultivation of groves and timber belts, study of the different species in North Dakota, influence INSTRUCTION IN FORESTRY. 243 of forests upon atmospheric conditions and soil fertility. (Junior year of agri¬ cultural course, six weeks, five hours.) Instruction is given by C. B. Waldron, B. S., professor of horticulture and forestry. Ohio State University. — The undergraduate course in horticulture and for¬ estry extends through four years and leads to the B. S. degree. The instruction in forestry includes : Third year : Forest botany (thirteen weeks, two hours ; laboratory and field work, four hours) ; histology of wood (twelve weeks, two hours; laboratory, four hours) ; forest ecology and pathology (eleven weeks, two hours; labora¬ tory, four hours). Fourth year : Elements of forestry (thirteen weeks, two hours ; laboratory or practicum, six hours) ; forest technology and timber physics (twelve weeks, two hours; laboratory or practicum, six hours) ; forest economics (eleven weeks, two hours; laboratory or practicum, six hours) ; thesis work (two hours per week through the year). Instruction in dendrology is offered as follows : Lectures and field work (thirteen weeks, four hours) ; laboratory work and special investigation (twelve weeks, four hours). Instruction is given by William R. Lazenby, M. Agr., pro¬ fessor of horticulture and botany, and Yernon H. Davis, M. S. A., assistant pro¬ fessor of horticulture and forestry. Oklahoma Agricultural and Mechanical College. — During ten weeks of the senior year of the agricultural course instruction is given (five hours per week) on conditions of forest growth, methods of reproduction, preservation, and har¬ vesting, economics of forestry, forest belts, forest reserves, and national parks of the United States. Instruction is given by Oscar M. Morris, B. S., professor of horticulture. Oregon Agricultural College. — Instruction in forestry is offered as an elective for seniors in the agricultural course as follows : First term : Lectures, laboratory exercises, and field work on Pacific coast forests ; forest areas, type trees, and products ; forest trees, chief characteristics, uses, and identification. (Five hours a week.) Second term : Lectures on forest culture, forest management, forest protec¬ tion, forest laws. (Five hours a week.) Third term : Lectures, laboratory exercises, and field work on plant diseases, especially those affecting forest trees ; fungous foes of timber ; timber preserva¬ tion. (Seven hours a week.) Fourth term : Construction of woods and metals. ( Seven hours a week. ) Instruction is given by Edward R. Lake, M. S., professor of botany and horticulture. Pennsylvania State College. — Forestry is elective in the agricultural course and required in the course in biology during the second semester of the junior year, two hours per week. The instruction consists of lectures on the value of forests from climatic and economic considerations, with the best available methods for the conservation and replacement of them. Rhode Island College of Agriculture and Mechanic Arts. — Lectures and sup¬ plementary reading on general importance of forests, their influence on climate and water supply, methods of regeneration, and systems of forest management. (Elective in junior year, ten weeks, three exercises per week.) Instruction is given by Fred W. Card, M. S., professor of agriculture. South Dakota Agricultural College. — Principles of forestry, influence of for¬ ests on climate, timber planting on the prairies, European forestry methods as modified by prairie conditions, shelter belts, propagation, cultivation, charac¬ teristics, and uses of forest trees. (Eleven weeks, three hours a week.) 244 EDUCATION REPORT, 1905. Forestry literature (thirteen weeks, five hours a week). Instruction is given by Niels E. Hansen, M. S., professor of horticulture and forestry. University of Tennessee. — General principles of forest growth, identification of trees, estimating the forest crop, forest management, with special attention to hardwood growths. (Lectures, with practice in senior year of agricultural course, ten weeks, one period and three hours per week.) Instruction is given by Charles A. Keffer, professor of horticulture and forestry. Agricultural and Mechanical College of Texas. — A brief study of the history of forestry, means of propagation and development, and of the effects of forests on climate. (Elective, junior year, eleven weeks, two hours a week.) Agricultural College of Utah. — Study of trees under forest conditions ; trees in relation to altitude, humidity, temperature, and winds ; forest distribution in relation to soil and environment ; methods of forestry propagation and manage¬ ment ; wind-breaks, shelter belts, and forestry plantations ; forest products ; study of the trees and shrubs of Utah. (Elective in senior year, sixteen weeks, two hours a week.) Virginia Agricultural and Mechanical College and Polytechnic Institute. — Preserving and improving original forests ; classification and study of native trees, with notes on their economic importance ; harvesting, etc. ; starting for¬ est plantations. (Required in agricultural and horticultural courses, junior year, seventeen weeks, three times a week.) Instruction given by M. Fergu¬ son, Ph. D., adjunct professor of agricultural bacteriology and microscopy. State College of Washington. — Planting and care of young forests and preser¬ vation of natural forests. (Elective, one semester, daily.) Instruction given by Walter S. Thornber, M. S., professor of horticulture. University of Washington. — History and progress of forestry as a science. (Lectures, collateral reading, and field work, one semester, twice a week.) Edmond S. Meany, M. L., professor of history. West Virginia University. — Protection of growing crops, reforestation, forest management, equable climate, future timber supply, etc. (Elective.) Thomas C. Johnson, A. M., instructor in botany. In addition to the institutions mentioned above, instruction and practice in forestry have been given for some years at Biltmore, N. C., under the direction of the forester of the Vanderbilt estate at that place. There is not at hand any information as to the scope of the work or the amount of time required. THE AMERICAN SYSTEM OF AGRICULTURAL EDUCATION AND RESEARCH. By A. C. Teue, Director Office of Experiment Stations, U. S. Department of Agriculture. AGRICULTURAL EDUCATION. INTRODUCTION. The American system of agricultural education includes a number of different classes of institutions which, taken together, provide all grades of instruction in agriculture, from graduate courses leading to the doctor’s degree to nature study courses in the primary schools and kindergartens. These institutions may be grouped under five general heads : ( 1 ) Departments of original research and graduate study in agriculture of university grade, including the National AMERICAN SYSTEM OF AGRICULTURAL EDUCATION. 245 Department of Agriculture and the State agricultural experiment stations; (2) colleges and schools giving general and special courses in agriculture; (3) secondary schools of agriculture (agricultural high schools) ; (4) primary schools incidentally giving elementary instruction in agriculture, and (5) agencies for university extension (farmers’ institutes, correspondence courses, etc.). Secondary and primary instruction in agriculture is of comparatively recent development in the United States, but graduate and collegiate courses are well established and take rank with the best agricultural courses in the much older universities and colleges of Europe. The American institutions for instruction and research in agriculture are brought together to constitute a national system through the Association of American Agricultural Colleges and Experiment Stations (organized in 1887), the Office of Experiment Stations of the United States Department of Agri¬ culture, and the Bureau of Education of the Department of the Interior. The association has been very active and efficient in its efforts to promote agricul¬ tural education through committees especially appointed to consider the sub¬ ject.® One of these committees has recommended, with the approval of the association, as a standard of entrance requirements for college courses, (1) physical geography; (2) United States history; (3) arithmetic, including the metric system; (4) algebra to quadratics; (5) English grammar and com¬ position, together with the English requirements of the New ’England Associa¬ tion of Colleges and Preparatory Schools; and (6) ancient, general, or English history ; and the committee has suggested that all colleges unite in requiring the first five subjects as a minimum for admission to their lowest collegiate classes. The committee has also recommended that the following subjects be included in a four years’ college course in agriculture leading to the bachelor’s degree : Algebra, geometry, trigonometry, drawing, English, other modern languages, psychology, ethics or logic, political economy, general history, constitutional law, physics, chemistry (general and agricultural), meteorology, geology, botany (including vegetable physiology and pathology), zoology (including entom¬ ology), physiology, veterinary science, horticulture, forestry, and agriculture (in the narrow technical sense). The committee has divided technical agricul¬ ture into (1) agronomy (plant production) ; (2) zootechny (animal industry) ; (3) agrotechny (agricultural technology) ; (4) rural engineering (farm me¬ chanics) ; and (5) rural economics (farm management). HISTORICAL. Organized efforts in behalf of agricultural education and research may be said to have had their beginnings in the United States in the agricultural societies which began to be formed near the end of the eighteenth century. These socie¬ ties not only began the publication of information relating to agriculture themselves, but stimulated the publication of books and agricultural periodicals on the subject and encouraged the holding of agricultural fairs, which exerted a considerable educational influence. Even at this early period some effort was made to introduce agricultural instruction into the school system of the country, but without much success. In 1792, under the influence of the New York Agri¬ cultural Society, the trustees of Columbia College in New York City, estab¬ lished “ a professorship for natural history, chemistry, and agriculture,” and a Since 1895 this association has had a standing committee on methods of teaching agriculture, of which the Director of the Office of Experiment Stations of the Department of Agriculture, Dr. A. C. True, is chairman. This committee has made nine reports on different phases of agricultural education, which have been published as Circulars Nos. 32, 37, 39, 41, 45, 49, 55, and 60, of the Office of Experiment Stations. 246 EDUCATION REPORT, 1905. elected Dr. Samuel L. Mitchill, an active member of the society, to fill the chair. In 1801 the Massachusetts society started a subscription which resulted in the establishment of a professorship of natural history in Harvard College in 1804, and later in the establishment of a botanic garden. Among the first strictly agricultural schools to be established was what was known as the Gardiner Lyceum, established at Gardiner, Me., in 1821, and successfully main¬ tained for several years. This school received an annual grant of $1,000 from the State legislature, and its object was to give mechanics and farmers “ such a scientific education as would enable them to become skilled in their professions.” In 1826 an agricultural school was established at Derby, Conn., and proved immediately successful. A number of other schools in which agriculture was taught were established, mainly by private enterprise, in Connecticut and New York, between 1825 and 1850. In 1846 John P. Norton was appointed professor of agricultural chemistry and vegetable and animal physiology at Yale College, his pupil and successor being Samuel W. Johnson, the well-known author and a leader in the movement for agricultural education and research. Associated with him as professor of agriculture has been William H. Brewer, also a pupil of Professor Norton, and identified with agricultural schools established in New York prior to 1860. In 1853 the New York legislature passed acts establish¬ ing a State agricultural college and an industrial school, to be known as the “ People’s College.” These institutions, however, did not become firmly estab¬ lished, although Amos Brown, the president of the latter, was largely instru¬ mental in securing national legislation favoring industrial education. Agri¬ cultural colleges which have grown to be permanent and strong institutions were opened in Michigan in 1857 and in Pennsylvania and Maryland in 1859. The National Department of Agriculture, which has grown to be such an important factor in agricultural education and research, began as a division of the Patent Office, its chief function being the collection and distribution of valuable seeds and plants. Congressional aid for this purpose began with an annual appropriation of $1,000 in 1838. This was increased to $35,000 in 1855, and in 1862 the Department of Agriculture was formally organized, its duties being defined to be “ to acquire and diffuse among the people of the United States useful information on subjects connected with agriculture in the most general and comprehensive sense of that word, and to procure, propagate, and distribute among the people new and valuable seeds and plants.” Since its organization, however, the functions of the Department have been constantly, enlarged by succeeding acts of Congress, until they now include almost every phase of agricultural research, and a wide range of educational work. The year in which the National Department of Agriculture was established also marks the passage of the first Morrill Act “ donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts.” This act provided for “ the endowment, support, and maintenance of at least one college [in each State] where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and mechanic arts * * * in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life.” For these purposes there were granted to the several States 30,000 acres of land for each Member of Congress, the entire proceeds of the sale of which was to constitute a perpetual fund yielding not less than 5 per cent interest. The total fund received by the colleges established under this act is over $10,000,000. While meetings of .farmers, similar in character to the modern farmers’ institute had been held prior to that time, the institutes began to take distinc- AMERICAN SYSTEM OF AGRICULTURAL EDUCATION. 247 tive form as efficient educational agencies and to receive State aid about the time of the organization of the agricultural colleges under the Morrill Act of 1862. In 1887 a new impetus was given to the development of instruction in agri¬ culture in the land-grant colleges by the act of Congress known as the Hatch Act, giving each State and Territory $15,000 for the establishment and mainte¬ nance of an agricultural experiment station. In 1890 Congress further aided these institutions by the passage of what is known as the second Morrill Act for “ the more complete endowment and maintenance of colleges for the benefit of agriculture and the mechanic arts.” This act provided an immediate appro¬ priation of $15,000 to each State and Territory, an increase of $1,000 each year for ten years, and thereafter $25,000 annually “ to be applied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural, and economic science.” Provision is made for separate institutions for white and colored students in States which may desire to make such an arrangement. Fifteen States have taken advantage of this provision. These supplementary acts, as well as the aid given by State legislatures, furnish an income of over $10,000,000 annually, and have been of great advantage to agricultural education in the country. Educational insti¬ tutions receiving the benefits of the acts of Congress of July 2, 1862, and August 30, 1890, are now in operation in all the States and Territories except Alaska, Hawaii, and Porto Rico. The total number of these institutions is 66, of which 63 maintain courses in agriculture (see p. 248). Agricultural experiment sta¬ tions are now in operation in every State and Territory of the United States, including Alaska, Hawaii, Porto Rico, and the Philippine Islands. DEPARTMENTS OF ORIGINAL RESEARCH AND GRADUATE STUDY IN AGRICULTURE. The Department of Agriculture and the experiment stations. — At the head of the system of agricultural education, as well as of research, stand the United States Department of Agriculture and the agricultural experiment stations in the different States and Territories (see p. 254), the latter organized chiefly as departments of the land-grant colleges. These constitute very largely the university or graduate branch of agricultural education in this country, having for their chief functions the discovery and dissemination of new truths re¬ garding the theory and practice of agriculture. Organized primarily with reference to research, both the Department and the stations to a considerable extent directly promote agricultural education, in the technical sense, by giving instruction to students. This is done by opening their laboratories to assistant? who participate in research work while continuing their studies. While the other bureaus of the Department do valuable educational work along the lines of research in which they are engaged, the Office of Experiment Stations is the general agency of the Department for the promotion of agri¬ cultural education throughout the United States, and is steadily enlarging the scope and extent of this branch of its work. Special attention is being given to the better organization of the American system of agricultural education, so that it may include properly graded courses of instruction, reaching from the graduate school and the college to the common school, and may embrace all the branches of agriculture considered as both a science and an art. Part of this work is being done, as already explained, in cooperation with the Asso¬ ciation of American Agricultural Colleges and Experiment Stations. The Office of Experiment Stations has published a number of documents describing the history and present development of the American system of agricultural education and research, lists of text-books, and works of reference 248 EDUCATION REPORT, 1905. on agricultural subjects, etc. It also gives a resume of the progress of agricul¬ tural education in its annual report from year to year. These publications, as well as numerous others issued by the United States Department of Agriculture, are freely sent on application to teachers and school officers. i Several of the colleges of agriculture maintain regularly constituted graduate schools, and not a few others make arrangements whereby graduate students are enabled to pursue advanced courses leading to degrees. There are now 40 col¬ leges which thus provide agricultural work- leading to the master’s degree and 9 which offer courses in agriculture leading to the doctor’s degree. •• In the summer of 1902 a graduate school of agriculture was successfully con¬ ducted at the Ohio State University. The plan for this school was originated by Prof. Thomas F. Hunt, dean of the College of Agriculture and Domestic Science of the Ohio State University, the purpose being to establish a course for advanced students in agriculture at which the leading teachers and investiga¬ tors of the leading colleges and experiment stations and this Department should present summaries of the recent progress in agricultural science, illustrate improved methods of teaching agricultural subjects, and afford a somewhat extended opportunity for the discussion of live topics drawn from the rapidly advancing science of agriculture. The board of trustees of the university made provision for its financial support. The dean of the school was the author of this paper, and the faculty included 35 men, of whom 26 were professors in agricultural colleges, 7 were leading officers of the Department of Agriculture, and 2 were officers of the New York State Experiment Station. Seventy-five students were in attendance, representing 28 States and Territories. The courses of study included agronomy, zootechny, dairying, and breeding of plants and animals. Up to this time (1904) no single college has found it practicable to assume the financial responsibility of conducting such an enterprise, but the Association of American Agricultural Colleges and Experiment Stations has taken up the matter and appointed a committee to devise means for reopening the school and making it a permanent feature of our system of agricultural education. THE AGRICULTURAL COLLEGES. The colleges of agriculture may be divided into three classes, determined by differences in their organization : (1) Colleges offering only agricultural courses; (2) colleges offering additional courses, especially those in mechanic arts; and (3) colleges of agriculture connected with universities. The only purely agricultural college in the United States is that in Massachu¬ setts. Agricultural and mechanical colleges are maintained in Alabama, Colo¬ rado, Connecticut, Delaware, Iowa, Kansas, Kentucky, Maryland, Michigan, Mississippi, Montana, New Hampshire, New Jersey, New Mexico, North Caro¬ lina, North Dakota, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Texas, Utah, Virginia, and Washington. Separate institutions of this class for colored students (including departments of uni¬ versities located apart from the other colleges of those universities) are main¬ tained in Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Missouri, North Carolina, Oklahoma, South Carolina, Texas, Virginia, and West Virginia. In all of these institutions except that in Arkansas courses in agriculture are conducted, but for the most part the instruction is confined to courses below the college grade. Similar institutions, maintained by State and private funds, are the well-known Hampton Normal and Agricultural Institute, in Virginia, and the Tuskegee Normal and Industrial Institute, in Alabama. AMERICAN SYSTEM OF AGRICULTURAL EDUCATION. 249 Colleges of agriculture (or equivalent schools or departments) in universities, are maintained, with the aid of national funds, in Arizona, Arkansas, Cali¬ fornia, Florida, Georgia, Idaho, Illinois, Indiana, Louisiana, Maine, Minnesota, Missouri, Nebraska, Nevada, New York, Ohio, Tennessee, Vermont, West Vir¬ ginia, Wisconsin, and Wyoming. In Massachusetts, Harvard University has a school of agriculture called the Bussey Institution. The aggregate value of the permanent funds and equipment of the land- grant colleges and of the universities having departments of agriculture in 1903 is estimated to be as follows : Land-grant fund of 1862, $11,140,890.51 ; other land-grant funds, $2,849,293.49 ; other permanent funds, $14,926,747.49 ; land grant of 1862 still unsold, $4,292,460.26 ; farms and grounds owned by the in¬ stitutions, $5,610,441.03 ; buildings, $21,246,159.88 ; apparatus, $2,379,742.28 ; machinery, $1,112,805.28; libraries, $2,114,802.60; live stock, $252,490.66; mis¬ cellaneous equipment, $3,852,629.77 ; total, $69,778,463.25. The income of these institutions in 1903, exclusive of the funds received from the United States for agricultural experiment stations ($719,999.50), was as follows: Interest on land grant of 1862, $674,174.77 ; interest on other land grants, $84,903.31-; United States appropriation under act of 1890, $1,200,000 ; interest on endow¬ ment or regular appropriation, $278,409.25 ; State appropriation for current expenses, $2,469,848.44 ; State appropriation for buildings or other special pur¬ poses, $1,577,927.40 ; endowment, other than Federal or State grants, $602,802.41 ; tuition fees, $944,826.07 ; incidental fees, $294,492.95 ; miscellaneous, $1,120,993.80 ; total, $9,248,378.40. The value of the additions to the permanent endowment and equipment of these institutions in 1903 is estimated as follows : Per¬ manent endowment, $626,916.56 ; buildings, $1,426,330.31 ; libraries, $135,312.46 ; apparatus, $104,247.94 ; machinery, $169,182.24 ; live stock, $51,140.96 ; mis¬ cellaneous, $230,552.91 ; total, $2,743,683.38. * The number of persons in the faculties of the colleges of agriculture and mechanic arts was as follows : For preparatory classes, 445 ; for collegiate and special classes, 2,024; total (deducting 8 counted twice), 2,461. In the other departments the faculties aggregated 1,141, making a grand total of 3,602 persons in the faculties of the land-grant institutions. The students in 1903 were as follows: (1) By classes — preparatory, 8,801; collegiate, 19,161; short course or special, 7,999; post-graduate, 607; other departments, 16,760; total (counting none twice), 52,489. (2) By courses: Four-year — agriculture, 3,146; horticulture, 539 ; household economy, 873 ;* mechanical engineering, 4,475 ; civil engineering, 2,587 ; electrical engineering. 2,116 ; mining engineering, 955 ; chemical engineering, 188 ; architecture, 182. Shorter — agriculture, 5,505 ; dairy¬ ing, 867 ; horticulture, 367 ; veterinary science, 811 ; militars^ tactics, 16,316. The graduates in 1903 were 4,524, and since the organization of these institu¬ tions, 53,252. The average age of graduates in 1903 was 21 years and 10 months. The total number of volumes in the libraries was 1,837,461. The total number of acres of land granted to the States under the act of 1862 was 10,170,851, of which 1,007,994 are still unsold. College courses in agriculture. — In nearly all of these institutions the college course in agriculture extends over four or more years. In cases where more than four years are required an additional year or two years have been added to prepare students for admission to the regular course. The course varies considerably in different institutions as regards the requirements both for admission and for graduation. In some cases students are admitted directly from the common schools, while in others the entrance requirements are on a level with those for admission to other college courses in high-grade colleges. Gradually, however, a number of the institutions which formerly admitted students from the common schools are raising their entrance requirements to 250 EDUCATION REPORT, 1905. correspond more nearly with the recommendations of the committee on entrance requirements of the Association of American Agricultural Colleges and Experi¬ ment Stations. The course at the Massachusetts Agricultural College may be considered typical of relatively high-grade college courses in agriculture as given in Ameri¬ can colleges. Candidates for admission must be at least 16 years old, and are required to pass examinations in English, general history, physiology, physical geography, algebra (through quadratics), plane geometry, and civil government. The student is required to follow a definitely prescribed curriculum during two years, after which he is allowed to elect one of the following courses : Agricul¬ ture, horticulture, biology, chemistry, mathematics, and landscape gardening. In freshman year the following subjects are included in the course : Agricul¬ ture, botany, chemistry, algebra, geometry, trigonometry, English, French, military tactics, and history ; in sophomore year, agriculture, horticulture, zoology, chemistry, English, and German ; in junior year the student follows one of the prescribed courses mentioned above ; and in senior year, together \yith the required military science, bacteriology, and Constitution of the United States, he must take at least three elective studies closely correlated with his junior-year course, which may be selected from the following : Agriculture, botany, horticulture, landscape gardening, chemistry, physics, entomology, vet¬ erinary science, engineering, English, French, German, Latin. A similar arrangement prevails at the Michigan Agricultural College, where the agricultural students, after pursuing the prescribed course for two years, are allowed to elect between agriculture, horticulture, and forestry. Iowa State College now offers four full-year courses in agriculture, in which the student is allowed to specialize in agronomy, dairying, animal husbandry, or horticulture. * The elective system prevails in several of the agricultural colleges, especially in those connected with universities. The college of agriculture of the Univer¬ sity of Illinois, for example, offers about sixty electives in the different branches of the subject of agriculture, and Cornell University has 8 groups of electives from which students may choose during the last two years in the regular college course. Another notable tendency of these larger institutions is the growing disposition to divide the subject of agriculture into specialties, such as plant industry (including agronomy, horticulture, and forestry), animal industry, agrotechny (dairying, sugar making, etc.), rural engineering, and rural economy. This specialization has resulted in the organization of agricultural faculties with professors of agronomy, horticulture, animal industry, etc., instead of, as in former years, one professor charged with teaching the whole subject of agriculture, and also, not infrequently, such related subjects as agricultural chemistry, botany, and veterinary science. In the effort to meet the needs of the various classes of students, especially of those who are unable to complete a full college course, the agricultural col¬ leges have been unusually active in recent years in organizing short and special courses of different kinds. Forty-four of these institutions have organized such courses, which are planned to meet the needs of young people who may be classified somewhat roughly as follows: (1) Those preparing to enter a four- year agricultural course; (2) those desiring instruction in agricultural sub¬ jects, but having insufficient scholastic attainments to take the full collegiate course; (3) those unable to leave home for an extended course, who desire instruction in some particular phase of agricultural science or wish to become proficient in some branch of agricultural practice, and (4) teachers desiring to prepare themselves to give instruction in nature study and elementary agricul¬ ture. For the first two classes courses from one to three years in length are AMERICAN SYSTEM OF AGRICULTURAL EDUCATION. 251 provided ; for the third, from a week or ten days to ten or twelve weeks in length ; and for the fourth, summer schools and one-year to two-year normal courses. At least 6 of the agricultural colleges — viz, those of Maine, Minnesota, Nebraska, Oklahoma, Rhode Island, and Washington— maintain, in addition to their regular courses, agricultural courses of high-school grade. Much greater attention than formerly is being given to the improvement of methods of teaching agricultural subjects. This is evidenced by the employment of more thoroughly trained teachers, by individual and associated efforts to define and arrange the topics of instruction in accordance with pedagogical principles, by the general adoption of the laboratory system as applied to the field, the plant house, and the barn, as well as to the buildings constructed with special reference to the peculiar needs of instruction in agricultural subjects. The collection and devising of apparatus and illustrative material are being pushed with much enthusiasm and success, and the general housing and equip¬ ment of the agricultural departments are being greatly extended and improved. AGRICULTURAL INSTRUCTION IN SECONDARY AND PRIMARY SCHOOLS. Besides the high school agricultural courses and schools of agriculture men¬ tioned above as maintained in connection with colleges of agriculture, there are a considerable number of secondary agricultural schools, some of which are supported by State or local funds and some by private funds. Alabama has nine agricultural schools, one in each Congressional district, supported by State and local funds. These are located at Abbeville, Albertville, Athens, Blountsville, Evergreen, Hamilton, Jackson, Sylacauga, and Wetumpka. Usually these schools are connected with local public schools and resident pupils predominate, but there are also quite a number of pupils enrolled from the towns adjoining each school. The California Polytechnic School, located at San Luis Obispo, and opened October 1, 1903, is a State institution established “ to furnish to young people of both sexes mental and manual training in the arts and sciences, including agriculture, mechanics, engineering, business methods, domestic economy, and such other branches as will fit the students for the nonprofessional walks of life.” An agricultural school of secondary grade has recently been opened at Ruth¬ erford, Napa County, Cal., under the auspices of the Youths’ Directory of San Francisco, a Roman Catholic organization. In Connecticut there is a school of horticulture located just outside the city limits of Hartford and supported by private funds. The school is maintained primarily for the purpose of affording instruction in horticulture and gardening to the pupils of the public schools of Hartford. The Winona Agricultural and Technical Institute, at Winona Lake, Ind., founded in 1902, is a secondary school, having a two-year preparatory depart¬ ment corresponding to the seventh and eighth grades of the public schools, and a four-year academic department providing four groups of studies entitled agri¬ culture, trades, elementary technology, and academic. In Massachusetts an agricultural department has been established in connec¬ tion with the Mount Hermon School, near Northfield, founded by the late D. L. Moody. This State also includes a number of institutions offering courses in horticulture for women. At Groton there is the School of Horticulture and Landscape Gardening for women, conducted under private auspices. Simmons College, Boston, now provides a course in theoretical and practical horticulture for women. Wellesley College also announces a course in elementary horti- 252 EDUCATION REPORT, 1905. culture and landscape gardening, to include lectures on the preparation of soils, the propagation, cultivation, and pruning of plants, school gardens, and planting designs. In Missouri the three State normal schools, located at Cape Girardeau, Kirks- ville, and Warrensburg, give instruction in agriculture for the purpose of pre¬ paring teachers to introduce this subject into the public schools of the State. The Baron de Hirsch Agricultural and Industrial School, at Woodbine, N. J., regularly opened for students in 1894, provides general and agricultural educa¬ tion of the secondary grade, combined with a large amount of practical farming and horticulture, for a limited number of boys and girls. In Elyria, Ohio, a city of about 10,000 inhabitants, an agricultural college graduate is employed to teach agriculture and chemistry in the public high school, and an elective course has been arranged in which agriculture is taught n the third and fourth years. A four-year course in agriculture is offered at Union Academy, Belleville, N. Y. The National Farm School, located at Doylestown, Pa., was established in .189G, and provides secondary instruction in agriculture, with practical farm work for about 40 boys. The school is supported by a small State appropriation, private donations, fees, and sales of farm products. Wisconsin has two county agricultural schools established under the provi¬ sions of a State law granting aid not to exceed $2,500 per annum to the two counties which first erect buildings and provide other necessary equipment for such schools. These are the Marathon County School of Agriculture and Domes¬ tic Economy, located at Wausau, and opened October 6, 1902, and the Dunn County School of Agriculture and Domestic Science, located at Menomonie, opened October 20, 1902. In the Girls’ Industrial College at Denton, Tex., opened to students in Septem¬ ber, 1903, considerable attention is given to the teaching of horticulture and ornamental gardening, floriculture, dairying, bee keeping, and poultry keeping. A few schools of primary and grammar grades have attempted, with apparent success, to give instruction in the elements of agriculture. The Watkinson Farm School, near Hartford, Conn., and the Thompsons Island Farm School, in Boston Harbor, are examples of such institutions. Near Knoxville, Tenn., plans have been made and land purchased for the establishment of a central rural school in which the pupils will receive instruction not only in the usual subjects taught in such a school, but also in agricultural subjects, such as planting and cultivating fruits and flowers, raising poultry, and operating dairies. In Mis¬ souri and portions of Illinois numerous successful experiments along these lines have been made in the rural schools, while in other States the public schools of both urban and rural districts have made encouraging progress in the introduction of nature study and school-garden work. These subjects now con¬ stitute a part of the regular instruction and practice work in many of the normal schools in all parts of the Union. A number of the State legislatures have passed laws recently whereby the public schools are permitted or encouraged to provide instruction in agriculture. Such laws now exist in Alabama, Georgia, Illinois, Louisiana, Maryland, Michi¬ gan, Missouri, North Carolina, and Wisconsin. The State superintendents of public instruction are beginning to take an active interest in this subject, and at the last meeting of the National Educational Association in Boston a committee was appointed to consider, among other things, the teaching of agricultural subjects in the public schools. The agricultural work which is now being attempted in the public schools in different parts of the country includes the AMERICAN SYSTEM OF AGRICULTURAL EDUCATION. 253 following: (1) Nature study with plants, farm crops, domestic animals, soils, etc. ; (2) school-garden work, including the growing of flowers, vines, and shrubbery for the improvement of school and home grounds and vegetables in gardens at the schools or at home; (3) the organization of clubs among rural school children for making simple experiments with fertilizers and field crops, and (4) lecture courses and institutes for rural school children. UNIVERSITY EXTENSION IN AGRICULTURE. Probably no university-extension movement in this country has actually been so widespread as that on behalf of agriculture. Excluding the dissemina¬ tion of agricultural information through the publications of the experiment stations and the Department of Agriculture, which might, however, be very properly included, we find many of the colleges now extending their educational influences over wide areas and among many hundreds of people not enrolled in their regular courses through the agency of farmers’ institutes, reading courses for farmers and farmers’ wives, correspondence courses, agricultural experimental unions, and the introduction of nature study and school-garden work with children. The farmers’ institutes, which are now held in 46 States and Territories, are attended by over 900,000 people. To aid in making these institutes more effective for the dissemination of the results of agricultural investigation and of improved methods of agricultural practice, the National Department of Agriculture has, under Congressional authority, appointed in the Office of Experiment Stations a farmers’ institute specialist and author¬ ized him to investigate and report on the organization and progress of farmers’ institutes in the several States and Territories. A number of the colleges maintain reading courses for farmers, in which certain lines of reading are regularly taken up, review questions are sent out, and the answers received are criticised. Some of the colleges modify this procedure by preparing special publications for the members of its reading courses to study. Reading courses are now conducted under the auspices of the agricultural colleges in Michigan, New York, South Dakota, and West Virginia. Closely related to the reading courses are the correspondence courses conducted by the Pennsylvania State College, which enrolls several hundred correspondents who regularly receive mimeograph copies of lessons prepared under the direction of the professor of agriculture in the college, and similar courses in agriculture and horticulture now offered by the Univer¬ sity of Wyoming. The success of extension work of this kind has led to the establishment recently of three quite strong correspondence schools under private auspices, two of which offer courses in agriculture, and the other courses in poultry culture. Experimental unions, which are organizations of college graduates and non¬ graduate students for the purpose of extending the influence of the colleges and experiment stations by means of cooperative experiments with field crops, methods of culture, fertilizers, etc., are now organized in Illinois, Iowa, Nebraska, New York, Ohio, Wisconsin, and possibly one or two other States. Several of the agricultural colleges are further extending their influence through the preparation of nature-study leaflets and school-garden leaflets, and through lectures and correspondence on the part of their officers to pro¬ mote a better understanding of the elements which make up the environment of children in rural sections, the aim being, first, to put children into better sympathy with their surroundings, and, secondly, to prepare the way for instruction in the elements of agriculture in the rural schools. ed 1905 — vol 1 - 20 254 EDUCATION DEPORT, 1905. AGRICULTURAL RESEARCH. The United States has in its National Department of Agriculture and the State agricultural experiment stations a very complete system of agricultural research, and the results obtained through these agencies are having a power¬ ful influence in improving the agriculture of the country. THE UNITED STATES DEPARTMENT OF AGRICULTURE. The largest single agency for agricultural research in the United States 'is the National Department of Agriculture. This Department, as already stated, began its existence as a division of the Patent Office, the chief function of which was the collection and distribution of valuable seeds and plants and the col¬ lection and compilation of agricultural statistics of various kinds. At pres¬ ent (1904) it employs over 4,000 persons and expends nearly $6,000,000 annu¬ ally in the promotion of agriculture. This it seeks to do largely through scien¬ tific investigation and the widest possible dissemination of the results of its work. From the very beginning of its existence the Department has been engaged in the investigation of scientific questions related to agriculture, and at the present time a very large proportion of its force consists of scientific experts and specialists, who are devoting their time almost exclusively to investigation of this character. In its Weather Bureau, and Bureaus of Animal Industry, Plant Industry, Soils, Chemistry, Forestry, Entomology, and Statistics, Office of Experiment Stations (having charge of nutrition and irrigation and drainage investiga¬ tions), Biological Survey, Office of Road Inquiries, and agricultural library of 85,000 volumes, the Department has the most ample equipment for the study of practically all scientific problems related to agricultural production and distribution. In fact, the Department is primarily a great research institution provided with well-equipped laboratories and other facilities for research in all branches of science which have a direct bearing on agriculture. The magnitude of the effort which the Department is making to disseminate the results of its work is shown in the fact that during the year ended June 30, 1904, there were issued through the Division of Publications of the Depart¬ ment 972 documents, the total distribution of which was over 12,000,000 copies. The Department maintains close relations with the agricultural colleges and experiment stations through its Office of Experiment Stations, and there is an evident disposition on the part of Congress to promote such relations by pro¬ viding in its appropriation acts for a large amount of cooperation with the State institutions. This plan of cooperation, which is being strengthened from year to year, serves to unify the work and to build up a system of agricultural research which comprehends the nation as a whole and yet meets the varied needs and conditions of an extremely diversified agriculture. THE AGRICULTURAL EXPERIMENT STATIONS. The agricultural experiment stations in the United States are State insti¬ tutions, supported in part by funds given by the National Government to the States to be used for their maintenance. The direct management of the sta¬ tions is wholly in the hands of State officers, but they sustain certain definite relations to the Federal Government, and the Congressional appropriations for their support are included in the annual appropriation acts for the United States Department of Agriculture. The stations thus have much more intimate relations with the Department of Agriculture than with any other branch of the Federal Government. The AMERICAN SYSTEM OF AGRICULTURAL EDUCATION. 255 act of Congress (Hatch Act) of March 2, 1887, under which the stations have been organized, provides “ that in order to secure, as far as practicable, uni¬ formity of methods and results in the work of said stations it shall be the duty of the United States Commissioner [now Secretary] of Agriculture to furnish forms, as far as practicable, for the tabulation of results of investiga¬ tions or experiments ; to indicate from time to time such lines of inquiry as to him shall seem most important, and in general to furnish such advice and assistance as will best promote the purposes of this act.” Beginning with the year 1894, Congress has each year inserted in the appro¬ priation act for the maintenance of the stations a provision that “ the Secre¬ tary of Agriculture shall prescribe the form of the annual financial statement [required by the Hatch Act], shall ascertain whether the expenditures under the appropriation hereby made are in accordance with the provisions of said act, and shall report thereon to Congress.” Thus, virtually, the Secretary of Agriculture now has general supervision of the expenditures of the stations under the Hatch Act. The Office of Experiment Stations, organized in 1888, represents the Department of Agriculture in its relations with the stations. The stations are by law departments of the land-grant colleges. However, the act establishing the stations made an exception in favor of State agri¬ cultural experiment stations which had been established separate from the land-grant colleges prior to the passage of the act (March 2, 1887). In this way it has come about that State stations are maintained in Connecticut, Louisiana, New York, and Ohio which are not connected with colleges and yet receive, in whole or in part, the benefits of the Hatch Act. In New Jersey there is a sta¬ tion which is supported by State funds as distinct from the station which received the Hatch funds, but both stations are located at the land-grant college and have the same director. There are also stations maintained wholly by State and local funds in Alabama, Hawaii, and Missouri, and in a number of States substations are maintained. Excluding the substations, the total num¬ ber of stations in the United States is 60, of which 55 receive appropriations provided for by acts of Congress. Officers and employees. — The stations which are departments of the colleges are, as a rule, under the general management of the governing boards of these institutions. The separate State stations have their own governing boards. The station staff usually consists of a director and several scientific experts in charge of special lines of work. In a few instances the president of the college is also director of the station connected with it, but in a far greater number of instances the director is a separate officer responsible to the president. In 1903 there were 757 station officers in the work of administration and inquiry. The number of officers engaged in the different lines of work was as follows : Directors, 54 ; assistant and vice directors, 19 ; special agents in charge, 3 ; chemists, 160 ; agriculturists, 54 ; agronomists, 27 ; animal husbandmen, 39 ; poultrymen, 7 ; horticulturists, 79 ; farm and garden foremen, 39 ; dairymen, 34 ; botanists, 56 ; plant pathologists, 4 ; entomologists, 50 ; zoologists, 6 ; veterina¬ rians, 31 ; meteorologists, 10 ; biologists, 6 ; physicists, 6 ; geologists, 4 ; mycolo¬ gists and bacteriologists, 23 ; irrigation engineers, 11 ; in charge of substations, 16 ; secretaries and treasurers, 27 ; librarians, 12 ; clerks and stenographers, 34. There are also 50 persons classified under the head of “ miscellaneous,” includ¬ ing superintendents of grounds and buildings, apiarists, herdsmen, and other employees. Income in 1903. — The total income of the stations during 1903 was $1,427,237.73, of which $720,000 was received from the the National Govern¬ ment, and the remainder, $707,237.73, from State governments, individuals, and communities, fees for analyses of fertilizers, sales of farm products, and mis- 256 EDUCATION REPORT, 1905. cellaneous sources. In addition to this the Office of Experiment Stations had an appropriation of $161,000 for the past fiscal year, including $15,000 for the Alaska Experiment Stations, $12,000 for the Hawaii Experiment Station, $12,000 for the Porto Rico Experiment Station, $20,000 for nutrition investiga¬ tions, and $65,000 for irrigation investigations. The total value of additions to the equipment of the stations in 1903 is estimated to be $236,370.61. Equipment. — The stations are as a rule already well equipped as regards offices, laboratories, vegetation houses, barns and other farm buildings, etc., and scientific appliances, or are rapidly acquiring improved facilities of this character either through direct State appropriations or through the land-grant colleges with which they are connected. In this respect especially have the stations profited by their association with the colleges. Lines of work of the stations. — The stations are conducting a wide range of scientific research in laboratory and plant houses and an equally large amount of practical work in field, orchard, stable, and dairy. Their investigations include studies of climatic and weather conditions as related to plant growth ; soil investigations and fertilizer experiments to find the best means of maintain¬ ing and increasing the productiveness of the soil ; irrigation and drainage experiments to increase the area of productive lands ; breeding and culture of plants to increase the yield and improve the quality of farm, garden, orchard, and greenhouse crops of all kinds ; breeding and feeding of farm animals to increase production and improve the quality of meat, milk, and wool ; dairying to improve the output of butter and cheese ; inspection of fertilizers, foods, and feeding stuffs, dairy products, etc., to protect farmers against fraud, and a large number of associated lines of work which it is not necessary to enumerate here. These various lines of investigation may be classified as follows: (1) Original investigations to discover new facts of value to agriculture; (2) ex¬ periments to demonstrate the scientific and practical value of facts already known and their applicability to special conditions; (3) studies of natural agricultural conditions, resources, and possibilities, and (4) inspection and control work to protect the farmer against fraud. Investigations of the sta¬ tions are included primarily to supply information which it is impossible for each individual farmer to search out for himself, and the controlling purpose of their work has been (1) to develop the agricultural resources and promote the farming interests of the particular regions in which they are located, and (2) to advance the cause of scientific agriculture at large. The operations of the individual station are likely to be of a mixed character, including more or less of each of the general classes of work named, but varying in the promi¬ nence given to any particular class as the local and regional conditions and needs of the State or Territory in which it is located demand. THE PROGRESS OF EDUCATIONAL REFORM IN CHINA. [The following report was prepared by Mr. E. T. Williams, Chinese secretary of the American legation at Peking, at the request of Hon. W. W. Rockhill, the American minister at that capital, and was received by this Bureau from the State Department. It traces the history of the school-reform movement in China, and indicates what phase it has assumed at the present time. Mr. Williams’s remarks as to the position and pros¬ pects of the American mission schools, under the new order of things, possess a peculiar interest for our people.] December 22, 1905. Hon. W. W. Rockhill, American Minister, Peking, China. Sir : I have the honor to submit the following report upon recent educational reforms in China. EDUCATIONAL REF OEM IN CHINA. 257 By Article II of the final protocol of 1901 it was provided that all official examinations should be suspended for a period of five years in those cities where foreigners had been massacred or subjected to cruel treatment during the “ Boxer ” uprising of 1900. In accordance with this provision an imperial edict was issued On August 19, 1901, suspending for five years all civil and military examinations in 46 cities. This action opened the way for the favorable consideration by the Chinese Government of a much-needed, reform of the whole educational system of the Empire. Previous to the “ Boxer ” trouble the Imperial Government had taken only an indirect interest in the education of Chinese youth. It contented itself with maintaining a system of examinations by which the brightest students were drafted into the civil service. This system, which apparently had its origin in the twelfth century B. C., was gradually developed through the long course of its history into an institution which was the pride of the Empire and the hope of its students, since by it the highest offices in the State and their rich emolu¬ ments became the prizes of scholarship. The method was not bad, provided the examination had had any bearing whatever upon the duties to be performed in the civil service. But, as the candidates were tested in their ability to expound the sacred books of China and to write beautiful odes and brilliant essays, proficiency in these matters became the one aim of master and pupil alike, and was esteemed of more importance than any practical acquaintance with affairs or any knowledge of the science of government. Such a system was more apt to secure pedantry than statesmanship. But, if the examination had been of a more practical character, the studies of the candidates would of necessity have been of a more useful kind also. Attempts were made indeed at various times to introduce into the examinations questions of present day interest, but the attempts were local and spasmodic and, being contrary to established custom in a land where precedent has all the force of law, the students rebelled and the examiners yielded to pressure. The advent of the foreigner, however, has gradually wrought a great change. Missionaries established schools wherever they went. This is particularly true of the American missionaries. Girls and boj^s, chiefly of the middle and lower classes, were taught to read and write their own language and were given a knowledge of the elements of mathematics, geography, history, and of the natural sciences. In the most important cities academies or colleges were founded, and their brightest students were, many of them, sent abroad to com¬ plete their education. With a few exceptions, however, the mandarins of China looked askance at these educational efforts of the foreigners. They felt sure that there must be some ulterior motive, and believed that the missionary was a political emissary, preparing the way for foreign encroachments. The mission schools have, therefore, never been regarded with much favor by the official classes, and the graduates from them have found little, if any, chance for official employment except as teachers, interpreters, or clerks, and until within three or four years scarcely one of them has ever secured any post of importance. But foreign commerce steadily expanded, political relations became of increasing importance, and these changing conditions produced a constantly growing demand for a knowledge of foreign languages, of western industrial methods, international law, and an acquaintance with history and the sciences, whose comprehension is necessary to an understanding of western civilization. Mission schools, therefore, grew in numbers and importance from year to year, and the more enlightened officials, recognizing that “ time makes ancient good uncouth,” saw that China must change, and that without the learning 258 EDUCATION REPORT, 1905. which the West could give her, she could not even maintain her prestige in Asia, much less hold her own among the great nations of the world. Several viceroys established colleges for the teaching of modern sciences. But these colleges had no relation to each other ; there was no uniformity in the courses of study pursued ; there were no elementary schools to prepare students for admission to them ; and inasmuch as the old system of examinations still supplied the only entrance to an official career, the new schools seemed to lead nowither, and students were induced to attend chiefly by the payment of a monthly stipend. This attempt to establish a school system from the top was much like the Chinese method of building a house, the roof being put on before the walls are built up, except that the roof has the support of pillars resting on stone bases, while the school system was suspended in mid-air. The students, therefore, who really desired an education to fit them for a com¬ mercial career still continued, as a rule, to attend the mission schools. The military and naval schools established by various viceroys were also inde¬ pendent one of another, the methods of drill were unlike, the equipment different, the words of command in various languages, and the incipient armies and navies which began to be organized were formed upon different models. Nevertheless these Government schools served the purpose of diminishing to some extent the prejudice which still existed in the minds of most officials, and of increasing the number of those who recognized that there was valuable knowledge to be gained outside the Chinese classics. The war with Japan served to demonstrate still more conclusively that Chinese institutions were hopelessly antiquated — wholly unsuited to modern conditions. The young Emperor and his advisers, resolved on reform, planned a complete school system for the whole Empire. But with the rashness of inexperience they antagonized the strongest elements of the nation. High officials who had given their lives to the service of the State were relegated to private life, and the religious sensibilities of the people were shocked by the wholesale con¬ fiscation of temples for educational purposes. The coup d’etat followed, which sent the Emperor’s advisers to the execution ground or forced them to fly into exile. A strong reaction set in. There were many occurrences to justify antipathy to the foreigner, and all things foreign began to be tabooed. The “ Boxer ” uprising was but an expression of this feeling. It failed of its purpose, but the attempt made shook the State to its foundations, and the walls of conservatism fell with a crash. Since that time there has been an unwavering determination on the part of the Government to modernize all its institutions. The plans adopted may not be the best in every instance, but the purpose is there, and the result, as there is every reason to believe, can not but be gratifying in the highest degree to all friends of China. Immediately after the signature- of the final protocol, in September, 1901, the Government took steps to establish a general system of public schools on modern lines. On January 13, 1904, the chancellor of the Imperial University, Chang Po-hsi, and the viceroy of the Hu-kuang Provinces, Chang-Chih-tung, after many months of independent investigation and subsequent collaboration, sub¬ mitted to the Throne a complete and detailed plan for a national system of public schools, beginning with the kindergarten and crowned by the Imperial University. These regulations were published in eight volumes, and were based upon those of Japan, which in their turn were derived from the United States. The regulations' were approved by Their Imperial Majesties, and local authorities were directed to carry them into operation. At the same time a special commission on educational reforms was appointed, the principal mem- EDUCATIONAL REFORM IN CHINA. 259 bers being the two chancellors of the Imperial University, Chang Po-hsi (Chinese) and JungclTing (Mongol). The provincial authorities throughout the Empire took up the difficult task, but found themselves hampered from the start — first, by their own ignorance of the modern curriculum ; secondly, by the lack of properly qualified teachers and superintendents, and, thirdly, by the want of suitable text-books. The teachers needed are being secured in part from the students in the mission schools, in part by the employment of a very few Europeans and Americans, but in much larger measure by appointment of Japanese instructors. But the preparation of native teachers is being hastened by the sending of large numbers of students abroad for education. This movement began in earnest as soon as educational reform was determined upon, and has been greatly accelerated in the past two or three years. These stu¬ dents are nearly all supported either by the Imperial Government or the various provincial authorities, and most of them have been sent to Japan. Those sent to Europe and America number at most but a few hundreds, but those in Japan are to be counted by the thousand. The influence of Japan, therefore, in the new schools is predominant. And this seems wise, for Japan is near at hand and her educational system is abreast of the times. Her schools are easily accessible, and her teachers can be brought to China at small expense and engaged at much smaller salaries than Europeans or Americans. Even more important, however, is the spiritual kinship of the two nations. The Japanese understand the Chinese. They have but recently passed through the great change to which China is now being subjected. They can study the situa¬ tion from the Chinese point of view. Their own social, political, and religious institutions are similar to those of China. They can therefore enter into close sympathy with the Chinese, wear Chinese dress, live upon Chinese food, dwell in Chinese houses, adapt themselves easily and heartily to the Chinese environ¬ ment, and avoid giving offense to Chinese prejudices. Their thorough under¬ standing of the old and the new will enable them to graft the modern system upon the rootstock of the ancient without destroying the latter. The transfor¬ mation will thus be natural and the continuity with the past preserved. All that is of value in the ancient institutions of China will be. conserved, though they will be modified to meet the requirements of modern conditions. The text-books needed are being supplied in part by translations or original works prepared by missionaries or by the various bureaus of translation which have been maintained by several of the provincial governments for some years past. These books are to be subjected to revision, however, and new works are being prepared under Government supervision. A recent memorial submitted to the Throne by Yin Ming-shou, a member of the Hanlin Academy, complains that the results of the past four years’ work are very small, but when all the difficulties are taken into consideration the measure of success must be regarded as quite satisfactory. The new school system has now been inaugurated in every Province of China proper, and bids fair to make rapid development in the near future. So long, however, as the old system of examinations was retained, as it was, throughout the greater part of the Empire, and this door of hope to official pre¬ ferment was kept open, a large number of the students adhered to the old course of study, and it became necessary, therefore, in the interest of the new system, to definitely abolish the old order. This was done on September 1, 1905, by an imperial edict. This measure had an excellent effect, as is showm already by the memorials which are pouring in from all parts of the Empire suggesting measures for raising school funds, methods of employing the disappointed graduates of the old school (who are too advanced in years to take up the new order of things), and recommending improvements in the new system in order to 260 EDUCATION REPORT, 1905. meet difficulties that have arisen. It is shown, too, in the rapidly increasing number of schools that are being established and in the enthusiasm with which the people are making contributions of money to assist the Government in its plans. The Peking Gazette makes frequent mention of such voluntary offer¬ ings, some individuals giving as much as 10,000 taels each, and the gentry in other neighborhoods combining to establish and support the additional schools needed. The experience of the past four years has shown the necessity for a better organization, and a number of memorials upon this subject have recently been submitted, which, while they differ in details of the plans proposed, all agree in recommending a national board of education to rank with the other depart¬ ments of the Imperial Government. The most important of these memorials was that of Pao-hsi, a Manchu of the imperial clan, and superintendent of education for the Province of Shansi. He proposed the establishment of a national board of education, modeled on that of Japan, and inasmuch as the provincial'chan- cellors under the old system and the imperial examiners were under the jurisdiction of the board of rites, which was in reality a department of public worship and education, he proposed that the board of rites be entirely abolished. He also proposed that the Hanlin Academy and the Imperial Academy of Learning be incorporated wTith the new board of education. Prince Ch’ing, on behalf of the commission on administrative reforms, reported favorably upon the recommendation that a board of education be established and favored also the proposal to incorporate with it the Imperial Academy of Learning, which action will give the new board handsome quarters adjoining the Confucian Temple. The Prince was not in favor, however, of abolishing the board of rites, nor of making the Planlin Academy an appendage of the new board, though he advised that some changes be made in the character of that institution, which will make its members more useful. In accordance with the recommendations of Prince Ch’ing, an imperial edict appeared on December 6, 1905, establishing the new board of education. I inclose a translation of the same.® Jungch’ing, who has been made president of the board, is one of the chancellors of the Imperial University, and has until recently been also one of the presidents of the board of revenue. He is also a grand councilor and a member of the com¬ mission on administrative reform. He is a Mongol, a comparatively young man, of progressive ideas. Other recommendations of these recent memorials are that education be made compulsory, and that parents be fined for not sending their children to school, and that the funds heretofore used in conducting the triennial examinations, amounting to from 20,000 taels to 50,000 taels & from each province every three years, be employed in aid of the new system, one half to be spent by the prov¬ ince concerned and the other half by the board. These recommendations are referred to the new board for consideration. The school regulations, as now in force, provide that children between the ages of 3 and 7 years shall be sent to the kindergarten. At 7 years of age they must be sent to the second-grade primary, where a five-year course is taken, and thence to the first-grade primary for a four-year course. The hsien (county) authorities are required to provide these primary schools. Every hsien city and every department city, as well as every market town and every village of 100 families, is expected to maintain from one to three second- grade primary schools, and the cities and towns mentioned at least one first- grade primary. Where the villages are poor or children few the authorities are authorized to combine twTo or three villages in the support of one second- ° See page 266. 6 The Chinese tael is worth about $1.40. EDUCATIONAL REFORM IN CHINA. 261 grade primary, but not more than 400 families are allowed to one school. It is recognized that this will not supply school accommodations for all the children, and the authorities are urged to persuade the people to supplement the Government schools by others of their own establishment. The course of study in the primary grades comprises ethics, reading and explaining the Chi¬ nese classics, Chinese composition, arithmetic, history, geography, elementary science, and physical drill. Drawing is also taken in the first grade. From the first-grade primary the pupils are advanced to the intermediate grade, where a five-year course is to be taken. Each prefecture is required to provide at least one intermediate school. The course embraces a further study of Chinese, foreign languages (Japanese, English, German, French, and Russian), mathematics, geography, history, and the natural sciences, and ethics, drawing, and physical drill, with courses in law and political economy, when possible to establish the same. The intermediate grade is not free, but the tuition fee is low. Pupils are told that they are not being prepared espe¬ cially for the civil service, but for the ordinary avocations of life, and at the close of the intermediate course may, if they choose, enter one of the special industrial or professional schools. From the intermediate grade students pass to the provincial academy, usually styled a college. Here a three-year course is taken, on the completion of which admission may be had to the imperial university, at Peking. The uni¬ versity course is divided into two sections, the lower covering a college course of three or four years, according to the course chosen, and the upper a real university course of five years. The university embraces eight schools or departments : Classical, law, liter¬ ary, medical, science, agriculture, engineering, and commercial. Students pay for tuition, but free scholarships may be won by competition. In addition to the regular course as outlined above, there are shorter courses provided for those unable to attend the university. (1) For children already over 12 years of age who can not attend the primary schools there are established industrial schools where trades are taught. (2) For boys who have taken the second-grade primary course and do not want to go further there is provided a primary school of agriculture to pre¬ pare the peasant’s sons to perform the work of the farm more intelligently. (3) Pupils who have completed the primary courses may enter special schools of agriculture, engineering, or commerce, and thus prepare themselves for farming, engineering, or mercantile life. (4) Pupils may, if they choose, pass from the intermediate schools to special schools of agriculture, engineering, or commerce of a higher grade than those mentioned in (3). (5) Every hsien (county) or department city is expected to maintain a second- grade teachers’ school, and every provincial capital a first-grade teachers’ school. These are to assist in equipping the new schools with the needed teachers. (6) Special schools of foreign languages to prepare men for translators and interpreters in the diplomatic and consular services and for employment in the Government translation bureaus. The course is five years in length. (7) A special course of three years for those who have already won their doctor’s degree at the recent examinations under the old system. This will serve to bring them more or less into line with the new order of things. (8) Special schools of law and political science will be maintained in all the provinces for the especial benefit of those expectant officials who have already been placed on the civil list under the old examination system, but have not yet been appointed to office. There has for centuries past been a pro- 262 EDUCATION REPORT, 1905. yincial college at each provincial capital for the preparation of young candi¬ dates for the duties of official life, but these colleges have really existed only in name ; no course of study is provided, and no instructors have been em¬ ployed. The buildings and grounds are generally very attractive, but are chiefly used as clubhouses for the mandarins and gentry. In response to a memorial of Wu T’ing-fang last May it was decided to require all expectants to take a course of one and a half years in law and political science and to pass a satis¬ factory examination in the same before being assigned to duty. Instruction is to be given in lectures by graduates of foreign schools, who will be selected and assigned to this duty upon their return to China. In this connection it is interesting to note that the viceroy of this province, Ylian Shih-k’ai, has issued an order to the effect that all expectants of this province must spend at least three months in Japan before they can receive a definite appointment to office. (9) Other special schools established in the provinces are those of veterinary surgery, police training schools, and the industrial schools connected with the New York houses which are called for by the recent reform of the penal code. It is hoped that by giving the prisoners respectable trades the poverty of the lower classes will be reduced and thus one great incentive to crime removed. It will be seen, therefore, that the system theoretically covers the whole field, but it must of necessity be many years before some of the provinces can ap¬ proach to any realization of this ideal. It is impossible to obtain any statistics upon the subject, but a brief statement of what has been done in part in this province will enable one to understand in some measure the present condition of affairs. The viceroy at Tientsin has been very active in the matter and has been very fortunate in securing the services of a trained educator for provincial super- tendent. This is Dr. C. D. Tenney, an American, who has been in the service of the Chinese Government for many years, chiefly in the capacity of president of the Tientsin University. Under the direction of Doctor Tenney the viceroy has already established more than 3,000 schools of various grades in this province of Chihli. These are exclusive of the schools established in the Peking prefecture. In the old provincial capital, Pao-ting Fu, there are over 2,300 students in the various high schools and academies established there. Pupils in the primary schools are not counted, nor those in the police training school. Among the special schools included are those of law, veterinary surgery, and agriculture. In the city of Peking there have been established by the local authorities, independently of the viceroy, over 40 schools of all grades — primary, inter¬ mediate, academies, and the university (which was established before the “Boxer” folly, but reorganized two years ago), together with special schools of law, foreign languages, police training, and a military school for the sons of nobles. Probably no other province is abreast of Chihli in education, but very much has been done also in the viceroyalty of Chang Chih-tung (Hupeh and Hunan), in the province of Kiangsu, and Kuangtung. With regard to the second men¬ tioned, there are over 40 Government schools in operation in the city of Nanking, and large numbers also in Shanghai, Soochow, and other cities of the province. Shantung has at least 100 of the new schools already established, of which 20 are in the provincial capital, Chi-nan Fu. As stated above, all the provinces of China proper have done something, but it has been very difficult for those far inland to secure qualified teachers. I note, however, that even in far-away Yunan it is reported by the viceroy that EDUCATIONAL REFORM IN CHINA. 263 a teachers’ training* school has been established at the provincial capital and two Japanese professors secured for it, who also teach the Japanese language. Owing to this lack of teachers and the fact that few students are prepared to enter the academies or the university, classes in the courses outlined for the provincial academies and the university are for the present suspended, and the instructors are employed in teaching those branches required in the intermediate and the teachers’ training schools. In regard to the instruction given there are two or three points worthy of special notice. No foreign instructor is allowed to teach his own religious views. This is eminently proper, in view of the fact that the schools are sup¬ ported by a Government which maintains its own religious establishment. All instruction is to be given in the Mandarin dialect, a most commendable regu¬ lation, which in a generation, if carried out, will do much toward removing one of the principal obstacles to national solidarity. In all the coast provinces from Shanghai to the Tonkin border nearly every little district (county) has its own dialect, and these differ so much one from another that natives of the same province can not communicate with each other unless they can do so in writing. Although the curriculum provides for instruction in ethics in all the schools, the regulations call attention to the inadequacy of such instruction (so the ministers of education think) as given in foreign schools. This remark refers to the science of ethics as taught by the Japanese. The authors of the regulations do not believe that ethics can be taught so as to influence conduct unless based upon the sacred scriptures of China. The last point to which I would call attention is that military drill is required in all the schools, and a uniform is to be adopted for all students. The Chinese civilian has in past centuries been taught to despise the soldier and the art of war, but efforts are now being made to cultivate a martial spirit. There have been military and naval schools for some years in each province, two grades of military and two of naval schools, and in Peking an imperial military co! lege and an imperial naval college, students for which will be supplied from the provincial schools just named. This plan is in abeyance for the present, and to supply the military instruction needed all students will be required to drill, and on reaching the provincial academy will have instruction in military regulations and military tactics, while those who enter the department of law in the university will have special courses in military government. The discipline of the students is, theoretically at least, very strict. Among other prohibitions they are forbidden to smoke opium, and they are not allowed to interfere in any way in matters that concern the Government. There is reason to fear that the former will not be observed. One matter of great importance under consideration at present is that of providing the necessary funds for the support of the schools. The regulations require the hsien (county) authorities to provide the primary schools, and it is suggested that in most places there are common funds belonging to the people which, with the consent of their elders, might be devoted to the support of these schools. Such funds are those for village free schools of the old type, for village theatricals, sports, and the support of certain benevolent institutions. It is further suggested that certain temples and clubhouses may be used for school buildings. With respect to the temples, many of them are endowed with lands which furnish revenues for the support of the monks and the maintenance of the sacrifices. One of the reform edicts of 1898 provided for the confiscation of certain classes of such temples for the support of the schools, and this created great disaffection. On the approval of the present regulations steps were taken in some of the provinces, particularly in Fukien and Ivuangtung, to compel the monks to surrender their property. To avoid EDUCATION REPORT, 1905. doing so a number who bad an inkling of what was coming disposed of tlieir property to Japanese Buddhist monks, who could not be compelled to yield to the demands of the officials. This led to an imperial edict forbidding the local authorities to coerce the monks. For the support of the intermediate schools and academies it is more difficult to find funds. I have already noticed the suggestion that the funds for the old examination system be devoted in part to this purpose. Another plan is that adopted by the viceroy of this province. He has already secured the sanction of the Throne to the levying of a special tax upon deeds for the transfer of real estate. This amounts to 4.9 per cent of the purchase price, of which 3.3 per cent shall be devoted to primary education and 1.6 per cent to the intermediate schools. Two days ago it was decided that henceforth, for three years, no vacancies in the 24 banner corps shall be supplied, and. the funds thus saved shall be devoted, one-half to the support of the regular school system and one-half to the support of the proposed military and naval schools. It was also decided to gradually abolish the eight divisions of palace guards, an obsolete organization no longer of use, the funds thus saved to be also applied to educational purposes. The old examination hall in Peking is to be occupied by the military college. One serious defect in the system remains to be pointed out : No provision is made for the education of girls, except in the kindergarten. The regulations say that there are many difficulties in the way of the educa¬ tion of girls in China, and that very little can be done for them at present. There are many high officials who do not agree with this statement of the authors of the regulations. One such high official is Tuan-fang, the governor of Ilunan, now on his way to the United States to study our institutions. During his recent visit to Peking he had audience of Her Imperial Majesty the Empress Dowager and laid before her the importance of establishing girls’ schools. Her Majesty was much impressed, and at once issued an edict direct¬ ing that a large abandoned lamasery in Peking should be converted into a girls’ college. This has not been done as yet, but several of the princesses, encouraged by this action of the Dowager Empress, have undertaken, without any aid from the state, to establish a number of girls’ schools in Peking. At least one of these is absolutely free and is conducted in the residence of Tuan-fang, which is given for a merely nominal rent for this purpose. Others charge a small tuition and are attended by girls from noble families. Some of the princesses have opened schools in their own palaces for their daughters and their relatives. A few Chinese women teachers have been secured, some of them former students in the mission schools. But the new branches, such as arithmetic, geography, foreign history, and the Japanese language, are taught by Japanese ladies, who are giving their services without charge. Besides the branches mentioned, the curriculum embraces music, drawing, dancing, calis¬ thenics, needlework, Chinese reading and writing, physiology, hygiene, physics, natural history, and nursing. All pupils are required to unbind their feet and are not allowed to paint, powder, wear jewelry, or expensive gowns. They must wear their hair in a braid or plain coil and must dress in a plain blue gown, the only ornament being the rosette which indicates the school to which the pupil belongs. Similar schools have been opened in Tientsin, Chinan Fu, Shanghai, Chinkiang, Nan¬ king, Soochow, Hangchow, and Hankow. I have seen no reports from other places, but the movement appears to be very general and is the most interesting feature in the present situation, though wholly independent of the Government. In all these schools Japanese women appear to be the main reliance so far as teaching is concerned. EDUCATIONAL REFORM IN CHINA. 265 The missionaries with whom I have discussed the matter seem for the most part to fully appreciate the significance of the educational reforms and rejoice in the prospect of a better condition of society in China. Some, however, look askance at the new school system and seem to think that it will mean a great loss of influence for the missionary, whose pupils will probably desert him for the Government school. I am glad to say that this feeling appears to be shared by very few. The missionaries have every reason to be proud of their past record as educators in China, for although their influence has been indirect the present movement owes very much more to them than appears upon the sur¬ face. It is quite true that the importance of their schools will probably lessen with the passing years unless arrangements can be made to admit their graduates to the examinations for official posts, but these schools will always have their special work in preparing men and women for the service of the church, and for many years to come they must probably be depended upon very largely for the needed supply of Chinese instructors in modern branches of learning. In this connection it may be of interest to furnish some statistics which will show, in a measure, the nature of their work. The latest general report of all Protestant missions in China is dated 1896, and at that date these missions supported for males 747 primary schools, with 11,817 pupils ; 45 secondary schools, with 1,539 pupils, and 32 colleges, with 1,224 students ; and for females, 225 primary schools, with 4,262 pupils ; 69 secondary schools, with 2,096 pupils, and 14 colleges, with 416 students, or a total of 972 primary and 114 secondary schools and 46 colleges, with a grand total of 21,354 pupils and students. By a comparison of recent reports of certain missions with those of a few years ago one must conclude that to allow for an increase of 50 per cent in the number of pupils during the past ten years is a very modest estimate, for a great impulse has been given in educational work since 1900, so that we are safe in reckoning an enrollment of some 30,000 students in connection with Protestant mission schools at present. I have not been able as yet to obtain any general statistics of Roman Catholic work in China, but the report of the North Chihli Mission of the Lazarists for June 30 last gives the total number of schools in this diocese as 1,474, with a total enrollment of 27,054, about equal to the whole Protestant work in China. If we estimate the total number of pupils in Catholic schools in China at about 500,000 we shall probably be not far from the actual number. Catholic schools for the most part appear to give an elementary education, supplemented for the ordinary pupil by an industrial course and for the native priest by a course in theology. Protestants appear to give more attention to the higher education. I have the honor to be, sir, your obedient servant, E. T. Williams, Chinese Secretary. Supple mentary. Since writing the above I have received a very interesting letter from Dr. C. D. Tenney, president of the Tientsin University and provincial superintendent of education for Chihli. I append his statistics for this province, calling atten¬ tion to the fact that the schools which I have called “ kindergartens ” are classed by him as “ primary,” and those which I have called “ first ” and “ second grade primaries ” are listed as “ higher ” and “ lower grade elementary ” schools. 266 EDUCATION REPORT-, 1905. Educational statistics for the province of Chihli. Institution. Number. Pupils. Primary schools . 2,480 124 124 16 1 1 72,120 6,200 6,200 960 320 200 Lower elementary schools . . . Higher elementary schools . Middle (intermediate) schools . High school (academy) . Provincial university (Tientsin) . Total . 2,746 86, 000 It is to be noted that the Tientsin University existed before the new system was inaugurated, and that several such colleges have been established in various parts of China, which are no doubt to be affiliated with the new system. The above figures do not include schools in the prefecture of Peking, which are under the metropolitan and not the provincial administration. E. T. W. Imperial Edict of December 6, 1905, Organizing the Board of Education. [Translated from the Peking Gazette.] We have to-day received a joint memorial from the council of state (or bureau of national administration) and the minister of education, reporting upon the suggestions of Pao-hsi and others. Some time ago we issued an edict abolishing the system of examinations, and it - is most urgently necessary that something be done to encourage education so as to develop the talents of men. At present the various provinces are gradually establishing the new schools, and there must be an office that shall have general control of the system and be responsible for the standard set and the direction of the course of study. There¬ fore we establish the board of education, and Jungch’ing is hereby transferred to be president of the same. The first vice-president shall be Hsi-ying, and the second class Hanlin compiler, Yen-hsiu is appointed acting second vice-president of the board of education with the rank of an expectant metropolitan official of the third grade. The Imperial Academy of Learning, known in ancient times as the “ Ch’eng Chun” (i. e., a place where learning is completed) was originally the highest institution of learning. Let all matters pertain¬ ing to said institution henceforth be under the control of the board of education. As to matters not yet settled, let the aforesaid president and vice-presidents consult together and devise satisfactory arrangements and report to us. As the said board has but just been established, the commence¬ ment of such a work as the encouragement of education and the cultivation of talent is a most important one and the greatest care must be exercised in in¬ vestigating the subject, and extra attention given to strengthening the system of education in the hope that encouragement of genuine learning and the cul¬ tivation of useful talents may fulfill the purpose of the court to establish schools for the improvement of social conditions, the civilization of the people, and the perfection of their customs. As for other suggestions made, let them be carried out as proposed. Respect this. CHAPTER XIII. REPORT ON EDUCATION IN ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. G., June 30, 1905. Sir : I have the honor to submit my twentieth annual report as United States general agent of education in Alaska, for the fiscal year ending June 30, 1905. During the school year, outside of incorporated towns, there have been main¬ tained 51 public schools with 62 teachers and an enrollment of 3,083 pupils. SOUTHEAST ALASKA. Haines No. 1. — Miss Amy S. Gaddis, teacher; enrollment, 28; pupils, white. Haines No. 2. — Miss Mary Mackintosh, teacher; enrollment, 44; pupils, native. A letter from the teacher states that the children had improved in their per¬ sonal appearance so much that they could hardly be taken for natives. Native families remained at Haines all the spring for the purpose of keeping their children at school. The girls have been taught needlework. Hoonah. — Miss Minnie S. Ross, teacher ; enrollment, 174 ; pupils, Thlinget. As illustrating the civilizing effect of the school, the teacher states that on Christmas eve exercises were held in the church and there were recitations and singing by the children. She says that the children are bright and eager to learn, and can be more easily led by kindness than compelled by punishment. Their main fault is in not being punctual. They are passionately fond of music and are willing to attend school for the sake of the singing. The boys are good in arithmetic, while the girls prefer reading and writing. Jackson. — Miss Byrde Darby, teacher; enrollment, 53; pupils, native. The teacher writes that the native children at this place are slow in acquiring English, as they hear it only at school. They are sensitive and proud. The school work is not far advanced, being confined to chart, primary, and inter¬ mediate classes. The children are quick in elementary arithmetic, but slow in forming sentences on account of their limited vocabulary. The parents were desirous of having their children go to school. Kake. — Mrs. Anna R. Moon, teacher ; enrollment, 95 ; pupils, native. There is the same complaint of irregularity in attendance here that is met in the other reports from Alaska — due to the boys joining their fathers in their avoca¬ tions of hunting, fishing, etc. The teacher speaks of the ambition of some of the young men who are not satisfied to know only reading and writing, but desire to pass on to other studies. The girls are taught needlework, knitting, basket making, etc. School opened with only 8 pupils. Kasaan. — Arch R. Law, teacher ; enrollment, 49 ; pupils, native. This report states that the attendance was regular after the school had fairly started, the parents fully and heartily supporting the teacher in this 267 268 EDUCATION REPORT, 1905. respect, as they desired their children to go to school as much as possible and regretted the necessity of taking them away on fishing trips. At the close of the third year the children could all speak English fairly well and understood it perfectly. Their composition was naturally limited in scope of ideas and ex¬ pression. A number of the girls had been to the industrial school at Sitka. The effect of attending the training school and the missions is very apparent in the comparative refinement shown in the houses of the natives whose children have had the advantage of those schools. Moreover, the natives are beginning to appreciate the school training as a preparation for the increasing competi¬ tion with the whites. Mr. Law says that already there are school-trained natives who are prepared to compete on an equality with white men in the occupations that can be followed in the region about Kasaan. The education of the young natives should therefore have a practical industrial turn, and above all must inculcate deliberate perseverance. Killisnoo. — Mrs. Catherine Kilborn, teacher ; enrollment, 94 ; pupils, native. No report. Klawock. — Miss Nell G. Edgar, teacher ; enrollment, 70 ; pupils, native. No detailed report. Klinquan. — Samuel G. Davis, teacher; enrollment, 36; pupils, Hydah. A letter mentions the fact that a night school was kept five nights in the week for the parents and young men. Those who attend this school take an interest in the day school and desire to have their children attend it. The older natives are indifferent to the school. KluTcwan. — Miss Thena A. Brookman, teacher ; enrollment, 36 ; pupils, native. The teacher reports that most of the children were away with their parents the greater part of the year, either at Sitka or hunting and fishing, so that the attendance was small. She writes that the children learn remarkably well, and if their parents could be persuaded to leave their families behind when going on expeditions there would be some hopes of a native population growing up which could speak English. Petersburg. — Mrs. J. V. McCullough, teacher ; enrollment, 54 ; pupils, white and Thlinget. This is a fishing community, and many of the children go to school by boat. Both boys and girls learned needlework and knitting, the latter art being im¬ portant in the fishing industry. The school sent an exhibit to the Portland fair. The teacher remarks upon the difference between the native idea of color and that of the whites. The natives would imitate correctly the colors of a landscape, etc., set them as copies, but when left to themselves would add colors of their own to trees and flowers without any regard to nature, but more like conventional colors which may have some significance to them. Saxman. — Mrs. John L. Myers, teacher ; enrollment, 63 ; pupils, native. No detailed report. Shakan. — Fred Chase, teacher ; enrollment, 44 ; pupils, native. The teacher says that the children understood and talked English a little among themselves. Some of them could read the hymns at the religious exercises. They voluntarily kept the schoolhouse clean, washing and scrub¬ bing it out about once a month. Sitka ~No. 1. — D. M. Daum, Miss C. Duncan, and Miss R. McCaleb, teachers ; enrollment, 89; pupils, white. Mr. Daum reports that during the year the school was placed, so far as pos¬ sible, on a graded basis. At the beginning of the year a high school was organized with a three-years’ course, and 8 pupils in the first year, 2 in the second, and 2 in the third. The course of study included Latin (three years), REPORT ON EDUCATION IN ALASKA. 269 algebra, physical geography, general history, literature, plane geometry, rhet¬ oric, composition, and German. Exercises in debating and parliamentary law were also held. Miss McCaleb writes : Many of the children are very deficient in numbers, writing, spelling, and the correct use of the English tongue. During the year special effort has been made to remedy this defect and the effort has been, in a measure, successful. Tardiness and nonattendance are bugbears which con¬ front the teacher and interfere with efficient work. There are many outside attractions (such as church holidays, potlatches,o etc.) which appeal to the mind of the Alaskan small boy, and girl as well. However, during the Rus¬ sian lenten season the average attendance was in no way reduced. The pupils yield quite readily to authority, and at no time, to the knowledge of the teacher, has her right to discipline been questioned. Much of the trouble along all lines is due to habits of carelessness acquired by the children, not only since babyhood, but by way of inheritance. When this is educated out of them many other annoyances which face the teacher will cease to exist. Taking everything into consideration, the year’s work has been one of progress, and the outlook, so far as the children are concerned, is encouraging. Sitka No. 2. — Miss Jeannette Rice, teacher ; pupils, Thlinget ; enrollment, 60. The attractions of fishing and hunting and the indifference of parents, besides several epidemics, interfered disastrously with the attendance. Never¬ theless, the testimony of the teacher is that the native children are naturally bright and able to learn. They like music and learn to sing by note ; some learn to draw readily. The few who attended steadily learned to read simple English. Tee Harbor. — H. de Witt, teacher ; pupils, native ; enrollment, 15. Yakut at. — E. A. Rasmusson, teacher ; pupils, native ; enrollment, 52. At this place the teacher makes the usual complaint of irregularity in attendance. The natives support themselves by salmon fishing and seal hunt¬ ing most of the year and take their families with them. The pupils who at¬ tended regularly made good progress. The children here, as in other schools, take part in the daily devotional exercises. The teacher makes this note¬ worthy remark, that some of the former pupils of the school, now grown up, are successfully supporting themselves at different avocations, as fur buyers, clerks, interpreters, some even having stores of their own. WESTERN ALASKA. Afognak. — Teacher, Miss Hannah E. Breece; pupils, native; enrollment, 102. The teacher describes the hostility between the Aleuts and mixed bloods and whites. Quarrels, vituperation in Russian, and disorder were the rule at the opening of the year, both in the school and on the street. This was all changed in a few months, and the excellent conduct of the school pupils became a sub¬ ject of remark in the town. At the beginning of the year no young man in Afognak could read or write or converse in English. Before the year was out, what with the day school and the night school, many could read English. The natives are beginning to see the desirability of knowing English instead of Russian. Miss Breece taught the girls housekeeping, cooking, etc., and the social side of life was cultivated by evening exercises (singing). The ladies of the Baptist home missionary societies of the United States sent books, pic¬ tures, cards, etc., which have contributed to giving an air of refinement both to the school and to the dwellings of the natives. aA native entertainment. ED 1905— VOL 1 - 21 270 EDUCATION REPORT, 1905. Carmel. — Joseph Kahlen, teacher ; pupils, native ; enrollment, 35. No de¬ tailed report. Chignik. — James J. Potter, teacher ; pupils, half-breeds ; enrollment, 20. School opened with 7 pupils and eventually increased to 20, mostly half- breeds. All started with the primer and made good progress ; arithmetic and spelling offered more difficulties than reading and writing. Attendance could be increased if the' parents could be interested. Copper Center. — Mrs. G. S. Clevenger, teacher; pupils, native; enrollment, 25. The work of the school not only covered the routine work of the primary grades of the public schools, but also took a practical direction, the women being taught to make figures for bead work, cut and make garments, etc., while the young men were taught to make change in small currency and to compute the sale of skins and write their names. The children learn as readily as white children and are obedient and yield to kindness readily. Ellamar. — Miss Mary Owen Stevens, teacher ; pupils, white ; enrollment, 20. Half the school population are half-breeds. The teacher finds that neither whites nor half-breeds do well in the same school with the full bloods, and she criticises the intellectual capacity of the half-breeds, remarking that they have difficulty in expressing themselves in English and have no conception of number and no power of concentrating their thoughts. Hope. — O. L. Grimes, teacher ; pupils, white, half-breed, and Indian ; enroll¬ ment, 15. The subjects taught in this mixed school of white, half-breed, and Indian children were reading, writing, spelling, English, geography, arithmetic, gram¬ mar, drawing, temperance hygiene, and United States history. The natives learned English partly from the white pupils on the playground ; they made more progress in writing and drawing, being strongly imitative. Their teacher, like several others, insists upon the desirability of a compulsory school law to correct the irregularity of attendance. Kenad. — Mrs. Florence C. Craigie, teacher; pupils, native and creole; enroll¬ ment, 15. The teacher reports little progress with the natives, owing to their irregular school attendance and the difficulty they experienced in learning English after having learned Russian. Kodiak. — Mr. and Mrs. C. I. Kerr, teachers ; pupils, white and native ; enroll¬ ment, 72. Seldovia. — Herbert S. Farris, teacher ; pupils, white and native ; enrollment, 15. The teacher states that there are nearly 50 children of school age in Seldovia, while only 5 or 6 attended school on an average. They are described as attentive, easily disciplined, and interested in their work. Seivard. — Louise L. Kurtz, teacher ; pupils, white and native ; enrollment, 37. The teacher reports that there were only three natives under her instruction — two small girls and a boy of 17 — all the rest being white. At the close of the year they could read, write, spell, add, subtract, multiply, and divide. The boy was in higher fractions, had read some history and could read English with ease. He could write English compositions, draw, and construct maps and charts. Vnalaska. — Teachers, William A. Davis and Mary S. Davis ; pupils, native ; enrollment, 51. The report mentions particularly the progress in sewing by the girls and in drawing and penmanship by both girls and boys. Vnga. — James C. Patey, teacher ; pupils, white and native ; enrollment, 31. The report states that “ some of the pupils are quick to learn, easy to get along with, and willing to obey. Most of them are quite desirous of learning. They are especially interested in reading good biographies.” REPORT ON EDUCATION IN ALASKA. 271 Christmas and Washington’s Birthday were celebrated with songs and speeches, as at most of the schools. At Unga the parents were apathetic in regard to the schools. They said that it required no learning to enable them to catch cod or hunt sea otter or reindeer. Wood Island. — Augusta G. Curtis, teacher ; pupils, native; enrollment, 50. The teacher reports that at the close of the year several pupils of the lowest grade were ready for the second reader and the primary arithmetic. All had learned to write, while a few could write letters. Grades three and four took up advanced studies, viz, geography, hygiene, history, and language lessons. Prizes were given at the monthly examinations, and the “pupils looked forward to them as important events. ARCTIC AND NORTHERN ALASKA. Barrow. — S. R. Spriggs and John H. Kilbuck, teachers ; pupils, Eskimo ; en¬ rollment, 76. “ The main object kept in view was to get the children in the way of using the English they had already learned. As this is an Eskimo country, and the few white people in it speak the vernacular language, the children have had very little use for English. The plan of the compulsory use of the English language in the schoolroom was introduced and proved to be quite a stimulus to the acquirement and proper use of English words. A failure to conform to the rule was punished by standing. When the rule was first put into force, nearly the entire school was upon its feet at once.” Mr. Kilbuck writes of the trouble the children find in distinguishing between the consonants h, v, p, and t and d. Some of the more advanced pupils kept up their study and practice of English by writing a diary. A marked difference was noticed in the mental activity of the scholars during the sunless period, when the rooms were lighted by artificial light, and the time when the sun appeared, to dispel the gloom of the arctic night. “Another difficulty is the inability of the little Eskimo to study quietly. When they are studying the hardest the din rises almost to the propor¬ tions of that heard in a boiler maker’s shop. It seems that only in this way can the white man’s words be driven home to stay in the Eskimo mind. * * * The school year was closed when several whales were caught. Then everybody, young and old, plunged into freighting meat and blubber ashore. This is the work of the women and children, and secures meat and oil for the family dur¬ ing the next year.” Teacher and pupils are eagerly looking forward to the use of a new building next term. Bethel. — Teachers, Joseph Weinlick and B. K. Helmick ; pupils, Eskimo. The industrial teacher at this place, Mr. B. K. Helmick, reports that the native boys are more or less fond of working with the saw, hammer, plane, etc., and make good progress. The branches taken up are machinery, use of tools, carpentering, boat building, net making, and fish canning. The school-teacher reports that the boys are quick in comprehending things, but the girls are slow. The majority of the pupils wrote a nice hand and read fluently. In arithmetic, division is very difficult for them to understand, and in composition their range of thought is limited to hunting and fishing. Betties. — Mr. and Mrs. D. W. Cram, teachers ; pupils, Indian and Eskimo ; enrollment, 68. Betties is situated midway between the fishing grounds on the south and those on the north. It is thus the meeting place of both tribes, Koyukuks and Kobuks, when the ice breaks up so as to permit fishing. However, just to live is a very serious problem to the people, and they can spare little time for even the children to go to school. During the Christmas season both tribes had a grand celebration, which lasted just as long as the provisions on hand. 272 EDUCATION REPORT, 1803. Council City. — Mrs. M. B. Young, teacher; pupils, native; enrollment, 55. (No detailed report.) Deering. — Mrs. Anna H. Foster, teacher, assisted by Miss Bertha Cox ; pupils, Eskimo ; enrollment, 88. The reports from Deering have been very encouraging. The natives had a successful season of hunting and fishing, and took a great interest in the school. This interest was increased by the erection of a new school building and the arrival of a reindeer herd. The following quotation from a letter written by Miss Cox will show how some of the industrious young Eskimos spend their summer vacation : “ Some of the boys told me the other day that they were working now to get means so that they could go to school. One of them has been doing laundry work all summer. Another has been hunting game, and also has about 300 eggs put away to sell. The girls do washing and all kinds of cleaning for the whites. Some of them are now cooking for the Eskimo workmen. They make fairly good bread.” Gambell (St. Lawrence Island). — E. O. Campbell, M. D., teacher; pupils, Eskimo ; enrollment, 67. Doctor Campbell writes : “ The average attendance for the year was 61, more than treble the attendance in 1900. We have pursued the same policy of making the school the most attractive place to be found on the island. The magazines you have sent did most excellent service, and we trust you have sent a fresh supply for the coming winter. Many of the illustrations were used in teaching new words and have been the cause of many questions.” Golofnin. — Miss Anna Hagberg, teacher ; pupils, Eskimo ; enrollment, 84. The teacher reports that the attendance was good and the children willing to go to school. They are fond of music. It is noticeable that at this place, when the natives went away to hunt, many of them arranged to leave their children who were attending school with other families, so that their studies would not be interrupted. The girls were taught housekeeping and sewing and the boys practical hand work. Many native children, who came from distant places dur¬ ing the winter, had to be sent back for want of accommodations. Ikogmute. — F. F. Fellows, teacher ; pupils, native ; enrollment, 31. The school room of the Russian Church was used for the Government school. The natives learned to speak English a little and understand more during the year’s schooling. The teacher regards the learning of Russian by the native children as detrimental to their English education, “ as they are not capable of handling more than one language.” Koserefsky. — A. J. Markham and Miss Mary Winifred, teachers; pupils, native ; enrollment, 104. The attendance at this school has been remarkably regular all through the year. There was not one case of illness among the school children throughout the whole year. “ The boys’ school is divided into the American and the Eng¬ lish side, each side having its own flag and each pupil pitted against one of the other side. Every Friday is flag day, when the errors of both sides are counted up, and the side having the least number of errors captures the flag of the other side.” While on the school ground each pupil is constantly on the watch to catch an opponent in some error, for each correction counts as a point against the other side. This plan keeps up a good spirit of rivalry, stimulating the whole class to do its best. Several public entertainments and the formation of a cadet company have increased the success of the school work. Kotzebue. — Mrs. Otha Thomas, teacher; pupils, Eskimo; enrollment, 164. From a table in the report it appears that reading, writing, spelling, and arith¬ metic were the studies having the greatest number of students, while language, REPORT ON EDUCATION TN ALASKA. 273 grammar, and history had the fewest. But the interest in the school and eager¬ ness to learn, which were mentioned in the report for 1904, still continue. In some cases pupils would take books to their distant homes, and on returning several weeks later give evidence that they had been studying. Some pupils came 150 miles to attend school, and even children of bands temporarily camp¬ ing in the neighborhood attended school. Nulato. — Miss Mary Stephen, teacher ; pupils, native ; enrollment, 40. The teacher says : “ School began August 7 with an attendance of 30, and con¬ tinued till September 7, when almost all left with their parents for the autumn fishing grounds and did not return until November 15, when I again resumed teaching.” The children are “ smart and intelligent, and like to attend school even against the wishes of their parents.” They excelled in arithmetic, writing, and drawing. Quartz Creek. — Mrs. L. Reed, teacher ; pupils, Eskimo ; enrollment, 30. Quinhagak. — Mrs. L. A. Schoechert, teacher; pupils, native; enrollment, 28. (No detailed report.) Rampart. — Miss Emily B. Parke, teacher ; pupils, white, half-breed, and Indian ; enrollment, 38. As both Indians and half-breeds spoke only the native language, it was diffi¬ cult at first for the children to acquire a sufficient English vocabulary to enable them to form sentences, and the pronunciation of English presented many difficulties. The teacher adds : “ My experience in teaching has been wide and varied, and I have found these native children of the Yukon country quite as apt at learning as the average class of white children in the States. They are imitative and learn to write and draw readily. They are fond of music and have good voices and keen tone perception. At number work they seem rather slow.” That the children are docile is remarkable, considering the evil home surroundings of many of them. St. Michael. — V. L. Derby, teacher ; pupils, Eskimo ; enrollment, 74. Teller. — Ludvig Larson, teacher ; pupils, Eskimo and half-breed ; enroll¬ ment, 23. The branches taught at this school were reading, spelling, language lessons, arithmetic, geography, writing, drawing, religion, and singing. The teacher observes that the natives quickly learn to read fairly well, but have difficulty in understanding what they read. The pronunciation demands so much attention that their minds are diverted from the meaning; even when they know the meaning of the separated words they are unable to grasp their relation. They understand what they hear better than what they read, but can express them¬ selves in writing better than orally. They commit to memory readily and quickly learn the operations of arithmetic, but have difficulty in applying them to the solution of problems. They have good powers of observation, and many of them have a talent for drawing. As pupils, the native children are easily managed and generally industrious. The boys perform the out-of-door labor about the station, while the girls do general housework, washing, sewing and mending, cooking, etc. Teller City. — E. D. Orbell, teacher ; pupils, white ; enrollment, 23. Unalakleet. — Miss Hannah E. Olson and Misha Ivanoff, teachers; pupils, Eskimo ; enrollment, 261. The studies in the advanced department were reading, spelling, arithmetic, geography, United States history, physiology, temperance hygiene, vocal music, drawing, writing, and sewing. There was an evening school attended by adults as well as boys and girls. The pupils take great interest in learning the white people’s way of doing, things they already know about, e. g., sewing, and they learn readily. The teacher reports that the studies in which they made most 274 EDUCATION REPORT, 1905. progress were reading, language, arithmetic, drawing, and writing. The pupils are encouraged in writing by corresponding with other schools. The primary department reports especial progress in reading, spelling, and arithmetic. Both schools have devotional exercises in which the pupils take part. Wales. — A. N. Evans, teacher ; pupils, Eskimo ; enrollment, 108. (Nodetailed report. ) Yukon. — Frederick E. Willard, teacher; pupils, Indian and white; enroll¬ ment, 24. The teacher reports that the children and their parents soon lost interest in the school after the novelty had worn off, and it required the exhortations of the Indian minister and the command of the chief to induce the children to attend. The children accompanied their parents on their annual hunting trips, and the teacher visited the camps and taught the children there. He visited one camp 36 miles distant a number of times, going one day and returning the next. He says that the Indians are inferior to the Thlingets and Eskimos of the west coast, but he cites exceptions. REPORT ON EDUCATION IN ALASKA. 275 *o 3 1 •q.uaaiTioj:ua 05 O 00 O 70 ^ 00 ^ tQ ^CMh 8S8 tO 05 CO CM CO ^ to 05'^COtOCO',5■ 05 CO oo 00 CO 00 Tfi CM 8 05 CO 8 •qqSn^q sqquoj^; oo oo 05 oooo 05 00 t- GO h- CO 1899-1900. •quauqiorag 47 184 CO O Oh 05 h- O CO CM i-H to CO to 2 1 CO HCOh CO CM 00 •qqSn'eq sqquoj^; 03 03 0505 0005 05 05 03 00 05 05 00 1898-99. •quauqxorag rH lO CO t>- ^ rH o 00 CM 88 L- • CO CO ^ CM CM ^ CO •qq3ueq sqquopj 05 05 05 05 05 05 L- 05 03 ■ 03 03 03 1897-98. •quauqxorag 42 170 CM O CO iO h- ^ ^ CM - 121 46 co CO •qqgrveq sqquoj^ 05 00 05 05 05 05 05 05 L- 05 GO 1896-97. | ■quauqxorag 39 154 CO O iO CM 00 h- t>» CO CO 84 68 o CM tO •qqSn'eq sqquopf 05 05 05 05 00 05 05 05 tO oo 1895-96. •quauqxorag O CO Tt< *0 O t>- h- t>. CO to CM 00 64 60 _ CO •qqSn'Bq sqquoj^ 05 05 05 05 05 05 00 00 on 1894-95. •quauqxorag L- O »o 00 54 50 42 CO CM CO o ^ oo co ! o ■ 8 •qqSn'eq sqquojv; 05 05 03 03 03 00 t>- 05 ! o i CM 05 co 05 GO ■quauqxo.iug 82 tO to o CM CO CO oo to 8 ^ i to •qqSrveq sqquoj^ L- 05 05 05 05 05 05 OO 03 • to 1892-93. •quauqxorag 50 48 CO rH CO CM CO tH 2 05 82 54 ! co •qqSueq sqqaopj 05 05 05 05 00 05 05 05 05 ! m O •< '• '• w : : 4 : 3 • • < : ■ C c rC c a md natives) . • a . 0. . ha i • ) • a c > 05 P C5 a. r i 1 * 'm i ® co © ® > 'T 03.™ § . 6 0'S M w w w « d) d) £ rt S3 ^ ' O 8 *-< ® eS O © eS-S 2 >>3 riS ($.3 £ fioQ[£ teSM$3ofi2WWhSa5AHEn Length of school term and enrollment of pupils. 276 EDUCATION REPORT, 1905, 1904-5. •quauqjoaag (NNOlCHH t^O^NCOiO CO lO O © lO »C P>« ^ 05 IO (N (M >h H CO CO CO CO CO ic 00 o (NNON CO ^ ^ (NOON •qqSnisq sqquoyi COOiOS^OOJ 05 oifficooooia os 03 03 05 05 05 05 CO 05 P- CO O 2 •lUOUIflOJag; lOrfCOOlNO NC0^^(NO5 CO H LQ Tji . 25 55 47 •qqSnRq sqquopi 05 05 01 05 05 05 d f- 1 1 cc ARCTIC AND NORTHERN ALASKA. Kotzebue _ _ Koserefsky: No. 1 . . a i5! IE- Golofnin _ St. Michael . KEPOKT ON EDUCATION IN ALASKA. 277 278 EDUCATION REPORT, 1905. Public schools in Alaska — enrollment and attendance during 1904-5. 1904. 1905. School. Southeast Alaska. Haines: Whites . Natives . Hoonah (natives) . Jackson (natives) . Kake (natives) . . Kasaan (natives) . . . Killisnoo (natives) . Klawock (natives) . . Klinquan (natives) . Klukwan (natives) . Petersburg (whites and natives) . . Saxman (natives) . Sitka: Whites . Natives . Shakan (natives) . Tee Harbor (natives) . Yakutat (natives) . Western Alaska. Afognak (natives) . Carmel (natives) . Chignik (whites) . Copper Center a (natives) . Ellainar (whites) . Hope (whites) . Kenai (whites) . Kodiak (whites and natives) . Seldovia (whites) . Seward (whites) . Unalaska (natives) . Unga (natives) . Wood Island (natives) . Arctic and northern Alaska. Barrow (natives) . Bethel (natives) . Betties (natives) . Council City (whites and natives) . Deering (natives) . Gambell (natives) . Golofnin (natives) . Ikogmute (natives) . Koserefsky (natives) . . Kotzebue (natives) . . Nulato (natives) . . Quartz Creek (natives) . . Quinhagak (natives) . Rampart (whites and natives) St. Michael (natives) . . Teller Reindeer Station (natives) . Teller City (whites) . Unalakleet a (natives) . . . Wales (natives) . Yukon (natives) . September, j October. November. December. January. To- Aver¬ To¬ Aver¬ To¬ Aver¬ To¬ Aver¬ To¬ Aver¬ tal. age. tal. age. tal. age. tal. age. tal. age. 21 17 20 13 17 15 19 16 24 11 26 12 31 20 32 30 29 19 37 10 96 19 101 40 61 27 89 28 20 6 37 15 40 24 43 24 34 20 11 8 43 19 73 41 88 45 92 55 21 10 39 26 31 27 32 25 29 22 42 12 45 14 38 14 38 15 49 14 58 20 49 19 45 24 45 30 42 20 9 3 29 21 29 23 34 25 31 25 33 15 28 13 9 6 14 10 20 11 21 12 20 12 31 15 29 15 13 3 18 7 40 13 38 18 29 13 36 28 72 55 63 50 61 39 60 36 32 14 38 15 29 16 49 18 28 9 22 10 25 18 29 24 26 19 10 9 28 7 38 10 05 CO 11 40 16 40 12 78 59 79 64 77 63 73 61 77 58 22 13 19 13 22 13 18 12 21 13 9 6 10 8 10 10 15 14 i5 14 16 15 i6 15 19 15 12 10 13 10- 13 10 15 10 9 4 9 8 9 8 10 9 12 8 66 63 71 65 69 63 68 61 67 57 7 7 11 8 12 8 25 24 22 21 18 20 19 37 30 43 34 46 39 45 41 44 35 28 24 31 27 31 25 28 25 27 24 36 32 33 30 41 35 38 29 32 29 34 29 43 25 49 31 54 37 49 33 62 44 72 50 72 57 59 49 80 56 12 8 40 8 47 9 12 8 47 33 37 36 23 22 46 20 33 21 40 25 44 27 66 64 67 62 69 67 70 66 29 25 48 36 59 55 65 60 63 57 16 22 26 19 99 99 99 99 99 98 100 97 102 100 62 15 18 8 37 22 50 31 61 28 34 20 26 18 26 18 34 20 24 20 24 18 29 18 19 16 25 23 25 19 23 13 28 17 19 12 27 15 26 15 61 32 46 22 30 19 23 21 23 17 23 17 23 16 19 17 22 17 23 15 70 45 84 81 149 133 138 130 137 117 72 36 93 46 73 36 98 42 17 16 19 10 18 10 13 9 6 2 « School in session July and August, 1904, and July, 1905. REPORT ON EDUCATION IN ALASKA. 279 Public schools in Alaska — enrollment and attendance during 1904-5 — Continued. School. 1905. February. To¬ tal. Aver¬ age. March. To¬ tal. April. May. June. ver¬ To¬ Aver¬ To¬ Aver¬ To¬ Aver¬ ge. tal. age. tal. age. tal. age. 18 20 17 18 16 15 13 19 29 16 20 12 25 55 16 63 11 12 5 3 3 1 21 12 9 12 11 16 19 12 16 12 8 49 14 44 14 13 19 8 26 11 18 30 20 27 11 14 14 8 12 29 15 29 14 2 49 59 48 59 49 11 45 12 14 4 5 18 7 24 11 6 15 7 15 8 9 52 6 52 5 76 61 71 55 15 17 12 17 10 7 15 11 19 16 19 15 25 5 22 3 16 20 11 13 9 9 13 9 12 9 10 7 9 13 8 13 11 6 8 5 7 5 5 4 19 25 18 25 19 20 16 39 41 37 50 47 24 20 19 17 15 35 36 30 39 34 38 46 29 38 15 51 67 26 67 20 16 19 13 27 22 19 31 16 19 5 23 36 18 45 6 19 67 72 66 71 66 52 56 49 45 39 16 4 10 3 6 3 103 104 102 104 104 25 86 c46 17 16 16 18 10 36 14 15 19 15 15 16 14 16 23 18 17 13 18 23 15* 17 10 17 19 15 12 11 H 9 9 9 7 69 67 46 54 50 36 75 30 60 23 2 4 4 9 3 7 2 Southeast Alaska. Haines: Whites . Natives . Hoonah (natives) . Jackson (natives) . Kake (natives) . Kasaan (natives) . . Killisnoo (natives) . Klawock (natives) . Klinquan (natives) . Klukwan (natives) . Petersburg (whites and natives) . Saxman (natives) . Sitka: Whites . Natives . Shakan (natives) . Tee Harbor (natives) . Yakutat (natives) . Western A laska. Afognak (natives) . Carmel (natives) . Chignik (whites) . Copper Center a (natives) .... Ellamar (whites) . Hope (whites) . . . Kenai (whites) . . . . . Kodiak (whites and natives) . Seldovia (whites) . Seward (whites) . Unalaska (natives) . Unga (natives) . Wood Island (natives) . Arctic and northern Alaska. Barrow (natives) . Bethel (natives) . Betties (natives) . Council City (whites and natives) . Peering (natives) . Gambell (natives) . Golofnin (natives) . Ikogmute (natives) . Koserefsky (natives) . Kotzebue (natives) . Nulato (natives) . Quartz Creek (natives) . Quinhagak (natives) . Rampart (whites and natives) St. Michael (natives) . Teller Reindeer Station (natives) . Teller City (whites) . . Unalakleet a (natives) . Wales (natives) . . Yukon (natives) . . 13 30 42 69 60 23 102 35 18 27 19 23 30 20 20 124 92 6 102 22 16 16 16 16 22 16 12 103 38 5 53 80 20 21 43 73 59 23 103 41 19 22 20 21 26 20 17 76 78 2 ® School in session July and August, 1904, and July, 1905. b July. c Day and night sessions during November, December, January, and February. 280 EDUCATION REPORT, 1905. Personnel. Name. Office. Appointed from. Sheldon Jackson . William Hamilton . General agent of education in Alaska . Assistant agent . Alaska. Pennsylvania. Do. Dist. Columbia. Pennsylvania. Wisconsin. Indiana. 1 Walter C. Shields . Clerk to general agent . . . . Mrs. L. E. Condron . Stenographer . William A. Kelly . Carl 0. Lind, M. D . William T. Lopp . Superintendent, southeast Alaska . Superintendent, central Alaska . Superintendent, northern Alaska . Teachers in public schools, 1904-5. Teacher. School. Appointed from. Miss Hannah E. Breece . Afognak . Pennsylvania. Missouri. Miss Thena A. Brookman. .. Klukwan . E. 0. Campbell, M. D . California. Missouri. Washington. Alaska. D. W. Cram . Betties . Minnesota. Mrs. D. W. Cram . . do . Do. Alaska. Missouri. D. M. Daum . Sitka . W ashington. Indiana. Mrs. W. A. Davis . . do . Do. S. G. Davis. . . Alaska. V. L. Derby... St. Michael . Oregon. Alaska. Haines De Witt . Tee Harbor . Miss C. Duncan . Sitka . Missouri. Miss Nell G. Edgar Klawock . . Kansas. A. N. Evans. Wales . Pennsylvania. Washington. Oregon. Herbert S. Farris . Seldovia . F. F. Fellows . Ikogmute . Mrs. A. H. Foster . . Deering . r. California. Miss Amy S. Gaddis . Haines . Iowa. Miss R. Georgeson. Sitka (substitute) . Alaska. 0. L. Grimes . Hope . Washington. Wisconsin. B. K. Helmick . Bethel . Miss Anna Hagberg . G olofnin . Illinois. Thomas Illayok. Wales . Alaska. Misha Ivanoff . . . Unalakleet . Do. Joseph Kahlen . Carmel . . Pennsylvania. Colorado. Chas. I. Kerr Kodiak . Mrs. C. I. Kerr .do . Do. Mrs. C. Kilborn . Killisnoo . Pennsylvania. Kansas. J. H. Kilbuck Wainwright . Miss L. L. Kurtz Seward . Missouri. Ludvig Larson. . . Teller . W ashington. Missouri. Arch R. Law Kasaan . Miss Mary Mackintosh Haines . Alaska. A. J. Markham Koserefsky . Dist. Columbia. Miss R. McCaleb Sitka . Missouri. Mrs. J. V. McCullough Petersburg . Minnesota. Mrs. A. R. Moon Kake . . . Indiana. Mrs .T T, Myers Saxman . Missouri. Miss Hannah F, Olson U nalakleet • . Illinois. E. D. Orbell Teller City . Alaska. Miss Family P Pa.rkp Rampart . Do. James C. Patey Unga . Pennsylvania. Oregon. Wisconsin. .Tames .T. Potter Chignik . . Edward A. Rasmusson Y akutat . . . Mrs L. Reed Qifhrtz Creek . California. Miss Jeannette Rice Sitka . Hawaii. Miss M. S. Ross Hoonah . Alaska. Mrs T, A Sch oeehert Quinhagak . Pennsylvania. New York. S. R Snrisrers Barrow . . *-'PliOOu* - -- -- -- - . Miss Mary Stephen 1 Nulato . Canada. Miss M O Stevens Ellamar . Illinois. Mrs. Otha, Thomas Kotzebue . California. Joseph Weinlick Bethel . Wisconsin. Mrs. .T. Weinlick _ do . . . Do. F E Willard Fort Yukon . Illinois. Miss Mary Winifreri Koserefsky . . Canada. Mrs. M. B. "Vonng Council City . Alaska. REPORT ON EDUCATION IN ALASKA. 281 NEW SCHOOL BUILDINGS. In the winter of 1904-5 the Secretary of the Interior set apart $60,000 from the license money for the erection of additional school buildings in Alaska. These buildings were located at Point Hope, Kivalina, Deering, and Shishmaref, on the Arctic coast ; Haines, Howkan, Kake, Kilisnoo, Klawock, Klinquan, Klukwan, Shakan, Tee Harbor, and Wrangell. SCHOOL FUND. During the first half of the fiscal year the schools outside of incorporated towns in Alaska, both native and white, were sustained by 50 per cent of the license fees collected from unincorporated towns. The act of January 27, 1905, separated the white schools from those of the natives. This act placed the white schools of the Territory under the governor and left the native schools under the Bureau of Education. Section 7 of this act reads as follows : That the schools specified and provided for in this act shall be devoted to the education of white children and children of mixed blood who lead a civi¬ lized life. The education of the Eskimos and Indians in the district of Alaska shall remain under the direction and control of the Secretary of the Interior, and schools for and among the Eskimos and Indians of Alaska shall be pro¬ vided for by an annual appropriation, and the Eskimos and Indian children of Alaska shall have the same right to be admitted to any Indian boarding school as the Indian children in the States or Territories of the United States. In accordance with this act Congress appropriated $50,000 for the education of the natives in Alaska during the fiscal year ended June 30, 1906. The following table shows the history of Congressional appropriations for education in Alaska : First grant to establish schools, 1884 _ ' _ $25, 000. 00 Annual grants, school year — 1886- 87 _ T _ i— _ 15,000.00 1887- 88 _ 1 _ I _ 25,000.00 1888- 89 _ 40,000.00 1889- 90 _ 50,000.00 1890- 91 _ 50,000.00 1891- 92 _ 50,000.00 1892- 93 _ 40,000.00 1893- 94 _ 30, 000. 00 1894- 95 _ 30,000.00 1895- 96 _ 30,000.00 1896- 97 _ 30,000.00 1897- 98 _ 30,000.00 1898- 99 _ 30,000.00 1899- 1900 _ 30, 000. 00 1900- 1901 _ 30,000.00 Amounts received from one-half of license fees collected outside of incor¬ porated towns in Alaska : March 3, 1901, to June 30, 1902 (sixteen months) _ $35, 882. 41 July 1, 1902, to June 30, 1903 _ 19, 742. 62 July 1, 1903, to June 30, 1904 _ 103, 377. 30 July 1, 1904, to June 30, 1905 _ 145, 153. 65 282 EDUCATION REPORT, 1905. Expenditure for schools outside of incorporated towns, Alaska, 1904-5. Salaries : 5 officials _ $6,874.67 62 teachers (1904-5) _ 44,450.41 12 teachers (1903-4) _ 1,985.61 Supplies, 54 schools _ 4, 731. 44 Repairs, 54 schools _ 2, 937. 30 Erection of school buildings _ 10, 781. 41 Fuel and light, 34 schools _ 3, 893. 71 Rent, 5 buildings for school purposes _ 239. 00 Traveling expenses : 30 teachers _ • 2, 056. 91 3 carpenters and 4 officials _ 1, 223. 15 Freight, 13 schools _ 12, 611. 41 Printing of reports, blanks, etc _ 410. 05 Office supplies _ 136. 15 Balance of $60,000 set apart for buildings by secretary _ 49, 218. 59 Total _ 141, 549. 81 All of which is respectfully submitted. Sheldon Jackson, United States General Agent of Education for Alaska. Dr. W. T. Harris, Commissioner. CHAPTER XIV. REINDEER IN ALASKA, 1905. Department of the Interior, Bureau of Education, Alaska Division, Washington , D. G., June 30, 1905. Sir: The year 1905 completes fifteen years of reindeer work in Alaska. The need of the introduction of domestic reindeer as a means of saving the inhabi¬ tants of the northern and northwestern regions of the Territory from starvation had been impressed upon me at the time of my first visit (1890). Upon my return to Washington from my annual inspection of schools in Alaska, in a pre¬ liminary report to you dated November 12, 1890, I called attention to the desti¬ tution of the Eskimos of northwestern Alaska and recommended the introduc¬ tion of Siberian reindeer for their relief. This report was transmitted by you December 5, 1890, with your approval of the recommendation, to the Secretary of the Interior, who in turn, on the 15th of December, 1890, transmitted the same to Congress for an appropriation. Upon the failure of the Fifty-first Congress (1891) to take action, and depre¬ cating the delay of twelve months before another attempt to secure Congres¬ sional action, with your approval I made an appeal in the spring of 1892 to the general public, through the newspapers of the East, for contributions to this object. The response was prompt and generous ; $2,146 were received. With this fund I commenced the purchase of reindeer in Siberia and their transfer to Alaska. On March 3, 1893, Congress made the first appropriation, $6,000, for the intro¬ duction of domestic reindeer into Alaska. The Secretary of the Interior intrusted the management of this fund to the Commissioner of Education, and you accordingly made the introduction of domestic reindeer and the instruction of natives in the arts of herding, har¬ nessing, driving, etc., a part of the system of industrial education maintained by the Government in Alaska. The results speak for themselves, and confirm the opinions that prompted the undertaking and prove the wisdom of the plans by which it has been carried on. The introduction of domestic reindeer into Alaska is no longer an experi¬ ment, and it only remains to continue under the supervision of the Government until its benefits have been extended to all the people of arctic Alaska. . SUMMARIZED STATISTICS OF THE REINDEER HERD. The following tables show the number of domestic deer imported into Alaska from Siberia, the annual increase of the herd, and the annual appropriations 283 284 EDUCATION REPORT, 1905. by Congress for the work. The year referred to is always the fiscal year end¬ ing June 30 : Table 1. — Annual growth of the reindeer herd since 1892. [This table includes, in addition to Government deer, those owned by mission stations, Lapland herders, and apprentices.] Year. Deer brought forward from previ¬ ous year. Imported from Siberia. Fawns surviv¬ ing. Sold, butch¬ ered, a or died. Total in herd at end of year. Per cent of in¬ crease by fawns. 1892 . . 171 28 143 1893 . 143 124 79 23 323 55 1894 . 323 120 145 96 492 44 1895 . 492 123 276 148 743 56 1896 . 743 357 100 1,000 49 1897 . 1,000 466 b 334 1,132 46 1898 . 1,132 161 625 185 1,733 55 1899 . 1,733 322 638 299 2,394 37 1900 . . 2,394 29 756 487 2, 692 32 1901 . 2, 692 200 1,110 538 3, 464 41 1902 . 3,464 30 1,654 353 4, 795 48 1903 . 4, 795 1,877 290 6,282 40 1904 . 6,282 2,284 377 8, 189 36 1905 . 8,189 2,978 926 10, 241 41 ° When the slaughter of deer is spoken of it in no case refers to the Government deer, but only to the deer which are the property of stations and apprentices, the same being thex increase of the herds loaned to them. The Government deer loaned to the missions or to the Lapland herdsmen have to be returned deer for deer as loaned to them, and no one slaughters Government deer or gives them away. Male deer may be slaughtered or sold by the apprentices only with the advice and consent of the superintendent at the rein¬ deer station. It has been understood that the superfluous males belonging to the station may be sold. ft Two hundred and forty-six of these deer were slaughtered for the relief of the ship¬ wrecked whalers at Point Barrow. Table 1 shows that the increase by fawns for 1905 was two and a third times the entire importation of herds of deer from Siberia. The Russian Government placed such restrictions upon the purchase of reindeer from the natives that no deer were obtained in 1896 and 1897, and the importation of deer ceased altogether with 1902. Table 2. — Congressional appropriations for the introduction of domestic rein¬ deer into Alaska. Year. Amount. Year. Amount. 1894 . $6, 000 7,500 7,600 12,000 12, 000 12,500 25, 000 1901 . . $25, 000 25,000 25, 000 25, 000 25, 000 1895 . 1902 . 1896 . 1903 . 1897 . 1904 . 1898 . . . 1905 . 1899 . Total . 207, 500 1900 . THE REINDEER STATIONS. The 10,241 reindeer in Alaska in 1905 were distributed among three classes of stations, namely : Government stations, at which the school and the * herd are entirely under Government control ; mission stations, to each of which a small herd of reindeer has been loaned by the Government as an equipment for industrial training ; and relief stations. EEPOET ON EEINDEEE IN ALASKA. 285 Arrangements with the mission stations. — Tlie arrangements with the mission stations propose — • 1. The loan of small herds to the stations as an outfit of industrial apparatus, the same to be repaid to the Government at the end of a specified period by an equal number of young deer in the same proportion of males and females — i. e., 25 to 75. The slaughter or sale of female deer was strictly prohibited from the first, and male deer might be slaughtered or sold only with the con¬ sent of the superintendent of the station. 2. That on its part the mission station receiving a loan shall support a corps of apprentices while under instruction in the art of herding and training deer. It takes about five years for an apprentice to master all the details connected with the management of reindeer. At the completion of this course of training each faithful and efficient apprentice is given enough deer to enable him to start an independent herd. 3. The Government on its part provides the mission station with a competent Lapp or Finn teacher in the art of reindeer herding, harnessing, etc., for the first five years ; at the end of that time the mission apprentices will be com¬ petent to assume complete control of the herd. All of these general regulations, as well as those peculiar to each station, are specified in the contracts made with the various missionary societies. Relief stations. — In order to meet emergencies such as arose in 1897-98 in connection with the expeditions under Lieutenant Jarvis, of the United States Revenue-Cutter Service, for the relief of the whalers ice-bound in the Arctic Sea near Point Barrow, and wTith the efforts for the relief of a company of starving miners in the Yukon Valley, reindeer herds were established at localities where they would be needed for such purposes. Statistics of reindeer stations. — The following tables present the chief items relating to the distribution, ownership, etc., of the reindeer at the several sta¬ tions as reported in 1905. In the first of the series (Table 3) the mission sta¬ tions are indicated by an asterisk. Table 3. — Number and sex of deer in herds at the various stations in 1905. Station. Adults. Fawns, 1905 . Total. Male. Female. Total. Male. Female. Total. Barrow . 169 298 467 72 90 162 629 Kivalina * . 153 67 220 Kotzebue * . 181 315 498 118 118 236 732 Deering * . 106 225 331 69 79 148 479 Shishmaref * . 113 208 321 66 135 73 139 460 Wales * . 253 416 669 138 273 942 Gambell . 64 91 155 16 18 34 189 Teller * . 212 415 a 649 292 941 Golof nin * . . 297 511 808 187 169 356 1,164 1,020 Unalakleet * . 335 427 762 144 114 25S Eaton * . 343 423 766 127 115 242 1,008 Bethel * . 280 613 893 221 215 436 1, 329 Nulato * 47 147 194 96 290 Iliamna . 109 190 299 76 63 139 438 Bptt.lp.s b 75 225 300 100 400 Total _ 2,584 4,504 7,263 1, 231 1,192 2,978 10, 241 a Includes 22 deer unclassified as to sex. 6 No complete report received; number estimated. ed 1905 — vol 1 - 22 286 EDUCATION REPORT, 1905. Table 4. — Reindeer loaned. [The five Laplanders named in this table (marked with an asterisk) were brought over by the War Department in 1898 to assist in driving a herd of reindeer to the Yukon Valley, where American miners were reported to be in danger of starvation. After the disbanding of the expedition this office, under advice, took them into its employ to teach the Eskimo apprentices the industries connected with reindeer herding. As a return for their services they each received a loan of 100 deer for five years.] Station. Loaned. When loaned. When due. Wales (Congregational) . . . 113 Aug. —,1894 Jan. 16,1896 . do . Gift. Golofnin Bay (Swedish Lutheran) . 50 Returned. Tanana (Episcopal) . . . . . 50 Do. Nils Klemetsen* . 100 July 1, 1902 Sept. 1, 1900 Mar. —,1901 Feb. 26,1901 July —,1901 Feb. 26,1901 July —,1901 July 30,1907. Returned Sept., 1905. Mar. — , 1906. Teller (Norwegian Lutheran) _ _ _ _ _ _ 100 Nulato (Roman Catholic) . 100 Bethel (Moravian) _ ; . 88 Feb. — , 1906. Nils Persen Sara* . 100 June 30, 1906. Feb. — , 1906. Carmel (Moravian) . 88 Per M. Spein* . 100 June — , 1906. Kotzebue (Friends) . . 95 Sept. 2,1901 July 1, 1903 July — ,1901. July 1,1901 Jan. 18, 1905 Sept. — , 1906. June 30, 1908. Unalakleet (Swedish Lutheran) . . 100 Alfred S. Nilima* . . 99 June 30, 1906. Do. Ole O. Bahr* . 100 Peering (Friends) . '100 Jan. 18, 1910. Nils Klemetsen is in charge of the herd at Golofnin Bay ; Nils Persen Sara, in charge of the first Bethel herd ; Per M. Spein, in charge of the second Bethel herd ; Alfred S. Nilima, In charge of the Kotzebue herd ; Ole O. Bahr, in charge of the Unalakleet herd. The following table (5) showing the ownership of reindeer at stations in 1905, taken in connection with Table 6 pertaining to apprentices and their holdings, makes it very evident that the purpose of getting the reindeer into the possession of thrifty natives has been kept steadily in view and is being realized as rapidly as the conditions permit. The Government ownis 3,073 deer, the stations 2,127, Lapland herders 1,189, and 78 apprentices 3,817 deer, or 37 per cent of the total number. It should be remembered that the deer owned by the Lapland herders and the stations, or 32 per cent of the total, are in the nature of an equipment for the industrial training of the natives. Table 5. — Ownership of reindeer. Station. Govern¬ ment. Station. Herders (Lap¬ landers) . Appren¬ tices. Total. Barrow . 83 546 629 Kivalina . . . 220 220 Kotzebue . . 194 215 271 40 a 732 Deering . 100 28 351 479 ffhishmaref . 166 294 460 Wales 189 216 537 942 Gambell . 154 35 189 Teller . 215 270 434 b 941 Golofnin . . . 132 462 187 383 1,164 1,020 cl, 008 1,329 Unalakleet . . 478 233 309 Eaton . 214 189 604 Bethel . . 376 391 498 64 Nulato . 100 190 290 Iliamna . 438 438 Betties d _ 400 400 Total 3, 073 2, 127 1, 189 3,817 10, 241 a 12 of these are sled deer owned by miners. b 22 of these are unidentified. c 1 of these is a sled deer belonging to the superintendent. d Estimated; no report received. REPORT ON REINDEER IN ALASKA, 287 Table 6. — Aj) prentices, with their holdings. Station. When estab¬ lished. Total deer, 1905. Appren¬ tices. Beer owned by appren¬ tices. Teller . 1892 941 5 434 W ales . . . . 1894 942 8 537 Golofnin . 1896 1,164 12 383 Unalakleet . 1897 1,020 629 8 309 Barrow . 1898 10 546 Gambell . 1900 189 3 35 Bethel . 1901 1,329 732 4 64 Kotzebue . . . 1901 4 40 Nulato . 1901 290 3 Eaton . 1902 1,008 220 9 604 Kivalina . 1905 2 220 Beering . 1905 479 3 351 Iliamna . 1905 438 Betties . 1905 a 400 Shishmaref . 1905 460 7 294 Total _ _ 10,241 78 3,817 1 o Estimated; no complete report received. From the next table- (7), showing the present location of the 3,073 deer belonging to the Government, it appears that two-thirds of the number are under direct Govern¬ ment control and the remaining one-third still in charge of the stations or herders to whom they have been loaned. Table 7 .—Deer belonging to the Government. Station. Loaned. Under direct control. Total. Barrow . 83 83 Kotzebue . 194 194 Wales . 189 189 Gambell . 154 154 Teller . 215 215 Golofnin . . 100 32 132 Unalakleet . . 100 378 478 Eaton . 100 114 214 Nulato . 100 100 Bethel . . . 376 376 Beering . 100 100 Iliamna . 438 438 Betties o _ _ 400 400 Total . . 1,070 2,003 3,073 a Estimated; no report received. 288 EDUCATION KEPOKT, 1905. Table 8 shows the progress made in training male deer to harness. On June 30, 1905, there were 392 deer already trained and 83 under training, a total of 475 deer, or nearly 20 per cent of the entire number of adult male deer (2,584), as shown in Table 3. Table 8. — Number of trained sled deer. Station. Number trained. Number in train¬ ing June 30, 1905. Total. Unalakleet . 38 15 53 Eaton . 32 23 55 Nulato . 6 2 8 Kotzebue . 40 40 Bethel . 62 62 Gambell . 20 2 22 Barrow . 22 22 Golofnin . i . 52 25 77 Shishmaref . 20 20 Wales . 41 41 Deering . 14 14 Teller . 45 16 61 Total . 392 83 475 Note. — None reported for Kivalina, Iliamna, and Betties. By reference to Table 4 it will be seen that in 1905 there were in the em¬ ployment of the Government at mission stations five Lapland herders, whose salaries were met by loans of reindeer on substantially the same conditions as the loans made to the mission stations. In addition to these five, there was a Lapland herder at Teller, since sent to Tanana, where his salary is met by a loan of deer, and an additional Lapland herder at Nulato in receipt of a salary. The 78 apprentices enumerated in Table 6 include a number who have completed their five years’ period of training, and are proving their trust¬ worthiness and thrift in maintaining independent herds. Under the charge of such graduate apprentices three new stations have been opened during the year here reviewed, forming links in the chains of stations for each 100 miles along mail routes in arctic Alaska, SUPERINTENDENTS. For the general supervision of the reindeer stations two superintendents were employed during the year 1905 at an annual salary of $1,500 each. To Mr. W. T. Lopp was assigned the charge of the herds along the shores of the Arctic Ocean and northern Bering Sea, and to C. O. Lind, M. D., the herds on the shores of Golofnin Bay, Norton Sound, and the valleys of the Yukon and Kuskokwim rivers. MISSION STATIONS. By far the largest number of stations included in the 15 reported are mission stations that have received loans of small herds of deer for three or five years under agreements already explained. REPORT ON REINDEER IN ALASKA. 289 Table 9. — Total number of deer at the mission stations, 1905. Stations. Adults. Fawns. Total. Male. Female. Total. * Wales . . 253 416 669 273 942 Shishmaref . 113 208 321 139 460 Peering . . . 106 225 331 148 479 Golofnin Bay . 297 511 808 356 1,164 Teller . 223 426 649 292 941 Unalakleet (including F.aton) . . 678 850 1,528 500 2,028 1,329 Bethel . 280 613 893 436 Kotzebue . 181 315 496 236 732 Kivalina . . . 153 67 220 Nulato . 47 147 194 96 290 Total . . 00 csT 3,711 6,042 2, 543 8,585 Table 10. — Cost to the Government for reindeer herds at mission stations, 1905. Station. For sup¬ plies. For superintending herd. By annual rental value of deer loaned Lapp teachers. By cash. Wales . Nothing. Nothing, a $358. 38 Nothing. 70. 00 Nothing. Nothing. Nothing. Nothing. Nothing. Shishmaref . Peering . $200. 00 Golofnin Bay . $600. 00 Teller . 250. 00 Unalakleet . 600. 00 1,200. 00 600. 00 Bethel . Kotzebue . Kivalina . . . b 110. 60 250. 00 Nulato . Total . 428. 38 | 3,000.00 | 810.60 a For one year an allowance for supplies was made to the herders on account of driving the herd from Wales to Deering. & For transferring herd to colony. ECONOMY IN REINDEER INSTRUCTION. With respect to economy in reindeer instruction, the experience of the Bureau of Education has thus far been in favor of the mission station rather than the Government herd. The chief expense in the management of the reindeer station is the support of the apprentices, who must be supplied with rations while learning the care of the herd. Inasmuch as some of the older apprentices are married and have families, it has been necessary in some cases to supply with rations not only the apprentice, but also his wife and children. The missions in providing support for apprentices assume; therefore, the chief expense in the reindeer instruction. Estimating the expense per appren¬ tice at $500 per year — an expense which has to be met in some stations under the Government, and which is liable to be incurred at any time if the super¬ intendent of the herd is not a careful manager, preventing the sharing of rations on the part of the apprentice with his relatives — the 65 apprentices at the missions would cost an annual sum of $32,500. Estimating the expense at missions at one-third of this sum, by reason of the thrift which obliges the Eskimo families to derive most of their support from what is called native 290 EDUCATION REPORT, 1905. food (whale, walrus, seals, wild birds, and game), the minimum amount con¬ tributed to the support of reindeer instruction by the mission stations is some¬ thing over $10,000 per annum, or two-thirds as much as the Government appropriation of $15,000. The annual cost to the Government for a mission station comprises the salary of a skilled herder and the annual increase of the loan of 100 deer, equivalent to about 30 fawns, valued at $20 per head. As already explained, at the end of five years it is unnecessary for the Government to supply a chief herder at mission stations, as by that time the apprentices will have learned the art of herding and training for harness, and all expense to the Government in con¬ nection with such herds ceases, except what may be necessary for inspection purposes to see that the law is complied with and that female deer are not slaughtered. The entire cash expenditure by the Government for seven mission stations amounted in 1904 to $2,581.19, and in 1905 to $1,238.98, or an annual average for the two years of $1,910.08. The reports of the general superintendents and of the local superintendents in charge of the respective stations, afford many evidences of the success of the reindeer industry in improving the condition of the natives. Superintendent Lopp gives an account of 21 Eskimos, herders and apprentices, who “ own 824 deer, who order their supplies direct from San Francisco, thus avoiding a middleman’s profit. They represent all the different factions or clans of the cape village, and, as far as their income allows, are helping their needy rela¬ tives. They are better clothed, better fed, and live better and cleaner lives than in former years, and are helping their people along these same lines.” In the endeavor to establish new stations during the year, an expedition from Unalakleet to Betties, covering a distance of 550 miles, and return was made during the months of November and December^ 1904, and January, 1905, under the charge of Carl O. Lind, M. D., supervisor of reindeer in Alaska, central division. His party consisted of 8 men, including 3 Finns and 3 native herders, and it was due to the courage, endurance, and patience of these men that a herd of 300 reindeer was successfully driven through the “ scrub ” growth of the country in winter, in the face of snowstorms, and a temperature sometimes as low as — 44°. It is noteworthy that the sled deer made the trip of nearly 550 miles back to Nulato, thus completing the total journey of over 1,000 miles. The success of the introduction of reindeer into Alaska has awakened an interest in Newfoundland, which has control of the coast region of Labrador. The conditions there are the same as those in Alaska. Every year the Eskimos find it harder to obtain their natural food supply, and the country is covered with reindeer moss in abundance. The Hon. J. J. Woods, postmaster-general of Newfoundland, and Wilfred T. Grenfell, M. D., superintendent of the Royal National Mission to Deep Sea Fishermen, have written to this office inquiring as to the feasibility of intro¬ ducing domestfc reindeer into Newfoundland. It is to be hoped that the experiment will be tried in the near future. This report completes the series (15 in number) of annual reports on “The Introduction of Domestic Reindeer into Alaska.” REPORT OK REINDEER IN ALASKA. 291 Table 11. — Expenditure for reindeer for Alaska, 1905. Amount. Salaries, 16 employees . Supplies for stations . Transfer of herds . Purchase of 220 deer, at $25 per head Freight . Traveling expenses . . . Printing report, etc . Total . COOPERATION OF THE TREASURY DEPARTMENT. As in former years, the Treasury Department has furnished transportation in Alaskan waters to Mr. William Hamilton, assistant agent of education in Alaska, and to other employees of the Bureau of Education in the discharge of their official duties, and carried the mail to isolated teachers. For this assistance thanks are due to the Secretary of the Treasury, to Capt. W. G. Ross, Chief of the Revenue-Cutter Service, Capt. Oscar C. Hamlet, com¬ manding, and other officers attached to the revenue cutter Bear. Sheldon Jackson, General Agent of Education for Alaska. The Commissioner of Education. $9, 716. 67 5, 567. 03 2, 382. 96 5, 500. 00 171. 60 1, 021. 85 425. 81 > CHAPTER XV INAUGURATION OF THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. By Samuel McCune Lindsay, PLl. D., Professor of Sociology in the University of Pennsylvania ; former Commissioner of Education in Porto Rico (1902 to 1904) ; Secretary of National Child Labor Com¬ mittee. CONTENTS. 1. The educational problem at the beginning of American occupation _ 293 2. The period of military government _ 299 3. The advent of civil government _ _! _ 304 4. The primary schools _ 306 5. The town graded schools _ 307 6. Special schools : Normal school, high schools, industrial schools, rural agricul¬ tural schools, and night schools _ 313 7. The University of Porto Rico _ 321 N 8. Porto Rican and American teachers _ _ _ 327 9. Porto Rican students in the United States _ 330 10. Insular legislation for education, financial resources, cost of schools _ ” 332 11. The present policy — Results of five years’ work — The outlook for the future 339 I. THE EDUCATIONAL PROBLEM AT THE BEGINNING OF AMERICAN OCCUPATION. On the 25th day of July, 1898, the transports conveying the troops of the United States destined for the conquest of Porto Rico landed and the Army took possession of the town of Guanica on the south coast of the island, and by the 12th of August, when the armistice was declared, one-third of the area of the island had been forcibly occupied by the American troops, with prac¬ tically no resistance. Everywhere outside of the capital city of San Juan, which was the residence of the few persons in the island of decided Spanish proclivities, this military force was received with open arms as a liberator and a long-expected friend who was to usher in a day of political and religious liberty and new opportunity. The control of the United States became effective on the 18th of October, 1898, and from that date until May 1, 1900, the island was under the military rule of the United States. The provision for education is a fair index of the civilization of any people. It measures the social value they put on the future and it measures the resources of the present. To understand, however, the educational system and possibilities of a country it is necessary to know something of its general, social, and economic conditions. Briefly, those conditions which confronted 293 294 EDUCATION DEPORT, 1905. our Government of military occupation were as follows : We had taken posses¬ sion of an island in the Tropics lying about 18° above the equator, but so situ¬ ated as to have the benefit of the trade winds for at least ten months of the year, and therefore enjoying a delightful climate, which can best be appre¬ ciated by the people of the North when we speak of it as perpetual June as that month is known in the States bordering on the North Atlantic seaboard. The variations in temperature are very slight throughout the year, the average mean daily temperature not varying over 4°. The climate is healthful, and every foot of the soil is practically capable of cultivation. There are no forests in the island. It is almost rectangular in shape, about 100 miles long and 40 miles across, containing an area of about 3,600 square miles. The interior of the island is rugged and mountainous, the mountains attaining an altitude of 4,000 feet, but the roads crossing through the various passages rarely ascend more than 3,000 feet. There are a great many valuable trees in the island, but they are scattered, and, with the exception of the small reservation that has been made for forest purposes by the United States Government, the mountains are cultivated to the very top. The interests of the island are wholly agricultural, the usual tropical products found being coffee, sugar, tobacco, and small fruits, especially the banana and orange — a very fine variety of which is produced in its wild state, the lime, and the pineapple. These are the chief products in the order named. Formerly this order indicated the value of the products, but since the de¬ structive hurricane of August, 1899, coffee, which still gives employment to the largest number of persons, has fallen to third place ; and sugar, which now occupies a commercial advantage by reason of the free trade relations with the United States, which are not enjoyed by the Spanish planters in the other islands of the West Indies, holds the first place in the products of the island. Tobacco, which has also had a boom by reason of American sovereignty, finds a ready market in the United States, while Porto Rican coffee, on the other hand, a high-grade article not appreciated by the American consumer, has its natural market in Europe, where the commercial relations of Spain gave it preference, and those of the United States operate to its disadvantage. There is practically no manufacturing and no fuel on the island, hence manufacturing will necessarily occupy a minor place. There is some water power, which will ultimately be used for the furnishing of light and transportation. There is considerable iron ore, but otherwise little mineral wealth in the island. For a tropical garden, however, the United States could not have selected .a more beautiful spot Nature has been lavish and the productivity of the island is marvelous. Little skill has been devoted to agriculture as yet, and the popula¬ tion for four hundred years has been kept in ignorance through a mistaken economy. We found in Porto Rico a population of nearly 1,000,000 people, of whom only about one-third were blacks or mulattoes. Little or no race feeling prevailed, and the mulattoes together with the two-thirds white population constituted almost an entire white labor force, giving conditions unlike those in the other islands of the West Indies. The native stock, as it is called, is predominately a mixture of Spanish and Indian blood, and while there are no pure Indians left, the Indian type is still noticeable in many of the children of the island. This population is also more largely a population of young persons than is to be found in any country of the’ North. The so-called median age line, according to the war census of 1899, was found to be 18.1, while that of the United States was 21.9 ; that is, in Porto Rico one-half of the population is less than 18.1 years of age. Nearly 31 per cent is under 10 years of age, and only 16.5 per cent is over 40 years of age. Corresponding figures for the United States THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 295 would show a very different age structure. The proportion of the sexes is about normal, in a population of 953,000 there being an excess of 8,700 females. The population of school age is, therefore, very large, and the educational con¬ ditions revealed by the census of 1899 showed a deplorable condition of illiter¬ acy. The total number of persons under 5 and over 17 reported as attending school was only 414, and as the period of 5 to 18 — i. e., from 5 to 17, inclusive — is the usual one recorded in the United States as the period of school age, we must take the number of persons found 'in that period as the school population. This in 1899 was 322,393, and the estimated school population for 1904, based on the calculation of the normal increase computed from the censuses of 1883 and 1899, was 393,786. Of the 322,393 persons of school age reported in the census of 1899, 25,798 (or just 8 per cent) were reported as attending school, 15,273 (or 9.3 per cent) of the male population of school age, and 10,525 (or 6.5 per cent) of the female population of school age. This showed that there was less desire to have women educated than men, and that fact is further brought out in the statistics of illiteracy, which were very discouraging even for a tropical country. Of the total population of 10 years of age and over, 22.7 per cent were able to read ; of the male population, however, 25.7 per cent and of the female only 19.9 per cent. In Cuba, at the same time, 44.6 per cent of the male population 10 years of age and over were able to read, and 41.7 of the female population ; and in the United States 87.6 of the male population and 85.6 of the female population. Going still further, and taking the entire population of Porto Rico, assuming that the children under 10 years of age not in attendance at school are not able to read, and assuming, as the census does, that those under 10 years in attendance at school are able to read and write, we have the following statistics in reply to the census inquiries answered for 951,836 persons out of a total population of 953,243. Five-tenths of 1 per cent had enjoyed the advantages of higher education ; 15 per cent were able to read and write ; 16.6 per cent were able to read. The percentage of illiteracy for the colored population wras a little higher than that for the white, while the proportion of negroes in school wTas greater than the proportion of whites. This is confirmed by later experience in school administration. I usually found that the negro population was more ambitious than the white population for the advantages of the primary school where these advantages were free for both races. The physical condition of the population is an important element in esti¬ mating the educational problem. On this point there is a vast difference of opinion among those entitled to speak. The notion prevalent in this country that the population is idle, lazy, and diseased is not correct. Certain char¬ acteristics of the Tropics are, of course, in evidence. There is what a distin¬ guished Porto Rican has humorously called a “ negative inclination to labor,” but this phase of tropical life is likely to be exaggerated by the more energetic worker from the North, because he does not understand or sympathize with conditions under which physical labor is performed in the Tropics. I think it is well within the bounds of reason to say that the average Porto Rican peon, or workingman, can and does cheerfully put forth an amount of physical exertion and expends in a day labor which, if measured in units of muscular physical force, would compare favorably with similar grades of labor in the United States. Such effort is not as intelligently expended or directed, and hence is not as productive. The worker has never had the strong incentive that comes from the full enjoyment of a reasonable share in the productivity of his labor ; but the peon grasps at education eagerly under the new conditions, doubtless thinking that it may relieve him of the disadvantages of his old position, perhaps also in many cases associating the idea of relief from phj’s- 296 EDUCATION REPORT, 1905. ical toil. But if such education is properly directed, I believe that in the peon's rise is the hope of the future for Porto Rico, and that he will not shun physical toil, but will see in it the basis of greater prosperity and happiness in proportion as his tasks are lightened by intelligent direction, and his returns increased where the rights of free men are defended by those who are intel¬ ligent enough to know their rights and to meet their obligations. Physically, the people of Porto Rico are smaller in stature than those of the United States. They have a high birth rate combined with a high death rate. Moreover, both of these significant indexes of social vitality are higher than the relatively high records reported, by reason of faulty registration of both births and deaths. The census of 1899 states that the true birth rate must be as high as 40 per annum per 1,000 of population, and that the true death rate must be nearly 40. The phenomena underlying both of these indexes are undergoing a great change. The birth rate has not yet shown that it is affected by the recent increased cost of living or by any change in the economic standards of the people, but the death rate has responded in a very marked manner to the improved sanitary conditions since the beginning of the Amer¬ ican occupation. The people are fond of children. A family rejoices in every addition to its numbers, and parents are usually so proud of the number of children they have that in reporting that fact, even to a stranger, they will sometimes include a child whose birth is expected at any time within the next six months. Parental affection, or, more than that, universal affection bestowed upon children is noticeable everywhere.® The physical heredity of the present population leaves much to be desired. For a long time Porto Rico wnis apparently regarded as a penal colony. The evils incident to slavery were there until its abolition in 1873, and then there was a great gulf between the small highly educated and propertied class and the great mass of ignorant tillers of the soil, for whom little was done in the way of sanitation or direction as to wholesome living. Strange as it may seem, however, the relations of the sexes, as clearly shown in the very able reports of General Davis, were no less continent than in most civilized countries. Marriages, it is true, were rare and were deemed unneces¬ sary, and families lived together fulfilling the same obligations and respecting the same rights of individuals as though the marriage tie existed. At least such is the opinion of many observers, and such is the testimony before a com¬ mittee of the United States Senate from one who was probably the best- informed American who studied the situation at the outset of the American occupation. I am inclined to think that the standards of sexual intercourse have been, however, quite different from what this statement would lead us to expect. I do not believe that there was more prostitution or illegitimacy, as we use these terms, than would be found among the social population of our large cities ; but the conditions of family living were such, and are such to-day, that in addition to the somewhat laxer views prevalent in tropical countries, there is probably a greater amount of incest and of sexual excesses that have a marked effect upon the physical vitality of the children. An unusually large percentage of the children presented for enrollment in the public schools have shown signs of syphilitic affection in some form. The amende condition of so large a portion of the population, especially noticed in the case of children, has recently been shown to be a preventable disease, and the progress of public sanitation may soon cure that abnormality, as it has done away with many of the diseases, such as yellow fever and smallpox, which formerly worked such havoc in the island. ° For fuller information on child life in Porto Rico, see an article by the writer in the Sunday School Times, 1902. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 297 The material basis of the educational problem will probably be sufficiently understood from what has just been said, and to get clearly before us the situation presented to the American military authorities upon their arrival we must now ask the question, What had Spain done in the direction of educa¬ tion? The statistics of schools as reported by the Spanish authorities showed that on June 30, 1898, only a few months before the American occupation, there were 380 public schools for boys, 148 public schools for girls, and 1 public school for adults, with a total enrollment of 25,644 pupils, of whom 18,243 were said to be in attendance. There were also reported 26 private schools, with an annual attendance of 980 pupils, at this same period. The total amount expended upon these schools by the Government was 309,810 pesos, or about $180,000, of which sum 234,000 pesos were for the salaries of teachers, which were usually in arrears ; 54,000 pesos were for the rent of buildings, 11,000 for school books, 4,000 for industrial instruction, 3,600 for prizes, and about 1,800 pesos subsidy for private schools for salaries and supplies. It is impossible by analyzing these figure to realize what they really mean, and a few facts may be stated without any desire to belittle what was done, but solely with a view to estimating this work at its true social value. No buildings had been con¬ structed specifically for school purposes. Most of the schools were held in private houses occupied by the teacher, who devoted one room, of such space as he deemed necessary for the purpose, to holding his school or class. Only one public building devoted to school use was owned by the public authorities, and that was a fine residence in the town of San German, which had been donated by a wealthy citizen of the municipality and had been converted into a very good school building, and as such is still in use. The salaries of teachers were paid by the local authorities, usually after all other obligations had been met, and frequently the attempt to pay was not made until the treasury had become empty. “As poor as a teacher ” was, proverbially, the Porto Rican equivalent for “ As poor as a church mouse.” The supplies were purchased by each individual teacher, and there was no necessary uniformity in the text-books used. The teachers were permitted to charge for instruction what the “ traffic would bear,” and some pupils paid a regular fee, while others received instruction free. There was little or no supervision — only two super¬ visors for the island — and little is known of the grade of work done or the relative labor spent upon free pupils and pay pupils except that there was an entire lack of uniformity. The village priest was apt to be the most inter¬ ested member of the local school board, and in some districts where he was an educated man, with some earnestness of purpose, the work done in the schools was much superior to that elsewhere in the island. A brief account of the Spanish school system, prepared by a highly educated and refined Porto Rican gentleman who has been connected with the adminis¬ tration of schools during nearly the entire period of American occupation and for many years prior to that, has been published as Part II of a Report on Education in Porto Rico, under date of January 2, 1900.® The condition of the teachers in the schools will be commented upon in another section of this paper, but may. also be considered in this connection. Of the schools themselves, how¬ ever, Mr. Hernandez says : It is seen that public instruction was in the same position in Porto Rico when Spanish sovereignty ceased that it had been eighteen years ago when the organic decree of 1880 went into effect. The large number of schools and the large attendance of pupils indicated in the statistics signified little when the organ- a See report by Enrique C. Hernandez, secretary of the insular board of education. Part II of Senate Document No. 363, Fifty-sixth Congress, first session. Washing¬ ton, 1900. 298 EDUCATION REPORT, 1905. ization of the schools and methods of instruction were completely neglected. There were no provisions made for school buildings or for any of the aids nec¬ essary to effective instruction. Admission to the public schools, while open to both sexes of the town, was only granted to boys in the country. Coeducation was regarded as a very dangerous experiment, as there were no rural schools for girls the latter did not participate in the benefits of education. The schools that were found at the beginning of the American occupation were chiefly of primary grade. The principal subjects required to be taught were (1) Christian doctrine and elements of sacred history; (2) reading; (3) writing; (4) elements of Spanish grammar; (5) elements of arithmetic, with the legal weights and measures of money; (6) the merest elements of geography; (7) an elementary outline of agriculture, industry, and commerce. Secondary instruction was provided for in one or two towns only, and included additional subjects. Little or no attempt was made to train teachers for their work, and the result was that the burden of instruction consisted of didactic instruction in the catechism, supervised by the village priest, to whom the teacher looked for direction and inspiration as he would to-day to the school superintendent. The rural schools were in session from 10 a. m. to 3 p. m., “ in order that the poor children may be at liberty out of school hours- to assist their parents in domestic duties and field labors.” I can scarcely do better in the attempt to give an idea of the condition of the schools as found at the beginning of the American occupation than to quote the words of Mr. Enrique Landron, for many years a Porto Rican teacher, both under the Spanish and American regime, and later a principal of a graded school in San Juan and now for some time a district superintendent of schools. He says : All the public schools in Porto Rico under the Spanish Government were divided into four classes — rurals, auxiliaries, elementary, and superiors. Teachers holding rural certificates were generally in charge of rural schools, and teachers holding auxiliary, elementary, and superior certificates were in charge of auxiliary, elementary, and superior schools, respectively. In the auxiliary and rural schools the following subjects were taught: Reading, writ¬ ing, elements of arithmetic, catechism, and the merest elements of Spanish grammar. These subjects and an elementary outline of Spanish history, agri¬ culture, industry, and commerce, sacred history, and elements of geography were taught in the elementary schools, while the superior teachers had to teach all these subjects more extensively and also some elements of geometry, survey¬ ing, lineal drawing, physics, and natural history. In the course of study the teacher was permitted to introduce such changes as he deemed necessary for the interests of the school. There was no grading of the schools. Every teacher classified his pupils according to his own ideas, although generally the pupils in the schools were divided into four classes, which were called “ primera, segunda, tercera, y cuarta clase,” the first one being the most advanced. Generally the pupils in the first and second classes only were taught by the teacher himself, the other classes being in charge of the most advanced pupils, who acted as assistants to the teacher. As to the method of teaching, the pupil had to learn by heart the lessons in the text-books. These text-books were written in the old way of questions and answers. The pupil had to learn daily a certain number of questions. At the time of the recitation the teacher would read out the questions to the pupil, who in turn would answer the same ad pedem literse. The pupils had to learn their lessons at home. A few minutes were granted them before the recitation to read over the answers they had to recite that day. The highest mark was given to the pupil who recited the lesson without omitting any of the words. Besides these recitations the teachers were supposed to give some oral explana¬ tion in grammar, arithmetic, and catechism. Object lessons were entirely unknown. As to discipline, if there was any, it was very bad. An unbearable noise was heard continuously in the school. Corporal punishment, abnormal positions, and detention after school were the most common punishments used. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 299 The classes lasted six hours a day, except in the rural schools, where they lasted only five hours. In the month of June, after the examinations, also in the month of December, the schools were closed for fifteen days ; also all of holy week, and during the year on many other church holidays. The salaries of the teachers were as follows : Rural teachers, $300 per year ; auxiliary teachers, $360 per year ; teachers in second-class elementary schools, $540 in San Juan, Ponce, and Mayaguez, and $480 in other towns ; teachers in first-class elementary schools, $720 in San Juan, Ponce, and Mayaguez, and $600 in other. towns; superior teachers, from $1,200 to $1,000 per year. In the small towns, as Vega Alta, for instance, the school was called a second-class school, and in the large towns, like Bayamon, a first-class school. The teacher in charge of the superior school of San Juan had a salary of $100 per month, while the teacher of Arecibo had only $80 per month. The ayuntamientos were sup¬ posed to pay the rent of the schoolhouses and the salaries of teachers. They were also to provide all materials for the schools. The teacher and his family generally lived in the schoolhouse. The school was free only for poor children. Other pupils had to pay a monthly fee to the teacher. In the larger towns the public schools were usually attended only by the poor children ; the others attended private schools. One of the duties of the school board was to supervise the schools. Of the members of the board, the alcalde and the parish priest were the only ones who visited the schools, and at the end of the school year a committee of the board presided at the general examination. For the purpose of supervising the schools of the island, the island was divided into two districts — the northern district and the southern district — and one supervisor was appointed for each district. They had to visit the schools of their respective districts once a year and report on their condition to the “ comision provincial.” The teachers obtained their schools through a competitive examination before an examining board appointed ’by the governor. In this way the teacher obtained his school for life. He was the proprietor of his school, and it could be taken away from him only through special legal proceedings. Teachers were promoted according to the length of public service. At the time of the estab¬ lishment of the autonomous government the former “ junta superior de instruc- cion publica ” was abolished. In the year 1898 there were 500 public schools in operation in Porto Rico. These schools were attended by some 22,000 children. Coeducation did not exist, as the Government thought it to be a very dangerous system. In fact, ft can be said that there was no real organization in the public schools of Porto Rico, every teacher being the ruler of his own school. II. THE PERIOD OF MILITARY GOVERNMENT. The history of this period, including some account of the school system, will be found voluminously recorded in General Davis’s report as military governor of Porto Rico.® The statistics therein contained for the years preceding the American military occupation are very meager. Little could be done during the school year 1898-99, already begun under the disorganized conditions of the war period, except take account of stock. This the military authorities attempted to do. Both General Davis and the members of the commission sent to the island by the Secretary of War to report upon all matters relating to currency, taxation, judicial system, education, and civil affairs generally, which visited the island in the spring of 1899, were agreed upon the educational prob¬ lem confronting the military authorities and the policy to be pursued. “ Not one out of every ten of the children of school age,” says the commission, “ attends a school of any kind. The children are bright, and with the same ° See Report of tlie War Department for the fiscal year ended June 30, 1900, Part 13; Report of the Military Governor of Porto Rico on Civil Affairs, chapter 11, Wash¬ ington, 1902 ; also, Report of United States Insular Commission to the Secretary of War, June 9, 1S99 ; also, the very interesting and comprehensive report of Dr. Victor S. Clark, president of the insular hoard of education, for the year ending December 31, 1899, .Senate Document 363, Fifty -sixth Congress, first session, Washington, 1900. 300 EDUCATION REPORT, 1905. opportunities afforded the children of the United States the children of Porto Rico would quickly become as intelligent.” The commission goes on to say : The schools we visited are simply pretensions to education, and in the United States would not be regarded as being worthy of the name. The miserable hovels into which these schools are crowded, the unwholesome and unhealthy conditions surrounding them, the lack of the smallest conveniences, and the entire absence of a good system of school books are noticeable everywhere. In but a single school did we find any pretensions to desks, and in most of them the plainest and roughest benches, upon which the children were compelled to sit. No attempt has been made at classification, and young and old are gathered together into one common conglomeration of filth and dirt. The books most generally found in these schools are a primer, a catechism, and a mental philosophy, and the system of education consists almost entirely of memorizing alone. In special instances we found a grammar and an arithmetic and a Spanish history, according as the teacher himself had some special qualification which he put into use. The only schools commented on favorably were two, one a charity school for orphans under charge of the nuns of the Catholic Church, but supported by public funds, and the other located in a public building and conducted by the nuns of the Sacred Heart. The institute and normal school at San Juan had a pretentious programme, with 17 professors drawing $45,000 in salaries per annum ; but of this school the commission said : “ We visited the schools of this institute and found within them principally children of public school age, all of whom should have been attending the public schools, and we failed to find at any of our visits a single one of the high-salaried and distinguished professors.” The fact is that these positions were given as rewards for public or political service to highly distinguished and educated men, of whom occa¬ sional lectures of a semipopular character were required. No intensive work or well-developed educational programme was carried out. The lack of suit¬ able training for the position of public school teacher was woefully apparent. Most of the teachers held their schools under a system of proprietary tenure ; they were primarily politicians and officeholders, and incidentally taught schools. Their status was supposed to be fixed for life, with no hope for pro¬ motion nor fear of dismissal, and hence no incentive to self-development. Fre¬ quently a teacher hired a substitute at half his salary, and sometimes absented himself for long periods from school. Most of the teachers were men, and received their appointments from the governor-general, although their salaries were charged against the municipalities, which were usually tardy in their payments and sometimes years in arrears. The privilege of collecting tuition fees from the children of well-to-do parents, the net return from which amounted in some cases to as much as the salarj^ and in the rural schools was estimated to be worth 15 per cent of the salary, constituted the inducement to hold on. Instruction was devoted largely to religious matters, and the time of girls given over to fancy needlework. “ Many of the rural schools,” said General Davis, “ were nothing better than poorly conducted nurseries for children of all ages.” The acting director of public instruction, speaking of visits made to the schools soon after the introduction of military government, says: We visited school during school hours and found the teacher in bed taking a siesta ; other teachers were away tending store. In another case we found a teacher who was running a rumshop. Teachers went around the schoolroom in untidy and insufficient attire, and the demand of the neighborhood callers upon the time of the teacher left him less than the required time for instructing the pupils. Less than 6 per cent of the school population attended school. The demands upon the military government were urgent in many directions, but it took hold of the problem of the schools and that of sanitation with exceptional vigor. Military inspectors were sent into all the districts, and the THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 301 teachers werb given to understand that they would hold their positions and receive their salaries promptly as long as they attended to their duties faith¬ fully and to the best of their ability and no longer. The whole tone of the service was at once improved. In January, 1899, Gen. John Eaton, LL. D., of Washington, D. C., was called to Porto Rico to take charge of educational matters, first as superintendent of schools, later as director of public instruc¬ tion, and finally as chief of the bureau of education in the department of the interior, to which the schools were assigned. General Eaton had for his assistant Mr. Victor S. Clark, who succeeded him as head of the department in May, 1899, when General Eaton was forced to return to the States by reason of ill health. In March, 1899, 16 English supervisors were appointed and vested with various administrative duties, including the payment of teachers, accountability for schoolbooks and supplies, and the selection of school build¬ ings. All were familiar with the American school system and were Americans or of American and English parentage. Ten of them were college graduates, two normal school graduates, and four graduates of high schools or public schools of standing. A beginning in the formation of a school law based upon the American public school system was made during the months of April and May, 1899, under the direction of Doctor Eaton, and promulgated in a series of military orders. These required many radical changes, among them being a regulation that the schoolhouse shall be entirely separate and upon different premises from the residence of the teacher or of any other private family. Four years later it was my privilege to carry this essential provision a step further by securing in the school law passed by the insular legislature a regulation that the school- house must also be separate from any place of business. The military orders required that where a district provided but one school such school should be open to both sexes. This was the beginning of coeducation, to which no one henceforth made any objection. The school law now provides that all schools shall be open to boys and girls alike, except that in towns where two school buildings are located less than half a mile apart the local school board may rule that one building shall be devoted exclusively to boys and the other to girls, but no board has availed itself of this permission. The military orders also abolished the fee system and made the schools absolutely free to all residents of Porto Rico between the ages of 6 and 18; fixed the school year at nine months of twenty days each ; established a graded system for schools in towns ; limited the number of pupils for each teacher to 50 ; provided a principal where four schools are grouped together ; changed the course of study by eliminating the study of church doctrine and religion and inserting Spanish, English, arithmetic, geography, United States history, and civil government, with music and manual training as minor subjects where teachers were competent to instruct in them ; fixed the legal qualifica¬ tions and salaries of teachers on a uniform basis for equal work, and required uniformity of instruction for the various classes of schools. In July, 1899, a board of education was established, not merely as an advisory body, but as the central organizing and administrative power in edu¬ cational matters. Both Americans and Porto Ricans were represented on the board, and under its direction the first and last school year (that of 1899-1900) under the military government was begun. The board does not seem to have worked well ; probably the difference in ideas presented insurmountable bar¬ riers to that strong, cooperative work between Americans and Porto Ricans that was necessary to the successful operation of an American school system. Doctor Clark resigned as president of the board on March 11, 1900, and was ed 1905 — vol 1 - 23 302 EDUCATION REPORT, 1905. succeeded by Dr. George G. Groff, a member of the board, who served until the adveut of civil government, May 1, 1900. The enrollment of pupils during this school year and the cost of administration may be summarized as follows : The number of schools open varied from 529 on November 1, 1899, to 587 on April 30, 1900, the latter being the maximum number for the year .1899-1900. The maximum number of pupils enrolled during the year 1899-1900 was 28,969 and the maximum attendance 20,103. General Davis reports the attend¬ ance on private schools as amounting to only a few hundred, and not worthy of consideration. He also tells us that 5,000 children were refused admission for lack of room in the public schools, and that 15,496 of those enrolled were doing the work of the first primary grade, that 3,000 received . all of their instruction under American teachers, and that 8,000 received English instruc¬ tion from English-speaking teachers. Preparations were also made during this school year for the construction of a suitable normal school building for the training of teachers, which was to be located some miles from the capital city. The English supervisor in San Juan established a model and training school, which, in January, 1900, was housed in the first school house ever erected in Porto Rico, a wooden structure located just outside the city wall on the military road leading out of San Juan. This building was burned down during the summer of 1900. No well-devised system of centralization in the financial support of the schools seems to have been put in operation under the military government, although General Davis recommended this and asked Congress to appropriate $1,000,000 a year for ten years for the support of education, and, in addition to this, the expenditure of $1,500,000 at once for the erection of schoolhouses.® The actual expenditure under the military government for public instruction during the year 1899-1900, or rather from July 1, 1899, to April 30, 1900, amounted to $212,485.92, and that of the municipalities in addition thereto lo $30,693.66. The original appropriations were somewhat larger, but had to be reduced by reason of the lack of resources, and the actual expenditures were well within the amounts after the reduction had been made. The per capita cost was high, but the difficulties of the situation which confronted the military authorities were proportionately great, and the results were some¬ what discouraging. No great enthusiasm for the schools was shown in that early period, because the educated class was indifferent to everything done by Americans and the uneducated peon class was not yet fully convinced of the realities of the changes going on about them or the possibilities of education as a lever in their own advancement. The peon was very largely without ambition, and it required a more highly centralized system to place an effi¬ cient school before him in the light of a real opportunity. The reports of General Davis, which I have examined with great care and parts of which I have reread many times, contain the results of probably the keenest and most far-reaching study that has been made by any American official of Porto Rican problems as a whole. I hesitate to disagree, with his conclusions in any par¬ ticular, and yet I believe that a careful and conservative estimate of the re¬ sults of five years of civil government completely refute the pessimistic conclu¬ sions, I may almost say predictions, contained in his final report as military governor, in which he says (pp. 133-134) : The census of 1899 indicates that over one-third of the population of Porto Rico consists of children between 5 and 17 years. In other words, there are over 322,000 children of school age. Heretofore 94 per cent of the children attending school have been between the ages of 5 and 14 years. There are over a See testimony of General Davis in hearings before Committee on Pacific Islands and Porto Rico of the United States Senate, on Senate bill 2264, pp. 64 ff. Washington, 1900. T THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 303 266,000 between these ages. The present school laws provide for one teacher to each 50 pupils. This wrould mean that to afford school accommodation to all children of school age in Porto Rico there would have to be about 6,400 teachers, while to provide only for the children between the ages in which attendance is most common would require about 5,300 teachers. Take 6,000 and 5,000 as the respective numbers, and assuming the salary of each teacher the lowest salary paid any teacher in 1900 ($270 for school year), we have, respectively, for salary lists alone, $1,620,000 and $1,431,000. It needs no argument to convince anyone at all familiar with economic conditions in Porto Rico that the maintenance of an educational system on any such plan as this will be out of the question for years to come unless Federal aid be extended on a large scale, a rather improbable contingency. As to the advisability of the immediate expansion of the system of public instruction to such an extent as to offer educational advantages to the entire school population of Porto Rico, the following, written by the author of this report in February, 1900, after nearly a year’s study of the question, expresses the views then and now held by him : “ If to-day the means were at hand for supporting the 6,000 schools which would be required to accommodate all the children, and if suitable schoolrooms with necessary equipment existed, I am of the opinion that the attendance would be meager and the result unsatisfactory. The amende, half-starved, and often naked children would not or could not attend. But supposing the attendance was full and universal, would the result be satisfactory? Would any solid advantage to society and to the pupils themselves result from the instruction? For six or more hours each day they would be under the control of their in¬ structors, and then they would return to their homes of squalor and filth, indecency and vice, their parents indifferent or unable to satisfy the natural cravings of hunger, and what the children had learned would make them un¬ happy and discontented. They would learn of wants that could not be supplied, and their miserable surroundings would have added horrors. * * * “After most careful consideration of the question presented, and basing my opinion on the existing conditions, I am forced to be convinced that the true and wisest policy will be at first to direct the principal efforts to educate and elevate the youth of Porto Rico in those centers of population where there is a state of living and existing social, industrial, and economic conditions that would justify the confident belief, not only that the efforts will be supported by public opinion, but that standards and models would be established and copied throughout the island in the rural districts.” It is difficult for a resident of the United States to understand the indiffer¬ ence in regard to schools that is manifested by the people of Porto Rico as a whole. The population consists of two classes — one a small element possessing considerable wrealth, the other a considerable mass of ignorant people in abject poverty. Between these two classes there has always been a great gulf of separation, social as well as economical, and this fact has had an important influence on attempts at educational progress in Porto Rico. Eliminating a very few farsighted and public-spirited men, it is a well-known fact that the wealthy class have never favored general education or the establishment of a good system of public schools. The reasons for this are not hard to find. Among them may be mentioned the realization that any direct tax for educa¬ tional purposes must ultimately be collected from them ; the fear of loss of social and financial prestige should education become general ; the reluctance to have their children attend the same school as the children of their laborers, and probably most powerful of all, the idea, latent throughout a very ldrge part of the world, that the education of the masses is generally undesirable, if not dangerous. The existence of this idea was at the bottom of a large part of the passive opposition and obstruction that nullified the decree of General Mes¬ sina and made that of General Despujol ineffective. Later, during the military government, it made itself felt in many ways, especially in the passive resist¬ ance, or apathy, or neglect that characterized the local school boards. Wher¬ ever any essential link of the chain of acts necessary to open and support a school was under the control of a local board, the school was more or less of a failure. If the board supplied buildings, the buildings were not suitable and were not ready on time. If it elected the teacher, political animosities and local prejudices often led to nonappointment or to frequent changes and poor attendance when the school was opened. If the municipality was supposed to provide furniture, paper, and text-books, these were not forthcoming. To assure the opening of public schools on time, and with proper facilities, it was 304 EDUCATION REPORT, 1905. found that the control must lie in a central department responsible to the gov¬ ernor himself. Lack of school funds, lack of a school plant, the want of a sufficient number of efficient teachers — these are the great material obstacles that confront the educator in Porto Rico to-day. His task will be made harder by race and caste antagonism, by political prejudices, by the inability of parents to properly feed and clothe their children, by the deep-rooted aversion to coeducation of the sexes, and by the confusion of tongues. These difficulties can ultimately be evaded or overcome ; but that any sub¬ stantial good to Porto Rico may result they must, in the opinion of the writer, be surmounted not merely through the expenditure of money and energy, but through the gradual working of a leaven that will require many years to appre¬ ciably affect the entire mass. The development of an educational system, to be of real value, must be based upon the desire of the people for broader advan¬ tages and upon the sacrifices that they are wdliing to make to that end. Porto Rico may be dotted over with well-equipped schoolhouses and plenti¬ fully supplied with efficient teachers, but until education comes to occupy in the public mind a more important place than petty jealousies or political ani¬ mosities ; until the wealthier classes are willing to cooperate in the effort to raise up the 800,000 illiterates by whom they are surrounded, and the latter can be awakened to the fact of their own ignorance and a desire to advance; in short, until the stimulus from without that now maintains any usefulness in the school system ban be replaced by a force acting from within, attempts at anything like universal education in Porto Rico must be unsatisfactory and the expenditure connected therewith be largely wasted. Those words wTere written five years ago. The change in public sentiment within that period has been remarkable. To-day no one could speak of indif¬ ference to the schools on the part of the Porto Rican population as a whole, because there is absolutely none. A good beginning in the programme outlined by General Davis has already been made, and the result will be discussed in another section of this paper. III. THE ADVENT OF CIVIL GOVERNMENT. The temporary character of the military government, so recognized from the start, made it difficult for it to do more than it did do in the matter of education, namely, inspect and modify slightly in the direction of Americanizing the schools that were found in the island and instill a spirit of security and respect for authority in the minds of the teachers and officials wTho administered them. Plans based upon the results of such experience as the military officials obtained led to suggestions, and many of them very pertinent suggestions, con¬ cerning the school system of the future, but the lack of the necessary authority to devise ways and means for the support of the schools and the uncertain attitude of the United States Government on the question of Federal aid to such a project caused further development to be held in abeyance until Con¬ gress established civil government. Civil government was ushered in with some pomp and ceremony on the 1st of May, 1900, and the task of reorganization along lines of permanence and de¬ velopment in harmony with the fundamental law enacted by Congress for the island, known as the Foraker law or organic act, was begun energetically and prosecuted vigorously in all the departments of government, and not least in that of education. The organic act made the department of education a department coordinate wdth that of state, treasury, interior, and judiciary, and centralized all power in the hands of a commissioner of education. Under the Government of Spain teachers had been appointed in the schools prac¬ tically at the dictation of the governor-general and their salaries paid by the central or insular government, while the municipalities paid only such local expenses as the rent of buildings, wages of janitors, and purchase of minor supplies. Doctor Groff, wrho was president of the insular board of education THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 305 for the last two months of military government, was made acting commissioner of education under the civil government and served in that capacity until August 6, when the new commissioner, Dr. Martin G. Brumbaugh, took charge of the department. After a brief survey of the field the new commissioner decided that the school law in operation under military orders was entirely unsuited to the conditions of a progressive development along American lines and set about the task of formulating a new and comprehensive law, and presented it to the insular legislature at its first session in January, 1901. In the meantime preparations had to be made for the opening of the schools for the first academic year under civil government, that of 1900-1901. A new department had to be organized, as a destructive fire had destroyed not only the model training school, the first school building erected since the beginning of American occupation, but also the offices and records of the department of education, which were housed in that building. The new department was organized, regulations adopted, teachers engaged, buildings rented and equipped, and about 800 teachers with 38,000 pupils were put at work before the end of the first month (October) of the new school year. The statistics for the entire year showed that the total number of teachers employed during the year was 812, with an average number of schools open each month of 698, and an average number of pupils enrolled each month dur¬ ing the year of 31,172. When these figures are compared with the preceding year’s statistics for the first term, which are given by Doctor Clark, as follows : Number of teachers employed 582, total enrollment 24,G94,« it will be seen that a new era of progress had already begun. With the adoption of a new school law by a legislature made up in its lower house of representatives elected by the people, which unanimously passed a comprehensive school law January 3, 1901, and with an insular appropriation for schools at least 25 per cent larger than for the previous year, and with the beginning already made in the con¬ struction of schoolhouses on a large scale (by the use of funds made available through the generosity of the Federal Government of the United States in returning to the island about $2,000,000 collected in customs receipts on Porto Rican products sent to the United States), a new enthusiasm for education made itself felt among the people. That inner force, of which General Davis spoke, began to assert itself. It has grown steadily and continuously from the beginning of civil government until the present day. The results of this continuous development will be estimated in another section of this paper. Many changes have taken place in the educational laws and in their adminis¬ tration, as new experience has dictated wise modification, but throughout there has been a continuous and uninterrupted development. The unsettled and somewhat chaotic conditions which characterized the several changes in policy from the breaking up of the Spanish regime until the beginning of civil gov¬ ernment, have not prevailed at any time since that beginning was made. Doctor Brumbaugh served from August 6, 1900, until February 8, 1902, at which time the present writer qualified as commissioner, and remained in charge of the department until October 1, 1904, when the present commissioner, Dr. Roland P. Falkner, qualified. These successive changes have not interrupted the continuous and progressive development of the school system, although emphasis perhaps has been laid by the different commissioners upon quite different departments of the school work. It is now necessary to examine somewhat more in detail the various types or kinds of schools organized to meet the educational needs of the island. In all ° See p. 40, Report of President of the Board of Education. Senate Document 393, Fifty-sixth Congress, first session. Washington, 1900. 306 EDUCATION REPORT, 1905. of the newer rural schools, where buildings have been constructed, the depart¬ ment has carefully arranged to have at least an acre of ground surrounding the school, which can be used as a garden for purposes of instruction in elementary agriculture. In some rural schools such instruction is now given wTith consid¬ erable success, and in a few cases it has been given by a visiting teacher of agriculture, who took charge of the work for a half day twice each week, and whose work was followed up by the regular teacher in charge of the school. The importance of agriculture in a country whose destiny undoubtedly makes agriculture its chief resource for all time to come can not be overestimated. The schools must find a way of training the country boy and the country girl for greater efficiency in this direction, and of correlating the experiences of their brief school life with the things to which they must devote their atten¬ tion in after years. More will be said on this point in discussing the present plans of the agricultural department of the University of Porto Rico, which aims to train special teachers for this work. It is worthy of note, however, that where well-trained teachers have undertaken it in the very lowest grades of the primary school and in the most unpromising ungraded rural schools, con¬ siderable success in agricultural work, as a part of the rural school programme, has already been attained. IV. THE PRIMARY SCHOOLS. The age structure of the population ; the peculiar conditions of a tropical climate, producing somewhat more rapid growth in the earlier years, and the fact that so few school facilities were enjoyed by the people made it irec- essary to put the entire emphasis at the outset on the development of the primary school. Doctor Clark estimated that during the period of military government over 15,000 children who entered the schools, and constituted more than -one-half of their total enrollment, did not know how to read or write, and that 96 per cent of the total enrollment belonged in the lowest three grades. Doctor Brumbaugh makes no estimates on this point ; but in my report for 1903 I had a careful estimate made, and found that it was the opinion of school superintendents and teachers in a position to observe the results of our grading that less than 25 per cent of the pupils in the town schools were to be found above the fifth grade and less than 25 per cent of the pupils in the rural schools were to be found above the third grade. The primary school therefore, as the beginning of a graded school in the towns and as a rural school in the country districts, became the chief object of our plan¬ ning. In a few of the large towns an attempt was made to establish kinder¬ gartens to take children at the age of 4, and in a few' other cases the first grade of the primary school did some kindergarten work, although not regularly equipped as a kindergarten. The people were very much interested in this form of education and wrere desirous of having it conducted on a larger scale, but it had to be curtailed rather than expanded because of the greater demand for the opening of first-grade schools, t-wo of w’hich could usually be established for what one wTell-equipped kindergarten school w'ould cost. I may say that throughout this discussion I shall use, except wrhere otherwise noted, the term “ school ” to mean a teacher and a class. A large school building in one of the cities may have eight or more teachers and classes, and if so, it would be recorded in our statistics as eight schools. A different course of study wras laid down for those primary schools in tovms where they were all graded. This course has been modified many times, alwrays in the direction of simplification. At the outset it wras deemed best not to specify particular text-books or the exact ground to be covered in THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 307 specified text-books, because of the traditional habit of the Porto Rican teachers to confine themselves exclusively to the text and to depend upon memorizing. It was desired to put the teacher somewhat upon his own resources, to sug¬ gest topics to be covered, but leaving to the superintendent or principal and teacher to work out together the details of the school programme. The rural school-teacher was instructed to divide his pupils into as many groups as necessary, devoting his chief attention to the largest group, and following as nearly as possible the course of study of the graded schools in assigning work to the various groups. Usually the rural school was divided into two or three groups, and the method pursued was largely experimental. It worked well only where superintendents were able to give considerable assistance to their rural teachers and where the rural teacher himself possessed some adapta¬ bility and ingenuity. This means that it did not work well in most cases. In some districts the superintendents prepared what constituted practically a separate course of study for rural schools, and, through district conferences, that plan has spread over the island — the superintendents borrowing from each other the results of varied experiences — and finally the department has prepared a special course of study for rural schools. 'The courses laid down for the town graded schools are given in full in the next section. The progressive development of the schools, chiefly of primary grade, both rural and graded, may be approximately gauged by the following statistical statement : Year. Total pop¬ ulation. School pop¬ ulation 5 to 17 years, inclusive. Number of teachers. Total en¬ rollment. Average daily at¬ tendance. Number of schools. Number of American teachers, a 1864 . 619, 525 122 3, 488 1880... 754,313 432 15, 318 1893-99 . 857, 660 525 25, 615 1899-1900 (first term) .. 957, 779 582 29, 182 21, 873 1900-1901 . b 953,243 b 322, 393 812 33, 802 23, 452 698 104 1901-2 . . b 953, 243 b 332, 393 938 61, 863 30, 160 857 102 1902-3 . cl, 000, 907 c 377, 200 1,097 d 70, 216 34, 272 965 136 1903-1 . cl, 012, 775 c 393, 786 1,204 e 61, 168 41, 798 1,073 139 0 In addition to number of teachers given in previous column ; some give secondary instruction. 6 Official census of 1899. c Estimated increase based on official figures of census of 1883 and 1899. d Includes 6,177 pupils in special schools, some of whom receive secondary instruction. e Includes 3,485 pupils in special schools, some of whom receive secondary instruction. Decrease from preceding year more apparent than real, due to change in term records. V. TOWN GRADED SCHOOLS. The island is divided into 66 municipalities and (at present, June, 1905) 19 school districts. In each of the municipalities there is usually one town of sufficient size to support two or more schools, and in such case these schools are graded or are required to follow the following course of study, which has been gradually evolved and subjected to many different modifications : Course of Study. — Outline of Eight Years' Work in Eight Grades. subjects. I. Language: (a) Reading, (&) writing, (c) composition and spelling, (d) memory work. All language work to be given in both Spanish and English. II. Number work. III. Nature study and elementary science. IV. Historv and biography. V. Art. 308 EDUCATION REPORT, 1905. FIRST GRADE. I. (a) Words and sentences from blackboard. Sentences from chart and reader with definite drill in phonetic elements and wards. Reading from chart and primer, with frequent changes in text, using at least three different sets of readers. Insisting upon a clear understanding of the thought, which means a comprehension of the meaning of the word and its relations, before the sen- tense is read. Attention to bodily conditions in reading — pose, voice, etc. — and to pronunciation, articulation, and inflection. (b) Copying words from blackboard and from slips provided. Here forms, single letters, and letters combined in words insisted upon, following the vertical or medial slant system, using no ink, writing with pencil on paper rather than on slate. (c) Oral telling of stories by the teacher, to be repeated by the child. Read¬ ing of stories to the children, to be repeated by the child orally. Copying words and sentences. Writing of simple words from dictation. Teaching pupils to write their name, and to use the simple punctuation marks and capital letters, noting especially the correct orthography of each word, but not teaching spelling as a separate class exercise. Allow the child great freedom in the expression of its own thought. ( d ) Memorizing and reciting short, simple literary quotations, at least two lines a day, teaching the entire piece as a rule. Select the best things from the reading books furnished. II. Combinations of numbers to 10, using concrete objects ; teaching orally. Begin simple fractional elements, as one-lialf, one-fourtli, one-third, etc., putting these simple numeral elements before the child’s eye in figures gradually, and complete the number concept in each case with appropriate oral stories, allowing the child himself to form the stories, if possible, and perform the operation in the concrete as the story progresses. Gradually lessen the use of objects, teach¬ ing the child early to think of the number independent of the things. Teach simple relative values of pint, quart, inch, yard, penny, dime, etc. Compare various objects as to size, developing concept of surface and content. Give abundant drill and ample illustration. III. Recognition of common plants, trees, their uses, their relation to man. Recognition of common animals, their uses and relation to man. Recognition of common rocks, their uses and relation to man. Hints as to their distribution. Simple elements of hygiene, as care of the teeth, hair, eyes, face. Hygienic condi¬ tions in general. Suitable stories and selections illustrative of travel. The habits and haunts of birds, animals, fishes, etc. Descriptions of scenery und such other matters as will lay the • foundation for an appreciation of nature. Familiarity with the four cardinal points of the compass, and ideas of location. IV. Selected stories suited to the capacity of the child and to the season, mak¬ ing it subordinate to Group III, including fairy stories and such general bits of historic incident as relate to historic characters. V. Free-hand drawing work from memory and imagination. Paper folding, rote songs, breathing and exercises ; study of pictures, using results in language ; drill in blackboard drawing, and drawing from nature study, using colored cray¬ ons, with such additional elements as the teacher of drawing may order. SECOND GRADE. I. (a) Readings from several first readers. Phonetic drill continued. Intro¬ duction of second reader as early as possible in the year. Abundant reading at sight. (b) Copy and writing from dictation. Practice upon forms of single letters. Copying from dictation with pen and ink. (c) Reproduction exercises. Drill on common abbreviations, punctuation, and capitalization. Spelling of words having the same sound and different orthog¬ raphy, or different sound and the same orthography. ( d ) Memory work reviewed and continued. Selections from the readers in use. II. Numbers from 1 to 50, developing multiplication tables and simple ele¬ ments of partition and division. Application of weights and measures. Simple fractional parts. Considerable oral work and daily exercises in mental arith¬ metic. III. Observations of habits of animals. Development of plant from seed to fruit. Growing plants, if possible, in the room. Observe each stage of their THE AMERICAN SCHOOL SYSTEM IN 'PORTO RICO. 309 development. Useful animal productions, especially parts used for food and clothing. Use of seeds to man. Forms of water. Direction and distance of winds. Judgment of distance. Knowledge of local food and animal products. Continuation of hygienic lessons on the skin, use of the hones, effect of narcotics and stimulants. Lessons on eating, drinking, breathing, sleeping, healthful foods and drinks. Use of the muscles. Kinds and time for exercise. Value of sleep. IV. Continuation and completing reading of stories and fables, keeping in mind the related work in Group III. V. Continuation of free-hand drawing, with objects such as trees and animals. Study of pictures for story. Paper folding and paper cutting. Simple elements of definite drawing of lines, straight and curved. THIRD GRADE. I. (a) Different portions of several second readers. Supplementary reader. Introduction of third reader. (b) Copying and writing from dictation with ink. (c) Frequent composition exercises, with increased attention to form and correctness. Attention to choice of words, forms of words, also to clearness and originality. Discussion of right form of sentence for the expression of thought. (d) Memory work continued. Entire selections memorized. II. Addition and subtraction with and without objects. Multiplication and division clearly developed. Application of familiar weights and measures. Fractional parts especially emphasized. Original problems submitted and worked. Comparison of objects with respect to mathematical proportions. Measurement of familiar distances and surfaces. Proper application of the same. III. Discussion of the qualities of objects. Adaptation of animals and plants to their environment. Discussion of changing length of day and night and varying temperature. Life history of familiar plants. Detailed study of some drainage system, developing concepts of valley, hill, slope, watershed, plain, etc. Discussion of erosive action of water, soil formation, water, record map of town, study of neighborhood, fixing points on the compass. Flesh-making and lieat-giving foods. Wholesome and unwholesome drink and foods. Simple lessons on digestion and circulation of blood. Care of parts of the body, devel¬ oping especially the moral value of cleanliness, neatness, etc. Introduce ele¬ mentary notions of geography of Porto Rico without use of text-book. IV. Classical myths and stories, Bible stories, building in the mind, steadily, ideals of what life ought to be. Simple elements of civic life. Reason for law, for legal restraints. Duties to one’s country, significance of the flag. V. Rote songs continued, and, if possible, simple musical elements. Illus¬ trative drawing. Harmonious arrangement of colors in paper folding and paper cutting. Beginnings of simple design. FOURTH GRADE. I. (a) Complete third reader. Extend reading of supplementary matter. Reading of entire books assigned by the teacher. (b) Specific instructions to pupils who have not learned to form letters well. (c) Abundant composition and dictation exercises, noting now especially the development of a style which shall be simple, clear, and in harmony with the character of the thought of the child. Reporting in writing the substance of the books read. Engaging in conversation for the purpose of developing a fluent oral style. ( d) Memory work continued. II. Knowledge of larger quantities, say, to 1,000, or perhaps more. Thorough mastery of the fundamental processes. Drill on fractions to twelfths. Teach elements of decimal system, especially as illustrated in the use of United States money. Simple business transactions. Common weights and measures. Areas of simple geometric magnitudes. III. Study of the development of animal life and of typical plants. Develop the significance of pebbles, sand, and rocks. Effect of heat on water and air. Effect of heat, water, and air on rocks, animals, and plants. Movements of the sun and moon. Some attention to star groups and their recognition. Les¬ sons on natural divisions of land and water. Map interpretation — use globe. Analyses of Porto Rico, then of North America. Special lessons on climate. 310 EDUCATION REPORT, 1905. Point out salient geographical features of the United States. The anatomy of the human body, dwelling especially on the bones and muscles, joints, ligaments, and cartilage. Effects of narcotics and stimulants. IV. Stories from pioneer life, especially in Porto Rico and the United States. Stories of famous persons, like Marco Polo, Columbus, Washington, John Smith, Raleigh, Ponce de Leon, Lincoln, Franklin, Lafayette, Fulton, Morse, Grant, etc. V. Sketching from nature or objects. Analyses of leaves and flowers for color. Study of famous paintings for knowledge of color, outline, form, etc. Analyses of mass pictures. Study of tints and shades of one color. Develop¬ ment of floral and other designs. Drawing with the ruler, followed by copying if necessary to fix concept. Subdivision of designs. Rote singing continued, with some attention to the building of musical system and use of notes, rests, accents, etc., remembering always that the language work and the number work, together with the manual dexterity that grows from simple art elements, form the basis and core of any system of instruction, and that the emphasis of early work must always rest upon these fundamental elements, and that all nature study, all history and geography, and all other supplementary matter has value only as it contributes to the intensifying of these fundamental parts of the curriculum ; and of these fundamentals first and most important of all is the language work. FIFTH GRADE. I. (a) Reading from the fourth reader, wuth special attention to the character of the literature and an interpretation of the thought, making the study both informational and cultural in its character. (6) Gradually lessen the instruction in writing, but insist that composition and other work done by the pupils shall be their best efforts. (c) Composition exercises covering the scope of the reading, paying attention to the figures of speech, different forms of sentences, correct punctuation and capitalization, and the right use of words. (d) Memory work continued. II. Drill in fractions, including all the fundamental processes and problems in common weights and measures, and simple business forms. Instruction on plane figures. Rules for surface of cube, prism, and square pyramid. Decimal system. III. Plant analyses continued, emphasizing roots and stems. Study of the form, leaves, and bark of trees. Influence of the sun in producing the seasons and day and night. Relation of insects to man as useful or injurious. Coun¬ tries of North America, dwelling especially on mountain ranges and water¬ sheds. Special lessons on soil. Study of the West Indies and Central and South America. Special lessons on climate and productions. The structure, kinds, and uses of the muscles. Study of the skin, hair, and nails. Effect of bathing and clothing, stimulants and narcotics. Supplementary reading bearing on natural history, geography, and physiology. IV. Reading relating to explorations and discoveries in North America and South America. Study of American colonial life and Porto Rican life, touching upon the Indians and the white man’s struggle for occupation. V. Free-hand drawing, simple plant, fruit, and geometric objects. Study of color. Study of famous paintings. SIXTH GRADE. I. Continuation of the work in language of the year before, following substan¬ tially the same general plan and finishing the reading of the fourth reader. II. Metric system, percentage in its simplest applications. Simple problems in denominate numbers, computations of solid contents of simple magnitudes. Measurements of surface, business problems. III. Study of vegetation in Porto Rico, dispersion of seeds. Effect of heat and gravity on water and air. Study of bird life and its dispersion. Simple laws of heat. Review the United States and Porto Rico geographically. Study the British Isles, Germany, France, and Spain. Lessons on Cuba, the Philippine Islands, on winds, and ocean currents. The structure of the muscles and skin. The growth, waste, and renewal of the body. Simple laws of digestion, circu¬ lation of the blood, and the relation of the blood to health. Effect of alcohol on the digestion and the circulation. Suitable supplementary reading in har¬ mony with the work of the year. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 311 IV. In United States history, the period of colonization and of the Revolu¬ tionary war. Stories in connection with the history of Great Britain, Germany, France, Spain, Cuba,, the Philippines, and other countries important to the pupils. V. Drawing of plants and common objects. Analyses of leaves and flowers for color scheme. Study of famous paintings, using the results as language and history material. Accurate drawings of simple rectangular objects and the ap¬ plications in appropriate material. SEVENTH GRADE. I. The formal study of the sentence, parts of speech, phrases,- clauses, an¬ alyses of sentences, and special attention to English conversation. II. Application of percentage to insurance, interest, commission, taxes, etc. Business. Business transactions and accounts. Thorough study of inclosed and solid contents of cylinder, pyramid, and cone. III. Study of grasses and grains. Typical marine animals. Some plant fam¬ ily, as the rose. General review of North America. Study of Asia and Africa, noting especially colonies and dependencies, with special lessons upon productions and government. Study of coal, its distribution and uses. The composition and purity of air, organs of respiration, including ventilation, disinfectants, exercise, and clothing, vocal organs and their functions, effects of stimulants and narcotics. IV. Special attention to United States history from 1783 to the civil war, dwelling especially upon the personalities of the characters rather than the ad¬ ministrative problems. Reading from early history of England. Study of the local government officials, by whom chosen, duties, etc. Study of insular gov¬ ernment and United States Government to fix civil processes clearly in the mind. V. Drawing continued in harmony with the work of the year before. Music and calisthenics. EIGHTH GRADE. I. Study of literature. The reading of pedagogical selections and general sur¬ vey of the field of English and Spanish literary development, dwelling especially upon the authors that have touched the life of Porto Rico. Study of the Eng¬ lish language continued, including remaining parts of speech. Rules of syntax. Analyses of sentences. Special attention to English conversation. II. Drill on definitions, rules, and formulas in arithmetic. Problems and the¬ ories relating to angles and lines. Simple accounts ; special attention to busi¬ ness forms. III. Study of poisonous plants and trees. Elementary lessons on light, sun, and electricity. Comparative study of climate, winds, and states of society. The nervous system. Organs of the special senses. Effects of narcotics and stimulants upon the nerves. Appropriate reading relating to the above topics. IV. Study of recent United States history, beginning with the civil war and studying current events. History of Porto Rico to the present time. Reading of English history of the eighteenth and nineteenth centuries. Principles of State government ; special attention to the Constitution of the United States. Object of laws, and duties of citizens and of officials. Rights and duties of na¬ tions, war, and arbitration. V. Drawing in any medium of common objects. Analyses of beautifully col¬ ored nature objects for color scheme. Study of buildings and their influence. Simple perspective. Study of historic ornament and complementary groups of colors. Continuation of industrial drawing and processes. Drill in music and calisthenics. It is understood that this is a mere outline to be followed in the main. That in the primary school the first year at least 40 per cent of the entire time should be devoted to Group V, 12 per cent to Group II and Group III, and the remain¬ der of the time to Group IV. Continuing in this way until the third year, gradually lessen the time to Group I and to Group V, increasing the time in Groups II, III, and IV, in the order named, and in the fifth year giving 35 per cent of the time to Group I, 20 per cent to Group V, 15 per cent to Group II, 20 per cent to Group III, and the remainder of the time to Group IV, carrying this general relation throughout the sixth, seventh, and eighth years, never sacrificing the language work to any other feature of the course. It is understood further that in the rural schools the less essential parts of the course may be omitted, but in the graded schools, so far as possible, the entire course 312 EDUCATION REPORT, 1905. of study should be undertaken with such modifications and omissions as may be made absolutely necessary by local conditions, and wThich shall be made only by the advice and consent of the supervisor of the district and the principal of the school. Do not allow pupils to enter a higher grade than the one in which they can do the work satisfactorily. It is always easy to promote a child, but always difficult to reduce his grade. It is better to put him in the next lower grade than in the one next higher. It is not so much a question of what grade a pupil is in as it is a question as to what kind of work the pupil does in the grade. The teacher should under all circumstances equip herself in all the different groups of studies here provided for. It is further recommended, and even urged, that in each school there shall be collected appropriate objects for the proper presentation \ of these lessons. These objects may be gathered by the children and teacher in the neighborhood or purchased by the board of edu¬ cation or made by the children themselves under the direction of the teacher. It is a poor school that does not, through its own resources, provide at least some equipment to do objective teaching. The real test of good teaching is to be found in the power of the child to think clearly and to express his thoughts in language, both oral and written, and no lesson should be considered well taught until the child has acquired the ability to give an intelligent report of that lesson. Remember that it takes time to develop mental power, and that very moderate progress with work well done is better than haste attended by superficial knowledge. Beyond all courses of study, and more important than any part or parts of the same, is the power and life of a noble teacher, impressing upon the children from day to day the simple lessons of Christian manliness or womanliness, earn¬ est devotion to country and home, and that series of civic, social, and moral virtues which in the aggregate make up a noble character. The end of all true teaching is right living. The foregoing is intended merely as an outline course and to furnish the basis of detailed instruction by the various superintendents, uniformity in which is in a measure secured by almost daily correspondence with the central office and by the exchange of circular letters. The emphasis in the course is laid entirely upon the * fundamental processes of arithmetic and the learning to read and write correctly both the English and Spanish languages. No great difficulty has been experienced with the language problem in Porto Rico. There was no confusion of tongues there to embarrass the school authorities as in the Philippines, where they were compelled to adopt English as the one lan¬ guage of the public school, because it was in reality the language that would go furthest, considering the multiplicity of dialects in the entire region under the jurisdiction of the educational authorities of the Philippine Islands. In Porto Rico there is but one language generally and universally spoken, and that is Spanish, but in their new relations the people are eager to acquire English. The schools have to be conducted in the Spanish language, and were in full operation in that tongue when the American military control became effective. They have been conducted in that language ever since. The military law re¬ quired that at least one English teacher should be assigned to each municipality. This was for the purpose of not only providing teachers of English, but for distributing throughout the island a corps of American trained teachers whose pedagogical training would make itself felt in their contact with the native Porto Rican teachers. From this beginning gradually the number of American teachers was increased until it is at the present time, and has been during the larger part of the period of civil government, approximately one to eight. In every graded school the English language is taught by a teacher for whom it is the native tongue. This is accomplished by making the American teacher a visit¬ ing teacher of the language, giving lessons in three or four schools in the same town each day. All of the large towns have petitioned to have the school au¬ thorities provide at least one school, and in some cases more, where all of the subjects are taught in English, either by American teachers or by Porto Rican teachers qualified to teach in the English language. Over fifty such schools THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 313 exist to-clay, and they have been introduced gradually only in response to an urgent demand, and always in numbers less than such demand called for on the part of the Spanish-speaking population. This^is an evidence of the desire of the people to learn English. Another such evidence is the fact that the Ameri¬ can teachers are called upon to give private lessons outside of school hours to persons of all ages. They are required, as a part of their public duties, to hold public classes at least three times a week, which are open free of charge to any Porto Rican teacher or member of a school board who cares to attend. These classes are well attended, and usually meet more frequently by special arrange¬ ment with the teacher who is required to hold them. The work in English in the graded schools is further advanced by certain requirements like the following : Every Porto Rican teacher is required as a condition for the annual renewal of his teacher’s license to pass a 'creditable examination in the English language, and these examinations have become more difficult from year to year. A Porto Rican teacher who acquires English sufficiently well to be able, in the judgment of the district superintendent of schools and the local board, to give instruction in- the English language covering the entire course of study prepared for his grade is entitled to an increase of $10 per month in his salary. The children are quick and bright in language work, as they are in anything where the memory plaj^s a larger part than the reasoning faculty. They* are taking up English with remarkable facility, and now at the end of five years one rarely finds a small child who has been at school who can not carry on some conversation in English, and it is well within the range of possibility to expect that within ten years a practical knowledge of English will be well spread throughout the island. In the rural schools the problem of teaching English is more difficult, and in some cases superintendents have advised dropping English rather than have it poorly taught by Porto Rican teachers who have little knowledge of the language themselves. In most cases, however, perseverance in the original plan to have English taught in every school in the island has met with public approval and with encouraging results, even where they were not entirely satisfactory. Other special subjects in the course of study present some difficulty ; nature work, hygiene, music, and drawing are not always carried out as well as they should be. In the larger towns special teachers are usually employed to give the work in music and drawing, as visiting teachers. The work in all these subjects in the smaller towns, where the special teacher does not go, lacks uni¬ formity and in many cases the requisite excellence. Both teachers and pupils are peculiarly apt at drawing, and the possibilities of developing a latent talent or directing it into channels of usefulness in some form of industrial art are worthy of greater consideration than it has been possible as yet to give them. The statistics of the graded schools are included in the summary given in the previous section under the head of “ Primary schools the possibility of industrial training introduced into the graded schools is referred to in the next section. VI. SPECIAL SCHOOLS : NORMAL SCHOOL - PIIGH SCHOOLS — INDUSTRIAL SCHOOLS — RURAL AGRICULTURAL SCHOOLS — NIGHT SCPIOOLS. Apparently no serious or successful attempt to organize secondary or higher instruction was ever made under the Spanish regime in Porto Rico. The chil¬ dren who received anything more than the training of the elementary grades of the primary school were prepared by private teachers and sent abroad to schools in Spain, Cuba, or the United States. The teachers in the public schools either came from Spain or went there for their diplomas. The professional men, few 314 EDUCATION REPORT, 1905. in number, received their training for the most part in the medical, law, or theo¬ logical schools of the Spanish universities, and a few through a sort of appren¬ tice system in the offices of the professional men in the island. The Institute in San Juan, as has been already seen, had an ambitious programme, but largely on paper, there being little or no effective teaching. During the decade immedi¬ ately preceding American occupation there was an arrangement with the Uni¬ versity of Habana by which some young men received lectures from physicians and lawyers in San Juan, and in alternate years were examined by a visiting delegation of professors from Habana, who also gave brief courses of lectures on the occasion of their visits to Porto Rico. These young men could also go to Habana for their examinations, and upon passing the same (either in Porto Rico or Habana) receive their diplomas from the Cuban university. Many per¬ sons, as a result of such inadequate provision fof higher training, practiced the learned professions, especially medicine, with little real preparation, while the few who could afford to spend years abroad came back with the technical train¬ ing of the best European and American universities. The door of opportunity had not yet opened to the poor boy. THE NORMAL SCHOOL. The military authorities of the United States were too busy in the short period of their occupation, on account of the magnitude of their task, to do more than attend to the more pressing needs of the primary schools. The model school, for which the first building specially constructed for school pur¬ poses was erected just outside the old wall of the city of San Juan, was in reality a practice school of primary grade, intended to have a part in a plan for training primary teachers, which was to have its culmination in a normal school, for which the military government purchased a site at Fajardo, on the east coast of the island, about 20 miles from San Juan. Here a normal school was opened in a rented building in the academic year of 1899-1900, but the location proved unsuitable and theye were few students. The land purchased was later abandoned for school purposes, raid another site at Rio Piedras was purchased by the civil government, situated within 7 miles of San Juan, and accessible to the capital city by rail and trolley. On this ground there was con¬ structed a large and commodious building, the most expensive school building as yet, erected in the island. More land was acquired later, making 150 acres in all, and the property is now a part of the University of Porto Rico. The new course of study and revised school laws at the beginning of the period of civil government made provision for one normal school, four high schools connected with graded schools in San Juan, Ponce, Mayaguez, and Fajardo, and known as high and graded schools, and a little industrial train¬ ing (sloyd) in the lower grades of one of these schools. Vigorous efforts were made to enlist young, ambitious persons to train themselves for teaching, and before the new building for the normal school was begun at Rio Piedras Governor Allen placed the summer palace and botanical garden at Rio Piedras at the dis¬ posal of the commissioner of education for the use of the normal school, which was moved from Fajardo and occupied this building from September, 1900, until May, 1902, when the new building was ready for Occupancy. The building which had been for years the summer residence of the Spanish governors was in rather bad repair, and really no longer suitable for residence purposes ; but neverthe¬ less the fine democratic spirit of the first American civil governor, who decided that one official residence was enough, and that the cause of education was of more importance than his personal comfort or pomp, was not without its effect. The young people of the island soon began to realize that the new THE AMERICAN"- SCHOOL SYSTEM IN PORTO RICO. 315 Americanism meant to take education seriously, and they responded to the sentiment by what was veritably an educational awakening, which did away not only with all open hostility to the public schools, but also with indifference as well. No single event did more to bring about this change than the direct allotment of $250,000 from the Porto Rican customs duties paid in the United States, which President McKinley directed should be devoted to the construc¬ tion of schoolhouses. As- the Porto Ricans saw brick and mortar going into new and practical school buildings, their faith in the new regime increased. An old coachman driving past a newly constructed schoolhouse said to his pas¬ sengers : “ I am an old man, and I have seen nothing but money going out of the island in the pockets of Spaniards during my lifetime, and I have been strung up by my thumbs to the rafters of my own house by a marauding band of Spanish soldiers, who outraged my family ; but now, when I see the Ameri¬ cans collecting taxes and spending money on schoolhouses, I know that they are not working for themselves.” To the Insular Normal School, in its new building, was added a practice school conducted in another new building of six rooms, constructed on the model already used in several of the town graded schools, but manned at the outset by expert American practice teachers. This school opened its doors on February 25, 1903, and the first four grades were filled with children selected from the schools or town of Rio Piedras who gave promise of being able to carry on the studies of the regular public school course given in the English language. A double/ experiment was about to be tried, namely, that of giving the normal school pupils the opportunity of watching an expert American teacher at work with a class and of giving those same pupils some work as pupil teachers in the last year of the normal school course, and also that of testing the practicability of school work done in the English language for the pupils of both the practice and the normal schools. Both experiments have worked better than we at first expected. The normal school during the first year of .its existence at Rio Piedras had about 100 pupils, including a few special students and a preparatory class. During the year 1902-3, when the practice school was opened, the normal had an average of 150 pupils, including the preparatory class, which was dis¬ continued the next year, the preparatory pupils being put in the upper grades of the practice school. The stahdard of admission to the normal at the outset had to be very low, but the effort was systematically made to raise it, until in September, 1903, we had for the first time a normal school proper, to which no one was admitted except on examination based on the completion of the course of study laid down for the eight years’ course in the public schools. The worthlessness of most of the old Spanish licenses and diplomas had been proven by the lack of such preparation on the part of many of the former pupils in the normal who had been admitted on such diplomas. The faculty of the normal was made up mostly of Porto Rican and American male teachers in about equal numbers, but with an American principal. This faculty petitioned in 1902 to have all the work of the school conducted in the English language, and Spanish taught merely as a language subject. This petition was signed by at least one professor who felt that he was too old to acquire sufficient English himself to qualify him to hold his position if the school were on an English basis, but as he honestly and patriotically put it “ The welfare of this school and of the educational system of Porto Rico demand that the teachers of the future shall be qualified to do all their work in English, and my personal interests must not be con¬ sidered.” In September, 1903, we began to go over to an English basis with 316 EDUCATION REPORT, 1905. the upper classes, and the work of the normal school is now done without difficulty in either English or Spanish. Of the transfer of the normal school to the control of the board of trustees of the university on March 12, 1903, and of its subsequent record as the normal department of the university, we shall speak again later. Suffice it to say here that no change was made in its normal development and course of study as already in execution. A principal’s house had been constructed on the grounds, giving the principal a residence that enabled him to give the school closer personal supervision, and a small frame rural school- house with an agricultural garden, both of which were used for laboratory work in teaching the elements of agriculture, botany, etc., in the normal school course. One hundred and seven-three students (76 men and 97 women) received instruction in the normal department in the academic year 1903-4, and all eight grades of the practice school, with an enrollment of 192 more pupils were in operation. A principal and ten instructors were employed in the normal, and a principal and five instructors in the practice school. The course of study in the normal was based on the principle that concentration of effort and attention on a few subjects for a limited time, With daily recitations, produced the best results. The academic year is divided into three terms. In the first year the work is as follows : First term: English (reading and conversation) ; Spanish (reading) ; physi¬ ology ; American history ; drawing. Second term: English (reading and conversation); Spanish (grammar); arithmetic ; pedagogy ; American history ; geography. Third term: English (grammar); arithmetic; pedagogy (observation in practice school ) ; music ; geography. After the first year the course is bifurcated into a scientific and a literary course, as follows : Second year. — First term: Scientific course (algebra, pedagogy, English gram¬ mar, physiology). Literary course (algebra, pedagogy, English grammar, Spanish composition and music). Second term: Scientific course (algebra, physical geography, pedagogy, English composition, drawing). Literary course (algebra, physical geography, pedagogy, English composition, drawing). Third term: Scientific course (civil government, botany, algebra, English composition, drawing). Literary course (civil government, botany, Spanish rhetoric, English composition, drawing). Third year. — First term: Scientific course (geometry, botany, physics, Ameri¬ can literature). Literary course (geometry, general higtory, physics, American literature). Second term: Scientific course (geometry, physics, psychology, Spanish composition and rhetoric). Literary course (geometry, general history, psychology, American literature, Spanish literature). Third term: Scientific course (geometry, physics, pedagogy, political economy). Literary course (Span¬ ish literature, general history, pedagogy, political economy). I still believe, as I have stated in all three of my annual reports, that the normal school is the key to the educational situation in Porto Rico. As it improves and prospers, so will the school system of the island give good results. No money and pains spent on the normal could be better spent elsewhere. I also base my faith in the possibilities of steady progress for the Porto Rican people upon what I saw of the young men and the young women in the normal school. They made great sacrifices to come to the school. They worked harder and better to improve their opportunities than any similar number of students in any school I have known in the United States. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 317 HIGH SCHOOLS. The second class of special schools is the group of high schools, which have not yet filled any large demand, and consequently have not attained so high a degree of development as the normal school. The first one to receive pupils was that of San Juan, in which two four-year courses, in one of which all the work was done in Spanish and in the other all the work was done in English, were begun in September, 1900, and the first graduating class finished in June, 1904, ready for college. This is the aim of the course, to fit boys and girls for admission to an American college. The standard of graduation does not quite come up as yet to the highest standard of admission in American colleges, but we should expect our graduates to be able to take care of themselves in the average college with very slight, if any, entrance conditions. In Ponce the high school course was begun only in English, and no pupils were ready for high school work in the Ponce high and graded school until September, 1902. The same plan was followed in the Mayaguez high and graded school, where, pupils were not ready for high school work until September, 1903. No pupils have been advanced to high school work in the Fajardo high and graded school. The plan which contemplated the four centers for high school work, equally distributed geographically, is a wise one and will be justified in time. The Spanish high school course in San Juan has been abandoned because of too few pupils and the fact that all of the pupils who reach this grade of work are able to take the work in English. A commercial course has been arranged for in its place to meet the special needs of those preparing for business careers rather than for college. In the first term of the year ending June 30, 1904, there were 108 pupils enrolled in high school work, as follows: San Juan, 20 first year of course, 26 second, 8 third, and 5 fourth, total 59 ; Ponce, 16 first year, 12 second, total 28 ; Mayaguez, 21 first year. The course of study laid down for the high schools has undergone many modi¬ fications from year to year dictated by experience and all in the line of simpli¬ fication. The course at present is as follows : Course of study for high school grades. NINTH GRADE. I. Literature: The reading of the Standard Fifth Reader and supplemental works on English literature. English grammar, including etymology and syntax, especially the oral analysis of sentences rather than any sys+em of diagrams. Review of Spanish grammar and syntax. Begin Latin. (Fifteen periods a week. ) II. Mathematics : A thorough drill in arithmetic, including especially percent¬ age and its applications, to be followed with problems growing out of all the sub¬ jects covered during the seventh and eighth grades. Algebra, beginning with the subject, and extending through the fundamental processes, factoring, and simple equations. Applications of arithmetic to business accounts. (Ten periods a week.)' HI. Complete political geography, with special attention to the Far East, Russia, and South Africa, and include physical and commercial geography. (Five periods a week.) IY. Greek and Roman history. The general study of history, special stress to be laid upon the laws and duties of citizens and officials of nations, together with the bearing of ancient history upon modern times. (Three periods a week.) Y. Drawing from object. Study of historic drawing. Simple architectural drawing. Drill in music and calisthenics. (Four periods a week.) ed 1905 — vol 1 - 24 318 EDUCATION REPORT, 1905. TENTH GRADE. I. English classics. Latin: C*esar. Spanish composition and rhetoric. (Fif¬ teen periods a week.) II. Algebra (continued). Plane geometry. (Ten periods a week.) III. Physics, chemistry. (Ten periods a week.) IV. Mediaeval and modern European history. (Three periods a week.) Con¬ stitution of the United States and the organic act of Porto Rico. ( Three periods a week.) V. Drawing, music, and calisthenics. (Four periods a week.) ELEVENTH GRADE. I. English classics. Latin : Virgil. Spanish literature or begin French. (Fifteen periods a week.) II. Geometry: Review plane and begin solid. (Five periods a week.) III. Physics, chemistry. (Ten periods a week.) IV. Mediaeval and modern European history. (Three periods a week.) V. Mechanical drawing, music, calisthenics. (Four periods a week.) TWELFTH GRADE. I. (a) English literature and composition, (ft) Latin: Cicero. ( c ) Spanish, French, German, or Greek. (Fifteen periods a week.) II. Solid geometry. Review arithmetic and algebra. (Ten periods a week.) III. Chemistry, biology. (Five periods a week.) VI. United States and English constitutional history. (Five periods a week.) INDUSTRIAL SCHOOLS. The third class of special schools covers the industrial schools, of which there were four in operation at the close of the academic year 1903-4, with a total enrollment of 4S6 pupils distributed as follows: San Juan, 115; Ponce, 112; Mayaguez, 143, and Arecibo, 116. Under the Spanish regime considerable money was spent in extensive equip¬ ment purchased in Europe for a school of arts and trades, which was established in San Juan in a government building, part of which was used for a poorliouse, insane asylum, and general eleemosynary institution. The school had some con¬ nection with these institutions but was short lived, the apparatus for the most part being destroyed in a destructive fire during the summer preceding American occupation. In the second session of the first legislative assembly I presented a bill giving the commissioner of education the custody of all the machinery, apparatus, etc., saved from the fire in the former school of arts and trades, the use of any unoccupied government building in San Juan which the commissioner of the interior could provide, the unused balances from all unexpended appropriations for various educational appropriations during that fiscal year (1901-2), and the authority to establish, equip, and maintain industrial schools wherever the funds at his command would allow. That bill Uecame a law, and I am prouder of it than of any other act in my legislative record, because I believe it struck at the roots of the educational problem in Porto Rico. Under it we began in the academic year 1902-3 with a few students in a rented building situated on the celebrated military road less than one-half a mile from the city proper of San Juan. No public building was then available. Now that same school is housed in the city itself in a fine old Spanish building which was formerly used as a military barracks. The old machinery and apparatus proved for the most part worthless. We got some printers’ supplies from the ruins, and with presses that we purchased a printing office that does the government work is operated as a part of the San Juan Industrial School. The unused appropriations gave us THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 319 about $40,000 as a nest egg to start operations, and the legislature was reason- • ably liberal with these schools in subsequent years, at least, until the present year. The pupils in the San Juan school were recruited from the fifth grade of the public schools, and that standard of admission was demanded. My plan was to make an industrial school in every town an integral part of the public school system by taking pupils from the public schools who were prepared to enter the sixth grade, give them one year of manual training corresponding to the sixth year of the public school course and as preparatory to a two-year course in one of the several trade shops to be established for instruction in practical trades under the direction of experienced master workmen — such as carpentry, blaeksxnithmg, tailoring, printing, plumbing, and harness making for boys, and cooking and laundry work, dressmaking, art needlework, and profes¬ sional nursing, for the girls. Beginning with the seventh grade the pupils in the industrial schools were to drop their book studies for the most part and spend most of their time in the trade shops of the school, and it was expected that with two years of this work they could graduate with their fellow students in the eighth grade of the public schools, prepared either to earn their own liv¬ ing at house trades or to enter active business on much better terms than the regular apprentice. We had also in mind a graduate course of two years more, which should be established in the industrial schools in time, and give those -who could take it the necessary equipment for a master workman in one of the few simple trades which were most needed in the island. The following course of study, as laid down for these schools, will probably show more clearly what has been attempted in carrying out this plan. Jt has necessarily been modified somewhat 4n its application to the local conditions in the five towns of San Juan, Ponce, Mayaguez, Arecibo, and Guayama, where these schools have been organized, but a reasonably uniform adherence to its essential features has been secured. An essential feature of the plan was the uniform supervision secured through the appointment of a supervising prin¬ cipal of industrial schools ; and we were fortunate in having in Mr. Frank D. Ball, of the Worcester Polytechnic, a man for this work who had had large experience with the varied conditions of industrial school work in the United States at Tougaloo, Miss. ; Throop Institute, California ; Chicago, and in the New England States. Outline for course of study in industrial schools. FIRST YEAR. . I. Language. (Ten periods per week.) Reading and writing Spanish and English ; dictation and composition of business forms and letters in both lan¬ guages ; exercises in English, with special practice in conversation ; elementary Spanish and English grammar. II. Mathematics. (Five periods per week.) Arithmetic: Review as rapidly as possible the fundamental operations and processes ; teach thoroughly com¬ mon and decimal fractions, giving ample opportunity for practical exercises on the fundamental processes; thorough drill with practical problems in English and metric systems of weights and measures; elementary business accounts, methods of rendering bills, keeping records, and making payments. Mensura¬ tion : Plane figures and surface measurement of cube, prism, and square pyramid. III. Science. (Five periods per week.) Geography: (a) Physical and polit¬ ical geography of North America, West Indies, and Central and South America ; (b) elementary commercial and industrial geography of the United States and West Indies, paying special attention to crops, products, manufactures, sources of raw material, and routes of trade and travel. IV. History. (Three periods per week.) (a) Reading: Stories of explora¬ tion and discovery in North and South America and the West Indies; (b) 320 EDUCATION REPORT, 1905. study early colonial life in the United States and Porto Rico, touching on the relations of the Indians with the Europeans and the struggle for occupation. V. Drawing. (Ten periods per week.) (a) Freehand drawing from geo¬ metric objects, simple plants and fruits. (&) Mechanical drawing, with atten¬ tion to scale, accuracy, and neatness of execution. Floor plans ; models for tools and machinery. VI. Hand work, (c) Sloyd, for boys. (Five periods per week.) Use of tools in woodworking. Construction of simple models, teaching and requiring accuracy of hand and eye. Construction of articles for household use — brackets, frames, and light furniture. (&) Cooking, for girls. (Three periods per week.) Preparation of common articles of food, with special attention to dietetic and hygienic principles. Methods of cooking meats, vegetables, etc., and dishes usually eaten in Porto Rican homes, (c) Sewing, for girls. (Three periods per week.) Work in cutting from patterns, fitting, basting, and sewing, button¬ hole making, etc. (d) Needlework, for girls. (Two periods per week.) Drawn work and lace making, knitting, darning, embroidery, etc. The Mayaguez school was the second one started (September, 1903), and it Is still located in the rented building which was remodeled for the purpose. For the Ponce school, with the aid of the municipality, which paid half the cost, a fine building, costing, with the preliminary equipment, about $25,000, was constructed, and dedicated on February 22, 1904, as the Roosevelt Indus¬ trial School. Miss Alice Roosevelt, on the occasion of her visit to Porto Rico in 1903, laid the corner stone of this building. It is a one-story building in the Spanish renaissance style of architecture, built on three sides of a patio, or what will be an interior court, or square, some day when the building is en¬ larged, and it is so constructed that a second story can be added when the needs of the school require it. It contains an assembly hall, class rooms, bathrooms, shops, and teachers’ rooms, and is beautifully situated among the tropical trees of a large tract of land, on another portion of which a high school building is now in process of construction. Next to the normal school building at Rio Piedras, it represents the largest expenditure ever made for a school building in Porto Rico. The Arecibo School was opened in the same academic year in a remodeled government building in that town, and is well equipped for effective work. The Guayama School was opened in a rented building at the beginning of the academic year 1904-5. Plans are being discussed by the department of education and the municipal authorities for the construction of a new building in Guayama. The pupils in all these schools have shown unusual artistic qualifications for craftsmanship, and have been, with few exceptions, industrious. It is too soon to pass final judgment upon this work or to estimate precisely its place in Porto Rican education. The results already attained have made themselves felt in many homes and are full of promise. RURAL AGRICULTURAL SCHOOLS. A fourth class of special schools needs but brief mention, because reference has already been made to them in speaking of rural schools, and the problem they present will be discussed briefly when we refer to the agricultural depart¬ ment of the university. I refer to the agricultural rural schools, of which there were 13 in operation in 1903-4, with a total enrollment of nearly TOO pupils. These are regular schools, housed in new, modern, frame buildings, with at least an acre of land to each school, and a tool closet or shed containing equipment for agricultural work. In some cases the class-room work and the garden work are both in charge of the same teacher, but in most cases a regu¬ larly qualified rural teacher is employed to do the class-room work, and a visiting teacher of agriculture gives from one-third to one-half his time to one school for the outdoor work. Both boys and girls are required to spend from THEf AMERICAN SCHOOL SYSTEM IN PORTO RICO. 321 one to three hours each day at work with hoe or spade or in study or observa¬ tion of nature work as illustrated in the garden, and under the direction of a specially trained teacher. Very young pupils are taken along with older ones in these agricultral rural schools, but their tasks are proportioned to their years. Each school may matriculate 50 pupils. The object is to instill and cultivate a healthy, intelligent interest in the soil, and to arouse a curiosity in the mind of the child to know more of the mysteries of nature with which he is in so direct association in his home by reason of the agricultural pursuits of his parents. The attempt is also made to introduce slowly the use of improved tools and machinery and methods of cultivation, which often have an even greater interest for the parents in the neighborhood than for the children. In time these build¬ ings should be made neighborhood centers, with Sunday and evening lectures and illustrated talks for adults. NIGHT SCHOOLS. The fifth and last class of special schools which will be discussed here, like the fourth class and also the third up to the present, has to do with primary rather than secondary education. I refer to the night schools. In nearly every town there is at least one night school, and sometimes more. They are usually taught by the day school-teacher, making use of the same schoolroom and equipment, but registering /perhaps double the number of pupils, mostly adults or pupils older than the day scholars, and teaching them in groups, according to their attainments, the elements of reading (English and Spanish), writing, and arithmetic. Nothing but the most elementary instruction, restricted to these subjects, is attempted, and when the pupils get beyond this they are re¬ quested to give place to others and either attend the day school or go elsewhere for further instruction. There were 18 night schools open during the academic year 1903-4, with an average enrollment of 1,200 pupils. The eagerness with which such opportunities are grasped by people long deprived of educational advantages is pathetic. An incident, only one of many, quoted in one of my annual reports illustrates this and speaks for itself : “ We opened one night school recently in Ponce, notice being given at 2 p. m. that pupils would be matriculated at 8 p. m. the same day. At that hour, on only six hours’ notice, 172 pupils presented themselves. The building would hold no more, and as many more persons were left standing in the street unable to gain admission to the building. We could take only 108 of the 172 who managed to enter the rooms where pupils were examined.” VII. THE UNIVERSITY OF PORTO RICO. It will be readily understood from what has already been said of the limited scope of secondary education in Porto Rico and the peculiar conditions under which the professional classes for a population of 1,000,000 people have been trained that there is an urgent need for professional schools in medicine, in¬ cluding pharmacy, engineering, and law at least, in addition to professional training for teaching. Probably not one in ten of the physicians now practicing in the island have ever seen a well-equipped, modern hospital, not to speak of having served an apprenticeship in one. Yet there are a few who have enjoj^ed the very best opportunities afforded in Paris, Madrid, or New York in all the professions enumerated. The limited financial resources, so inadequate for the needs of primary edu¬ cation, could not be used for these schools. Private wealth was neither suffi¬ cient nor to be found in the hands of those educated to giving by the social standards of a Spanish- American country to endow private colleges or technical 322 EDUCATION REPORT, 1905. schools. The church was in no position to establish church schools for higher education. As far back as the time of the military government the suggestion was made in official reports that aid. might properly come from the Federal Government, but Congress did not respond even to the extent of extending the provisions of the Hatch and Morrill acts for the endowment of colleges of agri¬ culture and the mechanic arts to Porto Rico* as it had done for Alaska and for all the States and Territories of continental United States. An insular legislature was in session in 1903, and was ambitious to make- a record in matters pertaining to education-. It had passed a codified school la#, strengthening the foundations of the school system at every point, and a law that would have reflected credit on any State in the Union. A bill, or rather several bills, making appropriations of amounts varying from $10,000 to $20,00(1 for the starting of professional schools were presented in the lower house of the assembly and favorably considered. The amounts stated could have been spared only at great sacrifice, and they were so inadequate that it was reason¬ ably certain they would not have accomplished the purpose contemplated. The situation was both pathetic and unavoidable. The department of education decided that the only way to meet it was to put on the statute books a compre¬ hensive university law, following the general plan of organization of our most progressive State universities, as an expression of the needs and the earnest hopes of Porto Rico, hoping that it might appeal to the generosity of Congress and of the American people, from whom both public and private benefactions might be reasonably expected, 'the insular normal school, already in successful operation, was taken as the nucleus for the new university. The university law of March 12, 1903, may well be allowed to speak for itself It is as follows : AN ACT To establish the University of Porto Rico, to amend section 973 [923] of the civil code of Porto Rico, and for other purposes. Be it enacted by the legislative assembly of Porto Rveo: Section 1. That an institution of higher learning is hereby established, to he known as the University of Porto Rico. Sec. 2. That the university thus established shall provide the inhabitants of Porto. Rico as soon as possible with the means of acquiring a thorough knowledge of the various branches of literature, science, and useful arts, including agriculture and mechanical trades, and with professional and technical courses in medicine, law, engineering, phar¬ macy, and in the science and art of teaching. Sec. 3. The government of the university shall he vested in a hoard of trustees com¬ posed of the governor of Porto Rico as a member and its honorary president, the com¬ missioner of education, as a member and its president ; the attorney-general, the secre¬ tary, and the treasurer of Porto Rico, as ex-officiis members, and six other members, one of whom shall he the speaker of the house of delegates, to be appointed by the governor of Porto Rico, for a term of three years : Provided , That the first six trustees thus appointed by the governor of Porto Rico shall he for terms of one year, two years, and three years, respectively, and that after the first year two trustees shall he appointed in each and every year by the governor of Porto Rico for a term of three years. The governor of Pori,o Rico shall have power to fill all vacancies in the hoard of trustees for the unexpired term. Sec. 4. The hoard of trustees shall constitute a body corporate under the name of “ the trustees of the University of Porto Rico,” with the right as such of suing and being sued, of making contracts, of making and using a common seal, and altering the same, of bolding and transferring property, both real and personal, for the university. Six members present in person shall constitute a quorum for the transaction of any business, but a less number may adjourn from time to time and fix the time for meeting after such adjournment. The meetings of the hoard may he called at such times as it shall prescribe, but all meetings shall be at the university. No person connected with the university as professor, tutor, teacher, or other employee receiving a salary in said university may at the same time be a trustee of the university, and no trustee shall he entitled to or paid any compensation for his . services as trustee, provided that trus¬ tees may he allowed by special action of the board, in each and every case voted upon separately, necessary travelling expenses while engaged upon university business. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 323 Sec. 5. The board of trustees shall elect from their own number a vice-president, who shall perform all the duties of the president of the board in his absence, and when both are absent the board may elect from their own number a president pro tem.. who for the time being may act as president and do and perform all acts required of the president. It shall be the duty of the president to sign all contracts, orders, and every paper obli¬ gating the university for a valuable consideration, and such contract, order, or paper shall be attested by the secretary with the seal of the trustees thereto attached. Sec. 6. The trustees shall elect a secretary and treasurer, who shall be one and the same person, whose duty it shall be to receive and receipt for all moneys of the uni¬ versity, keep all accounts which may be directed to be kept by the board, keep inven¬ tories of all property of the university as minutely as may be directed by the board, keep all records of their transactions as they may require, and otherwise do such clerical and executive work as may from time to time be directed by the board, and who shall at all times be under the immediate direction and authority of the president of the board except as otherwise explicitly directed by the laws of Porto Rico or the require¬ ments of the board. Sec. 7. The president of the board of trustees shall be the chancellor of the university, and as such shall perform the duties usually appertaining to such office. The board shall have power to enact ordinances, by-laws, and regulations for the government of the university ; to fix, increase, and reduce the number of professors, teachers, and other employees of the university, appoint or remove the same, determine the amount of their salaries and to prescribe their duties : Provided, That no course of study, no subject of instruction, and no course of lectures or recitations may be inaugurated or put in force without the written approval of the commissioner of education for Porto Rico having been first obtained by the board. Sec. 8. The university shall consist of the following departments to be organized in the oi’der of their importance as soon as the necessary funds may be available, and it shall be the duty of the board of trustees to appeal to the philanthropy of public-spirited citizens of Porto Rico and of the several States of the United States for gifts and bequests of money, books, buildings, and equipment for this purpose in addition to such financial assistance as the government of Porto Rico may have given or may give the university for its endowment : 1. A normal department, to be known as the “ insular normal school,” for the training of teachers in the subjects taught in the public schools of Porto Rico, and to be sup¬ ported by annual appropriations by the legislative assembly. 2. An agricultural and mechanical department for the training of teachers and for the promotion of agriculture and the mechanic arts, to be maintained in conformity with the requirements of an act of Congress approved August 30, 1890, being an act entitled “An act to apply a portion of the proceeds of the public lands to the more complete endowment and support of the colleges for the benefit of agriculture and the mechanic arts, established under the provisions of an act of Congress approved July 2, 1862,” and the legislative assent required by section two of the act of Congress approved August 30, 1890, is hereby given and the conditions imposed by that act as well as those imposed by the act of Congress approved July 2, 1862, are hereby accepted and imposed by this act upon the university of Porto Rico, and all moneys accruing thereunder are accepted under the conditions and terms in said acts named. 3. A department of the natural sciences and engineering. 4. A department of liberal arts. 5. A department of medicine. 6. A department of law. 7. A department of pharmacy. 8. A department of architecture. 9. A university hospital. 10. And such other departments germane to a well-equipped university as the board of trustees may from time to time be able to establish. The treasurer of Porto Rico is hereby designated as the officer to receive the grants of moneys to be paid to the State or Territorial treasurer or to such official as shall be des ignated by law of such State or Territory to> receive same, as provided in an act of Con¬ gress of the United States, approved August 30, 1890, and entitled “An act to apply a portion of the proceeds of the public lands to the more complete endowment and support of the colleges for the benefit of agricultural and mechanical arts established under pro¬ vision of an act of Congress approved July 2, 1862,” and the assent of the legislative assembly of Porto Ricoi is hereby given to the purpose of said grants and to all the terras and conditions thereof as specified in said act of Congress. The treasurer of Torto Rrco shall keep an account of the moneys hereafter received by him in pursuance of such act of Congress in a separate fund to be known as the university agricultural fund, to the credit of the University of Porto Rico, and shall pay such moneys immediately upon 324 EDUCATION BEPOBT, 1905. receipt thereof by him to the treasurer of the University of Porto Rico upon the warrant of the auditor of Porto Rico countersigned by the governor of Porto Rico and issued upon the order of the trustees of the University of Porto Rico in pursuance of said act of Congress. Sec. 9. The immediate government of the several departments shall he intrusted to the chancellor and the respective faculties. The chancellor shall be the presiding officer of the various faculties and the executive head of the university in all its departments, and as such shall have authority — subject to the power of the hoard of trustees — to give general directions respecting the instruction and scientific investigations of the several departments. The board of trustees shall, with the chancellor and with the recommendation of the several faculties, confer such degrees as in their judgment they shall deem best, and issue certificates or diplomas of proficiency in special subjects or courses of study, hut no strictly honorary degree without corresponding literary or scientific attainments shall be granted by the university. Sec. 10. The university shall he open to students of both sexes under such .restrictions and regulations 'as the hoard of trustees may deem proper, and all able-bodied male students of the university may receive instruction and discipline in military tactics. Provided, that instruction in the normal department for the training of teachers for pub¬ lic schools shall at all times be free to the citizens and residents of Porto Rico of both sexes within the age limits and subject to the conditions of admission which the board of trustees may impose. Sec. 11. The board of trustees shall make an exhibit of the affairs of the university in each year to the commissioner of education, setting forth the condition of the university in all its departments, the amount of receipts and disbursements, the number of pro¬ fessors, teachers, and other officers, and the compensation of each, number of students in the several departments and in the different classes, the books of instruction used, and an estimate of the expenses for the ensuing year, together with such information and suggestions as they may deem important or the commissioner of education may require to embody in his report. Such report of the board of trustees shall be delivered to the commissioner of education on or before August 15 in each and every year, and shall con¬ tain statistical and other data as of the close of the fiscal and academic year ending June 30 previous. It shall be the duty of the commissioner of education to lay such report of the board of trustees of the University of Porto Rico before the legislature in each and every year. Sec. 12. The secretary of Porto Rico shall deliver to the university 10 copies of each volume of the general and special laws of Porto Rico and of the reports of the decisions of the courts and of any other public documents distributed through his office or which may hereafter be published for use in the way of exchange or otherwise in the establish¬ ment and maintenance of the university library, and said library shall be entitled to receive copies of the official reports, when printed, of the several officials of the insular and municipal government of Porto Rico. Sec. 13. To provide funds for the current expenses of the university and for the repairs of buildings, purchase of books, and for the purpose of any scientific work which may be conducted under the auspices of the university for the benefit of science or the State, there shall be established by the treasurer of Porto Rico a fund to be known as the university fund, into which he shall pay, pursuant to law, all the following-named receipts, which are hereby appropriated for said purpose : 1. Escheated inheritances. Section 923 of the Civil Code of Porto Rico is hereby amended to read : “ In default of persons who have the right to inherit in accordance with the preceding articles the people of Porto Rico shall take the inheritance and shall devote the property to the benefit of the university fund.” 2. Fifty per cent of all fines imposed by the insular courts of Porto Rico. 3. Royalties from all franchises or public rights which may be granted by the execu¬ tive council and the proceeds of which the executive council may designate to be paid into the university fund. 4. The unexpended balances at the close of any fiscal year of moneys appropriated by the legislature to the department of education. The treasurer of Porto Rico shall submit to the trustees of the University of Porto Rico, semiannually or oftener if requested by said board, a statement showing the balances available to the credit of said board on account of the aforesaid university fund, and shall pay quarterly to the treasurer of the University of Porto Rico, upon the warrant of the auditor of Porto Rico countersigned by the governor of Porto Rico and issued upon the order of the trustees of the University of Porto Rico, all unexpended moneys that may accrue in said university fund. Sec. 14. Twenty-five per cent of the proceeds from the sales of all public lands in Torto Rico are hereby appropriated and shall be set aside by the treasurer of Porto Rico to the credit of a special fund to be known as the Permanent university fund,” and so much more than 25 per cent of the proceeds from the sale of such public lands as the THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 325 legislative assembly may direct to be set aside for the special benefit of the University of Porto Rico. The treasurer of Porto Rico shall pay to the treasurer of the University of Porto Rico, upon the warrant of the auditor of Porto Rico, countersigned by the gov¬ ernor and issued upon the order of the trustees of the University of Porto Rico, annually, upon a date to be fixed [by] said treasurer of Porto Rico, all moneys accruing to the credit of said University of Porto Rico on account of the permanent university fund, and all such moneys thus paid by the treasurer of Porto Rico on account of the permanent university fund shall be invested by the trustees of the University of Torto Rico in inter¬ est-bearing securities, and only seventy-five per cent of the income from such investments may be used by said trustees in the payment of current expenses or for the construction of buildings or to purchase permanent equipment. The remaining 25 per cent of the income from such investments shall be added to the principal of the same and be rein¬ vested in a like manner and subject to the same conditions as the original investment of all moneys received from [for] the permanent university fund. No investment of moneys received from [for] the permanent university fund shall be made by the board of trus¬ tees in securities without first obtaining the written approval of the treasurer of Porto Rico, certifying that in his judgment the securities selected for such investment are satisfactory. Sec. 15. For the further endowment of the University of Porto Rico, the governor of Porto Rico is hereby authorized to execute a quitclaim deed to the trustees of the Uni¬ versity of Porto Rico for the tract of land comprising about 50 acres, together with the buildings thereon erected, situate in the town of Rio Piedras, and known as the insular normal school property, upon which shall be located the normal department of such university and the agricultural and mechanical department, together with such other departments as the board of trustees may decide to locate on this land : Provided, That nothing in this section shall be construed to prohibit the trustees of the University of Porto Rico from establishing other departments of the university or departments supple¬ mentary to the two departments herein mentioned at other places in the island of Porto Rico : And provided further. That nothing in this act shall be construed to prohibit the trustees of the University of Porto Rico from disposing of any part of this land which may not be needed, for the benefit of the university. Sec. 16. Immediately upon the transfer of said insular normal school property to the University of Porto Rico, the commissioner of education is hereby authorized to transfer to said trustees of the University of Porto Rico all the equipment, including books, desks, and apparatus, and other school materials now or then appertaining to the insular normal school and its various departments, and the treasurer of Porto Rico is hereby authorized and directed to pay to the treasurer of the University of Porto Rico, upon warrant of the auditor of Porto Rico countersigned by the governor and issued upon order of the trustees of the University of Porto Rico, all moneys appropriated for the insular normal school in the budget of the department of education and unexpended at the time of said transfer of property, and equipment of the insular normal school : Pro¬ vided, That the treasurer have the written approval for such transfer from the commis¬ sioner of education and a certified copy of a resolution of the board of trustees of the University of Porto Rico, setting forth that the university agrees to continue in opera¬ tion said normal school as a department of the university without interruption to its course of study or of the privileges now extended to the regularly matriculated students of said school : And provided further, That said board of trustees assume all obligations and outstanding contracts appertaining to the administration of said normal school which may have lawfully been made by the commissioner of education previous to the date of said transfer. Sec. 17. All laws, or parts thereof, decrees, or military orders in conflict with this act are hereby repealed. Sec. 18. This act shall take effect from and after its approval. Approved March 12, 1903. This law was amended in March, 1905, by making the speaker of the house of delegates an ex officio member of the board of trustees, thus increasing their number by one, and providing for an executive committee to act for the board in the interval between regular quarterly meetings. The normal school, which became the first department to be organized under the new law, was greatly strengthened in its courses and organization. An additional tract of land of about 50 acres, with a good plantation house, adjoin¬ ing the normal school property, was purchased at public sale in June, 1903. The house is now used as the residence of the director of agriculture, and is a 326 EDUCATION REPORT, 1905. dormitory for some 20 students in the agricultural department, winch was established in June, 1904, and formally opened in September of the same year. Great care was taken in drawing the law to conform to the conditions which Congress would impose if it saw fit to extend the benefits of the Hatch and Morrill acts to Porto Rico, and an amendment to a bill then pending in Con¬ gress relating to Porto Rican matters was introduced in 1903 extending the provisions of those acts to Porto Rico. That bill has passed both the Senate and the House of Representatives in Washington without opposition, but at different sessions. Owing to the pressure of other business it has been im¬ possible up to the present time to get the bill considered in both Houses of Congress at the same session, though an earnest effort has been made by Sen¬ ator Foraker and the Porto Rican Commissioner, Mr. Degetau, in the House, and by other friends of Porto Rico in both Houses. The present Porto Rican Commissioner at Washington, Mr. Tulio Larrinaga, will renew these efforts, and the bill will be introduced again at the next session of Congress with good hopes of success. When it becomes law the agricultural department will receive from $30,000 to $40,000 per annum from the Federal Treasury, and this will be the first direct aid given by Congress to the educational work in Porto Rico. It will be sufficient to start a much-needed and a most promis¬ ing department of our work, one which it is hoped will not only give the agri¬ cultural interests of the island the results of the latest scientific studies of tropical agriculture, in addition to the very valuable work that the United States Agricultural Station at Mayaguez has been doing for several years, but also bring these results more directly to the people when connected with a teaching corps that will disseminate them through pupils trained to take charge of the agricultural rural and the regular rural schools. As we have already pointed out, it is the lack of properly trained native teachers of agri¬ culture that has retarded the growth of the agricultural rural schools and has made the results obtained in them much less than was expected at the outset. The need for professional schools in medicine, engineering, and law has not yet been met, but the university organization is now in shape to take up the Question and to open these departments as soon as the necessary financial support can be obtained. Some of the best-educated and most patriotic Porto Ricans are members of the university board. They may be able to appeal for endowment to those who have acquired large private wealth in the island, and the Americans on the board and the government officials will doubtless improve every opportunity to present the strategic value which a great pan-American university, situated on American territory in the Tropics, would have as a means of training men in American culture and a knowledge of American political and social institutions, to more adequately represent us in all the rela¬ tions we sustain to the peoples of Latin -America and of all the countries to the south of us, with whom our relations in the future are bound to increase in importance. We _do not understand the Latin- American and he does not understand us. What more important patriotic work lies at our door if we think for a moment of the diplomatic problems of the next century in the great Republic, and what better institution can be devised for accomplishing that work than a great university where American and Spanish scholarship might meet on common ground and exchange the best products of two equally great, but radically different, civilizations, the one at present in the ascendency, but not too self-confident to profit by the brilliant past of the other? San Juan is also- no mean city to be the seat of such an institution. When the Isthmian Canal is completed the world’s commerce will pass to and from the ports of Europe and those of the Pacific,' while our coast trade with South America must THE AMERICAN SCHOOL SYSTEM IX PORTO RICO. 327 needs find it a port of growing, importance as a transshipping station. The pri¬ vate philanthrophy which showers its gifts on the colleges and universities of the home land may well look to the University of Porto Rico when it seeks even more profitable investments, measured in terms of growth, character, and human usefulness.. VIII. PORTO RICAN AND AMERICAN TEACHERS. The teacher is the true measure of the strength or weakness of any school system. No account of the Porto Rican schools is even measurably complete without special consideration of the work of the native teachers and their rela¬ tions with their American colleagues. During the past five years we have- had on the average from 1,000 to 1,400 different teachers employed each year, of whom approximately seven-eighths each year have been Porto Ricans and one-eighth American, two-tliirds of the Porto Ricans being men and one-third women, while just the reverse proportion in the sexes held good for the Americans ; 8 per cent of the Porto Ricans were colored. The Porto Rican teachers are for the most part ambitious young persons, and the women are making relatively greater progress than the men. They are not lacking in. industry and perseverance. They have had meager advantages in their preparation, and they suffer from the lack of stimulating companionship. Most of them are deprived of the aids that come from good libraries,, lectures, and music. The difficulties of transportation, can. scarcely be appreciated by us in the north, and. hence the impossibility of frequent teachers’ meetings,, insti¬ tutes, and like agencies for mutual helpfulness. Many superintendents are not able to see all of their teachers as often as once a month in term time. But they grasp eagerly at any opportunities that are offered them for self-im¬ provement.. Most of the old teachers’ licenses were such unreliable indexes of merit or attainment that it was necessary to begin with a new system and issue teachers’ licenses for one year at a time, whether granted upon examina¬ tion to new teachers or upon the basis of old diplomas and teaching record. These new licenses- were renewed from year to year upon the recommeudations of the district superintendents. This put each teacher on his mettle and gave the’ superintendent a firm control. It doubtless worked a hardship in individual eases and caused considerable discontent. Complaints were always patiently heard by the commissioner or his representatives in San Juan, when made either in writing or in person, and frequently the decisions of superintendents were overruled1. I believe that the system was a necessary step in the normal develop¬ ment and on the whole did no injustice. The codified school law of 1903, which still obtains in the island, gives the general qualifications and classifica¬ tion of teachers as follows : Sec. 35. Teachers of schools in Forto Rico shall' be designated as rural, graded, teachers of English, principal teachers and special teachers, the latter class comprising kindergarten teachers, music and drawing teachers,, teachers of sloyd, teachers of trades and special subjects in industrial schools, teachers in the normal and high schools and special schools, teachers [teachers of] stenography and typewriting, and alL other teachers not otherwise classified who may at any time be employed in school work under the direction of the commissioner of education. They shall all he persons of good moral character and possessed of the necessary requirements for their several positions as may be prescribed -by law and certified to by a certificate or license to teach issued by the department of education over its own seal and the signature of the commissioner. Sect. 36. Teachers shall pass an examination for a license to teach in the rural schools of Porto- Rico in : (!) English language, (2) Spanish language, (3) arithmetic, (4) geography, (51 history of the United States and of Porto Rico, (6) methods of teaching. Sec. 37. Candidates for a license to teach in the graded schools of Porto Rico shall pass an examination in: (1) English language, (2). Spanish language, (3) arithmetic, 328 EDUCATION REPORT, 1905. (4) geography, (5) history of the United States and of Porto Rico, (6) methods of teaching. Sec. 38. Candidates for a license to teach as principal teachers shall pass an exami¬ nation in all of the studies for a license to teach in the graded schools and in addition thereto in: (7) Algebra, (8) geometry, (9) physiology, and such additional studies as the commissioner of education may require : Provided, hoivever, That no additional studies shall he required without giving at least six months’ notice of such additional studies. Licenses to teach as a principal teacher may he granted without examination on the basis of a certificate of graduation from the insular normal school or from any other accredited normal school, college, or university: Provided, That such applicant possesses also an elementary knowledge of the Spanish language, to be tested tiy examination. Sec. 39. No person shall he granted a license to teach in a rural school who has not attained the age of seventeen years. No person shall be granted a license to teach in the graded schools who has not attained the age of nineteen years, and who has not had at least one year's experience as a teacher. No person shall he granted a license to teach as a principal teacher who has not attained the age of twenty-one years, and ■who has not had at least two years’ experience as a teacher : Provided, however. That any person who has finished satisfactorily a two years’ course in the insular normal school of Porto Rico (exclusive of the preparatory year) may he granted a license to teach if he possesses the other qualifications, without having any other experience as a teacher : And provided, also, That any person who has completed the full three years’ course in the insular normal school of Porto Rico and has received a diploma from said normal school shall he entitled to receive a license to teach as a principal teacher without further examination or further requirements upon reaching the age of twenty-one years and having had one year’s experience as a teacher in the schools of Porto Rico. Sec. 40. Teachers of English shall be graduates of a first-class high school, normal school, college, or university, or a teacher of extended experience holding a high grade certificate from some State of the United States, or they shall pass an examination in the English language, including writing, spelling, reading, and grammar, arithmetic, geography, history of the United States, physiology, and methods of teaching. In every village and city maintaining a graded system of schools there shall he at least one teacher of English and as many more as the commissioner of education may appoint. All teachers of English shall he selected and appointed by the commissioner of educa¬ tion and shall perform the duties he may assign to them. But in all other respects they shall he subject to the same conditions and regulations governing graded teachers. Sec. 41. No license to teach in the public schools of Porto Rico shall be issued to any person over sixty years of age. Iii 1904 we made a change in the system of licenses, by which a teacher whose license had been annually renewed for three years could be renewed for a further period of two or three years at the discretion of the commissioner, and if so renewed for the longer period the teacher could not be removed from his school by the local school board during the period of such renewal, except upon charges and for cause. Such renewals for the longer period were made in many cases for the year 1904-5 upon the record of work done during the previous three years, for which the written reports on file in the department are reasonably complete. Another requirement as a condition of renewal which is strictly adhered to is that every Porto Rican teacher must take an examination annually in the English language and show reasonable progress from year to year. A similar requirement is made of American teachers with respect to Spanish, though it has been enforced in a different way. Porto Rican teachers are elected by the local school boards from approved lists of licensed candidates, which are first submitted to the commissioner for approval. The board may submit a hundred names for approval, if it so desires, even if it has only five vacancies to fill, so that its choice is limited by this plan only by the number of licensed persons in the island. After election the board signs the contract with the teacher in the form prescribed by the commissioner, who then passes upon it, and if he approves it the salary specified is paid by the insular department, though the board is required to pay an additional monthly allowance, known as house rent, which amounts THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 329 in reality to a small part of tlie salary being paid by the local board. The idea of house rent is a survival from the period when some teachers were allowed to live in the schoolhouses and those who were not were granted a money equivalent. The rates of pay are fixed by the commissioner within limits set by the legislature, but must be uniform for like grades of teaching. The rural teachers of the third class — that is, those who have taught less than three years — receive $25 per month salary and from $3 to $8 per month house rent ; those of the second class — that is, those who hold diplomas or special certifi¬ cates from the Insular Normal School, irrespective of the length of time they have taught, and all licensed teachers in actual service in 1902-3 whose licenses were renewed for 1903-4 — receive $30 per month salary ; and rural teachers of the third class — that is, with five years’ teaching experience — after July 1, 1903, will receive $35 per month salary. The house-rent allowance remains the same for all three classes and salaries and house rent are paid for nine months. Graded teachers receive : First class, $55 ; second class, $50 ; third class, $45 per month salary, with house rent from $10 to $15 per month. Principals receive : First class, $70 ; second class, 75 ; third class, $80 per month salary, with from $10 to $15 per month house rent. Teachers of English are not divided into classes, but are paid $50 per month and house rent, the same as graded teachers. They are treated in all respects, as to salary, regulations, etc., as graded teachers. It has worked some hard¬ ship and injustice to the American teacher, who has to pay on the average at least $100 per annum for traveling expenses if she wishes to go home to the States in the summer — and this she ought to do in order to be in the best physical condition for the next year’s work. During her residence in Porto Rico she must also necessarily pay more than the native teacher for board and living expenses. The only offset has been the opportunity of giving private lessons in English. Some of the American teachers have been compelled to do this to an extent that impaired their health. One year we tried to equalize this matter by granting American and Porto Rican principal teachers who spent the long vacation in the United States a travel allowance of $100, payable upon vouchers after their return to their posts, but the plan did not work well. Now the American teacher who is reappointed for a second year receives $60 per month salary for the second year and all successive years. This represents an increase of $90 for the year, and helps to hold good teachers who are easily worth the difference after the*first year’s experience. The salaries of special teachers are fixed by legislative enactment at the time such work is authorized, or in the annual appropriation bill separately itemized, or by the commissioner, subject to the approval of the executive council, if paid from general items of appropriations. The Porto Rican teachers work hard to equip themselves for the best paid positions. Most of them are married, with large families dependent on them for support. They are extremely poor and can not, as a rule, leave their homes for any length of time to avail themselves of opportunities for study or self- improvement. For two years summer normal courses were given at San Juan or at the insular normal school, but this plan was given up as unsatisfactory. Frequent conferences in the larger towns are held by those sent out by the department or by the district superintendents, and for two years a system of institutes has been successfully carried out. An institute is held for a period of three days to one week in each superintendent’s district. The schools are closed, and all teachers in attendance receive full salary for the time they are excused from their schools. 330 EDUCATION REPORT, 1905. During the summer of 1904 a study trip to the United States was arranged, and 540 Porto Rican teachers spent five weeks in summer study at either Har¬ vard or Cornell University and one week in travel seeing the cities of Boston, New York, Philadelphia, and Washington. A special act of Congress gave us free transportation on two army transports. Each teacher who joined the expedition contributed one month’s salary, which yielded $21,175, to a special fund, to which the citizens of Boston, New York, and Philadelphia by public subscription contributed the further sum of $15,600, making in all over $86,000, which paid the board, tuition, land travel, and incidental expenses of the trip. Small as was the financial outlay demanded of the teachers, when we consider that many of them had to make provision for their families during their two months’ absence it is a remarkable sign of their earnestness of purpose that nearly one-half of the entire native teaching body of the island participated in this expedition. They are still writing, lecturing, and talking about their expe¬ riences, and the results for good are easily noticeable in every schoolroom in the island, in those of teachers wTho could not go, as well as in those of teachers who came back with a new sense of what the Americanization of Porto Rico may mean for the people of Porto Rico, depending, as President Roosevelt said to them at the White House, upon how they and their colleagues do their work, which in turn will largely determine whether the next generation of Porto Ricans shall perform well or ill their work in the world. The American teacher in Porto Rico is entitled to no small measure of praise. At the outset there were some unworthy representatives of our schools at home, adventurers who came for selfish reasons to see a new country or to get an in¬ troduction to business opportunities or because they could fill no place at home. Such unworthy teachers were soon weeded out. Nothing but the highest stand¬ ard of service and the true teacher-missionary spirit is wanted, and we have suc¬ ceeded in getting that to an extent that far exceeded our expectations. During the year ending in June, 1904, there were 164 American teachers employed — 58 men and 106 women — of whom 145 were in service at the end of the year. Fifty- seven of these were graduates of colleges or universities, 38 were normal school graduates, and 38 more graduated from a high school in the United States. Ap¬ plication blanks are furnished to all who apply for them. When properly filled out, giving full information concerning the schooling of the applicant, teaching experience, age, and physical qualifications, and accompanied by a photograph, they are carefully scrutinized, the applicant’s references are communicated with by correspondence, and, if satisfactory, the applicant is appointed for one year on trial. Few persons are appointed who have not had teaching experience of several years in some good school in the States. Seventy-eight of the American teachers employed in 1903-4 came from Massachusetts, New York, and Pennsyl¬ vania, and most of them had extended experience in the schools of those States, while 27 States were represented. As a body they are faithful and worthy representatives of the great Republic, and the future relations of the “ Pearl of the Antilles ” to the new mother country will be largely determined by their work and influence. IX. PORTO RICAN STUDENTS IN THE UNITED STATES. The question has often been asked whether it would not be wiser to spend all the money available for any form of secondary education in sending young Porto Ricans to the high schools, professional schools, and colleges in the United States, rather than to attempt to organize any instruction of this grade in Porto Rico. The answer which a careful study of all phases of the question has in¬ variably brought is that both lines of effort must be made. They meet different THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 331 sets of conditions, reach different groups of students, equally deserving of assist¬ ance, and are not alternatives at all. While the transports of the military government were still plying between San Juan and New York, arrangements were made by the first commissioner of edu¬ cation under the civil government to send a group of over 00 Porto Rican boys and girls to the United States Government school at Carlisle. Some of these boys and girls are still there, and nearly all have done well ; but under a recent ruling of the Department of Indian Affairs no more appointments of Porto Ricans can be made to Carlisle, not even to fill the vacancies caused by the with¬ drawal of Porto Rican students at the institution, and those who return to their homes in Porto Rico during vacations are not allowed to go back to Carlisle. The first legislative assembly in Porto Rico voted the sum of $15,000 to send and maintain 45 students in the States for a year, and this appropriation has been continued each year since 1901. These boys and girls are sent under the following provisions of the codified school law, which vary but little from the original law creating these traveling scholarships : Sec. 68. There shall he selected annually, as hereinafter provided, a number of poor young men of robust constitution and good conduct, who shall be sent to the United States and maintained there at the expense of the people of Porto Rico for a period not to exceed five years devoted to the study of such subjects as the commission hereinafter provided may determine. The number of young men upon whom this privilege shall be bestowed shall at no time be in excess of 25, and the total expenses in each ease shall not exceed the sum of $400 per annum. The young men thus selected shall be sent to the United States as soon as provisions have been made for them in accordance with this act. Sec. 69. The president of the executive council and the speaker of the house of dele¬ gates, together with the commissioner of education, shall form a commission that shall prepare the rules under which these young men shall be selected, and shall have charge of them during the time they are engaged in study under this act. Sec. 70. The commission shall keep regularly informed of the conduct and progress of eaeh beneficiary and secure all other data that they may consider necessary. They may also withdraw support from any beneficiary upon proper proofs being presented of mis¬ conduct or bad faith of any beneficiary under this act. Sec. 71. By and with the recommendation of the commissioner of education for the island of Porto Rico there shall be maintained each year twenty good and worthy young men and women from Porto Rico in the United States, to be educated in the various arts and trades that may best qualify them to assist in the improvement of conditions of Porto Rico. Sec. 72. Each person receiving said appointment shall receive from the general gov¬ ernment of Porto Rico a sum not to exceed $250 per annum, and shall pursue the studies or trades as agreed upon by the said commissioner of education and the applicant before finally receiving said appointment. Sec. 73. The colleges or institutions designated to which the said students shall attend are Hampton Institute, Hampton, Va., and Tuskegee Institute, Tuskegee, Ala., and such other similar educational institutions as the commissioner of education may from time to time specify. Sec. 74. The commissioner of education shall have the right to cancel or withdraw the support at any time upon proper proofs being presented of misconduct or bad faith of any of the beneficiaries included under this act subject to the approval of the executive council. Sec. 75. There shall be sent to the commissioner of education from the authorities of the college or institution at which the said students are in attendance a quarterly report of the conduct and advancement of each student so attending. Sec. 76. The students who may receive the appointments shall at no time exceed twenty in number, ten young men and ten young women, and no one shall receive the benefits of this act for a longer term than four years. Sec. 77. The twenty beneficiaries referi’ed to in section 72 [71] shall in no case be sent from the same district or county, and the commissioner of education shall therefore confer this favor with the greatest equity among all the young persons >of the island. A necessary qualification shall be that the parents of the beneficiaries shall be poor. One important modification in the above law was made by the legislature of 1904, which required that henceforth only graduates of the eighth grade of 332 EDU CATION REPORT, 1905. the public schools of Porto Rico should be eligible to appointment for the $400 scholarships, and further provided that under certain conditions a limited num¬ ber of young workingmen might be sent to shops and factories in the States, where they might be employed so as to learn trades and their earnings might be supplemented by scholarship allowances. The reports received of the standing of these young people in their respective schools have been of the most satisfactory sort. Selected as they were on com¬ petitive examinations, these students were undoubtedly among the best-prepared pupils in Porto Rico, but it was hardly expected that their preparation would enable them to stand on a par with our best American students. Yet this has been the case, and in many instances Porto Rican pupils have received the highest standing given in their various classes. Several have graduated from our best preparatory schools and won scholarships at our best American univer¬ sities. Eighteen of these students at the close of the academic year 1903-4 had spent three years each in the States and were then doing well at the follow¬ ing institutions : One each at Haverford College, Rutgers, Cornell,. Wesleyan, Cushing Academy, Albany Medical College, Pennsylvania State College, Massa¬ chusetts Institute of Technology, University of Michigan, University of the City of New York, University of Maryland (medical school), Worcester Acad¬ emy, Deichmann School (Baltimore) ; two at Jefferson Medical School, and three at Lehigh University. Four more were in their first year at Northwestern, Juniata College, and Pennsylvania State Normal School. Thirteen were at Tuskegee Normal and Industrial Institute, three at Tougaloo University, and one at Jasper, N. Y. The remaining six places were filled by new appointees who had not yet left Porto Rico. With a very few exceptions no occasion for discipline has arisen, and these young boys and girls have proven themselves wTorthy recipients of public aid. Many have scored most unexpected academic victories, and all are pledged to return to Porto Rico to do their share in the uplift of their fellows. It is to be regretted that the financial resources of the island will not permit the expenditure of a larger annual sum than $15,000 in this excellent experiment. X. INSULAR LEGISLATION FOR EDUCATION - FINANCIAL RESOURCES - COST OF SCHOOLS. The military government instituted in October, 1898, came to an end April 30, 1900, and the act of Congress providing civil government for Porto Rico went into effect May 1, 1900. The civil duties of the military authorities were per¬ formed with such great efficiency on the whole that many of the most intelli¬ gent Porto Ricans and most Americans in the island would have been glad to have seen the period of military rule extended for a few years, until the Porto Ricans had become more familiar with efficient public administration before being called upon to legislate for themselves and to execute their own laws. But public sentiment in the United States was naturally impatient to see more democratic institutions established than are possible under military govern¬ ment. Under the organic act for Porto Rico, which went into effect on May 1, 1900, the powers of government under Congress, and subject to a certain con¬ trol or veto power retained by Congress, were vested in a governor and six heads of executive departments (the secretary, the attorney-general, treasurer, 'auditor, commissioner of interior, and commissioner of education) and a legis¬ lative assembly consisting of two houses — the executive council, composed of the six heads of departments and five other members, all appointed by the President of the United States, by and with the consent of the Senate, and the house of delegates, composed of thirty-five members, to be elected by the people THE AMERICAN" SCHOOL SYSTEM IN PORTO RICO. 333 of Porto Rico, five from each of seven electoral districts. At least five mem¬ bers of the executive council must be Porto Ricans, and the governor is also appointed by the President of the United States for a term of four years in like manner as the members of the executive council. The first election for members of the house of delegates was held in November, 1900, and the first legislative assembly was organized in December, 1900, and sat for sixty days (until February, 1901). Since that time no law has been or can be enacted without the approval of a majority of all the representatives elected by the people as members of the house of delegates and the approval of a majority of all the members of the executive council, appointed by the Presi¬ dent of the United States, and the approval of the governor. It would carry us beyond the scope of this paper to attempt to estimate the character of all the legislation enacted by this insular legislature in the five regular and two extra sessions already held. Not even all the enactments on the subject of education can be examined here, although I think that the work of these legislative assemblies would not suffer in comparison with other legisla¬ tive bodies if judged by this standard. A good school law was enacted at the very first legislative session, and remained in force, with minor modifications and additions, for over two years, after which it was made the basis of a more comprehensive statute known as the codified school law of 1903, which is still in force, with slight additions and modifications. The organic act centralizes the control of the schools very largely in the hands of the commissioner of education, and the codified school law in con¬ formity therewith defines the powers of the commissioner, in sections 2 and 6G, as follows : Sec. 2. The commissioner of education is hereby authorized and directed to establish and maintain a system of free public schools in Porto Rico for the purpose of providing a liberal education to the children of school age — i. e., between the ages of five and eighteen years ; to establish higher institutions of learning, including colleges, univer¬ sities, normal, industrial, mechanical and high schools, together with such other educa¬ tional agencies as said commissioner may find necessary and expedient in order to promote the educational development of the island. In addition to the rural and graded schools which shall constitute the regular common school system, said commissioner is hereby authorized and directed to establish, maintain, and direct, so far as the resources placed at his command will permit, such special schools as in his judgment are necessary to meet special educational needs, such as kindergarten schools, night schools, agricultural schools, professional and commercial schools, and schools in penal and charitable institutions, either under private or public management, where the same can be maintained in general harmony with the public school system and in harmony with its general standards, provided that the pupils in said special schools may include others than those of school age. The commissioner of education, the assistant commis¬ sioner, the secretary of the department, and the general superintendent of schools shall have power to administer oaths and take sworn testimonies on school matters. Sec. 66. The commissioner of education being required by act of Congress of April twelve, nineteen hundred, to supervise education in Porto Rico, he shall, to comply with said act, approve all disbursements made on account thereof ; he shall appoint from time to time supervisors or superintendents of schools, who shall be subject to the com¬ missioner in all respects ; he shall prepare and promulgate all courses of study for the school [schools] ; he shall conduct all examinations for teachers’ certificates and issue licenses or certificates to teachers ; he shall fix the salaries of teachers, provided always the amounts so designated shall not be in conflict with law ; he shall select and pur¬ chase all school books, supplies, and equipments necessary for the proper conduct of education, except as otherwise provided by law ; he shall approve all plans for public school buildings to be erected in Porto Rico ; he shall require and collect such statistics and reports from school boards, superintendents, and teachers as he may from time to time deem necessary to the welfare of the school system, and he shall formulate such rules and regulations as he may deem necessary for the effective administration of his office. ed 1905 — vol 1 - 25 334 EDUCATION REPORT, 1905. The law then provides for the election of three school directors as a school board in each municipality or county, defines their qualifications, requiring that they be citizens of Porto Rico or of the United States? residents of the school district in which they are elected for at least six months previous to such elec¬ tion, and able to read and write. The chief duties and powers of school boards are defined in sections 5 to 18, inclusive, as follows : Sec. 5. On tlie first Monday after the first Sunday in January following a municipal election the school board shall meet in ordinary session and proceed to the election from their own number of a president and a secretary, certifying said organization and officers to the commissioner of education. They shall in like manner proceed to the election of a treasurer, who may he the treasurer of the municipality, hut who shall not he a member of the school hoard, and who must he a duly qualified voter of the municipality. The election of said treasurer shall he certified to the commissioner of education in like manner as that of the president and secretary. The treasurer of the school hoard must conform in every condition and- respect to the regulations provided by law for the regu¬ lation of duties of treasurers of municipalities. He shall pay only such amounts as are authorized hy warrants signed by the president and the secretary of the school board, and no account shall be allowed unless previously ordered at a regular or duly called meeting of the said school board, and the date of said meeting shall be stated in the warrant. He may be paid an annual salary by the school board in such amount as is provided for in the budget of the school board and duly approved by the commissioner of education, but said salary shall not exceed two per centum of all funds actually dis¬ bursed by said officer. The president and secretary shall perform such duties as usually appertain to such offices, and shall make such report to the commissioner of education as he may from time to time require. ( Sec. 9. Immediately upon its organization the school board shall fix a regular date upon which to meet each month. Special meetings may be called upon three (3) days’ notice being given and signed by the president of the board or by any two (2) of the members of the board or by the school superintendent of the district. The board shall meet monthly, or oftener, as required, and all meetings shall be held in the alcaldia or other public place, and two members shall constitute a quorum. The school superintend¬ ent of the district is ex officio a member of the school board and entitled to participate in its discussions ; to receive notice of its meetings, to examine its minutes, records, and accounts in like manner as a duly elected member of the board, but he is not entitled to a vote. Sec. 7. School boards shall have charge of all school buildings in their respective districts ; they shall have the power to erect, repair, remodel, and improve school property, rent buildings for school purposes, provide suitable furniture and equipment for the same, employ janitors for school buildings, repair and keep in order suitable outbuildings, pay house rent for teachers, and keep in order all school buildings in their respective districts. They shall have the custody of and shall keep in repair all school buildings erected by the insular government, although the title to the same is vested in the people of Porto Rico, so long as said buildings are used for school purposes, and in general they shall perform such duties as the commissioner of education may require in accordance with the school laws. Sec. 8. The school board of each municipality may hold in the corporate name of the municipality the title to lands and other property which are now owned or may be acquired for school purposes in such districts, and no property so held by the school directors for school purposes shall be' subject to taxation. Sec. 9. Whenever the purpose of a meeting qf the school board or of a municipal election is to authorize taxation or indebtedness for school purposes, such meeting or election shall not be legal for such purposes unless its object be advertised, together with the time and place of such meeting or election for at least thirty (30) days previous. ‘ Sec. 10. Whenever the school board provides but one school building in any urban ' center of a municipality even though said building contains more than one class, each and every class thus maintained shall be open to both sexes, and likewise all rural schools. When, however, in any urban center there is more than one school building provided and said buildings are no more than one kilometer distant from each other, one building may be devoted to classes for boys and the other to classes for girls, if the school board so desire. All schoolhouses and class rooms shall be entirely separate and upon differ¬ ent premises from the residence of the teacher or any other family, or from any place of business. Sec. 11. Whenever it shall become necessary for a school board to acquire a site for a school building or for an addition to a schoolhouse site and the same can not be acquired by agreement of sale with the owners thereof, the board is hereby given the right of eminent domain to proceed to condemn said property for school uses. The THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 335 method employed in said condemnation proceedings shall he in accordance with the law of eminent domain then in force. Sec. 12. A school hoard in a municipality in its corporate capacity and organized in accordance with this act may sue and be sued in the name of the board. Sec. 13. The school hoards shall see that all public schools supported by public tax¬ ation, either local or insular, are known as public schools and that admission to them shall be free of all charge. It is, furthermore, the duty of the school board to see that no teacher accepts fees for instruction given in the public schools during school hours. Sec. 14. Whenever proper school quarters are not provided by the school board within ten (10) days from the receipt of notice from the commissioner of education that such quarters shall be provided, the commissioner, through the school superintendent of the district, may contract for the use of a suitable building or rooms for the public school in question, and such contract shall be recognized as valid against the school board in whose jurisdiction the school is located, and suit for the amount of said rent may be brought against the school board by the owner of the property thus rented in any court of competent jurisdiction, and if judgment be in favor of the claimant, such judgment shall be recognized as a legal claim against said school board. Sec. 15. If the school board fail to provide teachers for the schools, or if vacancies occur during the school year, and the school board fail to fill the same within fifteen days after notice from the commissioner of education that such appointments should be made, the commissioner shall appoint the teachers, and such appointments shall be valid for the remainder of the school year. Sec. 16. The school directors shall have the right to visit their schools as frequently as possible, and to report to the district superintendent on the work of any teacher. They shall supply the necessary school equipment in accordance with the recommenda¬ tions of the school superintendent, cooperating with the latter to remedy all defects noted. If the school board does not remedy the defects in school equipment, the superin¬ tendent may bring the matter officially to the attention of the commissioner of educa¬ tion, and the board shall cooperate with the department of education in promptly remov¬ ing any unsatisfactory conditions in the schools. Sec. 17. The school boards shall supply desks, school furniture, bookcases, chairs, and desks for teachers, clocks, proper receptacles for drinking water, supplies for janitors, and all other necessary equipment for the schoolroom, except text-books and such stationery supplies as the department of education may furnish, for the schools of their respective districts, and they shall provide suitable storerooms in such towns as the district school superintendent may indicate for the safe custody of schoolbooks and supplies, and shall pay the cost of transportation of said books and supplies to and from said storerooms to their schools whenever it may be necessary, or whenever directed to do so by the commissioner. Sec. 18. The location or assignment to a particular school of a teacher within the jurisdiction of a school board shall be determined by said board and the school superin¬ tendent of the district. In cases where the school board and the school superintendent faiLto agree, the matter shall be referred to the commissioner of education, whose deci¬ sion, after due and proper investigation of the facts in the case, shall be final. This rule applies only to the location or assignment of teachers who shall have been duly nominated by the school board, approved by the commissioner of education, and elected by the school board. Further provisions of law relating particularly to school boards are found in sections 25 to 30, inclusive, and in sections 42, 58, and 59, as follows : Sec. 25. The secretary shall record the proceedings of the school board in a book pro¬ vided for that purpose. He shall enter therein copies of his report made to the school superintendent or to the department of education,, and keep and preserve carefully all records, books, and papers belonging to his office, and deliver the same to his successor in office ; he shall act as secretary of the district in all its meetings, or, if absent, record the minutes of the secretary pro tempore; his minutes shall show all disbursements authorized by the school board, and he shall keep an account of all expenses of the schools and schoolhouses and record the cost of outbuildings, fences, and all the conveniences of the schoolroom, such as charts, maps, blackboards, and school libraries, provided by the board. He shall issue vouchers for all amounts owed by the board, as shown by the disbursements authorized in the minutes, when they become due, wTbich vouchers, when countersigned by the president, shall become orders upon the treasurer of the board for their face value. Each voucher shall be dated and numbered and shall state the service or consideration for which it was drawn and the names of the parties rendering such service or consideration, and shall be recorded by the secretary in a book kept by him for that purpose. Sec. 26. Section 207 of the Political Code is hereby amended in so far as It applies 336 EDUCATION REPORT, 1905. to school directors who desire to resign from office, and said school directors are hereby required to send their resignation in writing to the commissioner of education, who must act upon the same within ten days after its receipt. Sec. 27. When a school director is accused of any felony or crime under the laws of Porto Rico he shall be suspended from the position he holds by the commissioner of education, and if he is convicted of any crime or felony, he shall be permanently dis¬ missed from his position and the commissioner shall appoint a substitute. Sec. 28. The commissioner of education shall also suspend or dismiss from his position a school director for offences committed in the performance of his duty as such director after having preferred charges of the offences in writing, copies of which charges shall be sent to the person against whom said charges are brought, to the members of the school board of the district, to the mayor of the municipality, and to the supervisor [superintendent] of schools of the district: Provided , That a reasonable length of time shall be given in which the interested person may present to the commissioner of educa¬ tion a written answer to the charges : And provided further. That at the expiration of said time the action of the commissioner shall be stated in writing and copies of the same shall be sent to the same parties who were entitled to receive copies of the charges preferred. A certified copy of the action taken by the commissioner of education, together with a copy of the charges preferred and any answer which may have been filed, shall be placed together on file in the records of the department of education. Sec. 29. Vacancies in the school board, whether caused by death, resignation, removal from the district, failure to attend stated or called meetings for two consecutive months, or removal by the commissioner of education, shall be filled by appointment for the unexpired term, to be (made by the commissioner of education within one month of the date when said vacancy occurred : Provided, That no one shall be thus appointed who is not a qualified voter of the school district and who is not certified as a member of the same political party as the immediate previous incumbent of the position which it is desired to fill. A written statement of the president of the party or any two mem¬ ber^* of the executive committee of the party shall be considered sufficient evidence that the appointee is a member of the party as stated : Provided further. In cases where no member of the party of the previous incumbent who possesses the qualifications required by law for the 'office of school director can be found who is willing to serve in said position, then the said commissioner of education may appoint anyone qualified to fill the position, without reference to his political status. Sec. 30. Each school board shall annually on or before June first make a report to the commissioner of education, specifying the number of schools they desire to open in their district for the next ensuing school year. This report shall specify the number of rural, graded, principal, and English teachers required, and also the number of special teachers or teachers of special schools, such as agricultural, kindergarten schools, night schools, etc., required, and the commissioner of education shall at once proceed to con¬ sider such report, informing the respective school boards not later than July first of the number of schools and teachers that may have been assigned to their respective districts. Sec. 42. Teachers shall be suspended from their positions by the commissioner of education or by the school board for cruelty, immorality, incompetency, insubordination, or negligence in the performance of their duties, and said commissioner may reinstate them or dismiss them and cancel their licenses after an investigation which shall be held and in which the school board may file a statement and said teachers shall be held [heard] in their own defence, either verbally or in writing : Provided, That no suspension by a school board shall be valid for more than five days ; and the teacher thus suspended shall not be again suspended for the same cause by said board during the school year in which the first suspension took place. Sec. 58. Municipalities shall provide rooms or buildings for schools and necessary offices for school boards and district school superintendents wherever public buildings in the control of said municipality are available for such purposes. Wherever possible, the municipality shall construct public school buildings erected and furnished according to plans authorized by the commissioner of education and suitable for graded schools. Where the municipality provides such building, additional teachers sufficient for six grades will be furnished as needed. Sec. 59. From the school funds at their disposal the school boards shall pay the house rent of teachers. The school boards shall make a cash allowance to teachers for house rent as follows : For rural teachers, not less than three dollars per month and not more than eight dollars per month for each and every school month in which the teacher is actually engaged ; graded, principal, and special teachers, not less than ten dollars nor more than fifteen dollars per month for each and every school month in which the teacher is actually engaged. Said rent of [or] allowance shall in every case be made a part of the contract or agreement between the teacher, the school board, and the com¬ missioner of education, all of whom shall agree to the rent or allowance so specified. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 337 To provide the school boards with the necessary funds to carry on the busi¬ ness with which they are charged, each municipality >is assessed by the treas¬ urer of Porto Rico in accordance with the provisions of the general revenue act, so that about one-fourth of all local revenues are paid directly to the school boards for school purposes, and the municipal councils may and sometimes do increase this amount by levying in addition a special school tax not to exceed one-tenth of 1 per cent on the valuation of all real and personal property in their respective districts. The school boards are held to very strict accountability for all funds in their hands, and their accounts are rendered on forms prescribed by and subject to the approval of the commissioner. The provisions of law relating to teachers and to scholarships have been quoted already in other sections of this paper, and it only remains in order to complete our reference to the chief provisions of the codified school law to say that it provides for compulsory attendance after a pupil is once enrolled in a public school and gives the municipal authorities power to enforce the attendance of children between the ages of 8 and 11 years where a school exists within a reasonable distance of their residence and is not full. More stringent compulsory-attendance features would have been enacted had the school accommodations been adequate. Section 61 of the codified school law relates to the district superintendents of schools and places them under the direct orders of the commissioner, whose representative they are, and makes them ex officio members of the school boards in their respective districts, with rights of participation in discussion but no right to vote. The school boards are required to furnish superintendents with a local office. The school law also provides for the annual celebration of arbor day on the last Friday in November. The most important legislation for schools, however, is not that to be found in the school law, but rather the provision for schools made in the annual ap¬ propriation bills. The total funds available for school administration, including all expenses of maintenance, rent of school buildings, outlay for buildings constructed each year, salaries of teachers, and administrative expenses of the insular depart¬ ment of education have been $980,629.69, $818,149.47, $900,169.41 for the three fiscal years 1901-2, 1902-3, and 1903-4, respectively. The sources from which these amounts were derived and the actual expenditures under these appropria¬ tions are conveniently summarized in the following tables : I. General summary of appropriations and expenditures , department of educa¬ tion !, for the years 1901-2, 1902-3, and 1903 -It. 1901-2. 1902-3. 1903 — 4. Total appropriations: From insular funds . 5525,420. 00 5565, 147. 14 a 5657, 775. 50 From trust fund donated by United States Goverpment. 337, 000. 00 b 103, 085. 37 c 59, 810. 80 Total expenditures: From insular funds . 4S1, 686. 08 d 579, 716. 18 d e 619, 167. 43 From trust fund . 209, 115. 81 99, 312. 21 79, 700. 03 Total expenditures by school boards from insular funds not included in above appropriations, but expended un¬ der supervision of department of education . 118, 209. 69 149, 916. 96 182, 583. 11 a Including appropriation for university (Insular Normal School ), hut not the appro¬ priation for the San Juan Free Library. 6 Including repayments from municipalities amounting to $535.37. c Including repayments from municipalities amounting to $12,234.30. d Including expenditures from available balances from appropriations made in previous year. * Including expenditures for the university (Insular Normal School), but not for the San Juan Free Library. 338 EDUCATION REPORT, 1905. II. — Resume of expenditures, department of education, for fiscal years 1901-2, 1902-3, and 1903-1,. 1901-2. 1902-3. I. GENERAL EXPENSES. Office of commissioner: Salaries . Contingent expenses . Text-books and school supplies: Purchases . . Transportation . . . Common schools: Salaries of teachers . Contingent expenses (school furniture) . Superintendents of schools: Salaries . Contingent expenses (travel, etc.) . Teachers’ institutes and summer normal schools: Salaries!; . . . Contingent expenses . . . High and graded schools: Salaries . . . Contingent expenses . Normal school: Salaries . Contingent expenses . Model and practice school, salaries . Library, department of education: Books and apparatus . | Freight, cataloguing, incidentals . | Industrial schools: Salaries . Contingent expenses . $20, 145. 71 3, 707. 02 38, 272. 69 1,771.59 320, 316. 75 28, 885. 82 19, 949. 52 3, 858. 55 3, 068. 00 602, o5 10,980. 00 1, 071. 70 7, 963. 71 2, 732. 26 420. 43 732. 58 Total of expenditures . Balances transferred in accordance with special laws: To industrial school fund . . To University of Porto Rico . Refunded to treasury of Porto Rico . 464, 478. 67 40, 521. 33 Total of appropriations. 505, 000. 00 II. SPECIAL TRUST FUNDS AND SPECIAL APPROPRIATIONS. $23, 311. 40 2, 399. 71 39, 635. 87 999. 97 389,191. 75 12, 391, 17 25,010. 27 10, 090. 58 2, 580. 30 764. 87 23, 757. 75 603.08 11, 296. 37 1,666.02 1,031. 00 343. 94 31.62 545, 105. 67 2, 661. 47 547, 767. 14 University of Porto Rico (total appropriation, $21,440): Salaries, normal department . . . Contingent expenses . General expenses . School extension : Trust funds available for construction of schoolhouses. Expended during fiscal year . Education of Porto Rican students in the States (annual appropriation, $15,000) : Expended in fiscal year . Education of Porto Rican students in insular normal school (appropriation for scholarships, $5,460) : Expended . , . Teachers’ pensions paid from collections from municipali¬ ties . . . San Juan free library . Schools for training nurses . . Industrial schools, equipment — transfer of balance 1901-2 of $40,521.33 . . Common schools, equipment — refunds from school boards. 337,000.00 ‘231,129.56 209,115.81 90,312.21 15, 000. 00 14, 864. 64 11, 469. 12 412.16 2,136.48 70. 93 1,824. 80 2, 130. 71 1,037. 62 16,577. 54 a See university appropriation. b Now under separate board of trustees. 1903-4. $2/ , 775. 30 o, 277 . 80 29, 936. 32 678. 74 397, 597. 50 18, 526. 81 22, 232. 42 9, 873. 31 6, 379. 37 535.53 31, 567. 25 1, 599. 93 («) (a) 166. 79 17, 839. 73 7, 040. 13 577, 026. 93 38, 948. 57 615, 975. 50 15,054.52 1,875. 30 1, 498. 25 200, 628. 15 79, 700.03 14, 010.08 4, 554. 78 2, 965. 20 (&) 1, 062. 60 3, 678. 14 406. 83 The relation which these figures bear to the total appropriations for all governmental expenses vary but slightly from year to year. Approximately 25 per cent of all revenues, both insular and local, have been voted for public education in Porto Rico by the public authorities, representing the people, at every legislative session since the beginning of civil government. One year the proportion reached 28 per cent. I doubt whether a similar showing, indicat¬ ing as high a social value set on public education, can be found in any other part of the United States, certainly not in any part w^here there is as gen¬ erally impoverished a condition as will be found in Porto Rico. Twice or THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 339 thrice these amounts would have been willingly voted for this purpose had the funds been available or the resources sufficient, because it was recognized that, liberal as these appropriations are, they are wholly inadequate to cope with the illiteracy bequeathed by the past. It will not take a very elaborate investigation of the facts to convince the American people that we have in Porto Rican education the most worthy object for Federal aid, if the desire to investigate can only be aroused. Owing to the fact that the administration of the entire school system, in¬ cluding not only the common schools, but also the special schools, such as high schools, normal, and industrial schools, is vested in one department, it is very difficult to get at any fair estimate of the cost of any single part of the system per pupil enrolled. We might take the figures in Table II under general expenses and divide the total amounts expended each year by the total number of pupils enrolled in the common schools and also by the total average daily attendance, and we would get approximately the per capita cost of the elementary schools ; but this would also include the total cost of supervision for all schools and cover what in the States would correspond to local and State supervision and administrative expenses. These figures, however, are as follows : Year. Total ex¬ penditures. Total en¬ rollment. Cost per ;pupil en¬ rolled. Average daily at¬ tend¬ ance. Cost per pupil at¬ tending. 1901-2 . $464, 478. 67 545,105.67 59,096 $7. 86 30, 160 $15. 40 15. 90 1902-3 . . . . 64,039 « 57, 683 8.51 34,272 1903-4 . 577, 026. 93 10.00 39, 928 14.45 n Average for three terms, while for previous years the totals are carried through the year. This probably more than accounts for falling off. Even making allowance for the change in the method of computing the sta¬ tistics of enrolled pupils, there has probably been an increase in the average cost per pupil enrolled during the past three years, but a considerable decrease in the average cost per pupil in attendance, which is probably a better measure of service rendered. There has been unquestionably an improvement in the equip¬ ment and in the quality of teaching, which has been accomplished in part only through greater outlay in expenditures. It may be possible in time to introduce economies not advisable at the outset, by which these per capita costs may be decreased somewhat. They are undoubtedly too high now, but many items of expenditure cost more in the Tropics than they would in the States, and this fact must be reckoned with when making comparisons. Perhaps the safest judgment is that of the Porto Rican people themselves, who almost unan¬ imously testify, in spite of many criticisms of particular items, that the general net return from all moneys spent on education has been eminently satisfactory. XI. THE PRESENT EDUCATIONAL POLICY - RESULTS OF FIVE YEARS - THE OUTLOOK FOR THE FUTURE. The period of radical experiments on a large scale with educational measures in Porto Rico may be said to be over. Some of the work is still in an experi¬ mental stage, and much of it will require modifications from time to time which further experience will indicate. There are still new conditions to be met, and many educational needs for which there are no available funds. The free public school of elementary grade has been established in every part of the island, and the emphasis in the present policy has been and will continue for a long time to 340 EDUCATION REPORT, 1905. be laid on strengthening, improving, and increasing in number the primary schools in town and country. In the town schools the effort will be made to introduce practical industrial training, both for its educational value in the training of the hand and eye and for its utility in the possible development of home trade and skilled hand work. In both town and rural schools, and espe¬ cially in the latter, the attempt is being made to arouse a greater interest in agriculture by adapting the course of study to the needs of a people so pre¬ dominantly agricultural. Every effort will be made, as it has been made in the past, to increase the financial resources of the schools. With school accommodations for only one child in five of school age in the population, the need of more funds to increase the number of schools is imperative, unless the United States is willing to have a population within its national domain eight- tenths of which is illiterate. It is scarcely possible to expect that a larger percentage of the total revenues of the island can be devoted to education than is given at present. With increased prosperity the value of taxable property will rise gradually from year to year, and the present rate of taxation, which is probably as high as a safe economic policy will permit, will yield somewhat larger returns. If the same proportion is devoted to education, the amounts available for schools will be a little larger from year to year, but can not permit of an increase in the number of schools more than sufficient to keep pace with the increase in the numbers of the school population. This will leave us no better off relatively than wTe are to-day. The trust funds returned by the United States Government from the receipts from Porto Rican customs are now practically exhausted. From this source alone has come nearly $500,000, which has been spent in the construction of new schoolhouses. This work should go on, and if it does, it will have to be a charge on insular revenues hereafter. Such are the main points in the present educational policy. They can not fail to suggest many difficulties and serious problems still to be solved, but with the foundations already laid and with the determination to go ahead on the part of a people ambitious for education, a solution must be found for the financial necessities of the case, which are the most serious. The results already obtained are most encouraging. The new commissioner, Doctor Falkner, has reviewed them in a recent article entitled “A few notable changes,” published in a special number of The Porto Rico School Record, devoted to commemorating the fifth year of the establishment of civil govern¬ ment. Perhaps Doctor Falkner can speak of these changes after several months’ study on the ground more impartially than those who took part in most of the events chronicled. His article in full is as follows: The time which has elapsed since the American occupation has been one of earnest effort, of unremitting labor, and of rapid change in the schools of the island. It was but natural that the new government should bring with it educa¬ tional ideals widely different from those of its predecessor. It was but natural that an earnest effort should be made to create here educational institutions which should embody those ideals. In such a conflict of ideals it could not be avoided that there should be much mutual misunderstanding. On the one hand the aims and purposes of the new administration could not be fully understood by those to whom their projects and actions were novel, nor could, on the other hand, the merits of the older system be fully comprehended by the new adminis¬ tration. At times, therefore, the actions of the latter may have been deemed arbitrary, unjust, and harsh. But this is an inevitable result of change. It is not improbable that the era of radical change has been completed, that we may look forward to an era of quiet development upon the basis already gained. The moment may, therefore, be considered not inopportune for a survey of the changes which have been effected and a statement of what we believe the pres¬ ent school system stands for, the basic principles of its organization nnd life. THE AMERICAN SCHOOL SYSTEM IN PORTO RICO. 341 In so doing we can not fail to note the tremendous difference between our pres¬ ent system and that formerly in vogue in the island. These changes have been realized by the initiative of the department of education crystallizing into law with the approval of the legislature, and embodied, in fact, through the assist¬ ance of the teachers of Porto Rico. Whatever of merit in these changes may be due to the department is so largely the work of my distinguished predecessors that I may not improperly comment upon it. All change is not progress, but I should be faithless to my trust did I not believe with wholly unwavering con¬ viction that the work of the past few years had been upward and onward. It may well be that, in seeking to summarize the changes which have occurred, my words may seem laudatory beyond the proprieties. But as we may rejoice in the present and build high hopes for the future,, and yet hold in honor the steps by which we have attained our present position, so we might extol the present with its larger opportunities without grudging its meed of praise to the more restricted efforts of an earlier day. Yet it is not my purpose or function to laud and magnify, but merely to recount. So radical have been the changes in the educational system that to recount them all would be to repeat here the successive reports of the commissioners of education since the change of government. Many aspects of our school system will be treated in this journal at length, and at this point we can do no more than call attention to some of the many changes which, in our judgment, are most significant and most indicative of the general spirit of the transformation which has been effected. Briefly, then, the changes to which we would espe¬ cially direct attention are the following : 1. Schools have been increased in number. It is extremely difficult to ob¬ tain precise information with regard to the number of schools in existence Under the old regime, or of the number of pupils who were actually attending such schools. According to the best information which we have there were in 1898, before the American occupation, about 500 schools in the island, attended by 22,000 children. According to the last report of the commissioner of educa¬ tion there were over 1,000 schools in operation in 1903-4, with 61,000 pupils enrolled in the schools, with an average daily attendance during the year of 41,798. Both the number of schools and the number of pupils have doubled since 1898 on the basis of these facts. The showing is really better than is apparent on the face of it, since in the earlier period the records were negli¬ gently kept, and we have no means of knowing how many of the schools re¬ ported were in actual operation and how many had a merely nominal existence. Considered merely in its quantitative aspects, the significance of this advance can not be overestimated. It means not only that a much larger proportion of children has been reached by the school system than heretofore, but it means also that the school has been carried into regions before unknown. There is many a rural barrio where the school is now a daily part in the life of the people which was utterly ignorant of such an institution before the advent of the American Government. In the slow process of time such changed conditions will be reflected in the higher intellectual standing of the great masses of the people. The percentage of illiteracy as revealed by the census of 1899 will be considerably reduced when the children now enjoying the advantages of the public schools of Porto Rico shall have arrived at man’s estate. Important as the work is which has been accomplished, it is, after all, only the beginning, and the task which lies before our people is still enormous, nor should it be forgotten that the task which has been traversed is, after all, the easiest portion of the way. The schools have been able to secure this wonder¬ ful development because they have been offered freely to a people hungry for education. But as the years advance it will be necessary to appeal to classes of the population who by their position and disposition are less favorably dis¬ posed to the spread of education, and a corresponding increase in the number of pupils in future years will be more difficult to obtain than in the past. It remains none the less the duty of all who are associated with the work of edu¬ cation to press forward with all energy toward the day when every child in Porto Rico will be able to take part in the schools of the island and will be required to do so. 2. Schools are now entirely free. No pupil who attends a public school sup¬ ported by the people of Porto Rico is called upon to pay for his instruction, nor is any teacher permitted to receive any fees for his work. Under the former rule of the island the public schools presented a curious mixture of the public and private institution. While they were nominally free to all, teachers were 342 EDUCATION REPORT, 1905. permitted to take in private pupils who paid directly to the teacher. The tendency of such a system was to make in the schoolroom undesirable class distinctions and to direct the energies and attention of the teachers wholly to the children whose parents paid especially for their instruction. It is cur¬ rently reported that about one-third of the children paid for their schooling, and we may be pardoned in the belief that such pupils received a good deal more than one-third of the instruction imparted. The question involved in this apparently simple matter goes down to the very root of the theory of government. If education is a matter of purely indi¬ vidual concern, there is no reason why it should not be paid for directly by the persons concerned, and the services of the schoolmaster purchased like other services. If, however, education is a public duty, to be brought to the reach of all, and in which all should participate not for personal advantage only but for the public welfare, then it should be wholly a public charge and should cost nothing directly to those who participate in it. The free public school, as we understand it, is one open on equal terms to all and without pecuniary burden to any. This absence of pecuniary burden, which to our manner of thinking is the fundamental character of the free school, extends to the supply of text-books and supplies which are loaned or furnished to the pupils without charge. 3. It has improved school methods. In the former system of instruction, memory was the principal faculty which was encouraged by the teacher. Text¬ books, so far as they were in use, consisted of questions and answers,, and the pupil was judged most proficient whose answers showed the fewest mistakes. This has all been done away with, and the pupil is encouraged so far as his capacity goes to think for himself rather than repeat like a parrot the thoughts of others. To accomplish this result there has been an absolute change in the text¬ books in use in our schools. Not only are the books better, being based all of them upon texts of wide circulation in the United States, but there are also enough for the purposes of the schools. It was the frequent complaint of former times that the local authorities charged wih providing text-books were parsimonious in their expenditures, and that in the majority of schools the number of books supplied was wholly inadequate to the needs. This improve¬ ment of the method and equipment means a great educational gain, as it per¬ mits a more intensive work, and insures that the time spent in the schoolroom is employed to the profit of the child, and that progress in real attainment is much more rapid than it could be under the system, or lack of system, which prevailed before. 4. It has improved the school buildings. Before the American occupation there were no buildings expressly erected for school purposes. In general it can be said that the schoolhouse was the home of the school-teacher and his attention to his pupils was interfered with by the cares and necessities of family life. While it was supposed that the local authorities furnished the equipment of the schools, this was only partially the case, and in many cases the teacher had to do it from his own resources. Since the American occupation there is hardly a town of considerable size in the island which does not possess a school building erected by the depart¬ ment of education and specially designed for school needs. If these buildings are not always as good as they might be, they are none the less in marked contrast to the former schools or even to those now rented in many localities for school purposes. Some of the more recent buildings erected by the depart¬ ment are in every sense worthy of praise and are a source of pride and satis¬ faction to the communities in which they have been established. Whatever criticisms may have been made with respect to some of the school buildings, it should be kept in mind that they do not refer to the schoolrooms, the quarters in which the children actually spend so large a portion of their time, and which leave little to be desired. The graded school buildings erected by the department and a smaller number of rural schools which have been built by it, have caused a marked improve¬ ment, at least in the equipment, in the rented buildings. In many cases school boards have provided such buildings with a thoroughly modern equipment in desks and blackboards, which stand in marked contrast to the older conditions. Even where the lack of necessary resources has prevented the new equipment, much has been accomplished by the provision that no part of any building used for a school should be occupied for dwelling purposes. Buildings constructed THE AMERICAS' SCHOOL SYSTEM IK PORTO RTCO. 343 as warehouses, stores, or dwellings and converted into schools are never as thoroughly satisfactory as buildings which are erected in the first instance for educational purposes, but it must be recognized that often such buildings must be used. There is great latitude in the choice, and there can be no doubt that the choice is made with greater eare and wisdom than in former years. 5. It has improved the position of teachers. Under the old regime teachers were appointed by the general government and were paid for their services by the local government. In this arrangement there was the germ of difficulty, of which the teacher was the unfortunate victim when disagreements arose between the central and the local governments. It is known that salaries were paid very irregularly and oftentimes not at all. This forced the teacher to rely for his subsistence wherever possible upon the pay pupils whom he received in his school and forced him to give his attention primarily to this class, to the disadvantage of those who were unable to make a special payment for their education. Under the present system the teacher is appointed by the local authorities and paid by the central government. I-Ie is no longer the victim of the uncer¬ tainty of the local revenues, and receives his remuneration promptly when it becomes due. He is thus removed from the anxieties which formerly pressed him with regard to the daily affairs of life. He knows what his income is and when he will receive his salary, and can regulate his expenditures in such a way that the vicissitudes of his private affairs do not divert his attention from his professional duties. Being secure in the possession of a regular income, he can apply himself with greater peace of mind and with better effect to his daily duties. It is doubtless in large measure due to this fact that so many of the former teachers of the island have successfully confronted the trying ordeal of adapting themselves to the many changes which have been introduced in the school work since the American occupation. 6. It has established an effective system of superintendence. Before the American occupation schools were subject to the supervision of the local au¬ thorities, and in addition thereto enjoyed the inspection throughout the island of 2 inspectors. This number has been increased to 19. The districts have been made much smaller, and the superintendent is brought into direct and frequent contact with all of his teachers. This change has been for the benefit of the schools, of the teachers, and of the educational system generally. From the standpoint of the schools, it keeps an effective supervision and check over the work of the teachers. It permits the early correction of faults in the conduct of a school and it preserves a strict watch over the progress of education in every district. From the standpoint of the teachers, this system makes their work known to the authorities; it gives to the diligent and aspiring teacher an opportunity to make his merits known. It gives to all an aid and counsel in the conduct of their schools and enables them to meet the difficulties of their profession by reference to the advice of the superior officer. The rural teacher especially is isolated. He needs the assistance of the superintendent in his work. The superintendent in his double relations with the teachers on one hand and with the department on the other is the keystone of the educational arch, the fundamental unit in the administrative system. In the foregoing are briefly noted a few of the important changes in our educational system which differentiate it from its predecessor. They are the result of an earnest effort for the betterment of educational conditions in the island. They have been introduced not at once, but step by step, and it is only when we review the whole course of the last seven years that we fully appre¬ ciate the magnitude of the changes which have been wrought. Many of them, it is true, were effected at the very start of the new government, but it has required some years to put them into effective practice. In this work there has at times been criticism of details, but we believe that there has been a hearty appreciation of the general results obtained. As before suggested, the future may involve no such radical steps as have marked the past, but the success of the educational work in Porto Rico will depend no less than before upon the disposition of all concerned to work together for the common good. The outlook for the future is bright in the light of the faithful service of teachers, superintendents, and officials who are toiling patiently and uncom¬ plainingly with the meager resources of the present. They have accomplished much, and I can not do more than bear witness to what I saw during nearly three years while it was my privilege to serve with them. I know something 344 EDUCATION REPORT. 1905. of the self-sacrificing work done in onr best schools in the States, and I can say without reserve of any kind that the joint work of Porto Rican and American teachers and superintendents, together with those associated with them, is not excelled anywhere, in my judgment, for devotion to a cause, for unflagging industry, and for adaptation of the means at hand to the end to be attained. Again I say that when the American people understand the Porto Rican problem the necessary means will be forthcoming from both the public and private purse to maintain an adequate and comprehensive system of public edu¬ cation suited to the special needs of all the people. It is the best paying invest¬ ment that can be made to help create the institutions upon which self-govern¬ ment depends. CHAPTER XVI. EDUCATION IN THE PHILIPPINE ISLANDS. THE PUBLIC SCHOOLS. The following information has been taken from the annual report of the general superintendent of education of the Philippine Islands, David P. Bar- rows, dated September, 1904. The extracts have been selected with a view to showing the growth and tendency of the American influence in education in the islands. The total of money expended by the insular government for all purposes since 1901 is as follows : 1901 _ $6, 100, 453. 57 1902 _ 7, 657, 002. 85 1903 _ 10, 609, 186. 13 1904 _ 11, 152, 139. 19 The amounts expended by the insular government for the bureau of educa¬ tion in these four fiscal years have been as follows : 1901 _ $233,411 1902 _ _ 1, 194, 381 1903 _ 1, 400, 563 1904 _ 1, 244, 096 It -may be seen from this table that the maximum amount of money ex¬ pended for the bureau of education was in the year 1903. In the past year the work of the bureau has been conducted with the reduced expense of $156,467. In the year 1902 the expense for the bureau of education amounted to 16 per cent of the total expenditures of the government, in 1903 to 13.5 per cent, and in 1904 to 11.2 per cent. Of the total amount expended for public instruction since July, 1901 ($3,839,040), about two-thirds has been expended for the salaries of American teachers and superintendents. About $890,000 has been spent for schoolbooks and school supplies. In the last year these supplies have included a con¬ siderable amount of carpentry tools, iron-working tools, agricultural implements, and wrood and iron working machinery for the establishment of agricultural and tool work in the different school divisions. The appropriations by the insular government for the bureau of education for the fiscal year 1904^5 provide for public instruction in the sum of $1,208,725. The total amount expended by municipalities for schools in the Christian provinces, and in the case of Albay, Isabela, Samar, and Misamis, including only teachers’ salaries, was $508,151.96. Of this amount the city of Manila expended $162,772.72, or 32 per cent of the total. Out of this amount appropriated for the support of its schools the city of Manila expended $136,976.08, or 84 per cent, for teachers’ salaries; $23,057.81, or 14 per cent, for the rental of school buildings, and $2,738.83, or 2 per cent, for all other expenses. In addition to the school expenditures by the municipalities the provincial boards in 33 provinces have made provision, by appropriation out of provincial funds, for the establishment of provincial high schools. The appropriations 345 346 EDUCATION REPORT, 1905. luive, in the majority of cases, been very moderate and in most cases limited to the payment of rental for buildings, janitor service, and incidentals. The salaries of all American teachers and all educational equipment for these provincial high schools, which includes not only blackboards, text-books, ex¬ pendable school supplies, but also tools, and, in a few cases, machinery, have been supplied by the bureau of education. Education under the American Government commenced with primary instruc¬ tion. At the present time, after three years of organized effort, the instruction continues to be almost entirely primary. The aim has been and still is to place the elements of an English education within the reach of children of every social class in every municipality and every hamlet of the archipelago. During the past year a course of study has been prescribed for these primary schools by the general superintendent. It covers but three years of instruc¬ tion, which include three in the English language, two in arithmetic, prefaced in the first year by easy number work, and one year in elementary geography. In addition to these subjects provision is also made for singing and drawing, for both of which the Filipino has unusual endowment ; for handiwork, con¬ sisting of school gardening and simple tool work for the boys, sewing and ele¬ mentary housekeeping for the girls ; for physical exercise ; and for the train¬ ing of character. These three years of primary instruction must necessarily appear meager and inadequate to most educators. It should be understood, however, that the primary course of three years does not lead directly to the various secondary courses which are offered at the provincial high schools. An intermediate course of three years is taught in all high schools and at many of the larger municipal schools, the plan being to have the central municipal schools ultimately devote their attention to this intermediate course and to have all primary work done in the barrio schools, which will be located in every one of the hamlets of which a Philippine pueblo or municipality is composed. The main reason for making the primary course so brief is the need for a plan of study, fairly complete though very simple, which can be taught wholly by Filipino teachers and which, within a reasonable time, can be given to all. In fixing upon so brief and simple a course, consideration was also given to the following circumstances : The training and attainments of the Filipino teachers are very limited. Few of them have had more than three years of instruction in English, and many of these had no previous education. Some years must pass during which the Filipino teacher will continue to receive constant training and assistance before he will be competent to give more than the three years of teaching which have been prescribed. It is certain that the primary teaching can not be done by American teachers. So far as this branch of instruction is con¬ cerned, the American teacher at the present time is wholly occupied with the work of organization and supervision, and the Filipino teachers are doing the actual w'ork of the class rooms. The total number of children in the Philippines between the ages of 6 and 14 is reckoned at 1,200,000. The primary course aims to give the bare essentials of a primary education, and it aims to give this to every child between the ages of 6 and 14. These age limits, however, allow' for a period of nine years in which to give three years of instruction and permit us to divide the total num¬ ber of children of school age by 3 when we come to fix upon the measure of equipment necessary to meet the ends in view ; that is, if there are sufficient schoolhouses, school-teachers, school furniture, and schoolbooks to give continu¬ ous instruction to 400,000 children, it will be possible to give every child three years of primary instruction during the nine years between 6 and 14. The at¬ tendance of 400,000 children in the primary schools is the standard toward wdiich the bureau of education is aiming, and if it can reach this standard and maintain it for a period of ten years there will be, broadly speaking, no illit¬ erate youth among the Filipino people, but the entire coming generation will be able to speak, read, and write the English language wath a fair degree of accuracy and fluency ; wall be able to make ordinary arithmetical calculations, including those operations wffiich are used in ordinary business ; wall have a fair knowledge of the geography of the Philippines and of the continents and countries of the world ; and, it is believed, wall have received a very beneficial influence upon their characters during the formative period. The past year has shown a notable advance toward the attainment of this standard of primary instruction. In the month of September, 1903, a very close approximation of the public school enrollment was made by the division super- EDUCATION IN THE PHILIPPINE ISLANDS. 347 intendents, amounting to 182,202 pupils for the whole archipelago, about 0,000 of these being of intermediate grade. At the close of the school year last March this figure had risen to 227,000. The school returns for the month of July, 1904, showed that there were actually enrolled 263,974. In considering this last enrollment report it should be noted that at the time it was made the schools had just opened after the long vacation ; it was during the rainy season and the time of rice planting, in which many children are necessarily em¬ ployed. Reports subsequent to the 1st of August have not been received in full, but from those provinces from which returns are in there is in every case a still larger gain, and the probability is that when the drier and cooler months of October and November come, and the labor of the children is no longer neces¬ sary in cultivation, the total number in primary schools will reach 300,000 of both sexes. This increase in public school attendance of the past twelve months is due very largely to the spontaneous growth of interest in public instruction among Filipinos of all classes. The American schools passed the experimental stage over a year ago. The American teachers have fully won their place in the confidence and affection of the native population. The period of war with its enmities, suspicions, and social disorganization is past, and the time is ripe for meeting without hindrance the ambitious desires of the entire Filipino race for American education. To meet the increased demand for schools during the past year, a system of school districts has been organized, each in charge of an American supervising teacher. These districts usually embrace a single municipality, but in some cases, owing to the limited number of American teachers, they include two or three. The population of a district varies from 5,000 and 6,000 to as many as 40,000 souls. These district supervisors spend the greater portion of their time in riding about from barrio to barrio, organizing the small hamlet schools, and, after they are once organized, visiting them regularly and assisting the native teacher in his work of instruction. Wherever possible at least once a day all the Filipino teachers gather at the central sehoolhouse for an hour or an hour and a half of instruction under the American teacher. For the administration of public instruction in the 629 municipalities where schools are organized and in which, as stated above, there are over a quarter of a million children in attendance, the bureau of education has (September 15) a force of 700 American teachers regularly employed and on duty and 49 American teachers who are temporary appointees. There are 47 teachers on leave in the United States whose early return is expected and 40 more under ap¬ pointment who have not yet reached the Philippines. There are 294 Filipino teachers appointed as a result of civil-service examination and paid by the bureau of education, and, in addition, 3,195 Filipino teachers appointed by division superintendents and paid out of local municipal funds. For the Filipino teachers actually engaged in class-room instruction there is an average of over 70 pupils to the teacher, an unfortunately large number when other conditions are excellent and especially so when the poor housing, inadequate school furniture, and the still limited training of the Filipino teacher are taken into consideration. The following statement shows the number, sex, and average monthly salary of Filipino teachers for twelve months per year : Filipino teachers: Male _ 2, 0S0 Female- _ 1,054 Total _ 3,134 Average salary : Male _ _ $10. 38 Female _ 10. 50 Average _ : _ _ Amount expended for salaries : Male _ Female _ 10. 31 255, 919. 03 132, 745. 47 Total 388, G64. 50 348 EDUCATION REPORT, 1905. The number of teachers employed in the public schools of the Philippine Islands at the end of Spanish rule, according to the “Guia de Filipinas ” for 1898, was 2,167, including both men and women. This figure appears to be a purely formal estimate of the Spanish Government. It is identical for each year from 1895 to 1898, and was evidently based upon the fact that the Spanish plan contemplated a “ maestro ” and a “ maestra ” for each of the thousand or more pueblos. Nevertheless this plan was actually almost realized, and this figure must be approximately accurate. The education possessed by these teachers, with very few exceptions, was almost without any value under the system of public instruction introduced with American occupation. Many of them also were past middle life and naturally found extreme difficulty in acquiring a new tongue and radically changing the methods of instruction. The present number of teachers derived from the class who were teaching the Spanish schools at the time of the American occupation is very small. o The great majority of Filipino teachers have received most of their educa¬ tion and all their training as teachers from American instructors. In the beginning the process of making Filipino teachers was exceedingly radical. Bright, intelligent young men and women were selected and organized in a teachers’ class. Many of them, after only a few months' of English instruction, commenced teaching their pupils with an English chart and an English primer. Not only were they entirely ignorant of English in the beginning, but their knowledge of the fundamental subjects of arithmetic, geography, and history was also very small. In their own instruction by the American teacher they could be kept but little in advance of the pupils in their classes. Frequently the teacher taught one week what he himself had acquired only the week pre¬ ceding. Such a system of instruction, to be of any value at all, naturally had to be accompanied by the constant assistance, supervision, and instruction of the American teacher. Surprising to say, the Filipino teacher under this method has made progress far in advance of anything that could have been anticipated. Many of those now employed are very fair instructors in the subjects falling within the primary course. They have developed well as dis¬ ciplinarians. Schoolrooms in charge of Filipino teachers are now almost in¬ variably quiet and well ordered. The daily programme is carried through on time and successfully. What perhaps is more gratifying than anything else is the reliability and fidelity they show to their work and their increasing pro¬ fessional pride. In addition to the daily instruction given bjr the resident American teacher, the teachers of each province or school division have been gathered together at least once a year for a period of from four to eight weeks in a normal insti¬ tute. These institutes, the first of which was held in Manila in April and May, 1901, have been productive of excellent results. Instruction has followed not only the ordinary branches — English, arithmetic, geography, history, civics, and science studies — but a large amount of emphasis has been put upon methods. The simplest matters of class and school organization and conduct had to be explained and illustrated. The method of presenting the subject, teaching with the use of objects, the conduct of English conversation, etc., have been ex¬ plained with great care and the teachers drilled in these methods. The result has been that the Filipino teachers have left these institutes with new con¬ ceptions of school management and of teaching, with great enthusiasm, and with the assured feeling that the government was seeking to raise their efficiency and value. Year by year the results have told in raising the quality of primary instruction. Primary instruction, with the exception of a very few schools, is now con¬ ducted entirely in the English language. More than this, the conversation of the class room is in English. The Filipino teacher has been carefully in¬ structed to address even the smallest pupil in short English sentences, discard¬ ing almost entirely the use of the native dialect from the beginning, in order to familiarize the child immediately with spoken English. Under these con¬ ditions the Filipino child, who is an exceedingly apt learner and possesses natural ability in the acquisition of languages, is making progress that is almost marvelous. In the appropriation bill for the fiscal year 1904-5 the number of American teachers is fixed at 863, including a superintendent for the Philippine Normal a Regulations governing the teaching force have been made more definite and satis¬ factory by reason of having been made a part of the general civil-service rules governing insular employment. This important step became effective by the provisions of act No. 589 on September 1, 1903. EDUCATION IN THE PHILIPPINE ISLANDS. 349 School and a superintendent for the Philippine School of Arts and Trades. The compensation provided is shown by the following schedule, which can not be exceeded : Superintendent normal school _ $3, 000 Superintendent school of arts and trades _ 2, 400 3 teachers, at $2,000 _ 6, 000 8 teachers, at $1,800 _ 14, 400 10 teachers, at $1,600 _ 16,000 50 teachers, at $1,500 _ 75, 000 80 teachers, at $1,400 _ 112,000 60 teachers, at $1,300 _ 78, 000 350 teachers, at $1,200 _ 420, 000 50 teachers, at $1,100 _ 55, 000 137 teachers, at $1,000 _ 137, 000 113 teachers, at $900 _ 101, 700 Total (863) _ _ _ 1,020,500 UNIFORM COURSES OF STUDY. In accordance with his legally prescribed duties, the general superintendent, on the 15th of June, 1904, issued prescribed uniform courses of instruction. Prior to the issuance of the bulletin upon this subject (Bulletin No. 7, bureau of education) considerable diversity existed in all school work. These pre¬ scribed courses are for primary, intermediate, and secondary schools. As stated above, the primary course is taught almost entirely by Filipino teachers under American supervision. It is planned to have this primary course taught in full in all barrio schools, the pupil to proceed therefrom to the central municipal school for instruction in the intermediate course, and thence to the provincial high school for one of the secondary courses, which aims to supply him with a profession or calling. At present, however, in the majority of barrio schools it is not possible to give more than two years of primary instruction, while the central municipal school doing intermediate work is the exception rather than the rule. The provincial high schools are giving their attention in the current year almost exclusively to intermediate work. This condiion is indicative of the careful effort that is being made to grade pupils no higher than is warranted by their facility in reading and writ¬ ing English. Emphasis upon “ science studies — Larger place is given to science work than is usual in the public schools of America. Training in the English lan¬ guage and literature supplies the place in the Philippine system of the classical studies of American school programmes. Time is gained thereby for that train¬ ing in exact methods and concrete subject-matter for which there is peculiar need. Another difference between American and Philippine educational conditions may be noted in this connection. An important function of American educa¬ tional institutions had lain in the direction of modifying the strongly mate¬ rialistic tendencies of American life. No stimulus has been needed to sup¬ plement the national tendency toward the acquirement of material benefits. Such tendency has ever been an integral part of the environmental conditions and rabial temperament. It has led to the highest material advancement, while the academic spirit has been as a guard against the stifling of the nonmaterial. Here in the Philippines the demand upon the academic spirit is reversed. The great need of Filipino national life is precisely in the direction of effort to acquire material benefits. The graces of the cfilture studies may well await later lessons. The crying need now is for a stimulus which environment and racial history have for centuries denied, a stimulus to “ practical ” activity. It is with that training which gives the most tangible benefits that our secondary and specialized education purposes to concern itself. Elementary training of such character is given under the “ science studies,” while the bulk of the work in the secondary courses is to the end of efficient and scientific conduction of various industrial activities. We look to the Japanese for illustration of very much that is helpful in solving Philippine problems. There the most notable educational achieve- ed 1905 — vol 1 - 26 350 EDUCATION REPORT, 1905. ment of modern times has been effected. They have shown no conservatism in the work of national regeneration. Nowhere is this more apparent than jn their educational system. In it we find a remarkably large place given to those subjects of which old Japan was ignorant and in need, and which in an educational scheme may be grouped as “ science studies.” Under this cap¬ tion the Philippine courses of instruction prescribe a large amount of work which finds its subject-matter in those things which most closely touch the daily life of the Filipino and affect his economic status. Education in the Philippines is concerned with a people whose lack of ex¬ actness, especially in their mental processes, is a conspicuous racial fault. The Filipino has an instinctive and intense reluctance to admit ignorance. This characteristic has often earned him an otherwise undeserved reputation for unreliability or dishonesty. He fails to appreciate the desirability of accuracy. Training in science, properly given, will develop a new respect for exactness and a conception of the inexpediency of misstatement, proving perhaps a better corrective than methods which meet this fault by more direct attack. The plant and animal studies place emphasis upon economic values. They give to all students information fundamentally related to the improvement and expansion of agriculture in the islands — information which is more expanded and accompanied by practical field work in the secondary course in agricul¬ ture. Their pedagogical purpose, on the other hand, is to induce accurate first-hand observation and reasoning about facts observed. Especial difficulty lies in overcoming the tendency of the Filipino pupil to learn merely by rote. The science studies largely eliminate the use of this method in that they re¬ quire answers as the fruit of reasoning rather than of memory. Filipino boys and girls are quite alike in their enthusiasm for work which is out of doors, away from the printed page, and concerns things which they can handle, which they have seen every day, and which have very considerable economic importance for them. SECONDARY SCHOOLS. After what has been previously stated it will be understood that secondary instruction is only beginning with the current school year. Schools for more advanced instruction than that provided by the primary course were intended also to provide for students whose greater age makes them reluctant to attend the barrio schools. Legal provision was made for these institutions in act No. 372, quoted above. Such schools have been organized in 35 provinces, with attendance varying from 75 to 500. By an understanding which has already been suggested, the provincial boards are expected to provide by rental or construction for housing of these schools, while the bureau of education sup¬ plies teachers and educational equipment. This arrangement has led to the designation of these schools for higher instruction as “ provincial schools ” — i. e., schools supported, at least in part, by the provincial governments. This somewhat ambiguous expression has been recently modified upon the forms of the bureau into “ provincial high schools.’’ The course in literature, history, and the sciences in these schools will com¬ pare with the American high school course, although the requisites for admis¬ sion are less difficult and several courses taught in American high schools here receive less consideration. This will be most noticeable in two lines. The first is the classical languages. The slight attention paid to Latin and the elimination of Greek are made necessary by the importance of other subjects which must, in view of immediate needs, be emphasized. While in the United States we depend, in our training of the youth, upon Latin and Greek for giving breadth of mind and depth of intellectual and moral insight, here in the Philippines we must depend upon English literature for these same purposes. •It is believed that English is adequate to impart these essentials of education, both in disciplinary and spiritual aspects. The other notable difference is in the teaching of higher mathematics. There can be found place in such a course as this for hardly more than the briefest elements of algebra and geometry. Advanced work in these branches, in trigonometry, and the higher mathe¬ matics must necessarily be left to be pursued in special courses leading up to professional training. The course has been drawn to emphasize the subjects of education which have heretofore been much neglected in the Philippines, and these appear to be literature, history, and the modern sciences. This course will doubtless receive modification as it is put to the test of actual trial. EDUCATION IN THE PHILIPPINE ISLANDS. 351 SCHOOL BUILDINGS. School buildings which were erected by the Spanish Government are still standing, and to some degree serviceable, in at least 374 municipalities. Their total number summarized from recent reports is 534. These buildings, though usually substantially built of stone or brick, are as a rule poorly lighted and seldom of a type that conforms to good schoolhouse designs. During the mili¬ tary occupation many of these buildings were occupied as army storehouses or offices. In some cases they were destroyed in the course of war. Others have been rendered unfit for use by decay. In most cases, however, where the ex¬ pense was justified, these buildings have now been reconstructed or repaired. Building has been exceedingly expensive in the islands ever since the Ameri¬ can occupation, and, while less so now than at any time during the past five years, is still costly. Furthermore, school buildings were never erected by the Spaniards in the numerous hamlets of which each municipality is composed. The public school building was always located on the plaza, and was never built large enough to house more than a fraction of the children of the pueblo who are now presenting themselves for instruction. Thus the narrow sites or poor construction of the Spanish school houses, their inadequate size even where they still stand, the absence of buildings in the barrios, and the fact that no "buildings whatever for secondary instruction were erected by the Spanish Government have compelled the bureau of educa¬ tion to begin practically at the bottom and plan an entirely new system of public school buildings for the islands. The plan adopted contemplates three kinds of school buildings — the barrio school, the municipal school, and the group of high school buildings. Turning next to municipal school buildings, reports have been secured from all but two divisions with nearly complete data. As stated above, the 534 or more buildings left by the Spanish Government have, almost without exception, been put into a fair condition of repair. Roofs, which generally were destroyed during the progress of war, have been replaced, new floors laid, and in many cases new windows and doors opened, allowing larger admission of light and air. Under American rule up to December, 1903, there had been constructed 369 new school buildings. The greater part of these were built in the year 1903. These figures do not distinguish between schoolhouses built of stone or hard woods, and of consequent durability, and those built of light materials with grass or nipa thatched roofs ; but about 40 are of the former class. A comparatively large amount of school building has been accomplished within the seven months of the present calendar year. Most of these are barrio schoolhouses, built of hard-wood frames, nipa or grass roofs, bamboo walls, and usually bamboo floors, although in some cases these are of hard wood. Summarizing, we have the following total of municipal and barrio school buildings : Serviceable schoolhouses of Spanish construction _ 534 Built under American rule in the period ending December, 1903 _ 369 Already built or under contract for erection in the calendar year 1904 _ 600 Total _ 1,503 Those left from the Spanish period which were of light materials and are no longer truly serviceable are not here included. Of these 395 are practically completed. This leaves approximately 712 schools for which there are no public school- houses. According to reports, 333 of these were housed last year in buildings rented by municipalities. The remaining schools, to the number of 380, are housed in private residences loaned to the municipality without rental ; a considerable number in convents or parish houses where these buildings are in the hands of the municipality and have been offered by the municipality for occupancy by school, and a still larger number are held in the town halls or presidencias. A few small schools are held in the houses of the teachers. THE TECHNICAL SCHOOLS AT MANILA. Schools maintained by the Philippines for the direct preparation for a pro¬ fession or trade are three: The Philippine Normal School, established in 1901; the Philippine School of Arts and Trades, established in 1901, and the Philip- 352 EDUCATION EEPOET, 1905. pine Nautical School, established in 1839 by the Board of Commerce of Manila and reopened soon after American occupation. The Philippine Normal School. — During the past year this institution has made gratifying progress. The attendance has increased by one-third and the requirements for entrance have been raised very materially. A corresponding improvement in the quality of students entering has been noted. The work of the high schools throughout the provinces has shown itself not only in the better preparation of those entering the lower classes, but has also given a considerable number of desirable students for the more advanced classes. All of the 15 members of last year’s graduating class are now teaching in the public schools. A departure was made this year in the admission of advanced students who do not expect to become teachers. Courses in advance of those offered in the provincial high schools have been announced. These are adapted to prepare students for entering American colleges or the future University of the Philippines. The following statistics are taken from the normal school report for the month of July, 1904 : Boys. Girls. Total. Enrollment . . 360 167 527 Average attendance . . 304 147 451 The Philippine School of Arts and Trades. — In the past year there has been great increase in interest in the work of this school. This is especially gratify¬ ing, inasmuch as a year ago there was some difficulty in securing the attendance of desirable students sufficient to fully use the accommodations provided. In the current year it has been necessary to decline fully 75 applicants. The present equipment of the school is adequate for about 150 pupils. By conducting both day classes and night classes, 270 pupils in all are now receiving instruc¬ tion. The following table indicates the increase in the present year in the day classes : Study. Septem¬ ber, 1903. Septem¬ ber, 1904. Increase or de- . crease. English branches . 110 150 +40 Drawing . 67 120 +53 Metal work . 11 44 +33 +19 Woodwork . 51 '70 Telegraphy . 37 30 - 7 The school has furnished 40 telegraph operators to the Philippine constab¬ ulary. These young men have done their work satisfactorily, and many have been promoted. The drawing department has furnished 6 men for work, 4 being teachers and 2 draftsmen. This department has also assisted the office of the general superintendent by making charts and drawings for bulletins of the bureau and various drawings for school buildings. The Philippine Nautical School. — The oldest educational institution in the islands under the supervision of the bureau of education is the Philippine Nautical School, which was established by the board of commerce of Manila in the year 1839. The school was begun in a building on Calle Cabildo, In- tramuros, the exact location of which is not certainly known, and was con¬ ducted in this place until the year 1863, when the building was totally destroyed by an earthquake. The friends of the institution, unwilling that it should cease to exist, secured a site on Calle San Juan de Letran. About 1884 the school was removed to Calle Palacio and in 1898 to its present site on Calle Santa Elena, in the district of Binondo. The study of mathematics has always been made the strongest feature of the course, and from time to time a considerable sum of money, amounting in all to something over $10,000, was provided by the board of commerce and ex¬ pended for equipment by the educational officials of the Spanish Government, EDUCATION IN THE PHILIPPINE ISLANDS. 353 some of the apparatus being yet in the possession of the school and in use in its work. Several additions to the school equipment have recently been made, including a valuable chronometer and four 10-oar 28-foot boats. Before the end of the Spanish rule the school had been placed under the direction of the civil government of the islands. MUSIC, DRAWING, AND KINDERGARTEN. Work in these lines has been conducted in the city schools of Manila during the past year. Owing to the necessity for special teachers for these lines of work this instruction while in the experimental stage has been limited with a few exceptions to the city of Manila. SCHOOLS FOR PAGAN TRIBES. In the preceding portion of the report figures relating to population, taxation, school attendance, etc., have embraced only the Christian population of the islands. Very little teaching has yet been done among the pagan tribes. These peoples are found in considerable numbers, yet it will be some time before anything more than tentative experiments for their education can be under¬ taken. There are a few wild inhabitants in Panay and Negros (the Bukitnon) and a similar but more numerous element in Misamis and Surigao. Eventually, of course, these people should have instruction at public expense and be assisted toward civilization. No schools have been started for the Mangyan of Mindoro, but even the Christian towns of this island have received so little in the way of public instruction in the past that the work of the bureau in this province will probably be entirely devoted to them for some time to come. On the islands of Busuanga and Paragua there is a small, scattered pagan ele¬ ment and in the south of Paragua a Mohammedan Malay element. No schools have as yet been established for these people. The only practical plan in view is to secure a few bright representatives of each settlement or band and edu¬ cate them at some provincial school to become instructors and leaders of their own people. In the Province of Zambales one school has been established in the barrio of Botolan for Negrito children — the only effort being made at pres¬ ent to educate these little blacks. The experiment has not yet proceeded far enough to indicate anything. In northern Luzon, however, in the Cordillera Central, the pagan element is numerous and relatively very important. Here is the great stock of primitive Malayan tribes known as the Igorrote. These people number something over 200,000, being most numerous in the old Spanish politico-commandancias of Bontoc, Quiangan, Lepanto, and Benguet, and in the Province of Abra. Schools were established among the Igorrote of Benguet three years ago, but there have been few results proportionate to the effort made. It is desirable, however, that a few young men in each of the strong and power¬ ful towns which cover the steep mountain sides of the Cordillera should re¬ ceive the rudiments of an English education and thereby be able to serve as interpreters and local officials among their own people. The Spanish system was to place an Iloeano with the title of “ directorcillo ” in each of these towns as soon as they were conquered or subdued. These officers, as representing Spanish authority, practically governed the towns. Their presence was and is distasteful to the Igorrote, who are beginning to appreciate the advantages that would accrue to them through having members of their own tribe competent to represent the government. With this object in view, training schools have been established for Igorrote boys at Baguio, Benguet ; Cervantes, Lepanto-Bontoc ; in Quiangan at the site of the old Spanish cuartel and mission station, and at Alilem, Amburayan. These schools have not yet progressed very far. The one at Baguio is the oldest and most fully organized. Appropriation was made by the insular government for school buildings and a central recitation building with several other buildings for the accommodation of the boys have been built. These buildings are, however, of poor type. Something over 100 boys were in attendance at this school last year. At Bontoc a school building has been erected and is now complete, costing $280 to the government. Some 60 boys have received profitable instruction at this school in the past year. At Cer¬ vantes a site has been chosen and an appropriation of $2,000 made by the gov¬ ernment. At Quiangan, which is the very heart of the head-hunting region, occupied by a fierce but industrious people numbering altogether about 40,000, very interesting work has been begun under a teacher of large experience in 354 EDUCATION REPORT, 1905. Indian schools in the United States. School gardening and elementary tool work have been started here. An appropriation is needed for the construction of buildings. A provisional course of study covering about four years has been outlined for these Igorrote schools. It provides for instruction in the English language to a point where a child can speak, read, and write it readily, for elementary arithmetic, for enough geography to give the child an idea of the world exist¬ ing outside of his own wild mountains, and some study of the plant and animal life of his own mountain region. Industrial work is planned to cover agriculture, elementary carpentry work, and elementary ironwork. In a few Igorrote towns skillful ironwork is done by the people. This industry being altogether localized, the hammers and anvils are of stone and the bellows are of the rude cylindrical style common throughout Malaysia. Yet with these tools the Igorrote produces very carefully made bolos, axes, and spears. He is naturally interested in improving his ironwork and the tools with which he conducts it, and there promises to be no difficulty in securing a large attendance of boys for this kind of instruction. In ironwork, as well as in carpentry, the instruction will be simple in character and limited to teaching dexterity in the use of a few useful American tools. On the other hand, the teaching of agriculture must be advanced and scientific in character. The Igorrote is already the best and practically the only scientific agriculturist in the Philippines. At enormous labor, extending over many generations, these mountain people have built up astounding terraces covering the mountain mile after mile. These terraces are usually under irrigation. They are carefully fertilized and tended. The crops are camotes, rice, tobacco, taro, several vegetables, and cotton. His agriculture can, however, be benefited by the introduction of improved seeds, by the destruction of noxious insects, and by making more general the cultiva¬ tion of certain products which are now localized. For the girls, industrial work will center around the teaching of spinning and weaving. As stated above, cotton is raised, but only in a few localities. SCHOOLS IN THE MORO PROVINCE. Since the organization of the Moro Province under special form of govern¬ ment in September, 1903, the schools of southern Mindanao and the Sulu Archipelago have been administered separately from this bureau. The school superintendent for this region is one of the five members of the provincial council. The school problem presented here is an exceedingly difficult one. The popu¬ lation is of three kinds : A small Christian population which followed the Spanish soldiers and missionaries into southern Mindanao and formed settle¬ ments in the vicinity of the Spanish forts ; the Mohammedan population, which comprises the large majority of the inhabitants, and the pagan tribes living in the hilly interior of the mainland of Mindanao. By none of these three classes are public schools thoroughly welcomed. The Christian population is devotedly attached to their own parochial schools, which are supervised by Jesuit mis¬ sionaries who have returned to their parishes. The Moros retain all the con¬ servatism of the Mohammedan devotee everywhere, and have been unable to decide whether the American is to be accepted or resisted. The pagan tribes ore in a state of barbarism in which it is impossible for them to understand the reason or advantages of schools. In spite of these difficulties, public education, especially in the last year, has made encouraging progress in this part of the archipelago. The organization of the government of the Moro Province led to a marked change in the manage¬ ment of the public schools. Their administration was centralized, and suffi¬ cient funds secured for their support. By act No. 1 of the Moro legislative council, all schools of the Moro region were made provincial institutions. Dur¬ ing the past year 52 such schools were in operation, 10 of which had been newly established. The majority of these are among the Christian tribes and attended for the most part only by Christians, but there are 7 which are attended by Moros and 2 by pagan Bagobos in the Gulf of Davao. There are on duty in this province 15 American teachers and 54 native teachers, 9 of whom are Mohammedans. These are all paid from provincial funds. The total enrollment of these 52 schools was 2,114, of whom the boys numbered 1,289 and the girls 825. About 240 of these pupils were Moros, 110 Bagobos, and the balance of Christian parentage. EDUCATION IN THE PHILIPPINE ISLANDS. 355 A four years’ course of primary instruction has been put into effect by the school superintendent of the province. It covers much the same ground as the primary course prescribed by this office for the archipelago. The study of English has had foremost attention, but the Moro Province, unlike other parts of the archipelago, requires some attention paid to the native languages. The Christian population of southern Mindanao, and especially that of Zamboanga, speak a corrupt Spanish, the native dialects having disappeared. The Moros speak a number of different dialects, nearly all of which have been reduced to writing by means of Arabic characters. The number of Moros who can read and write in the native characters is estimated by the superintendent of schools as 8 per cent, 4 per cent among the Sulus, less than 2 per cent among the Samals. The Moro Province appropriated $42,615.48 for educational purposes for the nine months ending July, 1904, and the expenditures were $23,449.08, leaving an unexpended balance of $19,166.34. Summary of statistics. Day schools : Primary _ 2, 233 Intermediate _ 12 Provincial _ _ _ 38 Technical _ _ _ = _ : _ 3 Total _ 2, 286 Night schools _ 460 Total schools _ 2, 746 Teachers : American _ 787 Native — Insular _ 288 Municipal _ 3, 126 Total _ 4,201 Population _ School population Enrollment _ Attendance _ Schoolhouses _ 7, 165, no 1, 408, 691 279, 414 194, 154 1, 484 Statement showing the proportion of children at present reached by school worlz to the total population of children of school age. Population _ , — - School population, ages 6 to 16, inclusive _ Children who should be in school « - Enrollment August 1 - Attendance August 1 - Children for whom additional primary instruction must be organized- Percentage of children in school - Percentage of children to be yet reached - 7, 163, 510 1, 428, 691 468, 487 280, 414 194, 154 199, 076 19 14 CENSUS STATISTICS OF PUBLIC AND PRIVATE SCHOOLS. The preceding account apparently takes cognizance only of the public schools under the American bureau of education, and therefore affords no information as to the other educational facilities in the islands. The census of the Phil¬ ippine Islands, taken in 1903, however, gives statistics of private and religious a The basis of this estimate, as indicated in the body of the report, is one-third of the total number of children between the ages of 6 and 14. 356 EDUCATION REPORT, 1905. schools which supplement those contained in the foregoing report of the super¬ intendent of education. There is a discrepancy between the statistics taken from the two sources indicated, which may partly be explained by the statement on page G71 of the Census Report, Volume III, that it was found difficult to separate with certainty the public schools from the private and religious schools in the census schedules. There were undoubtedly schools which were essentially public, being free and supported by the funds of the local government or pri¬ vate contributions, but which were not under the control of the bureau of edu¬ cation. Most of these, if not all, were called public schools in the schedules, and have been so tabulated. Their inclusion is probably the reason for the magnitude of the figures relating to public schools compared with those of the bureau of education. With this explanation, which does not, however, account for a number of par¬ ticular discrepancies, we reprint some of the census statistics relating to the primary and secondary schools. No report of the condition of the university has been received since the publication of the report of this bureau for 1897-98. Primary schools : Public _ 1, 593 Private _ 951 Religious _ 314 Total _ 2,858 Secondary schools : Public _ 40 Private _ 52 Religious _ 10 Total _ 102 Superior schools _ 2 This makes the total number of schools in the islands (including those of university grade) 2,962. It is remarkable that only 1,593 public schools are given by the census, if the 2,286 primary day schools reported by the superin¬ tendent of education are public schools. The census figures show that only 55.8 per cent of the primary schools were public schools, the private (951) and religious (314) schools amounting to 44.2 per cent. In secondary educa¬ tion the private (52) and religious (10) schools took the lead over the public (40) schools. According to the report of the superintendent of education quoted above, the secondary schools under the bureau are in process of organiza¬ tion. The census adds on this point: In 38 out of the 50 political subdivisions above given public schools outnumbered the private and religious schools taken together. In certain provinces nearly all the schools were public. In 11 other provinces mentioned, including the rich provinces of Albay and Manila; the private and religious schools outnumbered the public schools. Of the 52 private secondary schools 18 were in Albay, 10 in Manila, and 7 in one other province. The large number of private and parochial schools is partly due to a reactionary feeling in regard to the secular character of the public schools, in which no religious instruction is allowed during the school session. This prejudice is, however, dying out since the school law allows religious ipstruction for one and one-half hours three times a week in the school building. EDUCATION IN THE PHILIPPINE ISLANDS. 357 The following table is interesting as showing the periods of construction of the school buildings of the islands: Dates of erection of school buildings. 1900-1903 _ 2,075 1890-1900 _ 289 1880-1890 _ 150 1870-1880 _ 84 1860-1870 _ 65 1850-1860 _ 23 1840-1850 _ 5 1830-1840 _ 12 1820-1830 _ 9 1810-1820 _ 5 1800-1810 _ 5 1700-1800 _ 9 1600-1700 _ 5 Unknown _ 226 The census gives a larger number of public school buildings than the bureau of education, besides the private schools, as is shown in the following sum¬ mary : Public schoolhouses : Nipa _ _ _ _ 1, 085 Durable 885 Total _ _ _ _ 1, 970 Owned 1, 652 Rented - _ 318 Total _ ___ 1,970 Private schoolhouses : Nipa _ 1, 217 Durable _ 274 Total _ 1,491 Owned _ 1, 396 Rented _ 95 Total _ _ 1, 491 The census gives an aggregate of 5,925 teachers, of whom 3,667 were in the public, 1,657 in the private, and 601 in the religious schools. The bureau of education gives 4,195 public school teachers. There were 434 teachers in the secondary schools, of whom 161 were in the public, 191 in the private, and 82 in the religious schools. There were 65 professors in the two superior institu¬ tions (University of Santa Tomas at Manila, and the Institute Aclan, a private university in Calibo, province of Capiz). Of the 5,925 teachers, 4,898 were Fili¬ pinos (3,120 men and 1,778 women) and 785 were Americans (551 men and 234 women) ; 236 were Spanish (133 men and 103 women), besides 5 Chinese (4 men, 1 woman), and 1 Englishman. It further appears that of the 3,667 public school teachers in 1903, 2,880 of the Filipinos were Catholics and 13 Protestants, 60 of the Americans were Catholics and 708 Protestant ; there were 6 of other faiths. Of the 2,258 private or religious school teachers, 2,003 Filipinos were Catholics and 2 Protestants ; 7 Americans were Catholics and 10 Protestants, and the 236 Spaniards were all Catholics. The census (1903) gives the enrollment at 356,385, of whom 266,362 were in the public schools, 63,545 in the private, and 26,478 in the religious schools. Of this number, 341,938 were enrolled in the primary grade, 261,615 being in the public primary, 56,405 in the private primary, and 23,918 in the religious (paro¬ chial) schools. The secondary grade included a total of 14,011, of whom 4,747 were in the public, 7,022 in the private, and 2,242 in the religious schools. There were also 436 university students. (The census school age was 5 to 17, and there were 2,137,397 children of this age.) The enrollment in the public schools was 74.8 per cent of the total, and 96 per cent of the enrollment was in the primary grade. Nine and one-half per cent of the people outside of Manila could use English. 358 EDUCATION REPORT, 1905. FILIPINO STUDENTS IN THE UNITED STATES. [Extracts from the report of the superintendent of Filipino students in the United States.] The plan to send students from the Philippines for education, even complete Americanization, to the United States, has been the purpose of the educational authorities since soon after the implantation of civil government in the archi¬ pelago by the Americans. It took definite form with the passage of act No. 854 by the Philippine Commission on August 26, 1903. A resolution of the Commission fixed the number for the first year at 100 students, 75 of whom were to be appointed from throughout the archipelago. The apportionment was based roughly upon the school population and the importance in industrial lines of the respective provinces. For the purpose of selecting the students in the various provinces the pro¬ vincial governor and the division superintendent of schools were instructed to propose candidates for appointment, under the conditions mentioned in the telegram hereinafter quoted. With very few exceptions the provincial gov¬ ernors are Filipinos, the exceptions being Americans. The division superin¬ tendents of schools are all Americans. These two officials of course possessed a complete knowledge of local conditions, the governor being acquainted with the character and social standing of the individual applicants, while the divi¬ sion superintendent, personally and through his teachers, had a complete knowl¬ edge of the educational qualifications of the students. The concurrence of both of these officials was necessary, and they were guided wholly by the terms of the following telegram, which was sent to each of the provincial governors : After conference with the division superintendent of schools, select for appointment a° students in the United States at the expense of the government, - Filipino students of the public schools between 16 and 21 years of age. Each candidate is subject to ex¬ amination in Manila, and in case of rejection his expenses to Manila and return home will he paid by the government. Each student must be of unquestionable moral and physical qualifications, weight being given to social status. He must be well advanced in English, mathematics, history, geography, and of exceptional general intelligence. We must have the best boys in your province. Appointees must sign agreement to con¬ form to reasonable regulations and to enter the Philippine civil service upon return to islands for a period equal to that spent in the United States at government expense. Every qualification mentioned is imperative. Expenses of appointees will be paid by the government after embarkation at Manila for the United States. Telegraph selections immediately in the name of yourself and division superintendents, and hold candidates in readiness to proceed at once, upon telegraphic orders, to Manila and the United States. Certify immediately this telegram to division superintendent of schools. Prompt action is desired. Taft, Civil Governor. Practically all of these provinces held competitive examinations, and those students securing the highest averages, who presented the other qualifications necessary, were certified to the civil governor by the officials named. Upon these certifications the appointments of the 75 students were made, and they were directed to proceed to Manila in season to embark. The other 25 of the first hundred were chosen from a large number of appli¬ cants, and were proposed after examination by a committee composed of Dr. T. H. Pardo de Tavera, Philippine Commissioner ; Hon. A. W. Fergusson, execu¬ tive secretary, and the superintendent of the Filipino students. This selection was made without reference to attendance upon public schools, as was neces¬ sary in the case of the 75. Natural ability, together with special mental and physical fitness and promise, moral character, and general availability deter¬ mined the selection. The students were distributed from Los Angeles on the 12th and 13th of November and were located as follows : At Santa Barbara, 7 students ; at Ventura, 6; at Ilueneme, 4; at Santa Paula, 4; at Claremont, in the public schools, 4, and in the Pomona College, 8 ; at San Diego, in the high school, 5, and in the State Normal School, 9; in National City, 5; at Compton, 4; at Whit¬ tier, 6 ; at Redlands, 6 ; at Riverside, 16. Two students already in the United States at the time of their appointment were located, 1 at Berkeley, Cal., and 1 at Ann Arbor, Mich. Several reasons induced me to bring them to southern California at that time, the climate of course furnishing the most potent. The schools of Cali- EDUCATION IN THE PHILIPPINE ISLANDS. 359 fornia are of a superior grade, and they were freely offered for our purposes. Half tuition was granted at Pomona College, no tuition being paid elsewhere. A warm and hospitable reception was awaiting the students in the homes of the people of the communities where they were placed, and they will be in every respect better fitted for a change to a different climate and entrance into new schools next fall. In accordance with my recommendation, made and repeated in former reports, the Commission has seen fit generously to provide in act 1133, amendatory to act 854, that the necessary expenses of medical attendance upon the Filipino students shall be paid in addition to, and not deducted from, the regular annual allowance of $500. for each student. During the period covered by this report (from October 10, 1903, to June 30, 1904) the students have expended for education and maintenance an average sum, approximately, of $295 each. In every town students have been given private instruction. In some cases this special tuition has been paid for, but in the majority of cases it has been furnished by the regular teachers outside of school hours, and solely on account of the personal interest felt by the teachers in the students. Not one of the hundred students comprising the first expedition to the United States failed of promotion at the close of the first year, and many were promoted during the year as well. They have kept pace nearly always on equal terms with, and often a little ahead of, their American schoolmates, and not only in studiousness and seriousness are they often cited to their American companions as desirable examples, but many teachers have stated to me that they have been a very noticeable influence for gentleness, courtesy, and neatness upon their American fellow-students. Not the least of the many beneficial results of this Filipino student movement has been this effect upon the American students and others with whom they have associated. It has amounted in many cases to a conver¬ sion from prejudice and antagonism to real friendship for and interest in the Filipino people and their government. They have been received into the best families and into the best social circles in practically all of the towns in which they have been located. Indeed, it has been necessary in several cases for me to request the students to abstain from accepting invitations to social functions except on Friday evenings and Saturdays. Of course there is danger in too much social attention, but in reason their social life is quite as important as any other. It is interesting to note that at a number of places the students have taken part, always in English, in public entertainments connected for the most part with their schools. The schools of southern California have in many ways proven of exceptional adaptability to the Filipino student’s needs. Many of the schools, especially high schools, in southern California have new buildings and the latest equip¬ ment in all departments, while the teaching force of all the schools, whether in small or large towns, is of a standard scarcely excelled in any other State. There are many Spanish-speaking people, Mexicans, in this region, remnants of Mexican domination, or immigrants from our neighboring Republic. Many of these have attended the same schools with the Filipinos, and the Filipino is in many respects more like the Mexican than he is like any other race I know of. The sectional or race issues are unknown, and the typical western hospitality has been extended to the visitors. The selection of permanent schools — that is, schools for the students to attend during the remainder of their stay in America — has been a matter of serious study and careful investigation. The States in which most of the students will be placed are those of Massachusetts, Connecticut, New York, Pennsylvania, Ohio, Illinois, Indiana, Michigan ; a few in Maryland, West Virginia, Tennes¬ see, and Missouri. The superintendent, Mr. William Alexander Sullivan, visited the States above mentioned and arranged for the admission of the Filipino students at the fol¬ lowing institutions : The Pennsylvania School of Industrial Art, at Philadelphia ; the State Normal School, West Chester, Pa. ; the State Normal and Training School, at Trenton, N. J. ; the high school, Meriden, Conn. ; the Massachusetts Institute of Technology, Boston, Mass. ; the State Normal School, Oswego, N. Y. ; Cornell University, Ithaca, N. Y., and the Ithaca High School. A num¬ ber of students will be sent to the Carnegie School of Technology, at Pittsburg, when that institution is completed. The next schools selected were the high 360 EDUCATION REPORT, 1905. school at Cumberland, Md. ; the high school at Parkersburg, W. Va. ; the Ken¬ tucky University, Lexington, Ky. ; the high school at Chattanooga, Tenn., and the University of Tennessee, at Knoxville. The preparatory technical school of the University of Cincinnati was next selected; then Oberlin College, Ober- lin, Ohio; then Michigan University, Ann Arbor (engineering). The State Nor¬ mal School, De Kalb, Ill. ; the State Normal University, Bloomington, Ill. ; the University of Indiana (law), and the University of Missouri (medicine), at Columbia, Mo., complete the list. A TEACHER’S NOTES ON THE SCHOOLS OF THE PHILIPPINE ISLANDS. By Robert B. Vaile. The school system of the Philippine Islands, which is providing elementary and secondary education to more than 400,000 pupils who are scattered over a territory about equal in area to that of Ohio, Indiana, and Illinois, is the prod¬ uct of a process of development from virtually nothing, save the relics of a former system in the form of a certain amount of crude equipment and an approach to a school-going habit among the children. It was in the fall of 1901 that about 600 teachers, of which number 200 were women, were assigned to the United States army transport Thomas for transpor¬ tation to Manila. They had received their appointments upon the recommenda¬ tion of a university or of a State superintendent, and a college or normal school training was presupposed. Three or four of the men in the company had been in the islands before as soldiers, but all of the rest had only second-hand infor¬ mation about the islands, and not very much of that. Upon arriving in Manila they were provided with quarters by the school authorities, who were aided materially by the military authorities. They were sent out in parties to their respective stations within the course of a month, and then it was that the real work began. My own experience was nearly typical of the situation generally. It was my fortune to be assigned to Abra Province. There were 6 teachers sent to that Province, and to get to it we traveled on a Spanish coasting vessel for two days to Vigan, a point on the west coast of Luzon about 300 miles north of Manila, and then on a bamboo raft, through the courtesy of the military authorities, up the Abra River about 18 miles to Banguid, the provincial town of Abra Province. We arrived in Banguid on a Saturday night, and on Sunday I proceeded the additional 7 miles I had to go on another raft. •' I was told by the commanding officer of the troops in the province that the company of soldiers which had been occupying the town to which I was going for the past few months was just moving away. So it was that I took up my residence in a town in which I was quite unable to talk with a single individual save by means of a dictionary. I took up my school work the next morning. The schoolhouse I found to be a substantial one-storied building with a thatched roof, stone walls, a good board floor, and 15 or 20 hard-wood benches, each made for 5 pupils. The building was divided into two equal rooms by a stone par¬ tition ; the boys had one of these rooms and the girls the other. There was only one blackboard, about 3 feet square, a box of chalk, and a quantity of ruled paper for writing exercises, besides a reading chart, in the schoolhouse by way of equipment. I found that some of the children had American slates, and also some had primers, which I learned had been distributed by the military authorities. There was a Filipino man teacher in the boys’ school and a woman teacher in the girls’ school who had attendance records, kept in Spanish, run¬ ning back for some years. EDUCATION IN THE PHILIPPINE ISLANDS. 361 Thus it appears that under the Spanish regime real attention had been given to school affairs, and even during the interval preceding the American occu¬ pation the schools had not been allowed to go out of existence. The friar in each town had had control of the school, as was shown by his signature on the retained copies of the old reports that I saw. Apparently not a great deal had been attempted in the way of instruction, since the only text-books that I saw were primers, catechisms, and elementary arithmetics. The Spanish friars used to have private classes in Spanish, and in the larger towns there were academies which offered instruction in Spanish only. In Manila there are still two large schools — one under the charge of the Jesuits, besides a school of medicine and one of law. The first morning upon which I confronted the 70 or 80 little boys, each of whom had on a long shirt, while some had no more, found me with hardly a single point of contact with my pupils. They knew not a word of English and I knew hardly a word of either their dialect or of Spanish. As for the value of Spanish, the children virtually knew nothing of it, the teacher could use it only indifferently, and I found that there were only about a dozen men in the whole village, of about 4,000 inhabitants, who could carry on a conversation in it, and even they did not use the subjunctive mood with any degree of facility or accuracy. From a drill on vowel sounds, accomplished by means of much sign language, the children proceeded to our consonant sounds, some of which proved to be extremely difficult for their tropical vocal organs. Then, by means of object and motion lessons, of endless repetition, of crude translation, and explanation, with the help of the Filipino teacher, through Spanish into Ilocano, the local dialect of that region, they read, in the primer with a fair degree of under¬ standing. Of course, the older ones — some of them were 1G years old — made the best progress, and at the end of the first school year they were finishing a first reader. Writing exercises were the easiest for them all, and a number acquired considerable ability in drawing. Their sense of number was not very acute, save in exceptional instances, and, of course, geography and history were so abstract to them as to be difficult. Only four or five in the whole school had ever been outside of the province, which is no larger than most Illinois counties. They learn very readily to sing, taking up with avidity anything that was set before them, especially our southern dialect songs, and also our usual school songs. Committing to memory selections to be spoken at school or at an exhibition is a particular delight to them, and they have an aptitude for contests of that sort, with money prizes. They like drills also, and tableaux, and even plays. Holidays are naturally most pleasing to them, and to judge from the old school records they came frequently. The people kept all of the church days, of course, and all of the Spanish days. The harvest seasons — the rice-planting and rice-cutting seasons — interfered with continuous school work. The inhabitants of Abra Province, together with those of the adjoining prov¬ inces of Ilocos Norte and Ilocos Sur, are known as Ilocanos. That means to¬ day simply that they use the dialect called Ilocano, for while it is true they have facial characteristics and social customs which might tend to differentiate them from the Tagalos and Visayans, still those differences have so far dis¬ appeared that they would seem to be almost negligible for ordinary purposes. The existence of the barrier, however, of language, as well as that of the moun¬ tain chain or ridge or the sea, which almost invariably separates those speaking one dialect from those using another, has even to this day effectually tended to keep apart the ten or twelve larger divisions of the people, or the thirty or more subdivisions, if the lesser dialects be considered. Thus it is that there is 362 EDUCATION REPORT, 1905. no feeling of nationality as yet among the Filipinos, and thus it is that none seems possible until a common language comes into existence and the means of communication become more extensive than they now are. In my school there were but two representatives of the non-Christian (or hill) tribe that occupied the territory immediately to the east of the town in which I lived. This particular tribe is known by themselves as Itneg, but by others and more commonly as Tinguianes. They are a heathen people, living in a settled, orderly manner, but with no tribal organization, and so with only a local, virtually independent, control of their own affairs. Now, I found some bits of evidence that the ancestors of a few of the inhabitants of my town might have been at one time Tinguianes. In neighboring towns traces of the process of assimilation were quite evident in the persons of those “ new Christians,” as the Spanish phrase has it, namely, those Tinguianes who had cut off their long hair, had embraced the Catholic faith, and been baptized with a “ Christian ” name in addition to the former single name that they had borne, and so were admitted to the full rights of the town in which they chose to live. The theory which seemed to be accepted most generally, however, has it that the Philippine Islands were originally settled, at a time when civilization was at a very low ebb, by a wave of emigration from the Malay Peninsula and that the pioneers naturally settled along the coast. Later, at a time when civilization was at a slightly higher stage, another wave of emigra¬ tion took place from the Malay Peninsula, and the last comers drove the first comers back into the mountainous interior of the country, while the newcomers occupied in turn the territory along the coast. Then when the Spaniards came to the islands they exerted all of their Christianizing and civilizing influences upon those whom they found nearest the coast, allowing those in the interior to remain in their original state of savagery, which they have virtually retained to this day. During the Christmas week which I spent in a Tinguian village, about 10 miles farther in the hills, so far away from real civilization that we found only pitch wood used for illuminating purposes, and so far, also, from a civilized settle¬ ment, that hardly a Spanish word was of any avail whatever, I observed quite closely and agreeably the life and customs of the Tinguianes. The village in which we stopped was clean and orderly, the inhabitants were peaceable, unobtrusive, and most hospitable to us, and to all intents and purposes they lead a moral and happy life. They believe in good and bad spirits ; that an eclipse is caused by some tribe on the earth eating the sun or moon to satisfy hunger ; that thunder and lightning are caused by the striking of a giant flint and steel ; one bright little fellow answered my question as to where he would go after he died by saying that while he did not know, I might find out for myself by dying. In the fall of 1904 some systematic school work, mostly industrial in its nature, was begun among these Tinguianes. The similarity in nature and customs between the Ilocanos among whom I was living and the Tinguianes is perhaps not great, especially in view of the fact that all of the Ilocanos wear at least two full garments and wear their hair cut pompadour. Still, there was not a person in my town who ate his rice or other food with anything but his fingers when he was alone or with his own family. I never saw a Tinguian drunk or indulging in cock fighting, except in or near an Ilocano village. The Tinguian boys in my school made just as good progress, considering their lack of previous training, as any of their more fortunate companions. At the beginning of the second school year I tried the experiment of putting the older and the brighter girls into the room of the man teacher, and of sending the younger boys into the room of the woman teacher, with the little girls. EDUCATION IN THE PHILIPPINE ISLANDS. 363 Notwithstanding that this was contrary to all former customs, it worked very well, and allowed much improvement in the work accomplished. What had been the highest class of girls became a part of the second class of boys, since the girls had not shown as much aptitude as the boys. Besides, the former teacher of the boys had early given up his post, realizing that he was too old to take up readily the new ideas, and he had been succeeded by a younger and promising teacher. It had not been the custom to send the girls to school with the same regularity or for as long a period as the boys. As a conse¬ quence the number of women who could speak Spanish was much smaller than that of men, and indeed there was no woman in that town beside the teacher who could carry on a conversation in Spanish. It was during the course of this session, too, that a number of modern Ameri¬ can-built school desks were allotted to my school by the insular bureau of education, /is well as an additional lot of slates, language books, and geogra¬ phies. The Filipino teachers now occupied all of their time in teaching what they had acquired during the first year, while I gave most of my attention to the pupils, and the required hour every day to teaching the Filipino teachers. At the end of the year the boys who were farthest along (they were completing the second reader) used to seem to enjoy coming to my house to look at my papers and pictures and to carry on a fairly adequate conversation with me in English. I was the only American with whom they had come into any real contact, too, since my nearest neighbor was 7 miles away. How to attack the problem which revealed itself to the American teachers as we first confronted the actual conditions in our respective stations, or, indeed, how to get an adequate idea of the very nature of the problem itself in all its novelty and greatness were serious questions when we first went to* work. The superintendent was no better informed than the teacher, and consequently we were permitted to work out our own individual solutions to the problem. In view of the independence and freedom that were granted in this respect it may well be strange, and yet also fortunate, that as good results have been secured as are now evident. Of course the foundation work is now virtually accomplished ; competent supervisors have been developed among the now experienced American teachers, who are aiding the Filipino teachers and pupils to make the best progress consistent with the conditions. The trials which the first teachers met with were not limited to those directly connected with seeking the best devices and methods nor to those arising from the necessity of acquiring a new language and a familiarity with new climatic conditions. The question of securing the best, or only suitable, food that was available ; the hardships connected with a fluctuating currency, which was used by the civil government for more than two years ; the neces¬ sity of further adjustment to the rules of the classified civil service when the whole of the bureau of education was taken into that service ; and various other difficulties and annoyances that continually arose made it not easy, to say the least, to find nothing but joy or even a reasonable satisfaction at the time in carrying out the experiment to the end. Happily, nearly all of that has now disappeared through the process of crystallization of the best and the better adjustment of the various conflicting interests. The third school year I spent on the island of Panay, about as far south of Manila as I had been north, and among a different people, the Visayans. First, I had to learn a new dialect, if I wished to be able to talk with the great body of the inhabitants, although it is true that there is much more Spanish culture evident in the southern islands than in the region north of Manila. The progress of the schools under the new regime was greater, also, because of the more favorable conditions of travel and of work. The attitude 364 EDUCATION REPORT, 1905. of the Filipinos seemed to be more critical, to put it the most mildly, and the difficulties to be overcome were also greater. In Iloilo, which is the second city in the archipelago, the highest of the five classes in the provincial school was reading in the fifth reader in the fall of 1904. They were pursuing other studies, such as arithmetic, United States history, and geography at points much further advanced, however, than this would seem to indicate. The bureau of education is under the direction of the secretary of public instruction, who is one of the four American members, besides the president, of the United States Philippine Commission. At the head of the bureau is the superintendent of education, who has his office in Manila, in which are also two assistant superintendents and a corps of clerks. Then there are some 35 division superintendents, each of whom is responsible for the school affairs of a single province, as a rule. There are about 900 American teachers in the islands, who are paid from the insular treasury, about seven-eighths of the income of which is derived from the customs receipts and the remainder from the internal-revenue tax. All of the books and supplies are purchased from the same fund, the appropriation each year being between a million and a million and a half dollars. The tQwn authorities, from the proceeds of the local land tax and from fees and licenses, provide and maintain school buildings and pay the salaries of the Filipino teachers, of whom there are some 4,000, under the direction of the division superintendents. The outlook, notwithstanding all the discouragements and hindrances which loom up so large when they are a part of one’s life, but which shrink and dis¬ appear in time, is favorable to a healthy growth and development of the school system of the Philippine Islands. It is certain now that they must continue to increase in efficiency and numbers until they are performing their whole duty toward the uplifting of the Filipino people. CHAPTER XVII. EDUCATIONAL DIRECTORY.” I. — Chief State School Officers. Name. Address. Official designation. H. C. Gunnells . R. L. Long . . . J. J. Doyne . . . Edward Hyatt . Miss Katherine L. Craig Charles D. Hine _ _ Thomas C . Roe . . Wm. E. Chancellor _ W. M. Holloway . W. B. Merritt . S. Belle Chamberlain . . Frank G. Blair . John D. Benedict . F. A. Cotton . John E. Riggs . E. T. Fairchild . J. H. Fuqua, sr..; . J. B. Aswell . . . . W. W. Stetson . M. Bates Stephens . George H. Martin . Luther L. Wright . J. W. Olsen . Henry L. Whitfield . Howard A. Gass . W. C. Harmon . . J. L. McBrien . Orvis Ring . . . Henry C. Morrison . Chas. J. Baxter .... _ Hiram Hadley ......... Andrew S. Draper _ J. Y. Joyner............ W. L. Stockwell . E. A. Jones. . J. E. Dyche . J. H. Ackerman . . Nathan C. Schaeffer . . . Walter E. Ranger . O. B. Martin. . . H. A. Ustrud . R. L. Jones . R. B. Cousins . . A. C. Nelson . Mason S. Stone . J. D. Eggleston, jr . R. B. Bryan . Thomas C. Miller . C. P. Cary . . . A. D. Cook . Montgomery, Ala. . . . Phoenix, Ariz . Little Rock, Ark . Sacramento, Cal . Denver, Colo . Hartford, Conn . Dover, Del . Washington, D. C _ Tallahassee, Fla . Atlanta, Ga . . Boise, Idaho . Springfield, Ill . Muscogee, Ind. T _ Indianapolis, Ind. . . . Des Moines, Iowa _ Topeka, Kans . Frankfort, Ky . ...... Baton Rouge, La ... . Augusta, Me . Annapolis, Md . Boston, Mass . Lansing, Mich . St. Paul, Minn. ...... Jackson, Miss . Jefferson City, Mo... Helena, Mont _ _ _ Lincoln, Nebr . Carson, Nev . . . . Concord, N. Hv...... Trenton, N. J . Santa Fe, N. Mex _ Albany, N. Y . Raleigh, N. C . Bismarck, N. Dak... Columbus, Ohio . Guthrie, Okla _ Salem, Oreg . Harrisburg, Pa . Providence, R. I..... Columbia, S. C . Pierre, S. Dak....... Nashville, Tenn..'... Austin, Tex . Salt Lake City, Utah Montpelier, Vt . Richmond, Va . Olympia, Wash . Charleston, W. Va... Madison, Wis . Cheyenne, Wyo . State superintendent of education. Territorial superintendent of public instruc¬ tion. State superintendent of public instruction. Do. Do. Secretary of State board of education. Do. Superintendent of District schools. State superintendent of public instruction. State school commissioner. State superintendent of public instruction. Do. Territorial superintendent of schools. State superintendent of public instruction. Do. Do. Do. State superintendent of public education. State superintendent of public schools. State superintendent of public education. Secretary of State board of education. State superintendent of public instruction. Do. State superintendent of public education. State superintendent of public schools. State superintendent of public instruction. Do. Do. Do. Do. Territorial superintendent of public instruc¬ tion. State commissioner of education. State superintendent of public instruction. Do. State commissioner of common schools. Territorial superintendent of public instruc¬ tion. State superintendent of public instruction. Do. Commissioner of public schools. State superintendent of education. State superintendent of public instruction. Do. Do. Do. State superintendent of education. State superintendent of public instruction. Do. State superintendent of free schools. State superintendent of public schools. State superintendent of public instruction. Sheldon Jackson. . . W. H. Babbitt . D. P. Barrows . Roland P. Falkner. Sitka, Alaska . . . Honolulu, Hawaii . Manila, Philippine Islands. San Juan, Porto Rico . General agent of education. Superintendent of public instruction. General superintendent of public instruction. Commissioner of education. a Corrected to Oct. 15, 1906, in so far as changes have been reported to the Bureau, except the list of State school officers, which has been corrected to April 15, 1907. 365 ed 1905 — vol 1 - 27 366 EDUCATION REPORT, 1905. II. — City School Superintendents. ALABAMA. Anniston, D. R. Murphy. Bessemer, Joseph M. Dill. Birmingham, J. H. Phillips. Dothan, J. Y. Brown. Eufaula, F. L. McCoy. Plorence, W. W. Hall. Gadsden, W. E. Striplin. Girard, W. F. Monk. Huntsville, S. R. Butler. Mobile, S. S. Murphy. Montgomery, Charles L. Floyd. New Decatur, Arthur F. Harman. Opelika, George W. Brock. Phoenix, W. O. Smith. Pratt City, P. M. McNeil. Selma, R. E. Hardaway. Talladega, D. A. McNeil. Troy, John P. Selman. Tuscaloosa, James H. Foster. Woodlawn, George D. Godard. ARIZONA. Phoenix, J. F. Stiiwell. Prescott. Tucson, W. M. Rutherauf. ARKANSAS. Fayetteville, F. S. Root. Fort Smith, J. W. Kuykendall. Helena, S. H. Spragins. Hot Springs, George B. Cook. Jonesboro, D. T. Rogers. Little Rock, B. W. Torreyson. Paragould, William E. Skaggs. Pine Bluff, Junius Jordan. Texarkana, F. W. Miller. CALIFORNIA. Alameda, Fred T. Moore. Bakersfield, David W. Nelson. Berkeley, S. D. Waterman. Eureka, A. C. Barker. Fresno, C. L. McLane. Grass Valley, J. S. Hennessy. Los Angeles, Ernest Carroll Moore. Napa City, Dee T. Davis. Oakland, John W. McClymonds. Pasadena, James D. Graham. Petaluma. Pomona, P. W. Kauffman. Redlands : School district, A. Harvey Collins (su¬ pervising principal). Lugonia district, D. C. Reed (super¬ vising principal). Riverside, a'. N. Wheelock. Sacramento, O. W. Erlewine. San Bernardino, F. W. Conrad. San Diego, F. P. Davidson. San Francisco, A. Roncovieri. San Jos£, George S. Wells. Santa Ana, J. A. Cranston. CALIFORNIA— Continued. Santa Barbara, H. A. Adrian. Santa Clara, W. J. Hayward. Santa Cruz, John W. Linscott. Santa Rosa, E. M. Cox (principal). Stockton, James A. Barr. Vallejo, John Davidson. Watsonville, Irving Townsend. COLORADO. Aspen, J. S. Clifford. Boulder, William V. Casey. ' Canyon City, F. F.. Thompson. Colorado Springs, John Deitrich. Cripple Creek, Wilson M. Shafer. Denver, Lewis C. Greenlee. Florence, Philip M. Condit. Grand Junction, J. H. Allen. Leadville, Frederick P. Austin. Pueblo : District No. 1, George W. Loomis. District No. 20, John F. Keating. Salida, Edgar Kesner. Trinidad, J. P. Treat. Victor, W. M. Shafer. CONNECTICUT. Ansonia, Edwin C. Andrews. Branford, H. S. Lovejoy. Bridgeport, Charles W. Deane. Bristol, Charles L. Wooding. Danbury, Gilman C. Fisher (secretary hoard of school visitors). Derby, J. W. Peck. East Hartford, Thomas H. De Coudres. Enfield, George T. Finch (acting visitor). Glastonbury, Chas. G. Rankin. Greenwich, Newton B. Hobart (principal), Thomas F. Howley (secretary board school visitors). Hamden, Charles F. Clarke (secretary school committee). Hartford, Thomas S. Weaver. Huntington, W. D. Hood. Killingly, James M. Paine. Manchester : Town schools, Edward D. McCollum. Ninth district (south), Fred. A. Ver- planck. Meriden, William P. Kelly. Middletown, C. H. Woolsey. Naugatuck, Frank W. Eaton. New Britain, Giles A. Stuart. New Haven, Frank Herbert Beede. New London, Charles B. Jennings. New Milford, John Pettibone. Norwalk, Abiathar Blanchard (secretary board of school visitors). Norwich : Nathan Lee Bishop (superintendent central district). John B. Stanton (superintendent West Chelsea district). CITY SCHOOL SUPERINTENDENTS. 367 CONNECTICUT — Continued. Putnam : W. R. Barber (secretary board of school visitors). E. H. Johnson (acting school visitor). Shelton, W. D. Hood. Southington, Mrs. Anna D. Pollard. South Norwalk, W. C. Foote. Stafford, Alvaredo Howard (chairman). Stamford, Everett C. Willard. Stonington, James H. Weeks, jr. (secre¬ tary board of school visitors). Torrington, Edwin H. Forbes. Vernon, W. B. Foster. East district, Isaac M. Agard. Wallingford, W. O. Cartwright, J. E. Wild- man (secretary board of school visitoi's). Waterbury, B. W. Tinker. West Haven, Edgar C. Stiles. Westport, George II. Tracy. Windham, George K. Anderson (secretary board of school visitors). WTinsted, William H. Millington. DELAWARE. Wilmington, George W. Twitmyer. DISTRICT OF COLUMBIA. Washington, William E. Chancellor. FLORIDA. Fernandina, H. L. Mattais. Gainesville, Jacksonville, N. H. Palmer. Key WTest, J. V. Harris (county superin¬ tendent). Lake City, T. H. Owens (county superin¬ tendent). Live Oak, Ocala, I’alatka, L. K. Tucker. Pensacola, N. B. Cook (county superintend¬ ent). St. Augustine, R. B. Ruthersford. Tampa, J. Wr. McCIung (county superin¬ tendent). GEORGIA. Albany, A. J. Barwick. Americus, A. G. Miller. Athens, G. G. Bond. Atlanta, Wr. F. Slaton. Augusta, Lawton B. Evans. Barnesville, Brunswick, N. H. Ballard. Columbus, Carleton B. Gibson. Cordele, Dalton, J. M. Weatherly. Dublin, Kyle Terry Alfriend. Elberton, P. B. W7inn. Gainesville, Charles B. Mathews. Griffin. E. J. Robeson. GEORGIA — Continued. Lagrange, C. L. Smith. Macon, C. B. Chapman. Marietta, Wr. T. Dumas. Milledgeville, W. E. Reynolds. Newnan, J. W\ Gaines. Rome, James C. Harris. Savannah, Otis Ashmore. Thomasville, W. G. Davis. Valdosta, R. B. Daniel. W'aycross, E. A. Pound. IDAHO. Boise, J. El WTlliamson. Pocatello, WTilter R. Siders. ILLINOIS. Alton, Robert A. Haight. Aurora : District No. 4 (west side), A. V. Green- man. District No. 5 (east side), C. M. Bard- well. Batavia, L. F. Wrentzel. Beardstown, J. Gladden Hutton. Belleville, George H. Busieck. Belvidere : North side, E. D. Merriman. South side, C. H. Levitt. Bloomington, J. K. Stableton. Blue Island, J. E. Lemon. Cairo, Taylor C. Clendenen. Canton, G. W. L. Meeker. Centralia, S. H. Bohn. Champaign, Frank D. Haddock. Charleston, De W7itt Elwood. Chicago, Edwin G. Cooley. Chicago Heights, F. M. Richardson. Clinton, Frank L. Horn. Collinsville, Samuel J. Curlee. Danville, L. H. Griffith. Decatur, Enoch A. Gastman. De Kalb, Newell D. Gilbert. Dixon : South Dixon, Vernon G. Mays. North Dixon, II. V. Baldwin. Duquoin, Charles W\ Ilouk. East St. Louis, John E. Miller. Edwardsville, T. M. Birney. Effingham, C. Wf. Jerkes. Elgin, M. A. Whitney. Evanston : District No. 75, Homer H. Kingsley. District No. 76, South Evanston, Fred W. Nichols. Freeport, S. E. Raines. Galena, P. H. Clark. Galesburg, WTilliam L. Steele. Harlem, Frank Curtis. Harvey, F. L. Miller. Iloopeston, Arthur Verner. Jacksonville, W. A. Furr. Jerseyville, J. Pike. 368 EDUCATION REPORT, 1905, ILLINOIS — Continued Joliet, John A. Long. Kankakee, F. N. Tracy. Kewanee, J. N. Adee. Lagrange, F. E. Sanford. La Salle, J. B. McManus. Lincoln, L. D. Ellis. Litchfield, C. E. Richmond. Macomh, W. W. Earnest. Maywood, J. Porter Adams. Mattoon, G. P. Randle. Mendota, W. R. Foster. Metropolis City, T. F. McCartney. Moline, Gerard T. Smith. Monmouth, F. II. Bloodgood. Morris, Rupert Simpkins. Mount Carmel, W. S. Booth. Mount Vernon, E. E. Van Cleve. Murphysboro, William Calhoun. Normal, E. A. Fritter. Olney, J. O. Marberry: Ottawa, C. J. Byrne. Pana, William Miner. Taris, H. W. Monical. Pekin, James J. Crosby. Peoria, Gerard D. Smith. Perurlra M. Ong. Pontiac, C. E. De Butts. Princeton, M. G. Clark. Quincy, D. B. Rawlins. Rockford, P. R. Walker. Rock Island, Herbert B. Hayden. Springfield, Edward Anderson. Spring Valley, C. P. Hulce. Sterling : District No. 3 (the Sterling schools), H. L. Chaplin. District No. 10 (the Wallace schools), Miss A. Laurie Hill. Streator, M. G. Clark. Sycamore, H. A. Bone. Taylorville : East side, Henry L. Fowkes. West side, II. N. Foltz. Urbana, J. W. Hays. Waukegan, W. J. Stebbins. INDIANA. Alexandria, O. M. Fittenger. Anderson, J. B. Pearcy. Bedford, J. B. Fagan. Bloomington, James K. Beck. Bluffton, W. A. Wirt. Brazil, L. B. O'Dell. Columbus, T. F. Fitzgibbon. Connersville, L. D. Coffman. Crawfordsville, William A. Millis. Decatur, William Beachler. East Chicago, Edwin N. Canine. Elkhart, Ellis II. Drake. Elwood, Charles S. Meek. Evansville, Frank W. Cooley. Fort Wayne, Justin N. Study. Frankfort, Edwin S. Monroe. Franklin, II. B. Wilson. INDIANA— Continued. Garrett, Francis M. Merica. Gas City, J. H. Jeffrey. Goshen, Victor W. B. Hedgepeth. Greenfield, W. C. Goble. Greensburg, Elmer C. Jerman. Hammond, C. M. McDaniel. Hartford City, Finley Geiger. Huntington, W. P. Hart. Indianapolis, Calvin N. Kendall. Jeffersonville, C. M. Marble. Kokomo, Robert A. Ogg. Lafayette, R. F. Hight. Laporte, John A. Wood. Lawrenceburg, Jesse W. Riddle. Lebanon, H. G. Brown. Linton, Joseph II. Haseman. Logansport, Albert H. Douglass. Madison, A. O. Neal. Marion, Benjamin F. Moore. Martinsville, J. E. Robinson. Michigan City, L. W. Keeler. Mishawaka, J. F. Nuner. Montpelier, L. E. Kelley. Mount Vernon, Edward G. Bauman. Muncie, George L. Roberts. New Albany, C. A. Prosser. Noblesville, John A. Carnagey. Peru, A. A. Campbell. Plymouth, R. A. Randall. Portland, Grant E. Derbyshire. Princeton, Harold Barnes. Richmond, Thomas A. Mott. Rushville, J. H. Scholl. Seymour, H. C. Montgomery. Shelbyville, James II. Tomlin. South Bend, Calvin Moon. Terre Haute, P. W. Morgan. Tipton, C. F. Patterson! Valparaiso, Arthur A. Hughart. Vincennes, R. I. Hamilton. Wabash, Adelaide S. Baylor. Warsaw, J. J. Eatly. Washington, William F. Axtell. Whiting, J.ohn C. Hall. INDIAN TERRITORY. Ardmore, Charles Evans. Chickasha, W. S. Staley. Durant, C. L. Neely. McAlester, William Gay. Muscogee, Charles W. Briles. South McAlester, IOWA. Albia, F. E. George. Atlantic, Carlos M. Cole. Boone, J. C. King. Burlington, Francis M. Fultz. Cedar Falls, D. M. Kelly. Cedar Rapids, J. J. McConnell. Centerville, E. N. Gibson. Chariton, C. J. Johnson. Charles City, C. A. Kent. Cherokee, L. II. Maus. CITY SCHOOL -SUPERINTENDENTS. 369 IOWA- — Continued. Clarinda, Willard E. Salisburg. Clinton, O. P. Bostwick. Council Bluffs, W. N. Clifford. Creston, O. E. French. Davenport, J. B. Young. Decorah, Henry C. Johnson. Des Moines : East Side, R. J. Hartung. West Side, W. O. Riddell. Capital Tark, J. It. MfcComb. Dubuque, F. T. Oldt. Fairfield, S. A. Power. Fort Dodge, George II. Mul l in. Fort Madison, C. W. Cruikshank. Grinnell, Eugene Henely. Independence, Iowa City, A. V. Storm. Keokuk, William Aldrich. Lemars, Thomas B. Hutton. Marion, G. E. Finch. Marshalltown, Elmer L. Colfeen. Mason City, W. A. Brandenburg. Missouri Valley, J. H. Beveridge. Mount Pleasant, Bruce Francis. Muscatine, W. F. Chevalier. Newton, E. J. H. Beard. Oelwein, O. W. Herr. Oskaloosa, F. W. Else. Ottumwa, A. W. Stuart. Perry, W. B. Thornburgh. Redoak, George S. Dick. Shenandoah, Sioux City, W. M. Stevens. Washington, R. B. Crone. Waterloo : East Side, Fred D. Merritt, West Side, A. T. Hukill. Webster City, L. H. Ford. KANSAS. Argentine, IT. P. Butcher. Arkansas City, L. W. Mayberry. Atchison, Nathan T. Veatch. Chanute, J. H. Adams. Cherryvale, A. J. Lovett. Coffeeville, William M. Sinclair. Concordia, A. F. Senter. Emporia, L. A. Lowther. Fort Scott, David M. Bowen. Galena, Leslie T. Huffman. Horton, W. W. Wood. Hutchinson, R. R. Price. Independence, C. S. Risdon. Iola, Miss Clifford A. Mitchell. Junction City, William S. Ileusner. Kansas City, M. E. Pearson. Lawrence, Frank P. Smith. Leavenworth, George W. Kendrick. Manhattan, Newton, David F. Shirk. Osawatomie, C. L. Williams. Ottawa, A. L. Bell. Parsons, J. A. Higdon. Pittsburg, A. H. Bushey. KANSAS — Continued. Rosedale, G. E. Rose. Salina, George It. Crissman. Topeka, L. D. Whittemore. Wellington, W. M. Massey. Wichita, R. F. Knight. Winfield, J. W. Spindler. KENTUCKY. Ashland, John Grant Crabbe. Bellevue, II. L. Eby. Bowling Green, T. C. Cherry. Covington, K. J. Morris. Danville, W. C. Grins-tead (principal of high school). Dayton, G. W. Gurney. Frankfort, II. C. McKee. Georgetown, R. L. Garrison. Henderson, Livingston McCartney. Hopkinsville, Barksdale ITamlett. Lexington, M. A. Cassidy. Louisville, Edgar IT. Mark. Madisonville, Ralph B. Rubins. Maysville, D. S. Clinger (principal of high school) . Middlesboro, M. O. Winfrey. Newport, Ellsworth Regenstein. Owensboro, W. A. Barnes. Paducah, C. M. Lieb. Paris, George W. Chapman. Richmond, H. IT. Brock. Somerset, J. B. W. Brouse. . Winchester, R. M. Shiff. LOUISIANA. Alexandria, IT. H. Harper (principal). Baton Rouge, T. IT. Harris. Crowley, E. B. Stover. Donaldsonville, D. B. Showalter (parish superintendent) . Houma, William P. Tucker. Lake Charles, B. F. Dudley. Monroe, George W. Reid. New Iberia, J. C. Ellis. New Orleans, Warren Easton. Shreveport, - - Blanton. MAINE. Auburn, Payson Smith. Augusta : Mrs. A. H. D. Hanks (superintendent suburban and high schools). Weston Lewis (principal Williams dis¬ trict) . Bangor, Charles E. Tilton. Bath, Frederick W. Freeman. Belfast, Alonzo J. Knowlton. Biddeford, Royal E. Gould. Brewer, Charles N. Perkins. Brunswick, Charles M. Pennell. Calais, Ashley St. Clair. Eastport, Charles S. Sewall. Ellsworth, R. E. Mason. 370 EDUCATION REPORT, 1905. MAINE — Continued. Gardiner, Charles O. Turner. Houlton, F. L. Putnam. Lewiston, I. C. Phillips. Oldtown, D. L. Wormwood. Portland, W. H. Brownson. Rockland, H. H. Randall. Saco, John S. Locke. Sanford, Austin R. Pauli. Slcowhegan, D. W. Colby. South Portland, James Otis Kaler. ' Waterville, Elwood T. Wyman. Westbrook, Fred. Benson. MARYLAND. Annapolis, H. R. Wallis (county superin¬ tendent), W. S. Crouse (principal). Baltimore, J. H. Van Sickle. Cambridge, W. P. Beckwith. Cumberland, A. C. Willison (county superin¬ tendent). Frederick, Ephraim L. Boblitz (county su¬ perintendent. ) Frostburg, Olin R. Rice (principal of high school) . Hagerstown, John P. Fockler (county super¬ intendent). Salisbury, II. C. Bounds. MASSACHUSETTS. Abington, C. A. Record. Adams, Francis A. Bagnall. Amesbury, Charles E. Fish. Amherst, Audubon L. Hardy. Andover, Corwin F. Palmer. Arlington, Frank S. Sutcliffe. Athol, W. Scott Ward. Attleboro, Lewis A. Fales. Barnstable, G. II. Galger. Belmont, George P. Armstrong. Beverly, Adelbert Leon Safford. Blackstone, J. P. McCooey. Boston, Stratton D. Brooks. Braintree, John C. Anthony. Bridgewater, C. A. Record. Brockton, B. B. Russell. Brookline, George I. Aldrich. Cambridge, William C. Bates. Canton, James S. Perkins. Chelmsford, Frederic L. Kendall. Chelsea, B. C. Gregory. Chicopee, John C. Gray. Clinton, Charles L. Hunt. Concord, William L. Eaton. Danvers, Arthur J. Collins. Dartmouth, Charles E. Soule (secretary of school committee). Dedham, Roderick Whittlesey Iline. Easthampton, W. D. Miller. Easton, Frederic L. Pope, jr. Everett, U. G. Wheeler. Fairhaven, Frank M. Marsh. Fall River, Everett B. Durfee. Fitchburg, Joseph G. Edgerly. Framingham, Samuel F. Blodgett. MASSACHUSETTS— Continued. Franklin, Irving H. Gamwell. Gardner, Judson I. Wood. Gloucester, Freeman Putney. Grafton, Robert O. Small. Great Barrington, H. Dressel, jr. Greenfield, G. H. Danforth. Haverhill, George E. Gay. Hingham, Nelson G. Howard. Holyoke, J. J. O'Connell. Hudson, C. S. Eyman. Hyde Park, George E. Johnson. Ipswich, Robert M. Martin. Lawrence, B. M. Sheridan. Lee, Preston Barr. Leominster, Thomas E. Thompson. Lexington, George P. Armstrong. Lowell, Arthur Iv. Whitcomb. Ludlow, Lynn, Frank J. Peaslee. Malden, Henry D. Hervey. Manchester, Charles E. Fish. Mansfield, Edward P. Fitts. Marblehead, John B. Gifford. Marlboro, O. A. Morton. Maynard, John C. Mackin. Medford, Charles IL. Morss. Melrose, Fred H. Nickerson. Merrimac, George E. Chickering. Methuen, Charles A. Breck. Middleboro, Charles IL Bates. Milford, Charles W. Haley. Millbury, Watson C. Lea (post-office, Ox¬ ford) . Milton, Asher J. Jacoby (post-office, East Milton) . Monson, Frederic A. Wheeler. Montague, Frank P. Davison (post-office, Turners Falls). Natick, Albert L. Barbour. Needham, Henry M. Walradt. New Bedford, William E. Hatch. Newburyport, Edgar L. Millard. Newton, Frank E. Spaulding. North Adams, Isaac Freeman Hall. Northampton, Schuyler F. Herron. North Andover, Wallace E. Mason. North Attleboro, James W. Brehant. Northbridge, S. A. Melcher. North Brookfield, B. G. Merriam. Norwood, William C. Hobbs. Orange, Edward Dixon. Palmer, Robert J. Fuller. Peabody, Albert Robinson. Pittsfield, Charles A. Byram. Plymouth, Francis J. Heavens. Provincetown, Alvan R. Lewis. Quincy, Frank Edson Parlin. Randolph, John E. Bradley. Reading, Melville A. Stone. Revere, Wm. H. Winslow. Rockland, William L. Coggins. Rockport, William F. Eldredge. Salem, John Wright Perkins. Saugus, Charles E. Stevens. Somerville, Gordon A. Southworth. Southbridge, Fred E. Corbin. CITY SCHOOL SUPERINTENDENTS, 371 MASSACHUSETTS— Continued. South Hadley, Frederick E. Wliittemore. Spencer, Charles F. Adams. Springfield, Wilbur F. Gordy. Stoneham, Charles E. Stevens. Stoughton, Edward P. Fitts. Swampscott, Robert M. Martin. Taunton, H. W. Harrub. Tewksbury, S. Howard Chace. Upton, R. O. Small. Wakefield, Alfred C. Thompson. Walpole, Wraltham, William D. Parkinson. Ware, George W. Cox. Warren, Parker T. Pearson. Watertown, Frank R. Page. Webster, E. W. Robinson. "Wellesley, Marshall Livingston Perrin. Westboro, H. C. Waldron. Westfield, Charles L. Simmons. West Springfield, C. E. Brockway. Weymouth, Elmer E. Sherman. Whitman, Henry M. Walradt. WTlliamstown, Walter G. Mitchell. Winchendon, Wilbur B. Sprague. Winchester, Robert C. Metcalf. Winthrop, Frank A. Douglas. Woburn, George I. Clapp. Worcester, Homer P. Lewis. MICHIGAN. Adrian, Charles W. Mickens. Albion, W. J. McKone. Alpena, George A. Hunt. Ann Arbor, H. M. Slauson. Battle Creek, William G. Coburn. Bay City, John A. Stewart. Benton Harbor, William R. Wright. Bessemer, Miss A. F. Olcott. Big Rapids, Arthur S. -Hudson. . Cadillac, G. A. McGee. Calumet, H. E. Kratz. Charlotte, M. R. Parmelee. Cheboygan, Allen F. Wood. Coldwater, Robert I. White. Detroit, Wales C. Martindale. Dowagiac, Warren E. Conkling. Escanaba, F. D. Davis. Flint, A. N. Cody. Gladstone, J. H. McDonald. Grand Haven, Edward P. Cummings. Grand Rapids, W. A. Greeson. Hancock, Eugene La Rowe. Hillsdale, S. J. Gier. Holland, W. T. Bishop. Houghton, John A. Doelle. Ionia, C. L. Bemis. Iron Mountain, L. E. Amidon. Ironwood, L. L. WTright. Ishpeming, E. E. Scribner. Jackson, L. S. Norton. Kalamazoo, S. O. Hartwell. Lansing, W. D. Sterling. Ludington, Guy D. Smith. Manistee, Samuel W. Baker. MICHIGAN — Continued. Manistique, W. E. Hanson. Marine City, H. A. Markham. Marquette, Kendall P. Brooks. Marshall, Ralph S. Garwood. Menominee, R. H. Kirtland. Monroe, F. J. S. Tooze. Mount Clemens, John P. Everett. Mount Pleasant, A. F. Wood. Muskegon, Joseph M. Frost. Negauzee, Orr Schurtz. Niles, J. D. Schiller. Norway, Charles E. Cullen. Owosso, J. W. Simmons. Petoskey, II. M. Eliot. Pontiac, James H. Harris. Port Huron, W. F. Lewis. Saginaw : East Side, E. C. Warriner. West Side, Phil. Huber. St. Joseph, Ernest P. Clarke. Sault Ste. Marie, E. E. Ferguson. South Haven, A. D. Prentice. Three Rivers, Edward M. McElroy. Traverse City, I. B. Gilbert. Wyandotte, F. II. Sooy. Ypsilanti, Wm. B. Arbaugh. MINNESOTA. Albert Lea, E. M. Phillips. Anoka, T. J. Sperry. Austin, George A. Franklin. Brainerd, T. B. Hartley. Cloquet, W. C. Cobb. Croo.kston, E. E. Mclntire. Duluth, Robert E. Denfield. Ely, C. L. Newberry. Eveleth, Burton O. Greening. Faribault, Virgil L. Jones. Fergus Falls, F. E. Lurton. Hastings, Edgar L. Porter. Little Falls, II. E. WThite. Mankato, James M. McConnell. Minneapolis, Charles M. Jordan. Moorhead, New Ulm, E. T. Critchett. Owatonna, P. J. Kuntz. Red Wing, W. F. Kunze. Rochester, Lester S. Overholt. St. Cloud, A. N. Farmer. St. Paul, S. L. Heeter. St. Peter, V. R. Wasson. Stillwater, Darius Steward. Virginia, Lafayette Bliss. Willmar, P. C. Towning. Winona, Charles R. Frazier. MISSISSIPPI. Biloxi, J. II. Owings. Canton, Columbus, S. M. Nash. Corinth, W. P. Dobbins. Greenville, E. E. Bass. Gulfport, 372 EDUCATION REPORT, 1805. MISSISSIPPI — Continued. Hattiesburg, F. B. Woodley. Jackson, Edward L. Bailey. Laurel, W. L. Abbott. McComb, Henry P. Hughes. Meridian, J. C. Fant. Natchez, J. Reese Lin. Vicksburg, J. P. Carr. Water Valley, W. W. Phelan. Yazoo City, M. Rose. MISSOURI. Aurora, M. F. Butler. Boonvllle, M. A. O'Rear. Brookfield, J. U. WThite. Cape Girardeau, Fi’ed. L. MacChesney. Carterville, O. N. Waltz. Carthage, J. M. White. Chillicothe, Frank L. Wiley. Clinton, Arthur Lee. Columbia, W. H. Hays. Desoto, W. C. Ogier. Fulton, J. C. Humphreys. Hannibal, R. B. D. Simonson. Independence, W. J. Johnson. Jefferson City, J. N. Tankersley. Joplin, L. J. Hall. Kansas City, James M. Greenwood. Kirksville, Harry H. Laughlin. Lexington, W. J. Patterson. Louisiana, Miss Elizabeth Whitaker. Macon, William A. Annin. Marshall, E. J. Scott. Maryville, C. A. Hawkins. Mexico, L. B. Hawthorne. Moberly, J. C. Lilly. Nevada, J. W. Storms. Poplar Bluff, William N. Pace. Richhill, L. F. Robinson. St. Charles, Joseph Herring. St. Joseph, J. A. Whiteford. St. Louis, F. Louis Soldan. Sedalia, G. V. Buchanan. Springfield, Jonathan Fairbanks. Trenton, C. A. Green. Warrensburg, W. E. Morrow. Webb City, R. S. Nichols. MONTANA. Anaconda, William K. Dwyer. Bozeman, Risdon J. Cunningham. Butte, R. G. Young. Great Falls, S. D. Largent. Helena, Randall J. Condon. Missoula, J. Ulysses Williams. NEBRASKA. Beatrice, C. A. Fulmer. Fremont, W. H. Gardner. Grand Island, Robert J. Barr. Hastings, J. D. French. Kearney, George Burgert. Lincoln, W. L. Stephens. NEBRASKA — Continued. Nebraska City, N. Sinclair. Norfolk, E. J. Bodwell. North Platte, Paul Goss. Omaha, W. M. Davidson. Plattsmouth, E. L. Rouse. South Omaha, J. Arnott McLean. York, Charles O. Stewart. NEVADA. Reno, E. E. Winfrey. NEW HAMPSHIRE. Berlin, G. H. Whitcher. Claremont, W. H. Cummings. - Concord (Union district), Louis J. Rund- lett ; (Penacook district No. 20), H. C. Sanborn. Dover, A. H. Keyes. Exeter, John A. Brown (chairman school board). Franklin, H. C. Sanborn. Keene (Union district), George A. Keith. Laconia, J. H. Blaisdell. Littleton, M. C. Smart. Manchester, Charles W. Bickford. Nashua, James II. Fassett. Portsmouth, Ernest L. Silver. Rochester, William H. Slayton. Somersworth, C. C. Ferguson. NEW JERSEY. Asbury Park, Fred S. Shepherd. Atlantic City, Charles B. Boyer. Bayonne, James H. Christie. Bloomfield, George Morris. Boonton, M. P. Reagle (principal). Bordentown, William Macfarland. Bridgeton, E. J. Hitchner. Burlington, Wilbur Watts. Camden, James E. Bryan. Dover, J. Howard Hulsart (supervising principal). East Orange, Vernon L. Davey. Elizabeth, William J. Shearer. Englewood, Elmer C. Sherman. Garfield, Thomas Colby. Gloucester, William C. Sullivan. Hackensack, Isaac A. Demarest. Harrison, James F. Prendergast. Hoboken, A. J. Demarest. Irvington, F. II. Morrell. Jersey City, Henry Snyde-. Kearney, Don C. Bliss (post-office, Ar¬ lington). Lambertville, Alex. P. Kerr (supervising principal). Long Branch, Christopher Gregory. Madison, A. F. Stauffer. Millville, II. F. Stauffer. Montclair, Randall Spaulding. Morristown, W. L. R. Haven. Newark, Addison B. Poland. CITY SCHOOL SUPERINTENDENTS. 373 NEW JERSEY^— Continued. New Brunswick, William Clinton Arm¬ strong. Newton, Charles J. Majory (supervising principal). North Plainfield, Henry C. Krebs (super¬ vising principal). Orange, James J. Riggs. Tassaic, O. I. Woodley. Paterson, John R. Wilson. Perth Amboy, S. E. Shull. Phillipsburg, H. Budd Howell. Plainfield, Henry M. Maxson. Princeton, J. M. Arnold. Rahway, William J. Bickett. Redbank, S. V. Arrowsmith. Ridgewood, W. T. Whitney. Rutherford, Stephen B. Gilhuly. Salem, Somerville, William A. Ackerman. South Amboy, R. M. Fitch (supervising principal). South Orange, H. W. Foster. Summit, Miss Louise Connolly (supervising principal) . Town of Union, Otto Ortel (post-office, Weehawken) . Trenton, Ebenezer Mackey. Vineland, J. J. Unger. Westfield, J. J. Savitz. West Hoboken, Robert Waters. West New York, Wm. M. Van Sickle. West Orange, A. H. Sherman. Woodbury, William A. Storrie. NEW MEXICO. Albuquerque, J. E. Clark. Las Vegas, Raton, A. D. Hoenshel. Santa Fe, J. A. Wood. NEW YORK. Albany, Charles W. Cole. Albion, Willis G. Carmer. Amsterdam, Harrison T. Morrow. Auburn, Alfred C. Thompson. Ballston Spa, A. A. Lavery (supervising principal). Batavia, John Kennedy. Bath, J. Schuyler Fox. Binghamton, J. Edward Banta. Buffalo, Henry P. Emerson. Canandaigua, J. Carlton Norris. Catskill, J. T. P. Calkins. Cohoes, Edward Hayward. Corning : District No. 9, Leigh R. Hunt. District No. 13, A. M. Blodgett (prin¬ cipal). Cortland, Ferdinand E. Smith. Dansville, E. J. Bonner. Dunkirk, George M. Wiley. Elmira, W. J. Deans. NEW YORK — Continued. Fishkill on Hudson, W. J. Millar (supervis¬ ing principal). Fredonia, Mary F. Lord (principal). Fulton, J. R. Fairgrieve. Geneva, William H. Truesdale. Glens Falls, E. W. Griffith. Gloversville, James A. Estee. Gouverneur, J. B. Lardlaw. Granville, Raymond E. BrOwn. Green Island, James Heatly. Ilaverstraw, L. O. Markham. Hempstead, II. H. Chapman. Herikmer, C. L. Mosher. Hoosick Falls, II. II. Snell. Hornellsville, Elmer S. Redman. Hudson, Charles S. Williams. Ilion, Frank I). Warren. Ithaca, F. D. Boynton. Jamestown, Rovillus R. Rogers. Johnstown, Frank W. Jennings. Kingston, S. R. Shear. Lancaster, W. J. Barr (principal). Lansingburg, George F. Sawyer. Lestershire, Frank M. Smith. Little Falls, A. J. Merrell. Lockport, Emmet Belknap. Lyons, W. II. Kinney. Malone, Miss Sarah L. Perry. Mamaroneck, George J. McAndrew (super¬ vising principal). Matteawan, Earlman Fenner (principal). Mechanicsville, L. B. Blakeman. Medina, James C. Van Etten. Middletown, James F. Tuthill. Mount Vernon, Charles E. Nichols. Newark, Charles A. Hamilton (principal). Newburg, James M. Crane. New Rochelle, Isaac E. Young. New York, William H. Maxwell. Niagara Falls, R. A. Taylor. North Tarrytown, L. W. Craig (principal). North Tonawanda, R. A. Searing. Norwich, Stanford J. Gibson. Nyack, Ira H. Lawton. Ogdensburg, II. H. Southwick. Glean, Delmer E. Bacheller. Oneida, Avery Warner Skinner. Oneonta, William C. Franklin. Ossining, W. II. Ryan. Oswego, George E. Bullis. Owego, Francis C. Byrn. Peekskill : District No. 7 (Drumhill), Wilbur L. Ellis. District No. 8 (Oakside), A. D. Dunbar. Tenn Yan, N. Winton Palmer. Plattsburg, Frank K. Watson. Port Chester, E. G. Lantman. Port Jervis, John M. Dolph. Potsdam, Lewis E. Roberts (principal). Poughkeepsie, Wm. Alexander Smith. Rensselaer, A. R. Coulson. Rochester, Clarence F. Carroll. Rome, Lewis N. Crane. Rye, Forrest T. Shults. 374 EDUCATION EEPOET, 1905. NEW YORK — Continued. Salamanca, Thomas Stone Bell. Sandy Hill, Frances A. Tefft (principal). Saratoga Springs, Thomas R. Kneil. Schenectady, J. T. Freeman. Seneca Falls, E. K. Van Allen. Solvay, C. O. Richards. Syracuse, A. B. Blodgett. Tarry town, L. V. Case (principal). Tonawanda, Frank K. Sutley. Troy, G. F. Sawyer. Utica, Martin G. Benedict. Waterloo, H. B. Smith. Watertown, Frank S. Tisdale. Watervliet, Russell H. Bellows. Waverly, E. B. Robhins. Wellsville, Whitehall, Wilber W. Howe. White Plains, Guy Halsey Baskerville, Yonkers, Charles E. Gorton. NORTH CAROLINA. Asheville, R. J. Tighe. Burlington, Frank H. Curtis. Charlotte, Alexander Graham. Concord, Walter Thompson. Durham, J. A. Matheson. Elizabeth City, W. M. Hinton. Fayetteville, B. T. McBryde. Gastonia, Joe S. Wray. Goldsboro, Eugene C. Brooks. Greensboro, W. H. Swift. Henderson, J. T. Alderman. High Point, George H. Crowell. Kinston, L. C. Brogden. Newbern, H. B. Craven. Raleigh, Edward P. Moses. Salisbury, I. C. Griffin. Washington, Harry Howell. Wilmington, John J. Blair Wilson, Gray R. King. Winston-Salem, W. S. Snipes. NORTH DAKOTA, Bismarck, William Moore. Fargo, W. E. Hoover. Grand Forks, Jamestown, C. C. Schmidt. Minot, S. Henry Wolfe. Valley City, G. W. Hanna. OHIO. Akron, Henry V. Hotchkiss. Alliance, John E. Morris. Ashland, E. P. Dean. Ashtabula, R. P. Clark. Barberton, James M. Carr. Barnesville, Lewis Edwin York. Bellaire, J. R. Anderson. Bellefontaine, John W. Mackinnon. Bellevue, E. F. Warner. Bowling Green, N. D. O. Wilson. Bridgeport, S. A. Gillett. Bucyrus, J. J. Bliss. OHIO — Continued. Cambridge, H. Z. Hobson. Canal Dover, Franklin P. Geiger. Canton, John K. Baxter. Chillicothe, M. E. Hard. Cincinnati, F. B. Dyer. Circleville, C. L. Boyer Cleveland, W. H. Elson. Collinwood, Frank P. Whitney. Columbus, Jacob A. Shawan. Conneaut, C. T. Northrop. Coshocton, H. S. Piatt. Dayton, John W. Carr. Defiance, F. E. Reynolds. Delaware, W. McK. Vance. Delphos, T. W. Shimp. Dennison, W. N. Angel. East Liverpool, Robert E. Rayman. Elyria, V7. R. Comings. Findlay, J. W. Zellar. Fostoria, S. H. Layton. Fremont, J. E. Collins. Galion, I. C. Guinther. Gallipolis, H. E. Conard. Glenville, H. H. Cully. Greenfield, E. W. Patterson. Greenville, W. S. Rowe. Hamilton, Darrell Joyce. Hillsboro, F. H. Warren. Ironton, S. P. Humphrey. Jackson, J. E. Kinnison. Kent, A. B. Stutzman. Kenton, N. E. Hutchinson. Lancaster, H. A. Cassidy. Lima, John Davison. Lorain, A. C. Eldredge. Mansfield, C. L. Van Cleve. Marietta, J. V. McMillan. Marion, H. L. Frank. Martins Ferry, F. W. Wenner. Massillon, C. L. Cronebaugh. Miamisburg, W. T. Trump. Middletown, Arthur Powell. Mount Vernon, J. G. Leland. Napoleon. Nelsonville, Aaron Grady. Newark, J. D. Simkins. Newburg, B. F. Stevenson. New Philadelphia, G. C. Maurer. Niles, Frank J. Roller. North Baltimore, B. O. Martin. Norwalk, A. D. Beechy. Norwood, W. S. Cadman. Oberlin, Ward H. Nye. Painesville, F. H. Kendall. Piqua, C. W. Bennett. Pomeroy, C. T. Coates. Portsmouth, J. I. Hudson. Ravenna, E. O. Trescott. St. Bernard, U. L. Monce. St. Marys, E. A. Hotchkiss. Salem, Jesse L. Johnson. Sandusky, H. B. Williams. Shelby, S. H. Maharry. Sidney, H. R. McVay. I Springfield, Carey Boggess. CITY SCHOOL SUPERINTENDENTS, 375 OHIO — Continued. Steubenville, Edward M. Van Cleve. Tiffin, Charles A. Krout. Toledo, Henry J. Eberth. Toronto, S. K. Mardis. Troy, Mark Wilcox. Uhrichsville, L. E. Everett. Urbana, I. N. Keyser. Yanwert, J. P. Sharkey. Wapakoneta, H. H. Helter. Warren, C. E. Carey. Washington C. H., James T: Tuttle* Wellston, E. S. McCall. Wellsville, James L. MacDonald. Wilmington, Wooster, Charles Haupert. Xenia, Edwin B. Cox. Youngstown, N. H. Chaney. Zanesville, W. D. Lash. OKLAHOMA. Elreno, F. N. Howell. Enid, T. W. B. Everhart. Guthrie, Frank E. Buck. Oklahoma, Ed. S. Vaught. Perry, William Z. Smith. Ponca, Richard E- Tope. OREGON. Astoria, A. L. Clark. Baker City, J. A. Churchill. Eugene, Mott H . Arnold. Pendleton, L. R. Traver. Portland, Frank Rigler. Salem, J. M. Powers. The Dalles, J. S. Landers. PENNSYLVANIA. Allegheny, John Morrow. Allentown, Francis D. Raub. Altoona, H. J. Wightman. Archbald, W. A. Kelly. Ashland, William C. Estler. Ashley, E. D. Bovard. Athens, George E. Rogers. Bangor, John W. Gruver (principal). P.eaverfalls, Edward Maguire. Bellefonte, John D. Meyer (supervising principal). Bellevue, C. C. Williamson. Berwick, J. W. Snyder (supervising prin¬ cipal) . Bethlehem, Fred W. Robbins. Blakely, H. B. Anthony (supervising prin¬ cipal; post-office, Peckville). Bloomsburg, L. P. Sterner (supervising principal) . Braddock, Grant Norris. Bradford, E. E. Miller. Bristol, Louise D. Baggs. Butler, John A. Gibson. Carbondale,. Elmer E. Garr. Carlisle, John C. Wagner. Carnegie, W. S. Bryan (principal). Catasauqua, H. J. Reinhard (principal). PENNSYLVANIA — Continued. Chambersburg, Samuel Gelwix. Charleroi, W. D. Wright. Chester, A. Duncan Yocum. Ciearfield, II. E. Trout. Coatesville, W. T. Gordon. Columbia, Daniel Fleisher. Connellsville, J. P. Wiley (principal). Conshohocken, E. B. Ziegler. Corry, Virgil G. Curtis. Danville, U. L. Gordy. Darby, Charles P. Sweeny. Dickson City, John E. Williams. Donora, J. I). Boydston. Dubois, J. H. Alleman. Dunmore, C. F. Iloban. Duquesne, II. E. Winner (principal). Duryea, F. J. Regan. Easton, William W. Cottingham. Edwardsdale, J. O. Hermann. Erie, IL. C. Missimer. Etna, J. Q. A. Irvine (principal). Forest City, C. T. Thorpe (principal). Franklin, Charles E. Lord. Freeland, E. F. Hanlon. Gilberton, Michael J. Shore (principal). Greensburg, Thomas S. March. Greenville, James J. Palmer. Hanover, J. C. Carey. Harrisburg, F. E. Downes. Hazleton, David A. Harman. Homestead, James M. Norris. Huntingdon, E. R. Barclay. Indiana, James F. Chapman (principal). Jeannette, Theo. B. Shank. Jersey Shore, H. IL Weber. Johnsonburg, G. B. Gerberich (supervising principal). Johnstown, James N. Muir. Kane, T. E. Lytle. Kingston, George Evans (principal). Kittanning, C. E. Hankey. Knoxville, Milo IL Miller (principal). Lancaster, R. K. Buehrle. Lansford, Elmer E. Kuntz. Latrobe; Arthur C. Klack. Lebanon, R. T. Adams. I.ehighton, F. A. Ebert. Lewistown, W. F. Kennedy (supervising principal). Lockhaven, John A. Robb. Luzerne, Theron G. Osborne. McKeesport, J. Burdette Richey. McKees Rocks, F. H. Powers (principal). Mahanoy City, William N. Ehrhart. Mauchchunk, E. W. Romberger (supervis¬ ing principal). Meadville, Ulysses G. Smith. Middletown, II. J. Wickey. Millvale, J. C. R. Johnston (principal). Milton, W. A. Wilson. Minersville, II. H. Spayd (supervising prin¬ cipal). Monessen, Robert W. Ilimelick. Monongahela City, C. H. Wolford (prin¬ cipal). 376 EDUCATION REPORT, 1905. PENNSYLVANIA— Continued. Mount Carmel, Samuel Halsey Dean. Mount Pleasant, S. Grant Miller (prin¬ cipal). Nanticoke, John William Griffith. New Brighton, Clyde C. Green. Newcastle, T. A. Kimes. New Kensington, A. D. Horton (principal). Norristown, A. S. Martin. Oil City, C. A. Babcock. Olyphant, M. W. Cummings. Philadelphia, Martin G. Brumbaugh. Phoenixville, Robert E. Laramy. Pittsburg, Samuel Andrews. Pittston, Robert Shiel (supervising prin¬ cipal). Plymouth, E. H. Scott. Pottstown, Wm. W. Rupert. Pottsville, S. A. Thurston. Punxsutawney, G. F. W. Mark. Rankin, M. E. Thompson. Reading, Charles S. Foos. Rcnovo, Oden C. Gortner (supervising prin¬ cipal). Ridgeway, W. W. Peirce. Rochester, O. C. Lester. St. Clair; Thomas G. Jones. St. Marys, J. .T. Lynch (supervising prin¬ cipal). Sayre, I. F. Stetler (supervising principal). Scottdale, Edgar Reed (supervising prin¬ cipal). Scranton, Geo. W. Phillips. Sewickley, F. E. Fickinger. Shamokin, Jos. Howerth. Sharon, S. II. Hadley. Sharpsburg, C. C. Kelso (supervising prin¬ cipal). Shenandoah, J. W. Cooper. Sheridan, Slatington, J. W. Snyder. South Bethlehem, Owen R. Wilt. South Sharon, C. G. Canon. Steelton, L. E. McGinnes. Sunbury, Ira Shipman. Tamaqua, Robert F. Ditchburn. Tarentum, A. D. Endsley (principal). Taylor, M. J. Lloyd. Titusville, Henry Pease. Towanda, S. A. Thurston. Turtle Creek, David R. Sumstine. Tyrone, I. C. M. Ellenberger. Uniontown, II. F. Brooks. Warren, W. L. McGowan. Washington, William Krichbaum. Waynesboro, J. Hassler Reber. Westchester, Addison L. Jones. West Pittston, L. P. Bierly (principal). Wilkesbarre, James M. Coughlin. Wilkinsburg, James L. Allison. Williamsport, Charles Lose. Wilmerding, W. G. Gans (principal). Windber, D. M. Hetrick- "Winton, John J. Judge. York, Atreus Wanner. RHODE ISLAND. Bristol, John Post Reynolds. Burrillville, Leroy G. Staples (post-office, Pascoag). Central Falls, Wendell A. Mowry. Coventry, John Matteson (post-office, An¬ thony). Cranston, Valentine Almy (post-office, Auburn ) . Cumberland, C. C. Richardson. East Providence, Herbert B. Horton. Johnston, "William H. Starr (post-office, Thornton) . Lincoln, Emerson L. Adams. Newport, Herbert Warren Lull. North Kingstown, F. D. Blake (post-office, Wickford). North Providence, Pawtucket, Frank O. Draper. Providence, Walter H. Small. South Kingstown, B. E. Helme (post-office, Kingston). Warren, G. L. Church. Warwick, Elwood T. Wyman. Westerly, W7. H. Holmes, jr. Woonsocket, Frank E. McFee. SOUTH CAROLINA. Abbeville, Leonard W. Dick. Aiken, W. L. Brooker. Anderson, Thomas C. Walton. Beaufort, Lueco Gunter. Charleston, Henry P. Archer. Chester, W. II. McNairy. Columbia, E. S. Dreher. Florence, J. L. Mann. Gaffney, W. C. McArthur. Georgetown, O. L. Shewmake. Greenville, E. L. Hughes. Greenwood, Edward C. Coker. Laurens, Nathaniel M. Salley. Newberry, W. A. Stuckey. Orangeburg, A. J. Thackston. Rock Hill, J. C. Cork. Spartanburg, Frank Evans. Sumter, S. II. Edmunds. Union, Davis Jeffries. SOUTH DAKOTA. Aberdeen, W. L. Cochrane. Deadwood, Alexander Strachan. Lead, Anson II. Bigelow. Mitchell, F. II. Hoff. Sioux Falls, H. A. Ustrud. Watertown, A. H. Barnard. Yankton, R. C. Shellenbarger. TENNESSEE. Bristol, Richard Henry Watkins. Chattanooga, Sidney G. Gilbreath. Clarksville, P. L. Ilarned. Cleveland, D. C. Arnold. CITY SCHOOL SUPERINTENDENTS. 377 TENNESSEE— Continued. Columbia, W. E. Bostick (principal) and J. H. Kelly (principal). Dyersburg, Ralph E. Rice. Harriman, J. V. Rymer. Jackson, G. R. McGee. Johnson City, J. R. Lowry. Knoxville, Albert Ruth. Memphis, George W. Gordon. Murfreesboro, J. W. W. Daniels. Nashville, H. C. Weber. TEXAS. Austin, A. N. McCallum. Beaumont, H. F. Triplett. Belton, James B. Hubbard. Bonham, I. W. Evans. Brenham, Edward W.. Tarrant. Brownsville, Thomas P. Barbour (prin¬ cipal). Brownwood, George H. Carpenter. Bryan, Cleburne, V. M. Fulton. Corpus Christi, Charles W. Crossley. Corsicana, J. W. Cantwell. Dallas, J. L. Long. Denison, F. B. Hughes. I>enton, J. S. Carlisle. El Paso, G. P. Putnam. Ennis, . W. E. Edelen. Fort Worth, W. D. Williams. Gainesville, E. F. Comegys. Galveston, John W. Hopkins. Gonzales, Thomas II. Lewis. Greenville, George A. Newton. Hillsboro, W. D. Butler. Houston, P. W. Horn. Laredo, L. J. Christen. McKinney, J. H. Hill. Marshall, W. II. Attebery. Navasota, W. B. Bizzell. Oak Cliff, Orange, S. B. Foster. Palestine, Walker King. Paris, J. G. Wooten. San Antonio, L. E. Wolfe. Sherman, A. L. Peterman. Taylor, W. M. Williams. Temple, James E. Binkley. Terrell, S. M. N. Marrs. Texarkana, E. E. Bramlette.^ Tyler, J. L. Henderson. Victoria, Arthur Lefevre. Waco, J. C. Lattimore. Waxahatchie, Walter Acker. Weatherford, T. W. Stanley. UTAH. Logan, Ariel F. Cardon. Ogden, William Allison, rark City, M. W. Laning. Provo, William S. Rawlings. Salt Lake City, D. H. Christensen. VERMONT. Barre, O. D. Mathewson. Bellows Falls, B. E. Merriam. Bennington, Albert W. Varney. Brattleboro, Miss Marguerite Tucker (super¬ visor). Burlington, Henry O. Wheeler. Montpelier, F. J. Brownscombe. Rutland, David B. Locke. St. Albans, F. J. Sagendorph. St. Johnsbury, Clarence H. Dempsey. VIRGINIA. Alexandria, Kosciusko Kemper. Bristol, S. R. McChesney. Charlottesville, James W. Lane. Danville, William Holmes Davis. Fredericksburg, Benjamin 1*. Willis. Harrisonburg, Lynchburg, E. C. Glass. Manchester, David L. Pulliam. Newport N§ws, W. C. Morton. Norfolk, Richard A. Dobie. Petersburg, D. M. Brown. Portsmouth, Joseph H. Saunders. Radford, L. W. Irwin. Richmond, William F. Fox. Roanoke, Bushrod Rust. Staunton, Francis H. Smith, jr. Suffolk, Lee Britt (county superintendent). Winchester, Maurice M. Lynch. WASHINGTON. Aberdeen, II. M. Cook. Ballard, J. C. Dickson. Bellingham, W. J. Hughes. Everett, I). A. Thornburg. North Yakima, David Craig Reed. Olympia, W. W. Montgomery. Seattle, Frank B. Cooper. Spokane, J. A. Tormey. Tacoma, A. H. Yoder. Vancouver, C. W. Shu m way. Walla Walla, O. S. Jones. WEST VIRGINIA. Benwood, George E. Hubbs. Bluefield, C. A. Fulwider. Charleston, George S. Laidley. Clarksburg, F. L. Burdette. Fairmont, Joseph Rosier. Grafton, W. It. Gorby. Hinton, I. B. Bush. Huntington, W. M. Foulk. Martinsburg, George W. Brindle. Moundsville, W. M. Henderson. Parkersburg, J. W. Swartz. Wheeling, H. B. Work. WISCONSIN. Antlgo, W. N. Hiekok. Appleton, Carrie E. Morgan. Ashland, J. T. Hooper. 378 EDUCATION REPORT, 1905. WISCONSIN— Continued. Baraboo, G. W. Gehrand. Beaverdam, Ilomer B. Hubbell. Beloit, Franklin E. Converse. Berlin, E. T. O'Brien. Chippewa Falls, E. D. Martin. Depere : East Side, J. W. Steenis. West Side, J. V. Brennan. Eau Claire, W. H. Schulz. Fond du Lac, William Wilson. Grand Rapids, H. S. Yonker. Greenbay, A. W. Burton. Janesville, H. C. Buell. Kaukauna, L. E. Sargent. Kenosha, P. J. Zimmers. La Crosse, John P. Bird. Madison, R. B. Dudgeon. Manitowoc, Walter IT. Larson (county superintendent) . Marinette, G. H. Landgraf. Marshfield, Durant C. Giles. Menasha, John Callahan. Menomonie, L. D. Harvey. Merrill, G. J. Roberts. Milwaukee, C. G. Pearse. Monroe, G. W. Swartz. WISCONSIN — Continued. Neenah, E. M. Beeman. Oconto, G. F. Loomis. Oshkosh, M. N. Mclver. Platteville, O. E. Gray. Portage, W. G: Clough (principal) Port Washington, Racine, Burton E. Nelson. Rhinelander, F. A. Lowell. Sheboygan, II. F. Leverenz. South Milwaukee, Paul Bergen. Stevens Point, John N. Davis. Stoughton, A. W. Weber. Sturgeon Bay, Charles G. Stangel. Superior, W. E. Maddock. Two Rivers, Washburn, S. A. Oscar. Watertown, W. P. Roseman. Waukesha, A. W. Chamberlin. Wausau, S. B. Tobey. WYOMING. Cheyenne, S. S. Stockwell. Laramie, Frank W. Lee. Rock Springs, S. M. Abbott. Sheridan, C. R. Atkinson. III. — College Presidents. 1. — Colleges for men ancl coeducational colleges of liberal a?'ts. Name of president. LTniversity or college. Address. A. P. Montague, LL. D _ Rev. S. M. Hosmer, D. D _ Rev. Bernard Menges, O. S. B_ Rev. William Tyrrell, S. J _ John W. Abercrombie, LL. D _ Kendric C. Babcock, Ph. D _ John M. Williams, A. B., dean. John W. Conger, LL. D _ Eugene R. Long, Ph. D _ J. Thompson Baker, Ph. M _ Rev. S. Anderson, A. B _ John N. Tillman, LL. B _ Rev. J. M. Cox, D. D _ B. I. Wheeler, LL. D _ Rev. George A. Gates, LL. D _ John Willis Baer, LL. D _ Rev. J. S. Glass, C. M., D. D _ Rev. George F. Bovard, D. D _ Rev. T. G. Brownson, D. D _ Rev. Bro. Yellesian, F. S. C _ Walter A. Edwards, LL. D _ Rev. John P. Frieden, S. J _ M. S. Cross, D. D., acting _ Rev. Robert E. Kenna, S. J _ D. S. Jordan, LL. D _ James H. Baker, LL. D _ Rev. W. F. Slocum, LL. D _ Rev. A. J. Schuler, S. J _ Rev. Henry A. Buchtel, LL. D., chancellor. Rev. Flavel S. Luther, LL. D__ Rev. B. P. Raymond, LL. D _ Arthur T. Hadley, LL. D _ Rev. W. C. Jason, A. M _ Geo. A. Harter, Ph. D _ Howard College _ _ Southern University _ _ St. Bernard College _ Spring Hill College _ _ University of Alabama _ University of Arizona _ Henderson College _ Ouachita College _ Arkansas College _ Arkansas Cumberland College _ Hendrix College _ University of Arkansas _ Philander Smith College _ University of California _ Pomona College _ Occidental College _ St. Vincent’s College _ University of Southern California California College _ .• _ St. Mary’s College _ : _ Throop Polytechnic Institute _ St. Ignatius College _ University of the Pacific _ Santa Clara College _ _ Leland Stanford Junior Univer¬ sity. University of Colorado _ _ _ Colorado College _ . _ College of the Sacred Heart _ University of Denver _ , _ Trinity College _ Wesleyan University _ Yale University _ .- State College for Colored Stu¬ dents. Delaware College _ _ _ Birmingham, Ala. Greensboro, Ala. St. Bernard, Ala. Springhill, Ala. University, Ala. Tucson, Ariz. Arkadelphia, Ark. Do. Batesville, Ark. Clarksville, Ark. Conway, Ark. Fayetteville, Ark. Little Rock, Ark. Berkeley, Cal. Claremont, Cal. Los Angeles, Cal. Do. Do. Oakland, Cal. Do. Pasadena, Cal. San Francisco, Cal. San Jose, Cal. Santa Clara, Cal. Stanford University, Cal. Boulder, Colo. Colorado Springs, Colo. Denver, Colo. University Park, Colo. Hartford, Conn. Middletown, Conn. New Haven, Conn. Dover, Del. Newark, Del. COLLEGE PRESIDENTS, 379 III. — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Rev. Dennis J. O’Connell, S. T. D., rector. E. M. Gallaudet. LL. D _ Rev. David II. Buel, S. .T _ Charles W. Needham. LL. D _ Rev. Edward X. Fink. S. J___ Rev. W. P. Tliirkield, D. D___ Rev. Brother Germanus, F. S. C. Catholic University of America . _ Gallandet College _ Georgetown University _ _ George Washington University _ Gonzaga College _ Howard University _ St. John’s College _ Washington, D. C. Do. Do. Do. Do. Do. Do. Lincoln Hulley, Ph. D _ Andrew Sledcl, LL. D _ Rev. Charles H. Mohr, Ph. D _ Rev. Wm. F. Blackman, Ph. D. David C. Bai’row, C. and M. E., chancellor. Rev. George Sale, A. M _ Rev. Horace Bumstead, D. D _ Rev. J. S. Flipper, D. D _ W. Claude Williams, A. B _ G. R. Glenn, LL. D _ Rev. S. Y. Jameson, D. D _ Rev. J. E. Dickey, D. D _ W. H. Crogman, Litt. D _ William F. Quillian, jr., A. B_ Rev. Joseph A. Sharp, A. B _ James A. MacLean, LL. D _ Rev. Harry B. Gough, A. B _ Rev. Francis G. Barnes, D. D__ Rev. M. J. Marsile, C. S. V___ Thomas W. Lingle, Ph. D _ Rev. Fred L. Sigmund, D. D _ Rev. Henry J. Dumbach, S. J_ Rev. John Kosinski, C. R _ Harry P. Judson, LL. D., acting. A. R. Taylor, Ph. D _ Rev. Daniel Irion _ Robert E. Hieronymus, A. M _ Abram W. Harris, LL. D _ Rev. J. A. Leavitt, D. D _ Rev. Thomas McClelland, D. D. Rev. Lewis B. Fisher, D. D _ Rev. A. L. Whitcomb, M. S _ C. H. Rammelkamp, Ph. D _ Rev. Richard D. Harlan, LL. D. M. H. Chamberlin, LL. D _ J. H. McMurray, A. M _ Rev. Thos H. McMichael, D. D_ Rev. H. J. Iviekhoefer, Ph. D _ Rev. Daniel J. Kaib, O. S. B., John B. Stetson University _ LTniversity of the State of Florida St. Leo College _ Rollins College _ University of Georgia _ Atlanta Baptist College _ _ Atlanta University _ _ Morris Brown College _ _ _ 1 _ Bowdon College _ North Georgia Agricultural ' Col¬ lege. Mercer University _ Emory College _ _ _ Clark University _ Nannie Lou Warthen Institute _ Young Harris College _ University of Idaho _ Hedding College _ Illinois Wesleyan University _ St. Viateur’s College _ Blackburn College _ _ Carthage College _ St. Ignatius College _ St. Stanislaus College _ University of Chicago _ James Millikin University _ Evangelical Proseminary _ _ Eureka College _ Northwestern University _ Ewing College _ Knox College _ Lombard College _ Greenville College _ Illinois College _ Lake Forest College _ : _ McKendree College _ Lincoln College _ _ Monmouth College _ Northwestern College _ St. Bede College _ Deland, Fla. Gainesville, Fla. St. Leo, Fla. Winterpark, Fla. Athens, Ga. Atlanta, Ga. Do. Do. Bowdon, Ga. Dahlonega, Ga. Macon, Ga. Oxford, Ga. South Atlanta, Ga. Wrightsville, Ga. Young Harris, Ga. Moscow, Idaho. Abingdon, Ill. Bloomington, Ill. Bourbonnais, Ill. Carlinville, Ill. Carthage, Ill. Chicago, Ill. Do. Do. Decatur, Ill. Elmhurst, Ill. Eureka, Ill. Evanston, Ill. Ewing, Ill. Galesburg, Ill. Do. Greenville, Ill. Jacksonville, Ill. Lake Forest, Ill. Lebanon, Ill. Lincoln, Ill. Monmouth, Ill. Naperville, Ill. Peru, Ill. rector. Rev. Anselm Mueller. O. S. F_ Gustav A. Andreen, Ph. D _ Rev. Hugoline Storff, O. F. M., rector. J. D. S. Riggs, L. H. D _ Edmund J. James, LL. D _ W. R. Shuey, A. M _ Rev. C. A. Blanchard, D. D___ William L. Bryan, LL. D _ Rev. Augustine Seifert, C. PP. S. Rev. Wm. P. Kane, LL. D _ Rev. Martin Luecke _ Elmer B. Bryan, A. B _ Rev. E. H. Hughes, S. T. D___ Rev. D. W. Fisher. LL. D _ W. E. Garrison, Ph. D _ Rev. C. J. Jones, D. D _ Rev. Frank C. English, D. D._ Rev. John W. Cavanaugh, C. S. C. St. Francis Solanus College Augustana College _ - _ St. Joseph's College _ _ Quincy, Ill. Rock Island, Ill. Teutopolis, Ill. Shurtleff College _ University of Illinois Westfield College _ Wheaton College _ Indiana University _ St. Joseph’s College Upper Alton, Ill. Urbana, Ill. Westfield, Ill. Wheaton, 111. Bloomington, Ind, Collegeville, Ind. Wabash College _ Concordia College _ Franklin College _ De Pauw University _ Hanover College _ _ _ Butler College _ Union Christian College _ Moores Hill College _ University of Notre Dame Crawfordsville, Ind. Fort Wayne. Ind. Franklin, Ind. Greencastle, Ind. Hanover, Ind. Indianapolis, Ind. Merom, Ind. Moores Hill, Ind. Notre Dame, Ind. Robert L. Kelly, Ph. M _ Rev. A. Schmitt, O. S. B _ Rev. C. W. Winchester. D. D _ Rev. William C. Farmer, A. M_ Rev. A. Grant Evans _ W. Wilberforce Smith, LL. D_ Earlham College _ St. Meinrad College _ Taylor University _ Indian University _ Henry Kendall College _ Coe College _ Richmond, Ind. St. Meinrad, Ind. Upland, Ind. Bacone, Ind. T. Muskogee, Ind. T. Cedar Rapids, Iowa.. 380 EDUCATION REPORT, 1905. III. — College Presidents — Continued. 1. — Colleaes for men ancl coeducational colleges of liberal arts — Continued. Name of president. IT niversity or college. Address. Rev. Frank E. Hirsch, D. D _ O. Ivraushaar _ _ Rev. R. T. Campbell, D. D - Rev. C. K. Preus _ Rev. Loran D. Osborn, Ph. D — Hill M. Bell, LL. D _ Rev. Daniel M. Gorman - Rev. W. E. Parsons, D. D - Rev. Wm. A. Sbanklin, LL. D_ John H. T. Main, Ph. D _ Rev. F. W. Grossman, D. D _ Charles E. Shelton, LL. D _ Geo. E. MacLean, LL. D _ R. M. Stewart, A. B _ Carlyle Summerbell, A. M _ Rev. E. S. Havighorst, D. D _ Rev. John W. Hancher. S. T. D_ Rev. Wm. F. King, LL. D _ A. Rosenberger, A. B _ Rev. L. A. Garrison, D. D _ Rev. W. S. Lewis, D. D _ Rev. E. E. Reed, D. D - George N. Ellis, A. M _ :: - Rev. C. J. Kephart, D. D : — Rev. Millard F. Troxell, D. D_ Rev. I. Wolf, O. S. B., D. D__ Rev. L. H. Murlin, D. D____ — W. D. Ward, Ph. D., acting - George E. Knepper _ Rev. T. D. Crites _ i _ Rev. D. S. Stephens, D. D., chancellor. Frank Strong, Ph. D _ O. B. Whitaker _ Rev. Ernst F. Pihlblad, A. M _ Rev. R. A. Schwegler, A. B,, acting. Rev. James McCabe, S. J _ Thomas W. Roach, A. M _ Rev. F. M. Spencer, D. D _ Rev. Norman Plass, D. D _ Rev. N. J. Morrison, LL. D _ Edmund Stanley, A. M _ Rev. A. W. Meyer _ Frank E. Mossman, A. M _ Rev. J. W. Easley, I). D _ Rev. Wm. G. Frost, Ph. D _ Frederick W. Hinitt, Ph. D _ Rev. J. J. Taylor, LL. D _ Rev. Geo. J. Burnett, A. M _ Rev. Burris A. Jenkins, D. D_ J. K. Patterson, LL. D _ William H. Harrison, A. M _ Rev. Michael Jaglowicz, C. R__ Rev. John L. Weber, Litt. D _ Thomas D. Boyd, LL. D _ Rev. R. H. Smith, S. M _ Rev. C. C. Miller _ Rev. Henry S. Maring, S. J _ R. W. Perkins, Ph. D _ Frederic II. Knight, Ph. D _ E. B. Craighead, LL. D _ _ Rev. Wm. D. Hyde, LL. D _ Rev. G. C. Chase, LL. D _ George E. Fellows, LL. D _ Rev. Charles L. White, D. D__ Thomas Fell, LL. D _ Ira Remsen, LL. D _ Rev. John F. Quirk, S. J _ Rev. John O. Spencer, Ph. D _ James W. Cain, LL. D _ _ Rev. Brother Abraham _ Rev. F. X. McKenny, S. S _ Rev. D. J. Flynn, LL. D _ __ Rev. James Fraser, Ph. D _ _ Rev. Thomas H. Lewis, D. D__ .Rev. George Harris, LL. D - Rev. William Gannon, S. J - Charles City College _ Wartburg College _ Amity College _ T _ 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 _ Leander Clark College _ Midland College _ St. Benedict’s College _ Baker University _ College of Emporia _ _ Highland University _ Campbell College _ ____ Kansas City University _ _ University of Kansas _ _ _ 1! _ Kansas Christian College _ Bethany College _ Ottawa University _ _ _ St. Mary’s College _ _ _ [ Kansas Wesleyan University _ Cooper Memorial College _ Washburn College _ Fairmount College _ ' _ Friends University _ St. John’s Lutheran College _ Southwest Kansas College _ _ Union College _ _ _ Berea College _ Central University of Kentucky _ Georgetown College _ : _ Liberty College _ Kentucky University _ State College of Kentucky _ Bethel College _ St. Mary’s College _ Kentucky Wesleyan College _ Louisiana State University _ Jefferson College _ Centenary College of Louisiana _ College of the Immaculate Con¬ ception. Leland University _ _ ;s _ New Orleans University _ Tulane University of Louisiana _ _ Bowdoin College _ Bates College _ _ _ _ University of Maine _ Colby College _ _ St. John’s College _ _ ; _ Johns Hopkins University _ Loyola College _ . _ _ _ _ Morgan College _ Washington College _ _ _ _ Rock Hill College- _ : _ St. Charles College _ Mount St. Mary’s College _ New Windsor College _ _ _ Western Maryland College _ Amherst College _ Boston College - - Charles City, Iowa. Clinton, Iowa. College Springs, Iowa. Decorah, Iowa. Des Moines, Iowa. Do. Dubuque, Iowa. Fairfield, Iowa. Fayette, Iowa. Grinnell, Iowa. Hopkinton, Iowa. Indianola, Iowa. Iowa City, Iowa. Lamoni, Iowa. Legrand, Iowa. Mount Pleasant, Iowa. Do. Mount Vernon, Iowa. Oskaloosa, Iowa. Pella, Iowa. Sioux City, Iowa. Storm Lake, Iowa. Tabor, Iowa. Toledo, Iowa. Atchison, Kans. Do. Baldwin, Kans. Emporia, Kans. Highland, Kans. Holton, Kans. Kansas City, Karisi Lawrence, Kans. Lincoln, Kans. Lindsborg, Kans. Ottawa, Kans. St. Marys, Kans. Salina, Kans. Sterling, Kans. Topeka, Kans. Wichita, Kans. Do. Winfield, Kans. . Do. Barboursville, Ky. Berea, Ky. Danville, Ky. - Georgetown, Ky. Glasgow, Ky. Lexington, Ky. Lexington, Ky. Russellville. Ky. St. Marys, Ky. Winchester, Ky. Baton Rouge, La. Convent, La. , Jackson, La. New Orleans, La. Do. Do. Do. Brunswick, Me. Lewiston, Me. Orono, Me. Waterville, Me. Annapolis, Md. Baltimore, Md. Do. Do. Chestertown, Md, Ellicott City, Md. Do. Emmitsburg, Md. New Windsor, Md. Westminster, Md. Amherst, Mass. Boston, Mass. COLLEGE PRESIDENTS, 381 III . — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Rev. W. E. Huntington, LL. D. Charles W. Eliot, LL. D _ Rev. Samuel H. Lee, A. M - Rev. F. W. Hamilton, D. D - Rev. Henry Hopkins, LL. D _ G. Stanley Hall, LL. D _ Carroll D. Wright, LL. D _ Rev. Joseph F. Hanselman, S. J. Boston University _ Harvard University _ American International College _ Tufts College _ Williams College - Clark University _ Collegiate Department of Clark University. College of the Holy Cross _ Boston, Mass. Cambridge, Mass. Springfield, Mass. Tufts College, Mass. Williamstown, Mass. Worcester, Mass. Do. Do. Rev. B. W. Anthony, D. D _ Samuel Dickie, LL. D _ Rev. August F. Bruske, D. D__ James B. Angell, LL. D - Rev.. Louis J. Kellinger, S. J__ Joseph W. Mauck, LL. D _ Gerrit J. Kollen, LL. D _ A. G. Slocum, LL. D - E. G. Lancaster, Ph. D _ Rev. P. Engel, O. S. B., Ph. D. Georg Sverdrup - Cyrus Northrop, LL. D _ Rev. Wm. H. Sallmon, D. D - Rev. John N. Kildahl _ Rev. Geo. H. Bridgman, LL. D_ James Wallace, Ph. D - Rev. P. A. Mattson, B. D _ Rev. E. W. Van Aken, A. M., B. D. Adrian College - Albion College _ Alma College _ University of Michigan _ Detroit College _ Hillsdale College _ Hope College _ Kalamazoo College _ Olivet College _ : _ St. John’s University _ Augsburg Seminary _ University of Minnesota _ Carleton College - St. Olaf College _ Hamline University _ Macalester College - Gustavus Adolphus College Parker College - Adrian, Mich. Albion, Mich. Alma, Mich. Ann Arbor, Mich. Detroit, Mich. Hillsdale, Mich. Holland, Mich. Kalamazoo, Mich. Olivet, Mich. Collegeville, Minn. Minneapolis, Minn. Do. Northfield, Minn. Do. St. Paul, Minn. Do. St. Peter, Minn. Winnebago, Minn. Rev. Wm. T. Lowrey, D. D _ Rev. Wm. W. Foster, jr., D. D. Rev. W. B. Murrah, LL. D - Alfred Hume, vice-chancellor.- Rev. Joseph W. Rucker, A. B _ W. M. Jones, Ph. D - Rev. Walter D. Agnew, A. B _ Carl Johann, LL. D - Charles C. Peters, A. B _ Richard H. Jesse, LL. D _ Rev. James C. Morris, D. D _ Rev. D. R. Kerr, Ph. D _ Hon. U. S. Hall, A. B _ Rev. John W. Crouch, D. D _ Rev. J. P. Greene, LL. D _ Rev. Wm. H. Black, LL. D - W. W. Thomas _ _ L. M. McAfee, LL. D _ Rev. Brother Justin _ Rev. W. B. Rogers, S. J _ W. S. Chaplin, LL. D., chan¬ cellor. Rev. J. Edward Kirbye, D. D__ Rev. J. A. Thompson, D. D - Rev. Geo. B. Addicks, D. D _ Oscar J. Craig, Ph. D _ Rev. Guy W. Wadsworth, D. D_ W. P. Aylsworth, LL. D - C. C. Lewis, B. S _ Rev. David B. Perry, D. D _ Rev. Geo. Sutherland, D. D - Rev. E. Van Dyke Wight, A. M_ Rev. E. B. Andrews, LL. D., chancellor. Mississippi College - Rust University - Millsaps College - University of Mississippi - Southwest Baptist College - Pike College - Missouri Wesleyan College - Christian University _ _ Clarksburg College - University of Missouri - Central College _ Westminster College - Pritchett College _ _ Lagrange College - - - William Jewell College - Missouri Valley College _ Morrisville College _ Park College _ Christian Brothers College - St. Louis University _ Washington University _ Drury College - Tarkio College _ Central Wesleyan College _ University of Montana _ Bellevue College _ Cotner University _ _ — Union College _ Doane College _ Grand Island College - — Hastings College _ University of Nebraska - Clinton, Miss. Holly Springs, Miss. Jackson, Miss. University, Miss. Bolivar, Mo. Bowling Green, Mo. Cameron, Mo. Canton, Mo. Clarksburg, Mo. Columbia, Mo. Fayette, Mo. Fulton, Mo. Glasgow, Mo. Lagrange, Mo. Liberty, Mo. Marshall, Mo. Morrisville, Mo. Parkville, Mo. St. Louis, Mo. Do. Do. Springfield, Mo. Tarkio, Mo. Warrenton, Mo. Missoula, Mont. Bellevue, Nebr. Bethany, Nebr. College View, Nebr. Crete, Nebr. Grand Island, Nebr. Hastings, Nebr. Lincoln, Nebr. Rev. M. P. Dowling, S. J - Rev. D. W. C. Huntington, LL. D., chancellor. Rev. Wm. E. Schell, D. D _ Rev. J. E. Stubbs, LL. D _ Rev. W. J. Tucker, LL. D _ Rev. Abbot Hilary, O. S. B., D. D. Creighton University _ Nebraska Wesleyan University _ York College _ : - State University of Nevada _ Dartmouth College _ St. Anselm’s College _ Omaha, Nebr. University Place, Nebr. York, Nebr. Reno, Nev. Hanover, N. H. Manchester, N. H. Rev. J. W. Fox, S. J _ Rev. G. Bien, O. S. B., director. Rev. Wm. H. S. Demarest, D. D. Woodrow Wilson, LL. D _ Rev. John A. Stafford, S. T. L_ William G. Tight, Ph. D - St. Peter’s College _ St. Benedict’s College - Rutgers College _ Princeton University _ Seton Hall College _ University of New Mexico Jersey City, N. J. Newark, N. .T. New Brunswick, N. J. Princeton, N. J. South Orange, N. J. Albuquerque, N. Mex. ed 1905 — vol 1 - 28 382 _ EDUCATION REPORT, 1905. 1 1 1. — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Rev. B. C. Davis, Ph. D _ Rev. Joseph F. Butler, O. F. M_ Rev. Thomas R. Harris, D. D__ C. H. Levermore, Ph. D _ F. W. Atkinson, Ph. D _ Brother Linus, O. S. F _ Rev. Patrick McHale, C. M___ Rev. Augustine A. Miller, S. J_ Rev. Almon Gunnison, LL. D_ Rev. M. W. Stryker, LL. D___ Rev. L. C. Stewardson, LL. D_ Rev. Geo. E. Merrill, LL. D _ J. G. Schurman, LL. D _ Rev. D. W. Hearn, S. J _ John H. Finley, LL. D _ Nicholas M. Butler, LL. D _ Rev. Brother Edward, F. S. C_ Rev. Jerome Daugherty, S. J__ Rev. H. M. MacCracken, LL. D., chancellor. Rev. W. F. Likly, C. M _ Alfred University _ r _ St. Bonaventure’s College _ St. Stephen’s College _ Adelphi College _ _ _ Polytechnic Institute of Brooklyn. St. Francis College _ St. John’s College _ Canisius College _ _ _ St. Lawrence University _ Hamilton College _ Hobart College _ Colgate University _ Cornell University _ College of St. Francis Xavier _ College of the City of New York _ Columbia University _ Manhattan College _ St. John’s College _ New York University _ Niagara University _ Alfred, N. Y. Allegany, N. Y. Annandale, N. Y. Brooklyn, N. Y. Do. Do. Do. Buffalo, N. Y. Canton, N. Y. Clinton, N. Y. Geneva, N. Y. Hamilton, N. Y. Ithaca, N. Y. New York, N. Y. Do. Do. Do. Do. Do. Niagara University. N. Y. Rev. Rush Rhees, LL. D _ Rev. A. V. V. Raymond, LL. D_ Rev. J. R. Day, LL. D., chan¬ cellor. University of Rochester Union College _ Syracuse University _ Rochester, N. Y. Schenectady, N. Y. Syracuse, N. Y. Rev. Leo Haid, D. D., O. S. B__ F. P. Venable, LL. D _ Rev. D. J. Sanders, D. D _ Henry L. Smith, Ph. D _ Rev. John C. Kilgo, D. D _ Emmett L. Moffitt, A. M _ L. Lyndon Hobbs, A. M _ Rev. R. L. Fritz, A. M _ Rev. George A. Snyder, A. M__ Chas. F. Meserve, LL. D _ Rev. William H. Goler, LL. D_ Wm. L. Poteat, LL. D _ Rev. L. B. Abernethy _ P. G. Knowlton, Ph. D., chair¬ man. 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 _ Fargo College _ Belmont, N. C. Chapelhill, N. C. Charlotte, N. C. Davidson, N. C. Durham, N. C. Elon College, N. C. Guilford College, N. C. Hickory, N. C. Newton, N. C. Raleigh, N. C. Salisbury, N. C. Wake Forest, N. C. Weaverville, N. C. Fargo, N. Dak. Rev. E. P. Robertson, D. D _ W. Merrifield, A. M _ Rev. A. B. Church, LL. D _ Rev. Albert B. Riker, D. D _ Alston Ellis, LL. D _ Rev. Geo. B. Rogers, Ph. D., chancellor. Rev. C. Riemenschneider, Ph. Wesley College _ _ University of North Dakota Buchtel College _ Mount Union College _ Ohio University _ Baldwin University _ German Wallace College _ Grand Forks, N. Dak. University, N. Dak. Akron, Ohio. Alliance, Ohio. Athens, Ohio. Berea, Ohio. Do. D. Rev. David McKinney, D. D _ Rev. Albert A. Dierckes, S. J _ Chas. W. Dabney, LL. D _ Rev. John I. Zahm, S. J _ Rev. C. F. Thwing, LL. D _ Rev. L. H. Schuh, Ph. D _ Rev. W. O. Thompson, LL. D— Rev. Louis A. Tragesser, S. M. P. W. McReynolds, A. M _ _ Rev. Herbert Welch, D. D _ _ Rev. C. I. Brown, D D - Rev. Wm. F. Peirce, L. H. D _ Rev. Emory W. Hunt, LL. D__ C. C. Rowlison _ Charles C. Miller, Ph. D _ Rev. Alfred T. Perry, D. D _ Rev. N. B. Kelly, D. D _ Rev. John K. Montgomery, D. Cedarville College _ St. Xavier College _ University of Cincinnati _ St. Ignatius College _ Western Reserve University Capital University _ Ohio State University _ St. Mary’s Institute - Defiance College _ Ohio Wesleyan University Findlay College - Kenyon College _ Denison University _ Hiram College _ Lima College _ Marietta College _ _ — Franklin College _ Muskingum College _ Cedarville, Ohio. Cincinnati, Ohio. Do. Cleveland, Ohio. Do. Columbus, Ohio. Do. Dayton, Ohio. Defiance, Ohio. Delaware, Ohio. Findlay, Ohio. Gambier, Ohio. Granville, Ohio. Hiram, Ohio. Lima, Ohio. Marietta, Ohio. New Athens, Ohio. New Concord, Ohio. Rev. Henry C. King, D. D _ Rev. Guy P. Benton, D. D _ Rev. G. W. MacMillan, Ph. D._ Rev. J. M. Davis, Ph. D _ Rev. I. C. Paugh, Ph. D _ Rev. Charles G. Heckert, D. D. Rev. Charles E. Miller, D. D _ Rev. L. Bookwalter, D. D _ Rev. J. H. Straughnan _ Rev. Joshua H. Jones, D. D _ Oberlin College _ Miami University _ Richmond College _ Rio Grande College _ Scio College _ Wittenberg College _ Heidelberg University Otterbein University _ West Lafayette College Wilberforce University Oberlin, Ohio. Oxford, Ohio. Richmond, Ohio. Rio Grande, Ohio. Scio, Ohio. Springfield, Ohio. Tiffin, Ohio. Westerville, Ohio. West Lafayette, Ohio. Wilberforce, Ohio. COLLEGE PRESIDENTS. 383 III. — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Rev. Albert J. Brown, D. D - Rev. Louis E. Holden, LL. D — Stephen F. Weston, Ph. D., dean. D. R. Boyd, Ph. D _ .___ H. M. Crooks, A. B _ Charles A. Mock, Ph. D - Prince L. Campbell, A. B _ Wm. N. Ferrin, LL. D - Rev. Leonard W. Riley, A. B — Edwin McGrew, M. S - I. E. Caldwell, A. M _ Rev. John H. Coleman, D. D — Rev. S. B. McCormick, LL. D., chancellor. Rev. J. A. W. Haas, D. D _ Rev. A. P. Funkhouser, B. S _ Rev. Leander Schnerr, O. S. B_ Rev. Arthur Staples, D. D; - Rev. W. P. Johnston, D. D - Rev. Aug. Schultze, L. H. D — Rev. G. E. Reed, LL. D _ Col. C. E. Hyatt, C. E _ Rev. D. W. Ebbert, D. D _ Rev. E. D. Warfield, LL. D - Rev. Samuel G. Hefelbower, D. D. Wilmington College University of Wooster Antioch College _ Wilmington, Ohio. Wooster, Ohio. Yellowsprings, Ohio. University of Oklahoma _ Albany College - Dallas College _ University of Oregon _ Pacific University _ McMinnville College _ Pacific College _ _ Philomath College _ Willamette University _ Western University of Pennsyl¬ vania. Muhlenberg College _ _ _ Lebanon Valley College _ St. Vincent College _ Beaver College _ _ _ ! _ Geneva College _ Moravian College _ Dickinson College _ Pennsylvania Military College _ Ursinus College _ Lafayette College _ Pennsylvania College _ Norman, Okla. Albany, Oreg. Dallas, Oreg. Eugene, Oreg. Forestgrove, Oreg. McMinnville, Oreg. Newberg, Oreg. Philomath, Oreg. Salem, Oreg. Allegheny, Pa. Allentown, Pa. Annville, Pa. Beatty, Pa. Beaver, Pa. Beaverfalls, Pa. Bethlehem, Pa. Carlisle, Pa. Chester, Pa. Collegeville, Pa. Easton, Pa. Gettysburg, Pa. Rev. I. C. Ketler, Ph. D - Isaac Sharpless, LL. D - I. H. Brumbaugh, A. M., act¬ ing. Rev. J. S. Stahr, Ph. D _ John H. Harris, LL. D _ Rev. John B. Rendall, D. D - Rev. Wm. H. Crawford, LL. D_ Rev. James D. Woodring, D. D_ Rev. Robert M. Russell, D. D_ Rev. R. E. Thompson, S. T. D_ Brother Wolfred _ Rev. R. H. Conwell, LL. D _ C. C. Harrison, LL. D., pro¬ vost. Grove City College Haverford College . Juniata College _ Grove City, Pa. Haverford, Pa. Huntingdon, Pa. Franklin and Marshall College _ Bucknell University _ Lincoln University _ Allegheny College _ _ Albright College _ Westminster College _ Central High School _ La Salle College _ Temple College _ University of Pennsylvania _ Lancaster, Pa. Lewisburg, Pa. Lincoln University, Pa. Meadville, Pa. Myerstown, Pa. New Wilmington, Pa. Philadelphia, Pa. Do. Do. Do. Rev. M. A. Hehir, C. S. Sp___ Rev. Charles T. Aikens, A. M_ Henry S. Drinker, LL. D - James A. Beaver - Joseph Swain, LL. D - Rev. L. A. Delurey, O. S. A _ C. F. Ball, A. M _ Rev. J. D. Moffat, LL. D _ Jacob F. Bucher, M. S., acting. Rev. W. H. P. Faunce, LL. D_ Harrison Randolph, LL. D — _ Rev. W. G. Neville, LL. D _ Rev. Wm. D. Johnson, D. D - Benjamin Sloan, LL. D _ Rev. Francis Y. Pressly, LL. Holy Ghost College _ Susquehanna University _ Lehigh University _ i - Pennsylvania State College _ Swarthmore College _ Villanova College _ Volant College - - - Washington and Jefferson College. Waynesburg College _ Brown University _ _ College of Charleston _ Presbyterian College of South Carolina. Allen University _ University of South Carolina _ Erskine College _ Pittsburg, Pa. Selinsgrove, Pa. South Bethlehem, Pa. State College, Pa. Swarthmore, Pa. Villanova, Pa. Volant, Pa. Washington, Pa. Waynesburg, Pa. Providence, R. I. Charleston, S. C. Clinton, S. C. Columbia, S. C. Do. Duewest, S. C. Rev. Edward M. Poteat, D. D_ James A. B. Scherer, LL. D - Rev. L. M. Dunton, D. D - Henry N. Snyder, LL. D - Rev. C. H. French, D. D - Rev. Thomas Nicholson, D. D_ Rev. Herman Seil - Garrett Droppers, Ph. D _ Rev. H. K. Warren, LL. D - Rev. J. H. Race, D. D - F. P. Ramsay, Ph. D _ Rev. Neander M. Woods, D. D., chancellor. Rev. P. T. Hale, LL. D _ Rev. M. D. Jeffries, D. D _ Rev. R. W. McGranahan, D. D_ Brown Ayres, LL. D _ D. E. Mitchell, A. B _ W. E. Johnston _ Rev. Samuel T. Wilson, D. D _ Furman University _ Newberry College _ Claflin University _ Wofford College - Huron College _ . _ Dakota Wesleyan University _ Redfield College _ University of South Dakota - Yankton College _ Grant University _ King College - Southwestern Presbyterian Uni¬ versity. Southwestern Baptist University _ Carson and Newman College - Knoxville College _ University of Tennessee _ Cumberland University _ Bethel College _ Maryville College _ Greenville, S. C. Newberry, S. C. Orangeburg, S. C. Spartanburg, S. C. Huron, S. Dak. Mitchell, S. Dak. Redfield, S. Dak. Vermilion, S. Dak. Yankton, S. Dak. Athens, Tenn. Bristol, Tenn. Clarksville, Tenn. Jackson, Tenn. Jefferson City, Tenn. Knoxville, Tenn. Do. Lebanon, Tenn. McKenzie, Tenn. Maryville, Tenn. 384 EDUCATION REPORT, 1905. 1 1 1 . — College Presidents — Continued. 1. — Colleges for men and coeducational colleges of liberal arts — Continued. Name of president. College. Address. Brother Icarion - H. R. Garrett, A. M _ Rev. James G. Merrill, D. D — Rev. Peter B. Guernsey, A. M_ James H. Kirkland, LL. D., chancellor. Rev. John A. Kumler, D. D _ B. Lawton Wiggins, LL. D., vice-chancellor. W. N. Billingsley, A. M - Rev. J. E. Lowry, A. M - O. C. Hulvey, A. M - Rev. S. A. Coile, D. D _ Rev. James T. Cooter, D. D _ Rev. John T. Boland, C. S. C_ David F. Houston, LL. D _ J. H. Grove, A. M _ Rev. William Fielder, D. D _ Rev. H. A. Boaz, A. M _ Rev. D. Murphy, S. J _ Robert S. Hyer, LL. D., regent- W. I. Gibson, A. M _ Rev. M. W. Dogan, Ph. D _ Clinton Lockhart, Ph. D _ Rev. Thomas S. Clyce, D. D _ Samuel P. Brooks, LL. D - Rev. William J. Laws, D. D — Archelaus E. Turner, Ph. D - James H. Linford, B. S - Joseph T. Kingsbury, Ph. D _ Rev. R. M. Stevenson _ Rev. M. H. Buckham, LL. D _ Ezra Brainerd, LL. D _ Charles H. Spooner, LL. D _ Robert E. Blackwell, LL. D _ W. B. Yount - E. A. Alderman, LL. D _ Rev. R. G. Waterhouse, D. D _ Rev. J. W. Rosebro, D. D _ Rev. J. G. McAllister, D. D___ George H. Denny, LL. D - J. A. Hopwood, A. M - F. W. Boatwright, LL. D - Rev. George R. Hovey, D. D — Rev. John A. Morehead, D. D _ L. G. Tyler, LL. D _ Rev. John M. Foster, D. D _ Thomas F. Kane, Ph. D _ Rev. Herman J. Goller, S. J _ Rev. Joseph E. Williams, D. D_ Edward T. Mathes, Ph. D _ Rev. S. B. L. Penrose, D. D - D. W. Shaw, A. M _ T. E. Cramblet, LL. D _ Marshall C. Allaben, A. B - D. P. Purinton, LL. D _ Rev. S. Plantz, Ph. D _ Rev. Edward D. Eaton, LL. D_ Charles R. Van Hise, LL. D _ Rev. Wm. C. Daland, D. D _ Rev. M. J. F. Albrecht _ Rev. Alexander J. Burrowes, S. J. Christian Brothers College Milligan College _ Fisk University _ Roger Williams University Vanderbilt University _ Memphis, Tenn. Milligan, Tenn. Nashville, Tenn. Do. Do. Walden University _ Do. University of the South _ Sewanee, Tenn. Burritt College _ Hiwassee College _ Tennessee Military Institute _ Greeneville and Tusculum College. Washington College _ 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 - Brigham Young College - University of Utah - Westminster College - University of Vermont - Middlebury College - Norwich University - Randolph-Macon College - Bridgewater College - University of Virginia - Emory and Henry College - Fredericksburg College - Hampden-Sidney College - - - Washington and Lee University __ Virginia Christian College - Richmond College - Virginia Union University - Roanoke College - College of William and Mary - Vashon College - University of Washington - Gonzaga College - University of Puget Sound - Whitworth College - Whitman College - Morris Harvey College - Bethany College _ Davis and Elkins College _ West Virginia University - Lawrence University _ Beloit College _ _ _ University of Wisconsin _ Milton College _ Concordia College _ Marquette College - Spencer, Tenn. Sweetwater, Tenn, Do. Tusculum, Tenn. Washington, College, Tenn. Austin, Tex. Do. Brownwood, Tex. Fort Worth, Tex. Do. Galveston, Tex. Georgetown, Tex. Greenville, Tex. Marshall, Tex. North Waco, Tex. Sherman, Tex. Waco, Tex. Do. Waxahachie, Tex. Logan, Utah. Salt Lake City, Utah. Do. Burlington, Vt. Middlebury, Vt. Northfield, Vt. Ashland, Va. Bridgewater, Va. Charlottesville, Va. Emory, Va. Fredericksburg, Va. Hampden-Sidney, Va. Lexington, Va. Lynchburg, Va. Richmond, Va. Do. Salem, Va. Williamsburg, Va. Burton, Wash. Seattle, Wash. Spokane, Wash. Tacoma, Wash. Do. Walla Walla, Wash. Barboursville, W. Va. Bethany, W. Va. Elkins, W. Va. Morgantown, W. Va. Appleton, Wis. Beloit, Wis. Madison, Wis. Milton, Wis. Milwaukee, Wis. Do. Rev. H. A. Muehlmeier, D. D _ Rev. Richard C. Hughes, D. D_ Rev. A. F. Ernst _ Rev. W. O. Carrier, D. D - Frederick M. Tisdel, Ph. D - Mission House _ Ripon College _ Northwestern University Carroll College _ University of Wyoming Plymouth, Wis. Ripon, Wis. Watertown, Wis. Waukesha, Wis. Laramie, Wyo. COLLEGE PRESIDENTS, 385 III. — College Presidents — Continued. 2. — Colleges for women. Name of president. College. Address. C. .T. Owens, LL. D - Miss Mary N. Moore _ _ Rev. Robert G. Patrick, D. D — Jas. D. Wade, A. M _ Rev. T. Peyton Walton - Rev. B. F. Giles, A. M _ R. J. Holston, A. M _ John Massey, LL. D _ W. W. Rivers, A. M _ Mrs. C. T. Mills _ Sister Mary Bernardine _ Sister Georgiana - Mrs. M. A. Lipscomb _ _ Rev. Adiel J. Moncrief _ Rev. Homer Bush, A. M _ Rev. Thomas L. Bryan _ C. H. S. Jackson, LL. D _ A. W. VanHoose ; H. J. Pearce- Rufus W. Smith, A. M _ M. W. Hatton, A. M _ Du Pont Guerry _ T. J. Simmons, A. M _ Rev. Joseph R. Harker, Ph. D_ Rev. C. W. Leffingwell, D. D., rector. Julia H. Gulliver, Ph. D _ Rev. F. R. Millspaugh, D. D _ Rev. Benj. F. Cabell, D. D _ John C. Acheson, A. M _ Th. Smith, A. M _ Rev. Edmund Harrison, LL. D_ Mrs. L. W. St. Clair _ Geo. J. Ramsey, LL. D _ Rev. C. C. Fisher, A. M _ II. H. Savage, A. B _ J. Byron La Rue _ B. - E. Atkins, A. M _ Rev. H. H. Brownlee _ G. W. Thigpen, A. M _ T. S. Sligh, A. M _ Brandt V. B. Dixon, LL. D _ W. C. Joslin _ Mary Theophila _ Rev. John F. Goucher, LL. D _ J. II. Apple, A. M _ J. E. Shaw _ Rev. J. H. Turner, D. D _ C. C. Bragdon, LL. D _ Henry Lefavour, LL. D _ Le Baron R. Briggs, LL. D _ Rev. L. Clark Seelye, LL. D _ Mary E. Woolley, Litt. D _ Miss Caroline Hazard, LL. D _ B. G. Lowrey, A. M _ Rev. I. W. Cooper, D. D _ Rev. John L. Johnson, LL. D _ Hon. A. A. Kincannon _ _ J. A. Sanderson, principal— _ J. R. Preston _ J. L. Logan _ J. W. Beeson, A. M _ Hon. James R. Preston, A. M_ Mrs. Thida D. Moore _ H. G. Hawkins, A. B _ Mrs. W. T. Moore _ Wm. B. Peeler, B. S _ Rev. Henry E. Stout, Ph. B _ Rev. J. M. Spencer _ Edward W. White, A. M — : - Rev. Alfred F. Smith, A. B _ C. M. Williams, A. M _ Anniston College - Athens Female College— - Judson College _ Marion Female Seminary _ Alabama Synodical College for Women. Central Female College _ Tuscaloosa Female College _ Alabama Conference Female Col¬ lege. Central Baptist College _ Mills College _ College of Notre Dame _ Trinity College _ Lucy Cobb Institute _ Southern Female (Cox) College _ Andrew Female College _ Dalton Female College _ Monroe Female College _ Brenau College _ Lagrange Female College _ Southern Female College _ Wesleyan Female College _ Shorter College _ Illinois Woman’s College _ St. Mary’s School _ Rockford College _ College of the Sisters of Bethany Potter College _ Caldwell College _ Beaumont College _ Bethel Female College _ Hamilton Female College _ Sayre Female Institute _ Millersburg Female College _ Jessamine Female Institute _ Owensboro Female College _ Logan Female College _ Silliman Collegiate Institute _ Louisiana Female College _ Mansfield Female College _ H. Sophie Newcomb Memorial College. Westbrook Seminary _ ’ _ Notre Dame of Maryland _ Woman’s College of Baltimore _ Woman’s College _ Kee Mar College _ Maryland College for Young La¬ dies. Lasell Seminary for Young Wo¬ men. Simmons College _ Radcliffe College _ Smith College _ Mount Holyoke College _ Wellesley College _ Blue Mountain Female College _ Whitworth Female College _ Hillman College _ Industrial Institute and College __ Central Mississippi Institute _ Belhaven College for Young La¬ dies. McComb Female Institute _ Meridian Female College _ Stanton College for Young Ladies Chickasaw Female College _ Port Gibson Female College _ Christian College _ Stephens College _ _ Howard Payne College _ Synodical Female College _ Lexington College for Young Wo¬ men. Central Female College _ Liberty Ladies College _ Anniston, Ala. Athens, Ala. Marion, Ala. Do. Talladega, Ala. Tuscaloosa, Ala. Do. Tuskegee, Ala. Conway, Ark. Mills College, Cal. San Jose, Cal. Washington, D. C. Athens, Ga. College Park, Ga. Cuthbert, Ga Dalton, Ga. Forsyth, Ga. Gainesville, Ga. Lagrange, Ga. Do. Macon, Ga. Rome, Ga. Jacksonville, Ill. Knoxville, Ill. Rockford, Ill. Topeka, Kans. Bowling Green, Ky. Danville, Ky. Harrodsburg, Ky. Hopkinsville, Ky. Lexington, Ky. Do. Millersburg, Ky. Nicholasville, Ky. Owensboro, Ky. Russellville, Ky. Clinton, La. Keatchie, La. Mansfield, La. New Orleans, La. Woodfords, Me. Baltimore, Md. Do. Frederick, Md. Hagerstown, Md. Lutherville, Md. Auburndale, Mass. Boston, Mass. Cambridge, Mass. Northampton, Mass. South Hadley, Mass. Wellesley, Mass. Blue Mountain, Miss. Brookhaven, Miss. Clinton, Miss. Columbus, Miss. French Camp, Miss. Jackson, Miss. McComb, Miss. Meridian, Miss. Natchez, Miss. Pontotoc, Miss. Port Gibson, Miss. Columbia, Mo. Do. Fayette, Mo. Fulton, Mo. Lexington, Mo. Do. Liberty, Mo. 386 EDUCATION REPORT, 1905. III. — College Presidents — Continued. 2. — Colleges for women — Continued. Name of president. College. Address. J. W. Million, A. M _ Mrs. V. A. C. Stockard _ Rev. George F. Ayres, Ph. D _ Rev. George M. Ward, LL. D _ Truman J. Backus, LL. D _ Rev. A. C. Mackenzie, LL. D _ Laura D. Gill, A. M., dean _ Rev. J. M. Taylor, LL. D _ Rev. C. B. King, A. M _ Mrs. Lucy H. Robertson _ Daniel W. Rend _ Mrs. Mary Davis Allen _ John C. Scarborough, A. B _ F. P. Hojbgood, A. M _ Rev. R. T. Vann, D. D_ _ Rev. John H. Clewell, Ph. D__ Jane Sherzer, Ph. D _ Lillian W. Johnson, Ph. D _ Miss Mary Evans, Litt. D _ Rev. Thomas S. Land, D. D _ Rev. J. Max Hark, D. D _ Rev. S. B. Linhart, A. M _ Miss M. Carey Thomas, LL. D_ M. H. Reaser, Ph. D _ E. E. Campbell, Ph. D _ Rev. Henry D. Lindsay _ Rev. W. W. Daniel, D. D _ Miss Euphemia McClintock, A. B. Hardin College _ Cottey College for Young Ladies _ Lindenwood College for Women _ Wells College _ Packer Collegiate Institute _ Elmira College - Barnard College _ Yassar College _ Elizabeth College _ Greensboro Female College _ Claremont Female College - Louishurg Female College _ Chowan Baptist Female Institute- Oxford Female Seminary _ Baptist Female University _ Salem Female Academy and Col¬ lege. Oxford College _ Western College _ Lake Erie College _ Allentown College for Women _ Moravian Seminary and College for Women. Blairsville College _ Bryn Mawr College _ Wilson College _ Irving Female College _ Pennsylvania College for Women _ Columbia Female College _ Presbyterian College for Women _ Mexico, Mo. Nevada, Mo. St. Charles, Mo. Aurora, N. Y. Brooklyn, N. Y. Elmira, N. Y. New York, N. Y. Poughkeepsie, N. Y. Charlotte, N. C. Greensboro, N. C. Hickory, N. C. Louisburg, N. C. Murfreesboro, N. C. Oxford, N.C. Raleigh, N. C. Salem, N. C. Oxford, Ohio. Do. Painesville, Ohio. Allentown, Pa. Bethlehem, Pa. Blairsville, Pa. Byrn Mawr, Pa. Chambersburg, Pa. Mechanicsburg, Pa. Pittsburg, Pa. Columbia, S. C. Do. Rev. James Boyce _ Lee D. Lodge, Ph. D _ A. S. Townes _ Edward C. James, Litt. D _ Rev. John O. Willson, D. D _ Robert P. Pell, A. B _ Rev. B. G. Clifford, D. D _ W. E. Martin, Ph. D _ T. E. Allen _ Amos L. Edwards _ Rev. A. B. Jones, LL. D - Martha A. Hopkins _ Mrs. J. O. Rust _ J. D. Blanton, LL. D _ Lawrence Rolre, A. B _ Rev. C. T. Carlton, A. B _ W. A. Wilson, D. D _ James E. Willis, A. M _ Rev. J. E. Harrison, A. B_„ _ Rev. W. D. Mitchell _ Miss Kate M. Hunt, A. B _ J. T. Henderson, A. M _ Rev. H. W. Tribble, D. D _ R. E. Hatton, Ph. D _ Miss Mattie L. Cocke - W. W. Smith, LL. D _ Rev. J. J. Scherer, D. D _ Arthur K. Davis, A. M _ Rev. James Nelson, D. D _ Rev. R. L. Telford, D. D _ Miss Ellen C. Sabin, A. M _ Due West Female College _ Limestone College _ Greenville College for Women _ Greenville Female College _ Lander College _ Converse College _ Clifford Seminary _ Sullins College _ Tennessee Female College _ Howard Female College _ Memphis Conference Female In¬ stitute. Soule Female College _ Boscobel College _ Ward Seminary _ Synodical Female College _ Carlton College _ Baylor Female College _ Chappell Hill Female College _ San Antonio Female College _ Martha Washington College _ Stonewall Jackson Institute _ Virginia Institute _ Rawlings Institute _ Roanoke College of Danville _ Hollins Institute _ Randolph-Macon Woman’s Col¬ lege. Marion Female College _ Southern Female College _ Woman’s College _ Lewisburg Female Institute _ _ — Milwaukee-Downer College _ Duewest, S. C. Gaffney, S. C. Greenville, S. C. Do. Greenwood, S. C. Spartanburg, S. C. Union, S. C. Bristol, Tenn. Franklin, Tenn. Gallatin, Tenn. Jackson, Tenn. Murfreesboro, Tenn. Nashville, Tenn. Do. Rogersville, Tenn. Bonham, Tex. Belton, Tex. Chappelhill, Tex. San Antonio, Tex. Abingdon, Va. Do. Bristol, Va. Charlottesville, Va. Danville, Va. Hollins, Va. Lynchburg, Va. Marion, Va. Petersburg, Va. Richmond, Va. Lewisburg, W. Va. Milwaukee, Wis. COLLEGE PRESIDENTS. 387 III. — College Presidents — Continued. 3. — Schools of technology. Name of president. Charles C. Thach, LL. D _ Barton O. Aylesworth, LL. D_ Victor C. Alderson, Sc. D _ Rev. R. W. Stimson, A. M _ K. G. Matheson, LL. D _ Rev. Frank W. Gunsaulus, LL. D. W. E. Stone. Ph. D _ Carl L. Mees, Ph. D _ Rev. Albert B. Storms, LL. D_ Ernest R. Nichols, A. M _ Rear-Admiral J. H. Sands, U. S. N., superintendent. R. W. Sylvester - K. L. Butterfield, A. M - . — LI. S. Pritchett, LL. D _ Edmund A. Engler, LL. D - J. L. Snyder, Ph. D - . - F. W. McNair, B. S _ J. C. Hardy, LL. D _ Levi J. Rowan, B. S - James M. Hamilton, M. S - . Nathan R. Leonard, A. M - W. D. Gihhs, M. S _ Alexander C. Humphreys, LL. D. Luther Foster, M. S. A - Robert P. Noble, A. M - W. S. Aldrich, M. E., director- Palmer C. Ricketts, C. E - Col. Hugh L. Scott, U. S. A., superintendent. James B. Dudley, LL. D - George T. Winston, LL. D - J. H. Worst, LL. D _ Charles S. Howe, Ph. D___ _ Angelo C. Scott, A. M - Thomas M. Gatch, Ph. D - Howard Edwards, LL. D - Asbury Coward, LL. D., super¬ intendent. P. H. Mell, Ph. D _ Robert L. Slagle, Ph. D - Charles H. Fulton, E. M _ H. H. Harrington, M. S _ W. J. Kerr, Sc. D _ _ J. M. McBryde, LL. D _ Scott Shipp, LL. D., superin¬ tendent. E. A. Bryan, LL. D _ Institution. Address. Alabama Polytechnic Institute _ Colorado Agricultural College _ State School of Mines _ Connecticut Agricultural College _ State School of Technology _ Armour Institute of Technology _ Auburn, Ala. Fort Collins, Colo. Golden, Colo. Storrs, Conn. Atlanta, Ga. Chicago, Ill. Purdue University _ Rose Polytechnic Institute _ Iowa College of Agriculture and Mechanic Arts. Kansas Agricultural College _ United States Naval Academy _ Lafayette, Ind. Terre Haute, Ind. Ames, Iowa. Manhattan, Kans. Annapolis, Md. Maryland Agricultural College _ Massachusetts Agricultural Col¬ lege. Massachusetts Institute of Tech¬ nology. Worcester Polytechnic Institute __ Michigan Agricultural College _ Michigan College of Mines _ _ Mississippi Agricultural and Me¬ chanical College. Alcorn Agricultural and Mechan¬ ical College. Montana College of Agriculture and Mechanic Arts. Montana State School of Mines _ New Hampshire College of Agri¬ culture and Mechanic Arts. Stevens Institute of Technology _ Collegepark, Md. Amherst, Mass. Boston, Mass. Worcester, Mass. Agricultural College, Mich. Houghton, Mich. Agricultural College, Miss. Alcorn, Miss. Bozeman, Mont. Butte, Mont. Durham, N. H. Hoboken, N. J. New Mexico College of Agricul¬ ture and Mechanic Arts. New Mexico School of Mines _ Clarkson School of Technology _ Rensselaer Polytechnic Institute — United States Military Academy — Mesilla Park, N. Mex. Socorro, N. Mex. Potsdam, N. Y. Troy, N. Y. West Point, N. Y. Agricultural and Mechanical Col¬ lege for the Colored Race. North Carolina College of Agri¬ culture and Mechanic Arts. North Dakota Agricultural Col¬ lege. Case School of Applied Science _ Oklahoma Agricultural and Me¬ chanical College. Oregon Agricultural College _ Rhode Island College of Agricul¬ ture and Mechanic Arts. South Carolina Military Academy. Greensboro, N. C. West Raleigh, N. C. Agricultural College, N. Dak. Cleveland, Ohio. Stillwater, Okla. Corvallis, Oreg. Kingston, R. I. Charleston, S. C. Clemson Agricultural College _ South Dakota Agricultural Col- 100*0. State School of Mines _ Agricultural and Mechanical Col¬ lege of Texas. Agricultural College of Utah _ Virginia Agricultural and Me¬ chanical College and Polytech¬ nic Institute. Virginia Military Institute - Clemson College, S. C. Brookings, S. Dak. Rapid City, S. Dak. College Station, Tex. Logan, Utah. Blacksburg, Va. Lexington, Va. State College of Washington _ Pullman, Wash. 388 EDUCATION REPORT, 1905. IV. — Professors of Pedagogy and Heads of Departments of Pedagogy in Universities and Colleges. Name of professor. Edward F. Buchner, Ph. D _ Wm. S. Johnson, Ph. D _ Fletcher B. Dresslar, Ph. D_ _ Arthur M. Smith, Ph. D _ A. H. Chamberlain, A. M _ E. P. Cubberley, Ph. D _ Sanford Bell, A. M _ H. A. Ruger, A. B _ D. E. Phillips, Ph. D _ E. H. Sneath, LL. D _ Lewis B. Moore, Ph. D., dean_ Lincoln Hulley, Ph. D., presi¬ dent. W. F. Yocum, D. D _ T. J. Woofter, Ph. D _ George A. Towns, A. M _ G. R. Glenn, LL. D., president. Arthur W. Rowell _ M. F. Reed, B. S _ Nathaniel Butler, LL. D., dean. A. R. Taylor, Ph. D., president. Henry C. Reichel, A. B - Herbert F. Fisk, LL. D _ Candis J. Nelson, A. B _ Edwin G. Dexter, Ph. D _ J. A. Bergstrom, Ph. D _ R. B. Kleinsmid, A. M _ Arthur K. Rogers, Ph. D _ F. D. Churchill, A. M _ E. D. Starbuck, Ph. D _ Burt W. Ayres, Ph. D _ J. P. Hugget, Ph. B _ William F. Barr, Ph. B _ A. E. Bennett, A. M _ Charles E. Shelton, LL. D., president. F. E. Bolton, Ph. D _ R. M. Stewart, A. B., presi¬ dent. Elizabeth Dean _ Geo. H. Betts, Ph. M _ Guy G. Sears, A. M _ E. A. Brown, A. M _ Wm. O. Allen, Ph. D _ Harold W. Foght, A. M _ Lilian Scott, Ph. B _ Mrs. M. A. Ludlum _ W. S. Reese, Ph. M _ _ A. S. Olin, A. M _ R. A. Schwegler, A. B Albert H. King _ Otto W. Newby, A. B_. B. W. Truesdell, A. B _ B. W. De Busk, A. B _ John W. Dinsmore, A. M _ Milford White, M. S _ J. C. Willis, Ph. D _ C. J. C. Bennett, Ph. D _ R. W. Perkins, Ph. D., presi¬ dent. Halbert H. Britan, Ph. D _ Charles A. Johnson, A. B - Robert H. Gault, Ph. D _ W. A. Garrison, A. M _ Paul H. Hanus, B. S _ George E. Dawson, Ph. D _ Anna J. McKeag, Ph. D _ W. H. Burnham, Ph. D _ Rufus C. Bentley, A. M., dean_ Sarah J. Knott, M. S _ Geo. B. Randels, Ph. B _ W. H. Payne, LL. D _ Charles H. Gurney, A. M _ J. M. Van der Meulen, A. M _ Herbert L. Stetson, LL. D _ University or college. University of Alabama _ University of Arkansas _ University of California _ Pomona College _ _ _ Throop Polytechnic Institute Leland Stanford Junior versity. University of Colorado _ Colorado College _ University of Denver _ _ _ Yale University _ Howard University _ John B. Stetson University _ Address. Uni- University, Ala. Fayetteville, Ark. Berkeley, Cal. Claremont, Cal. Pasadena, Cal. Stanford University, Boulder, Colo. Colorado Springs, Colo. University Park, Colo. New Haven, Conn. Washington, D. C. De Land, Fla. University of the State of Florida- University of Georgia _ Atlanta University _ North Georgia Agricultural Col¬ lege. Clark University _ University of Idaho _ University of Chicago _ James Millikin University _ Eureka College _ Northwestern University _ Greenville College _ University of Illinois _ Indiana University _ De Pauw University _ Butler College _ Moores Hill College _ Earlham College _ Taylor University _ Coe College _ Drake University _ Upper Iowa University _ Simpson College _ Gainesville, Fla. Athens, Ga. Atlanta, Ga. Dahlonegg, Ga. South Atlanta, Ga. Moscow, Idaho. Chicago, Ill. Decatur, Ill. Eureka, Ill. Evanston, Ill. " Greenville, Ill. Urbana, Ill. Bloomington, Ind. Greencastle, Ind. Indianapolis, Ind. Moores Hill, Ind. Richmond, Ind. Upland, Ind. Cedar Rapids, Iowa. Des Moines, Iowa. Fayette, Iowa. Indianola, Iowa. State University of Iowa - Iowa City, Iowa. Graceland College - Lamoni, Iowa. Iowa Wesleyan University _ Cornell College _ Central University of Iowa _ Morningside College _ Tabor College _ Midland College _ Baker University _ Emporia College _ Campbell College _ University of Kansas _ Bethany College _ Ottawa University _ Kansas Wesleyan University _ Cooper College _ Fairmount College-^ _ Friends University _ Southwest Kansas College _ Berea College _ Agricultural and Mechanical Col¬ lege. Kentucky University _ Louisiana State University _ Leland University _ Mount Pleasant, Iowa. Mount Vernon, Iowa. Pella, Iowa. Sioux City, Iowa. Tabor, Iowa. Atchison, Kans. Baldwin, Kans. Emporia, Kans. Holton, Kans. Lawrence, Kans. Lindshorg, Kans. Ottawa, Kans. Salina, Kans. Sterling, Kans. Wichita, Kans. Do. Winfield, Kans. Berea, Ky. Lexington, Ky. Do. Baton Rouge, La. New Orleans, La. Bates College _ Morgan College _ _ _ Washington College _ New Windsor College _ Harvard University _ Mount Holyoke College _ : _ Wellesley College _ Clark University _ Collegiate Department, Clark University. Adrian College _ Alma College _ University of Michigan _ Hillsdale College _ Hope College _ Kalamazoo College - Lewiston, Me. Baltimore, Md. Chestertown, Md. New Windsor, Md. Cambridge, Mass. South Hadley, Mass. Wellesley, Mass. Worcester, Mass. Do. Adrian, Mich. Alma, Mich. Ann Arbor, Mich. Hillsdale, Mich. Holland, Mich. Kalamazoo, Mich. HEADS OF DEPARTMENTS OF PEDAGOGY. 389 IV. — Professors of Pedagogy and Heads of Departments of Pedagogy in Universities and Colleges — Continued. Name of professor. University or college. Address. E. G. Lancaster, Ph. D., presi¬ dent. George F. James, Ph. D _ Emil O. Chelgren, A. B _ J. G. Deupree, LL. D _ Albert R. Hill, Ph. D„ dean___ Edgar J. Swift, Ph. D _ Wm. C. T. Adams, Ph. D _ Josie Y. Osterhout _ Charles C. Lewis _ John F. Crawford, A. M _ G. W. A. Luckey, Ph. D _ Wm. R. Jackson, A. M _ Romanzo Adams, Ph. D _ Franklin C. Lewis, A. M _ E. R. Payson, Ph. D _ Charles E. Hodgin, B. Ped _ Charles B. Clark, A. M _ E. N. Henderson, Ph. D _ W. H. Squires, Ph. D _ M. S. Read, Ph. D _ Charles De Garmo, Ph. D James E. Russell, LL. D., dean_ T. M. Balliet, Ph. D., dean _ George M. Forbes, A. M _ J. R. Street, Ph. D _ Marcus C. S. Noble _ W. R. Connors, A. B _ Darius Eatman, A. M _ Joseph Kennedy, A. M., dean_ John B. Bowman, A. M _ Henry G. Williams, A. M _ Fletcher D. Ward. B. S _ William P. Burris, A. M _ David R. Major, Ph. D _ Edward A. Miller, A. B _ Harvey C. Minnich, A. M _ J. E. McMullan, Ph. M _ Saraffi C. B. Scarborough, M. Olivet College _ University of Minnesota _ _ _ Gustavus Adolphus College _ University of Mississippi _ University of Missouri _ Washington University _ _ _ Bellevue College _ Cotner University _ Union College _ Grand Island College _ University of Nebraska _ Nebraska Wesleyan University _ Nevada State University _ Dartmouth College _ Rutgers College _ University of New Mexico _ Alfred University _ Adelphi College _ Hamilton College _ Colgate University _ Cornell University _ Columbia University (Teachers’ College) . New York University _ University of Rochester _ Syracuse University _ University of North Carolina _ Livingstone College _ Wake Forest College _ University of North Dakota _ Mount Union College _ Ohio University _ Baldwin University _ University of Cincinnati _ Ohio State University _ Oberlin College _ Miami University _ Scio College _ Heidelberg University _ Wilberforce University _ Olivet, Mich. Minneapolis, Minn. St. Peter, Minn. University, Miss. Columbia, Mo. St. Louis, Mo. Bellevue, Nebr. Bethany, Nebr. College View, Nebr. Grand Island, Nebr. Lincoln, Nebr. University Place, Nebr. Reno, Nev. Hanover, N. H. New Brunswick, N. J. Albuquerque, N. Mex. Alfred, N. Y. Brooklyn, N. Y. Clinton, N. Y. Hamilton, N. Y. Ithaca, N. Y. New York, N. Y. Do. Rochester, N. Y. Syx*acuse, N. Y. Chapel Hill, N. C. Salisbury, N. C. AArake Forest, N. C. University, N. Dak. Alliance, Ohio. Athens, Ohio. Berea, Ohio. Cincinnati, Ohio. Columbus, Ohio. Oberlin, Ohio. Oxford, Ohio. Scio, Ohio. Tiffin, Ohio. Wilberforce, Ohio. W. W. Weaver, A. M _ H. D. Sheldon, Ph. D _ Mary E. Reynolds, B. S _ E. B. Huey, Ph. D _ G. T. Ettinger, Ph. D _ Wm. L. Gooding, Ph. D._ _ Geo. L. Omwake, A. M _ James H. Leuba, Ph. D _ C. M. Thomas, Ph. D _ J. H. Brumbaugh _ Thomas A. Edwards, A. M _ Francis B. Brandt, Ph. D _ S. B. Heckman, A. M _ William Noetling, A. M _ W. B. Jacobs, A. M _ Patterson Wardlaw, A. B _ G. Le Roy Noyes, A. B _ Samuel Weir, Ph. D., dean _ George M. Smith, A. M _ Henry K. Warren, LL. D _ P. P. Claxton, A. M _ Mary Stephens, A. M _ W. S. Sutton, A. M _ Albert F. Armstrong, A. M _ Frederick Eby, Ph. D _ J Daniel C. Jensen, A. B _ [ Wm. M. Stewart, M. Di _ W. H. Heck, A. M _ Wilmot B. Lane, Ph. D _ Albert H. Yoder, A. B _ W. D. Turner, A. M _ Jasper N. Deahl, A. M _ Almon W. Burr, A. M _ M. Vincent O’Shea, B. L John F. Brown, Ph. D _ Antioch College _ 1 _ : _ University of Oregon _ Willamette University _ Western University of Pennsyl¬ vania. Muhlenberg College _ Dickinson College, _ Ursinus College _ _ Bryn Mawr College _ Grove City College _ Juniata College _ Bucknell University _ Central High School _ Temple College _ _ _ University of Pennsylvania _ Susquehanna University _ Brown University _ University of South Carolina _ Claflin University _ Dakota Wesleyan University _ University of South Dakota _ Yankton College _ University of Tennessee _ Roger Williams University _ University of Texas _ Texas Christian University _ Baylor University _ Brigham Young College _ University of Utah _ University of Virginia _ Randolph-Macon Woman’s Col¬ lege. College of William and Mary _ University of Washington _ Bethany College _ West Virginia University _ Beloit College _ University of Wisconsin _ University of Wyoming _ . _ Yellow Springs, Ohio. Eugene, Oreg. Salem, Oreg. Allegheny, Pa. Allentown, Pa. Carlisle, Pa. Collegeville, Pa. Bryn Mawr, Pa. Grove City, Pa. Huntingdon, Pa. Lewisburg, Pa. Philadelphia, Pa. Do. Do. Selinsgrove, Pa. Providence, R. I. Columbia, S. C. Orangeburg, S. C. Mitchell, S. Dak. Vermilion, S. Dak. Yankton, S. Dak. Knoxville, Tenn. Nashville, Tenn. Austin, Tex. North Waco, Tex. Waco, Tex. Logan, Utah. Salt Lake City, Utah. Charlottesville, Va. Lynchburg, Va. Williamsburg, Va. Seattle, Wash. Bethany, W. Va. Morgantown, W. Va. Beloit, Wis. Madison, Wis. Laramie, Wyo. 390 EDUCATION REPORT, 1905. V. — Principals of Normal Schools. Public normal schools. Location. Name of institution. Principal. ALABAMA. Florence State Normal College Marshall C. Wilson. C. W. Daugette. Miss Julia S. Tutwiler. Wm. B. Paterson. Jacksonville do Livingston Alabama Normal College Montgomery State Normal School for Colored Normal Students. Agricultural and Mechanical Col- W. H. Councill. Troy lege for Negroes. E. M. Shackelford. ARIZONA. Flagstaff Northern Arizona Normal School A. N. Taylor. Tempe Tempe Normal School of Arizona- A. J. Matthews. ARKANSAS. Pine Bluff Isaac Fisher. CALIFORNIA. Chico California State Normal School _ Chas. C. Van Liew. Los Angeles State Normal School Jesse F. Millspaugh. Samuel T. Black. San Diego do San Francisco do Frederick Burk. San Jose do Morris Elmer Dailey. Z. X. Snyder. COLORADO. Greeley Colorado State Normal School _ CONNECTICUT. Bridgeport Bridgeport Training School Besse E. Howes. Danburv State Normal Training School _ John R. Perkins. New Britain Normal Training School Marcus White. Arthur B. Morrill. New Haven State Normal Training School _ Willimantic do Henry T. Burr. DELAWARE. Wilmington Teachers’ Training School Clara Mendenhall. DISTRICT OF COLUMBIA. Washington Washington Normal School No. 1 _ Anne M. Goding. Do Washington Normal School No. 2 _ Lucy E. Moten. FLORIDA. Tallahassee Florida State Normal and Indus¬ Nathan B. Young. trial College. GEORGIA. Athens State Normal School E. C. Branson. Cornelia Cornelia Normal Institute C. H. Clyde. J. Walter Hendricks. Douglas Southern Normal Institute Milledgeville - Georgia Normal and Industrial J. Harris Chappell. Savannah College. State Industrial College R. R. Wright. IDAHO. Albion State Normal School G. A. Axline. Lewiston do Geo. H. Black. ILLINOIS. Carbondale Southern Illinois State Normal D. B. Parkinson. Charleston _ University. Eastern Illinois State Normal L. C. Lord. Chicago, Station 0 School. Chicago Normal School Ella Flagg Young. De Kalb Northern Illinois State Normal John W. Cook. Normal School. Illinois State Normal University _ David Felmley. Macomb _ Western Illinois State Normal J. W. Henninger. School. INDIANA. Indianapolis Tndinnnpolis Normal School M. E. Nicholson. Terre Haute Indiana State Normal School _ William W. Parsons. PRINCIPALS OF NORMAL SCHOOLS, 391 V. — Principals of Normal Schools — Continued. Public normal schools — Continued. Location. Name of institution. Principal. IOWA. Cedar Falls. Woodbine — KANSAS. Iowa State Normal School _ Homer H. Seerley. Woodbine Normal and Commercial M. A. Reed. School. Emporia Hays - KENTUCKY. State Normal School _ Jasper N. Wilkinson. Western Branch State Normal William S. Ficken. School. Frankfort Louisville State Normal and Industrial In- j James S. Hathaway. stitute for Colored Persons. Louisville Normal School - W. J. McConathy. LOUISIANA. Natchitoches _ New Orleans - MAINE. Castine - Farmington - Fort Kent - Gorham _ Springfield - MARYLAND. Baltimore Do — Frostburg Louisville State Normal School _ j New Orleans Normal School _ Eastern State Normal School - Farmington State Normal School _ Madawaska Training School - State Normal School - Springfield Normal School _ Baltimore Teachers’ Training School. Maryland State Normal School _ State Normal School _ MASSACHUSETTS. Boston _ Do _ Bridgewater _ Fitchburg _ Framingham _ Hyannis - Lowell - Do _ North Adams. Salem _ Westfield _ Worcester _ Boston Normal School _ Massachusetts Normal Art School- State Normal School _ _ do _ _ do _ _ do _ - do _ Training School _ State Normal School _ _ do _ - do _ _ do _ MICHIGAN. Detroit _ _ Kalamazoo _ Marquette _ Mount Pleasant. Ypsilanti _ Detroit Normal Training School _ Western State Normal School _ State Normal School _ Central State Normal School _ Michigan State Normal School _ MINNESOTA. Duluth Mankato _. Moorehead St. Cloud.. St. Paul— . Winona State Normal School _ _ do _ _ do _ _ do _ Teachers’ Training School State Normal School _ MISSISSIPPI. Paris - - - Sherman - Walnut Grove _ MISSOURI. Paris Normal School _ Mississippi Normal Institute _ Mississippi Central Normal School Cape Girardeau _ Kirksville _ St. Louis..: - Warrensburg _ MONTANA. State Normal School _ State Normal School (first dis¬ trict). Teachers’ College - State Normal School (second dis¬ trict) . B. C. Caldwell. Miss Margaret C. Han¬ son. Albert F. Richardson. George C. Purington. Mary P. Nowland. Walter E. Russell. Everett Peacock. Sarah C. Brooks. E. B. Prettyman. Edward Murdaugh. Wallace C. Boyden. George H. Bartlett. Albert G. Boyden. JohD G. Thompson. Henry Whittemore. Wm, A. Baldwin. F. F. Coburn. Gertrude Edmund. F. F. Murdock. Joseph A. Pitman. Clarence A. Brodeur. E. Harlow Russell. Chas. L. Spain. D. B. Waldo. Chas. T. Grawn. Lewis H. Jones. E. W. Bohannon. Chas. H. Cooper. Frank A. Weld. W. A. Shoemaker. Hiram W. Slack. G. E. Maxwell. D. G. Carpenter. D. C. Langston. John Rundle. W. S. Dearmont John R. Kirk. John W. Withers. James E. Ament. Dillon Montana Normal School Henry H. Swain. 392 EDUCATION REPORT, 1905. V. — Principals of Normal Schools — Continued. Public normal schools — Continued. Location. Name of institution. Principal. NEBRASKA. State Normal School A. 0. Thomas. Pern ......... Nebraska State Normal School _ W. A. Clark. NEW HAMPSHIRE. Plymouth _ . State Normal School . . J. E. Klock. NEW JERSEY. Jersey Pity Teachers’ Training School Joseph H. Brenslnger. W. S. Willis. Newark Normal ~ and Training School. Paterson Normal Training School- New Jersey State Normal and Model Schools. Paterson _ _ Jesse D. Burks. Trenton James M. Green. NEW MEXICO. New Mexico Normal University _ Normal School of New Mexico _ Edmund J. Vert. Silver Pity C. M. Light. NEW YORK. New York State Normal College _ Auburn Training School Wm. J. Milne. M. Blanche Sheldon. State Normal and Training School Training School for Teachers _ Buffalo Normal School (State) _ Cohoes Training School Charles T. McFarlane. Emma L. Johnston. Pnffalo James M. Cassety. Emma S. Wardle. Cortland State Normal School Francis J. Cheney. F. B. Palmer. do Genesen James V. Sturges. A. C. McLachlan. .Tamaiea New Paltz State Normal School Myron T. Scudder. New York New York Training School for Teachers. Normal College of the City of New York. State Normal School E. N. Jones. Do Thomas Hunter. Dneonta Percy I. Bugbee. Isaac B. Poucher. Osween Oswego State Normal and Train¬ ing School. State Nfnrmal School Plflttshnrg Geo. K. Hawkins. Potsdam State Normal and Training School Rochester Training School Thomas B. Stowell. Roeh ester Edith A. Scott. Syracuse Syracuse Teachers’ Training School. G. A. Lewis. NORTH CAROLINA. Elizabeth Pity State Colored Normal School _ P. W. Moore. Fayetteville do E. E. Smith. Preen shorn State Normal and Industrial School. State Normal School Charles D. Mclver. Salisbury . J. 0. Crosby. NORTH DAKOTA. Mayville State Normal School Joseph Carhart. George A. McFarland. Lee R. Knight. J. W. McGilvrey. Valley Pity do OHIO. Akron Perkins Normal School Cleveland Cleveland Normal and Training Polumhns School. Polumhns Normal School Margaret W. Suther¬ land. Grace A. Greene. Payton Payton Normal School Toledo Toledo Normal Training School _ Mrs. Ella M. R. Baird. OKLAHOMA. Alva Northwestern Normal School _ T. W. Conway. Frederick H. Umholtz. Fdmond Pentral State Normal School Langston . .. Colored Agricultural and Normal University. Southwestern State Normal School Inman E. Page. J. R. Campbell. Weatherford _ __ OREGON. Ashland .. ... Southern Oregon State Normal School. Central Oregon State Normal School. State Normal School Benj. F. Mulkey. A. L. Briggs. Drain Monmonth Edwin De Vore Ressler. Weston Eastern State Normal School _ Robert Carver French. PRINCIPALS OF NORMAL SCHOOLS, 393 V. — Principals of Normal Schools — Continued. Public normal schools — Continued. Location. Name of institution. Principal. PENNSYLVANIA. Bloomsburg State Normal School Judson P. Welsh. California “ _ Southwestern State Normal Theo. B. Noss. Clarion School. Clarion State Normal School J. Geo. Becht. East Stroudsburg. East Stroudsburg State Normal E. L. Kemp. School. State Normal School John F. Bigler. Indiana Indiana Normal School of Penn- D. J. Waller, jr. Kutztown sylvania. Keystone State Normal School _ A. C. Rothermel. Lockhaven Central State Normal School J. R. Flickinger. Andrew T. Smith. Mansfield _ Mansfield State Normal School _ Millersville First Pennsylvania State Normal E. Oram Lyte. Philadelphia _ School. Philadelphia Normal School for J. M. Willard. Pittsburg . Girls. Pittsburg High School, Normal Jane Ralston. Shippensburg Department. Cumberland Valley State Normal School. Slippery Rock State Normal G. M. D. Eckels. Slippery Rock Albert E. Maltby. Westchester School. State Normal School George M. Philips. RHODE ISLAND. Providence _ _ Rhode Island State Normal Charles S. Chapin. School. SOUTH CAROLINA. Rockhill Winthrop Normal College D. B. Johnson. SOUTH DAKOTA. Madison State Normal School J. W. Heston. Spear-fish do F. L. Cook. Springfield ^____do _ _ J. S. Frazee. TENNESSEE. Nashville _ Peabody College for Teachers _ James D. Porter. TEXAS. Denton _ North Texas Normal School J. S. Kendall. Detroit Detroit Normal School W. A. Dean. Huntsville Sam Houston Normal Institute _ II. C. Pritchett. Prairie View Prairie View State Normal and Ed. L. Blackshear. Industrial College. UTAH. Cedar City Branch Normal School G. W. Decker. VERMONT. Castleton State Normal School Philip R. Leavenworth. Edward D. Collins. Johnson do Randolph Pen ter do Charles H. Morrill. VIRGINIA. Farmville State Female Normal School J. L. Jarman. Hampton Hampton Normal and Agricul¬ II. B. Frissell. Petersburg tural Institute. Virginia Normal and Industrial J. H. Johnston. Institute. WASHINGTON. Bellingham State Normal School Edward T. Mathes. Cheney do Harry M. Shafer. W. E. Wilson. Ellenshurg do WEST VIRGINIA. Fa irmont State Normal School W. L. McCowan. Bienville do John C. Shaw. Huntington _ Marshall College, State Normal Lawrence J. Corbly. School. Institute West Virginia Colored Institute __ .T. McH. Jones. Shepherdstown Shepherd College, State Normal School. West Liberty State Normal J. G. Knutti. West Liberty. Lorain Fortney. School. 394 EDUCATION REPORT, 1905. V. — Principals of Normal Schools — Continued. Public normal schools — Continued. Location. Name of institution. Principal. WISCONSIN. Manitowor Manitowoc County Training School for Teachers. Dunn County Teachers’ Training School. Stout Training Schools _ _ Fred. Christiansen. G. L. Bowman. L. D. Harvey. Charles McKenney. R. H. Halsey. J. W. Livingston. W. J. Brier. Theron B. Pray. I. C. McNeill. 0. E. Wells. Albert Salisbury. Menomonie Ho Milwaukee State Normal Sehool Oshkosh do Platteville do River Falls River Falls State Normal School State Normal Sehool Stevens Point Snpprior do Wausau _ __ .. Marathon County Training SchooL State Normal Sehool Whitewater Private normal schools. ALABAMA. Cullman _ Falkville _ Fort Payne _ Mobile _ Snow Hill _ Tuskegee _ ARKANSAS. Green Forest _ _ Pea Ridge _ COLORADO. Denver _ DISTRICT OF COLUMBIA. Washington - FLORIDA. Jasper _ Orange Park _ GEORGIA. Augusta _ Macon _ Social Circle - Thomasville _ Waynesboro _ ILLINOIS. Addison _ Dixon _ Hoopeston - Oregon _ Rusbville - INDIANA. Danville _ Indianapolis _ Marion _ Muncie _ Rochester _ Valparaiso _ Normal Department, Polytechnic College and Ladies’ Institute. Falkville Normal College _ North Alabama College _ Emerson Normal Institute _ Snow Hill Normal and Industrial Institute. Tuskegee Normal and Industrial Institute. Ozark Normal School _ Pea Ridge Masonic College ja. Denver Normal and Preparatory School. Kindergarten Normal Training School. Jasper Normal Institute _ Orange Park Normal and Manual Training School. Haines Manual and Industrial Institute. Ballard Normal School _ Negro Normal and Industrial School. Allen Normal and Industrial School. Haven Normal Academy - German Evangelical Lutheran Teachers’ Seminary. Dixon College and Normal School- Greer College - - - Wells School for Teachers - Rushville Normal and Business College. Central Normal College - Indiana Kindergarten and Pri¬ mary Normal Training School. Marion Normal College - Indiana Normal School _ Rochester Normal University - Valparaiso University - S. A. Fetter. S. M. Goodrich. Edwin R. Eldridge. Rev. A. T. Burnell. W. J. Edwards. B. T. Washington. W. D. Crawford. S. C. Parish. Fred. Dick. Miss Susan P. Pollock. W. B. Cate. Rev. Walter S. Eaton. Miss Lucy C. Laney. George C. Burrage. James A. Love. Abbie B. Howland. W. H. Bryan. E. A. W. Krauss. W. H. Williamson. E. L. Bailey. H. W. Sullivan. Maxwell Kennedy. A. J. Kinnaman. Eliza A. Blaker. C. W. Boucher. Francis M. Ingler. Wm. H. Banta. H. B. Brown. PRINCIPALS OF NORMAL SCHOOLS, 395 V. — Principals of Normal Schools — Continued. Private normal schools — Continued. Location. Name of institution. Principal. IOWA. Denison _ Lemars _ Newton _ Perry _ Shenandoah Waukon _ Denison Normal School . Lemars Normal College . Newton Normal College . Perry Normal School _ Western Normal College Waukon Normal School . W. C. Van Ness. Herman H. Thoren. G. W. Wormley. E. L. Meek. J. M. Hussey. W. L. Peck. KANSAS. Salina _ KENTUCKY. Hardinshurg _ Hazard _ Lexington _ Middlehurg _ Morehead _ Waddy _ LOUISIANA. New Orleans _ MAINE. Lee _ MARYLAND. Baltimore _ MASSACHUSETTS. Boston (1069 Boylston) Boston _ Do _ Waltham _ MICHIGAN. Detroit _ _ Petoskey _ MINNESOTA. Madison _ New Ulm _ : _ MISSISSIPPI. Shelby __ Tougaloo MISSOURI. Chillicothe Columbia _ Piedmont _ Stanberry - NEBRASKA. Fremont Santee Wayne NORTH CAROLINA. Asheville _ Charlotte _ Enfield _ Franklinton _ Henderson _ _ Liberty _ Raleigh _ Wilmington _ Winton _ Salina Normal University Charles Swisher. Hardinshurg Normal College Hazard Baptist Institute _ Chandler Normal School _ Middleburg Normal College _ Morehead Normal School _ Central Normal College _ Prof. Haley. W. H. Sasser. Fannie J. Webster. M. H. Judd. F. C. Button. E. J. Paxton. Luther College F. J. Lankenan. Lee Normal Academy Chas. M. Teague. Baltimore Normal School (col¬ ored ) . George Harrison. Froebel School, Kindergarten Nor¬ mal Classes. Garland Kindergarten Training School. Kindergarten Training School _ Notre Dame Training School _ Annie C. Rust. Margaret Stannard. Lucy Wheelock. Sister Berchmans. Thomas Normal Training School— Jennie L. Thomas. Petoskey Normal School _ M. O. Graves. Normal School of the United Nor- O. Lokensgaard. wegian Lutheran Church. Dr. Martin Luther College _ John Schaller. Shelby Normal School _ J. M. Williamson. Normal Department Tougaloo Frank G. Woodworth. University. Chillicothe Normal Business and Shorthand College. Columbia Normal Academy _ Hale’s College _ Stanberry Normal School _ Allen Moore. Geo. H. Beasley. W. H. Hale. F. L. Maxwell. Fremont Normal School _ Santee Normal Training School _ Nebraska Normal College _ W. H. Clemmons. Alfred L. Riggs. J. M. Pile. Normal and Collegiate Institute _ Rowan Normal Industrial Insti¬ tute. Jos. K. Brick Agricultural, In¬ dustrial, and Normal School. Albion Academy, Normal and In¬ dustrial School. Henderson Normal Institute _ Liberty Normal College _ St. Augustine’s School _ _ Gregory Normal Institute _ Waters Normal Institute _ Rev. Thos. Lawrence. C. C. Somerville. T. S. Inborden. Rev. John A. Savage. •T. A. Cotton. Thos. C. Amick. Rev. A. B. Hunter. Geo. A. Woodard. C. S. Brown. 396 EDUCATION EEPOET, 1905. V. — Principals of Normal Schools — Continued. Private normal schools — Continued. Location. Name of institution. Principal. OHIO. Ada Ohio Northern University L. A. Belt. Canfield Northeastern Ohio Normal SchooL C. O. Allaman. St. Mary’s Academy Brother Joseph Meyer. J. Oscar Creager. John P. Kuhn. National Normal University New Philadelphia _ John P. Kuhn’s Normal School _ PENNSYLVANIA. Muncy Lycoming County Normal School _ H. A. Spotts. Institute for Colored Youth H. M. Browne. SOUTH CAROLINA. Avery Normal Institute Morrison A. Holmes. Frogmore Penn Normal and Industrial Miss Ellen Murray. School. Brewer Normal School Rev. J. M. Robinson. Lancaster Lancaster Normal and Industrial M. D. Lee. Institute. SOUTH DAKOTA. Sionv Falls Lutheran Normal School Rev. A. Mikkelsen. TENNESSEE. Chattanooga Chattanooga Normal University _ James A. Roberts. Dickson Tennessee Normal School T. B. Loggins. W. S. Bryan. W. L. Willingham. Fountain Pity Tennessee Normal College Hornbeak West Tennessee Normal College _ Huntingdon Southern Normal University A. E. Booth. Madison Nashville Agricultural and Nor¬ Edward A. Sutherland. Memphis mal Institute. Le Moyne Normal Institute A. J. Steele. Morristoiyn Morristown Normal Academy _ Judson S. Hill. TEXAS. Fomm prep Bast Texas Normal College W. L. Mayo. VIRGINIA. Keysville Keysville Mission Industrial Wm. H. Hayes. Richmond School. Hartshorn Memorial College Lyman B. Tefft. WEST VIRGINIA. Harpers Fprry Storer College Henry T. McDonald. WISCONSIN. Milwaukee National German - American Max Griebsch. St. Francis _ _ Teachers’ Seminary. Catholic Normal School of the Rev. M. J. Lochemes. Holy Family. CHAPTER XVIII. STATISTICS OF STATE SCHOOL SYSTEMS. Each State of the Union has a public school system of its own, supported by funds derived from its own resources and administered by officers chosen in accordance with its own laws. The General Government does not give direct financial aid to the common schools of any of the States and does not in any manner interfere with their management. These facts are not well understood abroad. Letters of inquiry addressed to this Bureau by many intelligent foreigners indicate that they regard the United States as having a national system of education, at least partly supported by the General Government. It is true that our State school systems are very similar in many essentials and pre¬ sent such uniformity in methods of administration and instruction that a traveler from abroad visiting the schools of half the States would not suspect that they are not under the same general management. The casual observer would not learn that several States expend annually for schools $25 per capita of school population and several less than $3 per capita; that one State maintains its schools one hundred and ninety-four days in the year and another only eighty-eight; that one State pays its teachers $65 per month and another only $28; that one State enrolls over 90 per cent of its school population, and another less than 45 per cent. A study of the school statistics of each State would be necessary to reveal these and other strong points of difference. The systems are sufficiently uniform to make possible a statistical com¬ parison, and the points of difference are so marked as to make a study of the tables interesting and instructive. It is not possible to present each year complete and accurate returns from all the State systems. Many of the State reports are only biennial and others are long delayed in publication. In the tables which follow, the statistics of State school systems include elementary and secondary schools, both urban and rural. Thus the enrollment of 16,468,300 in the common schools of the States includes the enrollment of 4,506,678 in the public schools of the 594 cities of 8,000 population and over, and the enrollment of 707,205 in the 618 cities and villages of 4,000 to 8,000 population. The grand total includes 679,702 students in public high schools, city and rural, belonging to State school systems. The statistics of city school systems are given separately in Chapter XIX of this report, and the statistics of high schools in Chapter XXIV. Table 1 of this chapter shows that the population of the United States in 1905, as estimated by the Census Office, was 82,584,061. Based upon the ratios which pre¬ vailed in 1900, the estimated number of children 5 to 18 years of age was 23,410,800, and the number of male persons 21 years of age and over was 22,977,384. The school age is assumed to be 5 to 18, i. e., including all children just completing their fifth year and entering their sixth, all who have no more than completed their eighteenth year, and all between these ages. Several items of more or less value in a study of common school statistics will be found in Table 2; for example, density of population, urban population, nativity and race classification, percentage of illiteracy, etc. ed 1905 — von 1 - 29 397 398 EDUCATION REPORT, 1905. Table 3 shows for each State the age for free attendance at the public schools, age for compulsory attendance, date of latest school census reported, age of persons enumer¬ ated, and the number of persons enumerated. The number of pupils enrolled in the common schools at different dates since 1870 will be found in Table 4. In 1870-71 the enrollment was 61.45 per cent of the school population, in 1879-80 it was 65.5 per cent, in 1889-90 it was 68.61 per cent, and in 1899-1900 it had reached 72.43 per cent. In 1904-5 the enrollment was 70.35 per cent of the estimated total school population. It is possible that there has been a falling off in the percentage of enrollment, but it may be, on the other hand, that the increase of population has been overestimated. Table 6 shows that of the total enrollment of 16,468,300 in 1904-5 there were 8,266,855 boys and 8,201,445 girls. The enrollment was 19.94 per cent of the total population as compared with 20.51 per cent in 1900 and 20.32 per cent in 1890. The average daily attendance at various periods is given in Table 7. In 1904-5 the average number of pupils actually present at school each day was 11,481,531, or 69.72 for each 100 enrolled. Table 8 shows the average length of school term at various periods. The length of the school year increased from one hundred and thirty-two days in 1870-71 to one hundred and fifty-one in 1904-5. There was in the latter year an average of seventy- four days of schooling for every child 5 to 18 and an average of one hundred and five days attended by each pupil enrolled. There were 460,269 teachers employed in the public schools in 1904-5, the number of men being 110,532, or 24 per cent of the total number. In 1870 the percentage of male teachers was 41. The percentages for other years are given in Table 10. Table 11 shows the average monthly wages of teachers, number of schoolhouses, value of school property, and the estimated number of pupils enrolled in private schools. Tables 12 to 18, inclusive, relate to the receipts and expenditures of school moneys by the States. The aggregate expenditure for 1904-5 was $291,616,660, or $3.53 per capita of population, as compared with $2.24 in 1890 and $1.75 in 1870-71. Tables 19 and 20 show the total true valuation of real and personal property in 1880, 1890, 1900, and 1904. Expenditures for public schools are shown for each of these years. In 1880 there was an expenditure of 17.9 cents for public schools on each $100 of wealth, in 1890 it was 21.7 cents, in 1900 it had reached 24.3 cents, and in 1904 the estimate was 25.5 cents. The permanent school funds and values of school lands possessed by the States are shown in Table 21. The diagrams which conclude the chapter are easily understood. STATE SCHOOL SYSTEMS. 399 Table 1. — The total population , the school population, and the adult male population. State or Territory. Estimated total popu¬ lation in 1905. The school population. Estimated number of male persons 21 years and over in 1905. Estimated number of children 5 to 18 years of age in 1905. Per¬ centage of boys. Boys. Girls. Total. 1 2 3 4 5 6 7 United States . 82,584,061 11,796,216 11,614, 584 23,410,800 50.38 22, 977, 384 North Atlantic Division . 22,866, 560 2,795,226 2,793,378 5,588,604 50.02 6,807,567 South Atlantic Division . 11,236,260 1,797,570 1,774,819 3,572,389 50.32 2,686,853 South Central Division . 15,535,007 2,582,069 2, 516, 427 5,098,496 50.62 3,731,465 North Central Division . 28,357,830 4,038,969 3,961,336 8,000,305 50.48 8, 126, 577 Western Division . 4, 588, 404 582, 382 568,624 1,151,006 50.59 1,624,922 North Atlantic Division: Maine . 711,156 83,258 81,446 164, 704 50. 55 222,845 New Hampshire . 429,118 46,200 46, 404 92,604 49.89 136, 591 Vermont . 349,251 41, 545 40,075 81,620 50.90 110, 105 Massachusetts . 3,088,546 341,422 344,853 686,275 49. 75 929, 216 Rhode Island . 470,081 55,023 55,399 110,422 49. 83 139, 463 Connecticut . 989,500 113,355 113,537 226.892 49. 96 305.397 New York . 7,901,754 941,459 948, 641 1,890,100 49. 81 2, 375; 856 New Jersey . 2,103,039 261,408 264, 141 525, 549 49. 74 620, 148 Pennsylvania . 6,824,115 911, 556 898,882 1,810, 438 50. 35 1,967,946 South Atlantic Division: Delaware . 192,855 25,967 25, 159 51,126 50. 79 56,392 Maryland . 1,260,869 175,969 175,687 351,656 50. 04 341,106 District of Columbia . 302,883 31,690 34, 126 65,816 48.15 91,089 Virginia . 1,953,284 310,889 306,935 617,824 50.32 472,018 West Virginia . 1,056,805 166,219 159,700 325,919 51.00 273, 446 North Carolina . 2,031,740 341,765 334, 195 675,960 50.56 448, 161 South Carolina . 1,434,901 250,070 246,693 496,763 50.34 303,522 Georgia . 2,405,821 402,334 400,248 802,582 50. 13 543,348 Florida . 597, 102 92,667 92,076 184,743 50. 16 157,771 South Central Division: Kentucky . 2,291,444 359, 140 350,062 709,202 50. 64 580,127 Tennessee . . 2, 147, 166 349, 415 337,463 686,878 50.87 517,906 Alabama . 1,986,347 335,898 327, 145 663,043 50. 66 449, 543 Mississippi . 1,682,105 289,561 282,355 571.916 50. 63 378, 608 Louisiana . 1,513,145 247,496 245,033 492, 529 50. 25 357,084 Texas . 3,455,300 584, 546 571,597 1, 156, 143 50.56 835, 891 Arkansas . 1,403,239 239,614 234, 400 474,014 50. 55 335, 602 Oklahoma . . 558,261 89,393 85, 510 174,903 51.11 153,040 Indian Territory . 498,000 87,006 82,862 169,868 51.22 123, 664 North Central Division: Ohio . 4,400, 155 587,740 576, 101 1,163,841 50.50 1,282,553 Indiana . . 2,678,492 375,239 365,900 741,139 50. 63 767,079 Illinois . 5,319,150 730,255 725,596 1,455,851 50.16 1,546,114 Michigan . 2,557,275 349, 123 342,620 691,743 50.47 760,226 Wisconsin . 2,256,897 336,886 332,735 669,621 50. 31 622,748 Minnesota . 1,971,949 292,634 286,725 579,359 50. 51 570, 669 Iowa . 2,391,633 344,844 336,532 681,376 50. 61 680, 695 Missouri . 3,320,405 494,084 484, 107 978,191 50. 51 915, 587 North Dakota . 383,226 58,628 56,148 114,776 51.08 114, 317 South Dakota . 428,055 67,659 64,824 132, 483 51.07 120,030 Nebraska . 1,068,120 163,026 158,905 321,931 50. 64 301,005 Kansas . 1,582,473 238,851 231, 143 469,994 50. 82 445, 554 Western Division: Montana . 293, 534 33, 121 32,220 65,341 50.69 122,972 Wyoming . 107, 521 13,441 12,235 25,676 52. 35 44,034 Colorado . 602,925 74,684 74,238 148, 922 50.15 207,448 New Mexico . 212,825 33,183 31,984 65, 167 50.92 60,019 Arizona . 140,276 18,526 17,735 36,261 51.09 50,294 Utah . 309,734 50,456 50,455 100, 911 50.00 75, 179 Nevada . 42,335 4,640 4,373 9,013 51.48 17,711 Idaho . 198,382 29, 012 27,785 56,797 51.08 66, 112 Washington . 598, 538 76,896 74, 474 151,370 50. 80 225,995 Oregon . 461,451 61,771 59,729 121,500 50. 84 161,231 California . 1,620,883 186,652 183, 396 370,048 50. 44 593, 927 400 Table 2. — Density of population, urban population , nativity and race classification, value of manufactures, illiteracy, and relations of the adult male and of the school population. [Note.— The statistics in this table, except those in column 12, are from the U: S. Census of 1900.] The total population. The adult male popula¬ tion (21 years and over) . State or Territory. o +■> m oi is & ® 08 §3 go m Pi o . Per cent of native and foreign white and of colored. o+i p* r-* C3 c3 . © o 00 O 1-H 05^ Per cent of illit¬ erates (unable to write) among adult males. to io years of age to every 100 persons of the total population. © a* Z * S* 3 Per cent i rated pla and over Native 1 white. Foreign white. Colored.® Value of products populate Number t< children years of i Native white. Foreign " white. Negro. o oo 1900. I 2 3 4 5 6 7 8 9 10 11 12 13 United States... 25.6 32.6 74.4 13.4 12.2 $74. 53 98.3 4.9 11.5 47.4 31.3 28.3 North Atlantic Div . . 129.8 57.0 75.6 22.5 1.9 140. 22 121.8 2.0 15.2 15.3 28.3 24.4 South Atlantic Div. . . 38. 9 17.0 62.2 2.0 35.8 35.48 75.2 11.5 11.3 51.1 33.0 31.8 South Central Div. . . . 23.1 11.4 67.2 2.5 30.3 20.44 73.1 11.1 18.8 52.5 33.9 32.8 North Central Div . . . 34.9 30.6 82.1 15.8 2.1 68.08 101.6 2.9 7.9 24.8 32.4 28.2 Western Division . 3.5 31.2 76.1 18.6 5.3 63. 96 141.1 2.4 7.7 13.4 25.6 25.1 North Atlantic Div.: Maine . 23.2 23.7 86.3 13.4 .3 84. 23 135.3 3.1 21.4 17.3 28.0 23.2 New Hampshire. . 45.7 38.6 78.4 21.4 .2 127. 22 147.5 2.0 24.0 14.8 24.8 21.6 Vermont . 37.6 11.2 86.7 13.0 .3 80. 80 134.9 4.1 23.3 19.7 27.2 23.4 Massachusetts. . . . 348.9 67.0 68.8 29.9 1.3 171. 99 135.4 .9 13.8 10.5 25.5 22.2 Rhode Island . 407.0 66.1 66.6 31.2 2.2 204. 60 126.3 2.0 18.2 15.4 25.7 23.5 Connecticut . 187.5 52.0 72.1 26.1 1.8 184. 04 134.6 1.0 15.6 13.1 25.9 22.9 New York . 152.6 68.5 72.5 26.0 1.5 141. 97 125.7 1.8 12.1 11.3 28.1 23.9 New Jersey . 250.3 61.2 73.4 22.8 3.8 133. 15 118.0 2.3 13.4 18.3 29.0 25.0 Pennsylvania . 140.1 45.5 81.9 15.6 2.5 125.73 108.7 2.5 20.2 17.5 30.6 26.5 South Atlantic Div. : Delaware . 94.3 41.4 75.9 7.5 16.6 101.42 110.3 7.1 17.6 42.7 31.8 26.5 Maryland . 120.5 46.9 72.3 7.9 19.8 82.62 97.0 5. 1 10.7 40.5 31.3 27.9 Dist. of Columbia. 4,645.3 100.0 61.7 7.0 31.3 101. 53 138.4 .9 5.0 26.1 27.0 21.7 Virginia . 46.2 14.7 63.3 1.0 35.7 30. 91 76.4 12.2 10.5 52.5 32.4 31.6 West Virginia. . . . 38.9 7.7 93.1 2.4 4.5 33. 20 83.9 10.7 22.5 37.8 34.1 30.8 North Carolina. . . 39.0 5.1 66.5 .2 33.3 22. 10 66.3 18.9 5.7 53.1 33.6 33.3 South Carolina _ 44.4 7.5 41.2 .4 58.4 18. 44 61.1 12.3 5.2 54.7 33.2 34.6 Georgia . 37.6 11.0 52.7 .6 46.7 21.85 67.7 11.8 5.6 56.4 34.4 33.4 Florida . South Central Div.: 9.7 15.0 52.6 3.7 43.7 40. 06 85.4 8.3 9.2 39.4 34.0 30.9 Kentucky . 53.7 16.9 84.4 2.3 13.3 33. 22 81.8 14.3 8.6 49.5 34.4 31.0 Tennessee _ _ _ _ _ 48.4 13.4 75.3 .9 23.8 21.92 75.4 14.1 7.7 47.6 34.1 32.0 Alabama . 35.5 7.3 53.9 .8 45.3 20. 04 67.8 13.8 8.0 59.5 34.4 33.4 Mississippi . 33.5 2.6 40.8 .5 58.7 12.08 66.2 8.1 9.5 53.2 33.7 34.0 Louisiana . 30.4 22.8 49.1 3.7 47.2 28.14 72.5 16.9 24.6 61.3 31.1 32.6 Texas . 11.6 11.3 73.8 5.8 20.4 17. 16 72.3 5.8 25.4 45.1 34.8 33.5 Arkansas . 24.7 5.4 70.9 1.1 28.0 16. 19 70.8 10.5 6.4 44.8 34.2 33.8 Oklahoma 10.3 5.0 88.4 3.9 7.7 6. 61 87.5 2.7 6.3 32.0 31.3 Indian Territory . 12.6 1 0.0 76.0 1.2 22.8 4. 25 72.8 10.7 16. 8 41.3 34.1 North Central Div.: Ohio . 102.0 38. 5 86.7 I 11.0 2.3 92.50 110.2 3.2 9.6 21.8 31.7 26.5 Indiana . . 70.1 24 2 92.1 5.6 2.3 64. 84 103.5 4.4 9.6 27.7 33.8 27.7 Illinois . 86.1 47.1 78.2 20.0 1.8 107. 84 106.2 2.8 7.8 18.7 32.2 27.4 Michigan . 42.2 30.9 76.8 22.3 .9 65.01 109.9 2.4 10.2 14.0 30.3 27.1 Wisconsin . 38.0 30.7 74.6 24.9 .5 73. 45 93.0 1.9 9.3 12.7 33.6 29.7 Minnesota . 22.1 26.8 70.4 28.8 .8 50. 95 98.5 1.0 6.4 6.9 32.5 29.4 Iowa . 40.2 16.8 85.7 13.7 .6 28. 43 99.9 1.6 5.2 22.0 33.1 28.5 Missouri . 45.2 30.8 87.9 6.9 5.2 54.88 93.6 5.4 6.8 31.9 33.6 29.5 North Dakota. . . . 4.5 3.0 62.4 35.3 2.3 11. 18 99.6 1.0 6.3 16.5 loo 7 ( 30.0 South Dakota .... 5.2 2.6 72.8 22.0 5.2 10.97 90.6 .8 4.9 16.3 J23*7 1 31.0 Nebraska . 13.9 15.8 82.5 16.6 .9 39. 19 93.5 1.0 5.1 11.6 28.1 30.1 Kansas . 18.0 14.0 87.7 8.6 3.7 29.00 94.8 1.7 6.4 28.1 29.8 29.7 Western Division: Montana . 1.7 27.0 67.4 25.6 7.0 100. 17 188.2 .8 6.7 10.4 10.2 22.3 Wyoming . .9 24.1 78.3 17.9 3.8 26.11 171.5 .8 7.8 21.2 9.4 23.9 Colorado . 5.2 38.1 81.2 16.8 2.0 66.60 139.3 2.4 7.1 13.9 22.5 24.7 New Mexico . 1.6 0.0 85.5 6.8 7.7 13. 78 92.1 23.6 30.9 16.3 31.9 30.6 Arizona . 1.1 0.0 57.4 18.2 24.4 104. 54 138.7 4.5 30.9 11.1 16.8 25.9 Utah . 3.4 25.2 79.4 19.1 1.5 30.00 74.5 1.2 4.6 4.7 35.1 32.6 Nevada . 4 0.0 63.3 20.3 16.4 19. 31 196.5 .8 7.0 22.9 12.6 21.3 Idaho . 1.9 0.0 82.0 13.5 4.5 12.15 116.4 1.1 5.7 15.4 11.3 28.6 Washington . 7.7 31.9 76.1 19.7 4.2 72. 76 149. 3 .5 3.9 11.5 27.0 25.3 Oregon . 4.4 23.9 82.4 13.0 4.6 48. 10 132.7 1.1 3.4 9.5 32.3 26.3 California . 9.5 43.7 73.2 21.3 5.5 77.27 160.5 1.1 8.1 14.6 24.5 22.8 Number of children 5 Including Mongolians and Indians. b Less cost of raw material. STATE SCHOOL SYSTEMS. 401 Table 3. — School ages in the several States — State school censuses. School census. State or Territory. free at¬ tendance at the public schools. compul¬ sory at- j tend¬ ance.® Date of latest school census i reported. 1 Age of j persons enumer¬ ated. 1 Number Boys. of persons ated. Girls. enumer- Total. 1 2 3 4 6 7 8 North Atlantic Division: 5-21 7-15 1905 5-21 207,284 New Hampshire . . (*) 8-14 1904 5-16 35, 221 35, 134 70, 355 Vermont . (*>) 8-15 1905 5-18 39, 512 38, 704 78, 216 Massachusetts . W 7-14 1905 5-15 254, 139 259, 017 513, 156 Rhode Island . (f) 7-13 1905 5-15 47, 787 47, 590 95, 377 (6) 7-15 1905 4-15 217,931 New York . 5-21 8-16 1905 5-18 892, 618 904, 620 1,797,238 New Jersey . 5-20 7-14 («) 5-18 268, 485 260, 598 529, 083 6-21 8-16 1902 6-16 1,004,728 South Atlantic Division: Delaware . 6-21 ( d ) 1904 6-21 17,999 17,016 35, 015 Maryland . 5-20 e 8-16 1902 5-20 370, 892 District of Columbia . 6-17 8-14 / 1904 6-17 / 28, 703 / 31, 058 / 59, 761 7-20 1905 7-20 578, 320 West Virginia . 6-21 8-14 1905 6-21 171,730 161, 132 332, 862 North Carolina . 6-21 (d) 1904 6-21 354,767 341,855 696, 622 South Carolina . 6-21 (d) (9) Georgia . 6-18 (d) 1903 6-18 353,608 349, 525 703, 133 Florida . 6-21 (d) 1900 6-21 182, 600 South Central Division: Kentucky . 6-20 7-14 1903 6-20 304,255 291, 332 595, 587 Tennessee . 6-21 (d) 1905 6-21 391,639 381,255 772, 894 Alabama . 7-21 (d) 1904 7-21 679, 050 Mississippi . 5-21 (d) 1902 5-21 314, 545 313, 850 628, 395 Louisiana . 6-18 ( d ) 1903 6-18 236,274 223, 322 459, 596 Texas . 8-17 ( d ) 1905 8-17 407,271 391,404 798, 675 Arkansas . 6-21 (d) 1905 6-21 263, 902 254, 780 518, 682 Oklahoma . 6-21 (d) 1905 6-21 108, 721 102, 895 211,616 Indian Territory h . (d) 1901 5-21 79,915 76, 501 156, 416 North Central Division: Ohio . 6-21 8-16 1905 6-21 643, 366 611,424 1,254, 790 Indiana . 6-21 7-14 1905 6-21 396, 448 372, 224 768, 672 Illinois . 6-21 7-14 1905 6-21 734, 534 720, 548 1,455,082 Michigan . 5-20 7-16 1905 5-20 376, 487 366, 697 743, 184 Wisconsin . 4-20 7-14 1905 4-20 392, 090 381, 767 773, 857 Minnesota . 6-21 8-16 (g) Iowa . 5-21 7-14 1905 5-21 363, 152 355, 630 718, 782 Missouri . 6-20 8-14 1905 6-20 505, 692 493, 035 998, 727 North Dakota . 6-20 8-14 1905 6-20 65,798 61,114 126, 912 South Dakota . 6-21 8-14 1905 6-21 70, 895 67,800 138, 695 Nebraska . 5-21 7-15 1905 5-21 191,887 185,011 376, 898 Kansas . 5-21 8-15 1905 5-21 256, 708 246, 606 503, 314 Western Division: Montana . 6-21 8-14 1903 6-21 32,813 31, 810 64, 623 Wyoming . 6-21 7-16 1905 6-21 10,074 9,823 19, 897 Colorado . 6-21 8-14 1905 6-21 92, 656 91,423 184, 079 New Mexico . 5-21 7-14 1905 5-21 36,602 33,317 69, 919 Arizona . 6-21 8-14 1905 6-21 14, 999 14, 291 29, 290 Utah . 6-18 8-14 1904 6-18 45,939 45, 743 91,682 Nevada . 6-18 8-14 1904 6-18 4,851 4,579 9,430 Idaho . 5-21 8-14 1905 5-21 36, 584 35, 442 72, 026 Washington . 6-21 8-15 1905 5-21 104, 905 102, 194 207, 099 Oregon . 4-21 6-14 1905 4-20 77,390 75, 540 152, 930 California . *6-21 8-14 1905 5-17 212, 859 206, 456 419, 315 ® The compulsory period here given is in many cases extended or shortened under certain circum¬ stances. & Not limited by law. c State census of 1905. d No compulsory law. c Applies only to Baltimore city and Allegany County. / Estimated for 1904. 9 No State school census. h Returns imperfect. i May be extended. 402 EDUCATION REPORT, 1905. Table 4. — Number of pupils enrolled in the common schools at different dates and the relation of the enrollment to the school population. State or Territory. Number of different pupils of all ages enrolled during the school year (excluding duplicate enrollments). Per cent of school population (i. e., of children 5 to 18 years of age) enrolled. 1870-71. 1879-80. 1889-90. 1899-1900. 1904-5. 1870- 71. 1879- 80. 1889- 90. 1899- 1900. 1904-5. 1 2 3 4 5 6 7 8 9 10 11 United States. . 7,561,582 9, 867, 505 12,722,581 15,503,110 16,468,300 61.45 65.50 68.61 72.43 70.35 North Atlantic Div. 2, 743, 344 2, 930, 345 3, 112,622 3,643,949 3,905,624 77.95 75.17 70.45 70.86 69.88 South Atlantic Div 603, 619 1,242,811 1,785,486 2, 182, 615 2,322, 740 30. 51 50.74 59.22 65.73 65.02 South Central Div. . 767,839 1,371,975 2,293,579 3,018,609 3,321,852 34. 17 46.43 60.14, 67.28 65. 15 North Central Div.. 3.300,660 4,033,828 5,015,217 5,842, 569 5,923,472 76.87 75.84 76. 46 78.65 74.04 Western Division. . . 146, 120 288, 546 515, 677 815,368 994, 612 54.77 64.96 70.01; 79.51 86. 41 N. Atlantic Div.: I Maine . ol52, 600 149,827 139, 676 130,918 132, 448 a87.35 89.80 85.88 81.38 80.42 N. Hampshire . . 71,957 64, 341 59, 813 65,688 77,922 91.31 81.32 71.281 73.98 84. 15 b 65,384 75, 238 b 65, 608 65, 964 66, 721 87.21 82. 15 81.76 Massachusetts. . 273i 661 306,777 371, 492 474, 891 497,904 72.34 71.76 72. 56j 76.21 72. 55 Rhode Island. . . a 34,000 40,604 52, 774 67,231 71,425 a59. 24 59.59 62.65 66.79 64.69 Connecticut .... 113,588 119, 694 126, 505 155, 228 168,779 80.83 76.97 72.02 74. 54 74.39 New York . 1,028,110 1,031,593 1,042,160 1,209,574 1,311,108 82.98 77.10 70.71 69.57 69.37 New Jersey . 169, 430 204,961 234,072 322, 575 369, 409 63.20 64.77 62.21 68.52 70.29 Pennsylvania. . . 834, 614 937,310 1,020,522 1,151,880 1,209,908 76. 35 74. 37 69.53 68.90 66.83 S. Atlantic Div.: Delaware . 20,058 27,823 31, 434 36,895 ® 36, 895 50.04 65.20 66. 19 75.33 *75. 33 Maryland . 115, 683 162. 431 184, 251 222, 373 226, 825 46. 70 58. 13 60.37 67.00 64.50 Dist. Columbia. 15, 157 26, 439 36,906 46, 519 51,230 41.60 55.40 63. 10 76. 81 77.85 Virginia . 131,088 220,736 342, 269 370,595 361,772 32.34 45.00 60.51 63. 19 58. 56 West Virginia . . 76,999 142, 850 193,064 232, 343 247,505 49.47 69.21 75. 27 78.58 75.95 North Carolina. all5, 000 252, 612 322,533 400,452 474,111 031.23 55.87 56.39 63.55 70.14 South Carolina . 66,056 134,072 201, 260 281,891 302, 663 27.28 40.56 47.08 60.74 60.92 Georgia . 49, 578 236, 533 381,297 482, 673 499, 103 11.89 46.24 58.45 65.30 63. 18 Florida . 14,000 39, 315 92, 472 108, 874 d 122, 636 21.21 44.16 71.10 66.57 <*67.94 S. Central Div.: Kentucky . «178, 457 *276,000 399, 660 500, 294 0/501,482 65.64 75.27 a/72. 52 Tennessee . ol40, 000 300,217 447,950 485, 354 508, 423 o32.00 58.21 74.05 75.09 74. 47 Alabama . 141,312 179, 490 301, 615 376. 423 9 400,000 40.36 42.60 55.83 61.67 60.33 Mississippi . 117,000 236, 654 334, 158 386, 507 / 403, 647 40.60 61.29 70.62 73.27 /72. 84 Louisiana . 57, 639 77,642 120, 253 196, 169 210, 116 24. 78 25.87 31.58 43.62 42.66 Texas . 63,504 a220, 000 466, 872 659. 598 756,019 21.00 o42.40 59. .50 64.67 65.40 Arkansas . 69,927 81,972 223,071 314, 662 335, 765 40.29 30. 81 55. 41 71.02 70. 84 Oklahoma . 99,602 158, 322 79.82 90.47 Indian Ter A . . . 48,078 28. 30 N. Central Div.: Ohio . 719, 372 729, 499 797, 489 829, 160 826, 148 84.04 76.69 76. 54 75.40 70.98 Indiana . 450,057 511,283 512,955 564, 807 550, 121 78. 64 82.39 79.21 81.10 74. 23 Illinois . 672,787 704,041 778, 319 958,911 985, 134 81.01 74. 61 71.97 72.68 67.67 Michigan . 292, 466 362,556 427,032 504,985 521, 463 79.66 78.08 73.45 77.13 75.39 Wisconsin . 265, 285 299, 457 351, 723 445, 142 465, 114 73.92 73. 78 69.77 72.51 69. 45 Minnesota . 113,983 180, 248 280, 960 399, 207 430,005 75.92 75.87 74.59 77.59 74.22 Iowa . 341,938 426, 057 493, 267 566, 223 540,337 84. 44 83.52 85. 51 89.06 79.30 Missouri . 330,070 482,986 620,314 719,817 728,800 56.03 68.85 74. 43 78.63 74.50 North Dakota. . IQ 71 Q f 35, 543 77,686 106,909 ! L/7 QQ O A AQ 171.26 81.26 93.13 South Dakota.. > 0 1 T boll 10, 71o \ 78,043 98,822 109, 131 1 >uov, ZO J 4tl. Do (81. 04 79.49 82. 37 Nebraska . 23,265 92,549 240,300 288, 227 278, 715 58.79 68.48 75.35 89.50 86. 57 Kansas . 89,777 231,434 399, 322 [ 389, 582 381,595 74.22 73.23 88.56 89.21 81.19 Western Div.: Montana . 0 1,657 4,270 16,980 39, 430 / 44, 881 70.24 63.77 71.14 72.80 /72. 63 Wyoming . o 450 2,907 7,052 14,512 18, 345 o45. 34 77.44 54. 46 65.66 71.46 Colorado . 4,357 22, 119 65, 490 117, 555 137,918 42.28 60.82 72.20 88. 19 92.62 New Mexico ol,320 4,755 18,215 36, 735 37, 670 o4.42 13.32 42.25 61.43 57.81 Arizona . 0 4,212 7,989 16,504 21,792 0.00 53.16 52.72 51.94 60.10 Utah . 16, 992 24, 326 37,279 73,042 d75, 662 53.36 50.61 55.26 81.02 <*76.61 Nevada . 3,106 9,045 7,387 6, 676 <27,319 53.97 79.73 73.80 74.06 <*81.20 Idaho . 906 5,834 14, 311 36, 669 57,377 46.06 77.85 62.66 79.18 101.02 Washington.... 05, 000 14, 780 55,964 115, 104 170, 386 o69.00 72.36 70.58 87.86 112.54 Oregon . 21,000 37, 533 63, 254 89, 405 108,036 67.73 75.02 74.78 82.13 88.92 California . 91,332 158, 765 221, 756 269,736 315. 226 63.63 73.37 77.38 79.56 85.19 a Approximate. *> Pupils of legal school age only, c In 1899-1900. din 1903-4. e Highest number enrolled. / In 1902-3. g Estimated by State superintendent. h Returns imperfect. STATE SCHOOL SYSTEMS. 403 Table 5. — Per cent of the school population ( i . e., children 5 to 18 years of age) enrolled in the public schools, for a period of years. Year. United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Division. 1870-71 . . 61.45 77.95 30.51 34. 17 76.87 54.77 1871-72 . 62.20 77.33 32.27 37.94 77.04 54.43 1872-73 . • 62. 36 76.79 35.86 38. 67 75.97 57.52 1873-74 . 64. 40 77. 77 42. 10 40. 82 76. 98 61.04 1874-75 . 65.54 78.59 44.61 42. 47 77.54 64. 39 1875-76 . 64. 70 78. 55 46. 72 37. 36 77.05 66.37 1876-77 . 63.92 76.83 47.02 38.51 75.60 66. 12 1877-78 . 65.75 77.09 48.85 43.50 77.38 66. 26 1878-79 . 76. 18 46. 72 44.71 75.28 65.63 1879-80 . 65.50 75. 17 50. 74 46. 43 75.84 64.96 1880-81 . 65.03 74.28 51.49 47.03 74.59 64. 82 1881-82 . 65.03 74.56 51.90 47.02 74. 15 65.93 1882-83 . 66.39 74. 15 54.30 50. 68 75.13 67.05 1883-84 . 66.96 72.83 56.25 53.59 75.06 68.01 1884-85 . 67.96 73.23 57. 17 56.57 75.46 68.53 1885-86 . 68. 14 72.63 57.68 56. 82 76.08 68.03 1886-87 . 67.98 72.23 58. 98 56. 21 75.77 67.97 1887-88 . 68.33 71.60 58.68 58.67 75.96 68. 53 1888-89 . 68.20 70. 60 58.40 58.28 76.63 69.39 1889-90 . 68. 61 70.45 59. 22 60. 14 76. 46 70. 01 1890-91 . 69. 40 70.04 60. 15 63. 01 76.25 75.49 1891-92 . 69.51 69. 78 59.50 63.72 76.30 77.98 1892-93 . 69.70 68. 99 61.94 63.92 76.23 77. 16 1893-94 . 71.32 70.45 63.08 66.00 78. 04 77. 45 1894-95 . 71.54 71.53 62. 21 65.83 78. 17 79.32 1895-96 . 71.80 71.57 62. 46 66.75 78.16 79. 72 1896-97 . 72.36 72. 12 64. 49 67.75 78. 06 78. 27 1897-98 . . 72.68 71.78 66.25 67.36 78.66 78.00 1898-99 . 71.96 64.93 66.54 77. 75 77.85 1899-1900 . 72.43 70! 86 65.73 67.28 78.65 79.51 1900-1901 . 71.67 70.71 66.65 65.22 77.36 80.69 1901-2 . 71.45 70. 31 66.55 65.12 76.85 82.49 1902-3 a . 70. 67 69.84 65.99 64.60 75. 49 82. 46 1903-4 a . . . 70.59 69.89 66.01 64.66 74.82 84.95 1904-5 a _ 70.35 69.88 65.02 65.15 74.04 86. 41 o Subject to correction. 404 EDUCATION REPORT, 1905. Table 6. — The school enrollment of 1904-5, classified by sex — Percentage of the total population enrolled at different dates. State or Territory. Number of different pupils of all ages enrolled. Boys. Girls. Total. United States. a 8, 266, 855 a 8, 201, 445 16, 468, 300 North Atlantic Division. South Atlantic Division. South Central Division.. North Central Division. . Western Division . a 1,959,937 a 1, 142, 393 a 1,663, 320 a 2, 994, 189 a 507,016 ol,945,687 al,180,347 o 1, 658, 532 0 2,929,283 n 487, 596 3,905,624 2, 322, 740 3, 321. 852 5,923, 472 994, 612 North Atlantic Division: Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvam'a . South Atlantic Division: Delaware . Maryland . District of Columbia. Virginia . West Virginia . North Caro ina . South Carolina . Georgia . Florida . South Central Division: Kentucky. . . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . Oklahoma . Indian Territory ft... 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 . 33, 647 ’ 35,’ 903 658, 229 186, 761 604, 495 24,231 127,556 237,944 142, 468 242, 449 60,402 250, 521 256,056 199, 404 103, 554 378,591 169, 683 81,540 423, 075 277,371 497,687 261,879 364, 551 54, 313 56, 420 142,059 192,962 9,213 20,901 11,275 38,008 3,636 28, 492 86,758 54, 368 161,181 33,074 ' 35* 522 652,879 182, 648 605, 413 26,999 119,949 236, 167 160, 195 256, 654 62,234 250,961 252, 367 204,243 106, 562 377, 428 166,082 76, 782 403,073 272, 750 487, 447 259, 584 364, 249 52, 596 52, 711 136, 656 188, 633 9.132 16, 769 10, 517 37, 654 3,683 28, 885 83, 628 53, 668 154,045 132, 448 77, 922 66, 721 497, 904 71,425 168, 779 1,311,108 369, 409 1,209,908 c 36, 895 226, 825 51,230 361, 772 247, 505 474, 111 302, 663 499, 103 d 122, 636 ef 501,482 508, 423 g 400, 000 *403,647 210; 116 756,019 335, 765 158,322 48,078 826, 148 550, 121 985, 134 " 521.463 465. 114 430, 005 540, 337 728,800 106.909 109, 131 278, 715 381,595 *44,881 18, 345 137,918 37, 670 21.792 d 75, 662 d 7, 319 57,377 170, 386 108,036 315.226 Per cent of the total population enrolled. 1870-71. 1879-80. 1889-90. 1899- 1900. 1904-5. 5 6 7 8 9 19.14 19.67 20.32 20.51 19.94 21.95 20.20 17.89 17.31 17.08 10.05 16.36 20.16 20.90 20.67 11.56 15.38 20.90 22.05 21.38 24.80 23. 23 22.43 22. 19 20.89 13.99 16.32 17.03 19.93 21.79 24.25 23.09 21.13 18.85 18.64 22. 41 18. 54 15.89 15.96 17.69 b 19.77 22. 64 b 19. 74 19.20 19.10 18. 31 17.20 16.59 16.93 16. 12 15.11 14.69 15.27 15.69 15.19 20.83 19.22 16.95 17.09 17.06 23. 18 20.30 17. 37 16. 64 16.59 18.26 18. 12 16.20 17.12 17.57 23.24 21.89 19. 41 18.28 17.73 15. 79 18. 98 18. 66 19.98 c 19. 98 14.55 17.37 17. 68 18. 72 17.99 11.23 14.88 16.02 16.69 16.91 10.47 14.59 20. 67 19.99 18. 53 16.85 23. 10 25.31 24.23 23.42 10.45 18.05 19.93 21.14 23.34 9.05 13.46 17.49 21.03 21.09 4.08 15.34 20.75 21.78 21.08 7.19 14. 59 23. 63 20.60 d 21.02 13.21 16.74 21.50 23.30 e/22. 48 10.90 19.46 25. 34 24.02 23. 68 13.85 14.22 19.93 20.59 20.14 13.70 20.91 25.92 24. 92 e 24. 77 7.73 8. 26 10. 75 14.20 13.89 7.26 13.82 20. 88 21.64 21.88 13. 72 10. 21 19.77 23.99 25.01 23.93 28. 36 9.65 26.50 22.81 21.72 19.94 18.78 26.34 25.85 23.40 22. 44 20.54 25.99 22.88 20.34 19.89 18.52 23.98 22.15 20. 39*" 20.86 20.39 24.60 22.76 20. 85 21.51 20. 61 24. 47 23.09 21.58 22. 79 21.81 28. 19 26.23 25.80 25.37 22.59 18. 74 22.27 23.15 23.17 21.95 } 9.34 10.15 J 19.45 \ 23.74 24. 34 24.60 27.90 25. 48 J 16.61 20. 46 22.69 27.03 26.09 22.28 23.23 27.98 26.49 24.11 7.54 10.90 12. 85 16.20 e 16. 20 4. 55 13.98 11.62 15.68 17.07 9.33 11.38 15.89 21.78 22.87 1.40 3.98 11.86 18. 81 17.70 0.00 10. 42 13.40 13.42 15.53 18. 61 16.90 17.93 26.39 d 24. 96 7.04 14.53 16.14 15. 77 d 17. 29 5.59 17.89 16.96 22. 07 28. 92 18.62 19.68 16.02 22.22 28.47 21.63 21.47 20.16 21.62 23.42 15.61 1 18. 36 18. 36 18. 16 19.45 a Estimated in part. b Pupils of legal school age. * In 1899-1900. d In 1903-4. * In 1902-3. /Approximate. g Estimated by State superintendent. A Returns imperfect. STATE SCHOOL SYSTEMS. 405 Table 7. — The average daily attendance at various periods, and its relation in 1904-o to the enrollment. Average number of pupils actually present at school each day. State or Territory. 1870-71. 1879-80. 1889-90. 1899-1900. 1904-5. 1 2 3 4 5 6 United States . 4, 545,317 6,144, 143 8, 153, 635 10, 632, 772 11,481,531 North Atlantic Division . 1,627,208 1,824, 487 2,036, 459 2, 636, 892 2,963,751 South Atlantic Division . 368, 111 776, 798 1,126,683 1,344, 334 1,458,923 South Central Division . 535, 632 902, 767 1, 467, 649 2,015, 457 2,075,832 North Central Division . 1,911,720 2, 451,167 3, 188, 732 4,080,460 4,269,083 Western Division . . 102, 646 188, 924 334, 112 555, 629 713,942 North Atlantic Division: Maine . 100, 392 103, 115 98, 364 97, 697 97,845 New Hampshire . 48, 150 48,966 41, 526 47,276 49,876 Vermont . o 44, 100 48, 606 45,887 47, 020 48, 352 Massachusetts . 201,750 233, 127 273, 910 366, 136 404,117 Rhode Island . 22, 485 27,217 33,905 47, 124 53.830 Connecticut . 62, 683 73, 546 83,656 111,564 129, 143 New Y ork . 493, 648 573, 089 642,984 857,488 996, 433 New Jersey . 86, 812 115, 194 133, 286 207,947 254,045 Pennsylvania . 567, 188 601, 627 682,941 854, 640 930,110 South Atlantic Division: Delaware . a 12,700 17, 439 19, 649 a 25, 300 a b 25, 300 Maryland . . 56, 435 85,778 102, 351 134, 400 138,911 District of Columbia . 10,261 20,637 28, 184 35,463 40,596 Virginia . 77,402 128, 404 198, 290 216, 464 215, 205 West Virginia . 51,336 91,604 121,700 151,254 163, 068 North Carolina . o 73, 000 170, 100 203, 100 206,918 280,288 South Carolina . a 44, 700 a 90, 600 147, 799 201,295 200, 435 Georgia . 31, 377 145, 190 240, 791 298, 237 311,489 Florida . . . a 10, 900 27,046 64, 819 75,003 c 83, 631 South Central Division: Kentucky . 120, 866 178,000 225,739 310, 339 a d 309, 836 Tennessee . a 89,000 208, 528 323, 548 338, 566 348,688 Alabama . 107, 666 117,978 182, 467 297,805 e 210,000 Mississippi . a 90, 000 156, 761 207,704 224, 526 d 233, 175 Louisiana . . . a 40, 500 a 54, 800 87,536 146, 323 146, 234 Texas . a 41,000 a 132, 000 291,941 438, 779 501,734 Arkansas . . . a 46, 600 a 54, 700 a 148,714 195, 401 207, 440 Oklahoma . 63, 718 90, 238 Indian Territory /. . a 28, 487 North Central Division: Ohio . 432, 452 476, 279 549, 269 616, 365 623, 707 Indiana . 295,071 321,659 342, 275 429, 566 415, 622 Illinois . 341, 686 431, 638 538, 310 737, 576 811,919 Michigan . a 193,000 a 240, 000 a 282, 000 355,226 407,977 Wisconsin . a 132, 000 a 156,000 200, 457 a 309, 800 290, 743 Minnesota . 50, 694 o78,400 127,025 243, 224 280, 508 Iowa . 211, 562 259, 836 306, 309 373,4/4 375, 563 Missouri . 187,024 o 281.000 384, 627 460,012 470, 666 North Dakota . } a 1,040 O KQA 1 20, 694 43, 560 67,883 South Dakota . o, DoU t 48, 327 o 68,000 75, 289 Nebraska . a 14, 300 60, 156 146, 139 181,874 L85, 1 72 Kansas . 52. 891 137, 669 243, 300 261 , 783 264, 034 Western Division: Montana . a 1, 100 a 3,000 10,596 a 26, 300 d 31, 471 Wyoming . a 250 1,920 a 4,700 « 9, 650 a 12, 200 Colorado . 2,611 12,618 38, 715 73,291 91,997 New Mexico . a 880 3,150 a 13,000 22, 433 25, 705 Arizona . 0 2,847 4,702 10, 177 14, 009 Utah . 12, 819 17, 178 20,967 50,595 c 56, 183 Nevada . a 1,800 5,401 5,064 4,698 c 5, 182 Idaho . a 600 3,863 a 9, 500 21,962 40, 738 W ashington . a 3, 300 10, 546 36, 946 74,717 118, S52 Oregon . a 15,000 27. 435 43, 333 64, U i 78,114 California . 64, 286 100.966 146, 589 197, 395 239, 491 Number attend¬ ing daily for each 100 en¬ rolled in 1904-5. 7 09.72 75.88 62. 50 71.78 73.87 64.03 72.47 81.16 75.39 76.51 76.00 68.77 76.87 a b 68. 57 61.25 79. 24 59. 49 65. 89 59.12 66.22 62.41 c 68. 19 ad 61.78 68. 55 52. 50 d 57. 77 69.60 66. 37 61.77 57.00 a 60.00 75. 48 78. 23 62. 51 65.23 69. 51 64.58 63. 50 68.99 66. 44 69. 19 d 70. 12 a 66. 49 66.71 68. 24 64.29 c 74. 26 c 70. 80 71.00 72. 33 75. 98 a Approximately. d in 1902-3. b In 1899-1900. ' « Estimated by State Superintendent, c In 1903-4. / Returns imperfect. 406 EDUCATION REPORT, 1905. Table 8. — ( 1 ) Average length of school term at various periods; ( 2 ) aggregate number of days' schooling given to all pupils; ( 3 ) the same compared with the school population and the enrollment ( columns 8 and 9). State or Territory. Average number of days the schools were kept during the year.o Aggregate number of days’ school¬ ing given in 1904-5. Average number of days’ schoolingi given for every child 5 to 18 years of age in 1904-5. Average number of days attended by each pupil en¬ rolled in 1904-5. 1870-71. 1879-80. 1880-90. 1899- 1900. 1904-5. 1 2 3 4 5 6 7 8 9 United States . 132. 1 130.3 134.7 144.3 150.9 1,732,845,238 74 105.2 North Atlantic Division. . . 152 159.2 166.6 175.5 179 530,379,324 94.9 135.8 South Atlantic Division. . . 97.4 92.4 99.9 112.1 122.9 179,408,670 50.2 77.2 South Central Division. . . . 91.6 79.2 88.2 99.8 107.6 223,407,290 43.8 67 North Central Division. . . . 133.9 139.8 148 155.9 160.9 687,203,055 85.8 116 Western Division . 119.2 129.2 135 141.5 157.5 112,446,899 97.7 113.1 North Atlantic Division: Maine . 98 109 112 141 139 13,600,455 82.6 102.7 New Hampshire . 70 105.3 117.7 147. 65 152.45 1 7,603,596 82.1 97.6 Vermont . - - - 115.6 125. 5 136 156. 15 157 ! 7, 591,314 93 113.8 Massachusetts . 169 177 177 189 187 75,569, 879 110.1 151.8 Rhode Island . 170 184 188 191 194 10,491,260 95 146.9 Connecticut . 172.4 179 182.5 189. 01 187.78 24,250,473 106.9 143.7 New York . 176 178.5 186.5 175 187.8 187, 174,648 99 142.8 New Jersey . 178 192 192 186 188 48, 397, 285 92.1 131 Pennsylvania . 127.2 133.4 147.6 166.6 167.4 155,700,414 86 128.7 South Atlantic Division: 1 Delaware . 132 158 166 170. 1 &170. 1 6 4,303,530 6 87.9 6 116. 6 Maryland . 183 187 184 183 192 26,670,912 | 75.8 117.6 District of Columbia... 200 193 178 179 181 7,347,876 111.7 143.4 Virginia . 93.2 112.8 118.2 120 128 27,546,240 44.5 76.1 West Virginia . 76.8 90 97 106 123 20,057,364 61.5 81 North Carolina . <2 50 50 59.25 70.5 94.5 26,484,988 39.2 55.9 South Carolina . <2 100 70 69.6 88.4 105.7 21,188,335 42.6 70 Georgia . 59 <2 65 83.3 112 dl8 <2 36,755,700 45.8 73.6 Florida . 120 93 el08 <9, 053, 731 e 50. 2 e 73.8 South Central Division: Kentucky . d 110 102 94 117.5 c<2 90 c <2 27, 885, 240 c <2 40. 3 cd 55.6 Tennessee . dll 68 86 96 113 39,401,744 57.3 77.5 Alabama . 66.5 81.3 73.5 78.3 /102. 5 <2 21,525,000 32.5 53.8 Mississippi . 110 74.5 <2 86 101.2 cl23 c 28, 680, 525 c 51. 8 71.1 Louisiana . <265 78.8 100.6 120 cl30 <2 19,010,420 j 38.6 90.5 Texas . d 140 71.7 100 108.2 1 112 55,947,489- 48.4 74 Arkansas . <2 75 77.5 88 18, 254, 720 38.5 54.4 Oklahoma . 95.3 104 9,384,752 53.7 59.3 Indian Territory 9 ... . 115 <2 3,317,400 19.5 69 North Central Division: Ohio . 165 152 166.5 165 160 99, 793, 120 85.7 120.8 Indiana . 98.5 136 130 152 160 66,499,520 89.7 120.8 Illinois . 146.7 150 155.4 152 169 137,538,098 94.5 139.6 Michigan . 140 150 156 163.8 168 68, 540, 136 99.1 131.4 Wisconsin . 155 165 158.6 6160 *169 <2 49, 135,567 73.4 105.6 Minnesota . <2 83 94 128 169 161.1 45,182,638 78 105.1 Iowa . 130 148 156 160 160 60,090,080 88.2 111.2 Missouri . 90 <2 104 129.4 144 152 70,516,474 72.1 96.8 North Dakota . \ d d Qfi 1113 155.7 141 9,572,358 83.4 89.5 South Dakota . > u / 0 \145 1129. 1 140 10,531,346 79.4 96.5 Nebraska . 72 82 140 135 170.2 31,518,788 97.8 113.1 Kansas . 116 •120 135 126. 25 145 38,284,930 81.5 100.3 Western Division: * Montana . <2 89 96 142.7 107 6107 c <2 3, 367, 397 c <2 54. 5 cd 75 Wyoming . <2 200 119 <2120 <2110 <2140 1,715,708 66.8 93.5 Colorado . 92 <2 132 144.4 149.8 M58.4 <2 14, 572, 325 97.9 105.7 New Mexico . <2 111 111 <2 67 196. 6 114 2, 930, 370 44.9 77.8 Arizona . 0 109 126 125 135.4 1,896,819 52.3 87 Utah . 152 128 133 151 «153 « 8, 596, 004 e 87 e 113.6 Nevada . 142 143 140 154 e158. 7 « 822, 383 e 91. 2 eil2.4 Idaho . <2 45 94 <2 69.8 106 el36 <2 5,540,368 97.5 96.6 W ashington . <2 80 <2 91 97.2 127.6 167.6 19, 918, 798 131.6 116.9 Oregon . <2 90 90 118.2 116.6 el58.4 <2 12,373,257 101.8 114.5 California . 123 146. 6 157.6 166.2 170 <2 40, 713,470 110 129.2 a Certain States report their school term in months; these months have been reduced to days by multiplying by 20 in each case. 6 In 1899-1900. <- In 1902-3. d Approximately. e In 1903-4. / In 1901-2. g Returns imperfect. h In 1893-94. i In 1900-1901. i In 1897-98. STATE SCHOOL SYSTEMS, 407 Table 9. — ( 1 ) Length of school term. (2) The aggregate number of days' schooling given compared with the school population. Year. Average length of school term, in days. Average number of days schooling given for every child 5 to 18 years of age. The United States. North Atlantic Di¬ vision. South Atlantic Di¬ vision. South Central Di¬ vision. | North Central Di¬ vision. Western Division. The United States. North Atlantic Di¬ vision. South Atlantic Di¬ vision. South Central Di- 1 vision. North Central Di¬ vision. Western Division. 1870-71 . 132.1 152.0 97.4 91.6 133.9 119.2 48.7 70.2 18.1 21.8 59.6 45.9 1871-72 . 133.4 151.9 103.4 97.7 136.1 121.8 49.5 68.9 20.3 25.8 59.8 46.0 1872-73 . 129.1 154 6 97. 4 89.1 129.6 118.3 47.8 67.9 21.7 23.4 56.8 45.0 1873-74 . 128,8 154 8 95.6 81.1 132.6 119.0 49.6 70.4 24.5 21.9 59.8 46.1 1874-75 . 130.4 158.7 95.2 81.0 134 6 132.5 51.0 72.9 26. 1 23.5 60.2 53. 6 1875-76 . 133.1 158.0 95.6 82.5 139.1 130.3 51.4 73.7 26.8 20.1 62.2 54.4 1876-77 . 132.1 157.2 91.4 80.3 139.8 130.1 51.1 73.6 26.3 19.8 62.3 54.3 1877-78 . 132.0 157.6 89.7 86.7 140.1 129.9 53.2 75.6 26.8 24 3 64 3 54. 5 1878-79 . 130.2 160.1 88.6 81.9 136.4 132.0 52.0 75.0 25.7 23.9 62.3 56.7 1879-80 . 130.3 159.2 92.4 79.2 139.8 129.2 53.1 74.5 29.3 24 2 64 4 54.9 1880-81 . 130.1 158.7 92.4 82.1 138.8 133.8 52.0 72.2 28.5 25.0 62.7 56.9 1881-82 . 131.2 160.6 95.9 82.5 137.1 136.2 52.9 73.3 30.6 25.6 63.2 58.0 1882-83 . 129.8 161.0 95.9 82.5 137.1 132.6 53.8 74 4 32.0 26.8 63.9 57.3 1883-84 . 129.1 156.0 95.6 85.9 138.6 133.8 55.5 72.5 32.7 30.0 67.7 61.6 1884-85 . 130.7 163.1 93.4 87.5 139.1 131.8 56.8 77.2 33.7 31.4 67.3 58.3 1885-86 . 130.4 161.6 93.4 86.9 140. 4 130.8 57.3 76.7 33.7 32.0 68.7 59.6 1886-87 . 131.3 165.9 95.3 87.5 139.5 131.6 57.7 77.8 34.8 32.1 68.7 59.1 1887-88 . 132.3 164.4 95. 7 87.6 144.0 130.7 58.7 76.8 35.5 33.6 71.3 57.3 1888-89 . 133.7 1641 95.0 88.9 147.5 135.7 58.9 76.7 35.4 34 0 71.6 61.7 1889-90 . 134.7 166.6 99.9 88.2 148.0 135.0 59.2 76.8 37.3 33.9 71.9 61.2 1890-91 . 135.7 168.1 103.8 92.0 145.8 136.9 60.7 78.1 38. 1 35.8 73.2 65.9 1891-92 . 136.9 169.1 105.3 94.1 146.8 139.1 61.5 78.3 38.2 37.7 73.6 71.1 1892-93 . 136.3 169. 6 103.4 93.0 146.6 138.8 62.3 78.7 39.2 37.5 75.1 70.8 1893-94 . 139.5 172.3 108.3 97.5 150.2 137.1 65.9 82.2 42. 4 41.3 79.1 72. 4 1894-95 . 139.5 172.8 106.5 92.8 150.8 142.4 66.9 84.8 42.0 39.0 81.0 77.6 1895-96 . . 140.5 175.5 107.8 92.2 151.9 142.0 68.1 86.8 42.1 39.8 82.3 78.7 1896-97 . 142.0 173.3 110.9 96.3 152.8 148.6 69.7 88.9 43.0 42.3 83.1 82.5 1897-98 . 143.0 174 3 113.8 97.4 152.8 151.7 71.2 90.4 46.9 42.5 84 8 82. 1 1898-99 . 143.0 174.0 112.3 98.4 154.5 141.6 70.0 90.0 43.6 43.3 83.3 76.3 1899-1900 . 144 3 177.5 112.1 99.8 155.9 141.5 71.8 91.0 45.4 44.8 85.7 76.7 1900-1901 . 143.7 177.1 113.2 98.2 155.6 140.3 70.3 90. 4 47.7 42.1 83.0 77.0 1901-2 . 144.7 177. 4 115.0 101.2 155.1 144.3 71.9 91.7 48.5 43.8 84.7 82.4 1902-3 a . 147.2 178.5 118.0 105.6 156.9 146.3 71.8 92.3 49.0 43.9 83.6 85.3 1903-4 a . 146.7 176.5 117.2 107.9 156.0 147.9 72.1 92.0 50.0 44.7 82.9 90.0 1904-5o . 150.9 179.0 122.9 107.6 160.9 157.5 74 0 94.9 50.2 43.8 85.8 97.7 a Subject to correction. 408 EDUCATION REPORT, 1905. Table 10. — Number and sex of teachers — Percentage of male teachers. State or Territory. Whole number of different teachers employed. Percentage of male teachers. Men. Women. Total. 1870-71. 1879-80. 1889-90. 1899-1900. 1904-5. 1 2 3 4 i 5 6 7 8 9 United States . 110, 532 349, 737 460, 269 41.0 42.8 34.5 29.9 24.0 North Atlantic Division.. . 16, 784 96, 812 113, 596 26.2 28.8 20.0 18.4 14.8 South Atlantic Division. . . 17,512 35, 752 53, 264 63.8 62.5 49.1 40.7 32.9 South Central Division. . . . 27,219 41,970 69, 189 67.5 67.2 57.5 47.4 39.3 North Central Division. . . . 43, 118 151,437 194, 555 43.2 41.7 32.4 28.3 22.2 Western Division . 5,899 23, 766 29, 665 45.0 40.3 31.1 24.7 19.7 North Atlantic Division: Maine . 693 5,965 6,658 a 24. 4 o27.2 a 16.0 a 16.4 10.4 New Hampshire . 208 2,208 2, 416 15.0 16.8 9.8 8.9 8.6 Vermont . 331 3,086 3, 417 16.5 16.8 12.0 13.6 9.7 Massachusetts . 1,192 12, 657 13, 849 12.7 13.2 9.8 8.8 8.6 Rhode Island . 167 1,880 2, 047 a 20.4 20.2 12.6 9.5 8.2 Connecticut . 337 4, 282 4, 619 a 22.1 o 22.8 ol3.4 o 9.0 7.3 New York . 4, 709 34, 372 39, 081 22.9 26.0 16.9 14.9 12.0 New Jersey . 1,119 8,038 9,157 32.5 28.5 18.4 12.9 12.2 Pennsylvania . 8, 028 24, 324 32, 352 42.8 45.5 34.2 32.0 24.8 South Atlantic Division: Delaware . 156 741 897 o29.9 o 46.6 o 31.0 25.3 17.4 Maryland . 908 4,242 5,150 45.0 42.6 27.8 21.7 17.6 District of Columbia. . 189 1,289 1,478 8.2 7.8 13.0 13.1 12.8 Virginia . 2,098 6,974 9,072 64.5 61.8 41.5 31.5 23.1 West Virginia . 3, 793 3, 843 7, 636 79.0 75.2 63.4 57.9 49.6 North Carolina . 3, 372 6, 315 9,687 o73.2 o71.3 59.1 49.4 34.8 South Carolina . 2, 630 3, 429 6,059 62.4 59.5 49.6 o 43.5 43.4 Georgia . 3, 435 6,925 10, 360 71.4 a65.2 53.3 44.0 33.2 Florida . b 931 b 1,994 b 2, 925 o 65.7 61.6 48.0 36.9 b 31.8 South Central Division: Kentucky . c 4, 513 c 5, 936 c 10, 449 o 66. 0 64.6 49.8 45.5 c 43.2 Tennessee . 4,117 5, 667 9, 784 o 75.0 74.4 61.8 o54.0 42.1 Alabama . 2,300 3,100 5,400 66.8 63.8 62.9 30.1 42.6 Mississippi . c 3, 028 c 5, 894 c 8, 922 o 60.8 61.2 49.6 44.2 c 33.9 Louisiana . 995 3,685 4,680 50.9 46.1 44.7 47.9 21.3 Texas . 6,495 10, 621 17,116 a77.3 o 75.0 61.1 48.9 37.9 Arkansas . 4,038 3, 788 7,826 o75.6 78.4 68.5 59.7 51.6 Oklahoma . . 1,269 2, 418 3, 687 42.8 34.4 Indian Territory 464 861 1, 325 35.0 North Central Division: Ohio . 8,866 17,603 26, 469 43.2 47.8 43.1 40.4 33.5 Indiana . 6,518 9,977 16,495 60.5 57.5 51.1 46.2 39.5 Illinois . 6, 137 21,723 27, 860 43.5 39.7 32.5 26.4 22.0 Michigan . 2, 6.58 14, 165 16, 823 26.3 29.2 22.3 20.3 15.8 Wisconsin . 1, 939 12, 065 14.004 o 28.8 28.9 19.8 18.4 13.8 Minnesota . 1,772 11, 548 13; 320 33.7 35.9 23.9 19.4 13.3 Iowa . . . 3, 598 26, 021 29, 619 39.0 33.6 20.6 17.2 12.1 Missouri . 5,235 12, 150 17, 385 65.3 58.1 44.4 37.6 30.1 North Dakota. . 1,274 4,440 5,714 l n 9/1 7 n A(\ Q / 28.3 28.8 22.3 South Dakota . 980 4,170 5, 150 \ 29.0 24.4 19.0 Nebraska . 1,310 8, 370 9,680 51.9 40.7 27.1 21.8 13.5 Kansas . 2, 831 9, 205 12, 036 47.2 45. 1 40.8 32.7 23.5 Western Division: Montana . c 216 c 1, 052 c 1,268 o 60.3 38.5 22.9 16.6 c 17.0 Wyoming . 83 645 728 o 28.6 44.3 22.4 15.6 11.4 Colorado . 738 3,716 4, 454 48.8 36.4 26.2 20.9 16.6 New Mexico . 406 422 828 o 91.7 78.0 a 62.2 o 55.2 49.0 A rizona . 97 441 538 47.5 38.8 27.3 18.0 Utah . b 553 b 1,165 b 1,718 55.0 54.5 46.6 36.5 b 32.2 Nevada . b 39 b 318 b 357 32.4 46.7 16.3 11.1 b 10.9 Idaho . 410 1,137 1,547 o 64.3 57.4 o 33.4 31.2 26.5 W ashington . 1,228 3.951 5,179 a 46.5 37.4 40.6 28.9 23.7 Oregon . 817 3, 205 4,022 o 51.7 48.3 43.3 28.4 20.3 California . 1,312 7,714 9,026 40.0 33.6 21.4 17.8 14.5 Approximately. b In 1903-4. c In 1902-3. STATE SCHOOL SYSTEMS. 409 Table 11. — Teachers' wages — Number of schoolhouses — Value of school property — Private school enrollment. State or Territory. Average monthly sal¬ aries of teachers. Num¬ ber of build¬ ings used as school- houses, a Estimated value of all public school property. Private schools.* Number of pupils enrolled. Total pub¬ lic and private en¬ rollment. Per cent of pupils in pri¬ vate schools Men. Women. Total. 1 2 a 4 5 6 7 8 9 United States .... *$55.04 *$42. 69 $47.97 256, 826 $733,446,805 1,347,000 17, 815, 300 7. 56 N. Atlantic Div . *68.17 *44. 27 60.41 42,983 310,569,029 477, 200 4, 382, 824 10.89 S. Atlantic Div . *42.30 *33. 65 34. 75 38, 618 33, 023, 964 121,600 2, 444, 340 4.97 S. Central Div . 46.13 37.71 40.91 52, 135 37, 280, 665 177,900 3,499,752 5.08 N. Central Div . 54.60 42.08 45.49 107,900 287,592,556 504, 600 6, 428.072 7.85 Western Div . * 69. 75 *53.98 56.92 15, 190 64,980,591 65,700 1,060,312 6.20 N. Atlantic Div.: Maine . 38. 32 29.48 30.40 3,889 5, 416, 628 3,001 135, 449 2.22 New Hampshire _ c 51. 19 c 34. 31 c 35. 76 1,804 4,493,361 11,863 89,785 13.21 Vermont . 47.68 30. 44 32.11 1,888 2,963,940 7,277 73, 998 9.83 Massachusetts . 149.05 57.22 65. 12 d 4, 289 58, 894, 058 93,973 . 591,877 15. 88 Rhode Island . 120. 92 53.70 59.25 534 6,048, 349 18, 172 89,596 20. 28 Connecticut . 108.34 47.66 52. 09 1,594 13, 470, 109 35, 239 204,018 17.27 New York . 83.56 12,005 126, 188, 508 208, 026 1,519,134 13.69 New Jersey . 103.02 54. 46 61.90 1,986 22,094,076 « 47, 453 e 370, 028 e 12. 82 Pennsylvania . 51.81 39.14 42.22 14,994 71,000,000 / 48, 704 / 1,248, 934 f 3. 90 S. Atlantic Div.: Delaware . 72.82 34. 70 40.22 458 1,627,314 Maryland . 46.86 d 2, 485 g 4, 790, 000 Dist. Columbia . A 94. 48 A 64. 31 A 64. 38 142 i 5, 815, 590 i 6,000 57,230 3 10. 49 Virginia . * 34. 56 k 27. 20 k 29. 13 ■ 7, 159 4,297,653 jk 15, 500 jk 391, 100 jk 3. 96 West Virginia . 34. 58 6, 436 5, 810.847 l 1,894 l 220, 709 l 0.86 North Carolina . 30.96 7,376 3, 182; 918 m 26, 198 m 361 . 556 m 7. 25 South Carolina . 30.06 4,960 2,000,000 Georgia . 33. 83 7,190 4, 009, 590 n 27, 285 n 442, 932 n 6. 16 Florida . / 44. 04 / 35. 93 / 38. 49 / 2, 412 / 1,290, 052 0 2,000 0 114,384 0 1.75 S. Central Div.: Kentucky . o 50. 90 o 39. 18 0 44. 24 k 8, 561 g 6, 117, 962 k 17, 480 k 518, 962 k 3.37 Tennessee . / 39.00 1 34. 00 / 36. 18 6,885 5, 171,753 18,500 526, 923 3.51 Alabama.... . c31.00 « 27. 00 e 28. 20 P 5, 000 P 2, 200, 000 q 26, 722 9 388,722 9 6.87 Mississippi . k 33. 54 k 29. 46 k 30. 84 k 7,249 k 2, 190, 000 k 7, 500 k 411. 147 A 1.82 Louisiana. . 47.49 37.97 39.97 3,510 3,659,915 48, 659 258,775 18.80 Texas . 60.01 48.01 52.71 11,333 11,896,674 Arkansas . 45.50 34. 35 40.10 5,511 3,171,361 9,548 345, 313 6.87 Oklahoma . 40.00 36.00 37.38 3,230 r 2, 123, 000 Indian Territory. . . 49.17 41.55 44.22 856 750,000 2, 330 50, 408 4.62 N. Central Div.: Ohio . k 45. 00 k 40. 00 k 41.79 13, 155 52,807,880 1 23,569 / 859, 176 / 2. 74 Indiana . • 58.08 52.00 54.40 9,813 29,059,008 13, 143 563, 264 2. 33 Illinois . 72. 14 56.90 60. 26 12,919 64,554,813 147,199 1, 132, 333 13.00 Michigan . 60.22 42.06 44.86 8,308 25,963,302 59, 316 580, 779 10.21 Wisconsin . /* 55. 50 /«35. 26 /«3S. 14 7,590 f 16, 574, 795 55, 802 520, 916 10.71 Minnesota . 59.30 41.09 43.63 8,148 22,017,624 t 20, 073 t 372, 165 t 5. 39 Iowa . 48.62 36.06 37.58 13,993 23, 304, 616 / 50. 534 / 596, 474 f 8. 47 Missouri . 52. 12 44. 24 46. 61 10. 619 22,593,018 / 70, 308 / 801, 718 / 8. 77 North Dakota . 49.36 42. 25 43.73 3,435 4, 333, 569 1,700 108, 609 1.56 South Dakota . 40.33 36. 86 37.52 4,063 4,549,956 *r,888 l 89/914 12. 10 Nebraska . 58.85 41.81 44.07 6, 796 11,309,208 Kansas . u 48.00 u 40.00 u 41.88 9,061 10, 524, 767 Western Div.: Montana . k 76. 89 k 52. 04 k 56. 27 k 734 k 4, 832, 014 k 1, 839 k 46, 720 *3.94 Wyoming . 75.00 48.00 51.08 e 524 e 453, 607 350 18, 695 1.87 Colorado . 66. 54 42. 87 46. 79 2,002 / 10, 265,046 2,307 140, 225 1.65 New Mexico . 54. 28 d 697 800,777 4, 151 41,821 9.93 Arizona . ’*87 .07' “*73.’ 02' 75. 55 df 498 900,201 1,656 23,448 7.06 Utah . / 77. 43 / 54.39 / 61. 81 / 693 / 3,537,772 / 2, 814 / 79,345 / 3.55 Nevada . /103. 47 / 63. 39 1 67.77 df 328 / 269, 965 / 323 / 7, 642 / 4.23 Idaho . 67.47 54.70 58.09 1,017 1,892,055 Washington . 64.51 51.61 54.67 2,609 9,807,515 5*147’ 175,* 533* "’“2*93 Oregon . / 54. 22 / 42.05 / 44. 60 2,228 4,670,979 6,066 114,102 5.32 California . 80.00 64.60 66. 84 3,860 27,550,660 / 37,226 / 336, 264 / 11. 07 * The reports of private schools are more or less incomplete, and the number of pupils as given may be taken to represent the minimum number of private pupils in the States furnishing this item. In forming the totals the States not reporting are estimated, Including buildings rented. * Average for those States reporting salaries, c High-school teachers’ wages not included, d Number of schools. « In 1899-1900. /In 1903-4. 0 Approximately. ^In 1897-98. /Total cost of sites and buildings. ; Esti¬ mated. fc In 1902-3. Hn 1893-94. m 1891-92. n In 1892-93. ° In 1901-2. v Estimated by State Super¬ intendent. 9 In 1898-99. r Estimated in 1904; returns incomplete. * Outside of cities. < In 1894-95. « Does not include cities of the first and second class. 410 EDUCATION REPORT, 1905. Table 12. — School moneys received. Income of From taxation. Total State or Territory. perma¬ nent school funds and rent of school lands. From State taxes. 1 From local taxes. Total from taxation. From other sources, State and local. revenue (exclud¬ ing bal¬ ances on hand and proceeds of bond sales). 1 2 3 4 5 6 7 United States . $13, 194, 042 $44,349,295 $210, 167, 770 $254,517,065 $34, 107,962 $301,819,069 North Atlantic Division. . . . 557, 347 14, 709, 659 86,340,077 101,049,736 18,857,798 120, 464,881 South Atlantic Division. . . . 289,386 6,652,041 9, 193, 302 15, 845,343 916,907 17,051,636 South Central Division . 2, 646, 832 7,878,703 9,292,673 17,171,376 2, 193,206 22,011,414 North Central Division . 8, 665,219 8, 107,097 90, 273, 303 98, 380, 400 10,851,798 117,897,417 Western Division. . 1,035,258 7,001,795 15,068, 415 22,070,210 1,288,253 24, 393, 721 North Atlantic Division: Maine . 72, 173 540,627 1,495,541 2,036, 168 0 2, 108, 341 New Hampshire . 37, 239 25,000 1,236,054 1,261,054 62,038 1,360,331 Vermont . 52, 813 (“) 150, 297 931, 893 17,508,144 1,082,190 17, 885, 565 154, 888 245,964 1,289,891 18, 131,529 Massachusetts . 377, 421 Rhode Island . 16, 320 143, 205 1,593,935 1,737,140 83,842 1, 837, 302 178, 802 520,563 4, 538, 100 3,029,477 32,716,464 3,550,040 37,254,564 71,524 11,611,531 3,800, 366 48, 866, 095 New York . («)' New Jersey . 200,000 3,013,591 6, 546,011 9,559,602 13,960 9,773,562 Pennsylvania . 0 5, 400,855 21,282,558 26,683,413 6, 614,051 33,297,464 South Atlantic Division: Delaware . 0 159,736 338, 788 498,524 0 498, 524 Maryland . 102,200 1,007,007 1,876,381 2, 883, 388 177, 127 3,162,715 District of Columbia . . . 0 0 6 1,680,327 1,680,327 0 1, 680, 327 Virginia . 57,006 1,071,256 1,303,840 2,375,096 0 2, 432, 102 West Virginia . 99,393 501,551 2,063,965 2,565,516 79,425 2,744,334 North Carolina . 0 1,341,529 338, 414 1,679,943 200, 567 1,880,510 South Carolina . 0 c 803, 765 236, 110 1,039,875 d 270, 358 1,310,233 Georgia . ( * ) 1,591,441 701,720 2,293,161 103,590 2,396,751 Florida (1903-4) . South Central Division: 30, 787 175, 756 653, 757 829,513 85, 840 946, 140 Kentucky (1902-3) . («) 1,695,575 882,713 2, 578, 288 144,851 2,723,139 Tennessee . 137, 125 472, 550 1,984,307 2.456,857 507,865 3, 101,847 Alabama . 162,315 879, 246 447,000 1,326,246 100,000 1,588,561 Mississippi (1902-3) . 187,746 cl, 250, 000 296, 668 1,546, 668 124.576 1,858,990 Louisiana . 81,412 579,091 cl, 219, 055 1,798,146 339, 354 2,218,912 Texas . 1,841,359 2, 408, 727 1,763,109 4,171,836 293, 193 6, 406, 388 Arkansas . 0 593, 514 cl, 379, 604 1,973,118 68,817 2,041,935 Oklahoma . 236,875 0 1,122,217 1,122,217 69, 618 1, 428. 710 Indian Territory . 0 0 198,000 198,000 444,932 642,932 North Central Division: Ohio . 261,697 1,903,647 15, 143, 666 17,047,313 1,481,985 18,790,995 Indiana . 682, 480 1,831,654 8,777,015 10, 608, 669 635,901 11,927,050 Illinois . 784,966 1,000,000 20, 173, 619 21,173,619 740, 889 22,699,474 Michigan . 2, 328, 776 0 6,502,423 6,502,423 928, 872 9,760,071 Wisconsin . (o) 1, 475, 411 5,669,787 7, 145, 198 1,385,932 8,531,130 Minnesota . 1,481,350 449,213 5,979,048 6, 428, 261 / 1,253, 604 9,163,215 Towa . 897,491 0 9,216, 784 9,216, 784 1,080,680 11,194,955 Missouri . 540,408 1,275,818 6,964,608 8,240,426 1,549,443 10,330,277 North Dakota . 337,353 0 1,648,653 1,648,653 449,024 2, 435,030 South Dakota . 425,029 0 1,915,781 1,915,781 0 2,340,810 Nebraska . 490, 443 171,354 3,463,083 3, 634, 437 1,093,403 5, 218, 283 Kansas . 435,226 0 4, 818, 836 4, 818, 836 252,065 5,506, 127 Western Division: Montana (1902-3) . 114, 727 493,236 585,069 1,078,305 84, 710 1,277,742 Wyoming . 79,279 0 213,953 213,953 73, 068 366, 300 Colorado (1903-4) . 182, 321 0 3,560,287 3,560,287 429,886 4, 172, 494 New Mexico . (g) h 220,717 (a) 220, 717 c 146, 924 367, 641 Arizona . . 0 38,216 369, 115 407, 331 30,809 438, 140 Utah (1903-4) . (a) 403, 762 1, 126, 079 1,529.841 124, 885 1, 654, 726 Nevada (1903-4) . 126, 303 14,019 97, 314 111,333 33, 139 270, 775 Idaho . (<) j 95,983 689, 214 785, 197 128, 760 913,957 Washington . 293, 312 1, 501, 621 1, 735, 327 3,236,948 118, 109 3, 648, 369 Oregon . 239, 316 0 1,655,439 1,655,439 117,963 2,012,718 California . (0 k 4, 234, 241 5,036, 618 9, 270, 859 (*) 9. 270, 859 a Included in State taxes. Includes United States appropriation. c Includes poll tax. d Includes “Dispensary funds.” «Not reported separately. / Includes receipts from sale of bonds. g Included, if any, in State taxes. h Includes local taxes and income from rent of lands. i Included in State apportionment j State apportionment. * Includes taxes on railroads and collateral inheritances. STATE SCHOOL SYSTEMS. 411 Table 13. — The school revenue compared with the school population and the adult male population ( 21 years and upward); percentage analysis of the school revenue. State or Territory. Amount raised for each person 5 to 18 years of age. Amount raised per adult male. Amount each adult male must contrib¬ ute to provide $1 for each per¬ son 5 to 18 years of age. Per cent of the whole revenue de¬ rived from — Perma¬ nent funds and rents. State taxes. 1 Local I taxes. Other sources. 1 2 3 4 5 6 7 8 United States . $12.89 $13. 14 $1.02 4. 37 14.69 69.64 11.30 North Atlantic Division . 21.56 17.69 .82 .46 12. 17 71.67 15.70 South Atlantic Division . 4.77 6.35 1.33 1.69 39.01 53.91 5.39 South Central Division . 4. 32 5.90 1.37 12.04 35.78 42,22 9.96 North Central Division . 14. 74 14. 51 .98 7.35 6.88 76.57 9.20 Western Division . 21.19 15.01 .71 4.24 28.70 61.77 5.29 North Atlantic Division: Maine . 12.80 9.46 .74 3.42 25. 64 70.94 0.00 New Hampshire . 14.69 9.96 .68 2.74 1.84 90.86 4.56 Vermont. . . . 15.80 11.71 .74 4.09 11.65 72.25 12.01 Massachusetts . 26.42 19.51 .74 (a) 2.08 96. 57 1.35 Rhode Island . 16. 64 13. 17 .79 .89 7.80 86. 75 4. 56 Connecticut . 16.75 12.44 .74 4.71 13.69 79.72 1.88 New York . 25.85 20.57 .80 (a) 9.29 66.95 23.76 New Jersey . 18.60 15.76 .85 2.05 30.83 66.98 .14 Pennsylvania . 18.39 16.92 .92 0.00 16.22 63.92 19.86 South Atlantic Division: Delaware . : . 9.75 8.84 .91 0.00 32.04 67.96 0.00 Maryland . 8.99 9.27 1.03 3.23 31.84 59.33 5.60 District of Columbia . 25. 54 18. 44 .72 0.00 0.00 b 100. 00 0.00 Virginia . 3.94 5.15 ! 1.31 2.35 44.05 53.60 0.00 West Virginia . 8. 42 10.04 1.19 3.62 18. 28 75.21 2.89 North Carolina . 2.78 4. 19 1.51 0.00 71.34 18.00 10.66 South Carolina . 2.64 4.32 1.64 0.00 c 61. 35 18.02 d 20. 63 Georgia . 3.03 4. 48 1.48 ( « ) 66.40 29.27 4.33 Florida (1903-4) . 5.20 6. 14 1.17 3.25 18.59 69.09 9.07 South Central Division: Kentucky (1902-3) . 3.94 4.81 1.22 («) 62.26 32.42 5.32 Tennessee . . . 4.52 5.99 1.33 4.42 15.24 63.97 16. 37 Alabama . 2.39 3.53 1.47 10.22 55.35 28. 14 6.29 Mississippi (1902-3) . 3.35 5.07 1.51 10. 10 c 67. 24 15. 96 6.70 Louisiana . 4.51 6.21 1.38 3.36 26.23 c54.99 15. 42 Texas . 5.54 7.66 1.38 28.74 37.60 27.52 6.14 Arkansas . 4.31 6.09 1.41 0.00 29.07 c 67. 56 3.37 Oklahoma . 8. 17 9.34 1.14 16.58 0.00 78.55 4. 87 Indian Territory . 3.78 5.20 1.37 0.00 0.00 30.80 69.20 North Central Division: Ohio . 16. 25 14.34 .91 1.39 10.14 80.59 7.88 Indiana . 16.09 15.55 .97 5.72 15.36 73.59 5.33 Illinois . 15.59 14. 68 .94 3.46 4. 40 88.87 3.27 Michigan . 14.11 12. 84 .91 23.86 0.00 66.62 9.52 Wisconsin . 12.74 13.69 1.08 (a) 17.29 66. 47 16.24 Minnesota . 15. 82 16.06 1.02 16.17 4.90 65.25 / 13. 68 Iowa . 16. 43 16. 44 1.00 8.02 0.00 82.33 9.65 Missouri . 10.56 11.28 1.07 5.23 12. 35 67.42 15.00 North Dakota . 21.21 21.30 1.00 13.86 0.00 67.70 18.44 South Dakota . 17.67 19.50 1.10 18.16 0.00 81.84 0.00 Nebraska . 16.29 17.34 1.07 9.39 3.29 66. 37 20.95 Kansas . 11.72 12. 36 1.06 7.90 0.00 87. 52 4.58 Western Division: Montana (1902-3) . 20.68 10.99 .53 8.98 38.60 45.79 6.63 Wvoming . 14.27 8.32 .58 21.63 0.00 58.42 19.95 Colorado (1903-4) . . 28.62 20.54 .72 4.37 0.00 85. 33 10.30 New Mexico . 5. 64 6. 13 1.09 (?) h 60. 02 (°) 39.98 Arizona . 12.08 8.71 .72 0.00 8.72 84.25 7.03 Utah (1903-4) . 16. 76 22. 49 1.34 (a) 24.40 68.05 7.55 Nevada (1903-4) . 30.04 15.29 .51 46.64 5. 18 35.94 12. 24 Idaho . 16.09 13.82 .86 (9 j 10. 50 75.41 14.09 Washington . 24. 10 16.14 .67 8.04 41.16 47. 56 3. 24 Oregon . 16. 57 12. 48 .75 11.89 0.00 82.25 5.86 California . 25.05 15.61 .62 (<> * 45. 67 54.33 («) a Included in State taxes. b Includes United States appropriation, e Includes poll tax. d Includes ‘ * Dispensary fund.” cNot reported separately. /Includes receipts from sale of bonds. g Included, if any, in State taxes. h Includes local taxes and income from rent of lands. i Included in State apportionment. i State apportionment. k Includes taxes on railroads and collateral inheritances. 412 EDUCATION REPORT, 1905. Table 14. — Progress of school expenditure. State or Terri- Total amount expended for schools. Expended total per capita of population. tory. 1870-71. 1879-80. 1889-90. 1899-1900. 1904-5. 1870- 71. 1879- 80. 1889- 90. 1899—! 1900. | 1904- 5. 1 2 3 4 5 6 7 8 9 io 11 United States 869, 107, 612 878,094, 687 $140,506,715 $214, 964, 618 $291,616,660 $1.75 $1.56 $2.24 $2. 84 $3.53 N. Atlantic Div. 29, 796, 835 28, 538,058 48,023.492 83,910,564 114, 092, 258 2,38 1.97 2.76 3.991 4.99 S. Atlantic Div. 3, 781,581 5, 130, 492 8, 767, 165 12, 921,797 16,835,292 .63 .68 .99 1. 24: 1.50 S. Central Div . 4, 854, 834 4, 872, 829 10, 678, 680 14, 753, 816 21, 668, 060 .73 .55 .97 1.08i 1.40 N. Central Div. 28, 430, 033 35, 285, 635 62,823,563 86, 165, 827 114,722,345 2.14 2.03 2.81 3.271 4.04 Western Div... 2,244,329 4, 267, 673 10,213,815 17,212,614 24, 298, 705 2.15 2.41 3.37 4.21 5.34 N. Atlantic Div.: 1 Maine . 950,662 1,067,991 1,327,553 1,712,795 2, 020, 348 1.51 1.65 2.01 2.471 2.84 N. Hampshire. 418, 545 565, 339 844.333 1,052, 202 1,557,061 1.30 1.63 2.24 2.56 3.63 Vermont . 499, 961 446, 217 711,072 1,074,222 1,324,507 1.51 1.34 2.14 3.13 3.79 Massachusetts 5,579, 363 4,983,900 8, 286, 062 13,826,243 18, 131,529 3.73 2.80 3.70 4.93 5.87 Rhode Island. 461,160 526, 112 884, 966 1,548,675 1,987,750 2.05 1.90 2.56 3.61 4.23 Connecticut . . 1,496,981 1,408, 375 2,157,014 3, 189, 249 3,779, 732 2.74 2.26 2.89 3.51 3.82 New York. . . . 9,607,904 10,296,977 17, 543, 880 33,421,491 47,227, 428 2. 17 2.03 2.92 4.60 5.98 New Jersey _ 2,302, 341 1,873, 465 3,340, 190 6, 608, 692 9,598, 446 2.48 1.66 2.31 3.51 4.56 Pennsylvania. 8, 479,918 7,369,682 12, 928, 422 21,476, 995 28,465,457 2.36 1.72 2.46 3.41 4.17 S. Atlantic Div. : Delaware . 153,509 207, 281 a275,000 453, 670 539, 957 1.21 1.41 ol.63 2.46 2.80 Maryland . 1,214, 729 1,544,367 1,910,663 2, 803, 032 2,961,373 1.53 1.65 1.83 2.36 2.35 Dist.Columbia 373, 535 438, 567 905, 777 1,076,620 1,676,259 2.77 2.47 3.93 3.86 5.53 Virginia . 587, 472 946, 109 1,604,509 1,989,238 2,377,624 .47 .63 .97 1.07 1.22 W. Virginia... 577, 719 707, 553 1,198, 493 2,009,123 2,766,817 1.26 1.14 1.57 2.10 2.62 N. Carolina. .. 177, 498 376, 062 714, 900 950, 317 1,935,982 .16 .27 .44 .50 .95 S. Carolina _ 275, 688 324, 629 450, 936 894, 004 1,304, 630 .38 .33 .39 .67 .91 Georgia . 292, 000 471,029 1, 190, 354 1,980,016 2,327,603 .24 .31 .65 .89 .98 Florida . 129, 431 114, 895 516, 533 765, 777 & 945, 047 .66 .43 1.32 1.45 61.62 S. Central Div. : f ( n. Kentucky .... a 1,075, 000 1,069,030 2,140,678 3,037,908 ac 2, 662, 863 a. 80 .65 1.15 1.41 11. 19 Tennessee .... a 758, 000 744, 180 1,526, 241 1,751,047 2,933, 289 a. 59 .48 .86 .87 1.37 Alabama . a 370, 000 a 500, 000 o890, 000 923, 464 1,475, 000 a. 36 a.40 o.59 .50 .74 Mississippi _ 950, 000 830, 705 1, 109, 575 1,'385, 112 cl, 868, 544 1.11 .73 .86 .89 cl. 15 Louisiana .... 531,834 411,858 817, 110 1,135,125 2, 169, 001 .71 .44 .73 .82 1.43 Texas . a 650, 000 a 1,030, 000 3, 178, 300 4,465,255 6,400,492 a. 74 o.65 1.42 1.46 1.85 Arkansas . a 520, 000 287,056 1,016, 776 1,369, 810 1,955,428 al.02 .36 .90 1.04 1.39 Oklahoma. _ 686, 095 1,488,111 1.72 2.67 Indian Ter.... 715, 332 1.44 N. Central Div. : Ohio . 6,831,035 7,166,963 10,602,238 13,335,211 17,595,091 2.52 2.24 2.89 3.21 4.00 Indiana . a 2, 897, 537 4, 491, 850 5,245,218 8, 182,526 11,501,001 a 1.70 2.27 2.39 3.25 4.29 Illinois . 6,656, 542 7, 014, 092 11,645,126 17, 757, 145 22,823, 191 ! 2.57 2.28 3.04 3.68 4. 29 Michigan . 2, 840, 740 2, 775,917 5, 349, 366 7,297,691 9,630,696 2.33 1.70 2.55 3.01 3.77 Wisconsin. . .. 1,932, 539 2, 177, 0231 3,801,212 5, 493, 370 8, 240, 352 1.70 1.65 2.25 2.65 3.65 Minnesota. .. . 960, 558 1,328, 429 4, 187, 310 5, 630, 013 8,469,902 2.06 1.70 3.22 3.21 4.30 Iowa . 3,269, 190 4, 484, 043 6, 382, 953 8, 496, 522 10,316,292 2.70 2.76 3.34 3.81 4.31 Missouri _ 1,749,049 2,675,364 5, 434, 262 7,816,050 10, 101,923 .99 1.23 2.03 2.52 3.04 N. Dakota _ S. Dakota _ } o23,000 245, 000 / 626, 949 \ 1,199,630 1,526,090 1, 605, 623 2, 529, 914 2,379, 775 |}al.29 1.81 f3. 43 \3.65 4. 78 4.00 6.60 5.56 Nebraska . 365,520 1,108,617 3, 376, 332 4, 403, 222 5,304,292 J 2.61 2.45 3.19 4.13 4.97 Kansas . 904,323 1,818, 337 4, 972,967 4, 622, 364 5, 829, 916 2.24 1.83 3.48 3.14 3.68 Western Div.: Montana . a35,600 78, 730 364, 084 923, 310 cl, 236, 253 a 1.62 2.01 2.76 3.79 c4. 46 Wyoming . o 7, 000 28, 504 o 225,000 253, 551 387, 681 o.71 1.37 o3.71 2.74 3.61 Colorado . 67, 395 395, 227 1,681,379 2, 793, 648 6 3, 984, 967 1.44 2.03 4.08 5.18 66.75 N. Mexico _ a 4, 900 28, 973 «85, 000 343, 429 362,225 o. 05 .24 o.55 1.76 1.70 Arizona . 0 61, 172 181,914 299, 730 457, 354 1.51 3.05 2.44 3.26 Utah . a 117, 000 132, 194 394, 685 1,094,757 61,657, 234 a 1. 28 .92 1.90 3.96 65.47 Nevada . o85, 000 220, 245 161,481 224, 622 6 257,501 al.93 3.54 3.53 5.30 66.08 Idaho . 19, 003 38, 411 169, 020 400, 043 912,272 1.17 1.18 2.00 2.47 4.60 Washington. . a 35, 000 112,615 958, 111 2,375,753 3,220, 340 al.30 1.50 2.74 4.59 5.38 Oregon . o 160, 000 307, 031 805, 979 1, 594, 420 2,052,175 ol.65 1.76 2.57 3.86 4.45 California. . . . 1,713, 431 2, 864, 571 5,187,162 6,909,351 9, 770, 703 2.93 3.31 4.29 4.65 6.03 a Approximately. c In 1902-3 6 In 1903-4. STATE SCHOOL SYSTEMS. 413 Table 15. — The school expenditure of 1904-5 classified. State or Territory. raid for sites, build¬ ings, furni¬ ture, libra¬ ries, and apparatus. Paid for teachers’ and superin¬ tendents’ salaries. Paid for all other pur¬ poses, prin¬ cipally main¬ tenance. Total ex¬ penditure, excluding payments of bonds. 1 2 3 4 5 United States . S5G, 416, 168 8177,462,981 $57,737,511 8291,616,600 North Atlantic Division . 27,758, 760 62,205,896 24, 127, 602 114,092,258 South Atlantic Division . 1,875, 377 12,461,763 2, 498, 152 16, 835, 292 South Central Division . 2,297,279 17, 183, 092 2, 187,689 21,668,060 North Central Division . 19,745, 121 70,313,033 24, 664. 191 114,722,345 Western Division . 4, 739, 631 15,299, 197 4. 259; 877 24, 298, 705 North Atlantic Division: Maine . 343, 714 ol,293,608 383, 026 2,020,348 New Hampshire . 352, 805 822, 386 381,870 1,557,061 Vermont . .• . 327, 677 747, 899 248, 931 1,324,507 Massachusetts . 4, 944, 876 9,921,509 b 3,265, 144 18,131,529 Rhode Island . 403, 377 1,195,515 388, 858 1,987,750 Connecticut . 557, 172 2,320.683 901,877 3,779, 732 New York . 13,461,238 26, 562, 987 7,203,203 47,227,428 New Jersey . 2,006,635 5,208,838 2, 382, 973 9, 598, 446 Pennsylvania . South Atlantic Division: 5, 361,266 14, 132, 471 8, 971, 720 28, 465, 457 Delaware . (c) 341, 576 198, 381 539, 957 Maryland . 187,790 2,317,011 456, 572 2,961,373 District of Columbia . . . 281,039 1,092,705 302, 515 1,676,259 Virginia . 278, 982 1,804, 271 294, 371 2, 377, 624 West Virginia . 419, 748 296, 892 1,633, 456 713, 613 2,766,817 North Carolina . 1, 430, 204 208, 886 1,935,982 South Carolina . . . 140, 169 1,089,280 75, 181 1,304,630 Georgia . 162, 722 2,043,871 121,010 2, 327, 603 Florida (1903-4) . 108,035 709, 389 127, 623 945,047 South Central Division : Kentucky (1902-3) . 295, 655 2,219,178 148,030 2,662,863 Tennessee . 261, 529 (*) 2, 173, 866 497, 894 2,933,289 Alabama . 1,375,000 e 100, 000 1,475,000 Mississippi (1902-3) . 54,007 1,573, 416 241,121 1,868, 544 Louisiana . 419, 852 1, 495, 615 253, 534 2,169,001 Texas . 705, 941 5,221,427 473, 124 6, 400, 492 Arkansas . 205, 103 1, 657, 878 92, 447 1,955,428 Oklahoma . 217.292 996, 612 274, 207 1,488,111 Indian Territory . North Central Division: 137, 900 470, 100 107,332 715, 332 Ohio . 1,840,115 11, 178, 624 4, 576, 352 ’ 17,595,091 Indiana . 1, 605, 178 6,844, 421 3,051,402 11,501,001 Illinois . 4, 580, 137 13, 416, 000 4,827,054 22,823,191 Michigan . 1,480,062 6, 007, 653 2, 142, 981 9, 630, 696 Wisconsin . 1,499, 273 5,121,781 1,619,298 8,240, 352 Minnesota . 1,754, 248 5,251,803 1,463,851 8, 469, 902 Iowa . 878, 291 6,745,416 ; 2,692,585 10, 316, 292 Missouri . 2, 419, 168 5, 964, 024 1,718, 731 10,101,923 . North Dakota . 547, 741 1,349,221 632. 952 2, 529. 911 South Dakota . 227, 281 1,312,761 839,733 2, 379, 775 Nebraska . 1,361,707 3, 265, 836 1 676, 749 5,304,292 Kansas . 1,551,920 3,355, 493 ,/422, 503 5,829,916 Western Division: Montana (1902-3) . 367, 131 651,738 217,384 1,236,253 Wyoming . 83, 280 260, 379 44, 022 387, 681 Colorado (1903-4) . 587, 019 2, 288, 749 1,109,199 3,984, 967 New Mexico . 64, 361 238, 413 59, 451 362, 225 Arizona . 31,252 401,548 24, 554 457, 354 Utah (1903-4) . 330, 221 831,244 495, 769 1,657,234 Nevada (1903-4) . 36, 527 95, 584 0125, 390 257, 501 Idaho . 224, 522 560, 490 127,260 912,272 Washington . 1,003, 940 2, 153, 109 63, 291 3, 220, 340 Oregon . 469,819 1 1,270, G86 311,670 2,052,175 California . 1,541,559 I 6, 547, 257 1,681,887 9,770, 703 a Includes janitors’ wages. « Estimated by State superintendent. b Includes furniture, libraries, etc. / Includes bonded indebtedness paid. c Included in column 4. p Includes some unclassified expenditures. d Not reported separately. ed 1905 — vol 1 - 30 414 EDUCATION REPORT, 1905. Table 16. — (1) Expenditure per pupil ( based on average attendance); (2) average daily expenditure per pupil; ( 3 ) percentage analysis of school expenditure. Expenditure per capita of average attendance. Average daily expenditure per pupil. Per cent of total ex¬ penditure devoted to— State or Territory. For sites, build¬ ings, etc. For sala¬ ries. For all other pur¬ poses. Total per pupil. For sala¬ ries only. Total. Sites, build¬ ings, etc. Sala¬ ries. All other pur¬ poses. 1 2 3 4 5 6 7 8 9 IO United States . $4. 91 $15. 46 $5.03 $25.40 Cents. 10.2 Cents. 16.8 19.3 60.9 19.8 North Atlantic Division... 9. 37 20.99 8. 14 38. 50 11.7 21.5 24.3 54.5 21.2 South Atlantic Division . . . 1.29 8. 54 1.71 11. 54 7.0 9.4 11.1 74.0 14.9 South Central Division. . . . 1.11 8. 28 1.05 10. 44 7.6 9.7 10.6 79.3 10.1 North Central Division. .. . 4. 62 16. 47 5.78 26. 87 . 10.2 16.7 17.2 61.3 21.5 Western Division . 6. 64 21 43 5.96 34.03 13.6 21.6 19.5 62.9 17.6 North Atlantic Division: Maine . 3. 51 al3. 22 3.92 20.65 9.5 14.9 17.0 «64. 0 19.0 New Hampshire . 7. 07 16. 49 7.66 ! 31.22 10.8 20.5 22.7 52.8 24.5 Vermont . 6. 77 15. 47 5.15 27. 39 9.9 17.4 24.7 56.5 18.8 Massachusetts . 12. 24 24. 55 68.08 44. 87 13. 1 24.0 27.3 54.7 &18.0 Rhode Island . 7. 49 22. 21 7.22 36.92 11.4 19.0 20.3 60.1 19.6 Connecticut . 4. 32 17. 97 6.98 j 29. 27 9.6 15. 6 14.8 61.4 23.8 New York . 13. 51 26. 66 7.23 47.40 14.2 25.2 28.5 56.2 15.3 7.90 20. 50 9.38 37. 78 10.9 20. 1 20.9 54.3 24.8 Pennsylvania . 5. 76 15. 20 9.64 30.60 9.1 18.3 18.8 49.7 31.5 South Atlantic Division: Delaware (1899-1900) ... c3. 13 c 11. 05 c3.75 c 17. 93 c6.5 c 10. 5 17.5 61.6 20.9 Maryland . 1.35 16. 68 3.29 21. 32 8.7 11. 1 6.3 78.3 15.4 District of Columbia... 6.92 26. 91 7.45 1 41.28 14 9 22.8 16.8 65.2 18.0 Virginia . 1.30 8. 38 1.37 1 11. 05 6.5 8.6 11.7 75.9 12.4 West Virginia . 2. 57 10.02 4. 38 16. 97 8.1 13.8 15.2 59.0 25.8 North Carolina . 1.06 5. 10 .74 6. 90 5.4 7.3 15.3 73.9 10.8 South Carolina . .70 5.43 .38 6. 51 5.1 6.2 10.7 83.5 5.8 Georgia . .52 6.56 .39 7. 47 5.6 6.3 7.0 87.8 5.2 Florida (1903-4) . 1.29 8.48 1. 53 11.30 7.9 10.5 11.4 75.1 13.5 South Central Division: Kentucky (1902-3) . .95 7. 16 48 8.59 8.0 9.5 11.1 83.3 5.6 Tennessee . .75 6.23 1.43 8. 41 5.5 7.4 8.9 74. 1 17.0 Alabama . 09 6.55 .48 7.03 6.4 6.9 (<*) 93.2 6.8 Mississippi (1902-3) _ .23 6. 75 1.03 8. 01 5.5 6.5 2.9 84 2 12.9 Louisiana . 2.87 10.23 1. 73 14.83 7.9 11.4 19.4 68.9 11.7 Texas . 1.41 10. 41 .94 12. 76 9.3 11.4 11.0 81.6 7.4 Arkansas . .99 7.99 .45 9.43 9.1 10.7 10.5 84.8 4.7 Oklahoma . 2.41 11.04 3. 04 16. 49 10.6 15.9 14 6 67.0 18.4 Indian Territory e . 4. 84 16.49 3. 77 25. 10 14.3 21.8 19.3 65.7 15.0 North Central Division: Ohio . 2.95 17.92 7.34 28. 21 11.2 17.6 10.5 63.5 26.0 Indiana . 3. 86 16.47 7.34 27. 67 10.3 17.3 14.0 59.5 26.5 Illinois . 5. 64 16. 52 5.95 28. 11 9.8 16.6 20.1 58.8 21.1 Michigan . Wisconsin . 3.63 14. 72 5.25 23. 60 8.8 14.0 15.4 62.4 22.2 5. 15 17. 62 5. 57 28. 34 10.4 16.8 17.3 61.5 21.2 Minnesota . 6.25 IS. 72 5.22 30. 19 11.6 18.7 20.7 62.0 17.3 Iowa . 2. 34 17.96 7. 17 27.47 11.2 17.2 8.5 65. 4 26.1 Missouri . 5.14 12. 67 3. 65 21.46 8.3 14.1 24.0 59.0 17.0 North Dakota . 8.07 19. 88 9. 32 37. 27 14.1 26.4 21.7 53.3 25.0 South Dakota . 3. 02 17. 44 11.15 31.61 12.5 22.6 9.5 55.2 35.3 Nebraska . 1 . 7.35 17. 64 3. 65 28.64 10.4 16.8 25.7 61.6 12.7 Kansas . . 5. 88 14. 60 / 1. 60 22.08 10.1 15.2 26.6 66.1 / 7.3 Western Division: Montana (1902-3) . 11. 66 20. 71 6. 91 39. 28 cl9.4 c 36.7 29.7 52.7 17.6 Wvoming . 6.83 21.34 3. 61 31 78 15.2 22.7 21.5 67.2 11.3 Colorado (1903-4) . 6. 17 24. 06 11. 66 41.89 15.2 26.4 14 7 57.4 27.9 New Mexico . 2.50 9. 28 2.31 14. 09 8.1 12.4 17.8 65.8 16.4 Arizona . 2. 24 28. 68 1.75 32. 67 21.2 241 6.8 87.8 5.4 Utah (1903-4) . 5. 88 14.80 8.82 29.50 9.7 19.3 19.9 50.2 29.9 Nevada (1903-4) . 7.05 18. 44 9 24. 20 49. 69 11.6 31.3 14 2 37.1 <7 48. 7 Idaho . 5.51 13. 76 3. 12 22. 39 10.1 16.5 24.6 61.4 14.0 Washington . 8.45 18. 11 .53 27. 09 10.8 16.2 31.2 66.9 1.9 Oregon . 6. 01 16. 27 3.99 26. 27 10.3 16.6 22.9 61.9 15.2 California . 6. 44 27. 34 7.02 40.80 16.1 24.0 15.8 67.0 17.2 a Includes janitors’ wages. b Includes furniture, libraries, etc. c Approximately. <*Not reported separately. e Returns imperfect. /Includes bonded indebtedness paid. g Includes some unclassified expenditures. STATE SCHOOL SYSTEMS, 415 Table 17. — Amount expended for common schools each year since 1869-70. Expended for — 1869- 70. . . 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. . . IS •N-S'.i . . . 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.... 1902- 30. . . 1903- 4®. . . 1904- 50. . . Year. Sites, build¬ ings, furni¬ ture, etc. Teachers’ and superin¬ tendents’ salaries. All other purposes. Total expenditure. 823, 395, 624 26,207,041 26,448,047 29,344,559 30,294,130 30,007,688 29,436,940 32, 590, 112 32, 376, 476 31,415,233 31,229,308 35,450,820 39,872,278 39,962,863 46,289,074 49,453,269 56, 416, 168 $37, 832, 566 42,580,853 45,935,681 47,932,050 50,785,656 54,722,250 55, 358, 166 54,973,776 56,155,133 54,639,731 55,942,972 58,012,463 60, 594, 933 64, 798, 859 68, 384. 275 72, 878; 993 76, 270, 434 78,639,964 83,022,562 87,568,306 91,836.484 96,303,069 100, 298, 256 104,560, 339 109,202,405 113,872,388 117,139,841 119,310,503 124, 192, 270 129,345,873 137,687,746 143, 378, 507 151,443,681 157,110,108 167,824,753 177,462,981 $22, 463, 190 24,743,693 26, 174, 197 29,316,588 33, 292, 750 32,499,951 33,769,012 35,995,290 38,685,408 39,579.416 41,826,052 44,272,042 46, 855, 755 48,058, 443 55,938,205 57,737,511 $63, 396, 666 69,107,612 74, 234, 476 76, 238, 464 80,054,286 83,504,607 83,082,578 79, 439, 826 79,083,260 76, 192,375 78,094, G87 83,642,964 88,990,466 96,750,003 103,212,837 110, 328, 375 113,322,545 115,783,890 124.244.911 132,539,783 140,506,715 147,494, 809 155,817,012 164,171,057 172,502,843 175,809,279 183,498.965 187,682,269 194.292.911 200,154,597 214,964,618 227,522,827 238, 262, 299 251,457,625 273, 216, 227 291,616, 660 a Subject to correction. 416 EDUCATION REPORT, 1905. Table 18. — ( 1 ) School expenditure per capita of population; (2) Same per capita of average attendance. Year. Expended per capita of population. Expended per pupil. 1 United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Divi¬ sion. 1 United States. North Atlantic Division. South Atlantic Division. South Central Division. North Central Division. Western Divi¬ sion. 1870-71 . SI. 75 82.38 $0.63 $0.73 $2.14 $2. 15 $15.20 $18.31 ' $10.27 $9.06 $14. 87 $21.87 1871-72 . 1.83 2.40 .68 .81 2.31 2.27 15.93 ! 18.86 1 10.46 9.08 16.36 23.57 1872-73 . 1.84 2.44 .68 .74 2.31 2.42 16.06 19.89 9.25 8.39 16.53 25.04 1873-74 . 1.88 2.51 .76 .68 1 2.38 2.40 15.85 | 19.89 9.01 7.55 16.57 24.36 1874-75 . 1.91 2.55 .80 .73 2.36 2.76 15.91 j 20.17 8.98 7.51 16.69 26.85 1875-76 . 1.85 2.45 .79 .55 2.37 2.78 15.70 ! 19.14 8.65 6. 70 16.91 26.35 1876-77 . 1.72 2.29 . 72 .51 2. 21 2.61 1 14.64 17.89 7.68 6.25 15.93 24.69 1877-78 . 1.67 2.15 !70 .56 2.14 2.73 1 13.67 16.55 7.21 5.98 15.08 25.82 1878-79 . 1 1.56 2.03 .63 .55 2.00 2.53 12.97 16.05 6.76 5.65 14.22 23.39 1879-80 . 1 1.56 1.97 .68 .55 2.03 2.41 12.71 15.64 I 6.60 5.40 14.39 22.59 1880-81 . 1.63 2.08 . 72 .58 2.09 j 2.54 13.61 17.14 7.22 5.72 15.19 23.81 1881-82 . 1.70 i 2.11 '.78 .64 1 2.19 2.59 14.05 j 17.35 7.63 6.25 15.79 24.32 1882-83 . i.8o ; 2.22 .82 .68 2.34 ! 2.74 14.55 18.17 7.46 6. 17 16.69 25.39 1883-84 . 1.88 2.25 .84 .74 2.48 2.83 14.63 18.37 7.44 1 6.26 16.90 24.69 1884-85 . 1.96 2.38 .88 .82 2.53 2.90 15.12 19.19 7.32 6. 74 17.53 26.31 1885-86 . 1.97 ; 2.36 .88 .87 2.54 2.88 1 15.06 19.11 7.33 6.93 17.45 25.52 1886-87 . 1.97 i 2.35 .90 .87 2.55 2.76 15.07 19.38 7.33 6.88 17.45 24.85 1887-88 . 2.07 2.48 .95 .87 2.68 2.96 15.71 20.60 7.61 6.60 18. 29 27.38 1888-89 . 2.17 2.59 .98 .94 2.76 3.28 16. 55 21.64 7.77 7. 12 19.30 29.37 1889-90 . 2.24 ! 2.76 .99 .97 2.81 3.37 17.23 23.58 7.78 7.28 19.70 30.57 1890-91 . 2.31 j 2.78 1.06 1.04 2.85 3.91 17.54 23.66 8.52 7. 78 19. 42 33.42 1891-92......... 2.40 2.90 1.06 1.07 2.94 4.20 18.20 24.89 8.74 7.82 20.13 33.55 1892-93 . 2.48 ! 3.02 1.09 1.06 3.06 4. 20 18.58 25.01 8. 65 7.72 20.62 33.57 1893-94 . 2.55 3.13 1.12 1.09 3.23 3.77 18.62 26.21 8.61 7.58 21.29 29.06 1894-95 . 2.55 3.28 1.11 1.09 3.13 -3.67 18.41 26. 84 8.58 7.69 20.26 27.32 1895-96 . 2.62 3.49 1.13 1.10 3.12 3.73 18.76 28. 45 8. 87 7.60 20.09 27.16 1896-97 . I 2. 63 3. 65 1.17 1.04 3. 06 3. 56 18. 67 28. 77 9. 32 7. 09 19. 75 25.86 1897-98 . ! 2.67 3. 75 1.19 1.03 3.07 3. 81 18. 76 29. 34 8.97 7.09 19.47 28.29 1898-99 . 1 2.70 3. 71 1.24 1.04 3. 15 3.84 19.38 29. 28 9.96 7.17 20. 62 28.50 1899-1900 . | 2.84 3. 99 1.24 1.08 3. 27 4. 21 20. 21 31.82 9.61 7. 32 21. 12 30.98 1900-1901 . 2.94 4. 20 1.28 1.10 3. 38 4.25 21.23 33.70 9. 53 7. 78 22.46 30.93 1901-2 . 3.03 4. 22 1.33 1.18 3.52 4. 62 21.53 33. 39 9. 91 8. 16 22.83 32.26 1902-3 a . i 3.15 4. 44 1.34 1.22 3. 61 4.80 22. 75 35. 19 10. 17 8.92 23.98 32.85 1903-4 a . 3.36 4. 68 1.44 1.30 3.85 5.44 24.14 36. 75 10. 57 9.58 25.70 35. 66 1904-5 a . 3. 53 4.99 1. 50 1.40 4.04 5.34 25.40 38. 50 11.54 10. 44 26. 87 34.03 a Subject to correction. STATE SCHOOL SYSTEMS, 417 Table 19.— Wealth and school expenditure , IS 80 and 1890. State or Territory. True valuation of real and personal property, a 1880. 1890. Expended for public schools Expenditure for public I on each $100 of schools (excludingdebt j true valuation paid). | of all real I and personal property. 18S0. 1890. 1880. 1890. Cents. Cents. United States . North Atlantic Division _ South Atlantic Division. . . . South Central Division'. North Central Division . Western Division . North Atlantic Division: Maine . New Hampshire . t - 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 . $43, 642, 000, 000 17, 533, 000, 000 3,759,000,000 3, 882, 000, 000 16, 186,000,000 2, 282, 000, 000 $64, 829, 040, 611 21,435,491,864 5, 132, 980, 666 6,193,230,433 25,255,915,549 6, 811,422, 099 $78,094,687 28,538,058 5, 130, 492 4, 872, 829 35, 285, 635 4. 267, 673 8140, 500, 715 48, 023, 492 8, 767, 165 10, 678, 680 62,823,563 10.213,815 16.3 13.6 12.6 21.8 18.7 511,000,000 363, 000, 000 302,000,000 2, 623, 000, 000 400,000,000 779,000,000 6,308,000,000 1,305,000,000 4.942,000,000 489, 134, 128 325, 128, 740 265, 567, 323 2, 803, 645, 447 504, 162, 352 835, 120, 219 8.576,701,991 1,445,285,114 6, 190, 746, 550 1,067,991 565, 339 446,217 4, 983,900 526, 112 1, 408, 375 10,296,977 1,873,465 7, 369, 682 1,327, 553 b 844, 333 711,072 8,286,062 884,966 2,157,014 17,543,880 c 3, 340, 190 12,928,422 20.9 15.6 14.8 18.9 13.2 18.1 16.3 14.4 14.9 136,000,000 837, 000, 000 220, 000, 000 707, 000, 000 350,000,000 461,000,000 322,000,000 606, 000, 000 120,000,000 175, 678, 795 1,085, 473,048 343, 596, 733 862, 318, 070 438, 954, 881 584,148,999 400,911,303 852, 409, 449 389, 489, 388 207,281 1,544.367 438, 567 946, 109 707, 553 376, 062 324, 629 471,029 114,895 275,000 1,910,663 905, 777 1,604,509 1,198,493 714, 900 450,936 1,190,354 516, 533 15.2 18.5 19.9 13.4 20.2 8.2 10.1 7.8 9.6 902,000,000 705,000,000 428,000,000 354,000,000 382,000,000 825,000,000 286,000,000 1,172,232,313 '887,956.143 622, 773, 504 454, 242, 688 495. 301, 597 2, 105, 576, 766 455, 147, 422 1,069,030 744, 180 500,000 830, 705 413 , 858 1.030,000 ' 287, 056 2, 140, 678 11.9 I 1,526, 241 10.6 890. 000 11.7 1,109,575 23.5 817,110 10.8 3, 178, 300 12.5 1,016,776 10.0 21.7 22. 4 17A 17.2 24.9 15.0 27.1 26.0 26.8 29.„6 17.6 25.8 20.5 23.1 20.9 15.7 17.6 26.4 18.6 27.3 12.2 11.2 14.0 13.3 18.3 17.2 14.3 24.4 16.5 15.1 22.3 Oklahoma . . Indian Territory . j . . North Central Division: Ohio . Indiana . Illinois . . .( Michigan . Wisconsin . Minnesota . Iowa . Missouri . North Dakota . j\ South Dakota . jj Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . Washington . Oregon . California . 3, 238, 000, 000 1,681,000,000 3,210,000,000 1,580,000,000 1,139,000,000 792,000,000 1,721,000,000 1,562,000,000 118,000,000 385,000.000 760,000,000 40,000,000 54, 000, 000 240, 000, 000 49, 000, 000 41 ; 000, 000 114; 000,000 156, 000, 000 29,000,000 62.000,000 154, 000,000 1, 343, 000, 000 3,951,382,384 2,095,176.626 5,066,751,719 2,095,016,272 1,833,308,523 1,691,851,927 2,287,348,333 2,397,902,945 / 337,006,506 t 425,141,299 1,275,685,514 1,799, 343, 501 453, 135, 209 169, 773, 710 1,145,712,267 231, 459, 897 188, 880,976 349,411,234 180, 323, 668 207, 896, 591 760, 698, 726 590, 396,194 2, 533,733,627 7,166,963 I 4,491,850 7,014, 092 2,775,917 2, 177, 023 1,328,429 I 4,484,043 2,675,364 | 245,000 { J 1,108,617 1,818,337 78, 730 28, 505 395, 227 28,973 61,172 132, 194 220,245 38, 411 112, 615 307,031 2,864,571 10, 602. 238 22. 1 5, 245; 218 26.7 11,645, 126 5,349,366 3,801,212 4, 187,310 6,382.953 5, 434. 262 626; 949 1 1,199,630 j 3,376,332 4,972,967 21.9 17.6 19.1 16.8 26.1 17.1 20.8 { 28.8 1 23.9 26. 25. 23. 25. 20. 24. 27. 22. 18. 28 26. 27. 8 0 0 5 7 7 9 7 6 2 5 6 364.084 225, GOO 1,681,379 85,000 181,914 394, 685 161, 481 169,020 958, 111 805.979 5, 187, 1G2 19.7 5.3 16.5 5.9 11.6 14.1 13.2 18.2 21.3 8.0 13.3 14.7 3.7 9.6 11.3 9.0 8. 1 12.6 13.7 20.5 From United States census reports. b Includes debt paid, if any. c Amount of revenue. 418 EDUCATION REPORT, 1905. Table 20. — Wealth and school expenditure , 1900 and 1904. State or Territory. True valuation of real and personal property, a Expenditure for public schools (excluding debt paid). Expended for public schools on each $100 of true valuation of all real and personal property. 1900. 1904. 1900. 1904. 1900. 1904. United States . 888,517,306, 775 $107, 104,211,917 8214,964, 618 8273, 216, 227 Cents. 24.3 Cents. 25.5 North Atlantic Division... 32,306,482,253 38,301,608,078 83,910,564 105,332,839 26.0 27.5 South Atlantic Division... 6,679, 190,048 8,207,174, 377 7, 936, 882, 961 12, 921, 797 15, 907, 956 19.4 20.0 South Central Division. . . . 10,052,467,528 14, 753, 816 19, 870, 733 6 18.8 19.8 North Central Division.. .. 33,446,949,385 40, 820, 672, 079 86. 165, 827 107, 663, 687 25.8 26.4 Western Division . 7,877,510,712 9, 992, 581, 271 17,212, 614 24,441,012 21.8 24.5 North Atlantic Division: Maine . 682, 133, 741 775, 622, 722 1,712,795 2,080, 109 25.1 26.8 New Hampshire . 472, 145, 849 516,809, 204 1,052,202 1, 376, 899 22.3 26.6 Vermont . 329, 916, 808 360, 330, 089 1, 074, 222 1, 176, 784 32.6 32.6 Massachusetts . 4,358,903, 855 4,956,578, 913 13,826,243 16,436,668 31.7 33.2 Rhode Island . 710,564, 856 799, 349, 601 1,548.675 1,804, 762 21.8 22.6 Connecticut . 1, 198, 753, 757 1,414,635, 063 3, 189, 249 3, 795, 260 26.6 26.8 New York . 12,505,330,137 14, 769, 0 12, 207 33,421.491 43, 750, 277 26.7 29.8 New Jersey . 2,733,593, 134 9, 315, 140, 116 3,235,619, 973 6,608,692 8,838,515 24.2 27.3 Pennsylvania . 11, 473, 620, 306 21,476,995 26,073,565 23.1 22.7 South Atlantic Division: Delaware . 211,711,483 1, 317, 372, 958 230, 260,976 1,511,488,172 453, 670 2,803,032 c 453, 670 2, 755, 288 21.4 Maryland . 21.3 18.2 District of Columbia . . 928, 739, 773 1,040,383,173 1,076,620 1,576, 354 11.6 15.1 Virginia . 1, 102, 309, 696 1,287,970,180 1,989,238 2, 137, 365 18.0 16.6 West Virginia . 659.652,551 840, 000, 149 2,009,123 2,531.655 30.5 30.1 North Carolina . 681,982, 120 842, 072, 218 950,317 2, 075', 566 13.9 24.6 South Carolina . 485, 678, 048 585, 853, 222 894, 004 1,191,963 18.8 20.3 Georgia . 936,000,450 1,167,445, 671 431,409,200 1,980,016 2, 240, 247 945, 848 21.2 19.2 Florida . 355,742,969 765,777 21.5 21.9 South Central Division: Kentucky . 1,365, 130,718 1,527,486,230 3,037,908 2, 662, 863 22.3 17.4 Tennessee . 956,672, 000 1, 104, 223, 979 1,751,047 2, 602. 141 18.3 23.6 Alabama . 774, 682, 478 965,014,261 923,464 1,252, 247 11.8 13.0 Mississippi . 557,581,543 688,249,022 1,385, 112 1,868, 544 24.7 27.1 Louisiana . 815, 158, 003 1,032,229,006 d 1, 135, 125 1,551,232 13.9 15.0 Texas . 2, 322, 151, 631 2,836,322,003 4,465,255 6, 200, 587 19.2 21.9 Arkansas . 604,218, 211 803, 907, 972 1, 369, 810 1,729,879 22.7 21.5 Oklahoma . 463, 307, 150 636, 013, 700 686,095 1, 359, 624 14.8 21.4 Indian Territory . North Central Division: Ohio . 348, 272,643 5,019,004,453 459,021,355 5,946,969,466 13,3.35,211 643,616 15,802,002 26.6 14.0 26.6 Indiana . 2,606,493,004 3, 105, 781, 739 8,182,526 9, 363, 4,50 31.4 30.1 Illinois . 6, 976, 476, 400 8, 816,556, 191 17,757,145 21,792, 751 25.5 24.7 Michigan . 2,654,281,523 3, 282,419,117 7, 297, 691 9, 158, 014 27.5 27.9 Wisconsin . 2,405,354,427 2, 838, 678, 239 5,493, 370 7, 885, 050 22.8 27.8 Minnesota . 2, 513, 620, 826 3,343, 722,076 5,630, 013 8, 073, 323 22.4 24.1 Iowa . 3,367,869,054 4, 048, 516, 076 8, 496, 522 10, 696, 693 25.2 26.4 Missouri . 3,244,532,987 3,759,597,451 7, 816,050 9, 878, 198 24.1 26.3 North Dakota . 542,380,565 735, 802, 909 1,526,090 2, 316, 346 28.1 31.5 South Dakota . 552,732,580 679, 840, 939 1, 605, 623 2,239, 135 29.0 32.9 Nebraska . 1,626,203, 203 2,009,563,633 4, 403, 222 4, 774, 146 5, 684, 579 27.1 23.8 Kansas . 1,938, 000, 363 2, 253, 224, 243 4, 622, 364 23.9 25.2 Western Division: Montana . 613, 897, 157 746, 311, 213 923, 310 1,236, 253 15.0 16.6 Wyoming.. . . 281, 432, 079 938, 170, 624 329, 572, 241 1,207,542,107 253, 551 2, 793, 648 c 253, 551 3,984,967 9.0 Colorado . 29.8 33.0 New Mexico . 268, 285, 425 332, 262, 650 343, 429 353, 012 12.8 10.6 Arizona . 263,015,492 306, 302, 305 299, 730 438, 828 11.4 14.3 Utah . 412, 656, 095 487, 768, 615 1,094, 757 1,657,234 26.5 34.0 Nevada . 190, 626, 987 220, 734, 507 224, 622 257, 501 11.8 11.7 Idaho . 276, 374, 806 342, 871, 863 400, 043 1,001,394 14.5 29.1 Washington . 781,599,063 1,051,671,432 2,375, 753 4,053,468 30.4 38.6 Oregon . 632, 879, 729 852,053,232 1,594, 420 1,803, 339 25.2 21.2 California . 3,218, 573,255 4, 115,491.106 6,909,351 9,401,465 21.5 22.8 a From United States census reports. & Excluding Indian Territory. e Expenditure in 1900. d Expenditure in 1899. STATE SCHOOL SYSTEMS. 419 Table 21. — Permanent school funds and school lands. State or Territory. Permanent common school funds, State and local.o Productive school lands. Total value of ' permanent funds and j productive lands. | Unproductive school lands. Acres un¬ der lease. j Estimated value of same. Acres not under lease. Estimated value of same. 7 1 2 3 4 5 6 §192,077,28 8 1 . 22, 190, 766 4, 658, 695 50, 985, 625 97,237,267 17,004,935 North Atlantic Division: 442,758 59, 470 1.120,218 4, 880, 111 257,414 2,022,502 8,971,863 4, 436, 430 0 0 0 0 $59, 470 1,120,218 0 0 0 0 6 ;(*>) 6 8,971,863 0 (b) 0 South Atlantic Division: Delaware (1896-97) . c 350, 000 0 0 c 350, 000 0 0 District of Columbia . Virginia (1902—3).. . 0 1,783,828 d 1,000,000. 200,000 0 0 0 0 0 1,783,828 0 0 0 0 West Virginia . North Carolina (1903-4) . . South Carolina . 0 0 200,000 500,000 $500, 0C0 Georgia . (e) 1,324,867 2,315,627 2,512,500 2, 135, 313 3, 466, 667 (/) Florida (1903-4) . South Central Division: TTentinVIry (1901—2) Tennessee (1903-4) . Alabama (1902-3) . Mississippi (1902-3) . Louisiana . Texas . 39,421,018 1,134,500 7,000.000 §10,500,000 49,921,018 , 8,000,000 8, 195, 444 Arkansas . Oklahoma 2,055,000 20,000,000 Indian Territory . . . North Central Division: Ohio (1901-2) . 4,003,677 10, 641,226 17,431,778 5, 228, 333 3, 609, 213 15,978,478 4, 760, 521 1 13,325,58 8 1 4,764.923 4,095,938 t 5,844,262 1 7, 553, 330 618,777 Indiana . 805 35,413 Illinois Michigan . Wisconsin . 0 0 0 0 3,609,213 15,978,478 20, 106 j 1,000,000 100,000 5,354,088 Minnesota . Iowa . Missouri . North Dakota (1903-4) . . . South Dakota (1903-4).... Nebraska . Kansas . Western Division: Montana (1902-3) . Wyoming . ((7) 1,197,899 1,920,458 85,000 1,476,638 2,400,000 1,877,042 1,152,000 1 . h 2, 166, 154 705,925 497 450,000 1,000,000 1,058,000 1,912,156 2,275,200 21,661,540 i 7,059,250 2,000 1,245,000 1,500,000 529,000 6,692,546 17,968,484 12,000,000 250,000 2,500,000 4,800,000 6, 569,647 22, 064, 422 17,844,262 7, 803, 330 3, 118,777 Colorado . New Mexico . ; 1.251,901 0 7,821,548 Arizona . Utah (1903-4) . Nevada (1903-4) . 444, 418 1.602,275 k 1.241.968 i 3,297,448 4. 253. 398 4, 294, 750 72,000 126,000 570, 418 1,838,361 2,757,541 Idaho . W ashington . 110,563 888. 651 0 . i 1,105,636 1 8,000,000 1 0 2,347.604 11,297,448 4, 253, 398 c 889. 437 1,362,000 500,000 c 8, 894, 370 Oregon . California (1903-4) . :::::::::::: 1 a Including unpaid principal due on contracts for purchase of school lands. b Riparian lands; amount not determined, c Approximately. d Limited to §1,000,000 by constitutional amendment of 1902. eHalf the Western and Atlantic R. R. and some stock of the Georgia R. R. /Oyster lands; amount not known. g Included in column 6. k Includes lands under lease. * Constitutional minimum price S10 per acre. j In 1901-2. k In 1902-3. 420 EDUCATION REPORT, 1805. Diagram 1 .—Number of pupils enrolled in the common schools of the United S'ates. STATE SCHOOL SYSTEMS. 421 Diagram 2. — Per cent of population enrolled in common schools. 422 EDUCATION REPORT, 1905. STATE SCHOOL SYSTEMS. 423 Diagram 4. — School expenditure per capita of population. 424 EDUCATION REPORT, 1905. Diagram 5.— N amber of secondary students in public and private secondary schools. STATE SCHOOL SYSTEMS. 125 Diagram 6. — Per cent of population enrolled as secondary students in public and private secondary schools. 426 EDUCATION REPORT, 1905. Diagram 7. — Number of college students. 1872 1875 1880 1884-85 1889-90 1894-95 1899-00 1904-05 140,000 130,000 120,000 110,000 100,000 90,000 80,000 70,000 60,000 50,000 40,000 ' 30,000 1 20.000 School year. 1872. . 1873 . 1874 . 1875 . 1876 . 1877 . 1878 . 1879 . 1880 _ 1881 . 1882- 83... 1883- 84... 1884- 85... 1885- 86... 1886- 87... 1887- 88... 1888- 89... 1889- 90... 1890- 91... 1891- 92... 1892- 93... 1893- 91... 1894- 95... 1895- 96... 1896- 97... 1897- 98... 1898- 99... 1899- 1900. 1900- 1901. 1901- 2 _ 1902- 3.... 1903- 4.... 1904- 5.... College students. 23, 392 30, 900 32, 175 32, 540 32, 107 32, 728 37, 442 38, 227 39, 048 39, 155 39, 769 41,464 42, 573 40, 421 41,737 42, 535 45, 949 54, 920 59, 699 66, 146 71,611 77, 487 81,952 86, 864 87,113 91,390 93, 303 99, 906 104, 250 108,184 114, 130 118, 029 126, 404 ■ STATE SCHOOL SYSTEMS, 427 Diagram 8. — Per cent of the total ‘population enrolled as college students. CHAPTER XIX. STATISTICS OF CITY SCHOOL SYSTEMS. LIST OF TABLES. Table 1. — Summary, by States, etc., of enrollment, attendance, supervising officers, and teachers in cities containing over 8,000 inhabitants, 1904^5. Table 2. — Summary, by States, etc., of school property and expenditures in cities containing over 8,000 inhabitants, 1904-5. Table 3. — Various items relating to schools in cities containing over 8,000 inhabitants, computed from data given in tables 1 and 2, by States, 1904-5. Table 4. — Summarized statistics of schools in cities of over 8,000 inhabitants, by divisions, etc., from 1890*91 to 1904-5, inclusive. Table 5.— Comparative statistics of cities containing over 8,000 inhabitants, summarized by divisions, etc., 1904-5. Table 6.— Statistics of population, school enrollment, and attendance in cities of over 8,000 inhab¬ itants, 1904-5. Table 7. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1904-5. Table 8.— Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5. Table 9.— Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1904-5. Table 10. — Summary of statistics of evening schools in cities of 8,000 population and over, 1904-5. Table 11.— Statistics of evening schools in cities of 8,000 population and over, 1904-5. Table 12.— Summary, by States, etc., of enrollment, attendance, supervising officers, and teachers in cities and villages containing from 4,000 to 8,000 inhabitants, 1904-5. Table 13.— Summary, by States, etc., of school property and expenditures in cities and villages con¬ taining from 4,000 to 8,000 inhabitants, 1904-5. Table 14.— School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1904-5. Table 15.— Summary of statistics of public kindergartens reported in cities of 4,000 population and over, 1904-5. Table 16.— Public kindergartens in cities of over 4,000 inhabitants, 1904-’5. The table below summarizes the statistics of cities of 8,000 population and upward for the year 1904-5. Substantial increases over the preceding year are shown in all the items named. Some part of this increase is due to the transfer of six cities from the list of towns and villages to the list of cities of 8,000 population and over. The proportion of women teachers to the whole number of teachers in the public schools remains the same as last year, namely, about 92 per cent. The increase in the whole number of teachers is greater by nearly 1 per cent than in 1904. This increase being proportionately greater than the increase of pupils in average daily attendance, indicates a slight decrease in the number of pupils to a teacher. This, however, is in line with the trend for many years. The per cent of increase in the cost of teaching and supervision is substantially greater than the per cent of increase in the whole number of teachers and supervising officers. The conclusion to be deduced from this fact is that the pay of teachers has been increased during the year. This conclusion is supported by the figures in the succeeding tables. ed 1905 — VOL 1 -31 429 430 EDUCATION REPORT, 1905. Summary of statistics of cities containing over 8,000 inhabitants, showing increase from previous year. 1903-4. 1904-5. Increase. Increase, per cent. Number of city school systems . 588 594 6 1.02 Enrollment . 4,374, 463 4,506,678 132,215 3. 02 Aggregate number of days’ attendance . 630,662,688 651,970,275 21,307,587 3.38 Average daily attendance . 3,354,806 3,434,323 79,517 2.07 Average length of the school term in days . 187.9 189.8 1.9 1.00 Enrollment in private and parochial schools . 1,006,552 1,012,380 5,828 .58 Male supervising officers . 2, 799 2,811 12 .42 Female supervising officers . 2,820 2,918 98 3.04 Whole number of supervising officers . 5,619 5,729 110 1.96 Number of male teachers . 7,289 7,769 480 6.59 Number of female teachers . 89,335 92, 417 3,082 3.45 Whole number of teachers . 96, 624 100, 186 3,562 3. 69 Number of buildings . 10,069 10, 179 110 1. 10 Number of seats . 4,151,938 4,314,319 162, 381 3.91 Value of school property . $410,326,526 $424,859,805 $14, 533, 279 3.54 Expenditure for tuition . $74,332,482 $78,328, 420 $3,995,938 5. 37 Total expenditure . $129,836,203 $139, 417,318 $9, 581,115 7.37 EVENING SCHOOLS. Tables 10 and 11 are devoted to evening schools. Sixty-nine per cent of the cities reporting schools of this class are found in the North Atlantic Division. A decline of 33 in the number of schools reported for 1905 is noted in the following table. This decline is due to the fact that Scranton, Pa. , which reported 60 schools for 1904, did not maintain evening schools during the school year 1904-5. The enrollment in that city for 1904 was 2,304 and the withdrawal of this large number from the statistics for the present year makes the rate of increase smaller than usual. Summary of evening schools for 1904-5, showing increase from previous year. 1903-4. 1904-5. Increase. Increase, per cent. Number of cities reporting evening schools . Number of schools . 178 955 6,310 270, 692 106, 983 40.4 180 922 6,572 292, 319 107,375 36.7 2 a 33 262 21, 627 392 1.12 a 3. 57 4. 15 7.98 0.04 N umber of teachers . Number of pupils . Average daily attendance . Ratio of average attendance to enrollment . a Decrease. KINDERGARTENS. In Table 15 are summarized the statistics of public kindergartens in cities and vil¬ lages. About 30 per cent of the whole number of city and village systems report schools of this class. The increase in the enrollment, although less than for the year 1904, is, nevertheless, about double the rate of increase in the entire enrollment in all grades in the public schools reported the present year. The enrollment in kinder¬ gartens constitutes about 4 per cent of the entire enrollment in city and village public schools. Summary of public kindergartens for 1904-5, showing increase from previous year. 1903-4. 1904-5. Increase. Increase, per cent. Number of cities and villages reporting . Number of schools . 353 2,997 191,882 4,534 358 3,176 205,118 4,795 5 179 13,236 261 1. 41 5. 97 6. 89 5. 75 Number of pupils . Number of teachers . CITY SCHOOL SYSTEMS. 431 SCHOOLS IN CITIES, TOWNS, AND VILLAGES OF THE SECOND CLASS. The transfer of six cities from the list of towns and villages to that of cities of 8,000 inhabitants and over has served to make the rate of increase in many of the items named in the following table appear smaller than usual. The ratios of increase com¬ pared with those of the year 1904 appear still smaller by reason of the fact that 35 additions were made to this list that year. Owing to the lack of satisfactory data no additions were made to this table during the present year. Taking into account the deductions named above, the rate of increase of the various items in the following table compares very evenly with that of the corresponding items in the first table. The amount paid for supervision and teaching is also shown by the following table to have increased at a greater rate than has the number of officers and teachers. Summary of statistics of cities and villages containing from 4,000 to 8,000 inhabitants , showing increase from 'previous year. Number of city and village school systems. . Enrollment . . . Aggregate number of days’ attendance . Average daily attendance . Average length of the school term in days. . . Enrollment in private and parochial schools Whole number of supervising officers . Number of male teachers . Number of female teachers . Whole number of teachers . Number of buildings . Number of seats . Value of school property . Expenditure for tuition . Total expenditure . 1903-4. 1904-5. Increase. Increase, per cent. 624 618 oG o0.97 704, 201 707,205 3,004 .42 95,943,867 97, 468, 177 1,524,310 1.58 535,819 543,965 8, 146 1. 52 1T9. 1 r9.2 .1 (*>) 96, 123 95,550 «573 a . 59 1,180 1,213 23 1. 94 1,781 1, 793 12 .67 14,522 14,735 213 1. 46 16, 303 16, 528 225 1.38 3, 123 3, 122 a 1 (b) 719, 663 714, 175 o5,488 o. 76 $48, 363,617 $49,990,848 $48, 363, 617 a 36 S8, 616,070 $8, 786, 570 $170, 500 1. 97 $13, 065, 815 $13,590,101 $.524, 286 4.01 a Decrease. b Negligible. Table 1. — Summary , by States, etc., of enrollment, attendance, supervising officers, and teachers in cities containing over 8,000 inhabitants, 1904- EDUCATION REPORT, 1905, 432 j A w S ftd s OiOOWIN i 40 CC ) CD cc looccohlo»oooo TTsOfN^INOCXlNH iOiOhOWOOOOOIN t-T i>T ci cT io cn' cT to i-T oo o tjh o O ONO iOCcTqOCN'cn'cOCOOO * O 40 O < O CM CM < i O O ' «5 0N 000 050 ^0(NiOC05NO OOWWONNOO 40 CO COCo'cfco'r-T as 3 a> GO O of © to ^ S a 05C0 05N»0 CO 05 ^ 00 ^h H(NHOJCO oTco'iocf co Ol N CO W CO N rH r-l I^N-OOOrHOOOO IHWOJ^O ■ O 1-H Tt« < • 05 00 40 i > CO IN CO ' • CM 00 CM 05 lO 00 00 40 CO » . . ONCOrtX^lN. 00 40 CO co 40 s . o E COO(NONCOOO(NI CM CM 2 HHCO- r-H 00 CO C CO iO i ■ CO CO CO N 05 05 ^ 'HTTO‘0 NCOC5 rH (N (N 00 O TT CO ^ CO N CO CM O CO I 05 CM ^ 05 40 r I CO CO ^ 40 C i *0 CM H 00 05 lO N 1 >00 CO co CO *0 CM CM i lOtO^OO CM CM co 40 h- CO 00 C O ^ co lO CO CO 00 05 CM CM CM 00 CO ^ O CO CO o g £ CO 05 CO N- N- CO t O r— I 00 00 CO CO CMt^CM^CMTfiCjOO" 88 CM OOOCM iOCM M C3 M ® ffl1” gs & »h ® ^ co <3 ° ft “III01 "O _ 00 CO 05 40 40 CO CO H o 05 10 05HOC0 05 CM N CM 40 00 40 N CM CM CO CO rH Tfi ) CO iO 05 N CO >c00500^0c00000 r^COCOt'-CMCOCOCOOO C00510CMCOC00505N- occTioToo co oTco'io 'COHOOCOOO^ • CO CO *0 OO N »C iH IHCMIOHNCOOO r oT ^ ccTnT cm' © ^ OtN*00^00*00500 05HHCM^^OC0 05 COCMCMCOCMN-^N-^O cm'nTco'oooo oco of 00 OOOOCMCOH^CO'V loao^HOnNco CO cm' h o 00 »ocos oTnT CO T-H CO CM CO 05 05N^^<0OHC COOi^OCMONOO( ^ CO N O ^ 05 00 C ■ 40 CM CM T-H iO i ^r^OCOCO^CMkOCM oo o'o'i-Tcm'nTco oT CO 00 00 co CM O O 40 I^CM^t-HOOCOOSOO >> CO ,2§ 2-S d h 05 ^ O co 05 CM 1 CO 40 CM 05 05 05 40 CO CO co nT I 00 05 05 rH » 00 co CM xji I CM CO CM O 05ONCHNC005C0N CC-CM0040054040050 COOSO^OGONO^CO ^ oo' ©o' O N-" cm" C CO 40 CO ^ ^ ''T c 00 ^ 00 40 CO CO O 4-0 C ONH050 '5 .2 •— • ’> mil % g a 2 >h > g ^^■gcQ ■dxJ-d -d ® mu 3 : : : sq : :o ;«.g n ; : 03 ■ d -u ■ "3H ’ .0 • d'^!" ■ 1 Q • & :®|o^&§.2 : :-&2 8 : j S 4_i ^ CZ2 .2 1-J tf ^ d oj , ' C$ w J3 |I ® I?! Slll^SS'atil § 5sz>s«oZ;?;fc5ose)>^ZmOfc. I S •klalioma CITY SCHOOL SYSTEMS. 433 liiisisimi o CO ilsliii IsllsSIlsSgl lSgSS8§|| l^I§§gl-s£§ 88sa|S||g r~r _ ? _ r llllsSsS000528^ $;g;^s§|£co'D§2 gg°g£g3§2 CD 00 o Total cost of tSUULUUlB per cap¬ ita of pupils in fl.verfl.P'e attend¬ ance. $40.59 45. 79 25.39 23.62 37. 00 44. 39 24.54 36.71 28.62 43.87 39. 47 32.18 56. 47 37. 71 36. 03 28. 57 24. 95 41. 29 17.59 31.90 15.40 13. 21 20. 39 21.05 Cost of teaching and su- pervision per cap¬ ita of pupils in average attend¬ ance. - $22. 81 24.62 18. 01 16.69 21.42 25. 74 17. 03 19.66 16. 72 24. 13 21. 88 19. 45 29.68 21. 04 19. 09 18. 11 18. 97 27. 13 12. 94 16. 56 12. 02 9. 06 15. 97 16. 16 Value of school property per cap¬ ita of pupils in average attend¬ ance. o o 1 132. 53 76. 08 76.80 123. 85 142. 98 number of seats to a building. Oi 3 SIIS1 I sfllasssi lilSSSIII Average number of seats to each 100 pu¬ pils in attend¬ ance. 00 125.7 127.2 128.4 126.9 122.6 127.3 122.0 127.9 137.3 121.7 134.9 125.0 124.2 126.5 137.6 133.4 142.5 111.2 119.9 137.9 125.8 127.8 119.9 158.4 Average number of teach¬ ers to each su- pervis- mg om- cer. 17.5 17.9 18.9 21.1 16.2 17.6 17.3 18.6 20.5 22.4 41.6 16.7 15.5 14.9 20.8 8.2 29.6 36.6 13.2 14.1 15.3 13.7 12.1 40.3 Average number of pu¬ pils in attend¬ ance to each teacher. 34.3 'fNNaiC > NN(MHHOOCOdN Average length of school term. • US • Days. 189.8 190.2 182. 3 180.4 193.1 186.2 \ 10 05 05 CO CO CO 05 Average number of days’ attend¬ ance of each enrolled. Days. 144.7 146.1 134.8 132.9 147.8 141.8 1 l>M>OOtOI>N»ON O iO IN t-i -"T ^ O0 iO Ratio of averaere attend¬ ance to enroll¬ ment (public schools). CO Per cent. 76.2 76.8 70.9 73.7 76.2 76. 1 81.6 77.2 82.3 83.8 75.2 79.1 75.3 75.0 74.2 75.5 68.1 79.2 73.8 76.3 70.2 66.2 81.2 67.9 Ratio of private school enroll- ment to enroll¬ ment in all schools, public and private. 0* Per cent. 18.5 17.8 14.7 20.6 20.1 14 1 i OONiOdOOcDOJOi icoiOLOiOOOOGO Cities of— - United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central 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 . Table 3. — Various items relating to schools in cities containing over 8,000 inhabitants, computed from data given in Tables 1 and 2 , by States, 1 904-5 — Continued . 436 EDUCATION REPOET, 1905. Average daily CA.pCJ.IUl- ture per pupil for all purposes. Cents. 14. 17 11.66 11.34 8. 67 12. 11 13.80 12. 99 19. 36 18. 63 22. 07 21. 1-1 16.67 15. 99 16. 98 18. 33 23.43 27. 99 17. 91 25. 73 16.33 27. 45 20.59 26. 64 14. 05 21.57 23. 43 26. 74 29. 85 21. 43 Average cost per day of tuition for one pupil. M Cents. 10. 28 8. 41 8. 09 7. 65 9.80 9.88 5. 70 8.09 11.27 11. 46 11. 55 10. 19 10. 17 10.87 10. 92 11. 70 11. 12 10. 55 11. 48 8. 73 15. 54 13. 79 15. 44 10.69 11. 43 12. 06 11.67 10. 07 14. 68 Total cost of schools per cap¬ ita of pupils in average attend¬ ance. Cost of teaching and su¬ pervision per cap¬ ita of pupils in average attend¬ ance. fH $19. 57 15. 24 14. 11 13. 56 17. 43 17.39 10. 73 14. 54 21. 06 21. 09 22. 17 19.52 19. 45 20.68 19. 55 21. 84 20.59 19. 05 20. 83 15. 27 27. 94 23. 44 28. 44 18. 13 20. 00 21. 11 22. 03 19. 16 27. 77 Value of school property pci cetp- ita of pupils in average attend¬ ance. o fH Average number of seats to a building. llilflsS i§?5g!sSs§!§s Average | number of seats to each 100 pu¬ pils in attend¬ ance. 00 t- CO CO J'0 05HHTH10 10 0! §§§§§§§§ SSgSgSSBs Average number of teach- ers to each su¬ pervis¬ ing offi¬ cer. 15.4 18.5 19.4 14. 1 38.9 23.2 31.6 35.0 17.6 17.6 16.6 15.1 13.9 14.5 12.0 18.5 13.1 6.6 13.6 33.1 9.7 16.0 15.8 14.0 10.9 18.6 13.6 16.1 27.5 Average number of pu¬ pils in attend¬ ance to each teacher. « ■*< t- 00 t- 1-1 lO CO CC t- <1 length of school term. 10 Days. 190.2 181.2 174.3 177.1 177.7 176.0 188.1 178.5 186.9 • 183. 1 191.9 191. 6 191. 1 190.2 • 179.1 186.6 185.1 180.0 181. 4 174.8 179. 8 169.9 184.2 170.0 175.0 175.0 188.8 190.3 188.5 Average number of days' attend¬ ance of each pupil enrolled. Days. 142.2 134.6 127.2 126.0 138.7 126.5 132.9 116.3 148. 4 139.7 155.9 151.5 149.1 155.5 132.9 135.2 152. 4 135.5 139.9 119.9 142.3 130.4 134.3 112.7 139.9 128.6 144.1 148.7 143.7 Ratio of average attend- ance to enroll¬ ment T (public schools). M Per cent. 72.1 74.7 72.9 71.2 77.9 71.7 74.4 65.1 79.4 76.3 81.2 79.1 78.1 81.9 74.2 72.5 82.3 75.3 77.1 68.6 79.2 76.7 72.9 66.3 79.4 73.5 76.3 78.0 76.3 Ratio of private school enroll¬ ment to enroll¬ ment in all schools, public and private. « Per cent. 21.6 13.2 24.1 26.1 35.3 15.8 10.4 9.8 22.5 19.7 20.1 21.9 23.7 19.2 15.6 16.2 2.5 7.1 12.9 8.7 13.7 5.7 23.0 5.2 10.3 5.9 11.3 20.8 Cities of— iH South Central Division: Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . Oklahoma . North Central Division: Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . North Dakota . South Dakota . Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . Arizona . Utah . Idaho . Washington . Oregon . California . Table 4. — Summarized statistics of schools in cities of over 8,000 inhabitants, by divisions, etc., from 1890-91 to 1904-5, inclusive. CITY SCHOOL SYSTEMS. 437 Enroll¬ ment in private and pa¬ rochial schools (largely estima¬ ted). islSlIHISllSSl g¥gl¥ll¥l¥i¥Si¥ sslllISllISalll fi¥ll¥l¥lls¥lW Expendi¬ ture for all purposes. $56,936,447 60,555,120 65,981,388 69,886,413 74, 721,332 | 80,042,118 84,866,092 88,773,647 93,413,046 99,457,234 107, 663,785 111,159, 665 1122,233,724 129.836,203 139; 417, 318 27,952,437 30,065,635 31,678,701 33,306,973 36, 495, 063 40,754,876 44, 418, 713 48,088, 195 49,575,675 55,499, 727 60,894,290 59,950,666 67,303,670 70,617,085 77,436,281 Expendi¬ ture for supervi¬ sion and teaching. CO pH $33,266,128 35.372.482 37,317,838 40, 417,650 44, 155, 706 46,747,865 48,772, 485 52, 064, 649 55, 689, 787 59, 183,566 63, 433, 167 66, 561,505 70, 183,871 74.332. 482 78,328,420 16,560,417 17,330.426 18, 104; 963 19,293,607 20,919,163 22,294,477 23,274,845 25,130,926 27,571,736 30, 978, 507 33,772,007 35, 543, 105 37,589, 437 39, 659, 919 41,640,361 Value of public prop¬ erty used for school 1 ~ 01 pH 3184,507,058 193, 607, 787 205,338,077 228,439,334 236,631,394 255, 586,583 267,425,289 289,325,794 312,698,690 322,777,996 341,074,032 356,986,076 380, 437,679 410,326,526 424,859,805 93,319,620 97,070,586 103,172,001 111,843,026 116,128, 291 125,616,050 135,970,151 149,529,234 162,833,646 175,888,128 187,728,075 190,857,570 202, 004, 065 223, 040, 878 224,117,088 Number of seats or sittings for study. pH 2,396,674 2,512,772 2, 693, 522 2,898,295 3, 119, 277 3,369,082 3,383,405 3,500,970 3,635,486 3,665, 313 3,799,092 3,938,001 4,092,077 4,151,938 4,318,319 1,170,477 1,231,862 1,287, 123 1,376,385 1, 438, 671 1,515,887 1,595,308 1,626,891 1,719, 183 1,776,933 1,834,294 1,927,144 1,974, 960 2, 037, 620 2, 150,507 Num¬ ber of school build¬ ings. c pH |isgSIII3ISsJl_lS co'coVToo' oo oo cT os oToT oT oTcTo' spigjgll8ljg.il c^c^eo^co'co'co'-^' Tit tjT Number of teachers. Total. a sssi!l3!!ISs!i§ ISIIIgegg§s°slS ss's'a'ssfsWssf'^s'sss' ! £ oo ISSssSIlllllllS aass'asg'sssgsl'ss 1 co'ro' ■<¥ ic io" io'co' to'o' to' t- t'~~ iV ISiillllsslsIIs T-lT-lT-lT-rMC sgllSSggialisll SSSSISIiligSall SSI Average daily at¬ tendance. K5 SSgSlIlsiiSIlll silslIlliSIllls $gS Aggregate number of days’ attend¬ ance of all pupils. 27,756, 177 29,238,310 28.840. 197 30,078,691 31,973, 121 33, 684, 196 34,366, 949 36.536.809 35. 208. 601 35, 144, 610 37,844,818 37.412.810 38,894,925 39.584. 601 39.829. 198 18,951,843 19,857,396 21,967,115 23,016,276 22,808, 432 24, 580, 505 25,398,650 25,997,085 26,506,689 27,340,326 28,581,684 30, 447,823 30,895, 182 32,138,008 33,571,545 117,701,860 124,236,074 132,268,316 Enroll¬ ment in public day schools. M iiSSgggSSiiSggS glslIlsgSgiSISs s§§ I^^is¥¥l¥i¥i s¥sS»§Si¥i¥¥ll¥ i§¥ Num¬ ber of city school sys¬ tems. « Cities of— pH South Atlantic Division: 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . 1897- 98 . 1898- 99 . 1899- 1900 . 1900- 1901 . 1901- 2 . 1902- 3 . 1903- 4 . 1904- 5 . South Central Division: 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . , 1894-95 . 1895- 96 . 1896- 97 . 1897- 98 . 1898- 99 . 1899- 1900 . 1900- 1901 . 1901- 2 . 1902- 3 . 1903- 4 . . . , 1904- 5 . North Central Division: 1890- 91 . 1891- 92 . 1892- 93 . CITY SCHOOL SYSTEMS. 439 sglSSlsgsBlI lilliliSlll§lll s¥lllll¥ll¥i ss^Msssis g|§!ilSilgSI SlieSlgiiiinii mmmmz gi¥iii¥s¥iwfi a'stssfsWsfss's'ss' glllsilsslls illlSISsSIgISla l¥sll¥l¥s¥ll llll¥s¥l¥l¥fll¥ 3 S S ^2 2 S^cCofcf cf ^ e^'c^’'c,5'co co'cocc TJ1 ►Cio' ISIIIIISSSII llllglsslISsSgg Illl¥l¥ll¥§¥ l¥i¥i!lll¥l¥l¥l • RS8aS||SSg|| 3SGSS22S8SSaaS3 IlllllgllSSs SgllgiSalllSslS il¥s¥s¥p¥i¥ aSs¥lgl§¥ls¥ls¥ 1 £ 1 1 1 IS SI § Si IsilllSSsislIgg ¥ll¥¥l¥i s¥Ss¥sl¥¥¥¥¥l¥l SlS§lliiilaa MssMMMfcjMiw £ Table 5. — Comparative statistics of cities containing over 8,000 inhabitants, summarized by divisions, etc., 1891-1905. 440 EDUCATION REPORT, 1905. Average daily ex¬ pendi¬ ture per pupil for all pur¬ poses. 16. 24 16. 67 15.89 16. 51 17. 56 18. 50 18. 73 18. 61 20.32 21.70 20.69 22.48 22. 78 24. 07 12. 10 12. 05 Average cost per day of tuition for one pupil. CO pH ■godoio3ojojo50300j-H-Hj-^^ci k888gg283SSi82£ 88 Total cost of schools per cap¬ ita of pupils in average attend¬ ance. e* 88g2S823§gg2§8 83 Cost of teaching and su¬ pervision per cap¬ ita of pupils in average attend¬ ance. pH ■ $16. 83 18. 29 17. 85 18. 16 18. 26 18. 11 18. 27 18.99 20. 10 20. 77 21.07 21.60 22.16 22. 81 83g3g3gS882888 S3 22222222^88888 32 Value of school property per cap¬ ita of pupils in average attend¬ ance. o $97. 92 99. 32 100. 15 97. 30 99. 84 99. 30 101. 55 106. 65 109. 53 111. 67 112. 99 117. 07 122. 31 123. 70 SSSkSgSggSSgSS? &g Average number of seats to a building. Oi Average number of seats to each 100 pu¬ pils in attend¬ ance. oo 126.5 130.3 127.1 128.3 131.6 125.7 122.9 124.0 124.4 124.4 124.7 125.9 123.8 125.7 lOfNOSOONOO^^WHWNOOM a>rH 22222222222222 22 Average number of teach¬ ers to each su- o _ v ing offi¬ cer. i> 20.2 20.2 18.7 18.2 17.9 18.5 17.7 18.0 17.6 18.5 18.1 17.5 17.2 17.5 ^C00005^O00^^WC0. t-- t - t- t» £ fin rH (N T-n CO Tt< (M iO 00 (N ^ -I OO05 05C0 05 ci ci ci ci ■ t- t'- t-» t>. i>. t-^ icioicioxoioioioioioiiioiiio iislli ! SISI SI ilslS iglSls i M S3® $83 : sfssa S3 :SSK2 ;8S'g'SfS' : : ro ; ; 138118 g sill IsSlSlSsllglll Ci QO 00 00 O 00 •- a“a"a s s t-'s g s' “'•'‘a ; a | a a ^ |s|»- ps'ol "-'g pT<* 3i; SI! ij \i s !.!§•§ gj IfflWSSc : ® i ? !® ffii ililllilli >w ipl i min I^CO^IOCO i co tji to co oo o * Statistics of 1903-4. a Approximately. & Estimate of 1904. c High school, 179 days. Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1904-5 — Continued. 444 EDUCATION REPORT, 1905. CITY SCHOOL SYSTEMS. 1 00 d 40, 596 pll <3 1,156 11,518 3, 625 1,713 2,800 5,298 5,798 S o 8 2,216 1,133 2,396 3,553 1,892 1,535 231,769 2,601 3,681 757 402 4,145 3,593 §11 § I ills ISiilll 1 s llllSISIs 6SII sss § S; T3 fill Q 1111111 <>f r^r-T f i sfiiisiii «* |K|| ®sg ■g~ s 091 Oil 091 091 173 187 165 176 175 185 184 lo o> ssssssigg 175 177 187 185 190 ■ 190 190 ) 1 I silS lisgiga I s eSilslIll fill III r-T r-T to'i-Toi'pl' I>T Cp in' (N H N IN N M r-Tl-T 11 ii 11 i 1 lsf§ SSa|l|I | o' eo" f— T r-T tCcNTn'i-Teoco i-T n llllissSS IIS1 f CO (N | sill Si 11811 'S'' in' i-Tt-h' "J9SS s gsgisiii S S S~8SS§S£ :8S< IS 1 gfgf s 445 S 8 ig£gg OOOOOOO 55 $ g£8So OOOOM ED 1905— VOL 1 - 32 Statistics of 1903-4. d From the Annual Report of the Board of Education, 1905. ft Population of Chatham County. Approximately. e Statistics of Duval County. i From Biennial School Report of Cook County for 1903 and 1904. Statistics of Rockville. / Statistics of Glynn county. Included in the town of Windham. g Population of Bibb County. Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 19G4-5 — Continued. 446 EDUCATION REPORT, 1905. III'!- f eg S' C «H . O O asss <8 Average daily at¬ tendance in public day schools. « i®COtO<0,®QOtO g£8388S§§§ 83SSS9SS8 s®sg?sssfsss adt^'ooeg oTjco lillliMPJMPlIIII 8588281361 coooiooj'eo'oooooort^'t^'o'oo'o'^'r^'or^'^'ai t'^otCaoioci'g tccioT I if :| Si d i Jl i ; i Jills I 1 p 6 J o. Irt g-g sss88ssssssss^ss§f§sg §§§8133333 CITY SCHOOL SYSTEMS. 447 Ifgslsllsfillll Slllls ISlIllliSIIII if 1111111 g?T4'ofc4'C^f^r-tlN(N'r4'ci''^'o»-rr-r e CO'o'cO T-Tr-tr-tv-tci'lN r-t CO'lfj' HH Hr H H H(NN gglllsSlfllllls Isslll SSlllailllsiS 11 ISillli ll¥lf¥iSl¥l¥gla ilsWl a¥si¥lis¥ll¥i II Missis iissii§BiSlsSs!S cTr-T c4'fO'(N'^'of^' CC'r-roi'lo'oCC^r-Tr-?' IlSSil I'lglS|g§SSllS 11 slllsll CO lOt>T ^ cT o7 rH r-H <^7 (N (N ^ oT C^t-H UNC^HCLNO 15,356 988 1,439 1,894 1,423 2,186 1,178 2, 154 1,780 870 1,501 2,741 4,481 1,164 1,011 775 1,043 2,343 SIS 11 r-tcq'co' cA 82 ill §§iglSS eo'ec'to'ci'io' 88 =AA ic >A io as ls§ ISIlllIll IRS 00V0V1 III 3 §5 igsssg aissiggss S 8 : Sf 8 *9 ® S 8 § 8 2 2 Isl SIIS2S2 2^82288 mm 2 III IS! M£oq S 3 Hcr ^ cf .-r ^ ~ .-f is Vfg £ o cq o o §Vh3o il§lllSlillllll§ §§ 00 of 88988 00 > Total. o> PPJ§sSSsSilipSll2§ c'ooco'e oi illllSIiS siss of of- i-T of BSIIIllg -T 926 1,275 1,331 1,950 1,996 2,716 1,564 1,280 1,034 1,329 2,793 957 1,637 2,452 1,720 1,403 1,203 1,159 TJ4 . S8 : io ! 21,394 721 14,752 1,009 1,479 1,576 973 1,254 1,110 1,495 2,955 16,374 847 . igsgiissiis 1— f ,-T r-f f-T Of r-f T-f i-f i-f Of SI §lsl| r-T C^T r-T r-T I-T t-T 5,845 20,691 527 13.052 '869 1,894 1,410 843 877 1,017 1,278 ill ofrf rH s! ill ilSlisi Hill ’Hiiiiii r-T * V n rf 1111 * t—T §11~IH§ SISiBlSIlSl ill liili II i is i i i 1 i i IsISlili C^c^co TjTio'co'^ ^ CO ^ l> • 'g‘a's' ass' S'sd'^'g'*3' is IlliSIlllillgS ills IIIISIISS CC s ills SliigSII B-oT o' g«f Jfg 3 25°»"5 oj' oof CO ' 1*152 s' I> 'S'S'S' °';s°rg|oo^| liiUyijiyjM ga|||E & IIIIISIIIIIIIs Sgggg gggllllSI 1811 I8IISII8 * Statistics of 1903-4. c From 185 to 200 days. / See note «. a Approximately. d From State school report, 1904. 9 From State school report, 1905. 6 High school, 200 days. e Includes West Bay City, which united with Bay City April 1, 1905. Table 6. — Statistics of 'population , school enrollment, and attendance in cities of over 8,000 inhabitants, 1904-5 — Continued. 452 EDUCATION REPOET, 1805. Average daily at¬ tendance in publicj i schools. c* isii isii saais i aaaaaaiai HMI'H HHLOTf » C-f r-T ,-T r-T Tit ci rH ,-7 1—1 Aggregate number of days’ at¬ tendance of all pu¬ pils in pub¬ lic day schools. iH 11,820,990 447, (3G0 738. 420 257,904 248. 420 1.132, 174 374, 303 324, 360 277,024 325, 500 1,017,280 2,706, 550 657, 540 166,202 413,000 46, 170 223, 497 227,926 227,384 774,306 388, 110 267,392 173,230 Num¬ ber of days the schools were actu¬ ally in session. o sill SIIS j>gg|g I sSSssllsl Different pupils enrolled in public day schools. Total. a 84,655 3, 180 6, 386 2,266 1,939 7,698 2, 486 2, 483 2,031 2,238 7, 473 18,850 5,027 1,365 2,739 339 1,621 1,651 1,376 5,841 3,670 1,819 1,220 Girls. 90 43, 575 1,673 3,304 1,260 1,017 3,967 1,318 1,292 1,063 1,152 3,794 9,272 2, 530 625 1,456 169 815 857 707 2,918 1,905 959 620 Boys. 41,080 1,507 3,082 1,006 922 3,731 1,168 1,191 968 1,086 3,679 9,578 2,497 740 1,283 170 806 794 669 2,923 1,765 860 600 Pupils in private and pa¬ rochial schools (largely esti-i mated). 111? il°l §1 ill I l°lis isss 8 1 Children of school age. IljSI 'III! illig § §llg||ll2 rococo' o iioioirai^AcoAsi * : \ ! I tion, 1904 (Census Office esti¬ mate) . CO 636,973 15,811 23, 977 11,281 11,798 41,757 20, 405 15,770 46,874 120, 565 34,971 11, 466 20,947 13. 417 10,025 8,042 63.417 26, 193 11,042 9,001 Total population, census of 1900. « 575,238 15,231 23,267 9,201 9, 453 30, 470 14,930 10,770 7,875 7,188 40, 169 102,555 26,001 8,886 } 13, 632 13,207 9,165 8,042 56,987 i 23,898 10,637 ! 8,466 City. H Missouri — continued. St. Louis . Sedalia . Springfield . Webb City . MONTANA. Anaconda . Butte . Great Falls . Helena . NEBRASKA. | Beatrice . Hastings . Lincoln . Omaha . South Omaha . . NEW HAMPSHIRE. Berlin . Concord: Union district. . . . Penacook district, No. 20 . Dover . Keene (union district) . Laconia. . . Manchester . Nashua . Portsmouth . Rochester . . . mi mi iiiii s aaaaassaa CITY SCHOOL SYSTEMS. 453 IllglllllslIllsgSslilSaSIsl ssslgsl 1 CO^HHOJMiO o' oT CO .-i >0 >0 ,-1 1,260 1,442 4, 260 1,152 1,290 2,506 1,729 1,050 1,849 3,987 glggSSlialSsliBilllllllliSI Isslllg g i¥iis¥i i ,-T ,-7 -*iT co* cT r-T i-T i-Too 236, 756 . 274,058 818,036 218,880 238, 592 483, 682 324,997 187, 349 353,093 749,799 Sssilsiissslsisflllalsiiisi §222223 s §iil®§ISiS IJJiJJliifejAIIPMspAIII Sllisll § (^c^-aTt'-Tr-To'g5f s il«g }.j iii |§si | iiiiiiiinii i I ; ; ; JI-TtHt-TcO COr-T r)Tr-TrH* oToT IslS ¥ggss th'tH ! * ligs M M M M ; M IsiiiS ! illll filing 1 VO^H^CO ........... ;iO.cO^00iO ; ;00 OiOcOCNOOgiO ;;;;;;;;;;;; ; ; * 2,076 3,270 3, 337 2,647 1,750 3, 436 2,400 1,728 2,331 *5, 266 SSSSS : : : i. :82£2 2222222 2 ! ". ! io 4< ■ ■ I !tL4’«o4|koio >4nAioki -4< in d ii ici> 2 2 2.2 222222 iA»o4iiiiiiiooiAiA4< * i8!l8giililgl&SIHsll!ll iili silllss 1 ssSIllSIl! :sss ssfa^W's' a assfassssss IslallSlISlSIllllSsSiillgls alilgsl I sllSsSsISl ss“ssasss|s“2ss|8SR|as3vsss sss“s"|a' a '•'assasa^ssf Sg -I- i iBliiffiBilif ^mSaoaSWH “WaSasasoScSr0' SlllllgSililSIllglllglsSSSs lllsISs iI§IIH18lll * Statistics of 1903-4. a From State school report, 1905. & Approximately. <■ From State school report, 1904. d High school, 183 days. Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1904-5 — Continued. 454 EDUCATION REPORT, 1905. Average daily at¬ tendance in public day schools. IMlsasasssigas issssigiiis|§iii hmh ■eo'eo'crtgeo'^rHefor .-Tr-Tca©".-* co't>rco'i-rrH'i>r Aggregate number of days’ at- of all pu¬ pils in pub¬ lic day schools. H rH gSISlISlllldlll §!s!Sl!slsssll!s §l¥§Wfs¥sl¥l¥ li'l¥l'8ill§¥fl¥l¥ ^ i-Tco th N um¬ ber of days the schools were actu¬ ally in session. o H §S8SSSSS'3SsSSSS llsssssiisisssis Different pupils enrolled in public day schools. Total. G> asassagasaasasa ssa^aamaissi rH 3 i-l rH CO J'Cq Boys. lilsIsilSIsIsll' lIsllJSisMtlssi ofi-T i-T rn' ihTc¥ ci'^ c¥ r-T r-T i-T t— T th eo oT co" »o T -F « tC F F FF'-tf N io" F- tc" <£ r-T F'cF Sc^NNC^ © © ^ d si d n?3 ci si sici n£ sili li : iissii S : »o • S3 : i co'cTF'F' .-T S : llllalSgS_§ISisils51lsiSIIIIII8il ^°^s}3Nc^Sco2N^oi'^'^S'S^0cqS0:’c5j lOilOCCtNO OCC SSSSSS3 liiiiiiii ^TQo't¥'o'ooTco'o'o' gaisalllllllgsSaliKlIIlIaSalllSI g”a'“”8'a"s'll'g'a'*'a'”S3a‘”Vs>'!3Va'“2's'a's's2's‘ 6 S o lllllllll ii jliliiHJiJti IliiSM lsg2S33l5SSI§i85§l51ll”IS3SSSSIS ♦Statistics of 1903-4. b From biennial State school report for 1903 and 1904. d From Superintendent’s annual report, 1905. o Approximately. c From State school report, 1904. Table 6. — Statistics of population , school enrollment, and attendance in cities of over 8,000 inhabitants, 1904-5 — Continued. 456 EDUCATION REPORT, 1905. 1 daily at¬ tendance in public day schools. e* SIHIlg ci t— t t— i rH CO CO* 1 §1 ISllSISlISssalS of t-H rf if Iff rf rf cf cf of r-T r-T -o' r-T i-T t-T Ok” S'o || days’ at¬ tendance of all pu¬ pils in pub¬ lic day schools. 3 ISglgg S¥llEi co e _r 537,120 231,423 2,215,142 2,810,400 1,086, 198 1,006,999 260, 305 314,820 417,000 382, 189 415,800 245,912 266,580 812,250 310,680 200,160 292,500 a 390, 960 Num¬ ber of days 1 the schools were actu¬ ally in session. O ! Uglls § SS P S §§§§§ °o §§§§§§ § I Different pupils enrolled in public day schools. Total. O IlisSl cf cf cf r-T aT cf 1 si Htf C5 C-Ttf T-f cf CO of of T-f t-T icf of r-T rf cf Girls. X 11, 489 1,114 1,144 872 3,949 1,963 2, 358 780 7,634 9,844 2,997 3, 781 886 1,179 1,541 1,336 1,499 788 991 2,910 1,074 663 950 1,425 & & c* S3S31S 1 gg Cf tf Of ef CO r— T r-T r-T rH cf r-T Pupils in private and pa¬ rochial schools (largely mated). ?°£Pi CO* I §i : (N CO' t— 1 rH rO J Children of school age. 40, 185 3, 429 2,905 2,384 14,073 6,034 S Si jg ZD cc o' OgiOtSrfcO'V'VCO • C'T »o * J 3,000 *1,448 *2,500 School age. 5J C<5 S S S ci o c '<© .0 * * ; Popula¬ tion, 1904 (Census Office esti¬ mate). M gsllll SI »2 SSSslllSiglsliR kooToTor-H'^' Nffi oTg Total population, census of 1900. 131,822 8,529 8,045 8,696 44,885 23, 538 10,006 10,037 8,381 90, 426 • 129,896 35, 416 38,973 10,054 15,654 15,029 10,853 13,536 9,626 8,864 33,988 12,316 8,042 9,375 12,583 City. - ohio— continued . I Toledo . warren . Wellston . Xenia . Youngstown . Zanesville* . . . OKLAHOMA. Guthrie . Oklahoma City . OREGON. Astoria . Portland . PENNSYLVANIA. Allegheny . Allentown . Altoona . Beaver Falls . Braddock . Bradford . Butler . . . Carbondale . Carlisle . Chambersburg . Chester _ _ Columbia . Danville . Dubois . Dumnore c . SSSiil Si 11 CITY SCHOOL SYSTEMS. 457 338S98tg&S5SS383gS8E38SSgfgS3SS£8E5ag88S hV® t-7 c¥ r-T lo" c'T o' c¥ WT’ h'h tp' c7 c¥ 'r-T 3 %' P ®f (M*1 cT tp1 c7 ■ 838SS3.il- HNHM CO 'f Sggllig l¥s¥s¥l ;iiISlllll!ll!la!llls!iSllSBIg l¥s§¥i¥l¥si¥iW^ ^ ^ e e§C ^ e «« e lsS§SggSSSS§IISlSSllllllSIISSll§sSSsg|SI sasllss in' t^''oTco'c7'»o'io'c' sssssssss H d CO ''l' i — IHCONH 38SS3eSg8SS8ASASA|8S81SS88e838 r-l HHOHHO OHHHHO®HHH t-H t-H TP - t'- OO GO OO OO OO Popula¬ tion, 1904 (Census Office esti¬ mate) . eo m 1111 1 ssiiss g i ismi : |s¥ a" ss'ssss s ; iasas'a 1 I Total population, census of 1900. 175,597 21,316 28,204 55.807 21,108 11,860 11,395 10,266 30,154 9,431 14,511 32,637 102,320 80,865 22,258 9,427 7,493 9,313 42,6:18 11.807 15,906 26,688 7,874 City. - Rhode island— continued. Providence . Warwick . . W oonsocket . SOUTH CAROLINA. Charleston . Columbia . Greenville f> . Spartanburg . SOUTH DAKOTA. Sioux Palls . . . TENNESSEE. Chattanooga . . Clarksville . J aekson . Knoxville . Memphis . Nashville . TEXAS. Austin . . Beaumont . . . . . . Cleburne . Corsicana . Dallas . Denison. . . El Paso . Fort Worth . Gainesville . SsS IssS 1 ggSSSS 818188831 CITY SCHOOL SYSTEMS. 459 §§sislllSI cfccf HNS t-Tt-T of 3,728 11,393 ! 2,117 1,704 1,480 1,857 2,824 1,860 4,482 2,379 1,916 9,950 3,267 1,942 3,247 2,404 13,864 7,944 7,687 1,629 2,204 *1,949 3, 123 4,075 giiiiissss IS Hi 111 lilili SIISIII 8221 ISISllSgsi il ill 111 illlll IgllWf Cfrfrf Ip »o tQ 197 180 185 sisliS ISSISil 175 *155 180 190 ESSIgsllIS 13 ill 113 iiiigi sasssia. ijpjf rf-^ r-l H r-TofrfT-TlOof i-f Of r-l 00 IQ r-l rV'r“" llilSlilll e-V s? 300 744 1,200 901 400 *750 363 326 1,371 500 402 3,000 1,000 30 0 280 1,403 769 *367 360 1888 S^silSilggi II 1 II III ssllis 1821111 Sill j4~ of of of of r-f of I-T irf iocs' c-GOt>»l>-l>-OOOOOOOOt>» cici ii ii >i lilili J: ^ io n io lilicicilili-i cicicici ill illSIll is 1 ill 8881881582 il ;§§gg gill 8383' jrf“3S”?S 5; S'- slfs rfofofcj f|>^QO t-h'ocTco'^' a si: ifif min Hi § >> O ri .§!■ SB ■s & ISlilSSilS SS 111 sllSSIslll Sliiils ills Table 6. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1904-5 — Continued. 460 EDUCATION REPORT, 1905. Average daily at¬ tendance in public day schools. (M Cp(N r-Tco'eJcO -1 Girls. 0® 1, 400 1,396 1,544 738 2,167 1,688 1,937 1,299 2,556 1,773 1,225 1,610 895 21,942 2,460 1,975 1,403 3, 191 589 1,827 706 Boys. 1,381 1,483 1,458 729 2,170 1,672 1,966 1,287 2, 539 1,779 1,224 1,574 874 23, 271 2, 427 !§slSg I • of T-f CO r-T Pupils in private and pa¬ rochial schools (1esf y mated). © Children of school age. KJ ailiSlssillli.lllIslISl S io'^T^Tco'o'hc tCni'co' lo'co'-g' ci'o'cxT '^co' co' us r-T !| 4, 4, 4, 4, 4, 4a 4, 4, 4, 44,4,4,4^4.4.^ 4a d c c p j- upuia- tion, 1904 (Census Office esti¬ mate) . M iliigiigiiisisiiiiiisii i e s a" =»'s a as s s sf a s ® g's ts a “'s' »' 3 s' rt-w . ° O II 11 H Png a* « igSssSIpl2l_sS|iJl_iiSI § W3CO O°0 ^7^22 oTt-h co'oo *oco ofof oTjh'oo of ^ t rH WISCONSIN. Appleton . Ashland . Beloit . Chippewa Falls . Eau Claire . F ond du Lac . Greenbay . Janesville . . , . Kenosha . Lacrosse . Madison . Manitowoc . Marinette . Merrill . . Milwaukee . Oshkosh . jtvaciiie . Sheboygan . Stevens Point . Superior . Watertown . Wausau . WYOMING. Chevenno . Table 7. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1904-5. CITY SCHOOL SYSTEMS. 461 ■sasodjnd jooqos joj posn Aqjodojd onqnd jo eni^A •siooqos oijqnd tl'B ur Apnq.s joj sSuijq jjis jo sq/Bes •sosodjnd iootjos joj posn sSuTppng 1III1! I 1 is! s i SrI I1I11IIISE SlWSSWS II I I III CO i— t r-f tt of V of ISIISIIISI cJ ^ i-i co Ttj' Tjr c4 ^ co lO H (M N N CO O 00 CO 00 ‘sjooqos SuTaaAe jo asquint o o o o o o O O T-H o P r-j o lO O CD 'OOOt-hC0OOt-hO •su^i'fS o ! -jopui>[ jo joquinjsf I ^ o o o o o 12 ^ OJJ m m Irl5l5 o o o o 1 § .5 1 §§S £ o o o ph £££ OCO^t^NOt-lOO ! ! :o§So g bo 3.2 'inoi ■nooxOjVV mu m •nonioAV "ropt o o o o O O I-- O O' IQ^ oo 00 ,2 0.2 o o3 1-1^3 o fl _ T3 CD rH §£§§:=» :I3 •3 • tn : =g © : >» ••o w • 5 > : Saji :* s o o ^ _ . R R ® o d n OS O E [jp £ o ^ © o O-J S « o o_; o o i— i +» — < -M +J .— i « £ eg WM £ £ © © - *ooc*o O 00 ^ 2, 600 2, 541 2,390 1,400 CD CO - 00 t-h-oo cq o HNH a) ffl © fiRRfl o c o o &&&£ >>o g-S £ m ’O'S) is r. OQ 03 S . S.g ID g K°0 0^2 ■ B|Pg £ ffl g % >>>> tH Sh cj cj ffl CD 5 5 5 _■ g jojs 30 ^ -©iO: •SJOOqOS SuniaAO jo jaqumjq IOOOOOOO© •subjjbS -japupx jo jaqumjq; ooooooooot-oo 3 3 3 j. S tuo fccO c a 33 xi d o o £ ttf) 3 OO! £ 3 g S3 C |— c. 00 o _ 33 O o 00 3 +n O 3rr Jp > b O 3 _Q -3> 3 £ >>>>>> ti h ^ 3 3 3 +J-P-P 3 • • ■ • 3 3 3 0) 63 ffi g : 533 ^3,2553 0 < < rH < 0 0 0 0 ■inoi *• lOfMOOCl^ y—i Tfi TtUQ N (M O d »0 COCUOIOOCONOOMNCOOJ 50 O tt* 10 H 0 W H (M H T-1 O CO lONMNJOONWiOOJ^CO •uatnoAV lOiOCOOO r}H CO HIO^IO O HiO d H CO HcCONWOC^OO IO 05 Tli T3< . CO O . 00 d i-H d O t-H CW lONNd’^iCdCO'^OiWW lO* 10 ONiOCOiO D- 00 COOCON O rH O COXd^^OOWCCiO^O d •I'BJOX H HMM CO d ^ Tfi CO ^ O LO rH tJ< T-H HlOOO^dMCOdd^CO^ CO * •uauiOAV « O ^ rH d d CO CO HCOOCO rH COO O CO lO d H d d H H H d H d * rH •uapf HCOHrtO rH t-H d t-H O d O rH rH r-H d CO d H H H rH H CO H CO 00 rH o ft =3 P > ® O | 33 Pv Pi OX) 3 oj 3.2 33 33 OO pi Pi33^ Sa lot- o' . O § o o § 3 *rH ^ *iH *r* c3 3 §6l?pfi Cfi 3^^ WWW s. a Q« Op r 40 H-P r 3 H -- Qfi s ■a 8=335 §.gft ^ -- o o £ 00 ^ji mcoNooaorHiNco'iinoffl 00.00 ooooooooooasascs©©©© 1,860 I 105,000 CITY SCHOOL SYSTEMS. 465 §Wl$W ilsllllllaliilillliillli! 111111 ill MSllailWl ^Ill'll sgg Isllisll 0 C O OO.OOONWOOU5QOWHOO OO^OhO OOO 0 o A A gg s s s a s^-a-aa | *a © © a | s OOOOOp .3'.=? O^+S O fS o o§!o •eos SjSgJS TJ 000 §§s 00 Jzjo- It! 2 o o til j! IJh^ m I ^23^22 *§s 82§gS§!§$; 8gSS38g’g8§g38g3Ste88$fc§'g88i38 SggSSg 24 103 225 »oooo»oooo ^2°2002c^SHc000o0*lH'^00£dl0JH^Hit:^c:>Tt Statistics from Biennial Report of the County Superintendent, 1903-4. c Cooking. Table 7. — Statistics of supervising officers , teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. 466 EDUCATION REPORT, 1905. CITY SCHOOL SYSTEMS, 467 &§?§§! min 'r"f"r'°'8 3,100 969 33,800 1,971 l jig i igii c7 • Co'cM • .Oo't-Tt-? ! ; ; * ! Sill 2,300 *1,325 1,962 2,593 3,409 98, 162 4,482 16,750 7,361 3 72 00 (M OO in 9 13 6 17 12 <316 33 18 37 14 O HH o O rH O o O t-H o OOOOrHC^i-HOrH © © o o NOO^HWJCONhH ooho^cw o 03 0 T“l OOiCOHTfOiOO © © O O O OOOC^OgOrHJOCN * ii i illiilili if i SasssWs 11111 * iiiliiliil sWilWf ^ r-Tcf I pH 0 CO dsiljs ii 0p°0p§00 (ZjlZ|Tt» O CO CO iccoioco^o^rco^co OWHNOO H 0 11 3 HHOOOCON!N(M C l M H O O HNcCHOOC5(NCOfON 1 11 3 1 2 18 CM H CO wnnhh^ojhh 'rON ^H(M(MOH(MOOO slSassisI Islll slsillssil * Statistics of 1903-4. ° For white schools only. b From Maine school report, 1905. c Includes 92 portable buildings. Table 7. — Statistics of supervising officers , teachers , property, etc., in public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. 468 EDUCATION REPORT, 1905. •sosodjnd jooqos joj pasn jjgdojd 0 n q n d jo onj'BA mill : lllSllIillllllllllilillll psip : ^iWIS>W^^WsWi‘s¥ •sjooqos oijqnd jje m Apnjs joj sSuTjqiis jo sjtos eo ilsisls Sills il ilssISillSliglpIl co" of r-T no" lo of of ohoo * of ■ ^ Tii' i>T cf ■^'co' ef t-T 0 of tfVfco' of ^ .-T ccf * : : ’_t 1-1 * ^ •sosodind jooqos joj posn sSujpijng; n •sjooqos h(nh»oohw iogNioncnoNNW^ccnnoo Sutt39A9 jo joqumsj * ; •SUOJJ'BS -jgptiiq jo jgquinjq © .2 ^ \ \ Hi U! H H U M M j M M Zh^HCOC^wWK • S 00 05 CO t- £5 "*3 X £h t- 10 CO 10 3 > ^’Sb .2” s 1 a 'UIOJL b* •U9UIO_Ai © SSSggSgSSggSgSSSgSgggggfeg § ilgo-S SgsSg|5|S|§|SSfe«5S|3g88SSS| •nan ! ^ !M(M • CO CO O NMINOr-ION’^O^ODiON^WliOpiOpOM'^CSC ■moj, CO CO ''J* 02 lO tH CO TjHCO^Tt<( rN: -U3UIO\V INHONO COONOaiHOCO^MMrtONNOOONXCTN^OCI •new ? M N N 00 CO ^ M H^INOOfflCO®lNCOffifflCqH( IlMCOMHCOnCq p IPs- am IWPh sllglll l!§SassalS§Sliillll§lllll CITY SCHOOL SYSTEMS. 469 366,000 545, 000 1, 324, 480 134,780 2, 317, 841 446, 200 310, 150 578, 642 120, 375 Ills! lllllillilllllliisllllis SS1I1 si¥h sffi¥l¥l¥l§l¥l¥l¥s¥llili ll¥§¥ of * d i 111 11 la I la § ■ '■o'cf i-ht-T d'dco' t-5't-T cl' §1 1 COtjT rH 05 SlsfiSllllplillllsill.l Sllll clco'xti' icc hnAhn cf cc ccT in' A o’ h n fi h co kococfcfci' * ^ 1-1 SS2S?3000^,^OC53S^StDS00S^^2 coot-ooo O^iO^NGOCOOHtMHHH-^ O O O fc 1-f 00 C 0 •’T 0 0 0 0 O i-< 0 CO 0 O rH 0 0 0 00000 O^O^O^OOOOOOiOOOL- OOOOIN^NW^WCOOCIOCOOOONOOOO^O OOCOIOO O O- 0 GJ G H C5 H O 00 0^3 |SS|SS32|S|IS|§ MCOr-I^CDOlOO^C^WlO^ilC .5 ssg 1-t 00 (U 23 ^iSogSoEo^loSJoo^lol O.oog UJi 2I2 !!! EfSSggijg^BSSSSSg S3g&§fg;S£§5S3B£§8KgSS3!§i88 ^2cl^c33t''ocoo05c'qcc*co nMO)OOOQONNNCCMCMNOC‘OMMlOlCil 8 § 8 8 ;8288 8 8 8 8 O O m © ICOLOO r- — x i CM >>>>> os ce © © © 0 . 3 3 3 R-h © © © *mox CO CM CO 03 CM 927 39 617 51 89 05 O CO H CO W CO LO 47 62 HOOCOOOONOOCMN CO t-h M CO rH CO CO 05 CO HN CN O CNp •nainoAi ■ © 8888 CM OICOOJCO © CO © N1 GO 00 1-0 CO CM 00 CO io co ^ 88 P- lO 05 noSm 251 1,820 64 84 32 •nan i© CO lO CM ^ 00 CM rH CM •FUOX H CO 00 CO CM 05 CM O CO ^ CO CO CM lO CO 00 H CO 00 rH rr »0 (M CO oa CO •natnoAV CO CM ^ M i-l CO rH O £ * W) M ^ ^ 3 o.3 BtJH m ^•£3-244 2 © ! 1 Si Ch to • © rC • - H Qj » © *5 £«S?^o03 ffiA 2_qO|-5M 03 PiSo • • •rO © Ou^^-p-p © 1-5 1-5 HH S CO 02 rc CG ••ao N00 050 HMCQ^vO t- cc oo cc cc oc x CM CN CM CM CM CM CM CN CM CONOOG 8888 O I NM'SOOOt'XOQH 88 88888888co8 intar: CITY SCHOOL SYSTEMS, 471 225,000 750,000 260, 175 460,000 85,000 220,000 525, 698 2,000,000 528,000 000 ‘Lf 415,000 19, 500 *275,000 141,930 105,000 796, 105 378, 433 120,000 140,000 557,650 561,450 300,000 129, 200 1,020,890 758,000 427,000 a 620, 000 2,374, 488 278,000 291,400 90,000 360,000 120,000 3,188,600 210,000 385,000 270,000 1,600 8,200 2,900 2,310 2,100 2,325 7,000 18,386 5,200 1,200 3,011 340 1,700 1,500 5,733 3,200 1,760 *1,300 5,750 5,804 2,287 2,500 12,903 4,581 7,412 SsSISI aToo cq cooTco 1,552 46, 109 2,656 3,286 6,600 5 20 12 9 00 CD 2^332883°° OHMOOQOO h^NQhh 3 57 6 7 10 o o o o OOH C3 O O OOi-HOO-^COOO O t— 4 t— < O *0 O O r— IHIOOOCOH O^HON o © © o OOCONO o COOCXMOt-H^^O OMOONNOOOOICOCOHN Jfefcv 0 103 1 6 1 9 o 2 S £ S O O Op o * ■aassa^aaa +5 jooo 043 o o o co oa •« ssgsgg lit rsssgsg M ■« .0 oSoo®o® EolZifcHfcW i | s*ggg Si g^SSSgSSts ggssgsg'sggfessg 38 985 67 88 136 3238 a 36 951 61 83 132 03 *6 00 CO 00000 1?H >c^;! 05 . 00 I-I "*3 CO I> rH ^ CJ lO O CM aoiHooioiN N C3 C<5 O C# 05 •uauio aa © OMMH>OOClMO> 00O-'Tlt^COlO-5't>- IMtOThOOiOM cooo^hsjo cm CM 1-H CM CM t~- 00 05 -Mi lO (M N «3 N LO rH rfl OO •U3H *3 a n o co 'J* ^ n ■ > -5T cm cm o •mo a ■uauioA\. •non IOHNN(MO(NO CM H CM O *0 CO lO O CO CM CM O O CM CMrHrHCOr-llO^CM 00 CO *0 CM CM CM nS o-3 ^2 ; » © £ o 5 tn J.g*g | ft, Ph ft, Ph P Eh E-< ^ 6aa 6 o gjjg O gR«-g g g g « > g Pi O oj co © T3 Crf OSP E « o o ; — |H5->C5-^— 'oo o r" • — icy. — I' — . << £ooco O’ 0000>-(0r-<^C<10000 O OOOi— IICOOT-I-^ CO -COClt^'^ T-l Cl 5 14 1 HCOTji lOfOWON^^OOh HK rHC0(NC00005H^TiiO^C0(N COrHCO»OCOCOClO^M CO H CD TJH tO Cl iO(MCO»OiO(MHCOH Is- OdrHClClClOOOOOSClCOrHO *0 o (MOdHCOClOcOC 1C co ^ CO CO o COHHCOCOOOINO o o HHHHCN^ClOxflHC^W 1-1 00 »0 Cl H d CO Cl r— 1 d d Cl Cl *— ! rH t— ( 1-1 1-1 ■dm m8o. 111 Ulal3 ”W”£ ft £,§ ; ill PL|PhP3c0O2C o I •>§£ sSS-o’g-sestg ►ssjg.sSpfl IPf llll-s 1 o Ph !.I llslllllfelllg 1 UlSIlfll 111 111 111511181 1 1 * Statistics of 1903-4. a Real estate only. . b From biennial State school report, Table 7. — Statistics of supervising officers , teachers , property, etc., in public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. 474 EDUCATION REPORT, 1905. •sasodjnd iooqos joj pasn Ajjadojd oijqnd jo ani^A rH •sjooqos oiiqnd M IP? ui Apnjs joj SSUIJJIS JO SJ'BOg ooooooooo* OOOOOOOOOC 0*00000000- 00000000000000 OOOOOOOOOr-HOOOO ooooooooocooooo o o o o o o o o o o o o - > *0- ' “ OhhOINOOOinWh -h o o o co t-i oo?cO ^ OHiCiOOOiCO*OC5iO i co xr T-i 0 0*0-^00 c7o'tho'( *-0> o 1-H rH 1 CO <05 CO CO * 88 C50«3 §8 >^00000 > 03 o o o o o ) H to o o *o CO 1 ^ ' i ON I ^ cfcocoVTcT •sasodmd jooqos e* joj pasn sSnipimg; | n •0 05 00 'S +?‘5b s bobo .S .9 m 'a > o>.2 < £ G o lOOMON O © O CO O O OO O t- O O O O OOOOt CD 05 c c o o 0, 05 oo 05 G G o G fi 5G S o G ® s -G o o o 5£££ hw 05 05 G G o o § s 05— C 05—! ^3 05 05 05 05 .9 o o o o 00 05 05 05 05 05 O G G G G G pOOOOO G O o'" bb o3 oS G G 05 05 o_; I •mox t. UO^OXOCOIO^ •uarao^V *uapi CDCJ^1 CiONCCO^^OUOi^O'O^TCO 00 *0 1> ^ ' 10^*0^10 00 000^ HO 05*OHOIOO^^NNOCOOOO ^OH^NO t-h CO OCO CO •moj •uauiOAY •napi \ O CO co CO ^ rH COHNHCCHNHNO^H^^ t'- i— I CO U- CO 0-0 0 O O CO O CO H H H CO oooo»o ;rCO ; dc j G .J2 G "I I— I o3 O" O , _ • *-, r-, — i 3>?l8i!§g.gs85S3:2 o -„,9 £ §ib a>.2o b 05 > r~~l CJH rl -§.si • oo o 1 Tji OHNCO^iOONOOOi! 'NNOeO C^ tH © O C-l rH 1—1 © O lO rH O i — I r— ! © C-) O t— I r—i © CO o o o o NOlOHrtOM ICOt-l ©HHHWHHNHNN’JI^'eilHW' HHHNl - I o « ^3 -ss OO - 03 ccccflcca0tjc • h}, cj OOOOOOOGpojCS-O 03 a, c s= O O ££ o o o o o Jzjziziziz; 7.-S) •IUJOJ, t- § £3 s 05 J-! §§ JJJoJSUJ b§ -■s s. bb !|!SSSS§|ge5SSSgsg5i3S^SS §§ SfeSSS •uauiOA\ O S8£S§; •Uapi K5 •mox >gO)OOHOr-[t^C30DCO.-(t^O rtNOCCO'C'COMNNCO S3” oJ8 NHNiHi-KOMINTfMlMCOINi-lr-lO^M® .St^g§§rHE^&£2’“S |bb| g I s § ag s 3 8 = SiS 11181«ll|silllllllllll il IsSI: 1 to 9, 11111 lissi sill §w CITY SCHOOL SYSTEMS. sills! sisiSllllllslllllli 477 11 ill SS CO o' of t>(N I § HH',l-SH22H2222M2fl^ §g°do3 sss£sSgsgg§gs§.»g=a ^£i HcoeoHcq COHHH CO OWCO^HO hhhhnhhcohonhhhhnhhh °°8 I 5 if 5 las 4 1 i wsrg^ _ w. „ .. . ||g||| bh«b—^-p^ ■ Hull alll I lllill H§l§lSllll3ll^lI&l ol ssSIs mm T siisii Bsssaisisssssssssas ss ED 1905 - YOL 1 - 34 S3 a i^i! * Statistics of 1903-4. a From State school report, 1905. & From biennial State school report for 1903 and 1904. Table 7. — Statistics of supervising officers, teachers , property, etc., in public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. 478 EDUCATION REPORT, 1905. •sasocLmd iooqos joj pasn Ajjadoid ojiqnd jo aiqBA •sjooijos onqnd 1 ui Apnjs joj sSuijjis jo sj/eag 8SS 888 o o o 888888 o o o o o o *o*cT*o V^oTcT 3' 888888 H H O O CO CO c^r to co' c^r c^r ^ 00000 0500 O O O CO t- (M ^ ^ONHOOOfN <>7 ^ 1>7 oT ocT o? •sasocLind iooqos ^ joj pasn sSuipimg »h CO tO 00 05 05 •siooqos pH SurnoAa jo jaqtunjq >h O'fOOOO O O O o o o •suojjbS © -japniJi jo jaquinjsj OMOOICO O OMNOO c3 M 3 cS 3 r* oS ’"'l 3 bcbO 3 3 oo "3 05.3 2 X) o3 £ S+S'O o £ tuo 3.2 03 03® 3 3 3 o o o ® ® I 3 3 o o. 33 +j f-i O ^ O >-i © ®oooo R§oR°33^ 50 £ !z; io -< w 3 n e o oi _ o © 5 0^-4, © © 3 3 o o 3 © 5^33 A •IB JOJ, fcp OOMO^HIO ^ (N 3 MMWoq 3 2^ o § os 02^^ P Spf 'WPh^ '(MC0^»OC0N00 05O ) io to to io *o *o *o *o CO >10*0*0*010*0*0*0*0 H (N co TJH *o < cO CO CO CO CO < 10*0*0*0*0* CITY SCHOOL SYSTEMS. 479 CO O O O O O O O O O O O O O lO o 5§§8S 8oo888oo°coo i "■f CM i 00 CO lO CO CO 10 lO CO CO Cl (M CO (N CO ^ 1 *0 CM iO iO Q0 CM CO O O © O OOOO^OiOOO^cOOO oooo Ot-^OOO OOOOO^OOOiOOirHr-iO ooooo Ot^CSlT^TT' ^ONOOcOcO^OCOiMt^CD O^OCOO co (>f r-T co'^cm't-oo'co ofco csT^o"co'io'^ co co'r-Tco' OHrHOOCO 05COOOCOHiONNC»ClOH 00 CM - ooooo oooooooooo^oo oooo 500 NO^WOCOIOcOINhhON ^oooo o o © T3 ■ pi a saooj <1 o3 oS PI 0 H © © © s e s ^©ju^© fl o 03 O ^03^© © ,— < © _g _© _© _< i— i , H 1 ■a % S-S- H 00 lO 05 lO OSCOtN^OOOOO^OHOJNkO l^t^OO GO CD CO 00 NOON^fNXCDNiONCICCH r*i CO CO i CM O CO OOO • CO © CM CO CO O 00 CM CO CO CO rH CO CO CO 00 OIOHCMH lOCMCMCMCOiO^T^COHNCOOi iO CM CO CO H H O CM CM CM CM O H CM ^ CO CO iH CO CM rH H O CM H H CM H CO CM CM CO O *0 CM *0 c§ oV, © § .-^ &0 agofta P< CO © rt CS K. fl 0 O O a $ § §0^3 -a -c Kj^-i-g oSSscj'SSS ©S a cj h M a) CQ 0) 4S p Phc3 03 CM CO to CO NOOOJOHCMCO^iOCONOOO O H CM CO - i>* t^- 1^- t^i^t'-oooocooocooooooooooo o>q>q>q> ICIOOIOIOOIOIOIOIO^IOIO 40 0^10 lO LQ lO lO O 480 EDUCATION REPORT, 1905. Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5. City , From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. Amount avail¬ able for use dur¬ ing the year.® Anniston*. . . Birmingham . Huntsville . . . Mobile . Montgomery. Selma . Tucson ARKANSAS. Fort Smith . . Hot Springs . Little Rock*. Pine Bluff. . . . CALIFORNIA. Alameda . Berkeley . Eureka . Fresno . Los Angeles. . . Oakland . Pasadena . Riverside . Sacramento . . . San Diego . San Francisco. San Jose . Stockton . Vallejo . COLORADO. Colorado Springs. . Cripple Creek . Denver . Leadville . Pueblo: - District No. 1.. District No. 20. $7, 800 18, 506 4, 400 $5,700 37, 500 5, 450 $18,114 $13, 569 15,632 6,500 46,174 9,760 688 4,500 CONNECTICUT. 32 Ansonia . 33 Bridgeport . 34 Bristol . 35 Danbury . 36 Hartford . Manchester: 37 Town schools . 38 Ninth district . 39 Meriden . 40 Middletown . 41 Naugatuck e . 42 New Britain . 43 New Haven . 44 New London . 45 Norwalk . Norwich: 46 Central district . 47 W est Chelsea district . 48 Stamford . 49 Torrington . 50 Vernon g . 51 Wallingford (Central district) 52 W aterbury . 53 Willimantic^ . * Statistics of 1903-4. a Includes throughout table balances receipts, loans, etc. 5 From State and county. c Included in column 2. d From district taxes. 22, 342 5,000 19, 818 4, 286 47, 056 57,588 21,994 37,078 349, 725 168, 381 38, 242 b 40, 134 60,081 33, 574 b 987, 011 59, 545 33,763 17,014 85,917 26, 152 56, 151 28, 75.5 27, 720 30. 115 8, 109 40. 172 5,674 10, 512 40, 797 2,905 3,667 15.172 5, 413 25, 516 25,000 34, 660 32, 266 39, 314 10, 045 51, 373 196, 668 114, 61i 33, 564 15, 498 90,855 0 323, 364 35, 607 42,588 2,224 7,932 11,000 62,667 960 33, 898 38, 646 13, 291 21, 501 251,770 135,230 32, 135 (c) 33,207 63, 601 (c) 33,207 23, 074 15, 740 34,896 745 20,500 190 136, 390 6,701 1,774 18,951' 7,390 58, 477 1,472 71 16, 384 179, 183 840, 642 33,336 132, 537 134,300 42, 669 256, 249 41, 323 60, 854 190, 467 11,801 25, 720 84, 495 17, 968 / 28, 792 92, 269 216, 288 4,269 9,295 11,020 3,582 2,567 10, 861 11, 122 55, 760 65,790 25, 970 5,726 96, 000 33, 866 35,080 5,238 304, 210 i 27, 175 101, 655 10, 275 1 12,521 d 231, 894 d 12,000 d 12,271 d 13, 106 a 8, 050 1,137 875 179 7,349 3, 990 1,864 1,305 2,774 259 14, 583 1,113 $13, 500 87, 689 9,850 103, 587 62, 474 20, 760 27, 377 90, 686 41,000 83, 230 39, 906 113,386 135, 548 65, 830 110,142 934, 553 424, 923 103, 941 57, 406 203, 094 104, 565 1, 368, 852 129,831 99, 496 34, 978 187,572 205, 335 1, 123, 356 66,361 172, 778 164, 415 50, 778 296, 421 48, 134 72, 241 463, 158 15, 251 30, 367 99, 846 42, 730 41,063 112, 643 426, 700 66, 919 78, 115 45, 432 16, 602 121, 444 44, 988 32, 413 $13, 500 101, 310 9, 850 103, 587 62, 474 20, 760 28, 264 90,686 81,000 90, 517 43, 568 126, 245 299, 882 68, 299 136, 998 1,068,118 1,393,233 219, 284 70, 744 222, 047 110,282 1, 436, 235 133, 191 105, 525 40, 645 203,821 237, 535 1, 279, 404 93, 974 177,873 164, 787 123, 461 296, 421 53, 034 74, 304 633,036 15,251 30, 367 113, 465 83, 935 44, 863 112, 643 459, 981 66, 930 82,283 46, 036 17, 472 121,444 44, 988 340, 725 36,000 e Statistics for Union Center district, brought forward, / Includes State appropriation. g Includes city of Rockville. h Included in town of Windham. i Includes receipts from ‘ ‘ All other sources.’ CITY SCHOOL SYSTEMS. 481 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5. — Continued. 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 City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. 1 2 3 DELAWARE. Wilmington. $36, 163 $199, 479 DISTRICT OF COLUMBIA. Washington . FLORIDA. 838, 129 838, 129 Jacksonville a*. Key West . Pensacola ft*. . . Tampa . 8,531 . 1,799 . 7,745 c 34, 419 6,760 c 28, 000 GEORGIA. Athens.... .. Atlanta . Augusta Brunswick* Columbus . . . Macon d . Savannah « . 6,458 49,038 30,000 10, 240 16,400 188,958 9, 500 11,574 39,931 40,467 43, 794 c 50, 000 IDAHO. Boise 32, 721 72, 183 ILLINOIS. Alton . Aurora: East Side . West Side . Belleville . Bloomington . Cairo . Champaign . Chicago . Danville . Decatur . Dixon: City proper . North Dixon . East St. Louis . Elgin . Evanston: District No. 74 (North Ev¬ anston) ft . District No. 75. . District No. 76 (South Ev¬ anston) . . . Freeport . . . Galesburg . . . . Jacksonville . Joliet . Kankakee . . Kewanee * . . Lasalle . Lincoln . Mattoon . Moline . . Monmouth . Ottawa . . Pekin . Peoria . Quincy . Rockford . Rock Island . 3, 181 49,502 3,452 982 66, 292 2,799 4,547 1,744 115,919 42, 790 / 23, 763 8,848,106 / 73, 429 84, 514 338,551 5,229 747 193 g 3, 989 214,305 / 114, 303 1,170 2,005 3,064 2, 120 48,438 / 50, 563 77,000 3,320 1,676 2, 223 1,849 2, 716 3,194 123, 009 49,632 21,935 31,665 24, 179 99, 720 1,899 1, 572 10, 759 7,700 4,975 2, 694 249, 354 76, 541 130, 942 67, 533 From county and other taxes. 4 $677 83,044 7, 157 c 55, 000 2,000 e 101, 000 6,750 c 27, 284 55,295 33 9 3, 408 25, 911 c 11, 952 67,528 299 47, 190 4, 184 9,399 46, 076 38, 147 16,986 From all other sources. $2, 984 392 1,027 .1,200 846 6,742 600 2,391 3,677 2,768 858 12,357 374 3, 703 561,451 2,033 815 344 252 5,639 1,679 98 2, 832 2, 615 784 382 1,303 1,247 110 112 970 1,909 180 223 4, 381 16, 482 3,518 1,925 Amount avail¬ able for use dur¬ ing the year. 7 $252, 851 1, 676, 258 99,541 11,830 66,523 35, 960 24,008 237, 996 91,742 31,100 53, 896 94, 144 147, 562 108,906 59,433 70,602 40, 623 78, 392 273, 229 50, 052 90, 564 12,404, 199 111,688 127, 115 ’ 29, 535 16, 610 456,423 216, 160 12, 756 121,750 50,020 78, 972 238, 048 70,432 129, 053 66, 436 54, 656 29, 769 33,819 56, 764 194, 723 45, 000 120, 046 55, 466 380, 103 128, 044 297, 134 125, 000 Total. 6 $239,303 1, 676, 258 91,575 9, 348 43, 191 35,960 23,704 237,996 91,742 22,340 53,896 94, 144 147,562 104,904 59,433 70,602 40, 623 58,468 124, 169 44, 567 23, 763 9,748, 108 78,870 90,558 27,002 12, 397 223, 933 113,210 10,676 115,982 47, 706 55,400 82,679 70,432 123,391 54, 554 50, 113 28, 452 33, 626 37, 264 104, 823 45,000 48, 155 39, 942 264, 494 117, 709 139, 435 72, 152 * Statistics of 1903-4. a Statistics of Duval County, ft Statistics of Escambia County, s From city and county. d Statistics of Bibb County. « Statistics of Chatham County. / From school district. g From State and county. ft From biennial school report of Cook County, for 1903 and 1904. T 102 103 104 105 106 107 108 109 no in 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 EDUCATION REPORT, 1905. able 8. — Statistics of receipts of public schools of cities of over 8 1 904-5 — Continued . City. illtnois — continued. Springfield . Streator. . . Waukegan. Alexandria Anderson * . . . Brazil . Columbus . Elkhart . Elwood . Evansville. . . . Fort Wayne. . Hammond * . . Huntington.. . Indianapolis. . J eff ersonville . . Kokomo . Lafayette . Logansport . . . Marion . Michigan City . Muncie . New Albany. . Peru . Richmond South Bend.. . Terre Haute . . Vincennes . W abash . W ashington . . From State ap¬ portion¬ ment or taxes. 86, 726 3,145 1,566 19,917 17,829 8, 270 14, 202 62, 469 13,857 189, 062 10, 499 12,683 17,512 27,379 19, 847 18, 727 20, 771 From city appropri¬ ations or taxes. From county and other taxes. 8178,373 44, 092 33, 450 From all other sources. 82,069 173 11,419 87, 478 36, 840 56, 827 813, 581 6,316 1,838 1,141 1,096 98, 517 13,834 816, 088 16, 437 15,597 63,640 21,027 44,483 38,624 18,338 1,775 14, 563 1,627 624 6, 157 73, 935 U, 827 41,594 56,038 21,183 2, 007 35, 493 883 4,450 913 9,122 Boone . Burlington . Cedar Rapids Clinton . Council Bluffs.... Davenport . Des- Moines: Capital Park. East Side. . . . West Side.. . . Dubuque . Fort Dodge . Fort Madison.... Iowa City . Keokuk . Marshalltown. . . . Muscatine . Oskaloosa . Ottumwa . Sioux City . Waterloo: East Side. . . . West Side. . . . Atchison . Emporia . Fort Scott. . . Galena . Hutchinson. . Iola . Kansas City. Lawrence. . . . Leavenworth . Parsons . Pittsburg. . . . Topeka . Wichita . 14, 931 59, 791 54, 203 12, 10T 9,077 79, 941 128, 797 4,592 9, 104 35, 104 500 161, 756 23,580 487 2,080 2,359 10,625 5,663 2,317 3,352 6,986 9,421 6,461 8,566 15, 164 500 7,243 17,918 13, 182 3,904 2, 783 96,965 141,240 41, 745 564 87,444 271,890 66,958 142, 168 179, 079 19, 925 a47,219 3,802 99,400 17,866 '43 ’362' 5,312 3,787 5,025 12,437 4,234 50, 711 80, 1.75 3,474 2, 539 7,789 2,336 2, 296 3,192 14,393 3,197 5,430 1,565 5,000 9,511 7,683 38,483 22,442 48,974 6,732 200,097 49, 910 33.621 32,973 6,027 391 922 13,809 190 1,354 317 676 246 873 2," 745 36, 178 40,307 16,209 15, 341 1,507 884 1,725 21 414 5 30,641 5 43,363 28, 273 34,000 182,736 600 209,281 340 ’91 ,'674' 2,475 6,830 2,892 * Statistics of 1903-4. From district taxes. 36, 103 1,698 5 From ( CITY SCHOOL SYSTEMS. 483 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. Amount avail¬ able for use dur¬ ing the year. 1 2 3 4 5 6 7 KENTUCKY. 1fi5 $7, 935 $10, 476 $70 $18,481 $21, 275 55, 472 67,819 1,445 124,736 1 149, 492 1fi7 6,569 10, 548 624 17,741 I 26, 601 9’ 286 20, 761 2, 134 32,181 39,381 31,148 46,569 1,162 78,879 102, 620 170 185i 514 439, 236 12, 150 636,900 777, 494 13, 249 25, 982 2,489 41, 720 61,855 173 Paducah * . 15; 428 30, 170 462 46,060 50, 895 LOUISIANA. 7,500 $5,570 13,070 13, 070 105,014 422, 281 38, 747 566, 042 599, 127 176 Shreveport . 4,000 33, 750 37,750 37, 750 MAINE. 177 Auburn . 10,466 34, 500 525 45, 491 45, 491 178 8, 640 9,346 8,664 26, 650 26, 650 179 Bangor . 16, 195 64, 000 574 80, 769 80, 769 180 Bath* . 9, 132 25, 200 617 34, 949 34, 949 181 Biddeford . 15, 411 15, 500 2,200 33,111 33,111 182 Lewiston . - . 22, 152 31,000 589 • 53, 741 53, 741 183 Portland & . 41,843 136, 996 178, 839 178, 839 184 Rockland . 5,795 21,500 221 27, 516 27,611 185 Waterville . 8,265 14, 500 15 22, 780 29,311 MARYLAND. 186 Annapolis c . 17, 253 17, 253 187 Baltimore . 53,605 1,376,608 1, 430, 213 1 , 448, 743 188 Cumberland c . 25, 091 25,091 189 Frederick c . 17, 884 17, 884 190 Hagerstown c . 30, 447 30, 447 MASSACHUSETTS. 191 [ Adams . 41,773 41,773 41,773 192 Ames bury . . 26, 800 200 27, 000 27, 000 193 Arlington * . 50, 468 1,031 51,499 85,349 194 Attleboro . . 66,117 2, 266 68,383 69, 200 195 Beverly . 77, 000 451 30,503 107, 954 138,954 196 Boston . 5, 738, 235 5, 738, 235 197 Brockton . 165, 000 2,070 167, 070 169, 352 198 Brookline . 358, 090 358, 090 358, 298 199 Cambridge . 522, 661 7,978 530, 639 685, 016 200 Chelsea . 163, 223 324 163,547 163, 551 201 Chicopee . 66, 190 66, 190 66, 190 202 Clinton . 48, 000 48, 000 48, 000 203 Danvers . 31,222 556 878 32, 656 34, 884 204 Everett . . . . 189, 192 3,541 . 192,733 271,254 205 Fall River . 366, 238 366, 238 366,238 206 Fitchburg . 128, 493 556 129,049 129, 049 207 Framingham . . . 49, 600 1,210 538 51,348 51,348 208 Gardner . 47, 301 501 47, 802 47, 897 209 Gloucester . 105, 294 1,580 106, 874 106, 87* 210 Greenfield . 41,275 979 42,254 45,634 211 Haverhill . 147, 842 836 148, 678 148, 678 212 Holyoke . . . 189,802 1,932 218 191,952 191,952 213 Hvde Park . 56,700 262 56, 962 57, 269 214 Lawrence . 216, 146 216,146 216, 146 215 Leominster d . 54,000 808 54, 808 54, 854 216 Lowell . 369, 451 2,239 371,690 371,690 217 Lvnn . 210, 000 46, 160 256, 160 256.160 218 Maiden . . 173,400 1,837 1 175, 237 176,674 * Statistics of 1903-4. a For white schools only. 6 From State school report, 1905. c The city is a part of the county system and has no special appropriation. The statistics given represent the expenditures. d From annual report of the school committee, 1905. 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 EDUCATION REPORT, 1905, ABLE 8. ■Statistics of receipts of public schools of cities of over 8 1 904-5 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. From all other sources. 1 2 3 4 5 Massachusetts— continued. Marlboro . Medford . Melrose . Milford . Natick . New Bedford. Newburyport. Newton . North Adams. Northampton Peabody . Pittsfield Plymouth Quincy . Revere Salem . Somerville . Southbridge Springfield . Taunton . . Wakefield . Waltham . W are . W atertown . Webster . Westfield . . . Weymouth . W obum . W orcester . $55,800 110, 126 85,020 $243 149 38,000 285 41,500 1,009 340, 521 4,622 39, 769 2,638 229, 681 3,461 94,094 $930 74,628 2, 166 45, 200 1,042 702 97, 217 75, 442 117 111,000 286 67,500 1,140 132, 530 1,894 1,763 357, 816 27, 625 392,540 7, 249 126, 489 3,318 59, 185 1,812 127,452 32 33,000 493 245 47,000 26 19,700 968 58,625 7,937 52,500 64,830 660 625,475 4,491 MICHIGAN. Adrian $8,000 25,000 12,000 Alpena . Ann Arbor . Battle Creek . Bay City . Calumet school district Detroit . Escanaba . Flint . Grand Rapids . Holland . Iron Mountain . Ironwood . 10,375 16,300 33, 102 24,429 277,045 10,296 10,037 86,311 7,971 10,014 8,466 55,287 119,289 51,266 106,731 781,049 40,933 10,023 290,340 22,000 55,791 49, 106 238 711 8,913 47,159 4,839 47,088 1,494 3,827 4,484 138,156 416 22,500 106,541 384 227 26,220 Ishpeming . Jackson _ Kalamazoo. Lansing - Manistee _ Marquette. . Menominee . Muskegon. . Owosso _ Pontiac _ Port Huron. 18,055 21,482 10,912 14,921 10,367 13,355 22,743 7,835 7,588 23,768 65,276 101,175 57.700 37,281 40,633 31,126 68,637 26,967 34,800 36.700 861 2,618 231 8,548 5,673 5,371 112 3,062 3,446 16,533 1,097 2,318 665 3,078 1,801 1,686 786 Saginaw: East Side. . . West Side. . . Sault Ste. Marie. Traverse City . . . West Bay City a 26,257 17,768 12,849 9,800 10,746 104,432 55,162 42,601 25,000 24,640 227 11,351 897 730 171 MINNESOTA. Brainerd. . . . Duluth . . Faribault . . . Mankato Minneapolis. St. Cloud.... St. Paul _ Stillwater . . Winona _ 7,856 40,408 41,462 4,659 2,283 5, 957 25,016 159, 103 992, 962 1,325 8, 886 110, 920 473, 886 8,486 37,570 9, 569 57,297 2,364 2, 751 355, 961 4, 432 23, 927 228 103 28, 100 22,928 120 209 3, 881 43 7,390 2, 661 a Schools of West Bay City were consolidated with those of Bay City i: CITY SCHOOL SYSTEMS, 485 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. 1 2 3 MISSISSIPPI. 286 Jackson . 88, 195 813,460 287 Meridian . 10, 821 18, 726 288 Natchez . 9,555 6, 831 289 Vicksburg * . MISSOURI. 290 Carthage . 291 Hannibal . 10,634 292 293 Joplin . “ . . 294 108, 636 295 Moberlyo .1 . 296 St. Charles « . 297 St. Joseph . 46, 009 230, 814 298 St. Louis . . . 230, 120 ' 2,334,287 299 7, 593 300 Springfield . 10,038 58,298 301 Webb City . MONTANA. 302 Anaconda . . . 6, 795 34, 019 303 Butte . . 31,708 304 Great Falls . . 8,634 305 Helena . 9, 381 NEBRASKA. 306 Beatrice . 4, 200 9, 750 307 Hastings . 5,910 13, 690 308 Lincoln . . . 18, 480 309 Omaha . 48,618 301,416 310 South Omaha . 10, 613 67, 791 NEW HAMPSHIRE. 311 Berlin . 9,255 8, 424 Concord: 312 Union district . 35, 642 31, 759 313 Penacook district No. 20 _ 2, 448 3, 657 314 Dover . 856 34, 354 315 Keene (Union district) . 941 32, 765 316 Laconia . 23, 643 317 Manchester . 140, 779 318 Nashua . 1,310 32, 764 319 Portsmouth . 1,826 46, 439 320 Rochester . 21,000 NEW JERSEY. 321 Atlantic City . 78, 745 24, 265 322 Bayonne . c64, 049 98, 596 323 Bloomfield . 24, 499 37, 500 324 Bridgeton . 13, 756 18, 444 325 Camden . 4,800 207, 125 328 East Orange . 51,045 107, 583 327 Elizabeth d . c 57, 084 b 86, 416 328 Harrison d . c 8, 437 b 18, 295 329 Hoboken . 85,023 130, 304 330 Jersey City . 266, 227 358, 623 331 Kearney . . . 19, 448 34, 052 332 Long Branch . . . 28,077 51,550 333 Millville . 13, 298 19,567 334 Montclair . 42, 393 80,398 335 Morristown . . 12,952 27,000 336 -Newark . 451, 254 708, *19 337 New Brunswick . . . 21,330 42,097 338 Orange . 40,000 66,500 339 Passaic . 47, 804 85, 346 340 Paterson . . . 138, 873 206, 730 341 Perth Amboy . 22, 579 93,401 342 Phillipsburg . . 15, 203 27, 608 From county and other taxes. From all other sources. 4 5 $2, 128 8311 919 37,525 10,885 856, 190 92, 806 5,500 9,349 509, 945 157, 377 48,363 . . 12,303 . . 13,963 246, 722 80, 904 88, 748 19 25, 189 51 377 23,000 750 124, 177 15, 600 64,489 25, 660 87, 147 1,103 7, 644 6,708 604 . 1,382 . . 701 . 3,670 2, 368 34, 896 . 3, 827 1,671 1,012 6 26,204 1,000 97, 730 87 3, 545 843 3,307 2, 346 115 80 412 201,537 879 3,727 2, 678 2,047 5, 194 1,000 6,032 2,085 422 Amount avail¬ Total. able for use dur¬ ing the year. 6 7 824,094 30, 466 16, 386 34, 800 830, 340 37, 385 22, 094 34, 800 47, 303 59, 044 69, 289 88, 426 1,057, 632 31, 193 29, 172 291, 672 3,231,729 55, 956 80, 639 29, 762 129,407 184, 840 69, 289 93, 774 1, 602, 954 31,193 29, 172 291,672 3, 437, 234 69, 427 99, 327 29, 762 54, 796 303, 619 89,589 98,506 55, 761 365, 244 93, 615 104,936 36. 950 35. 950 207, 146 375, 694 165,551 36, 950 87,637 207, 146 837, 459 304, 793 26, 426 26, 420 74, 109 6,709 37, 487 35, 088 24, 344 144, 449 71,338 52,092 23, 683 85, 438 6.859 38; 233 38, 314 24, 344 144, 449 71,338 145, 539 23, 683 132,214 162, 645 65, 544 33,043 312,962 160,974 143, 615 26, 812 215, 826 826, 387 54, 379 83, 354 32, 865 125, 469 41,999 1, 165, 267 64, 427 106, 500 139, 182 347, 688 115,980 43,233 227, 178 234, 302 76, 720 38, 025 513, 427 283, 758 143,615 26, 812 219,136 1, 856, 325 54, 402 85, 886 33, 290 137, 898 69,011 1,388,989 64,584 231,500 163,942 432, 737 115.980 59, 238 * Statistics of 1903-4. a From State school report, 1905. b From School district. c F rom State and county. d From State school report, 1904. 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 EDUCATION REPORT, 1905. Cable 8. — Statistics of receipts of public schools of - cities of over 8,000 inhab 1 904-5 — Continu ed . City. From State ap¬ portion¬ ment or taxes. From city 1 appropri¬ ations or taxes. 1 2 3 new jersey— continued. Plainfield . $24, 946 $78, 034 Rahway . 12,995 18, 400 Town of Union . 26, 132 38, 414 Trenton . . . 109, 137 122,400 West Hoboken . 29, 614 30,000 NEW YORK. Albany . 38, 474 162,842 Amsterdam . 9,877 59,680 Auburn . 15,832 90,074 Batavia . 5,937 40,996 Binghamton . 23,866 119, 703 Buffalo . 141,744 1,529,415 Cohoes . 9,086 42,000 Coming: District No. 9 . 5,282 23,327 District No. 13 . Cortland . 3,925 21,000 Dunkirk. . 7,377 55, 295 105, 513 Elmira . 19,041 Geneva . 8,023 43,402 Glens Falls . . . Gloversville . 8,625 54, 751 Homellsville . 11, 704 40, 236 Hudson . 4,618 19,280 Ithaca . 9,644 44, 806 Jamestown . 15, 133 92,657 Johnstown . 7,015 33,868 Kingston . 13, 966 73, 672 Lansingburg . 8,013 54, 129 JAttle Falls . 4,325 30,025 Lockport . 10, 946 59, 560 Middletown . ! 7, 225 42,970 Mount V emon . 14, 132 152, 238 Newburgh . 14, 934 82,000 New Rochelle . 12,042 122, 434 New York . 1, 703, 770 21, 040, 412 Niagara Falls . 13,477 1 97, 901 North Tonawanda . : 7,189 53, 787 Ogdensburg . 8,883 27, 320 Olean school district . 8,304 46, 773 Oswego . 10,995 45,000 Peekskill: District No. 7 (Drum Hill) . . 3,657 21,355 District No. 8 (Oakside) _ 2,838 6, 025 13, 520 Plattsburg . 31,244 Port Jervis. . . 6,603 31,934 Poughkeepsie . 11, 228 73, 022 75, 490 Rochester . 689, 675 Rome . 8, 246 37,350 Saratoga Springs . 7,952 55,322 Schenectady . . . 16, 921 59, 127 127, 724 Syracuse . . . 423, 139 Troy . - . . 25, 208 158,672 Utica . . . 28, 853 190, 611 84,539 Watertown . 1 14, 836 Watervliet . 595 38,053 White Plains . 6,064 51, 472 Y onkers . 26, 434 352,371 NORTH CAROLINA. Asheville . a 11, 000 22,833 Charlotte . 12, 187 18, 540 7,600 Concord . 4,400 Durham . 18,000 Greensboro . . 15, 267 N ewbera Raleigh b . 1 17,481 Wilmington . . . 1,000 1 10,500 Winston* . A.. 7,000 1 From j county | and other] taxes. From all other sources. $2, 601 427 $3,342 5,989 8,634 631 970 3,189 1,368 2,931 4,459 513 32 45 1,464 1,968 1,923 1,744 1,851 2, 785 278 1,649 9,514 8, 459 138 11, 793 332 2,577 3,054 9,492 4,112 155 733 860 835 5, 648 907 143 1,145 768 253 1,209 1,313 3,698 14,617 1,472 1,928 2,620 1,874 1,029 5,430 1,494 100 2,520 1,570 1,469 710 125 14, 000 7,727 13, 062 c 23, 500 ^Statistics of 1903-4. a From State and county. b From biennial State school report for 1903 and 1904. c From city and county. Total. 6 $105, 581 31,822 67,888 237, 526 68,248 201,947 70, 527 109, 095 48.301 146,500 1,675,618 51,599 28,641 26, 434 64,640 126. 477 51, 491 67, 905 52,218 25,547 63, 964 118, 100 41,021 99, 431 62, 474 36,927 73, 560 59,687 170, 482 97, 089 135, 209 22, 744, 182 117,026 62, 743 36, 346 56, 222 56, 763 25, 265 16, 586 38, 478 39,850 90, 416 777,314 47, 903 65,202 147,265 484, 140 184, 909 224, 894 100, 869 38, 748 60, 056 380,375 35,302 31,437 12, 125 32,000 22,994 20,900 30,543 24. 500 17.500 CITY SCHOOL SYSTEMS, 487 Table 8.- — Statistics of receipts of public schools of cities of over 8,000 inhabitants , 1904-5 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other taxes. 1 2 3 4 NORTH DAKOTA. 407 | Fargo . — . . 408 Grand Forks . . $21,509 a $61, 079 15,645 44,028 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 OHIO. Akron . Alliance _ Ashtabula * Bellaire _ Cambridge . . Canton _ 22, 201 5,071 5,824 5, 956 4, 500 9,112 235,929 27, 715 36,326 31,804 60,656 $146 27,315 Chillicothe £>. . . . Cincinnati . Cleveland . Columbus . Dayton . East Liverpool Elyria . Findlay b . Fremont . 199,736 197,514 65,003 46, 838 9,636 4,000 1,040,486 2,035,328 638,614 442,357 66, 054 42,520 6,877 2, 197 12, 472 Hamilton . Ironton*. Lancaster. Lima . Lorain Mansfield. 18,361 7,370 5,505 14, 365 7,803 8,099 33, 022 41,826 61,091 76,375 94,001 419 88, 223 275 Marietta b Marion . Massillon .... Middletown *. Newark . Piqua . Portsmouth . Sandusky. ... Springfield . . . Steubenville. . Tiffin * . Toledo . Warren . 6.829 7,263 5,103 9,561 7,862 10,513 10, 601 19,095 8, 445 4,872 69, 420 5.829 50,854 44,682 62,321 50, 640 45, 243 149, 474 72, 033 32, 000 525, 292 31,841 47 ’ 37,' 585' 59, 246 111 16, 206 Wellston 27,075 Xeniar. . Youngstown Zanesville * . . 4,321 24, 769 11,752 41, 401 219,117 75, 606 From all other sources. Total. 5 6 $842 426 $83,430 60,099 7, 128 5, 741 4,510 1,715 779 2,970 58, 849 90, 821 9, 479 16, 173 262 4,140 795 1,282 153 4,315 5,234 11,530 2,012 495 385 425 801 960 7,208 257 1,949 8,464 1,043 9,685 1,804 1,152 2, 612 265,258 38,527 46, 806 34,986 37,083 72. 738 62.738 1,299,071 2,330, 540 713,096 505,368 75, 952 50, 660 66,366 15, 464 113,644 40, 545 52,065 107, 822 80,699 86, 486 73,304 58,225 52,330 43,113 72,683 59, 462 76,967 56, 101 170,518 80,589 36, 872 603, 176 54, 919 36, 760 47, 526 245,038 89, 970 Amount avail¬ able for use dur¬ ing the year. 7 $83, 430 119,622 410,252 65,610 73,997 79, 108 37,083 164,564 62, 738 1,399, 413 4, 066, 295 1,076,117 787,604 118,545 109, 497 66, 366 28, 729 171,152 53, 181 137,887 185, 876 201,345 130, 057 73,304 125, 619 101,359 82,798 121,627 71,314 140,616 101,584 218,349 187,963 36, 872 903, 080 61, 553 91,684 65, 827 399, 402 324,950 447 448 OKLAHOMA. Guthrie . Oklahoma City 8, 000 75,000 3,000 86,000 86,000 OREGON. 449 Astoria . 450 Portland . PENNSYLVANIA. 4,938 37, 110 194, 622 37,996 196, 714 105 3,423 43,039 49,618 431,869 540,335 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 Allegheny . Allentown .... Altoona . Beaver Falls. . Braddock. Bradford . Butler . Carbondale. . . Carlisle . Chambersburg Chester . Columbia . Danville . Dubois . Dunmore c. . . . Duquesne . 99, 410 30, 776 31,800 7,787 11,937 13,101 11,201 11,092 7,330 7,301 26,928 9,578 6,375 8,737 11,039 9,751 551, 688 112, 042 38,935 54, 538 57,562 49,733 35,939 22,819 19, 108 88,007 24,300 15,150 27,987 42,268 42,607 " "130,843 891 I 9,663 66, 633 2,212 1,048 1,291 979 613 653 282 358 6,364 350 719 754 660, 761 228, 252 146,054 47, 770 67. 766 71,642 61,547 47,684 30,431 26.767 121,299 34,228 22,244 36,724 54,198 53,112 1,165,312 237, 581 276, 880 54, 198 141,719 76,591 62,796 85,363 38,893 27,207 128,476 67,469 22,596 41,979 54,198 61,641 * Statistics of 1903-4. « From city and county. b From State school report, 1904. c From State school report, 1905. 488 EDUCATION REPORT, 1905. Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 City. 1 Pennsylvania — continued. Easton . Erie . Harrisburg . Hazleton . Homestead . Johnstown . Lancaster . Lebanon . McKeesport . Mahanoy City . . Meadville . Mount Carmel . . . Nanticoke® . Newcastle . Norristown . Oil City « . Philadelphia . Phoenixville . Pittsburg . . . Pittston® . . Plymouth . Pottstown . Pottsville ® . Reading . . . Scranton . Shamokin . Sharon . Shenandoah . South Bethlehem . Steelton . Sunbury . Titusville . Warren . Washington® . . Westchester . . Wilkes-Barre . . Wilkinsburg . Williamsport . York . RHODE ISLAND. Central Falls... . . Cranston . Cumberland . East Providence. . . . Lincoln . Newport . Pawtucket . Providence . Warwick . W oonsocket . SOUTH CAROLINA. Charleston . Columbia . Greenville . Spartanburg . SOUTH DAKOTA. Sioux Falls . TENNESSEE. Chattanooga . Clarksville . Jackson . Knoxville . Memphis . Nashville . From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or I taxes. From county and other taxes. From all other sources. Total. Amount avail¬ able for use dur¬ ing the year. 2 ' 3 4 5 6 7 $20,944 $110,493 $1,468 $516 $133,421 $231,275 44,251 160,557 1,657 206,465 303,443 39,983 215,118 1,471 256,572 327,087 13,079 43,919 1 1,553 58, 551 74,586 11,534 39,392 11,165 62,091 90* 499 29,861 136,529 ! 2,165 168,555 224,909 28,619 93,430 1 2,008 124,057 226,891 14,811 52,528 i .1 . 441 67,780 75,652 28,378 127,544 5,382 161,304 330,404 10,997 25,830 229 37,056 43,026 9,289 37,141 . 1,791 48,221 51,838 9,503 23,571 49 512 33,635 35,716 10,250 33,771 39,300 83,321 83,321 22,609 129,881 2,228 154,718 189,718 15,503 70,615 2,359 88,477 147,682 11,572 49,007 17,077 77,656 77,666 844,808 6,395,860 7,240,668 7,240,668 7,158 23,366 659 31,183 32,412 237,696- 1,505,455 96,127 1,839,278 2,490,516 9,919 30,235 15,199 55,353 55,353 10,846 19,927 8,019 38,792 39,097 11,928 31,871 3,086 46,885 61,075 12,371 45,886 19,222 77,479 77,479 30,282 204,042 3,845 238, 169 466,293 85,240 387,462 9,044 481,746 607,199 14,015 39,345 14,713 68,073 185,258 9,048 34,439 1,540 45,027 81,465 16,923 38,945 900 291 57,059 97,462 10,165 31,825 9,612 51,602 54,704 12,469 42,776 18 871 56,134 78,063 9,180 23,917 52 1,041 34,190 41,659 7,866 32, 174 411 40,451 57,985 8,107 42,959 2,824 53, 890 66, 741 11,923 102, 552 114,475 218, 795 7,484 32, 698 2,496 42, 678 46, 541 40, 301 139, 451 1,687 181,439 195, 558 11,983 68, 295 158 1,429 81,865 99, 733 24, 887 96, 279 2,014 123, 180 135,325 30,888 119,966 9,773 160, 627 272, 190 7,034 34, 872 5, 709 47, 615 54, 192 5,217 49, 432 2,585 57,234 107, 328 4,879 28,040 1,560 34, 479 57,142 5,723 56, 522 62, 245 71, 714 4,045 20, 000 2, 650 26, 695 47, 110 6,960 85, 384 12, 184 104,528 146,016 11,296 153, 500 6,953 171, 749 185, 181 32, 704 739, 159 32, 814 15,810 820, 487 1,087,046 5,000 55, 000 3,800 63, 800 65, 500 9,943 74,205 1,938 86, 086 116,915 18, 395 48, 748 6,256 73, 399 95, 483 10, 281 11,624 11,913 5,296 39,114 47, 326 6,044 10, 437 2, 637 19, 118 21,406 9,263 55,963 326 65,552 68, 297 55, 000 55,000 55, 000 b 11,811 7,953 19, 764 27, 595 6,800 9,662 17,511 5,200 39, 173 41,105 5, 000 13,863 40,379 59,242 59, 246 c 118, 385 88,500 12, 432 219,317 218, 808 c 153, 345 61, 726 60 215, 131 215, 131 a From State school report, 1905. b From State, county, and city. c From State and county. CITY SCHOOL SYSTEMS, 489 Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1904-5 — Continued. City. From State ap¬ portion¬ ment or taxes. 1 2 TEXAS. 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 Austin . Beaumont. . Cleburne. . .. Corsicana . . . Dallas . Denison . El Paso . Fort Worth. Gainesville . . Galveston. . . Houston. . .. Laredo . Marshall. . . . Palestine. . . . Paris . . San Antonio Sherman .... Tyler « . W aco . $22,830 15,115 11, 160 9,646 51,360 15,325 18,650 30, 786 7,895 27,815 58,305 11,097 13,475 12,426 13,490 59,324 11,000 8,905 20, 270 UTAH. 546 Ogden . 547 Salt Lake City 27,891 77, 674 VERMONT. 548 549 550 Barre . Burlington Rutland . . . 2,413 3,503 4,354 VIRGINIA. 551 552 553 554 555 556 557 558 559 560 Alexandria Danville. . . 7,427 7,664 Lynchburg Manchester. . . . Newport News Norfolk . Petersburg. . . . Portsmouth . . . Richmond . Roanoke . 10,431 6,448 18, 778 11,712 8,081 38,338 10, 104 WASHINGTON. 561 562 563 564 565 566 567 Ballard . Bellingham . . Everett . Seattle...^. Spokane. . . . Tacoma . Walla Walla 29,548 51,069 41, 626 231, 519 115, 154 135, 337 31, 513 WEST VIRGINIA. 568 569 570 571 Charleston. . . Huntington * Parkersburg . Wheeling _ 6,389 5,085 7,563 22, 368 WISCONSIN. 572 573 574 575 576 577 578 579 580 581 582 Appleton . Ashland . Beloit . Chippewa Falls Eau Claire . Fond du Lac. . . Greenbay . Janesville . Kenosha . La Crosse . Madison . 10, 057 9, 620 9, 153 . 6,823 12, 678 12, 382 15, 599 7,911 38, 030 19, 663 11,180 From city appropri¬ ations or taxes. From county and other taxes. From all other sources. Total. Amount avail¬ able for use dur¬ ing the year. 3 4 5 6 7 $36, 242 $2, 178 $6,937 $68, 187 $71, 145 21,937 2,660 188 39,900 40, 358 17,489 205 689 29, 543 29,543 20,311 512 299 30,768 31,442 100,378 722 1,546 154,006 184,006 22, 946 237 912 39,420 43,033 56, 134 2, 279 30,000 107,063 162, 995 52,463 3, 142 86,391 118, 726 15,723 880 657 25, 155 29, 995 47,008 4, 867 1,312 81,002 101,664 90,000 188 453 148, 946 163,955 392 11,489 13, 739 4, 195 471 187 18, 328 39, 310 9,628 622 1,071 23, 747 24,323 16,939 264 1,200 31,893 36,007 101,469 605 39,836 201,234 262, 943 28,000 1,129 40, 129 40, 129 15,846 71 544 25,366 27, 991 34,500 548 677 55, 995 129, 454 66,575 15,485 4,618 114,569 117,003 304,474 67,805 35,242 485, 195 502, 245 39,898 1,355 43,666 61,086 55,000 6,260 64,763 65, 880 40,943 898 46, 195 48, 224 13,800 21, 227 21,228 17,000 324 25,115 36, 700 2, 155 49’ 286 49,694 31, 926 354 38, 728 40,060 74, 575 93,353 94, 266 12, 543 440 24,695 24, 695 16, 193 24, 274 24,335 177,483 3,786 219,607 223,367 36, 508 993 47, 605 54,374 24, 677 775 55, 000 55,000 64, 216 812 116, 097 121,368 73, 646 9,347 124, 619 150, 359 381,245 6,072 4, 763 623, 599 1,031,500 1 195, 833 5,089 316,076 454, 425 5 175, 631 6,602 317, 570 354, 125 21, 722 2,982 79 ' 56, 296 61,007 53,817 13,145 73, 351 81, 359 18, 770 23, 855 51,072 70, 127 5,484 1,291 84, 465 116, 221 117, 597 2,036 142, 001 154, 089 37,000 8,877 18,608 74, 542 230, 105 73, 133 8, 649 2,000 93, 402 116, 419 44, 679 8,496 1,306 63, 634 83, 320 24, 723 7,300 1,205 40, 051 52, 399 71,498 13, 428 4,809 102, 413 107, 230 50,000 9,235 1,128 72, 745 112,835 35, 436 12, 636 531 64, 202 95, 942 35, 010 8, 193 19, 860 70,974 71, 627 22, 450 5, 860 2,487 68, 827 116,580 69, 617 18, 503 1,576 109, 359 154, 732 50,000 10, 427 4, 505 76, 112 106, 841 From biennial State school report for 1903 and 1904. * Statistics of 1903-4. & From city and county. 490 EDUCATION REPORT, 1905, Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1 904-5 — Continued . City. From State ap¬ portion¬ ment or taxes. From city appropri¬ ations or taxes. From county and other! taxes. From all other sources. Total. Amount avail¬ able for use dur¬ ing the year. 1 2 3 4 . 5 6 7 Wisconsin— continued. 583 Manitowoc . $8,548 $36, 548 $8,360 $1, 857 $55, 313 $72, 722 584 Marinette . 15,045 32,000 11, 576 94 58, 715 60,765 585 Merrill . 6, 762 15, 000 7,000 606 29, 368 32,683 586 Milwaukee . 207, 668 593,000 191,946 12,646 1,005,260 1, 384, 365 587 Oshkosh . 18, 885 88,940 1,298 109, 123 123, 175 588 Racine . 22, 739 43, 879 55,000 4,883 126, 501 158,358 589 Sheboygan . 19,048 54, 654 15, 928 678 90, 308 148, 427 590 Stevens Point . 8, 350 a 34, 344 227 42,921 68,032 591 Superior . . 15, 299 174,313 15,298 2, 661 207,571 234, 658 592 Watertown . 7, 405 5,368 6,621 848 20,242 38,062 593 Wausau . 10,825 35,000 10,001 1, 430 57,256 84, 256 WYOMING. 594 Cheyenne . 6, 282 25,981 7,683 409 40,355 41,290 a From city and county. CITY SCHOOL SYSTEMS. 491 Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5. City. Perma¬ nent in¬ vestments and lasting improve-- ments. Teaching 0C"r™nt and su- l dental ex- pervision. Evening schools. penses. Total. 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 | 47 48 49 50 51 52 53 ALABAMA. Anniston * . . . Birmingham. Huntsville _ Mobile . Montgomery . Selma . Tucson . Fort Smith . 40,659 48,000 7,526 10, 221 Hot Springs . Little Rock*. Pine Bluff . CALIFORNIA. Alameda . . . 1,530 Berkeley . Eureka . 19,466 7, 000 81, 591 251,928 72, 866 Fresno . Los Angeles . Oakland . Pasadena . . Riverside . Sacramento . 11,725 San Diego . 8,024 47, 084 1,570 4,046 144 San Francisco . . . San Jose... . Stockton . Vallejo . COLORADO. Colorado Springs . . 9,574 7,000 Cripple Creek . Denver . 254,286 103 Leadville . Pueblo: District No. 1 . 3, 107 15, 240 District No. 20 . CONNECTICUT. Ansonia . 44, 403 28, 221 800 Bridgeport . Bristol . Danbury . - . 8,000 Hartford . Manchester: Town schools . Ninth district . Meriden . Middletown . Naugatuck . New Britain . New Haven. . New London . Norwalk. . Norwich: Central district . West Chelsea district . Stamford . Torrington . Vernon d . Wallingford (Central district). AVaterbury . Willimantic e . $1, 175 1,642 49, 000 13, 619 43, 245 4,681 1,741 1,500 7,446 40,318 49,000 $9,287 65, 362 8.810 5i; 307 52, 323 14, 500 20, 070 36,560 * 23, 000 50, 448 4, 261 83,603 104, 987 32, 115 80,557 653, 113 296, 860 77, 783 35,084 125, 352 68, 575 ,080, 147 95, 772 70, 949 25, 796 110,804 95,022 649, 826 34,059 69, 452 99,080 40. 435 164,111 29, 430 41.357 273,917 11, 191 21,319 73, 293 21,596 24. 357 68, 429 318, 791 45,783 48, 362 23, 530 10,876 73, 461 29,559 145, 444 23,289 $1,415 11,669 1,040 3,280 10, 151 1,500 6,385 13, 153 7,800 16,561 1,500 19,662 28, 832 10, 105 28, 678 166, 973 65, 271 20, 929 15, 949 38, 186 23, 761 277,985 31, 143 27,533 7, 698 45, 140 46, 150 238, 240 15, 578 98, 412 29, 788 10, 115 66,225 10, 824 22, 324 220, 647 3,132 9,048 26, 203 11,216 11,275 40,075 103, 833 8, 737 11,605 14.092 5,080 c 30, 420 7,740 93, 747 11,268 $212 1,018 1,800 5,993 5,961 (a) 1,075 b 400 3,352 248 1,179 561 11,000 923 350 150 2,387 5,621 1,088 1,085 (a) 897 3,306 I $11,877 78, 673 9, 850 103,587 62, 474 16,000 26, 455 90,372 78,800 74, 747 15, 982 105, 813 133, 819 61,686 116,235 903, 477 620, 052 171, 578 51,033 181,224 100, 360 , 405, 216 129, 560 102, 528 33, 638 165, 518 148, 172 1, 145, 704 49, 740 170,971 - 144,108 95, 201 259,736 41,054 72, 242 505, 564 15,246 30, 367 113, 465 76,057 40,463 112, 632 429, 745 (iOS 68, 498 37, 622 15,956 104, 778 77, 617 291, 497 34, 557 * Statistics of 1903-4. a Not reported. b Included in columns 3 and 4. c Includes expenditures for permanent investments. d Includes city of Rockville. e Included in the town of Windham. 492 EDUCATION REPORT, 1905. Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards , 1 904-5 — Continued . City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. 1 2 3 4 54 55 DELAWARE. Wilmington . DISTRICT OF COLUMBIA. W ashington . $289, 503 $150, 440 1,101.552 $85,667 276,711 56 FLORIDA. Jacksonville a* . 2,547 71,925 11,041 57 Key West . 10, 571 10, 995 1,669 58 Pensacola b* . 5,264 34,073 4,099 59 Tampa . 6, 700 25, 000 1,000 60 GEORGIA. \thens . 150 21, 346 2,512 61 Atlanta . . . 30, 054 190, 477 17, 465 62 Augusta . . 10,092 60, 189 17, 629 63 Brunswick* . 15,069 10, 182 2,156 64 Columbus . 7,378 42, 719 3, 799 65 Macon d . 6,678 74, 262 9,207 66 Savannah « . 6, 617 110, 426 12,000 67 IDAHO. Boise . 14, 743 41,676 24, 521 68 ILLINOIS. Alton . 5,703 34, 106 8, 935 69 j Aurora: East Side . 5,452 44. 878 18,272 70 West Side . < . 23, 658 2L150 6, 419 71 Belleville . 2,736 35, 983 10, 789 72 Bloomington . 74, 785 69, 099 35,828 73 Cairo . 3,111 32,131 11,169 74 | Champaign . 3,577 25, 788 8,282 75 1 Chicago . 2, 181, 601 5, 431,531 1,990,213 76 Danville . 1 . 12, 318 41,038 20,759 77 | Decatur. . . . . 16, 457 56,901 27, 474 78 Dixon: City proper . 1,090 14, 160 6,393 79 North Dixon . 427 8,228 4,152 80 East St. Louis . 93, 714 102,692 / 172, 380 81 Elgin . 14, 649 71,917 31,836 82 Evanston: District No. 74 (North Evans¬ ton) g . 25 6,102 3, 472 83 District No. 75 . 16, 865 50, 786 18, 581 84 District No. 76 (South Evans¬ ton) . 1,263 25, 556 12, 450 85 Freeport . 15,047 34, 372 21,369 86 Galesburg . 85, 271 51,627 25,311 87 Jacksonville . 4, 000 45,000 21,423 88 Joliet . 14,573 65,909 39,373 89 Kankakee . 20,906 26, 065 13,965 90 Kewanee* . 7,683 26, 609 14,624 91 Lasalle . 3,369 18, 964 6,336 92 Lincoln . 6,209 19,938 6, 743 93 Mattoon . 26, 716 63, 615 7,537 25, 151 94 Moline . 34, 550 95 Monmouth . 27, 182 24, 791 12, 244 96 Ottawa . 28, 712 26,881 9,385 97 Pekin . 6, 446 22,014 8, 104 98 Peoria . 28,112 169, 185 84, 149 99 Quincy . 30, 665 69, 448 23, 543 100 Rockford . 39,814 88, 162 35, 442 101 Rock Island . 8,236 55, 641 25, 325 102 Springfield . 53, 743 102, 332 28, 685 103 Streator . 30, 558 32, 858 18, 682 12,839 104 Waukegan . 15, 721 Evening schools. Total. $1, 192 8,493 (0 132, 585 562 325 * Statistics of 1903-4. a Statistics of Duval County. b Statistics of Escamhia County, c Not reported. $237, 299 1, 676. 259 85,513 23, 235 43, 436 32, 700 24,008 237, 996 87, 910 27, 407 53, 896 90, 147 129, 043 80, 940 48, 744 68, 602 51,227 49, 508 179, 712 46, 411 37, 647 9, 735, 930 74,115 100,832 21, 643 12, 807 369,234 118, 402 9,599 86,232 39,269 70, 788 162, 209 70, 423 120, 417 60,936 48,916 28,669 32.890 34, 253 123,316 64, 217 64,978 36, 564 281,771 123,656 163, 418 89, 202 184, 760 49, 240 61, 418 d Statistics of Bibb County. e Statistics of Chatham County. /Includes $50,625 transferred to sinking fund. o From biennial school report of Cook County for 1903 and 1904. CITY SCHOOL SYSTEMS, 493 Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — 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 INDIANA. 105 $2, 534 6,259 $17,817 58, 875 19, 543 25,038 44, 032 30,976 156, 015 110,221 35, 410 34, 578 $8,011 29,472 $28, 362 94,606 33,864 131,767 106 107 14, 321 16, 157 8,783 108 90,572 18,000 2,500 55, 843 23, 819 109 Elkhart . 70,815 42, 718 272, 745 171,392 58, 091 57,057 1,164,754 36, 134 110 Elwood . 9,242 60, 887 37, 352 22, 681 111 Evansville . 112 Fort Wayne . 113 114 Huntington . 3,949 18, 530 275, 102 115 325,921 597 561,876 27, 399 $1, 855 116 Jeffersonville . 8,138 117 1,400 30,000 10,000 16,000 7,500 25,917 48,706 33,896 53,018 37,000 64, 874 32, 830 55, 489 42,214 24, 200 57,888 21,406 56,702 106, 988 118 23, 970 119 13, 000 19, 434 26, 993 60, 000 120 Marion t . 100, 308 121 67, 323 109, 438 122 Muncie . T . 28,032 18,891 123 109,811 33,900 91,135 284, 728 208,956 54,356 45,068 124 Peru * _ _ _ _ 9,700 20, 247 125 13,000 126 South Bend . 148, 530 19,225 6,250 2,500 91,713 44, 270 215 127 Terre Haute . _■ . 142,807 26,243 30,568 46,675 21,863 249 128 Vincennes . 129 Wahash . 12,000 130 Washington . IOWA. 131 Boone . 653 29,573 68, 418 10,922 21,987 41,148 132 Burlington . 90,405 159,599 87,351 141,751 249,014 22, 535 87,986 270,919 110,812 44, 498 133 134 Cedar Rapids . Clinton . 37,788 82,584 53, 718 39,067 33, 633 37,198 48, 656 160 135 Council Bluffs . 25, 000 79,553 136 Davenport . 77,913 6,613 3,719 122, 445 137 Des Moines: Capital Park . . . 11,500 4,422 138 East Side . . 56, 599 27,668 83, 194 139 West Side . 15,935 6,543 4,572 171,290 77, 467 500 140 Dubuque . 26, 802 10, 683 141 Fort Dodge . 29, 243 142 Fort Madison . 14,286 7,969 22,255 143 Iowa City . 24, 797 144 Keokuk . 1,192 37,500 9,158 47, 850 145 Marshalltown . 146 Muscatine . 38,963 42,746 53,763 90, 794 20, 828 13, 612 30,737 56, 709 59,791 147 Oskaloosa . 56,358 88,000 191,308 148 Ottumwa . 3,500 149 Sioux: City . 43,805 19,941 6,051 (a) 150 Waterloo: East Side . 30, 430 18,094 13,201 8, SOI 63,572 32,946 151 West Side . KANSAS. 152 Atchison . 1,182 335 21,756 10,017 11,054 3,404 3,449 13,073 22,979 50,482 11,705 32,955 39, 627 30, 413 13,692 34, 449 153 Emporia . 28,238 22, 773 154 Fort Scott . 4,236 155 Galena . 10,243 20,980 28,003 126, 163 156 Hutchinson . 396 157 Iola . 15,000 50,034 4, 175 65, 982 226, 679 43,748 158 Kansas City . 159 Lawrence . 27, 868 160 Leavenworth . 13,364 34, 590 20, 161 * 17, 657 65,611 29, 461 161 Parsons . 130 9,170 162 Pittsburg . 25,000 110,876 763 28,000 114,843 66,969 16,000 49,813 34,305 69,000 275,532 163 Topeka . 164 Wichita . 102,037 * Statistics of 1903-4. a Not reported. ED 1905 — VOL 1 — — 35 494 EDUCATION REPORT, 1905. Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — 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. 165 166 167 168 169 170 171 172 173 Bowling Green Covington . Frankfort . Henderson .... Lexington . Louisville . Newport . Owensboro. . . . Paducah* . $2,000 8,076 773 76,606 $14,650 80,681 19,419 30,141 64,743 468, 403 $912 24,348 2,627 7,787 21,897 107,833 • $300 1,925 7,307 $17,562 113,405 22,819 37,928 88,565 660,149 2,665 2,500 29,437 6,513 35,000 12,500 38,615 50,000 LOUISIANA. 174 Baton Rouge a 175 New Orleans.. 176 Shreveport 5,301 428,900 3,000 30,000 93,072 4,750 1,000 13,070 528,273 37,750 177 178 179 180 181 182 183 184 185 186 187 188 189 190 Auburn . . . Augusta b . Bangor... Bath* _ Biddeford. Lewiston . . Portland . . Rockland. . Waterville. MAINE. 7,577 . 2, '793 33,672 9,242 60,047 25, 125 24,953 40,667 11,819 10,205 20,729 7,031 7.658 11,073 500 2,000 3,000 16,415 18,712 7,020 10,599 MARYLAND. Annapolis . . Baltimore. . Cumberland . Frederick. . . Hagerstown, 1,214 2,744 119 3,200 9,565 1,091,372 18,471 14,109 22,358 e 6, 474 323,268 3,876 2,656 4,889 16,176 45,491 27,024 80,776 34,949 33, 111 53,740 c 178, 839 26,435 29,311 17,253 1,430,816 25,091 16,884 30,447 191 192 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 MASSACHUSETTS. Adams . Amesbury . . . Arlington *. . Attleboro . . . Beverly . Boston . Brockton.... Brookline . . . Cambridge. . . Chelsea . Chicopee . Clinton . Danvers . Everett . Fall River. .. Fitchburg. . . Framingham Gardner . Gloucester. . . Greenfield . . . Haverhill Holyoke . Hyde Park. . Lawrence. . . . Leominster g. Lowell . Lynn . Malden . 1,000 24, 000 351 39, 905 2, 472, 157 140,603 77, 312 515 76, 974 12, 354 7, 788 896 3, 520 9,949 98, 257 3,645 2,699 330 28, 876 18, 645 37, 432 35, 245 53, 727 2, 611,685 136, 651 126,090 350, 204 ' 116,682 39, 372 30,501 24, 701 103, 660 238,007 85, 108 35, 438 27,660 65, 851 27, 621 109, 751 133, 359 38, 700 156, 556 33,526 225, 019 182,010 136, 497 11,043 8, 838 12, 941 24, 321 854 883 23, 551 1,579 552, 796 101,597 29, 652 3,050 59, 463 1,655 152, 152 11,507 44, 772 1,912 25, 058 1,860 16, 465 13, 295 1,020 53, 262 1,549 114, 771 13, 460 29,387 2,200 15,318 592 19, 285 862 29, 610 125 13, 804 366 32, 494 2,077 44,337 4,307 15, 015 1,237 49) 268 10, 323 16, 525 1,158 118, 522 24,982 70, 739 3, 411 44, 416 3,637 41,773 27,483 74,373 60, 800 118, 762 5, 738,235 169, 353 327,811 / 591, 175 163, 366 66,290 47,986 38, 511 235, 445 366, 238 129, 049 51,348 47,807 103, 374 42,687 147,842 191,952 54, 952 314, 404 54, 854 371,222 256, 160 184, 880 * Statistics of 1903-4. a For white schools only. b For village district only; statistics from the report of the board of school directors for 1905. c From State school report, 1905. d Not reported. e Includes city’s proportion of general expenditures for the county. / Does not include $1,957 expended for vacation schools. g From report of the school committee for 1905. CITY SCHOOL SYSTEMS. 495 Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — 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 Massachusetts — continued. 219 S41, 191 $16, 192 $289 $57, 672 220 Medford . . . S3, 302 79, 327 26, 646 1,000 110, 275 221 2, 299 60, 456 22, 244 84.999 222 Milford . 25, 296 12, 289 700 38^ 285 223 28, 918 13, 576 42, 494 224 New Bedford . 74, 393 • 183, 634 72, 040 9, 153 339, 220 225 Newburyport . 4,439 32, 597 12, 775 273 50, 084 226 Newton . 9,918 172, 477 58,646 1,468 242, 509 227 North Adams . 6,799 61, 388 25, 037 1,800 95, 024 228 Northampton . 85, 000 52, 067 23,664 1,062 161,793 229 Peabody . 93, 659 31,532 11,210 646 137, 047 230 Pittsfield . 63, 438 64, 791 35, 101 756 164, 086 231 30, 280 28, 936 12, 343 71,559 232 Quincy . . 85, 829 25, 428 111,257 233 16, 620 48, 317 21,705 86,642 234 Salem . . . 758 100,824 32,607 1,997 136,187 235 Somerville . 41,912 246,215 57,812 11,877 357,816 236 Southb ridge . 1,933 14,042 8,542 687 25,204 237 Springfield . 278, 319 126, 287 14,433 419,039 238 Taunton. . . . . 6,221 87,925 33,945 ol,716 129,807 239 Wakefield . 1,532 41,268 10,579 53,379 240 Waltham . 700 71,197 37,510 1,964 111,371 241 Ware . . 2,013 20, 613 11,637 34,263 242 Watertown . 2,396 37,009 7,619 (&) 47,024 243 Webster . 748 15, 135 8,269 601 24, 753 244 Westfield . . . 2,309 43,643 19,032 266 65,250 245 Weymouth . 1,200 34, 440 13,618 150 49,408 246 W oburn . 3,372 44,308 15,304 628 63,612 247 Worcester . 38,411 452,455 137,888 . 25,654 654,407 MICHIGAN. 248 Adrian . 6,000 23,730 4,500 34,230 249 Alpena e . 19, 750 34,003 250 Ann Arbor . 10,480 47, 865 23,117 81.462 251 Battle Creek . 66,554 56,261 24, 475 147,290 252 Bay City . 65,440 30,655 265 96,360 253 Calumet school district . 5,601 87,473 37,638 (b) 130,712 254 Detroit . 24,712 797,747 256,616 6,256 1,085.331 255 Escanaba . . . 1,345 27,551 11,419 40,315 256 Flint . 22, 671 36,422 26,035 85, 128 257 Grand Rapids . 10,702 285,414 110,413 500 407,029 258 Holland . 2,202 18, 130 6,708 27,040 259 Iron Mountain . 9,876 37. 858 12,711 60,445 260 Ironwood . 29, 734 33,001 62,735 261 Ishpeming d . 1,151 41,516 24, 393 67,000 262 Jackson . 18,800 58, 169 28, 269 105,238 263 Kalamazoo . 140,331 69,595 39, 795 500 250, 22f 264 Lansing . 14,014 47, 358 21,379 82,751 265 Manistee. . . 36, 879 12, 336 409 49,024 266 Marquette . 12,296 31,086 14, 188 57,570 267 Menominee .... 6,379 31, 762 10, 865 49,006 268 Muskegon . 15,648 58,111 31,696 ol57 I 105,612 269 Owosso . 24, 297 19,069 43,366 270 Pontiac. . 2,284 22, 563 18,. 500 43,347 271 Port Huron . 100 41,280 23,528 64,908 Saginaw: 272 East Side . 28,568 80,774 42,783 152,125 273 West Side . 23,865 42,258 19, 338 85, 461 274 Sault Ste. Marie . 12,000 34, 540 20, 000 66, 540 275 Traverse Citv . 28, 000 4,700 32,700 276 West Bay City. . . . 19,747 29,434 21, 576 . 70, 757 MINNESOTA. . 277 Brainerd . 31, 391 e 20, 467 51,858 278 Duluth . . . 76, 110 196, 825 137,276 410,211 279 Faribault . 1,857 19, 431 7,367 :::::::::::: 28, 655 280 Mankato . ... 2,140 22, 599 14,720 39, 459 281 Minneapolis . .' . 121,085 766,126 ! 243,584 1,130,795 o For salaries only. d From annual report of the school director, 1904. & Not reported. e Includes SI, 976 paid to sinking fund. c From State school report, 1904. 282 283 1 284 285 286 287 288 289 290 291 - 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 * a EDUCATION REPORT, 1905. le 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — Continued. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching "\nd su¬ pervision. 2 3 Current and inci¬ dental ex¬ penses. Evening schools. Total. 4 5 6 $7,080 $30,384 160,854 _ 732,913 16,704 45,635 21,112 76,917 3,458 25,178 3,834 31,378 1,722 I 18,410 6,186 88,133 15,435 165,740 4,980 | 52,138 11,304 67,529 330,782 1,114,895 4,980 52,138 3,293 14,851 94,805 335,174 644,086 $18,139 2,858,566 14,381 52,961 12, 518 61,428 4,341 | 21,648 55,000 91,577 340, 693 25,053 83,489 31,594 ! . 1 92, 569 9,000 32,500 10,240 I 84, 430 52,165 207 192, 842 329,282 1 3,759 713, 457 32,036 ! 258, 870 7,553 | 26,426 26,878 83, 374 2,074 20,098 12,163 . 671 37, 644 11,237 33, 492 7,196 24, 344 41,841 1,527 144, 447 18,720 500 71,838 14, 634 145, 539 8, 727 34 24, 660 56,217 214, 660 43, 108 2,532 217,212 28, 149 812 70, 213 7,668 31,383 103, 894 1,844 470, 483 38, 514 255, 427 29,600 139, 794 10, 948 (c) 26, 802 53, 242 1,754 218,325 133, 258 12,806 1,024,468 17,702 54, 402 30,319 80,199 8,780 670 32,865 32,933 1,070 131,047 11.743 40,485 City. Minnesota— continued. St. Cloud. St. Paul.. Stillwater . Winona . . . MISSISSIPPI. Jackson. . . . Meridian. . . Natchez _ Vicksburg * . Carthage . Hannibal . Jefferson City o . Joplin b . . Kansas City . . . . Moberly <* . . St. Charles a _ St. Joseph . St. Louis . Sedalia . Springfield Webb City MONTANA. Anaconda. . Butte . Great Falls. Helena . NEBRASKA. Beatrice . Hastings . Lincoln . Omaha . South Omaha. NEW HAMPSHIRE. Berlin . Concord: Union district . Penacook district No. 20. Dover . Keene (Union district) . Laconia . Manchester . Nashua . Portsmouth . Rochester . NEW JERSEY. Atlantic City. Bayonne . Bloomfield . . . Bridgeton. . . . Camden . East Orange. Elizabeth b . . . Harrison b . . . . Hoboken . Jersey City. . . Kearney . Long Branch. Millville . . Montclair _ Morristown. . 81,000 79,087 392 54,822 117,871 33,569 4,259 158,781 33,569 1,308 86,529 777,701 2,725 6,642 2,893 65,822 6, 297 4, 105 55, 260 18,940 66,043 133, 117 3,904 10, 803 14,514 1,460 5,739 93, 446 91,050 56,008 159,076 117,565 8, 297 1,196 357,270 '”5, '664 822,304 492,972 28,931 55,805 21,720 27,152 16,688 23, 484 27,125 32, 434 13,589 51,966 625,332 13,589 10,250 153,840 1,418,640 35,855 42,268 14,414 183,294 52, 139 56, 870 23,500 18,930 121,530 314, 373 93, 717 14,969 45, 693 3,510 24, 810 22, 255 17, 148 99, 619 46, 879 37,459 15,899 67,393 115, 564 41, 252 23, 715 205, 669 99, 348 101,897 14, 658 163, 329 521, 134 36, 700 44,216 23,415 88,245 28,564 tatistics of 1903-4. 'rom State school report, 1905. 8,799 178 b From State school report, 1904. c Expenditure of 81,052 included in columns 3 and 4. CITY SCHOOL SYSTEMS. 497 Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — Continued. City. Perma¬ nent in¬ vestments land lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. Evening schools. Total. NEW JERSEY— continued. 336 Newark. . . 337 New Brunswick. 338 Orange . 339 Passaic . Paterson . Perth Amboy. . . Phillipsburg. . . . Plainfield . Rahway . Town of Union. Trenton . West Hoboken. . 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 399 400 NEW YORK. Albany . . . Amsterdam . Auburn. . . Batavia . . . . Binghamton . . Buffalo . . Cohoes . . . Coming: District No. 9 . . District No. 13 . . Cortland . . Dunkirk . . Elmira . . Geneva . Glens Falls . . . Gloversville . . . Homellsville . . . . . Hudson . Ithaca . . Jamestown . . . Johnstown . Kingston. . . Lansingburg . Little Falls * . Lockport . Middletown . Mount Vernon . Newburgh . New Rochelle . New York . Niagara Falls . North Tonawanda . Ogdensburg . Olean school district . . Oswego . Peekskill: District No. 7 (Drum Hill) . District No. 8 (Oakside) . . . Plattsburg . Port Jervis . Poughkeepsie . . Rochester . . Rome . . . . . . Saratoga Springs . . . Schenectady . . . . . . . Syracuse . . Troy . . Utica . . Watertown . : _ Watervliet . . White Plains . Yonkers . . NORTH CAROLINA. Asheville. Charlotte . Concord . . $201,292 55,600 19,159 39,215 57,885 1,336 51,015 4, 165 32,293 689 1,148 15, 189 6,256 10,933 4,041 182, 421 7,154 $822,041 41,318 75,000 94,317 251,015 42, 447 36,764 58,789 20,547 38,825 168,107 43,692 232,489 42,822 74,424 24,555 112,243 958,582 36,762 18,292 $281,830 18,741 26,000 39,905 86,972 15,372 19,501 30,259 10,965 18,896 53,596 17,659 86,653 2,527 32,859 9,303 27, 142 356,271 10,321 $56,080 1,172 5,233 7,928 5, 551 5,719 1,729 18,803 506 8,000 1,496 1,300 7,359 15,884 18,400 31,029 89,444 31,004 2,005 14,228 28,328 8,732 496 2,367 2,271 3jl67 11,274 1,043 1,053 7,821 4,850 7,544 6, 672 34, 841 6,484 2,054 10, 546, 333 11,959 941 2,114 968 3,963 863 1,820 368 17, 442 218, 820 2,027 6,228 98, 951 8, 424 23, 266 31, 808 2,850 90, 433 1,669 41,201 33, 179 18,122 39,513 66,845 25,324 64,569 36, 278 18,575 45, 176 33,667 94, 473 -63,510 83, 478 16, 308, 249 66, 274 35, 220 27,480 34, 425 42,206 15, 197 11,560 25, 119 25, 639 56,500 417, 162 29,066 35, 381 96, 546 351,359 141,728 157,227 56, 794 27,260 33, 661 217, 120 500 24,934 24, 688 10, 500 14,573 14,476 3,980 18,245 35,831 9,891 ! 26,046 13,382 11,105 | 17,930 i 13,732 I 46,698 25, 944 45, 594 4,975, 212 36, 286 24, 709 12, 508 17, 221 14, 849 6,502 3,859 8, 136 10, 491 40,458 151,478 10, 465 12, 333 19,603 109, 802 39, 224 68, 768 31,424 8, 230 27,968 57, 663 4, S34 1,393 750 22,064 1,373 3,969 1,854 810 300 487 6, 150 («) $1,361,243 61,231 156,600 158,614 385,130 115,704 58,375 140,063 31,512 61,886 259,547 62,040 326,009 60,538 113,539 44,791 145,155 1,516,077 54,743 26,292 21,901 46,557 125,627 55,620 58,141 47,655 24,373 60,925 113,950 36,258 91,668 57, 481 34,530 70,650 54,071 176,391 95,938 131,890 32, 318, 705 115, 311 60, 870 42, 102 52,614 57,055 25, 662 16,282 35,075 36, 498 114,880 809, 524 41,558 53, 942 216, 473 473, 554 182, 806 250,071 120, 326 38, 340 62,116 371, 366 33,437 b 29, 178 11,750 * Statistics of 1903-4. a Not reported. b Includes undistributed items. 498 EDUCATION REPORT, 1905. Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — 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 1 5 6 north Carolina- -continued. * 401 $29,000 $3,000 $32,000 402 $4,000 16,000 3,000 23,000 403 10,000 8,000 1,000 19,000 404 Raleigha . 383 23, 209 7,637 31,229 405 Wilmington . 21,320 3,000 24, 320 406 14,985 2,325 17, 310 NORTH DAKOTA. 407 18,901 37, 363 16,572 72,836 408 Grand Forks . 40, 510 27,966 23,091 91,567 OHIO. 409 Akron . 24,034 141,083 58,593 $797 224,507 410 3,000 23,760 16,165 42,925 411 15,046 24,268 9, 549 48,863 412 Bellaire . 13,496 17,659 11,891 43,046 413 20,052 8,364 28, 416 414 96,968 37,564 134, 532 415 Chillicothe b . 36,800 58, 674 416 Cincinnati . 61,622 815,719 244, 737 8,322 1,130,400 417 Cleveland . 437,277 1,355,601 560,349 13,994 2,367,221 418 Columbus . 82,293 388, 682 221,334 546 692, 855 419 Dayton . 18,885 272, 416 105, 762 424 397, 487 420 East Liverpool . 16,776 37,906 25, 205 79, 887 421 Elyria . 15,000 30, 180 13,000 58, 180 422 Findlay b . 38,065 73, 341 423 Fremont . . . 20,008 8, 364 28, 372 424 Hamilton . 63,201 c 51,044 cll4, 245 425 Ironton * . . 1,873 25,740 7,206 34, 819 426 Lancaster . 39,406 23,773 13, 592 76, 771 427 Lima . . 42,912 52,837 36,979 132, 728 428 Lorain . . 62, 562 48,948 28, 358 139,868 429 Mansfield . 24,343 50, 520 31, 666 106, 529 '430 Marietta b . 37,084 68,911 431 Marion . 3,550 33,232 17, 801 54,583 432 Massillon . 4,500 32.352 17, 002 53,854 433 Middletown . 13,508 25,292 13,142 51,942 434 Newark . 31,859 49, 451 18, 649 99,959 435 Piqua . 1,675 30,065 16,000 47,740 436 Portsmouth . 22,701 39, 475 16, 297 78, 473 437 Sandusky . 41,692 15, 852 57, 544 438 Springfield . 11,987 106,582 30,970 149, 539 439 Steubenville _ - . 41,046 17,142 450 58, 638 440 Tiffin . 19,000 40,000 441 Toledo . . __ . 29,861 355, 686 105, 674 491,221 442 W arren . 30, 668 9,031 39,699 443 Wellston . . 28, 304 15,082 7,008 50,394 444 Xenia . 28,428 17,826 (d) 46,254 445 Y oungsto wn . . 4,000 122,419 63, 549 189,968 446 Zanesville * . . . 11,500 56,140 : 23,339 90,979 OKLAHOMA. 447 Guthrie . . 448 Oklahoma. City. . _ _ 60,000 65,000 12,500 1 137, 500 OREGON. 449 Astoria . 16,868 13, 660 30, 528 450 Portland . 135,916 229,254 77,153 (d) 442, 323 PENNSYLVANIA. 451 Allegheny . 165, 678 303,614 170,335 1,990 641,617 452 Allentown . 30,659 78, 268 31,845 1,200 141,972 45& Altoona 124, 656 83, 418 40, 704 248,778 454 "Rea, ve.r Falls . . . . 24, 184 18,831 43, 015 455 Braddock 48, 428 38,901 58, 523 145, 852 456 Bradford . . . 4, 535 37,835 22, 551 64, 921 * Statistics of 1903-4. a From biennial State school report for 1903 and 1904. b From State school report, 1904. c Interest not included. d Not reported. e Approximately. CITY SCHOOL SYSTEMS. 499 Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards, 1904-5 — Continued. 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 487 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. 1 2 3 4 Pennsylvania— continued. Butler . $4,091 $35,581 $18,787 Carbondale . 18, 858 36, 808 16, 465 Carlisle . 1,985 17,257 7,709 Chambersburg . 1,742 16, 886 7,699 Chester . 12, 323 72, 478 59,090 Columbia . 21,959 19,942 10,873 Danville . 17, 397 18, 506 28, 518 4,740 Dubois . 9,085 12, 986 Dunmore b . 4,671 Duquesne . 1,351 31,598 16, 890 Easton . 51,760 66, 406 64, 963 Erie . 84,097 118, 577 67, 460 Harrisburg . 84,998 123, 364 84, 110 Hazleton . 14,337 34, 137 14, 145 Homestead . . . 4,046 36, 854 20,291 Johnstown . 16,701 95, 862 51,958 Lancaster . 87, 570 60,700 38,221 Lebanon . 4,725 32,693 37, 465 McKeesport . .. 33, 467 93, 552 78,894 Mahanoy City . 757 21,470 8, 120 Meadville . 3,180 27,346 15,989 Mount Carmel . . 504 18, 814 9,399 Nanticoke b . 45, 471 23,858 14,346 Newcastle . 14, 331 69, 315 38,877 Norristown . 34,800 45, 645 27,893 Oil City b . 7,652 39,335 29,262 Philadelphia . 779,992 3,047,350 1,004,960 Phoenixville . 2,000 16,908 6,190 Pittsburg . 383,098 867,637 578,467 Pittston b . 1,692 21,814 22,933 Plymouth . 249 18,706 9,663 Pottstown . 33,476 31,953 21,540 32, 184 Pottsville b . . 9,959 Reading . 149,338 165,371 80,852 Scranton . 119,598 270,959 143,973 Shamokin . 7,144 42, 781 36, 104 19,629 Sharon . 27,627 20, 161 Shenandoah . . . 32,910 29,361 13, 191 South Bethlehem . i,942 27,429 25,524 Steelton . 1,595 28,287 17,077 Sunbury . 22,602 25,986 19,075 9,472 24, 401 Titusville . 9,829 Warren . 24,153 Washington b . 69,408 40,349 55,583 Westchester . . . 1,718 26,846 4,875 Wilkesbarre . 582 116,542 55,997 Wilkinsburg . 21,098 45,748 16,801 Williamsport . 4,682 67,705 31,430 York . 1 52,824 69,144 50,399 RHODE ISLAND. Central Falls . . . 291 31,848 12,439 Cranston . ! 50,000 39,868 17,460 Cumberland . 5,786 22,066 8,115 East Providence . 11,524 32,008 14,402 Lincoln . 1,680 17,051 7, 105 33,826 Newport . 408 84,895 Pawtucket . 9,517 116,210 51,481 Providence . 163,863 509,559 c 264, 442 Warwick . . 37,648 54,593 27,852 Woonsocket . . . 457 29,223 SOUTH CAROLINA. Charleston . 3,579 57,380 8,017 Columbia . 13, 445 21, 523 3,312 Greenville Spartanburg . 3,629 16, 318 1,053 Evening* schools. (a) $1, 118 2, 419 120 125 55,000 («) 439 4, 151 160 875 1,846 180 2,347 1,099 276 1,179 5,127 38,689 1,543 a Not reported. c Not including interest. b From State school report, 1905. Total. 6 $58, 459 72, 131 26, 951 26, 327 143, 891 52, 774 22, 137 27,591 46, 175 49,839 183, 129 271,252 292, 472 62, 619 61,191 164, 521 188, 910 74,883 205, 913 30, 467 46, 515 28, 842 83,675 122, 523 108, 338 76,249 4,887,302 25,098 1,829,202 46,437 29,057 55,016 74,096 399,712 534,530 63,037 90,569 76,337 54,895 46,959 41,677 45,287 48, 554 165,340 33, 439 174,967 83,647 103,997 172,367 46,925 107,328 37,066 58,210 25,836 120,308 182,335 976,553 65,500 85,816 68, 976 38,280 21,000 500 EDUCATION REPORT, 1905. Table 9. — Statistics of expenditures of public schools of cities of 8,000 inhabitants and upwards , 1904-5 — Continued. 520r- 521 522 523 524 525 52G 527,- 528- 529 530' 531 532 T 533 534 535 536 537 538 539- 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. 1 2 3 4 SOUTH DAKOTA. Sioux Falls . . $20,520 $37, 536 $5,429 TENNESSEE. Chattanooga . Clarksville . 6,000 50,366 16,026 2,640 1,824 Jackson . 6, 122 22,378 6,111 Knoxville . 200 50,036 8,995 Memphis . 43,346 152, 073 58, 236 Nashville . . . 9, 905. 153, 938 26, 522 TEXAS. Austin . a 12, 292 45,995 6,293 Beaumont . 29,743 20, 337 5,508 6,859 Cleburne . 1,800 Corsicana . 2,000 22,200 4,075 Dallas . . 22,000 122, 866 35,593 7,114 26, 053 55, 770 El Paso . 21,039 12, 566 Fort Worth . 69,030 21,265 37,276 4,494 Gainesville* . 635 Galveston . 61,894 134, 472 11,981 3,836 Houston . 25, 647 Laredo * . . . 11,534 13, 546 1,900 6,482 Marshal . 18,515 Palestine . . 500 19, 048 700 Paris . 25, 171 b 8, 534 24,810 San Antonio . . . 52,098 130, 664 Sherman . 3,500 35,700 1,300 Tyler c . 7,824 17,044 2,949 Waco . . 9,980 55,587 7,886 UTAH. Ogden . 21,199 58,706 37,098 Salt Lake City . 76,082 243, 730 133,897 VERMONT. Barre . 23,957 20,065 7,609 Burlington . 207 41,148 23, 933 Rutland . . . 33,718 11,872 VIRGINIA. Alexandria . 17, 163 21,453 3,950 3,559 Danville . 1 Lynchburg . 2,712 40,208 6,042 Manchester . Newport News . 2, 936 25,275 6,589 Norfolk . 5,538 66,259 13,980 Petersburg . 19, 208 20, 162 5, 487 4,030 31,796 Portsmouth . Richmond . 43,042 148, 426 Roanoke . 3,626 36, 881 7,534 WASHINGTON. Ballard . 34, 549 58,965 e20, 179 14.765 Bellingham . 34, 314 Everett . . . 65, 395 36, 286 35, 375 Seattle . 209,862 345, 622 267, 671 Spokane . 133, 469 194,791 119, 358 Tacoma . 70,574 169, 103 87,463 Walla Walla . 28, 703 13, 796 14, 942 Evening schools. 5 $1, 852 417 625 I (d) (d) (d) (d) Total. 6 $63, 485 53,006 23,850 34,611 59,231 255, 507 190,782 64,580 35,251 28.996 28,275 181,084 33, 167 89, 375 106,306 26,394 73,875 163, 955 13,434 38, 543 20, 248 33, 705 207,572 40,500 27,817 73, 453 117,003 453, 709 51,631 65,288 45,590 21,113 25,012 48, 962 34,800 85,777 24, 695 24, 192 223, 264 48,041 54,728 108, 044 137,056 823, 155 447, 618 327, 140 57, 441 * Statistics of 1903-4. a Includes expenditure for manual training in high school. b Includes permanent investments, c From biennial State school report for 1903 and 1904. d Not reported. e Does not include interest. CITY SCHOOL SYSTEMS. 501 Table 9.- -Statistics of expenditures of public schools of cities of 8.000 inhabitants and upwards , 1904-5 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and su¬ pervision. Current and inci¬ dental ex¬ penses. 1 2 3 1 WEST VIRGINIA. 568 Charleston . . . $5, 617 $34, 092 $16,837 569 Huntington* . 35, 726 20, 988 8, 365 570 Parkersburg . 54,000 44, 083 13, 880 571 Wheeling . 3,987 88, 870 35, 652 WISCONSIN. 572 Appleton . . . 74,298 44, 617 56, 641 573 Ashland . . . 50,500 43, 579 13, 458 574 Beloit . 15,000 38, 023 18, 406 575 Chippewa Falls . 2,800 21,707 7,300 576 Eau Claire . 9,061 57,573 27,055 577 Fond du Lac . 30,000 41,111 15,714 578 Greenbay . 30, 584 47, 696 13,305 579 Janesville . 13,312 34, 431 11,656 580 Kenosha . 45,000 24, 469 24,712 581 La Crosse . . 1,182 ' 77,311 29,149 582 Madison . 27,548 53, 595 21,951 583 Manitowoc . 5,729 35,718 17,707 584 Marinette . 6,580 39,923 ' 13,862 585 Merrill . . 1,722 22,111 7,251 586 Milwaukee . . 750, 578 173, 151 587 Oshkosh . .- . 17, 443 73,725 21,763 588 Jtacine . . 95, 257 30,041 589 Sheboygan . 6, 885 63,387 12, 336 590 Stevens Point . 16, 361 22,751 10,339 591 Superior . 51,424 117,031 48,257 | 592 Watertown . 5,280 14, 605 6,102 i 593 Wausau . 43,200 13,983 WYOMING. 594 1 Cheyenne . 2,719 25,764 9,395 Evening schools. Total. $540 $50, 546' 65,079 111,963 128, 509 175,556 107, 537 71, 429 31,807 93, 689 86, 825 91,585 59, 399 94, 181 107, 642 103,094 59,154 60,365 31, 084 923, 729 113, 477 125, 298 82, 608 49, 451 216, 712 25,987 57, 183 37,878 * Statistics of 1903-4, 502 EDUCATION REPORT, 1905. Table 10. — Summary of statistics of evening schools in cities of 8,000 population and over, 1904-5. Number of cities reporting evening schools. Number of schools. Teachers. Pupils. Average daily attendance. Pupils of evening schools not attending day schools. Men. Women. Total. Men and boys. Women and girls. Not reported as to sex. Total. United States a . 180 922 I 2,593 3,979 6, 572 177, 474 77,541 37,304 292,319 107,375 285,671 North Atlantic Division . 125 702 2, 049 3,243 5, 292 138, 616 65, 428 30, 486 234, 530 a82, 461 <*229, 599 South Atlantic Division . 8 31 95 84 179 1,874 1,003 6, 645 9,522 “3, 232 o9,522 South Central Division . 8 13 191 34 53 1,828 401 2,229 734 2, 192 North Central Division . 28 153 363 544 907 27, 213 8,870 65 36,148 17,760 o35, 282 Western Division . . 11 23 67 74 141 7,943 1,839 108 9,890 3, 188 o9,076 North Atlantic Division: Maine . 5 6 17 17 34 617 195 812 273 812 New Hampshire . . 3 8 11 17 28 620 137 757 409 757 Vermont . . 1 2 2 0 2 92 17 109 Massachusetts . 46 305 564 1,212 1.776 34,239 18,087 2, 175 54, 501 24,800 50, 198 Rhode Island . 7 43 142 165 307 5, 176 2,313 7,489 3,171 7,283 Connecticut . 15 28 93 103 196 1,526 544 4,693 6, 763 2,375 6,759 New York . 19 118 1,001 851 1,852 79. 884 38, 475 140 118, 499 33,015 118, 422 New Jersey . . 14 08 136 305 441 12, 098 4,706 910 17,714 6,961 17,373 Pennsylvania . 15 124 83 573 656 4,364 954. 22, 56& 27,886 11,419 27,886 South Atlantic Division: ' Delaware. . . . 1 3 0 11 11 195 195 74 Maryland _ . . _ 1 17 69 24 93 6,450 6,450 1,815 6,450 District of Columbia . 1 1 20 37 1 57 1,335 932 2,267 1,073 Virginia . . 1 4 2 2 4 110 0 110 85 110 North Carolina . 1 3 3 1 4 50 0 50 50 Georgia . 3 3 1 9 10 379 71 450 168 450 South Central Division: Kentucky . 3 8 6 28 34 1,094 385 1,479 555 1,442 Tennessee . 2 2 2 4 6 206 16 222 84 222 Louisiana.. . 1 1 7 2 9 289 0 289 289 Texas . . . . 1 1 3 0 3 169 0 169 67 169 Arkansas . 1 1 1 0 1 70 0 70 28 70 North Central Division: Ohio . . . 7 57 81 40 121 5,303 1,085 6, 388 2,683 5,875 Indiana . 3 6 21 2 23 798 246 1 , 044 411 1,044 Illinois . 4 43 162 377 539 14, 820 5. 546 20, 366 11,004; 20,366 Michigan. 7 24 45 37 82 1,631 626 2,257 1,0511 2,143 Wisconsin . 1 4 7 1 8 142 55 _ 1 197 67 196 Iowa . 3 3 5 6 11 163 112 65 340 249 340 Missouri _ 1 13 42 67 109 3,714 1.032 4, 746 2,058 Nebraska . 2 3 0 14 14 642 168 810 237 810 Western Division: Colorado . 1 4 12 6 18 452 96 _ 548 200 548 Utah 1 1 3 0 3 40 8 48 40 48 Washington . . . 1 1 10 0 10 442 93 535 176 Oregon . . 1 3 4 5 9 282 58 340 181 California . 7 14 38 63 101 6,727 1,584 108 8, 419 2,591 7,657 a Including estimates for cities not fully reported. CITY SCHOOL SYSTEMS. 503 Table 11. — Statistics of evening schools in cities of 8,000 population and over, 1904-5. City. Number of schools. Number of evenings schools were in session. Teachers. Pupils. Average daily attendance. Pupils of evening schools not attending day schools. Men. Women. Total. Men. Women. TBIOJ, 1 3 O 4 5 6 7 8 9 10 11 ARKANSAS. 1 Little Rock * . 1 120 i 0 1 70 0 70 28 70 CALIFORNIA. 1 190 1 1 2 108 25 ! Los Angeles . 1 189 4 0 4 304 0 304 91 304 Oakland . 3 192 5 5 10 906 144 1,050 253 1,050 Sacramento. . 1 186 4 3 7 303 132 435 114 435 San Francisco . 6 209 20 54 74 5,001 1,294 6,295 2,021 5, 533 1 110 3 0 3 153 4 157 62 Vallejo . . . 1 187 1 0 1 60 70 25 70 COLORADO. Denver . 4 84 12 6 18 452 96 548 200 548 CONNECTICUT. Ansonia . 1 76 3 2 5 104 15 119 54 119 Bridgeport . 4 75 3 3 6 322 88 322 Danbury . 1 75 2 1 3 .80 70 150 60 150 Hartford _ 4 75 14 54 68 2,581 650 2, 581 Manchester: Town schools .... 1 75 2 3 5 144 58 ' 140 Meriden. . . 1 47 2 1 3 147 47 Naugatuck . 1 75 1 3 4 210 38 210 New Britain . . . 3 75 6 14 20 435 120 555 309 555 New Haven . 5 75 36 4 40 1,166 516 1, 166 New London . 1 75 4 3 7 80 67 147 65 147 Norwalk . 2 77 2 4 6 156 89 245 69 245 Stamford . . . . 1 85 4 1 5 279 26 305 40 305 Torrington . . . 1 17 0 1 1 *23 *11 *23 Wallingford . Waterbury . 1 75 12 6 18 392 157 549 295 549 DELAWARE. W ilmington . . . 3 62 0 11 H 195 74 DISTRICT OF COLUMBIA. W ashington . 9 61 20 37 57 1,335 932 2,267 1,073 GEORGIA. Athens . 1 173 0 3 3 102 55 157 60 157 Atlanta . . 1 185 0 4 4 247 0 247 76 247 Columbus . 1 84 1 2 3 30 16 46 32 46 ILLINOIS. Chicago — . 37 87 153 370 523 14, 448 5,452 19,900 10,824 19,900 East St. Louis . 2 119 2 0 2 102 23 125 38 125 Joliet . . 1 120 3 3 6 112 25 137 32 137 Peoria * . . . 3 120 4 4 8 158 46 204 204 INDIANA. Indianapolis . . . 3 51 15 0 15 548 178 726 347 South Bend . 1 44 3 0 3 164 32 196- 46 196 Terre Haute . 2 105 3 2 5 86 36 122 18 122 IOWA. Cedar Rapids . 1 29 0 2 2 43 32 75 64 75 T)e« Moines west side 1 70 1 2 3 65 50 Sioux City . . 1 80 4 2 6 120 80 200 135 200 KENTUCKY. Covington . 1 19 1 0 1 16 40 56 23 56 Lexington . 1 120 1 5 6 110 12 122 51 85 Louisville . 6 *107 4 1 23 27 1 968 1 333 1 1,301 1 1 1,301 * Statistics of 1903-4. 504 EDUCATION REPORT, 1905. V Table 11. — Statistics of evening schools iy, cities of 8,000 'population and over, 1904-5 — - Continued. City. Number of schools. Number of evenings schools were in session. Teachers. Pupils. Average daily attendance. Pupils of evening schools not attending day schools. Men. Women. Total. Men and boys. Women and girls. "3 o H 1 2 3 4 5 6 1 7 8 9 10 11 LOUISIANA. 1 99 7 2 9 289 0 289 289 MAINE. Augtista . Biddeford . 1 62 2 4 6 161 38 199 103 199 Lewiston . : . 2 79 8 5 13 155 54 209 112 209 1 64 2 g 10 207 103 310 310 Waterville . : 1 85 2 0 2 56 0 56 32 56 MARYLAND. 17 a 83 69 i 24 93 6, 450 1,815 6,450 MASSACHUSETTS. Adams . . . 2 30 2 H 13 180 173 353 201 Attleboro . 4 35 2 14 16 409 206 409 Beverly . 11 a 34 7 5 12 154 126 280 195 271 Boston . . . 25 a 95 387 13,811 7,457 21,268 7,297 Brockton . 3 I b 49 4 1 16 20 396 321 Brookline . 2 66 3 5 8 73 78 151 79 151 Cambridge . 7 63 33 36 69 1,204 758 1,962 822 1,962 Chelsea . 1 50 6 12 1.8 498 309 807 365 807 Chicopee . 4 40 1 29 30 263 169 432 288 Clinton . 1 1 11 12 180 52 232 115 227 Everett . 4 81 4 4 8 124 89 213 213 Fall River . 63 46 43 103 146 2,042 1,092 3,134 1,642 3,134 Fitchburg . 5 40 5 34 39 331 108 439 195 Framingham . 1 36 4 3 7 82 33 115 51 115 Gardner . 1 34 2 23 25 198 35 233 217 225 Gloucester . 2 30 1 6 7 90 28 118 65 118 Greenfield . 1 49 2 3 5 46 31 77 31 77 Haverhill 5 60 4 20 24 301 138 439 287 Holyoke . 6 c40 ! 9 54 63 821 480 1,301 691 Hyde Park 1 86 3 6 9 298 145 298 Lawrence . 53 . 73 35 49 84 1,132 824 1,956 1,155 1,956 Leominster d 1 60 5 1 29 34 271 105 Lowell . 16 e 69 35 ; 130 165 2,566 1,484 4,050 2,152 / 3,000 Lynn . 4 40 9 28 37 1,107 449 1,556 405 Malden . 2 63 12 11 23 551 230 545 Marlboro . 5 43 2 3 5 125 19 144 46 135 Medford . 1 69 5 2 1 7 188 96 284 152 284 Milford . 1 45 1 i 10 U 217 53 270 135 268 New Bedford . 7 39 6 100 106 2,077 1.264 3,341 1,638 3,330 Newburyport . 2 30 1 5 6 30 25 55 32 50 Newton . 2 g 65 ! 4 5 9 250 113 North Adams . 14 40 2 13 15 257 i 96 1 353 250 317 Northampton. . 3 60 2 9 11 73 41 | 114 100 114 Peabody . 1 59 1 1 12 13 137 9 146 79 146 Pittsfield 1 43 4 4 8 306 46 352 108 Salem . 4 180 5 20 25 405 159 564 187 Somerville . 5 89 14 25 39 801 I 249 ; 1,050 402 1,050 Southbridge . 4 36 1 11 12 177 121 1 298 231 298 Springfield . 7 83 24 54 78 1,505 849 2,354 967 Taunton 9 h 36 12 13 25 408 i 128 536 330 Waltham . 3 100 8 7 15 248 1 140 388 159 377 W at.ert.own 1 60 2 0 2 90 ' 0 1 90 40 Webster . 2 50 4 7 11 139 103 242 177 242 Westfield . 1 39 1 3 4 36 49 85 40 85 Woburn . 1 38 2 8 10 210 60 270 77 268 Worcester . 16 111 53 50 103 1,607 ! 667 1 2,274 1 1,172 a Average. t> Drawing schools, 38 nights. e High and grammar schools, 75 nights. d From annual report of the school committee for 1905. « High school, 75 nights. / Approximately. <7 Drawing school, 35 nights. h Drawing school, 40 nights. CITY SCHOOL SYSTEMS, 505 Table 11. — Statistics of evening schools in cities of 8,000 population and over, 1904-5 — Continued. City. Number of schools. Number of evenings schools were in session. Teachers. Pupils. Average daily attendance. Pupils of evening schools not attending day schools. Men. Women. Total. Men and boys. Women and girls. Total. 1 O 3 4 5 6 7 8 9 10 11 MICHIGAN. Bay City . 3 69 3 0 3 143 28 171 52 171 Calumet . 1 16 2 1 3 15 23 38 32 38 Detroit . 8 80 31 14 45 840 290 1, 130 494 1,051 Grand Rapids . 4 36 4 5 9 382 52 434 202 434 1 58 4 3 7 58 91 149 ' 139 Manistee . 6 48 1 12 13 150 125 275 175 250 1 65 0 2 2 43 17 60 60 MISSOURI. St. Louis . 13 60 42 67 109 3,714 1,032 4, 746 2,058 NEBRASKA. Lincoln . 1 80 0 2 2 96 16 112 16 112 2 97 0 12 12 546 152 698 221 NEW HAMPSHIRE. 1 Dover . 1 56 2 4 6 128 32 160 69 160 Manchester . 4 58 8 11 19 372 105 477 258 477 Nashua. . 1 3 50 1 2 3 120 0 120 82 NEW JERSEY. Bayonne . 1 69 4 18 22 363 103 466 144 466 Bloomfield . 1 64 5 1 6 174 37 211 42 189 Camden . 5 64 3 10 13 477 169 646 141 646 Harrison a.. . 1 64 2 8 10 222 134 356 178 Hoboken . 1 64 1 12 13 459 129 588 239 588 Jersey City . 5 b 67 17 40 57 2,040 935 2,975 949 2,975 Millville . 3 65 0 5 5 192 0 192 55 192 Montclair . 1 102 2 2 4 79 44 123 45 120 Newark . 1 14 c 77 72 ! 118 190 5,434 2,282 7,716 3, 509 d 7, 400 New Brunswick . 1 64 4 5 9 141 60 201 83 201 Passaic . 2 135 1 18 19 910 252 910 Paterson . 5 64 21 39 60 1, 724 612 2,336 768 2,336 Phillipsburg . 1 64 3 3 6 53 8 61 44 61 Trenton . 27 80 1 26 27 740 193 933 512 933 NEW YORK. Albany . 5 77 10 31 41 1,074 330 1, 404 530 1, 404 Batavia . 1 24 1 12 13 140 50 140 Binghamton . Buffalo . 1 110 5 1 6 339 90 429 126 429 Cohoes . 1 97 0 4 , 4 30 70 100 | 60 60 Elmira . 1 36 2 6 8 170 50 220 120 220 Mount Vernon . 1 42 1 3 4 142 56 198 97 195 New Rochelle . 1 68 7 1 1 8 177 78 255 60 242 New York . 84 « 84 870 663 1,533 72,750 34, 491 107,241 : 28,647 107,241 Niagara Falls . 2 63 3 5 8 115 42 157 52 157 Poughkeepsie . 1 63 2 0 2 74 21 95 40 93 Rochester . 5 73 66 65 131 2,315 2,320 4, 635 1, 565 4,635 Schenectady. . . 1 38 4 11 15 444 240 684 200 684 Syracuse . 4 93 6 19 25 543 145 688 367 688 Troy . 3 96 3 6 9 * 535 *57 *592 ! *463 *592 Utica . 2 127 0 9 9 305 89 394 129 394 Watertown . 1 90 0 2 2 20 37 57 41 45 White Plains . 1 40 1 8 9 140 68 208 115 201 Yonkers . 3 82 20 5 25 711 291 1,002 353 1,002 NORTH CAROLINA. ' Charlotte . 3 ’ 3 1 4 , 50 1 0 50 50 * Statistics of 1903-4. a Statistics from the New Jersey school report, 1904. b One school was in session 95 nights. c High school, 95 nights; drawing school, 138. d Approximately. « High school, 120 nights. 506 EDUCATION REPOST, 1905. Table 11. — Statistics of evening schools in cities of 8,000 population and over, 1904-5 — Continued. Teachers. Pupils. 6 o ® t>> O o3 City. Number of schools. [ Number of even in | schools were in sessio o> § s s o *3 o Men and boys. Women and girls. *3 o EH Average daily attendar Pupils of evening scho not attending d schools. 1 2 O 4 5 6 7 8 9 10 11 OHIO. 4 77 4 0 4 141 8 149 68 149 6 80 21 26 47 1,587 3,306 84 652 2,239 3,622 98 1, 173 41 90 55 8 63 316 1,302 55 3,306 98 2 97 0 3 3 14 2 a 86 1 1 2 81 62 143 50 1 180 0 1 1 71 1 72 15 1 94 0 1 1 33 32 65 20 65 OREGON. 3 100 4 5 9 282 1 58 340 181 PENNSYLVANIA. 8 80 12 8 20 357 85 442 266 442 3 (&) 3 2 5 75 63 138 96 138 70 4 1 5 298 33 331 176 331 Erie . 2 80 2 6 8 268 44 312 140 312 Lancaster . 7 120 3 10 13 263 148 411 182 Mahanoy City . 1 . 2 60 0 2 2 125 0 125 61 125 Mount Carmel . 2 60 2 0 2 143 0 143 22 143 Philadelphia . 47 49 23 517 540 22. 568 9,090 301 22,568 700 Pittsburg* . 4 60 1 8 9 652 48 700 Plymouth . 6 c 80 4 2 6 304 57 361 227 361 Reading . 11 113 18 I 0 18 629 260 889 339 8S9 Shamokin . . . . . 3 80 2 1 3 98 22 120 69 120 Shenandoah . . . 8 80 1 7 8 477 71 548 168 548 Wilkesbarre . 15 80 6 9 15 579 92 671 229 671 Williamsport . 1 120 2 0 2 96 31 127 53 127 RHODE ISLAND. Central Falls . 4 75 18 9 27 295 79 374 228 369 Cumberland . 5 40 6 4 10 228 108 336 119 329 East Providence _ 1 63 2 0 2 52 10 62 15 62 Newport . 6 176 3 8 11 215 79 294 92 292 Pawtucket . 6 60 17 20 37 524 202 726 465 689 Providence 17 99 92 103 195 3,547 315 1,647 188 5, 194 2,074 178 Woonsocket . 4 ' 50 4 21 25 503 503 TENNESSEE. Memphis . 1 166 ! i 2 3 89 0 89 42 89 Nashville . 1 114 i 2 3 117 16 133 42 133 TEXAS. Dallas . 1 90 3 0 3 169 0 169 67 109 UTAH. Ogden . 1 60 3 0 3 40 8 48 40 48 VERMONT. Burlington _ _ 2 136 2 0 2 92 17 109 VIRGINIA. Norfolk . 4 88 2 * 2 4 110 0 110 85 110 WASHINGTON. Seattle. 1 98 10 0 10 442 93 535 176 WISCONSIN. Oshkosh . . . 4 60 7 1 8 142 55 197 67 196 * Statistics of 1903-4. a One school was in session 68 nights. 5 Six months. c Some schools were in session 60 nights. Table 12. — Summary , by States, etc., of enrollment, attendance, supervising officers, and teachers in cities and villages containing from 4,000 to 8,000 inhabitants, 1904-5. CITY SCHOOL SYSTEMS. 507 Enroll- incut hi pit- vate and parochial snhnnls (largely estimated) . H 95,550 39,272 6,375 9, 584 34,578 5,741 313813116 33SS1S1 ijsslilllt cTi-T.-Tio' wioVV-T ,-T i-Tr-T r-T >-7 i-TcT Number of teachers. Total. O 16, 528 6,315 1,210 1,312 6,657 1,034 issgglllg ssggasss c £ O 14,735 5,810 1,019 1,106 5,910 890 8§SSIS9 3*53*£*8 Men. 00 1,793 laggs 288838^ 8232233'® Number of super¬ vising B o 1,213 Average daily at- © 1 f £»§§! llisiilll IIIS1II SlsilsSs T-7cTTt7o'o'[>7o't^'g' csV-7 f-Tco'io'iS'Tjro'co'cT Aggregate number of days’ at- all pupils. 97,468, 177 OT § O OO OO im(s assSISlll lllslil llliilSI illllslil mmi$ SllllSfS r-l cTr-T r-T lO CO r-T ,-T Nh" 1-T (largely estimated). H H slssfglllll t-T e8§8gsasi6 Number of teachers. Total. o rH Women. cs Men. X in urnuer of super¬ vising 6 o Average daily at¬ tend an Pfi. 49,213 28,053 31,580 25, 108 14,031 10,873 17,187 20, 555 3,389 8,550 14,091 4,375 2, 311 1,319 3,279 966 986 1,706 3,472 13,736 number of days’ at- tenH anee of all pupils. / *0 1 8,836,836 4.995.646 5,751,810 4.811.646 2, 550, 194 1,953,207 3,034,333 3,588,066 615,081 1,521,268 2, 335,770 772,429 400, 881 237, 511 570, 305 181,608 171, 564 295,066 614, 101 2,448,379 Enrollment in public day schools. 59,585 34,825 40,230 32, 102 19,413 13,451 21,626 27,908 4,367 10, 339 18, 121 §iiig§sis!s Oec'r-t-^r-lr-lC^''J'od' Population, census of 1900. CO llglllllSgi iiIisSIii!§s |S‘g'ggS8§S*S Number of city and village school systems. 0? CITY SCHOOL SYSTEMS. 509 .Table 13. — Summary by States, etc., of school property and expenditures in cities and villages containing from 4,000 to 8,000 inhabitants, 1904-5. Cities and villages of — Number of school build¬ ings. Number of seats or sittings for study. Value of all public prop¬ erty used for school purposes. Expenditure for supervi¬ sion and teaching. Expendi¬ ture for all purposes (loans and bonds ex¬ cepted) . 1 2, 3 4 5 6 United States® . 3,122 714,175 $49,990,848 $8,786,570 $13,590,101 North Atlantic Division . 1,393 261,684 19,559,108 2,310,735 3,399,256 5,409,799 South Atlantic Division . 213 57,517 478,659 656,111 South Central Division . 237 61,280 2,794,476 636, 614 933,645 North Central Division . 1,080 289,525 21,166,746 3,525,733 5,532,395 Western Division b . 199 44, 169 4,159,783 746,308 1,058,151 North Atlantic Division: Maine . 180 16,118 742,000 184,433 254,097 New Hampshire . 35 4,355 258, 800 49,706 65,166 Vermont . 33 6,529 530,000 86,249 158, 473 Massachusetts . 474 65,787 6,162,100 963,480 1,427,726 Rhode Island . 88 9,340 642,175 110,584 181,985 Connecticut . 93 11,419 679,650 141,456 220,007 New York . 138 39,633 2,841,892 568,273 935,405 New Jersey . 107 24,786 1,975,280 392,808 644, 165 Pennsylvania . 245 83,717 5,727,211 892,267 1,522,775 South Atlantic Division: Maryland . 13 2,590 148,000 24,264 37,482 Virginia . 22 7,632 223,325 50,510 74, 639 West Virginia . 43 9,800 868,310 93,944 173,846 North Carolina . 29 9,020 275,000 68,022 80, 463 South Carolina . 57 14,473 406,950 102,937 125,857 Georgia . 41 12,302 358, 150 ' 125,922 147,264 Florida . 8 1,700 31,000 13,060 16,560 South Central Division: Kentucky., . .35 8,599 431,181 107,742 146,081 Tennessee . . 13 3,500 125,050 29,900 44,204 Alabama . 29 7,730 272,800 71,235 90,904 Mississippi . 26 7,805 373,200 67,915 123,060 Louisiana . . . 26 5,343 258,200 59,880 67,017 Texas . 83 20,778 914,045 229,389 298, 146 Arkansas . 15 4,225 220,000 40,153 114,233 Indian Territory . 10 3,300 200,000 30,400 50,000 North Central Division: • Ohio . 224 64,327 5,213,700 790,347 1,160,809 Indiana . . . 124 35,211 2,791,350 519,178 806,041 Illinois . 157 40,842 2,424,109 467,412 725,230 Michigan . 129 31,838 2,380,900 422,168 623,462 Wisconsin . 83 19,525 1,873,500 252,053 383,415 Minnesota . 54 13,555 921,000 162,491 337,082 Iowa . 86 21,552 1,761,486 276,257 533,095 Missouri . . 103 30, 119 1,582,440 278,676 427,629 South Dakota . 22 4,400 326, 161 79,338 136,749 Nebraska . 45 10,231 694,100 112,184 171,788 Kansas . 53 17,925 1,198,000 165,629 227,095 Western Division: Montana . Wyoming . . . 5 875 25,000 11,870 14,000 Colorado . 29 7,000 537,000 105,675 132,544 New Mexico . . . 12 2,850 297,850 33,277 90, 883 Arizona . . . 7 198,000 268, 707 38,300 51,311 52,380 97,784 Utah . 18 4,133 Nevada . 4 90,000 77,576 22,340 28,583 32,136 Idaho . 2 1,200 17,817 Washington . 8 1,950 136, 450 29,807 43,827 Oregon . 15 4,484 792,000 66,117 92,863 California . 95 17,077 1,697,200 359,794 458, 151 a Including estimates for cities and villages not fully reported. b Including estimates for Montana throughout the table, and for Arizona and Nevada in column 3. ed 1905 — vol 1 - 36 Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1904- 1 510 EDUCATION REPORT, 1905. •ajnjipuadxa ibjoj, o « o o o o fOONCJ 8,000 8,500 14,426 9,266 52,380 . 8,500 *14,000 20,933 70,800 23, 174 22, 250 *23,408 *31,161 45,000 58,000 •sjaaqjo SuisiAjadns puB sjaqaBaj jo sauBiRg © oooo O O 00-0 *0 C CO N 00 CO N» 00 rH 00 ^ rH ^ HHHHH CO HHHIM rH rH (N-CO CO HT •uapj; w pH NWINM 0 0»0 04 CM iQ A •0061 jo snsuaa ‘aoij^indoj -4* 4' 41 4’ 4< 10 ut 4» soo coci ‘cisicioci 0 2222 ?a 00 ci si cA cA cA •;§ 3 sgisis agss iipiiiSsi is ssssssssssass i § o'crT-^'o *o"ccT omV'j1' t»' to" uj' o' V o fl «j ^ o' rjT tC tjT so- tjT o' •*£ tjT -qT (C ^ u$ in' tt" ll MS II IjUi Mill y Ij !|!h.|! g !!m!ji iiiJ! s ^i \ 1 2 ii § ifl ill III lillilllll £ lllill : : : : : 6 : : : : : • k : s ii ij 1 I hill 1 2 ox: ss^ 0 Pu. * Statistics of 1903-4. ° Does not include enrollment in high school. Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants , 1904-5 — Continued. 512 EDUCATION REPORT, 1905. •ajnjipuadxa jnjox © CM©^r'-t0T-H©O©©O©©©©^HO©CM©©©CM’^ r^©CM^CM©©©©©X©©t0©CMOO©O©©XTji ^©T-Hr-ll^©0©©XtO©©i-H©CM©lOCO©©©XtO o' 0 (N o' O oT oT rH ic" h IN o' W O CO o' N w oT uf N 10 X NHWWHHWNHHHHU3HNWNH*yO H H (N H 16,000 • © © . O © • to © iss •sjaoigo gUTSIAjaduS pui3 sjaqonaj jo saijnjng © $12,905 8,000 26.400 22,487 14,027 13,738 17,750 16.400 8,352 16,022 8,241 ©©©t-hO*0*0©CO©©CO ©CM©©o©©r^©©©© ©TPGO©^^CGlOrHO^lO © 1C O © © © cm" ctT 10, 852 8, 850 15,000 •sasodjnd jooqos joj*pasn Ajja -dojd oqqnd jo anjnA 18 $50,000 30,000 75,000 152,278 50,000 90,000 73,320 150, 000 36,000 105,000 50,000 40,780 *75,000 56,681 65,000 75,000 15,000 70,000 113,000 35,000 65,000 55,000 56,000 48,000 §g © © © © ^ © 80,000 65,000 100,000 'siooqos oqqnd p-e ux ipnjs joj sSuijjis jo sjnag tO © • © CM 00 © © © © © CM © -©©^©©©©tO ^ © • OO © t-H 05 CM rH CM ©Tti©©-^0©0©0©© ©T-HiO©CM©CM©©©r--LO 05t^O©M1rHlOOHHOO^) © to © JO © © © © © © © t> CM •sasodjnd {ooqos joj pasn sSuipirng © OOCM»Ot^t^^OOCOTjiiOT^CO©(N»OCO'^^OO^lC©TfcO © CO ^ CO ^ Regular teach¬ ers. •pnoj, 15 X©CMCMtO©©©©©©©XtOCMT-H©Hti CMt-hX^XCMXCMt-hCMCMCMi-Hi-HCMCMCMCMXi-hCMCMXCM X CM CM CO 25 16 21 ■uauiOAV H ©tOi-H©i-Hi-HCOCO©©t^X©XCM©tOTt- CM O CM CM tO rH LG 10 CM TH OO CM L- HCO -H ■ OO HH(NH T-H CO r— i CO • ; * * © © 10 0 X CM 175 *60 600 •a2n sns j -uaa looqos jo uajppqo xsH tO lO OO CM CM CO © © © © h- OO tO • rH © • © CM © © 1— 1 COOr-tOCMiOOO^COOONN • © r- • © t-H to © CO CM lO © © Q CM © © 10 © © CO CO ^ CM • T-H © < N CO CM rH 'f © r-T C^T r-T cm' t-h' ci cm" r-n' r-T r-T • H r-T • CM* i"T t-T t-T CMV^ * ; ; 2,400 1,925 CM © © HlOO to CM ^ rH r-Tcf •oSv snsuaa looqog to CMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCM cicicicicicicii©©©^©©©©©©©©©©©© 6-21 6-21 CM CM (M © © © •0061 jo snsuaa ‘uoxjnindoj e* K.^T}i^(^oOONHTlOOi!JN03Ci5HCDMOO>OC<5®«r NCOHlDIMOOOUiNOlOOOOOOlCH^COtDNrtHaCMOCCNH OC05HiOt-HH^005MHOOWO)®MiOO(MCOINrN>OT-(OONON rr' to to to to tO to rjT lO~ TriTfiiorfiiOCOiCiO^rr-^ H' io~ to 1C to o' r} i" 50* City. pH ILLINOIS. Beard stown . Belvidere (north side) . Blue Island* . Canton . Centraliao . Charleston . Chicago Heights . Clinton . Collinsville . De Kalb . Duquoin . Galena . Harlem . Harvey . Lagrange . Litchfield . Macomb . Maywood d . Metropolis . Morris . Mount Carmel . Mount Vernon . Murphysboro . Pana . Paris . Pp.rn Pontiac . . Princeton a . Spring Valley . CITY SCHOOL SYSTEMS. 513 16,734 8,467 13, 240 27,359 ' 38338383883888883888838888881 * * 30,000 20,000 1111 sfsfss' * 11 ©50 7, 480 19, 700 s' gfS2~ 8 222~ 8'2' 3 § 8 22 S3 283" 2 § SSSSS' 22 II JO JO 1111 »OOH 80,000 50,000 41,250 77, 400 lillllllllllllllilllllllllill 75,000 125,000 60. 000 100.000 97,480 81,000 : 800 500 18 ss§ssssa§s§assss§§sssssssssss * 1,500 1,800 a IS ci r-T ^ CM CM to ^TfiTilTjltt5"^ioCOOO'^OICOif5fiSfOt^CO‘OlO'>fTtiTt'»0>0«5C005COCO CD ^ ^ *r. ) Til r*1 20 10 28 8S88&8282888388888888S8&22888 8S 8888 20 10 38 888882g£g§££^£288£8885l88882838 8888 oo rH COl^CDiOt^t^OO^OOOOCOOt^’^^CO^CMt^t^t^CS'^COCr-TfiOCDCM CM rH O r- 1 ^ rH CO rH CM rH COCO^CO^HCOCO^WCMCMHCOHNCOiOCMNHWCONHiHHHCM rHr- 4 ^ CM IS n lslSsl5l»llllllaSg|lsSS»Slll6 11 ■ ££ ip 126,279 61,046 to S88888Si8SSS8g|Sa8S888iS83i§a ^S¥^3WS'S^Si¥Mi¥§WS'S5' II s¥ gill s¥ii S| lll§SEI§S§ll®illlEliiSSi§SSSi |8 2222 II 718 1,578 ttPJ¥ |31§8 |1§I ISl sll 1,875 1,819 ia 131 419 195 81 33SSS311 iSSSES88SS8SSS9aS9SSS IS- ills CD O 16 88883818 iS33S8S8588S888S3888a II mm °§ 000i2S0020--ii0i0ii00-ii2S2L°i §1 * °g J o o 1 1 1,040 715 is of 8SS8|8|S8S8S||HSI^i8888ia8a 38 CM*' rH * pis 5! 53 cici CM CM ci CD o3^c3o3o3o3o3o3c^o3o3o3o3o3o3o3c^o3c3c^csogo3o3o3o3o3oio3 6-20 6-21 Cl CM Cl lO 1 o 4,248 5,728 ajss^a§is8ss3ssaisagasx3§28s8 005^^«0'3?'l>7TjrtCT)riolr5tCTir'qrtCTs<'lClo'Tf'T3?'y5'Tt<''o't^'co'as'co'co‘ 5,681 4,254 8388 ufufufco 8 8 538 'A s.2* 5« s ^■C Ills SSSS ♦Statistics of 1903-4. 6 Grades 7 to 12, 152 days. d Includes Melrose Park. ° Statistics do not include high school. c High school, 188 days. « Does not include high school. Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1904-5 — Continued. 514 EDUCATION REPORT, 1905. 1 ! -ajnppuadxa jbjo j, o Oi illliliiilsl ill 8888811 :3§38 §§gSSISSSS2SS' -88 SSSSSSa :§§SS •SJ90IJJO 1 SnisiAjadns pub sjaqoBaj jo sapreiBg 0> pH UlllSSlIsgi ill lalllllllssl gsri'd'ssaffaYsa :ss' 33ss338"ss“a ■sasodjnd jooqos joj pasn Ajjo -doad oqqnd jo enjBA » pH $105, 000 106,000 135.000 40, 000 125, 000 75, 400 65.000 250,000 66,000 40,000 62, 350 100,000 80, 000 50,000 60,000 150,000 150,000 90,000 75,000 84,000 85,000 36,000 58,000 100,000 125,000 185,000 •siooqos onqnd \\v ni Apnjs joj sSuijjis jo sjBag 1 1 §121! Is i 11 111 8888888888 is HHHH *hV5\-JVh“ I-H r-Tr-T t-H i-H cJrH t-» r-T,-? i-Tr-T . r-T •sasodjnd jooqos joj pasn sSnrpijna »C CO OO 0 SO SO idcDiOt-MOCOlM^OCOiO Regular teach¬ ers. ‘mod vC •uauioAV •U9H w COCOiOCOWHHNNHOW^^fO ^ ^ CO ^ OO *0 rH CO OO o ^ •sjaaigo SuisiAjadng •80UB -puajjB AjiBp 83bj9ay geisilSigllllll IsISllllSSsa •sjidnd jib JO aOUBpuajJB ,sABp jo jaquinu ajBSajSSy o 138,060 136, 402 245,710 134, 136 163, 665 139,230 125, 413 229,236 126.720 121,929 167,024 139, 104 174,768 151, 122 154, 440 170,037 201,924 243, 162 233,330 208,300 187,968 202,928 127, 800 237,975 191,549 128, 576 202,221 •UOTSS9S UI*A[JB -njoB 0J8M sTooqos aqj sA Bp jo jaqumjsL © . £§£§§§^gS5g§s§§S ISISiSlilSli Different pupils enrolled in pub¬ lic day schools. •moj. 010 iig§sisiiisiii2 isiiiiigsiii •siUD b» 3SS3S38ESS jfsiS gSiilsslsslI •slog ■■£ IllSISsSli iiSSS lg|§l!§iiSIS •sjooqos jBiqoojBd puB ajBAijd ui spdnd |°8§SS38° :§S :§8 |00§S8§°§§3g *92b sns -U90 jooqas jo uajppqo SSillsSIllIisSi §88383188883 HHINHHHHINHHHHHt-IH (Nr-H cfc* -ioioA kcciioioAAiotcioAioA •0061 ! jo snsuao •uoijBpndoj 0* S88I8S asi S28KJ3 S 28 IS. lislpi. TAc^t^^CC'rF'^co'-'3’'ririo'c'5''cl<‘Tl'''F If3 -5}< TjT Tji CO T»< csT CO Tj. lO City. - iowa— continued. Charles City . Cherokee . Creston . Fairfield . Grinnell . Lemars . Marion . Mason City . Missouri Valley . Mount Pleasant . . Oelwein . Perry.. . . Red Oak . Washington . Webster City . KANSAS. Argentine . Arkansas City... . Chanute . Coffey ville . . Independence . Junction City . . . Newton . Osawatomie* . Ottawa . Salina . Wellington*® . Winfield . CITY SCHOOL SYSTEMS. 515 II £881138 : ; isfls llalllSHlSSll ill as' : ! ° ! : :“8S'“ S3Sa2Sa'2SS82S¥ :SS3 slISlIlllls a 1 "5f S'fS“fd' *7,500 6,500 4,485 17,480 15,500 8,415 gf§§l§§l£lf§g§ s^asa^a^assssa' §1| oo cc 77,681 50,000 19,000 *75,000 15,000 50,000 35,000 6,000 50,000 23,500 30,000 40,000 35,000 8,700 49,500 85,000 40,000 llllllSlIIllll sssissassssssss 60,000 50,000 38,000 1,500 1,050 675 1,000 400 *874 750 800 600 950 800 780 545 1,754 700 764 950 1,200 1,583 1,000 *1,500 1,200 *1.140 *1,050 1,200 1,100 780 1,300 *1,324 700 1,120 COW(NCOH(NtO^(MHlO * ^ CO CO O lO 1C o o (N ^ * 13 15 14 33 20 17 £8 8S8 * hhhShh !88S£88 00 05 10 * CO(N^O^-tO^Oooin«'^oooooo,'orH c'fo'»oc^ot^ooe7oo'io'io',-H'n'or,-r C'lH'TNNNHM rHM‘OWNININCo • c^o'd^'oTco'cjoo'^h'tj^ 0(NOOOOHNhOONONO^COOOOcOCOCO HHHHHHHNH HfNHHHHHHHHH '(MlMHHtNHHHN ! * •uoisses m Arb -njOB 0J0AV sjooqos oqj sABp jo jeqranjq * N^COGOOOOOO MO OCOOOOOCOOIT^OO *MOO C^TJH NHO(N N N CO OO OX O GO OO'O GOOONOOONOOOOONOO 'OlOGOOr^CO^OCOiOO T-HrHrHi— ir-HrHMr-ir-iMrHrH,— IrHrHrHi— i0^fOCOOCOMOOOOT-iOOOOOOOOOCOOCOOOO^HCOOO^ •SI JR) t- O O O • rH O M CO o CO M 00 H O O CO CO O • • *(NN • - co ^ o cc o ^ o ^ ^ • • • co ^ • co ^ co •sjooqos jBiqooJBd puB ejBAijd m s[idnj 1 1(5 OOOOOOOOOOOOOO *OOOOOOOOt^OCO • © O O HH CO rH COMMO • OC r-H O 0*0 ^ * M M ; * rH ; M •oSb sns -U0O ioo qos jo uejpnqo OOhC003COO(MOCOW(NOCOOhNCOOOWOOXhONC1COCOCO 0(MOOOOo:hHCOO^G5HO(NOCONh^O(M©N^COCOH(NOCO OOOCOOOOC^O^iMOOOCOOOOOt^COOt-OOOcOOOr-iCOOCMOOCOM •0§b snsueo jooqog rt • oooocoooooooooooooooooooooooooo •0061 jo snsueo ‘uoxjBindoj |. O5OOCOHOO5HHvOO(NhCOM>O3OO5OOOH0(N(NOOOOOOCOCO 00 Cl i — !COcO(MMOOOGOOOOCOt-hcOOOOOCOOCOhOOCOI''-Ot— r o'co' o'ooo'o'tCo'o' o' o' o' O O O COO N N O O CO CO o o t— City. pH j MASSACHUSETTS. Abington . | Amherst . Andover . Athol . Barnstable. . Belmont . Blackstone . Braintree . Bridgewater . Canton . Concord . Dedham . Easthampton . Easton . Franklin . Grafton . Great Barrington . Hingham . Hudson . Ipswich . Lexington . Mansfield . Marblehead . Methuen . Middleboro . Millbury . Milton . Montague . Needham . North Andover . North Attleboro . CITY SCHOOL SYSTEMS. 517 ssilllillsSSlISiliSsSisi! SIsieiElIlglllSllSSS sa^s^s^ssssssajissssssssss s'ssssa'g^asssaassissss 19,059 7/677 24,797 15,154 17,343 11,009 8,458 20,755 19,119 10,934 17,979 13,528 17,425 16,940 12.000 IslSIalSSs 'sss^ssassss llg.|I|sIlRSglllsllg§ m eo o ^wofciiOrH'cico ^"j-h ioc^joioc^o |o llllilllllliililllllilill 8 8§ §3 S 8 8 3 88 8 g f 8 8 S 8 S gg 8 §5 S •If * lllllllllllll illllll S‘S SS S 88 1 1 e £ § § : S S' s a s § 1,774 768 1,667 1,300 1,225 i;ooo 760 1,275 1,552 925 1,450 1,000 i 1,200 1,275 850 756 - 980 780 1,850 1,367 900 1,400 1,900 1,375 11s 1 II IS 11 11 11 S 1 § 1 i i ownoooo»ooohohcoioooooo:coo(nooo5wo^ lOlOOTjiiOt^t^TJiCOCO^CO^^t^^COCC^lO rH^rHCClO^IHWlOTfi cowwhocmmcococchcchhwcohchn^ CO CO CO r—i CO r-i CO ^ CO CO CO CO CO CO r— WCOOOCS^HHHHCO ^(NW(N(MCO(NHCOCqWH^HCO(M(MCOTHH I.iM8gl8!ESg!88SiI8|2688§. 88 !g8888SggS88SI38ia 245,860 75,290 *221,857 179,925 177,882 144,400 105,314 186,421 192,227 138,445 215,832 144,495 176,824 188,416 iniissegg ssssiisiii lllilailliSlslSSIlll SS|g|S|g|gggg|SS8§Sg SiiSsiSSS&SfSs o * 13 « ^ ISiSSSSSISiiSSfSiSii IS Is si k IS 1 11 111 i ! S s sis all llil818SSS8a!8ISiB88. IlSil illllsSII iiSillliSI igsiismsiiiiiiiiii Slgll illlsgSSI 1311115111 igisiessiisiiiisini °§s?i°a0001 °°ri 0 180 402 0 11 10 105 0 20 0 0S0ec|2|0|N||0|||g||S I s 1J 1 s i 11 ! 11 SIS 8 i § 1 |s I S 1 s * Sillslplllillllalll VO lO to Tji LO LO LO Tf LO Tf lO lO ^ Tf XT Tf » r: L-: Tf ^ tL tL iA iA iA tL iA ti ^ ti tA tA * »A io o u? 10 co ^10 ^*o tCo to rr *o to t^o'to to t-T;o msmmmmmmmm ■ High school, 190 clays. d High school, 191 days. / High school, 195 days. Average of all schools. c High school, 200 days; eighth and ninth grades, 190 days. e High school, 193 days. Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1904-5 — Continued. 518 EDUCATION REPORT, 1905. •aanjipuadxa ibjoj, 1 $28, 498 22,333 22,815 1C, 500 21,479 13,901 18,000 23,848 29,006 25, 270 42.803 89', 634 23, 000 24, 459 15,000 17,800 30, 000 20,895 13, 155 10, 500 *13,000 57, 404 13, 433 10,500 •sjaotgo SuisiAjadns puB saaqoBaj jo sauBjBg $21,272 12, 461 13, 500 15, 400 15, 619 10,962 15,000 16,758 19,500 16,199 18,799 14, 694 16, 000 12, 586 10, 820 14,000 21,000 17, 138 11,755 9,252 12, 425 15, 633 10, 456 10,081 •sasodand jooqos joj pasn Ajjo -doad ojiqud jo anjBA g $85,000 65,000 62, 300 40,000 75,000 40,000 250,000 70,000 175,000 76,000 80,000 80,000 100, 000 40,000 ■55,000 90,000 80.000 110,000 35,000 40,000 51,000 60,000 100,000 65,000 •siooqos opqnd py nx Aprils joj s2uiq.q.is jo sjBag iggisin §§§§§gi§ng mu •X- •sasodand jooqos joj pasn sSuipjmg « pH .^iocoeoccTt< so r o so rt< co Regular teach¬ ers. ■mojj pH * •uamoAV pH 38388888 88383838333 58833 * •nan CO HrtNNNINOn HNNNOHMHNOH * •sjaopjo StnsiAjadng « •aauB -puajjB Apnp 0§BJ0Ay a 1 §11 §118 aiiSiSiSIlJ S3SIS •spdnd itb jo aon'Bpnaq.j'B yAnp jo jaqtunn ajBSaoSSy © 220, 358 143, 253 164, 155 165, 384 148, 630 144, 656 155, 552 164, 747 200,075 199, 658 213, 370 202, 923 216, 000 110, 442 118, 208 173, 712 228, 640 181, 160 109, 019 168,840 208, 440 168, 127 160, 528 144,500 ■uoissas m Ap'B -njOB 0J8iA sjooqos aqj sApp jo jaqumjs[ © 200 188 182 185 178 186 194 187 180 180 180 176 180 175 195 176 180 180 174 180 180 al80 158 178 Different pupils enrolled in pub¬ lic day schools. ■mox » 1,679 1,065 1,072 1,120 1,018 1,015 1,025 1,089 1,345 1,331 1,571 1-, 380 1,450 867 785 1,204 1, 628 1,184 706 1,014 1,914 1,525 1,478 1,209 •SIJ1D t* 822 537 530 580 502 521 513 574 715 748 855 706 770 410 380 604 891 579 374 588' 1,066 826 775 619 •sAoa © IsSIbIsb fiSsIsiigil Hill •sjooqos jBiqoojBd puB ajBAud ut sjidnj i°siisii rsn * •a§B sns -uaa jooips jo ue jpjiqo -cH isggiiii iigiiiiiii j inn nnHHHHHHHH • (MCOCOHH •X- * •a§B snsuao looqog r CO • 33333S3333 • 33333 ■ AioiooioioioiiooJs ! ; * ; •006T jo snsuao ‘uoiq/epidog Oi IsSlsiss l5liEgSS§2i SllsSI cA rr A iA iA ->A A tA ■nTio'ir5'co'io'co'»o'>c't©co''^t lAcA tA 'A -A -A City. - Michigan — continued. Negaunee . Niles . Norway... . Petoskey . St. Joseph . South Haven . Wyandotte . Ypsilanti . MINNESOTA. Albert Lea . Austin. . . . Crookston . Fergus Falls . Little Falls . Moorhead . New Ulm . . Owatonna . Red Wing . Rochester . St. Peter . / MISSISSIPPI. Biloxi . Columbus . Greenville . Hattiesburg . McComb . Yazoo Citv . IlSIllSg SBeg&BBiSiS illlll CITY SCHOOL SYSTEMS. 519 gii :siisigil :isll§iliBl issss'sss's' la'asssss^ss ! * ! 31,040 32,921 22,449 26,563 19,502 .22,313 17,000 § s' §sli cc i- cT * I 1 1 1 si s I B ! 1 § 11 11 1 SSI Is s t>'c5''-ToTi>^c^^j'jf5'o'oog5o'^joor^co^QOt4'«>ioc^ 21,055 21,844 14,729 16,870 12,645 14,178 10,863 1 a' ISIS o o o cT iiiiliiiiiiliiiiiiiiiii gS8WSKWS|WSSS§SSSSSgS 132,000 132,000 155,700 70,000 74,300 60,000 70,100 8 ilil sag's iiigiiisiiii iisiiiiiiisi limn '.9388 7-4 tA HHHHH iJ • rp co ^p io co o> io co ■<*< O lO so to CO ^ TJ1 22l'° S382283388$i882888888£88 8 8S88 SS'2£288883&82388888828a 3S88888 8 8288 •dWNHNt'O-^MOCCWCIOCIt'IMONM®®® H CO IMHNNHHONClHCUO (NCO^hiNhh (N CONCOCT iiiiiiiiisiiisSii iiisig 1,358 1,450 1,318 1,139 1,370 941 974 i isSI «o * aiisisSiiiiisiiiiiiiiii ,• fssa¥s¥s¥i¥fila¥sW§si' 244,371 258,112 234,604 ■ 199,484 247,500 164,746 172,451 i s 125,175 129,184 120,159 * 119,000 cooooopoos N NNNODNN g gggg »o * |SiSliSitlISSsllil|Slli 1,818 1,630 1,449 1,490 1,558 1,209 1,185 1 ISS! SlilSscI 133133338133138. ilsggll 1 sail lllSislc islliss g °8S8°8° :g£8 :° :8888|°888 * ! ! ; ir°ip ! * § 1*88 3S8888SS3SiB88MSfi388M T-* r-T T-Tr-T C 00 2 oaoffl io io ci »o sg|§siiisssi§s!!giii!ig i gssips i i§i§ Otp'io'-<3<'-<*' co'ift lO io'tjT -sp 10 tp" ' '3'~ rp' O -

COH(N^CO(MHrHiOHCOlOHHiO(M^rO(NiOiO^CO^iO^COi0^iOTj< ^ * CO CO C^ >0 - *o ^ *o HHMrt WHH^COOWHOHCOOHHCCHOHHHHHNWHO(MWHH(NHOC1HHHO • O i-H CO CM TJ1 CO CO HMOM(NO(MHHiOH^HW(N(NHCOHHOH«HHCOHCOiOiOCCHW^Wi.O(NH * (NWHH ! Cl r-H CO i-H IsIlilSiliSlSlisBssiisilillSIIISsSlIii r-r r-r -r ^ -r-r * r-r HI 1,021 719 920 622 sSI§SI§iliillllSIs§flscll§§SIiii§l§lsi §¥sWg3IS§W * 11s saa 8S81 la'al SoSfeSroSwOOt2oOOC»2OTSroW§OOOOOOOOOOOOOa|aOOOa500§Oa500C30; S8eslllIslsisl§Rg|IisSslgllg|lliEsl3IJ 425 1,274 1,251 1 . 485 SaSSi Slisllilllllilgllilllllllllliilli ilssSS »A00*O ilil IlilllllSIlSsSIIIllIalllillllllil illli III ssai g°°i§ i0rHi0i0i0i--0s0i-s0iis2iii^i-i200 ; *- | oooogg 11 1 1 1 111 Is Sal I SI 1 1 IJ i ill all 1 IS II as |s I a * SSI efef-T Sill (N.-Tc^r-r loiAiAi^io^ulsiiutic^^soiioovAicioioiioL^ioioioiQiAiioJsioioioioioicioicio Cl CM CM CM Cl Cl Cl Cl cosococo-ososisA SllaiSgglSsasllSIlssglsISlllllsSsRSISs Ilisspl so' rji TJ1 lO tt~ TtTscT -<31 tillfg* lain &S£&Zxoooo = c-S liiflfi lllllilllft G| i^.s§-§d^l £% c O S.i rdt^oc/j ^ ^ .c c- JillillJ IIIlgliillllllsIllsllRslBlllillgllglll 88888888 * Statistics of '1903-4. a From State report, 1904. Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1904-5 — Continued. 522 EDUCATION REPORT, 1905. •ajnjjpuadxa jbjo j, © ok 1 ill illssilRllliiSllglSllllll s :ss" :s'a's's's'ssfs'a'a'ssf^sas"aa'a's*8s"s8s' ** : : * a 23,675 45,064 •saaorgo guisiAjadns pue sjaqoBaj jo sauBjBg © fH Iiiiiiiisiiisiiigiiii§iiii2i2 gs'aassa's'gss^ 11 00l> •sasodjnd jooqos joj pasn Ajja -dojd oqqnd jo anjBA GC pH iiiiiiiiiiiiiiiiiiiiiiiiiiiii gS8^Se||g|S3||S¥2SS|S|SSS||S|S ii §¥ •sjooqos oqqnd qB m Apnjs joj sfiuijjjs jo sjBag iii§§ii§iii§ii§fiigi§ii§iii§§ S| •sasodjnd jooqos joj pasu sSmpnna « coooorrTj^t^co ■** o Regular teach¬ ers. •IBjox 88 •uauiOAV 88 •uan eo CC !N 'MiM L'5®^NOOCin^^ffla-XiiHKi5SiOnC^v.'5NN'«' •sjaotgo SuisiAjadng HWHHONHHCOHMHNHCqMCCM'UrtMNHHHIMH'iilrt •aouB -puajjB Aijbp aSBjaAy § sl is IlHli 1 § 1 § 1 S 1 IS 1 Is 11 1 i I|1 1§ IS •sjtdnd itB jo aauBpuajjB (sAbp jo jaqranu ajBgajSSy © llSlSlsIillslIilillalSisisf 11 §§¥SWMffSSS¥aSWISW5¥i' * 11 l¥ •uoissas ui AqB -njoB 3J3AV s[doqos aqq. sABp jo jaquxnjq 1 © OCO^OWNWO^MOkOiONOOOOHCOiOOO^NCOcOCOO OOr^t^COt^t^r^*OOOOOOt^OC'OOt^*OOt^OOt^-Ol^t^OOCOOOt^»lVt^OOCO * ^ |g Different pupils enrolled in pub¬ lic day schools. TOOI 1 r !§§llSil§13ISgl§g§llsiS§3§l£l§ ll •SRIO SS£iS!§iISi!!ii»!ii!Si§S!§!lg 1 * Is •sAoa © IgslIilllsSISIIllllIslillslI! * 11 •sjooqas jBiqoojBd PUB ajBAUd UI STldtld ° iii0^siii0iiiigi0i0-000i§«i° : * * °i •aSB sns -uao looqos jo uajpjiqo 1 §llsll_pSlS3llllSslSgSs3lBSiS r-T r-T CM~ r-T t-T t-T CM^ r-T t-T CM'CM CmV4\4 CM^CMV! t-Ti-TtH rH r-T rH (N (M H H H * * IS CM CM •33b snsuao iooqog M * 6-21 6-21 ! •0061 jo snsuao ‘uoijBindoj Ok sjssis.issss^^ ■^■'o'r2't2'ni'cc'i>rt2'ic'ia'co^io''5ji'^-^cc(^cooio'»i5'?o^i>. City. - OHIO. Ashland . Barberton . Bellefontaine . Bellevue . Bowling Green . Bridgeport* . Bucyrus . Canal Dover . Circleville . Conneaut . Coshocton . Defiance . Delaware . Delphos . Dennison . Fostoria . Galion . Gallipolis . Glenville . Greenfield * . Greenville . . Hillsboro . Jackson . Kent . Kenton . Martins Ferry . Miamisburg . Mount Vernon . Nelsonville . New Philadelphia. . : . Niles . Hllllllllll322S|2g£2|a|§g|§§sii CITY SCHOOL SYSTEMS. 523 §1 :i as :a * 12,775 33,827 *22,000 40, 000 16,245 26, 995 23, 461 17,916 30,000 17, 537 SIS SllllilslSiSlailssllSlI ass 15,943 25,008 11,714 17,387’ 11,646 11,775 22,000 12,238 18,900 19,201 11,245 17,158 17,263 12,680 16,275 14,300 Ilf S8§SSll.SS9SSS.SS66aStS|S gffcCg*' crr-7o'oi'c^'o6'io'ko'e3'rH'g^ cxToo t^cor^ o'o't^'oc'cTic^ 130,000 125,000 02,000 112,000 65,000 80,000 125,000 75,000 eo;ooo 220,000 120,000 107,500 150,000 70,000 125,000 92,000 200,000 500,000 32.500 60.500 50,000 56,000 75,000 60,000 195, 745 26, 148 95,000 60,000 148,768 60,000 139,750 100,000 100,000 45,000 ii i :§ ; is jS 1,300 1,350 1,100 1,170 870 1,200 1,595 956 1,300 1,150 1,190 1,300 1,800 850 1,320 1,420 388 iSlllglliSIlllllI | * ; jg j lO O TF LQ »O.CO CO ^ ^ 1S11 §iiiii§isi§§ in iiiiiiiiiiiiiiiii i eSVM knh* ci* hhn : is 1 ! ^ ! 0 Tji'rt' lo'tCrt' in io'-'t'co'o CO iocs' o' O-'tf’rti' >0 CO 1C to »0 t^io sSSIIISIIlSSSISlSS SIS S§SSl§lliSllll||S||RHK5 * Statistics of 1903-4. & High school enrollment not included. <* Statistics from State report, 1904. o Approximately. cHigh school, 200 days. Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1904-5 — Continued. 524 EDUCATION REPORT, 1905. •ajnjipuadxa jbjox j © i ^ IlsllllSI :ii§ll'ISISisssgSll!Ilsl =3sssasas‘ : .o •SJ90TJJO SuisiAjadns puB sjaqanaj jo sauBjBg Oi ^ * pj S' d 2 ^ * cl °°* co o'^j' sT CO cP coVTUq' r-T -P ooPA cP tF -P oP cT o' o •sasocLind jooqos joj pasn A jja | -dojd oijqnd jo anjBA 50 $28,500 275,000 125,000 85,000 72,000 30,000 75,000 35,000 5 75,000 50, 000 60,000 35,000 70,000 100,000 100,000 113,000 30,000 102,500 56,000 60,000 90,000 90,000 75,000 75,000 75, 100 75,000 II s's •sjooqos oijqnd jib nI Apnjs JOJ SgUIJJTS 'jo SJBOg lllllils§glisi iiisl inill! l§ ! II ^ rtrHrt rH . ,-1 ^ . rH . •sasodjnd jooqos | joj pasn sSmpjing © '5t"^ro'^|oocX''t|tQTrc£rTt'sY^'a¥s'a'a'ifa‘!fa'a¥ 19,745 23, 177 9,028 19, 878 17, 496 21,502 18,399 52,760 9,000 17,854 88 cTo 2S1831I 00 CO CO 00 of of * HHHH 18338818883818888 s,';50'0'2'd'3's'sa'“2's3'a's' 14,607 14,452 6,704 10, 106 14,728 11,290 11,162 27,535 6, 473 14,504 si t>7co' 88888888 co io ci r4 cT * 110,000 40,000 160,000 20,000 68,000 45,000 *75,000 120,000 125,000 65,000 54,000 8,000 135,000 53,000 87,000 92,000 102,000 78,000 26,938 44, 428 33,409 60,500 202,000 18,000 58,000 40,000 25, 0C0 d 8, 100 27.500 18,850 *18,000 50,000 16.500 60,000 30,000 111 500 400 ,000 ,100 ,450 500 ,500 8C0 ,350 ,520 ,550 ,275 840 Sill! 873 ,726 88 11 88888 it * rl rH rH iH rH rH rH * ; (MOO CO onococoo^oococo^^^co * O H CO Cl cc ^2 lO ^ CO CO CO Tt ^ 0 * !S8Ss|g§88S8SI888 -X- M CO * 15 17 13 15 13 d 17 21 20 26 24 O tH - O h * t-r : •sjidnd jjb jo aonBpuajjB ,sAbp jo jaquinu ajBSajSSy © 1 fH 90,000 142,009 116,729 209,595 131,364 153,408 118,755 152, -000 D- tP D- O 05 CO • io'cT ! CO o t-h (M . * ! •uojssas ni A jjb -njOB 3J9AV sjooqos aqj kXBp jo jaqninjq . lOOiOCONW^O NDCONNDND . t2S IS e Different pupils enrolled in pub¬ lic day schools. ‘ 11310 X GO 550 1,040 • 881 1,568 1,145 1,281 *788 1,570 1,199 1,035 1,373 937 •SJJJD 1 1-0 lO O CO CM D OO . t— 1 TP * r-H NO^OMOC .LOO * 05 (MiO^COOO^ ■ CD LO » TP •sAog; r LOLOCSJLOCOCMO ■ 00 i ! CD N CO CO O h H CO . ^ CO • TP C4 iO N iO CD CO - LO lq , TP •sjooqos jBiqoojBd puB ajBAUd iri sjidnj 1 O LO LO CO CO 00 CO 05 LO o o o O CD CO CO O Cl OO O H CD CD GO ' — i H CD - TP £ o - Wisconsin— continued. Kaukauna . Marshfield . . Menasha . Menomonie . Monroe* . Neenah . Oconto . Portage . tVashburn . Waukesha . WYOMING. Rock Springs . CO CO CD CD CD CD CD CD CD CD CO CD * Statistics of 1903-4. ^Approximately, CITY SCHOOL SYSTEMS. 529 Table 15. — Summary of statistics of public kindergartens reported in cities of 4,000 population and over , 1904-5. State or Territory. Number of cities and vil¬ lages re¬ porting public kinder¬ gartens. Number of schools. Number of in¬ struct- ! ors. Pupils. Boys. Girls, j Not re- ported as to sex. Total. United States . 358 3, no 4,795 a 91. 064 a 92, 081 0 21,973 ! o205,118 North Atlantic Division . 177 1, 765 2, 419 45, 129 44, 895 16,979 107,003 South Atlantic Division . 13 80 159 1,893 1,962 3,855 South Central Division . 19 66 131 1,856 2i 037 627 4, 520 North Central Division. . 127 1.120 1.833 37,253 38. 246 4,367 79, S66 Western Division . 22 145 253 4,933 4,941 9, 874 North Atlantic Division: Maine . 7 23 39 195 197 649 1,041 7 21 34 414 438 852 Vermont . 0 14 j 20 275 277 47 599 Massachusetts . 33 277 497 8, 129 8, 124 254 16,507 Rhode Island . 6 51 92 1,695 1,650 164 3,509 Connecticut . 18 94 189 2, 252 2,303 758 5,313 New York . 55 • 797 881 22, 855 22,207 1,486 46, 548 New Jersey . 32 251 307 3,357 3,305 12, 110 18, 772 Pennsylvania . 14 237 360 5,957 6, 394 1,511 13, 862 South Atlantic Division: Maryland . 1 19 40 404 402 806 District of Columbia . 1 42 86 1,023 1,056 2,079 Virginia . 2 8 16 193 188 381 West Virginia . 2 2 4 82 103 185 North Carolina . 1 1 2 20 30 50 South Carolina . 2 2 2 39 38 77 Georgia . 3 5 8 102 125' 227 Plorida . 1 1 1 1 30 20 50 South Central Division: Kentucky . ! 4 24 49 742 843 627 2,212 Alabama. . 5 8 14 144 116 260 Mississippi 3 4 ! 5 101 127 228 Louisiana . 1 3 22 51 643 733 1,376 Texas . ' 3 5 6 96 109 205 Oklahoma . 1 1 3 » 6 130 109 239 North Central Division: Ohio . 13 124 169 3,958 4,207 95 8,260 Indiana . 15 76 104 1,652 1,787 245 3,684 Illinois . 9 220 278 9,232 9,330 18, 562 Michigan . 31 186 263 5,991 5,832 570 12, 393 Wisconsin . 29 168 331 6, 733 6,967 1,761 15, 461 Minnesota . 4 56 96 1,713 1,931 400 4,044 Iowa . 17 84 132 943 995 1,296* 3, 234 Missouri . 2 155 375 5, 576 5, 819 11,395 South Dakota . 1 2 2 19 22 41 Nebraska . 3 46 80 1,412 1.331 2, 743 Kansas 3 3 3 24 25 49 Western Division: Montana 1 6 6 68 75 143 Colorado 2 41 76 1,786 1,793 3, 579 New Mexico. . 1 ] 1 23 36 . . 59 Utah 2 5 11 136 127 263 Nevada 1 1 2 40 44 84 W ashington . . . 5 6 157 186 343 California 13 86 151 2, 723 2, 680 5, 403 a Not including statistics of pupils in cities known to have kindergartens but which failed to report. 530 EDUCATION REPORT, 1905. Table 16. — Public binder gartens in cities of over 4,000 inhabitants in 1904-5 . State and city. Number i of schools. Instruct¬ ors. Pupils. Boys. Girls. Total. 1 2 R 4 5 6 ALABAMA. Bessemer . 1 1 16 14 30 Florence . . 1 2 20 20 ' 40 Mobile . 4 7 87 53 140 Opelika . . . 1 2 *8 *12 *20 Phoenix * . 1 2 13 17 30 CALIFORNIA. Fresno . „ . .. 1 1 40 34 74 Los Angeles . . . . . 47 86 1, 617 1,553 3,170 Oakland . 2 2 72 71 143 Pasadena . 6 14 186 225 411 Pomona . . . - . _ . 3 6 95 98 193 Redlands: Lugonia district . . . . 3 3 60 35 95 Redlands district. . . . . 1 2 *27 *39 *66 Riverside . . 1 2 18 44 62 Sacramento . . . 9 16 206 212 418 San Diego. . . . . . . . . 6 6 201 171 372 Santa Ana. . . . . 2 4 64 74 138 Santa Barbara . . . . . . . 4 7 112 92 204 Santa Cruz . 1 2 25 32 57 COLORADO. Denver . 37 68 1,598 1,561 3, 159 Pueblo (district No. 20) . . 4 8 188 232 420 CONNECTICUT. Bristol . 4 6 141 146 287 East Hartford . 3 6 150 Hanford.. . . . . 18 57 1 . Killingly . :... 1 1 26 24 50 Manchester (Ninth District ) . . . . 1 2 128 143 271 Meriden . . . . . 1 2 75 Naugatuck . . . . . 4 4 125 131 256 New Britain . . . . 8 18 281 309 590 New Haven . .. 18 32 829 888 1,717 New London . 5 10 250 New Milford . . 1 1 19 23 42 Norwalk . 6 12 179 152 331 Norwich (Central District) . . . . . 5 10 205 Putnam . . 1 2 78 Stamford . . . 6 6 170 138 308 Waterbury . . . . . 7 10 284 278 562 Willimanric . 3 5 1 Winsted . 2 5 70 71 141 DISTRICT -OF COLUMBIA. Washington . 42 86 1,023 1,056 2,079 FLORIDA. Lake City . _ . . . . 1 1 30 20 50 GEORGIA. Athens . . . . 1 1 28 29 57 Augusta . 3 6 60 70 130 Columbus . . 1 1 14 26 40 ILLINOIS. Chicago . . 200 235 8,723 8,772 17,495 Dixon (north side) . . 1 3 33 36 69 Ed wards ville * . 1 1 Evanston: District No. 75 . 4 8 96 113 209 District No. 76 . . 2 4 50 55 105 Lagrange . 3 4 67 78 145 Moline . 7 19 218 226 444 Pontiac . 1 2 25 25 50 Spring Valley . 1 2 20 25 45 INDIANA. Anderson . 2 2 78 83 161 Columbus . 2 3 40 50 90 Evansville . 7 14 274 1 280 554 * Statistics of 1903-4. CITY SCHOOL SYSTEMS. 531 Table 16. — Public kindergartens in cities -of over 4,000 inhabitants in 1904-5 — Continued. State and city. Number of schools. Instruct- Pupils. Boys. Girls. Total. Indiana — c entinued . Fort Wayne . Hammond * . Laporte . Michigan City . Muncie . - . Richmond . . Shelby ville . South Bend . Terre Haute . Valparaiso . Vincennes . Whiting * . . . IOWA. Burlington . Cedar Falls . Cedar Rapids . Charles City . . . Council Bluffs . Creston . . Des Moines (west side) Dubuque . Fort Dodge . Grinned . Marshalltown . Mount Pleasant . Oskaloosa. Washington- Waterloo: East side West side . . Webster City . KANSAS. Coffey ville . Fort Scott . . . . . Winfield . KENTUCKY. Covington . . Frankfort . Lexington r . Louisville . LOUISIANA. Monroe . New Orleans . Shreveport . . MAINE. Bangor . Blddeford . Lewiston . Oldtown . Portland . Saco . Skowhegan* . MARYLAND. Baltimore . . . . MASSACHUSETTS. Andover . Attleboro . Boston . Braintree . Bridgewater . Brookline . Cambridge . Chelsea . Chicopee . 5 10 151 169 320 6 12 178 228 406 2 4 56 79 135 7 7 245 2 12 97 89 186 5 5 116 124 240 4 2 79 92 171 8 16 182 201 383 23 12 288 281 569 1 1 47 52 99 1 2 39 38 77 1 2 27 21 48 5 8 *106 *=112 *218 1 2 4 8 261 1 2 S9 46 85 11 18 4 8 96 104 200 20 SO 913 7 14 234 243 477 3 3 60 64 124 7 7 145 141 286 2 4 69 5 5 *98 *92 *190 1 3 55 81 136 4' 8 70 70 140 1 3 40 42 82 1 2 53 1 1 . 10 15 25 1 1 1 1 14 10 24 6 12 273 316 5S9 1 2 27 23 50 5 20 *627 12 15 442 504 946 1 2 24 33 57 20 27 594 673 1,267 1 2 25 27 52 g 11 92 88 180 1 1 14 22 36 4 4 62 64 126 1 2 9 11 20 9 18 5S9 1 1 18 12 30 2 2 CO 19 40 404 402 806 3 4 61 59 120 2 3 44 55 99 99 184 3,552 3,502 7,054 5 5 74 75 149 1 1 22 15 37 11 20 266 261 527 16 32 451 478 929 2 2 61 54 115 2 2 37 44 81 * Statistics of 1903-4. 532 EDUCATION REPORT, 1905. Table 16 . — Public kindergartens in cities of over 4,000 inhabitants in 1904-5 — Continued, State and city. Number ! of schools. Instruct¬ ors. Pupils. Boys. | Girls. Total. 1 2 3 4 i 5 i 6 M ass ach usetts— continued. Dedham . ! 4 8 70 84 154 Easton . ! 1 2 30 19 49 Fall River . 3 6 89 115 204 Greenfield . 2 2 27 40 67 Haverhill . 6 4 116 121 237 Holyoke . 7 14 217 240 457 Lowell . . . 12 24 403 347 750 Marblehead . 2 4 86 Medford . 7 5 165 132 297 Melrose . 8 . 16 145 137 282 Milton . 4 7 168 New Bedford . 3 6 94 i 87 181 Newton . ' . 14 29 345 394 739 North Adams . . . 6 12 197 | 224 421 Northampton . 4 7 65 84 149 Pittsfield . 2 4 60 64 124 Salem . . . 5 10 135 117 252 Somerville . 4 8 132 104 236 Springfield . 14 26 575 572 1,147 Wellesley . 1 1 2 17 10 27 Westfield . 5 10 89 69 158 West Springfield . 3 8 85 63 148 Winchester . 2 4 52 55 107 Worcester . 17 31 453 503 956 MICHIGAN. Bay City . 2 2 83 76 159 Benton Harbor . 1 1 15 16 31 Bessemer . 2 4 1 50 70 120 Big Rapids . . 2 2 32 36 68 Calumet . 14 14 445 438 883 Coldwater . . . . . 2 2 32 39 71 Delray . . . 3 3 61 90 151 Detroit . 47 79 2,077 1,887 3,964 Dowagiac . . . 1 1 56 52 108 Escanaba . 2 4 100 100 200 Flint . 4 6 250 Grand Haven . . 1 3 45 43 88 Grand Rapids . 32 35 770 751 1,521 Holland . 3 3 98 117 215 Ionia . . 3 3 118 113 231 Ironwood . 6 16 228 207 435 Ishpeming * . 5 10 260 250 510 Kalamazoo . 8 12 282 301 583 Manistee . : . 6 6 *186 *203 *389 Manistique . 3 3 77 70 147 Marquette . 2 4 62 , 68 130 Menominee . 6 6 215 202 417 Mount Clemens . 4 5 125 120 245 Muskegon . . . 8 * 10 243 210 453 Negaunee . 1 2 39 52 91 Pontiac . . . 4 4 76 86 162 St. Joseph . 2 4 40 49 89 Sault Ste. Marie . 3 5 85 98 183 Traverse City 8 320 Wyandotte . . . 3 5 64 58 122 Ypsilanti . 1 *1 27 30 57 MINNESOTA. Duluth . 12 15 415 425 840 Minneapolis . 4 8 218 225 443 St. Paul . 33 65 1, 080 1,281 2,361 Winona. . . 7 8 400 MISSISSIPPI. McComb . . 1 1 45 40 85 Natchez . 2 2 25 40 65 Vicksburg * . 1 2 31 47 78 MISSOURI. Kansas City . 22 31 663 700 1,363 St. Louis . 133 344 4,913 5,119 10,032 * Statistics of 1903-4. CITY SCHOOL SYSTEMS. 533 Table 16. — Public kindergartens in cities of over 4,000 inhabitants in 1904-5 — Cent inued . State and city. Number of schools. | Instruct¬ ors. Pupils. Boys. Girls. Total. i 3 j 3 4 5 Si* 05 05 C5 oT 0 4-5 0 0 0 10 05 05 05 0 +5 O s 0 7 05 05 °i O iq s 14 I w ! 825,000 to $49,999. 1 1 05 05 05^ O5" 05 O 4^> O O O S? 48 05 05 °l 05 05 O 4 — 1 0 0 0 S 1 e© 57 05 ■05 °5^ oT — . c 1 0 4^> O O O O O C 1 38 | g $300,000 to $399,999. 05 05 05 oT 05 O — O ~ O 7e 05 05 cT 05 IO - a© : O g| O | 1 | Over $12,500,000. United States . 453 129 11 13 11 3 2 4 6 6 5 7 4 1 3 3 North Atlantic Division. .. South Atlantic Division . . . South Central Division. . . . North Central Division. ... Western Division . North Atlantic Division: 84 72 72 187 38 4 2 3 10 1 3 23 5 33 2 10 7 11 4 13 9 11 5 10 22 5 4 7 14 7 1 2 35 14 29 9 10 9 25 19 3 5 10 19 1 1 4 1 1 2 1 1 6 8 12 18 26 34 39 12 "i 7 3 2 6 4 1 1 1 1 4 1 2 2 8 1 5 5 6 17 4 4 7 5 29 3 81 10 9 25 5; 1 3 s 2 22 3 1 3 2 4 9 2 "i 5 1 3 1 2 4 1 2 1 2 3 2 1 1 1 '' 2 2 1 3 1 1 1 3 1 2 3 "2 6 1 1 2 1 1 2 1 2 1 New Hampshire . 1 11 1 1 1 ... i .. Massachusetts . '"i 1 2 2 2 1 'i 1 -- 1 :::: 1 1 'i *' ;; 1 "i i New York . 7 3 6 1 6 4 1 2 2 4 5 1 2 8 3 1 4 10 3 1 2 8 5 5 1 1 3 2 4 1 1 1 1 1 3 1 1 1 1 1 1 Pennsylvania . South Atlantic Division: Delaware . Mftryltind 1 1 3 3 1 7 2 2 3 1 1 2 1 -- 2 1 i1 District of Columbia. . . Virginia 2 1 1 1 1 2 2 2 2 2 2 2 2 2 | 1 i Wpof Virp*inio VV Col/ V 1 1 g IJLUdi . ........ North Carolina. ....... 3 1 2 1 1 1 1 1 1 3 1 1 2 1 1 1 1 finnth r^ovnlino UDUlil vdlDUHCt. ....... rrPfn'P’i & 1 1 1 VJCDlglCt . . . . TT1 nri H q T iUl lUd ....... - - South Central Division: TTpntiiplrv 2 1 ”i 2 Ivt/illULAj .............. Tennessee 1 1 3 1 1 A 1 fiT'lftTTl n 1 xlldDdlllCt. - ........ Mississippi 2 1 1 1 1 T ,nni ci q d q 1 1 Jjuuioicuia .............. 1 1 1 1 A rkansas 1 1 O Irl Q h DTTl Q V/AldllUlllCt ............. Indian Territory. ...... North Central Division: Ohio 1 4 1 2 1 4 2 7 2 .* 5 1 1 3 2 I I 1 1 1 1 1 1 1 2 Indiana L .. .. Illinois 2 1 5| 4 2 1 1 A,f i nL i p*Q n ! 1 1 L iVilClllgdli. . . . W isconsin 2 j 1 1 2 1 j 1 1 1 1 A/f irvnPQAl“0 1 2 1 "i 1 1 1 JuUHiCoDl/d/ ............. Iowa . A/f i qqaii rj 1 2 7 4 "4 2 1 1 1 2 1 1 1 -■S' 1 1 1VJ. looUui >..... . 'NTnrth DslrntJi ii... 1-2 A A U I LIl 1/diVU l-CL.. - ------ South OfikotR 2 2 6 | 1 p H TCi cslr a 1 1 1 1 2 ilCUl do Act .... Kansas . Western Division: Montana 1 1 ! 1 W y om i rig 1 Colorado 2 1 1 j... 1;;: 1 1 New Mexico ... ... A T1 7 OT1 Q iViloDDCb. - - - ......... Utah 1 1 1 MpVQ Q IiCV dud ..... - ........ 1 1 1 W a oh incyfnn 1 4 1 1 1 VV doillllglUll ........... O rpcrnn g ... 1 1 1 1 2 V/ICgUU ................ Pali fn ni i 0 : 4 i 1 1 i .. 1 valuDiuid - - - - - - i | _ 550 EDUCATION REPORT, 1905. Table 6. — Professors and instructors in universities and colleges for men and for both sexes. State or Territory. Num¬ ber of insti- Preparatory departments. Collegiate de¬ partments. Professional departments. Total number (excluding du¬ plicates) . tu - tions. Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. United States . 453 2,491 1,025 8,738 1,107 5, 100 62 15, 847 2,247 North Atlantic Division . 84 541 107 2,956 92 1,590 11 5, 175 241 South Atlantic Division . 72 256 104 906 106 534 5 1,600 201 South Central Division . 72 285 157 747 169 656 5 1,569 341 North Central Division . 187 1,189 220 540 3,342 614 1,884 36 6,027 1,225 Western Division . 38 117 787 126 436 5 1,476 239 North Atlantic Division: Maine . 4 5 0 101 6 46 0 140 6 New Hampshire . 2 10 0 66 0 20 0 99 0 V ermont . 3 0 0 56 0 33 0 89 0 Massachusetts . 10 46 4 537 5 452 6 982 14 Rhode Island . 1 0 0 77 3 0 0 77 3 Connecticut . 3 0 0 285 2 97 0 388 2 New York . 23 264 55 956 29 490 2 1,984 127 New Jersey . 5 15 5 . 168 0 0 0 182 5 Pennsylvania . 33 201 43 710 47 462 3 1,234 84 South Atlantic Division: Delaware . 2 4 1 24 2 0 0 27 2 Maryland . 10 59 7 175 15 83 2 282 19 District of Columbia . 7 35 6 137 4 296 1 462 14 Virginia . 11 25 11 129 4 38 0 183 11 West Virginia . . 4 16 9 55 14 11 0 83 23 North Carolina . 13 36 18 170 15 44 0 232 37 South Carolina . 9 22 9 88 16 8 0 105 18 Georgia . 11 29 27 80 18 49 2 149 45 Florida . 5 30 16 48 18 5 0 77 32 South Atlantic Division: Kentucky . 10 40 36 104 42 107 0 252 73 Tennessee . 22 75 43 188 53 253 2 453 110 Alabama . 5 16 0 77 2 35 0 113 2 Mississippi . 4 12 7 43 4 15 0 70 15 Louisiana . 7 30 13 91 8 65 0 182 24 Texas . 14 70 24 156 30 136 3 345 73 Arkansas . 7 31 20 56 16 41 0 114 30 Oklahoma . 1 5 0 25 0 4 0 33 0 Indian Territory . 2 6 14 7 14 0 0 7 14 North Central Division: Ohio . 35 181 83 581 102 306 1 1,069 210 Indiana . 14 69 12 227 29 37 2 289 45 Illinois . 29 204 89 639 106 426 15 1,273 245 Michigan . . . 9 57 21 271 28 146 4 405 55 Wisconsin . 10 64 12 321 41 14 0 369 51 Minnesota . 9 102 31 219 35 208 1 509 86 Iowa . 25 130 94 302 80 161 3 485 185 Missouri . 19 149 64 299 37 245 0 680 105 North Dakota . 3 32 19 32 19 9 0 43 20 South Dakota . 5 36 29 51 22 0 0 61 36 Nebraska . 10 53 32 167 50 201 3 430 72 Kansas . 19 112 54 233 65 131 7 414 115 Western Division: Montana . 1 5 4 7 3 0 0 10 5 Wyoming . 1 6 4 13 5 0 0 13 5 Colorado . 4 29 12 113 22 177 1 336 35 New Mexico . 1 5 2 7 2 0 0 9 9 Arizona . 1 6 3 16 1 0 0 22 4 Utah . 2 33 13 45 3 0 0 70 18 Nevada . 1 4 5 16 5 0 0 22 | 11 Idaho . 1 3 2 14 3 0 0 17 5 Washington . 6 25 14 85 22 5 0 102 30 Oregon . 8 30 21 69 33 52 0 128 40 California . 12 74 37 402 27 202 4 747 77 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 551 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 . 37,806 16, 784 72, 500 25,045 4,750 1,694 682 130 31,558 814 North Atlantic Division . 8,031 1,339 26,971 3,224 1,371 2,112 495 323 73 9,844 227 South Atlantic Division . 4,185 1,989 7,263 425 18 33 0 3,844 45 South Central Division . 6,282 3,407 6, 619 2,382 173 81 64 7 5,089 | 89 North Central Division . 16, 007 7,841 2,208 25,971 14,566 1,702 858 221 46 11,593 1 394 Western Division . 3, 301 5,676 3,502 338 242 41 4 1,188 59 North Atlantic Division: Maine . 9 0 1,008 284 7 1 5 1 203 2 New Hampshire . 85 0 879 0 21 0 15 0 60 | 0 Vermont . 0 0 466 108 1 0 0 0 193 0 Massachusetts . 543 17 4,280 405 457 14 104 23 2,354 109 Rhode Island . 0 0 681 203 47 28 13 16 0 0 Connecticut . 0 0 2,560 26 271 37 62 0 469 0 New York . 4,778 516 7,348 1,395 961 368 21 • 3 4,107 96 New Jersey . 260 37 1,630 0 93 0 0 0 32 0 Pennsylvania . 2,356 769 8,119 803 254 47 103 30 2,426 20 South Atlantic Division: Delaware . 30 30 150 23 1 0 0 0 0 0 Maryland . 587 74 727 96 197 0 2 0 380 25 District of Columbia . 556 90 545 247 132 13 1 . 0 1,772 18 Virginia . 451 162 1,493 60 48 0 0 0 472 0 West Virginia . . 300 180 573 31'6 2 0 0 0 220 0 North Carolina . 863 602 1,527 236 24 2 13 0 588 0 South Carolina . 490 176 933 82 13 1 16 0 66 0 Georgia . 612 483 1,103 212 8 1 1 0 309 2 Florida . 296 192 212 99 0 1 0 0 37 0 South Central Division: Kentucky . Tennessee . 1,081 583 1,020 441 26 5 5 0 1,074 6 1,937 1,106 1,436 646 630 42 26 5 2 1,853 17 Alabama . 147 8 59 24 1 0 0 241 0 Mississippi . 357 281 564 75 7 0 26 2 86 1 Louisiana . 555 110 797 17 53 33 13 0 695 21 Texas . 1,214 675 1,465 862 15 15 12 3 818 44 Arkansas . 679 471 577 247 3 1 3 0 272 0 Oklahoma . 135 50 100 40 3 0 0 0 50 0 Indian Territory . 177 123 14 11 0 0 0 0 0 0 North Central Division: * Ohio . 2,876 1,344 5,013 2,481 120 83 38 8 1,236 20 Indiana . 974 187 2,179 4,936 1,212 73 32 1 1 287 8 Illinois . 2,348 1,135 3,069 842 415 96 10 3,702 107 Michigan . 474 214 2,269 1,037 73 25 30 8 1,490 48 Wisconsin . 754 118 2,648 1,005 119 32 5 1 198 0 Minnesota . 1,165 359 1,657 1,113 68 42 19 11 1,111 27 Iowa . 1,829 1,434 1,870 1,412 119 85 17 4 994 108 Missouri . 2,334 1,051 2,235 955 144 33 10 0 1,407 10 North Dakota . 180 139 131 57 5 1 0 0 47 2 South Dakota . 575 372 183 122 4 4 1 1 47 1 Nebraska . 1,157 404 1,246 1,037 86 66 0 1 619 31 Kansas . 1,341 1,084 1,604 1,066 49 40 4 1 455 32 Western Division: Montana . 43 45 69 48 5 1 2 0 0 0 W yoming . 26 18 40 22 1 1 1 0 0 0 Colorado . 548 358 728 619 81 48 5 2 327 6 New Mexico . 34 80 7 13 0 0 0 0 0 0 Arizona . 85 70 21 12 4 2 0 0 i 0 0 Utah . 576 693 267 170 0 0 0 0 0 i 0 Nevada . 34 42 103 75 1 2 0 0 0 ! 0 Idaho . 105 51 121 52 0 1 0 0 0 0 Washington . 401 209 648 394 39 38 1 1 96 i 8 Oregon . 282 283 349 243 2 5 1 1 177 j 16 California . 1,167 359 3,323 1,854 205 144 31 0 588 i 29 552 EDUCATION REPORT, 1905. 'WV •OISTVFt Iiup ssg fl s 2 CO CM IOON 1 CM CO CM CM 05 O ^ 00 00 OOOHHNCO^O COOlO CO CM lO CO 05 ^ 00 ^ CO S5> alg1 5 S-P rtf >5 o gxJ o5 0 •U9UI0 ! HNTfOOC O O CM CO ^ O 00 ^ O 05 CO CO O ^ CO CO uepi •5I99JO ■ 05 CO CO U- I T-H u- CO CO CO I H Tt< CM CM 05 ^ CO O 05 05 h* 05 oo o 05 r - < co co ■UH'B'I I O h CM CO 00 O CMOOCOCOOIOHOOH CO CM CO CM 00 « 00 ^ r-t CM CO 00 CO CO 05 CM •eojamraoo •Xuiouooa pjoqasnoH •SnuaamS -no £iv%mvs •ejinoe^iqojy O • CO 00 •SuuaauiS -ua j'Bjauao •SuuaauiS -ua Suimpf •SuuaauiS -ua x'Boiuiaqo •SuuaauiSua I'bo’t j^oaia •Suuaa -uiSua iiaio •SuuaamSua I'Boiii'BiioaH •ajn^xnoijSy 's^j'b i'Bjaqi'1 :s3 O CO CO O GO 05 rp CM CM O 00 t- t-i t-h ^CM^dO 00 TP t-h CO IQ iCONCON NCMOOrHrH CO CM co T-h 05 ^ • LO *Q co 00 rH • CO CM sssss ^ h oo ci 8Vor < 00 CM CM lO 00 O 05 CO CO 05 T-H CM ic CO rji co ^ CMOCMCp^OCOOOCM 05 00 CM 05 CO CO CO CM ^ 00 CO CO »0 co 00 O CM 05 CO CO *0 CO C CO HlOHtO C C H H .2.2 § § co m .h >>vv fl a 2 3333 s ,0,3 ,0.3 ® cs r\ >»’§ o srod | ©w |3®|5 ® § se-s § s ^3 1 1 is i 1 1 !H3 asS| s 1 1331 b-m a a a o • o TO TO UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 553 a S8SS8SS5®aS8 « S i i ssg 3S l§RSIisgs||| ssgg : Of Of Of x-fr-f r2^i§ § 111! 616 504 562 434 . 91 497 82 8 j is jSSB 1,259 §|00§SSS8i3gSi$S3fcg : S :c y 17 12 30 888 8 10 l2g-s§§i-Ssi j ” s$s5oo’H8$5N53t-g : 8g!gj3®S:ggwSS£ O0g°^8-C0^^g or- IgeliliS^Si - 2S sl^lggs«2ss s Of r? 209 6 5 118 28 18 384 170 1,178 i '■IS i: O • ■ • • £:::: ; rH ) a : S3 ;8 j ■ CO j • j • • ! 00 • ; ; • : : 15 3 100 : i is ; -14 00 i 1 1 ill2 il I :S i : jo> 4$ i i CO is::: 106 4 180 15 !: I ^ 44 41 55 17 429 : 8 :££; if? j00 j ;^° j is ^ • : §3g§§33S j :Sg : is : :85Sg§ j SSiSSSSi j :S| : is Oj 112 17 246 194 104 102 6 66 20 34 35 17 22 3 16 j s is Is !g : •h i i c 0 j • r-( (M 1 as liSlIIglsSIS ssgssgssgsg lO of tjT of of of CO of r-Tof t-T CO 554 EDUCATION REPORT, 1905. Table 9. — Degrees conferred on men by universities and colleges for men and for both sexes. State or Territory. pq co pq W d W W S d 3 d ,4 o < Agr. go GO d GG P S X3 a i pq GO o <5 d GO d Acc’s. j +3 p '3 pq < pq S pq pq pq pq pq pq £ < pq pq pq pq pq pq pq pq pq pq pq pq 5,647 2,270 700 103 19 30 l 2 24 4 10 18 4 27 2 1 9 17 2 2 1 17 57 2 2,543 603 934 409 16 4 3 18 19 4’ 1 15 2 158 39 3 1 1 5 304 185 21 19 15 28 2 24 4 1 North Central Division . . . 1,914 283 800 228 27 7 6 2 4 , 16 2 2 2 50 193 3 38 4 2 i 1 2 North Atlantic Division: 111 76 ■| 90 50 3 i 1 17 36 £ 1 i 754 166 1 1 1 1 l 61 56 | I 302 10 182 2 1 507 153 79 2 1 18 18 1 15 ! 2 196 77 10 505 366 88 2 3 1 1 South Atlantic Division: 6 22 [.’ . 94 7 District of Columbia. . 38 20 .... 2 .. 119 14 1 West Virginia . 30 8 2 1 North Carolina 137 28 21 South Carolina . 96 15 1 1 Georgia . 77 36 15 i 5 Florida . 6 8 South Central Division: Kentucky . . 52 17 10 9 27 2 4 n Tennessee . 93 42 2 7 Alabama . 34 24 1 Mississippi . 16 13 11 Louisiana 33 33 17 1 Texas . 42 39 7 7 1.. Arkansas . 32 2 11 2 6 1 1 Oklahoma . 4 Indian Territory .... 2 North Central Division: Ohio . . . . . 386 87 42 21 2 1 Indiana . 162 34 25 2 1 T Illinois 359 175 21 1 2 1 2 Michigan 216 94 2 1 1 Wisconsin . 175 125 12 Minnesota . 123 21 12 7 6 47 Iowa 116 77 79 2 6 Missouri . 139 104 11 2 i North Dakota . 9 3 South Dakota . 20 4 2 ... 1 Nebraska 91 44 T ... 2 Kansas . . 118 32 21 1 i ' 1 8 1 Western Division: Montana . 5 3 2 Wyoming . 3 Colorado 47 15 3 1 New Mexico . 1 1 Arizona . Utah 7 12 Nevada . 1 14 Idaho . 2 4 2 i W ashington 25 9 ! Oregon 24 8 1 2 California 168 130 37 r" UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 555 Table 10. — Degrees conferred on men by universities and colleges for men and for both sexes . State or Territory. A. M. czi a a 3 •d Ph |C.E. p4 S H Pd E. M. M. M. E. & CD PL 1 < S pc< M. Arch. O m 3 Sc. D. Ph. D. M. C. S. M. C. E. j Ped. D. j L. I. United States . . 1,205 in ii 10 276 329 109 89 9 15 96 24 1 1 3 336 7 3 6 31 N. Atlantic Division.. 674 51 5 192 255 84 56 9 15 12 24 2 194 7 3 6 S. Atlantic Division . . 93 13 1 6 3 2 4 46 30 1 S. Central Division . . . 65 7 1 24 2 3 1 8 N. Central Division . . . 327 33 9 3 54 69 20 32 72 1 1 i 88 46 7 2 8 N. Atlantic Division: 2 2 1 2 2 New Hampshire . . 9 6 7 1 2 160 6 71 Rhode Island . 29 2 5 5 3 2 59 5 9 24 31 217 18 88 211 41 47 9 15 i 60 3 6|- New Jersey . 57 1 31 3 5 i 4 140 15 61 35 35 9 7 26 | S. Atlantic Division: 4 | 28 .... i 36 | | Dist. of Columbia. 15 7 1 2 3 1 7 1 | 27 3 1 2 ; 12 West Virginia. . .. North Carolina _ 2 ..1 16 4 1 1 South Carolina _ 4 i , 18 Georgia . 1 1 1 i Florida . . . 1 } S. Central Division: Kentucky . 17 4 1 | Tennessee . 17 1 3 1 2 i 1 Alabama . 10 1 2 6 Mississippi . 6 Louisiana . 4 1 1 Texas. . 9 1 16 2 Arkansas . 3 1 Oklahoma. 2 Indian Territory . N. Central Division: Ohio . 67 24 40 2 11 1 2 Indiana . . 47 4 1 1 Illinois 77 15 2 4 1 3 1 58 Michigan . 29 7 6 Wisconsin . 26 1 4 2 9 Minnesota . . 7 2 9 18 14 17 15 20 3 Iowa . 24 6 1 2 Missouri . 26 3 6 2 24 2 North Dakota.... 2 4 South Dakota. . . . 2 1 Nebraska . . 7 1 2 1 Kansas . 15 2 1 24 i Western Division: Montana . W yoming. i Colorado . 15 2 3 New Mexico Arizona . Utah . Nevada . Idaho . l Washington . 4 j Oregon . 5 1 ...i... California . 21 4 2 | ........ 1 ...... 5 1 i i i i i i HH 556 EDUCATION REPORT, 1905. Table 11. — Degrees conferred on women by coeducational universities and colleges. State or Territory. CQ < cq pq W d PL, d pq m d pq GO 3 a pq rd PL pq < CQ pq 5 pq CQ d pq d pq a < CQ a a PL d a M. Ped. d d PL Ped. D. 1 d GO *b % pq A CQ pq K d B. Paint. | United States . 2,193 329 354 253 18 93 35 2 6 1 8 270 23 6 4 5 22 3 31 5 3 l 2 360 106 93 8 18 1 l 4 98 2 3 4 13 3 l 2 53 16 8 5 "6 8 1” 31 93 39 6 25 14 ... 2 12 7 ;; North Central Division. . 1,433 133 244 81 ’is 51 17 1 6 2 115 11 3 1 1 8 4 2 '254 35 3 134 .... i° 12 37 3 ! 3 1 1 1 North Atlantic Division: 42 1 — 1" 1 16 7 1... 60 2 2 1 8 1 1 r 1 23 17 ... i 1 1 3 5 149 73 30 3 11 1 1 ... 71 1 3 4 5 3 l 2 1 69 29 28 4 7 4 11 1 2 South Atlantic Division: ! 13 1 8 1 1 . 4 Virginia . 1 ... West Virginia 6 2 North Carolina. 12 •"4 7 3 2 South Carolina . 3 5 1 | 31 Georgia . 8 6 5, 1 1 Florida. . . 2 r" .... ... 1 ... 1 South Central Division: Kentucky . 17 5 6 1 3 i- Tennessee . . 28 17 10 ;;; 4 1 Alabama. 11 1 1 1 Mississippi 2 2 1 3 ... i Louisiana ] 6 Texas . . 23 12 2 16 1 2 2 Arkansas . 9 1 3 2 ”i 1 Oklahoma 2 .... 1 | Indian Territory 1 North Central Division: Ohio . 212 73 21 38 38 11 1 15 3 1 .. 1 1 i Indiana . 6 26 1 12 1 Illinois . 307 43 2 3 18 5 ...1 i 24 3 1.. 5 Michigan. . . . 188 2 15 1 4 ... 16 1 Wisconsin . 135 1 14 6 Minnesota . . . 136 6 14 16 1 1 7 1 r 2 Iowa _ 77 1 23 116 2 18 "9 4 10 ”2 1 Missouri 63! 2 14 2 12 3 13 2 2 North Dakota. _ .. ... South Dakota. . . 15 1 1 2 ! Nebraska 102 9 1] 2 2 5 --- .. 1 l Kansas 123 8 15 6 6 8 7 1 2 Western Division: Montana . 5 1 ... ... I Wyoming 2 1 11 ! 1 j Colorado . 54 1 1 13 ...| 1 New Mexico. . . ... ■ 1 Arizona . 1 .... ... ... ... 1 “ Utah. 5 Nevada . 9 1 ... ... Idaho . 5 Washington. . . 20 2 3 Oregon . 20 1 4 1 1 1 1 California . 134 32 1 131 5! 20 3 3 1 ! UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 557 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 3 ft d ft ft ft CO ft ft ft CO 3 a irx Ped.D. a w r a a ft Mus. B. i ft PQ ft ft c/5 United States . 357 259 12 13 28 4 4 1 3 JL 4 i 144 g 2 1 1 18 g North Atlantic Division .... ' 104 115 1 10 21 1 2 1 2 36 2 T 63 1 18 8 South Atlantic Division . . . . 64 22 1 2 1 12 South Central Division . 44 23 2 2 1 16 i | 1 > 1 North Central Division . 141 93 7 3 5 ..; 2 4 2 52 1 Western Division . 4 6 1 1 1 North Atlantic Division: Maine . 6 1 5 r 1 3 r New Hampshire . 2 3 Vermont.! . 3 2 :::: ... Massachusetts . 13 12 i 10 ... 3 14 18 i 8 Rhode Island . 3 2 ... 1 1 1 Connecticut . 8 7 i i 2 8 New York . 20 48 6 2 2 1 20 i 13 5 1 New Jersey . 6 8 1 1 Pennsylvania . 44 27 .1 1 2 1 i 8 2 20 2 South Atlantic Division: Delaware . 1 9 ; District of Columbia. . . . 4 1 Virginia . . . 9 7 1 1 West Virginia . 3 1 ....1... North Carolina . 20 3 1 5 -1 South Carolina . 7 3 1 2 1 1 Georgia . 20 1 1 Florida . 3 1 South Central Division: Kentucky . 3 9 2 Tennessee . . . . . 15 3 2 i 12 1 Alabama . 4 8 1 1 Mississippi . 3 1 Louisiana . 2 Texas . 16 2 1 1 1 1 Arkansas . 1 Oklahoma . i Indian Territory . North Central Division: Ohio . 47 23 2 26 Indiana . 12 7 1 3 Illinois . 19 14 3 1 1 Michigan . 5 4 ] 1 3 ... Wisconsin . 3 6 1 Minnesota . 4 1 Iowa . 25 8 1 2 1 _ 1 2 7 1 Missouri . 3 25 i ! 10 ' North Dakota . South Dakota . 3 2 i Nebraska . 4 2 _ 1 1 1 Kansas 16 2 l 1 ;;; Western Division: Montana . Wyoming . Colorado . 2 4 1 N ew Mexico . Arizona . Utah Nevada . Idaho . Washington . Oregon 2 "I .... California 2 i 1 . 1 t i i ed 1905 — vol 1 - 39 558 ' EDUCATION REPORT, 1905. Table 13. — Property of universities and colleges for men and for both sexes. State or Territory. United States . North Atlantic Division. South Atlantic Division . South Central Division. . . North Central Division.. Western Division . 588| 9,794 252 40 65 198 33 4,892 1,332 1,128 2,060 382 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: 3 246 1 200 180 71 743 16 100 41 726 66 1,161 13 568 41 968 22 268 6 179 7 319 34 2 221 198 3 7 106 10 143 20 515 7 3 13 1 246 27 130 78 0 0 21 251 1 58 95 950 7 70 29 31 32 15 321 7 274 13 12 40 11 20 Libraries. Value of scientific Value of Vol¬ umes. 10, 211, 784 4, 626, 145 1, 097, 589 579, 155 3,326, 699 582, 196 176, 142 105, 100 108, 954 1,049,027 140,000 505, 000 1,376,331 305, 320 860, 271 Pam¬ phlets. 2,318,526 1, 052, 085 285, 605 172, 814 688, 943 119, 079 28,300 22,200 38, 156 454, 671 50,000 308, 908 62,500 87,350 Value. $13, 543, 406 6, 142, 213 1, 488, 509 691, 945 4,320,380 900,359 200,000 155, 100 147,000 1,116,500 80,000 509,000 2,455,221 285,000 1,1K392 apparatus, machin¬ ery, and furniture. $19,884, 199 8, 416, 369 1, 315, 844 1,362,423 7,475,490 1,314,073 99,000 50,000 116, 120 1,704,689 131,050 675, 340 2,080, 365 685,000 2, 874,-805 grounds and buildings. $184, 280, 327 77, 284, 323 21, 307, 325 13,027,741 58, 250, 312 14, 410, 626 1,915,000 1,500,000 1,167,000 11,893,092 2, 500, 000 7,808,750 27,703,276 4, 450, 000 18, 347, 205 Productive funds. $208,375,966 99, 861, 252 12,575,969 11, 139, 853 47, 264, 725 37, 534, 167 2,033,787 2,600,000 1,072, 550 29,389, 193 2,988,866 9, 458, 563 31,020,704 3,396,000 17,901,589 15,050 244, 000 208, 812 207,000 29,500 150, 904 103, 414 109, 300 29,609 9,500 109, 500 12,500 35, 500 2,800 41, 515 6,400 7,550 60,340 22,600 352,500 292, 209 227,000 48,000 220,600 168,800 112, 800 44,000 77.700 285,000 191, 102 220,830 78,600 202, 612 85,000 65. 700 109,300 170,000 2, 784,000 8, 507, 455 3,360,700 995,000 1,918,495 1,083,200 1,920,000 568,475 83,000 4, 890, 075 1,509,785 2,263,885 275, 769 1, 254, 339 615, 453 1,069,863 613,800 90, 605 162, 851 56,000 36,040 85,076 99,383 36,700 7,000 5,500 25, 766 49, 486 23,000 11,000 11,316 35, 846 7,900 5,000 3,500 103,893 165, 166 68.500 51,000 74, 536 166, 850 42.500 15,000 4,500 261,898 272, 302 47,000 111,000 227,623 227,550 153,700 60,000 1,350 2,062,858 3, 786, 395 890,000 515,000 2,082,000 2,616,488 660,000 250,000 165,000 2,286,847 3,050,497 1,040,000 903,380 2,801,313 849, 716 208, 100 666, 549 281, 150 795, 439 317, 847 206, 876 184, 050 246, 949 264, 809 21,600 31, 612 117, 518 192,300 221, 217 30,800 118, 828 54,500 47,550 17,200 28, 961 57,321 4,000 4,000 19,042 85, 524 918, 150 269, 665 893,643 508, 579 310, 391 168,800 254,047 486,056 31,200 52,000 195, 249 232,600 1,063,500 469,316 1,939, 952 1,123,019 704, 017 343,800 404, 398 449, 650 108,000 162,000 321, 567 386, 271 12, 517, 178 4.330.400 15, 598, 776 3, 149,925 3,220,507 2,993,700 3,946,334 6, 469, 457 655,000 700,980 2,071,655 2. 596. 400 10,251,135 2,023,797 15, 442, 177 1, 896, 523 2, 289, 405 2,118,150 2,567,603 7,844, 652 678, 339 199, 233 1,253,939 699, 772 Montana Wyoming. . . Colorado. . . . New Mexico. Arizona _ Utah . Nevada . Idaho . Washington Oregon . California . . . 0 22 0 11 0 161 3 49 42 125 16,000 18,523 77,000 5,000 10,000 28,000 7,852 5, 149 46, 750 45,550 322, *372 7,000 10,000 2,000 13,000 13,500 3,200 3,800 21,800 6,600 38, 179 25,000 27,857 87,000 4,000 18,915 34, 208 19, 774 7,500 91,150 58,850 526, 105 50,000 110,642 153,000 5,000 42, 478 105, 261 52, 185 47,820 142, 550 37, 000i 568, 137j 200,000 220,000 1,710,000 75,000 172, 549 527, 675 210, 059 232, 750 1,383,485 593,000 9,086, 1081 I 500,000 25, 515 715,000 160,000 .146,893 212, 871 268, 153 486,000 35,019,735 Table 14. — Income of universities and colleges for men and for both sexes. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 559 ooVT slillSSSI §ssis¥iis SlSlils! Ilillll sssis s'l'ssa'-'s § II = §¥ A m O p S 3 o s Hum Ij¥i¥ C'Tr-j CO I1SII llsESIISI SISlSIsIS ssssSlslS §1 ISSISISII sfilSfSIg' §WsW- 11 isisiss siisiiiii ssisgas 1 is - ss <33 o3 g’C <3 ft O) o fa s llgSl 1§W £ ii gg sfs SSSooco mu 1 11 8 >1111 i'saS'l SI BS d a) £§ !-i ID 3 ft O X ® 3151s 111 S8S SSI ri 3 111111 §1111111 38SSSS S3 “f23gS38 ® > flp oi 11? fa?3 11§§§ iM HSlIsSll HbsIIHb §3111311 8ssg|g|sg 'f'|VssesS's sSssss-': II 3s I1§I1I2§I llllglllS 1SSS1I1 §SS|S|gS§ "gggsgsss 3|S«g|S I SI O CD.-; ^ 32 ill! Issli* Table 14. — Income of universities and colleges for men and for both sexes — Continued. 560 EDUCATION REPORT, 1905. sllllglSsS III 5 iiiiii - SSf assssgssss 1SISSS9SS8S g'siilgssil *'SWS'8'8W S88SI8I I 853 IslISil ^3 ce o -3-43 It 11 II s m i“p. s'iW §18 338 § isigiiiiii iiiisiiiiii |WSWs‘g wsiwW llg||§llgs III asggggsssl a^a 81 -18S ,°'D :s‘gg SlllSIlSiS §g§§88§ :|3| §§53W*W Table 15. — Professors and students in colleges for women, Division 1 UNIVEKSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 561 Students. Number in — •41V 385 Tf« CO CO CO Professors and instructors. Total number (excluding dupli¬ cates) . •uemoAV 461 hO^ODcD IO Cl rH (N CO rH Tf* cD 00 00 to Oi CD •uapi ) 562 EDUCATION REPORT, 1905. Table 16. — Degrees conferred by colleges for women , Division A. State. A. B. B. S. B. L. B.Mus. A. M. Ph. D. Honor¬ ary. Litt.D. 1,124 8 3 2 50 3 1 990 105 24 5 6 1 2 48 2 3 1 South Atlantic Division . South Central Division . North Central Division . 1 Western Division . 3 North Atlantic Division: Massachusetts . 596 315 79 70 13 22 24 2 35 7 6 1 1 New York . 6 Pennsylvania . 2 South Atlantic Division: Maryland . District of Columbia. . . .* . 1 2 Virginia . South Central Division: Louisiana . North Central Division: Illinois . 1 YV estern Division: California . 3 Table 17. — Property of colleges for women, Division A. State. Num¬ ber of fellow¬ ships. Num¬ ber of schol¬ ar¬ ships. Libraries. Value of scientific appa¬ ratus. Value of grounds and buildings. Produc¬ tive funds. Vol¬ umes. Pam¬ phlets. Value. United States . 26 458 284,818 23, 100 8522, 173 8857, 526 811,595,106 88,396,722 North Atlantic Division . 24 414 240, 318 15,600 443,656 701,379 9,634,896 6,848, 211 South Atlantic Division . 2 21 23,500 7,500 41,517 83,767 1,234,318 459,319 South Central Division . 7,500 15, 000 47,380 275, 892 732, 881 North Central Division . 5 6,500 15, 000 25,000 150, 000 106, 311 Western Division . 0 18 7,000 7,000 300,000 250,000 North Atlantic Division: Massachusetts . 7 269 116, 799 7,000 233,272 423,920 3,999,711 3,308,620 New York . 3 72 78,519 600 118, 384 217, 459 4, 144, 185 2,339,591 Pennsylvania . 14 73 45,000 8,000 92,000 60,000 1,491,000 1,200,000 South Atlantic Division: Maryland . 2 0 9,000 2,000 10,000 23,000 678,000 350,319 District of Columbia . 0 9 10,000 5,000 25,000 20,000 380,000 Virginia . 12 4,500 500 6,517 40,767 176,318 109,000 South Central Division: Louisiana . 7, 500 15,000 47,380 275,892 732, 881 North Central Division: Illinois . 0 5 6,500 15,000 25,000 150,000 106, 311 Western Division: California . o 18 7,000 7,000 300,000 250,000 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 563 Table 18. — Income of colleges for women , Division A. State. Income. Benefac¬ tions. Tuition and other fees. From pro¬ ductive funds. From other sources. Total. United States . North Atlantic Division . South Atlantic Division . South Central Division . $1, 464, 263 $408, 105 $210,953 $2,083,321 $746,015 1, 284, 911 102, 021 25, 387 31,944 20,000 335,080 34, 545 28,907 6,573 3,000 161, 326 48, 410 1,781,317 184, 976 54, 294 39,734 23,000 713,230 31,540 North Central Division . . Western Division . . 1,217 1,245 North Atlantic Division: Massachusetts . New York . Pennsylvania . South Atlantic Division: Maryland . . 705, 694 500, 217 79, 000 35,700 30,391 35,930 25,387 31,944 20,000 165, 196 107,884 62,000 29, 433 36, 186 30,140 95,000 907,076' 638,241 236,000 65, 133 30,391 89, 452 54,294 39,734 23,000 433,801 265, 768 13, 661 30,000 District of Columbia . Virginia . South Central Division: Louisiana . 5,112 28,907 6,573 3,000 48, 410 1,540 North Central Division: Illinois . Western Division: California . . 1,217 1,245 19. — Professors and students in colleges for 564 EDUCATION REPORT, 1905. Students. Number in — •uv 1,935 23823 2§223S82 3883 CD •oisnpj 1 o' 651 4,013 3,879 1,392 94 gggSSgs as-s O •jfSoSupaq >o s sgssa CD 26 2 35 10 106 97 60 8 27 257 12 4 20 22 2 College students pursuing courses College stu- leading to— dents in— •jjaajf) 1 °^28 3 >"3 38®® :2° 8^2 TP •UTJ'B'I 5,675 582 2,101 2, 441 485 66 a~3! SliSS fisslsSs ssfs 8 •saajgap jsjij aaqjo 8 24 153 44 2 cm ° : 00 :§ : : : : : : CM O CM •aaaSap -g a 1,004 sils" g°3 83^88 888888 : 50 : •aajSap -q -q jo -q -q -jv 1 24 326 491 60 2 °3 S3838 8328388 8 : 8 CM | •aaaSap -q qdi 28$ : : °2 -8 :£ : : 22 :3 : : : : : •aaj3ap -g y ■ 3, 191 85 1,932 866 294 14 22 2888S g88|S88 88 5 '£061 ui pajnnpisjo 1,552 1311“ CD •jaqinnu j'bjoj, 20,392 2,505 7,301 7,548 2,934 104 §§si iiiii ggsssgs isns § rH HHHN HrHHIN 1-H •a^'enp'BjQ 1 s : CD O • H 05 CO *0 05 OO 04 jo j -

Women. Men. W omen. Men. Women. United States. . . . 44 121 38 1,639 127 1,711 154 3,204 664 14, 730 1, 155 181 44 9 0 21, 541J2, 476 N. Atlantic Division.. . 10 7 4 448 15 451 15 58 14 3, 565 78 47 1 0 0 3, 737 115 S. Atlantic Division . . . 9 4 0 353 0 355 0 205 0 3, 738 0 32 0 2 0 4,017 0 S. Central Division .... 5 17 3 138 4 165 7 818 70 1,334 81 23 0 0 0 2,5831 241 N. Central Division _ ii 47 14 484 68 499 80 1,418 343 4,737 681 56 30 7 0 8,359 1,234 Western Division . 9 46 17 216 40 241 52 705 237 1,356 315 23 13 0 0 2,845 886 N. Atlantic Division: “l New Hampshire . . . 1 0 0 20 0 20 0 0 0 152 7 0 0 0 0 1521 7 Massachusetts ..... 3 0 0 251 2 251 2 0 0 1,996 34 47 1 0 0 2,086 39 Rhode Island . 1 7 4 18 7 19 7 58 14 45 13 0 0 0 0 116 31 Connecticut . l] 0 0 20 4 20 4 0 0 101 22 0 0 0 0 10l| 22 New York 3 113 2 115 2 887 2 0 0 0 0 | 898 16 New Jersey . 1 6 0 26 0 26 0 0 0 384 0 0 0 0 384 0 S. Atlantic Division: Maryland . 2 i 2 0 137 0 137 0 60 0 995 0 5 0 0 0 1,060 0 Virginia . . 2 0 0 79 0 79 0 0 0 954 0 21 0 2 0 1,017 0 North Carolina .... 2 46 0 46 0 601 0 6 0 0 0 607 0 South Carolina .... 2 .... 2 0 51 0 53 0 145 0 677 0 0 0 0 0 822 0 Georgia . 1 | 40 0 40 0 511 0 511 0 S. Central Division: Alabama . 1 2 0 37 0 39 0 63 0 370 14 13 0 0 0 501 14 Mississippi . 2 15 3 32 0 57 3 755 70 457 9 9 0 0 0 1, 259 81 Texas . . . 1 0 0 44 0 44 0 0 0 382 0 1 0 0 0 414 0 Oklahoma . . 1 25 4 25 4 125 58 0 0 0 0 409 146 N. Central Division: Ohio . 1 0 0 35 0 35 0 0 0 420 0 2 0 0 0 422 0 Indiana . 2 0 0 123 5 123 5 0 0 1,571 42 16 6 7 0 1,684 67 Illinois . 1 1 15 4 55 0 60 4 293 0 594 0 1 0 0 0 1,419 0 Michigan. . 2 85 15 85 15 151 27 717 175 3 5 0 0 1,028 207 Iowa . 1 79 26 79 26 258 33 758 125 13 0 0 0 1,774 206 North Dakota . 1 23 4 23 2 29 4 151 96 48 31 5 0 0 0 572 149 South Dakota . 2 8 2 36 5 39 7 189 63 157 54 6 3 0 0 468 135 Kansas . 1 1 4 48 15 49 19 376 124 472 254 10 16 0 0 992 470 Western Division: Montana . 2 18 6 29 8 30 10 47 20 152 53 4 0 0 0 252 148 Colorado . 2 11 3 50 4 57 6 160 37 433 46 2 2 0 0 710 86 New Mexico . 2 5 3 30 6 35 9 151 38 79 6 7 2 0 0 267 79 Utah . 1 43 15 43 15 31 6 106 37 2 0 0 0 530 186 Washington . 1 12 5 36 2 48 7 256 121 216 57 4 2 0 0 610 183 Oregon . 1 28 5 28 5 60 15 370 116 4 7 0 0 476 204 568 EDUCATION REPORT, 1805. Table 24. — Students pursuing various courses in schools of technology. Students in— *UV CO co 8 :88 II • 07 jl 8 : •oisnjv o • O rji • O *-» . ro co 50 07 co O HNOiO 07 co oT 1,218 3,286 1,559 1,929 1,674 CO ^ 07 03 05 8 So 477 668 414 CO 8 co ONO CO O 07 07 r-H CO CO . CO © a> w .3 5 2 o o W) cS X3 <33 •uauio^ 146 CO 19 29 96 07 © o 05 CO co 07 "U8J5 00 WINHINO 07 00 00 CO 07 CO 07 07 CO TJ1 ^ •uauio^V CO eg 07 20 11 07 o r-H C5 •uap{ t-O o CO ^ 07 — 00 07 07 College students in— So 07 NCOiCOO Tfi 00 CO 1— l 15 31 I 1 oo to CO no ic 07 •0OJ0XUUIOO 100 | jo •Amouooo pjopos no h £o CO C5 07 t ^ O) r-H CO 07 TT COCO co 07 00 O 07 r-H CO H CO ^H 07 •Suijaau -iSuo Amirans 07 07 07 07 07 •am^oa^iqoiy 8 - ’ 07 . 50 3 co : ^ •Suxieau -iSuo i^jauaL) ss • • 00 •Suuaau: -iSuo enixaj^ 138 • o co • • 14 23 70 07 05 07 •Suuaau -iSue Suxuipi 016 ■ co 00 ^ -83 TK’-H CO tO CO ^ 07^ T- ■Stiuoau -iSua inoiinaqo 267 £382 : o ^ to s 8 CO CO t-H CO co ^ CO ^rHlO •SuuaeuiS -ue pouipajg 2, 144 00 50 O CO o 07 07 t'- co co 8 CO 05 O tO O 00 O H CO CO IQ CO O r— • H r-1 IQ 07 CO r- 1C r-H CO to •gui -aaauiSua jiaiq 2, 029 3 c tC 2 8 kO -T1 — 1 00 IQ T* Tf* r-H 2 8 ^0^00 lO CO 05 Ol N 00 O N CO r-H 07 72 421 122 C5 © 07 •SuuaeuiS -ua I'Bom'BqoajM 2,833 ^lOOJHiN OOl^r-H^Tti^ CO CO 07 © 00 O CO 07 COt^OliOOOCOOOO O 00 CO tO CO r-H CO CO t- CO "T (N (N 00 05 07 rH 1C 07 co H HH r-i rji r-H 07 •ajnjinouSy 07 oo 309 370 j 368 584 1 151 42 184 1 82 O 00 CO 05 07 5-0 O 00 25 226 98 19 CO 07 00 CO O 07 LO O H H CO jn.iaqi'i 815 MlOHHlO COH003 05 07007 CO IQ co CO 901 ^ICCOO tO 07 C5 07 State or Territory. United States . 1 North Atlantic Division . South Atlantic Division _ South Central Division . North Central Division . Western Division . North Atlantic Division: New Hanmshire . . Massachusetts . J Rhode Island . . 1 Connecticut . . New York . . > s u -s > North Carolina . i South Carolina _ 1 1 L i'S ! C -i South Central Division: Alabama . . Q : P ! W *5) ; w ‘a Texas . . Oklahoma . . . North Central Division: Ohio . J Indiana . Illinois _ d cc i tu ii li IowaT. _ _ North Dakota _ South Dakota . Kansas . UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 569 CO • H 00 CO CO 10*0^0 00 10 0 HINHINCO^ r- os cm co cOH*C(NcO HlQLOCO^CO •: iO o iO co CM O O r— ! IO CM ^ o *ON co i-t CM CM 13 34 88 CO 00 co co lO CO H rH CO gp x x Newberry College . 1 X a Combined in one course. b Highway engineering. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 577 Table 28. — Technical courses of study offered by universities, colleges, and schools of tech¬ nology — Continued . [Note.— X indicates that the course is offered.] Institution. SOUTH DAKOTA. South Dakota Agricultural College . . State School of Mines . University of South Dakota. TENNESSEE. Knoxville College . University of Tennessee. Cumberland University. Vanderbilt University.. University of the South . Washington College . University of Texas . Agricultural and Mechan¬ ical College of Texas . UTAH. Brigham Young College Agricultural College Utah . University of Utah . of VERMONT. University of Vermont. Norwich University. . . . VIRGINIA. Virginia Agricultural and Mechanical College . . University of Virginia . . Hampden-Sidney College . . . Washington and Lee Uni¬ versity . . Virginia Military Institute. , WASHINGTON. Agricultural Washington College . University of Washington WEST VIRGINIA. West Virginia University. WISCONSIN. University of Wisconsin. . WYOMING. University of Wyoming . . i R m ® bb1 ® hib L.S b.s tH O t-l *>x 0 a i.2 CD > 1§M O O o bO - - a ® x i x Metallurgical engineering. Mining engi¬ neering. Marine engi¬ neering. Sanitary engi¬ neering. Naval archi¬ tecture. Forestry. Horticulture. Textile engi¬ neering. Railway engi¬ neering. S O 9 10 11 12 13 14 15 16 17 18 X X X X X X X X X X X X X X X X X X 1 1 n Civil and agricultural engineering. b Architectural engineering. 578 EDUCATION REPORT, 1905, Table 29. — Statistics of universities and 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 Location. Name. Religious or non¬ sectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate depart¬ ment. S o ri O) a g § * 1 2 3 4 5 6 7 8 ALABAMA. Howard College . Bapt . 1841 3 0 7 0 M. E. So 1859 3 o 7 o St. Bernard College. . R. C . 1892 5 o 23 0 Spring Hill College . R. C . 1830 5 o 17 o University of Alabama . . . State . 1831 0 0 23 2 ARIZONA. University of Arizona . Territory... 1891 6 3 16 1 ARKANSAS. M. E. So _ 1890 1 2 3 8 Bapt . 1886 4 2 6 0 Arkansas College . Presb . 1872 5 1 6 0 Clarksville Arkansas Cumberland College . . Cumb. Presb 1891 4 6 3 5 Conway Hendrix College . M. E. So _ 1884 3 0 6 0 Fayetteville . University of Arkansas . State . 1872 11 7 27 1 Little Rock Philander Smith College _ M. E . 1877 3 2 5 2 CALIFORNIA. Berkeley . University of California . State . 1869 0 0 164 1 Claremont Pomona College . Cong 1888 3 4 11 2 Los Angeles . Occidental College . Presb. . . . 1888 7 6 12 4 .do . St. Vincent’s College* . R. C . 1865 9 0 11 0 do . University of Southern California. . . M. E . 1880 12 9 17 10 Oakland California College . Bapt . 1870 2 4 2 3 do ... St. Mary’s College . R. C . 1863 11 0 13 0 Pasadena . . Throop Polytechnic Institute . Nonsect . 1891 12 10 5 1 San Francisco . St. Ignatius College . R. C _ 1855 8 o 22 0 San Jose University of the Pacific . M. E . 1851 7 4 7 1 Santa Clara . Santa Clara College . R. C . 1851 3 0 27 0 Stanford University. Leland Stanford Junior University. . Nonsect . 1891 0 0 111 5 COLORADO. Boulder University of Colorado. . State . 1877 7 7 50 9 Colorado Springs . . Colorado College . Nonsect _ 1874 10 4 36 8 Denver . College of the Sacred Heart . R. C . 1876 8 0 7 0 University Park. . . . University of Denver . M. E . 1864 4 1 20 5 CONNECTICUT. Hartford Trinity College. . . P. E . 1824 0 0 20 0 Middletown . Wesleyan University ..... M. E . 1831 0 0 31 2 New Haven . Yale University. . . . . Nonsect 1701 0 0 234 0 DELAWARE. Dover State College for Colored Students . . . State . 1892 4 1 4 2 Newark Delaware College . State . 1834 0 0 20 0 DIST. OF COLUMBIA. Washington . Catholic University of America . R. C . 1889 0 0 18 0 do Gallaudet College . National. . . . 1864 5 3 12 3 do . . Georgetown University . R. C . 1789 18 0 20 0 do. . . George Washington University . N onsect .... 1821 0 0 67 0 .do . Gonzaga College R. C . 1821 2 0 7 0 j . do . Howard University . National 1867 3 3 7 1 1 . do . St. John’s College . R. C . 1870 7 0 6 0 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 579 colleges for men and for both sexes. Professors and instructors. Students. :| Profes- Total Prepara- | Graduate depart¬ ment. Profes¬ Total j sional number tory Collegiate sional number depart- (excluding depart- department. Nonres¬ ident. depart¬ (excluding ments. duplicates). ment. Resident. ments. duplicates). a d d d d d 1 d o Men. S o te: Men. i o is; Men. d o Men. 1 Men. S o Men. § o Men. a c Men. O o 9 10 11 12 13 14 1 5 1G 17 18 19 20 21 22 23 24 0 0 10 0 40 0 136 0 0 0 o 0 0 0 176 0 1 0 0 10 0 20 8 124 7 0 0 o 0 0 0 144 15 2 5 0 28 0 12 0 45 0 0 0 0 o 22 0 134 0 3 3 0 25 0 75 0 130 0 19 0 0 0 2 0 226 0 4 27 0 40 2 0 0 211 52 5 1 0 o 217 0 421 52 5 0 0 22 4 85 70 21 12 4 2 0 0 0 0 110 84 6 0 0 4 10 32 90 18 50 0 0 0 0 0 0 50 140 7 0 0 8 2 110 133 138 88 0 0 0 0 0 0 248 221 8 0 0 6 1 51 30 26 17 0 0 0 0 0 0 77 47 9 0 0 4 6 46 81 13 10 0 0 0 0 0 0 59 91 10 0 0 8 0 126 10 36 5 0 0 0 0 0 0 162 15 11 40 0 78 8 287 116 331 69 3 1 3 0 254 0 893 186 12 1 0 6 3 27 11 15 8 0 0 0 0 18 0 60 19 13 80 1 304 3 0 0 1. 450 1,017 140 102 1 0 330 22 2,014 1,280 14 0 0 17 9 92 49 82 101 0 0 0 0 0 0 178 170 15 0 0 19 11 74 58 49 58 0 0 0 0 0 0 123 116 16 0 0 20 0 170 0 110 0 0 0 0 0 0 0 280 0 17 122 3 157 24 138 92 91 174 5 2 2 0 258 7 508 342 18 0 0 3 6 24 26 3 4 0 0 0 0 0 0 27 30 19 0 0 24 0 175 0 123 0 i 0 0 0 0 0 0 298 0 20 0 0 17 11 183 84 11 4 ! o 0 0 0 0 0 226 122 21 0 0 30 0 136 0 162 0 0 0 28 0 0 0 326 0 22 0 0 15 8 69 50 15 8 0 0 0 0 0 0 120 165 23 0 0 30 0 106 0 246 0 1 0 0 0 0 0 353 0 24 111 5 0 0 981 488 59 40 0 0 1,040 594 528 25 52 1 106 17 176 239 303 251 17 13 2 1 108 6 506 26 0 0 46 12 100 46 192 185 4 3 3 1 0 0 299 235 27 0 0 15 0 200 0 50 0 0 0 0 0 0 0 250 0 28 125 0 169 6 72 73 183 183 60 32 0 I 0 219 0 634 599 29 0 0 20 0 0 0 148 0 3 0 1 0 0 0 152 0 30 0 0 31 2 0 0 266 26 11 2 0 0 0 0 277 28 31 97 0 337 0 0 0 2,146 0 | 257 35 61 0 469 0 2,880 112 32 0 0 7 2 30 30 30 23 0 0 0 0 0 0 62 55 33 0 0 20 0 0 0 120 0 1 0 0 0 0 0 121 0 34 11 0 29 0 0 0 24 0 j 53 0 0 0 48 0 123 0 1 35 0 0 13 3 14 11 47 29 2 3 0 0 0 0 63 43 36 128 0 159 0 152 0 84 0 15 0 1 0 460 0 730 0 ! 37 100 0 166 0 0 0 308 201 | 64 10 0 0 882 0 1,254 211 1 38 0 0 9 0 69 0 7 0 0 0 0 0 0 0 127 0 | 39 57 1 72 11 188 79 43 17 o 0 0 0 382 18 663 204 'ii 0 0 14 0 133 0 32 0 1 0 0 0 0 0 0 165 0 41 580 EDUCATION REPORT, 1905, Table 29. — Statistics of universities and colleges 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 Location. Name. Religious or non¬ sectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate depart¬ ment. d © a | W omen. d 0 o Men. Women. 0 GJ 3 | Women, j Men. S | W omen. d 0) a § s o £ 1 2 3 4 5 6 7 8 Indiana — continued . • 95 Butler College . Christian _ 1855 0 2 17 0 96 Union Christian College . Christian _ 1859 2 1 3 2 97 M. E . 1856 5 2 7 2 98 R. C . 1842 21 0 23 0 99 Friends. .. 1847 0 0 20 8 100 R. C 1857 ll 0 101 Taylor University . M. E . 1846' 8 2 9 2 INDIAN TERRITORY. 102 Bapt . 1880 2 5 3 5 103 Henry Kendall College . . . Presb . 1894 4 9 4 9 IOWA. 104 Cedar Rapids . Coe College . Presb. 1881 2 3 16 7 105 Charles City . Charles City College * . M. E . 1891 3 5 6 106 Clinton . Wartburg College . Luth . 1868 10 0 10 "6’ 107 College Springs. . . . Amity College . Nonsect. . .. 1872 2 3 3 3 108 Decorah . Luther College^ . Luth . 1861 13 0 13 0 109 Des Moines . Des Moines College . . . Bapt . . . 1865 3 5 4 5 110 . .do . Drake University . Christian . 1881 17 8 23 2 111 Dubuque . St. Joseph’s College . R. C . 1873 4 0 9 0 112 Fairfield . Parsons College . Presb . 1875 5 1 10 2 113 Fayette . Upper Iowa University . M. E . 1857 7 2 8 3 114 Grinnell . Iowa College . . . 1848 3 4 21 2 115 Hopkinton Lenox College Presb . 185) 5 5 5 5 116 Indianola . . Simpson College . M. E. .. 1867 13 15 10 7 117 Iowa City. . University of Iowa . State . 1855 0 0 57 6 118 Lamoni . Graceland College . L. D. S . 1895 5 3 5 3 119 Legrand Palmer College Christian 1889 1 3 0 120 Mount Pleasant . German College . . . . . M. E . 1873 4 2 14 3 121 . do . Iowa Wesleyan University . M. E . 1844 4 4 18 10 122 Mount Vernon . Cornell College . M. E . 1857 2 13 19 4 123 Oskaloosa Penn College Friends 1873 7 4 9 3 124 Pella . . Central University of Iowa . Bapt . . 1853 4 5 6 2 125 Sioux Citv . Morningside College . M. E . 1894 1 6 4 16 4 126 Storm Lake . | Buena Vista College . Presb . 1891 | 1 3 5 6 2 127 Tabor . Tabor College .... Cong . . . 1857 1 0 7 6 12S Toledo . . W estern College « . . U. B . ! 1857 4 2 4 1 KANSAS. 129 Atchison. . Midland College . Luth . 1887 2 4 8 4 i.30 . do . St. Benedict’s College . R. C . 1858 4 0 20 0 131 Baldwin . Baker University . M. E . 1858 6 4 12 8 132 Emporia . . College of Emporia . Presb . 1883 4 6 6 4 133 Highland . Highland University . Presb . 1857 3 4 3 4 134 Holton . Campbell College . U. B . 1903 8 3 8 4 135 Kansas City Kansas City University Meth. Prot . 1896 3 1 6 2 136 Lawrence . University of Kansas . . State . 1866 0 0 64 6 137 Lincoln . Kansas Christian College . Christian . . . 1882 3 2 3 2 138 Lindsborg . Bethany College . Luth . 1881 11 3 11 3 139 Ottawa . Ottawa University . . Bapt . 1865 12 5 140 St. Marys . St. Mary’s College . R. C . 1869 23 0 20 0 141 Salina Kansas Weslevan University M. E . 1886 2 4 6 2 142 Sterling . Cooper College Un. Presb... 1887 1 2 4 2 143 Topeka . Washburn College . Cong . 1865 9 4 18 6 144 Wichita . Fairmount College . Cong . 1892 4 2 12 4 145 . . .do . Friends University . Friends . 1898 7 7 7 7 146 Winfield . 1 St. John’s Lutheran College . Luth . 1893 5 0 5 0 147 1 . do . ; Southwest Kansas College . M. E . 1886 17 8 8 2 ♦Statistics of 1903-4. a Name changed to Leander Clark College in 1906. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 583 for men and for both sexes — Continued. Profes¬ sional depart¬ ments. Total number (excluding duplicates). Prepara¬ tory depart¬ ment. Collegiate department. Graduate depart¬ ment. Profes¬ sional depart¬ ments. Total number (excluding duplicates) . Resident.! Nonres¬ ident. ri R a p 1 R R R a Men. g o £ • Men. a o £ Men. a o £ Men. a o £ Men. a o £ J Men. a o £ Men. a o fl O) a o > 9 io 11 12 13 14 15 16 17 18 19 © 21 22 23 24 0 0 17 2 31 17 75 106 1 1 0 0 0 0 107 124 0 0 6 3 25 43 13 10 1 1 0 1 0 0 39 55 0 0 12 4 45 16 30 14 2 3 1 0 0 0 78 33 8 0 52 0 414 0 276 0 0 0 0 0 48 0 738 0 0 0 20 8 0 0 169 239 0 0 0 0 0 0 169 239 8 0 15 0 64 0 0 0 0 0 55 0 119 0 7 2 9 3 107 27 27 10 1 0 0 0 33 7 168 44 0 0 3 5 81 67 5 6 0 0 0 0 0 0 86 73 0 0 4 9 96 56 9 5 0 0 0 0 0 0 105 61 0 0 18 10 64 45 82 90 0 0 0 0 0 0 146 135 0 0 7 6 51 43 12 4 0 0 0 0 0 0 111 96 0 0 10 0 61 0 48 0 0 0 0 0 0 0 109 0 0 0 8 4 24 32 10 13 0 0 0 0 0 0 76 94 0 0 13 0 81 0 117 0 0 0 0 0 0 0 US 0 0 0 4 6 27 14 29 25 0 0 0 0 0 0 56 39 72 3 93 22 202 233 206 151 9 2 3 0 326 51 611 609 o 0 9 0 130 0 40 0 0 0 0 0 0 0 182 0 0 0 13 4 27 24 36 36 2 1 0 0 0 0 84 144 0 0 21 14 52 35 80 34 4 1 12 2 0 0 263 292 0 0 26 9 76 45 127 183 1 3 0 0 0 0 214 285 0 0 5 5 45 72 15 16 0 0 0 0 0 0 60 88 0 0 21 18 273 196 106 100 0 0 0 0 0 0 356 367 81 0 106 7 0 0 464 287 94 68 0 0 619 45 1,091 469 0 0 5 3 16 9 2 8 0 0 0 0 0 0 18 17 0 0 5 1 17 15 8 5 0 0 0 0 0 0 25 20 4 0 18 6 57 29 27 22 .1 0 0 0 21 5 86 69 o 1 0 20 12 128 191 57 30 2 3 0 0 0 0 187 224 0 0 21 17 155 179 193 186 3 3 0 0 0 0 351 368 1 0 11 6 60 68 64 83 0 1 2 2 8 7 135 219 3 0 7 8 37 28 17 12 0 0 0 0 20 0 120 70 0 0 18 10 132 68 75 62 3 1 0 0 0 0 223 357 0 0 9 7 50 50 12 10 0 1 0 0 0 0 62 61 0 0 8 6 29 30 20 32 0 1 0 0 0 0 60 107 0 0 9 4 35 28 23 23 0 0 0 0 0 0 90 93 0 0 8 6 40 20 28 42 0 0 0 0 22 0 98 76 4 0 21 0 32 0 54 0 0 0 0 0 7 0 149 0 0 0 18 12 247 166 233 156 0 0 0 0 0 0 564 417 0 0 6 11 14 15 35 57 2 1 0 0 0 0 76 109 0 0 3 4 29 47 5 7 0 0 0 0 0 0 37 76 0 0 8 5 75 79 16 4 0 0 0 0 0 0 91 83 40 4 46 7 45 37 17 7 1 0 1 1 0 93 17 181 206 19 0 85 14 0 0 661 354 39 37 2 i 0 201 8 912 534 0 0 3 2 53 50 20 18 0 0 0 ! o 0 0 73 68 2 0 34 6 73 91 40 40 4 0 0 0 9 0 413 546 0 0 12 5 50 46 110 93 o 0 0 0 0 0 160 139 0 0 28 0 140 0 100 0 0 0 0 0 0 0 342 0 0 0 8 6 73 68 27 24 0 0 1 0 0 0 ! 101 92 0 0 6 8 24 35 28 21 0 0 0 0 0 0 106 152 66 3 82 9 88 64 108 133 3 2 0 1 123 7 1 322 207 0 0 15 5 54 39 33 43 0 0 0 0 i 0 0 107 146 0 0 7 7 88 79 40 36 0 i 0 0 0 0 0 1 128 115 0 0 7 0 30 10 18 12 0 0 0 0 0 0 48 22 0 0 17 ! 8 186 238 31 19 ! o 1 0 I 0 0 0 0 ! 217 257 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 •133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 584 EDUCATION REPORT, 1905. Table 29. — Statistics of universities and colleges Location. Name. Religious or non¬ sectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and j tutors. 1 Collegi¬ ate depart¬ ment. a S pj O) a o 5 a £ 0: £ O 1 fc- 1 1 2 3 4 5 6 7 8 KENTUCKY. Union College . M. E . 1886 2 5 4 ! 149 Berea College . Nonsect .... 1855 ’is’ 18 8 3 150 Central University of Kentucky . Presb . 1822 6 6 19 0 151 Bapt . 1829 2 1 9 8 152 Liberty College . . 7 . Bapt . 1875 1 5 2 10 153 Agricultural and Mechanical College State . 1866 5 0 23 2 of Kentucky. 154 1 Christian _ ' 1836 5 3 16 13 155 Bethel College . 1 . 1 Bapt . 1854 3 0 5 0 156 R C 1821 2 0 11 0 1 157 M. E. So.... 1866 1 1 6 2 LOUISIANA. 158 Louisiana State University . State . i 1860 5 0 27 0 159 Jefferson College . I . R. C . i 1864 5 0 16 o 1 160 Jackson . Centenary College of Louisiana * . . . . M. E. So.... 1825 3 0 6 0 161 College of the Immaculate Concep- R. C . 1847 8 0 6 0 tion. 162 . do . Leland University . Bapt . 1870 6 5 5 4 163 . do . New Orleans University * . M. E. 1873 3 8 5 4 ! 164 ...do... Tulane University of Louisiana . Nonsect .... 1834 26 MAINE. 165 Brunswick . Bowdoin College . Cong . 1802 0 0 21 0 166 Lewiston Bates College . Free Bapt . . 1863 0 0 16 2 167 Orono . University of Maine . State . 1868 5 0 48 2 168 Wfl.t.erville Colby College . Bapt _ 1818 0 0 16 2 MARYLAND. 169 Annapolis _ St. John’s College . Nonsect 1789 2 o 11 0 170 Baltimore . Johns Hopkins University . Nonsect .... 1876 0 o 88 1 171 . do . Loyola College . R. C . 1852 11 0 18 0 172 . . do . . Morgan College . M. E... 1867 5 2 5 2 173 Chestertown . 1 W ashington College . Nonsect. . . 1783 5 1 6 1 174 Ellicott City . i Rock Hill College . R. C . 1857 7 0 8 0 175 . do . St. Charles College . R. C 1848 17 0 17 0 176 Emmitsburg . Mount St. Marv’s College . R. C . j 1808 9 0 9 0 177 New Windsor. New Windsor College . Presb . 1843 0 I 1 3 3 178 Westminster . Western Maryland College . | Meth. Prot . 1867 3 3 10 8 MASSACHUSETTS. 179 Amherst . Amherst College . Nonsect _ 1821 0 0 36 0 180 Boston . Boston College . R. C . 1864 17 0 17 0 i 181 . .do. . Boston University . M. E.. 1873 0 0 23 2 ' 182 Cambridge . . Harvard Universitv . Nonsect .... 1638 0 0 307 0 183 Springfield . American International College .... Cong . 1885 6 4 6 2 184 Tufts College . Tufts College . Univ . 1854 6 0 44 1 185 W illiamsto wn. Williams College . Nonsect .... 1793 0 0 44 0 186 W orcester. Clark University . Nonsect .... 1889 0 0 16 o ; 187 . do . Collegiate Department, Clark Uni¬ Nonseet .... 1902 0 0 29 0 188 . do . versity. College of the Holy Cross . R. C . 1843 17 0 ' 15 o MICHIGAN. 189 Adrian . . Adrian College . Meth. Prot.. 1859 9 6 9 6 190 Albion . Albion College . M. E . 1843 5 3 12 3 191 Alma . Alma College . Presb . 1887 2 0 7 3 192 Ann Arbor . University of Michigan . State . 1841 0 0 191 6 193 Detroit Detroit College . R. C . . 1877 7 0 6 0 194 Hillsdale . Hillsdale College . Free Bapt . . 1855 4 1 7 3 195 Holland . Hope College . Reformed. . . 1866 21 3 20 3 196 | Kalamazoo . . . Kalamazoo College . Bapt . . 1855 6 3 8 1 197 I Olivet . Olivet College . Cong . 1859 3 5 11 3 *Sati sties of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 585 for men and for both sexes — Continued. Profes¬ sional depart¬ ments. Total number (excluding duplicates) . Prepara¬ tory depart¬ ment. Collegiate department. Graduate mer Resident. depart- it. Nonres¬ ident. Profes¬ sional depart- 1 ments. Total number (excluding duplicates). A a A A A A 1 ri 0 s O CD £ o d QJ I A <35 £ o 05 s o 332 Salem . PENNSYLVANIA. 333 Allegheny. . . 334 Allentown . 335 Annville . . 336 Beatty... . 337 Beaver.. . . 338 Beaver Falls . 339 Bethlehem . . . r340 Carlisle . . 341 Chcsrear . . . 342 College ville. . . . 343 Easton. ... . . . 344 Gettysburg _ _ 345 Grove City . . j 346 Haverford . Name. 2 Baldwin University . . German Wallace College _ Cedarville College . . St. Xavier College _ University of Cincinnati _ St. Ignatius College . Western Reserve University. Capital University . Ohio State University _ St. Mary’s Institute . Defiance College . . Ohio Wesleyan University. . Findlay 'College * - - Kenyon College _ Denison University . Hiram College _ _ _ _ Lima College * . . Marietta College . Franlslin College. . Muskingum College . O Berlin College . . Miami University... . . Richmond College* . . Rio Grande College . -Scio College . Wittenberg College . . Heidelberg University . Otterbein U niversity . West Lafayette College . Wilmington College . University of Wooster _ Antioch College . . University of Oklahoma Albany College . Dallas College. . . University of Oregon. . . Pacific University . McMinnville College. . . . Pacific College* . Philomath College . Willamette University* Western University of Pennsylvania Muhlenberg College . . . Lebanon Valley College* . St. Vincent College . Beaver College _ _ _ _ Geneva College . . . . Moravian College . . Dickinson College . . Pennsylvania Military College . Ur sinus College . Lafayette Cdfiege.. . . . . Pennsylvania College . Grove City College . . . . Haverford College _ _ _ Professors and instructors. Religious or non¬ sectarian control. Year of first open¬ ing. Prepar¬ atory depart¬ ment. Gollegi- ate depart¬ ment. a) a Women. d © S Women. 3 4 5 6 7 8 M. E . . 1846 4 24 4 M. E . 1864 6 “’o' .9 0 Ref. Presb.. 1894 4 1 5 2 R. C . . 1831 9 0 9 0 City... . 1874 6 4 45 8 R. C . . 1886 12 0 8 0 Nonsect. . .. 1826 0 0 52 4 Luth....... 1850 1 0 4 0 State. ...... 1873 0 0 116 14 R. C . 1852 4 0 16 0 •Christian... 1885 3 3 4 2 M. E . 1844 9 7 41 9 Ch. of God.. 1884 1 0 3 1 P. E... . 1825 13 0 14 0 Bapt . 1831 7 4 16 4 Christian. . . 1850 0 3 11 0 Luth _ 1893 5 4 5 4 Nonsect .. .. Nonseet _ 1835 1825 3 2 12 5 4 3 U. Presb _ 1837 7 2 8 5 Nonseet . 1833 9 9 32 9 State . 1824 12 4 22 2 Nonsect . 1835 2 1 2 1 Free Bapt . . 1876 3 2 3 2 M. E . 1857 2 •2 5 1 Luth . 1845 5 1 14 1 Reformed. . . 1850 6 0 10 0 U. B . 1847 3 3 10 2 Meth. I ‘rot . 6 3 6 3 Friends . 1870 2 5 5 2 Presb . . 1870 9 5 18 2 Nonseet _ 1823 7 2 7 1 Territory... 1892 5 0 25 0 Presb . 1867 8 1 7 1 Un. Evang.. •State . . . 1900 1876. 2 1 5 28 2 9 Cong . 1853 2 2 11 5 Bapt . 1858 5 4 5 4 Friends . 1891 3 3 3 2 U. B . 1866 3 5 8 5 M. E . 1844 7 5 7 5 Nonsect - - 1786 0 0 18 0 Luth . . 1867 2 0 13 0 U. B . 1866 6 1 24 2 R. C . . 1846 27 0 8 0 M. E . . 1853 4 4 5 4 Ref. Presb ... 1849 8 1 8 1 Moravian . .. 1807 0 0 6 0 ,M. E . 1?83 9 0 16 0 Nonsect . 1862 14 0 14 0 Reformed. .... 1870 A 1 10 0 Presb.. . 1832 6 0 30 0 Luth. . . 1832 3 0 10 0 Nonseet . 1884 1 1 12 8 Friends _ 1833 0 0 20 0 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 591 for men and for both sexes — Contiinied. Professors and instructors. Students. Profes- Total Prepara- Collegiate Graduate depart¬ ment. Profes¬ Total sional number tory department. sional number depart- (excluding depart- Nonres¬ ident. depart¬ (excluding ments. duplicates). meat. Resident. ments. duplicates). d d §j d d d ri d Men. a o Men. s o > Men. a o Men. 1 p= Men. a o £ Men. a o 1> Men. l o Men. a o 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 5 0 33 4 128 27 92 46 0 0 0 0 131 2 351 75 292 4 0 19 0 50 81 44 21 0 0 0 0 36 0 130 102 293 0 0 6 2 11 4 20 10 0 0 0 0 0 0 35 29 294 0 0 26 0 278 0 108 0 0 0 0 0 0 0 425 0 295 108 0 159 12 119 0 372 241 17 so 0 0 363 0 841 211 296 0 0 18 0 233 0 53 0 0 0 0 0 0 0 286 0 297 96 0 158 4 0 0 250 242 8 3 0 0 276 0 537 271 298 4 0 10 0 41 0 76 0 0 0 0 0 33 0 150 0 299 11 0 126 14 0 0 1, 348 271 34 20 0 0 178 1 1,544 291 300 0 0 20 0 140 0 200 0 0 0 0 0 0 0 340 0 301 2 0 9 5 140 60 40 20 0 0 0 0 22 8 202 88 302 60 1 112 20 132 43 350 289 3 12 28 8 74 9 652 522 303 0 0 5 1 14 10 24 5 1 0 4 0 0 0 66 25 304 5 0 31 0 90 0 128 0 0 0 0 o 13 0 229 0 305 0 0 .21 12 138 59 194 103 0 0 0 6 0 0 321 162 306 0 0 15 7 70 28 130 51 32 9 0 0 0 0 208 107 307 0 0 5 4 28 13 6 10 0 0 0 0 0 0 61 188 308 0 0 16 9 65 41 64 32 0 0 0 0 0 0 150 151 309 0 0 5 3 75 25 0 0 0 0 0 0 75 25 310 0 0 15 10 58 46 79 64 0 0 0 0 0 0 147 146 311 6 0 66 28 214 148 282 372 12 4 0 0 51 0 637 1,020 312 0 0 23 4 56 19 115 42 0 0 0 0 0 0 268 179 313 0 0 2 1 13 14 5 0 0 0 6 0 0 0 24 14 314 0 0 3 2 16 14 6 5 1 0 0 0 0 0 88 76 315 2 0 10 5 12 15 21 6 0 0 0 0 33 0 130 127 316 3 0 20 5 90 53 126 66 2 0 0 0 26 0 236 128 317 o' 0 11 0 55 15 57 32 2 1 0 0 0 0 114 48 318 0 0 22 7 68 50 99 60 0 0 0 0 0 0 227 174 319 0 0 6 3 39 28 37 26 0 0 0 0 0 0 76 54 320 0 0 6 5 39 49 18 19 0 1 0 0 0 0 57 •69 321 0 0 28 9 127 95 311 215 ; 0 0 0 0 0 0 455 411 322 0 0 7 2 20 13 18 7 . 1 0 0 0 0 0 39 20 323 4 1 0 33 0 135 50 100 40 3 0 0 0 50 0 356 119 324 0 0 11 3 28 27 15 11 0 0 0 0 0 0 78 46 325 0 0 5 2 29 36 16 50 0 0 0 0 0 0 45 86 326 29 0 57 9 187 88 2 2 1 1 134 13 337 169 327 0 o 11 5 79 83 25 21 0 3 0 0 0 0 104 107 328 0 0 5 4 25 10 47 22 0 0 0 0 0 0 98 81 329 0 0 4 4 22 28 26 28 0 0 0 0 0 0 53 80 330 0 0 3 5 19 16 12 11 0 0 0 0 0 0 42 43 331 23 0 32 8 80 83 21 12 0 0 0 0 43 3 180 159 332 113 0 131 0 0 0 154 52 3 0 0 0 650 4 807 55 333 0 0 15 0 35 0 82 0 0 0 0 0 0 0 117 0 334 0 0 24 5 120 79 140 30 0 0 0 0 0 0 290 176 335 6 0 35 0 309 0 48 0 28 0 0 0 39 0 431 0 336 0 0 7 8 40 52 10 23 0 0 0 0 0 0 71 201 337 0 0 10 6 43 23 56 29 0 0 0 0 0 0 99 52 338 4 0 7 0 0 0 25 0 0 0 5 0 10 0 40 0 339 7 0 32 0 128 11 198 49 10 1 0 0 60 0 396 61 340 0 0 14 0 22 0 111 0 0 0 0 0 0 0 133 0 341 4 0 18 1 75 25 68 17 0 0 4 2 25 0 172 44 342 0 0 30 0 0 0 396 0 7 0 4 0 0 0 407 0 343 0 0 13 0 39 20 168 29 0 0 0 0 0 0 207 49 344 1 0 14 9 76 80 201 97 0 0 o 0 0 0 327 275 345 0 0 20 0 0 0 J 140 0 6 1 0 1 0 J 0 1 0 1 0 1 146 I 0 1 346 592 EDUCATION REPORT, 1905. Table 29. — Statistics of universities and colleges Location. Name. Religious or non¬ sectarian control. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate depart¬ ment. d o ri § ! R O Men. W omen. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 ' 31 22 23 24 4 0 18 1 140 124 25 3 0 0 0 0 9 5 174 132 7 0 27 0 185 0 186 0 3 0 0 0 48 0 405 0 0 0 41 10 79 98 288 88 0 0 73 28 0 0 440 281 8 0 16 0 29 0 96 0 0 0 0 0 59 0 184 0 0 0 20 3 115 31 190 77 4 1 0 0 0 0 309 109 0 0 16 3 36 9 46 6 2 0 0 0 0 0 118 68 0 0 12 7 37 29 129 57 0 0 0 0 0 0 170 103 0 0 63 0 0 0 2, 179 0 0 0 0 0 0* 0 2,179 0 75 3 76 8 251 97 48 27 0 0 0 0 212 9 511 133 217 0 325 0 0 0 1.162 44 169 44 0 0 1.285 2 2, 721 254 0 0 25 0 125 0 200 0 10 0 16 0 0 0 351 0 3 0 22 1 51 12 38 13 0 0 0 0 17 0 158 97 0 0 59 0 0 0 623 0 7 0 0 0 0 0 630 0 0 0 55 6 49 0 630 7 1 0 0 0 0 0 680 7 0 0 24 6 0 0 127 116 1 1 0 0 0 0 128 117 3 0 21 0 157 0 53 0 0 0 0 0 12 0 222 0 0 0 6 4 47 28 15 15 0 0 0 0 0 0 62 43 0 0 27 0 116 0 246 0 2 0 1 2 0 0 365 2 0 0 11 6 52 51 41 24 1 0 0 0 0 0 94 75 0 OJ 77 3 0 0 681 203 47 28 13 16 0 0 741 247 0 o 8 0 0 0 71 0 0 0 0 0 0 0 71 0 0 0 6 0 23 6 32 10 0 0 0 0 0 0 55 16 3 0 9 A 87 98 13 2 0 0 0 0 30 0 189 188 2 0 24 7 0 0 243 16 9 1 0 0 30 0 282 17 3 0 12 0 27 7 122 20 0 0 0 0 6 0 136 22 0 0 13 0 65 0 118 0 0 0 0 0 0 0 183 0 0 0 10 0 42 0 97 26 4 0 16 0 0 0 159 26 0 0 7 7 79 65 15 4 0 0 0 0 0 0 94 69 0 0 16 0 167 0 222 4 0 0 0 0 0 0 389 4 1 0 0 6 5 180 186 14 10 0 0 0 0 0 0 194 196 0 0 11 9 94 50 41 18 0 0 0 0 0 0 212 251 0 0 8 6 59 26 13 9 0 0 0 0 0 0 94 97 0 0 24 10 170 58 80 63 4 3 1 1 47 1 276 141 0 0 12 6 72 52 35 22 0 1 0 0 0 0 125 149 44 0 55 7 310 276 16 10 0 0 0 0 297 1 623 287 0 0 3 0 13 0 27 1 0 0 0 0 0 0 40 1 3 0 I 9 0 0 0 62 0 0 0 0 0 12 0 74 0 0 0 3 2 36 32 34 18 0 0 0 0 0 0 70 50 0 0 7 2 42 33 34 26 0 i o 0 0 0 0 76 59 0 0 12 5 133 67 65 38 0 1 0 0 0 0 0 200 103 3 0 16 11 48 55 13 3 0 0 0 0 1 j 0 62 58 49 0 84 4 0 0 268 130 4 4 0 0 334 1 2 594 136 11 0 20 5 0 0 63 21 0 1 0 5 2 189 | 7 257 | 129 0 0 2 3 20 25 60 55 0 0 0 0 o 0 86 80 0 0 15 9 283 194 60 65 0 0 0 0 0 1 0 343 259 0 0 18 0 137 0 35 0 0 0 0 0 0 0 297 0 0 0 8 6 25 20 30 25 0 0 0 0 o 0 55 45 3 0 10 20 73 24 65 30 0 0 0 0 9 0 234 306 3 0 5 10 142 118 19 4 0 0 0 0 7 1 o 168 122 64 o 78 0 1 ’ 236 39 38 22 <1 1 o 391 1 636 48 41 39 9 1 191 98 52 1 83 0 0 ; 0 i o 1 434 t 6 | 687 1 ! 194 347 348 349 350 351 352 353 354 355 356_ 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 3S5 386 387 388 389 3C0 391 392 393 394 395 396 397 594 EDIT CATION REPORT, 1005, Table 29. — Statistics of universities and colleges Location. 1 TENNESSEE— eont’d. 398 Sewanee . 399 Spencer . 400 Sweetwater . 401 Tuseulum . 402 Washington College. TEXAS. 403 Austin . 404 _ do . 405 Brownwood . 406 Fort Worth . 407 . do . 408 Galveston . 409 Georgetown . 410 Greenville . 411 Marshall . 412 North Waco . 413 Sherman . 414 Waco . . . 415 .do . 416 Waxahachie. . UTAH. 417 Logan . 418 Salt Lake City . VERMONT. 419 Burlington . 420 Middlehury . 421 Northfield . VIRGINIA. 422 Ashland . 423 Bridgewater . 424 Charlottesville . 425 Emory . 426 Fredericksburg . 427 Hampden-Sidney . . . 428 Lexington . 429 Richmond . 430 .do . 431 Salem . 432 Williamsburg . WASHINGTON. 433 Burton . 434 Seattle . 435 Spokane . 436 Tacoma . 437 . do . 438 Walla Walla . WEST VIRGINIA. 439 Barboursville . 440 Bethany . 441 Elkins . 442 Morgantown . Name. University of the South . Burritt College . Tennessee Military Institute . Greenville and Tuseulum College _ W ashington College . St. Edward’s College* . University of Texas . Howard Payne College . Port 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 . Brigham Young College. University of Utah . University of Vermont and State Agricultural College. Middlehury College. . . Norwich University . . 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 . 1 . College of William and Mary . Vashon College . University of Washington. . . Gonzaga College . University of Puget Sound *. Whitworth College. . . . Whitman College . Morris Harvey College. . . Bethany College . Davis and Elkins College. West Virginia University Religious or non¬ sectarian control. Year of first open¬ ing. Profess^ instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate depart¬ ment. Men. ri a o 9 10 11 12 13 14 15 16 17 18 ! 19 20 21 22 23 ! 24 0 0 25 8 48 30 116 120 0 1 5 1 0 0 _ 235 248 0 0 28 2 172 0 151 91 0 2 0 0 0 0 310 138 10 0 232 25 0 0 1,964 715 119 29 0 0 183 0 2,266 744 0 0 7 5 34 29 16 16 0 0 0 0 0 0 71 67 0 0 9 0 100 0 152 0 0 0 0 0 0 0 252 0 0 0 17 0 138 0 107 0 0 0 0 0 0 0 245 0 4 0 19 0 44 0 31 3 0 0 0 0 15 0 80 3 0 0 12 5 9 13 39 44 0 0 0 0 0 0 56 95 0 0 11 0 128 6 51 1 0 0 0 0 0 0 179 7 0 0 9 6 81 40 21 15 0 0 0 0 0 0 122 80 0 0 13 5 26 18 40 22 1 1 1 1 0 0 0 92 ; 121 443 444 445 446 447 448 449 450 451 452 453 598 EDUCATION KEPOKT, 1905. Table 30. — Statistics of universities and 1 2 3 4 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 33 34 35 36 37 38 39 40 41 Name. Number of students in undergraduate courses. 5 © d So ◄ o d ’3-9 .2 g u © © 3 .2 ‘So d ® be d oH Id O © fcb d fcjj'U .3 § d d 1 2 3 4 5 1 G 7 8 ALABAMA. 100 131 45 . 1 Spring Hill College . . 130 0 0 0 0 0 0 241 14 8 ARIZONA. 12 2 11 ARKANSAS. Henderson College . . 68 226 Arkansas Colleen . . 43 . 23 Hendrix College . . 41 University of Arkansas . . . . 248 9 15 76 36 7 2 Philander Smith Col'ege . 21 CALIFORNIA. 1 • University of California . 1,418 106 a 266- 207 285 Pomona Coliege . 183 Occidental College . 107 St. Vincent’s College* . . 110 University of Southern California . 164 California College. . . 7 St. Mary’s College . 65 38 20 Thro op Polytechnic Institute . 5 0 0 0 10 0 0 St. Ignatius Coliege . 162 University of the Pacific . 23 Santa Clara College . 96 0 6 0 0 0 0 Leland Stanford Junior University . 1,046 71 118 110 124 COLORADO. University of Colorado . 381 1 16 43 96 13 Colorado College . 278 11 10 12 College of the Sacred Heart . 50 University of Denver . 366 CONNECTICUT. Trinity College . 131 17 ' Wesleyan University . 292 Yale University . 1,275 b 63 90 85 67 45 DELAWARE. State College for Colored Students . 25 Delaware College . 26 9 38 32 DISTRICT OF COLUMBIA. Catholic University of America . 8 1 7 3 1 Gallaudet College . 76 Georgetown Universitv . 84 George Washington University . 378 16 53 37 15 Gonzaga College . 7 Howard University . 43 1 St. John’s College . 25 i * Statistics of 1903-4. a Includes electrical engineering students. & Forestry. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 599 colleges for men and for both sexes. Number of students In under¬ graduate courses. College students studying — Number of students in pedagogy. Number of students in bu.siness course. Students in military drill. Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. Hou s e h o 1 d economy. Commerce. B Is i-4 Greek. d CD Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 2! 22 100 60 170 75 50 31 22 55 0 18 11 0 0 0 0 0 106 85 0 0 80 0 0 36 174 86 1 2 4 1 12 17 62 52 15 7 15 45 7 80 20 I 15 25 180 1 265 40 43 15 23 4 8 2 38 14 41 20 101 12 85 68 407 19 5 23 21 26 37 11 15 81 8 125 391 122 58 269 58 0 1,009 243 GO 25 ' 0 3 69 15 52 60 50 . 40 0 250 183 49 25 14 j 112 60 5 1 1 42 12 7 0 78 0 1 48 12 0 0 0 0 0 0 0 3 17 29 14 0 0 194 162 125 70 0 83 127 28 0 0 213 i.72 0 0 94 0 0 68 28 62 10 110 42 24 50 48 9 53 52 35 41 49 4 46 46 102 0 24 50 40 216 117 3 14 ! 42 6 50 103 . 51 0 2 3 ^ 22 | 84 61 11 10 63 14 7 7 76 . 1 31 29 10 38 1 13 i 20 ! . 1 7 ! 0 i 1 91 . l 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 CO 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 EDUCATION REPORT, 1905. Table 30. — Statistics Name. Number of students in unde tc — C £ o3 ® & s 8 bo ■“>t£ 3-s ! > ! FLORIDA. John B. Stetson University* University of Florida . St. Leo College . Florida State College* . Rollins College . 46 13 20 118 27 2 26 9 ’"*3 GEORGIA. University of Georgia . Atlanta Baptist College . Atlanta University . Morris Brown College . Bowdon College* . North Georgia Agricultural College . Mercer University . Emory College . Clark University . Nannie Lou Warthen Institute . Young Harris College . 132 16 44 9 90 38 196 223 23 112 200 56 . . 0 0 20 IDAHO. U niversity of Idaho .... 63 28 ILLINOIS. Hedding College . Illinois Wesleyan University . St. Viateur’s College . Blackburn College. . . Carthage College . St. Ignatius College* . : . St. Stanislaus College . University of Chicago . 1 James Miliikin University . . Evangelical Proseminary . . Eureka College. . Northwestern University . Ewing College . Knox College . . . Lombard College . Greenville College.. . Illinois College . Lake Forest College . McKendree College . Lincoln College . Monmouth College . Northwestern College . St. Bede College . . . St. Francis Solanus College . . Augustana College . Shurtleff College . University of Illinois . Westfield College . Wheaton College . 50 105 150 32 48 88 138 ,288 20 60 818 24 222 65 37 101 149 43 33 198 115 163 86 54 539 12 63 329 221 3 15 INDIANA. Indiana University. . St. Joseph’s Coilege.. Wabash College . . Concordia College Franklin College . De Pauw University. Hanover College _ Butler College . 1,000 12 250 130 86 456 79 181 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 601 colleges for men and for both sexes — Continued. Number of students in under¬ graduate courses. College students studying— Number of students in 'pedagogy. Number of students in business course. Students in military I drill. Students in music. Students in art. General engi¬ neering. Architecture. I Sanitary engi¬ neering. Household economy.. Commerce. Latin. Greek. d a) § Women. Men. g B o >- 9 10 11 12 13 14 15 16 17 18 19 20 2i 22 27 11 0 11 49 21 110 21 20 8 58 o 225 4 4 5 0 30 o i io 2 80 40 6 40 9 15 72 20 4 2 15 24 g 68 6 126 111 27 0 256 0 0 0 0 0 13 16 0 0 0 0 0 30 ”‘6’ 26 26 12 34 9 9 0 H o o 0 22 6 60 6 5 5 4 o 10 0 20 8 10 1 70 5 170 20 130 40 18 0 19 15 1 8 65 12 15 35 18 5 3 2 192 19 30 30 2 33 103 1 40 15 150 60 100 0 298 50 13 3 15 13 33 22 36 18 88 88 114 0 30 137 46 201 77 609 25 20 60 15 5 20 60 70 100 234 139 100 61 7 0 100 40 10 10 2 8 2 12 5 172 96 344 24 10 90 i 124 19 348 20 15 47 18 12 5 4 8 31 10 58 18 68 18 8 5 52 18 43 31 100 4 3 149 8 71 43 241 58 20 7 7 34 H 89 35 47 0 101 69 71 o 68 94 53 111 48 23 19 41 100 8 73 52 94 48 30 50 1,051 378 279 3 4 18 4 22 18 18 102 45 300 229 33 120 130 | 148 47 47 6 0 43 0 1 119 85 1 69 32 130 130 220 ; 220 86 20 63 | 100 65 7 14 : iso , 47 62 31 1 I... 1 32 ! 34 42 43 44 45 4G 47 48 49 50 51 52 53 54 55 56 57 58 59 GO 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 S3 84 85 86 87 88 89 90 91 02 93 94 95 602 EDUCATION REPORT, 1905, Table 30. — Statistics of universities and 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 1 136 137 138 139 140 141 142 143 144 ,145 146 147 148 149 150 151 Name. Number of students in undergraduate courses. u5 c3 g 5 el . © to ■3.S ■a § A to W i PI . © to it u to g g hr.L eg c 1=1 § 1 1 2 j 3 4 5 6 7 8 Indiana — continued. | ! Union Christian College . 23 0 0 0 0 0 0 Moores Hill College . 44 146 17 82 28 379 29 St. Meinrad College . 64 0 0 0 0 0 0 37 INDIAN TERRITORY. 11 Henry Kendall College . 12 IOWA. Coe College . 172 Charles City College * . 16 ... . . Wartburg CollegeT . 48 . . Amity College. . 23 1 . 117 I Des Moines College . 54 0 0 o 0 0 0 Drake University . . 352 1 St. Joseph’s College . 40 0 ; 0 0 0 0 0 Parsons College . 72 Upper Iowa University . 114 i . Iowa College . 310 i . Lenox College . 31 . Simpson College 206 ;;;;;;;; University of Iowa . 656 6 59 26 4 Graceland College . 10 s . | . Palmer College . 13 ! . German College. 49 Iowa Wesleyan University . 86 Cornell College . 206 0 0 97 0 0 0 Penn College . . 147 Central University of Iowa. . 29 Morningside College . 137 Buena Vista College . 22 Tabor College.. 52 Western College . 46 1 . KANSAS. Midland College . . . . 70 St. Benedict’s College . 54 Baker University. . . . 389 College of Emporia . 92 1 . ! . Highland University . 12 1 . Campbell College . 16 Kansas City University . 24 University of Kansas . 673 17 106 99 io 49 Kansas Christian College . 38 Bethany College . 80 Ottawa University . 136 St. Mary’s College . 100 Kansas Wesleyan University . 51 i . Cooper College . 33 Washburn College . 241 Eairmount College 74 Eriends University . 76 St. John’s Lutheran College . 22 Southwest Kansas College. 50 KENTUCKY. Union College . 14 Berea College . . . 34 Central University of Kentucky. .. . 140 1 Georgetown College . 189 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 603 colleges for men and for both sexes — Continued. j Number of students in under¬ graduate courses. College •students studying — Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. Household economy. Commerce. Latin. Greek. Men. Women. § W omen. 9 10 11 12 13 14 15 • 16 17 18 19 20 21 22 0 0 0 0 0 20 9 0 0 0 0 ! o 10 12 18 38 7 4 o 80 0 3 146 104 55 0 27 32 .18 41 58 55 0 0 0 0 0 64 50 0 0 0 0 0 5 3 2 0 8 4 63 9 2 4 2 23 10 0 3 1 0 105 42 22 78 47 10 15 8 16 5 i 0 6 30 11 25 8 48 48 109 38 . 10 8 1 14 40 4 77 9 115 115 0 0 0 0 0 15 17 127 37 44 49 88 118 42 12 0 389 0 0 0 0 0 0 40 40 0 0 70 0 150 25 0 50 20 15 10 118 35 10 40 40 83 11 123 52 104 31 8 5 16 16 io 67 7 133 40 6 25 136 26 236 10 160 74 185 0 0 2 1 16 9 39 10 8 8 4 19 8 42 10 4 4 9 1 47 80 24 3 11 18 9 142 . | o 0 0 0 0 51 25 57 104 51 11 0 148 40 41 23 90 17 13 6 16 30 17 55 20 14 1 55 134 8 3 2 23 28 8 0 63 0 . 18 9 79 40 22 8 30 5 66 5 70 60 6 14 26 130 54 23 51 0 389 160 25 35 98 33 137 ■63 39 34 •6 13 108 6 0 1 36 18 7 10 12 38 7 60 4 24 5 3 10 4 20 21 30 25 50 36 115 60 366 14 175 150 18 21 45 60 253 10 100 100 159 0 20 10 15 16 56 150 48 25 6 10 • 27 4 43 39 17 16 2 14 169 49 34 10 3 16 154 70 0 13 19 10 74 20 8 0 0 6 5 0 10 0 30 21 19 41 44 17 180 14 12 18 22 31 20 4 85 71 53 103 32 95 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 .124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 154 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 EDUCATION Table 30. — Statistics of universities and Number of students in undergraduate courses. Name. GQ c3 Kentucky — continued. Liberty College . . Agricultural and Mechanical College of Kentucky. Kentucky University . . Bethel College . St. Mary’s College . Kentucky Wesleyan College . 282 103 60 130 LOUISIANA. Louisiana State University . . Jefferson College . Centenary College of Louisiana* . . College of the Immaculate Conception Leland University . . New Orleans University* . . Tulane University of Louisiana . . MAINE. Bowdoin College Bates College . University of Maine Colby College . 49 92 30 49 21 97 280 353 56 242 MARYLAND. St. John’s College . . Johns Hopkins University. . . Loyola College . . Morgan College . . Washington College . Rock Hill College . St. Charles College . Mount St. Mary’s College - New Windsor College . Western Maryland College. . . MASSACHUSETTS. 133 183 40 10 44 50 50 127 16 156 Amherst College . . Boston College . . . Boston University . Harvard University . American International College . . Tufts College . Williams College . Clark University . Collegiate Department, Clark University . . College of the Holy Cross . 406 125 501 2,009 10 180 434 88 219 MICHIGAN. Adrian College . Albion College . Alma College . University of Michigan Detroit College . Hillsdale College . Hope College . Kalamazoo College. . . . Olivet College — . . 42 200 60 1, 229 86 120 146 219 160 Agriculture. [ Mechanical en¬ gineering. Civil engineer¬ ing. Electrical en¬ gineering. Chemical en¬ gineering. Mining engi¬ neering. 3 4 5 1 6 7 8 17 On O O — J 75 0 0 o o o 5 0 0 0 0 0 0 1 . 40 ■' 57 25 39 i . 1 . i . . 1 . t> 109 37 10 i ! . 15 38 134 96 14 0 0 oo 0 0 0 o 0 0 0 0 0 0 0 0 0 0 0 0 .... 0 0 1 0 0 j . . 0 0 0 0 0 0 33 57 68 84 24 66 11 65 2 0 0 0 0 , 0 0 0 0 0 0 0 0 c 194 187 127 57 | . 1 * Statistics of 1903-4. a Includes sugar engineering students. * UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. colleges for men and for both sexes — Continued. 605 Number of students in under¬ graduate courses. College students studying — Number of students in pedagogy. Number of students in business course. Students in military ! drill. Students in music. Students in art. General engi¬ neering. Architecture. bo a . ® be i>>P m -q +? ® 03 CO Hou sehold economy. Commerce. Latin. Greek. Men. rt B o Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 83 1 24 0 0 0 0 0 88 18 60 27 0 0 417 0 0 0 0 0 0 56 31 10 21 0 0 0 0 0 0 25 15 0 o 30 0 0 0 0 60 25 50 o 145 30 118 62 21 28 3 4 a 23 53 37 J 53 o 328 29 92 74 62 0 90 48 25 21 49 49 104 o 398 21 16 14 ii 4 2 3 2 0 10 80 29 9 51 21 1 10 0 198 82 17 5 6 3 141 109 32 . 83 20 202 0 0 0 0 0 44 15 0 0 0 j 0 0 0 0 0 0 0 0 0 40 40 0 0 • 0 0 0 0 0 10 9 9 1 0 0 0 1 0 0 44 4 4 42 13 29 0 8 27 20 50 50 0 0 0 0 127 125 0 0 21 0 0 23 4 0 10 160 77 0 0 0 0 0 125 125 0 0 0 0 1 0 0 272 198 5 33 135 44 0 7 6 . j 65 23 11 203 127 23 11 10 6 0 0 0 0 0 0 218 207 0 0 0 0 1 0 0 20 15 2 4 50 6 0 0 0 0 0 77 35 34 | 22 70 59 183 38 55 20 5 6 20 j 10 115 33 392 86 86 l 115 48 | 73 75 7 5 13 1 137 1 34 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 & Includes electrical engineering students. ED 1905 — yol 1 - 42 c Includes 15 in marine engineering. 606 EDUCATION REPORT, 1905. Table 30. — Statistics of universities and Number of students in undergraduate courses. 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 Name. Liberal arts. Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical en¬ gineering. Chemical en¬ gineering. Mining engi¬ neering. 1 2 3 4 5 6 7 8 MINNESOTA. 163 38 1, 249 258 131 200 70 59 12 249 8 119 221 29 102 126 161 33 106 St. Olaf College . . . Parker College i . . MISSISSIPPI. . Mill saps College* . 0 0 29 12 0 1 MISSOURI. Southwest Baptist College* . Pike College * . 26 30 167 35 630 55 67 19 125 149 110 175 100 48 126 82 70 76 95 88 36 100 136 54 38 972 86 170 28 55 857 11 _ . Missouri Wesleyan College . Christian University . Clarksburg College . University of Missouri . 76 53 188 . 146 3 180 Central College . Westminster College . Pritchett College* . La Grange College . . William Jewell College . Missouri Valley College . 'Park College . Christian Brothers College . I St. Louis University . - . W ashington University . . 13 4 5 Drury College . Tarkio College . Central Wesleyan College . MONTANA. University of Montana . 22 NEBRASKA. Bellevue College . . Cotner University . Union College * . . . . . 0 0 0 10 0 0 Doane College . Grand Island College . . Hastings College. . . University of Nebraska . 11 35 78 102 4 4 Creighton University Nebraska Wesleyan University . York College . . NEVADA. Nevada State University. . 1 26 7 31 44 NEW HAMPSHIRE. Dartmouth College . St. Anselm’s College . . * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 607 colleges for men and for both sexes — Continued. Number of students in under¬ graduate courses. College students studying— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. 1 Household | economy. Commerce. Latin. Greek. Men. Women. Men. Women. 9 10 11 IS 13 14 15 16 17 18 19 SO SI SS 70 32 8 0 72 0 74 9 23 - 38 .... I 10 3 262 78 42 150 504 21 131 28 2 13 64 . 30 70 6 5 84 50 20 10r 15 17 70 24 6 4 6 5 . 1 59 50 114 14 90 65 9 0 3 1 34 6 95 . 2 2 16 25 48 711 25 0 0 0 0 0 125 63 16 16 0 0 0 0 0 20 1 2 10 7 10 32 11 1 . 80 24 25 8 28 35 20 10 20 40 1 159 73 50 132 174 28 25 5 0 6 3 5 5 19 4 1 1 . . 81 65 . 70 66 "'is' 1 3 100 0 50 40 40 33 77 0 160 27 100 12 41 25 1 12 311 35 16 2 5 54 56 1 11 52 17 129 10 60 25 32 58 25 7 100 125 35 75 5 0 15 60 45 25 19 ; 13 25 6 4 58 8 0. 0 0 0 0 23 0 12 11 14 19 0 34 25 1 36 18 3 18 19 6 125 10 34 16 7 27 12 10 17 35 13 82 124 0 0 6 235 193 0 0 315 406 95 1 86 86 26 2 41 128 54 16 182 262 : 22 17 18 45 79 12 89 21 i 28 4 1 37 14 30 132 5 10 140 90 26 0 11 11 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 EDUCATION REPORT, 1905. Table 30. — Statistics of universities and Number of students in undergraduate courses. Name. c3 rt & OD § 6 S o bo © bb P fcu’C a g s NEW JERSEY St . Peter ’ s College . 23 St. Benedict’s College . 21 Rutgers College . 54 Princeton University . I 1, 061 Seton Hall College . NEW MEXICO. University of New Mexico. . 70 214 26 15 NEW YOKK. Alfred University . St. Bona venture’s College . St. Stephen’s College . Adelphi College . Polytechnic Institute of Brooklyn. St. Francis College . St. John’s College . Canisius College . . St. Lawrence University . Hamilton College . Hobart College . Colgate University . Cornell University . College of St. Francis Xavier . College of the City of New York. . . Columbia University . Manhattan College . New York University . St. John’s College . Niagara University . University of Rochester . Union University* . Syracuse University . 89 77 43 269 12 41 60 23 192 195 79 227 98 756 534 27 347 122 95 270 75 1,065 5 0 0 0 0 0 0 0 . 0 0 0 0 0 0 0 0 10 0 0 0 15 0 0 0 39 0 0 0 11 0 0 0 0 0 0 189 1,060 385 0 0 101 0 44 0 0 ■ 0 0 0 0 68 0 121 27 100 0 0 0 131 63 0 140 0 0 27 135 0 9 0 0 0 0 223 0 0 0 0 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 . . 21 . 363 . 1 . 120 . 1 . 215 . . 239 . . 68 . ! . 71 . 1 . 125 . | . . . 19 . . . - . 49 0 0 0 0 0 0 28 . . . 232 . . 53 . NORTH DAKOTA. Fargo College . University of North Dakota- Red River Valley University 54 82 17 20 15 OHIO. Buchtel College . Mount Union College . . . Ohio University . Baldwin University . German Wallace College Cedarville College . 81 84 142 73 33 30 0 6 0 0 6 0 7 1 0 55 0 6 0 '6' * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 609 colleges for men and for both sexes — Continued. Number of students in under¬ graduate courses. College students studying — Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. Hou s eh old economy. Commerce. I Latin. [ Greek. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 23 1 1 21 21 72 0 0 0 0 0 0 26 26 14 0 0 0 167 0 0 674 373 80 80 25 o 10 6 4 0 1 8 3 9 52 0 0 0 0 0 13 13 15 9 0 0 0 25 30 0 0 0 0 77 40 0 0 30 0 0 40 43 43 0 0 0 0 0 62 . 27 1 24 0 0 0 0 ii7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 41 41 0 o 0 0 21 10 0 0 0 0 0 0 60 52 0 o 0 0 0 0 0 23 23 20 195 140 20 o 35 23 60 41 24 o 0 68 0 0 0 500 ■ . 1 98 98 20 o 0 0 0 0 0 203 160 183 0 0 0 '"o' 1 85 220 78 240 57 44 15 0 25 0 ! 20 0 0 0 0 0 54 31 145 173 192 8 0 i 0 0 0 0 0 0 0 61 61 0 0 o 0 285 1 30 4 0 0 0 0 0 90 90 0 0 70 0 95 20 0 0 0 0 0 0 183 104 15 15 35 18 47 26 i 736 229 76 127 132 495 51 25 47 0 10 5 i . 116 120 65 0 1 203 83 214 127 0 0 . 68 25 3 7 10 10 52 14 41 17 40 25 10 11 I 32 12 17 14 10 6 ! 29 5 0 0 0 0 0 47 24 0 - 0 0 0 0 42 0 28 28 17 13 174 71 21 0 39 20 0 1 8 16 9 12 8 56 7 3 42 60 29 34 38 10 4 25 12 0 0 0 0 0 36 7 0 0 0 0 0 3 65 40 26 48 48 j 36 101 13 0 0 0 0 0 120 27 32 31 75 76 0 191 135 . 29 4 7 28 47 12 42 21 30 11 j 65 143 . 1 30 17 25 i 8 ! 244 245 246 247 243 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 610 EDUCATION REPORT, 1905. Table 30. — Statistics of universities and 295 29G 297 29S 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 3!8 349 350 351 352 Name. Number of students in undergraduate courses. Liberal arts. ...... _ . Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical en¬ gineering. Chemical en¬ gineering. Mining engi¬ neering. 1 2 3 4 5 6 7 8 Ohio — continued. 108 503 53 492 76 536 200 60 588 26 128 297 181 18 96 100 143 654 157 0 0 22 0 43 ©00 0 13 0 1 . | 99 84 117 104 1 13 46 1 . . 1 . 1 . j . | 0 0 0 0 0 0 1 . I . Richmond College* . . Rio Grande College . 10 23 152 72 159 63 37 306 25 125 26 16 197 37 69 54 23 31 33 80 170 48 33 85 23 247 0 85 184 197 190 118 17 186 376 96 187 Scio College . . 4 L . 1 . Wittenberg College . 1 Heidelberg University . | . Otterbein University . West Lafayette College . ! . Wilmington College . 1 . University of W ooster . . Antioch College . . OKLAHOMA. University of Oklahoma . 9 0 6 0 OBEGON. Albany College . 0 0 0 0 Dallas College . University of Oregon . 1 0 26 20 0 17 0 Pacific University . 0 0 McMinnville College . Pacific College * Philomath College . . Willamette University* PENNSYLVANIA. Western University of Pennsylvania. _ _ 41 57 19 8 2 Muhlenberg College Lebanon Valley College* _ __ St. Vincent College . Beaver College . Geneva College Moravian College . 0 0 0 2 0 0 Dickinson College . . Pennsylvania Military College . . 75 Ursinus College Lafayette College . . . 85 51 42 27 Pennsylvania College Grove City College Haverford College . . Juniata College .. . Franklin and Marshall College Bucknell University Lincoin University Allegheny College 80 A 1 b right College . 52 ' 1 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 611 colleges for men and for both sexes — Continued. Number of students in under¬ graduate courses. College students studying — Number of students in pedagogy. Number of students in business course. Students in military drill. | Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. Household economy. Commerce. Latin. Greek. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 | ** 1 0 0 0 0 0 108 91 0 0 51 0 0 0 0 295 138 89 0 13 296 53 53 297 175 60 . | : . 298 .... ! . 1 299 280 15 33 99 26 300 70 70 50 0 45 . ! 301 1 302 249 110 75 26 255 217 SO 303 50 40 22 10 45 30 150 304 80 45 305 150 112 15 306 36 8 65 31 307 16 4 5 15 185 308 0 0 0 0 0 36 17 115 2 309 70 16 5 9 5 5 10 310 75 60 90 20 311 . 312 15 8 5i 63 313 3 1 5 6 4 0 10 314 10 1 315 9 37 48 31 73 59 316 . 120 42 9 12 58 10 317 46 16 40 31 . 94 34 318 93 26 20 30 128 66 319 63 37 17 5 5 6 37 22 320 10 6 321 108 38 8 6 10 8 . 118 322 6 3 8 19 323 10 6 20 9 113 324 o . 0 o 0 0 26 10 37 0 0 46 0 325 16 6 4 2 9 5 . 41 13 326 52 29 3 2 93 327 0 0 0 0 0 24 9 0 0 8 5 0 78 7 i 328 52 11 0 3 27 9 53 329 330 ii 6 33 ! 331 [ 122 33 332 21 12 1 45 333 1 . 80 72 40 0 334 ! 335 48 48 55 0 70 j 330 . 12 3 179 | 23 337 35 28 65 ...... 1 338 0 0 0 0 0 22 19 4 0 0 0 0 8 339 1 180 78 1 340 26 133 j 341 33 17 5 3 ! 342 7 184 100 6 0 | 343 147 80 ! 344 ii 30 150 130 50 100 60 20 120 j 150 20 ; 345 22 50 20 346 15 65 75 35 24 51 317 180 132 12 0 ! 348 ! 349 85 81 130 52 351 28 12 ii i 17 1 &52 612 EDUCATION REPORT, 1905, Table 30 .—Statistics of universities and Number of students in undergraduate courses. 353 354 355 35(i 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 398 397 398 399 400 401 402 403 404 405 406 407 Name. Liberal arts. Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical en¬ gineering. Chemical en¬ gineering. Mining engi¬ neering. 1 2 3 4 5 6 7 8 Pennsylvania — continued. Westminster College . 186 1,641 75 266 200 51 35 58 163 53 30 246 65 1 655 63 42 15 94 140 118 123 13 226 24 59 22 109 57 24 62 52 40 103 16 159 63 115, 125 35 55 91 23 182 135 138 144 44 33 80 547 90 32 100 Central High School . . . 0 0 0 0 Temple College . University of Pennsylvania . 151 168 72 26 Holy Ghost College." . Susquehanna Universitv . 160 113 197 154 92 188 8 14 a 96 14 Villanova College . Volant College * . . Washington and Jefferson College . 1 . RHODE ISLAND. SOUTH CAROLINA. 1 College of Charleston . 8 0 Presbyterian College of South Carolina. . . . Allen Universitv . 0 0 0 0 0 South Carolina "College . 0 0 7 8 0 0 Hr sldne College. . Furman University . . Newberry College . . Claflin University . 0 0 0 0 0 0 Wofford College . SOUTH DAKOTA. Huron College . . Dakota Wesleyan University . 0 . °. 0 0 0 0 Redfield College . University of South Dakota . 34 Y ankton College . . . TENNESSEE. Grant University* . King College . Southwestern Presbyterian University. . . . Hiwassee College ........ . . Southwestern Baptist University . 0 0 6 6 0 0 Carson and Newman College . Knoxville College . University of Tennessee . 21 9 15 3 ...2! 4 4 Cumberland University. . . Bethel College . Maryville College . . . ; Christian Brothers College . . | Milligan College . . Fisk University . . . ; Roger Williams University . Vanderbilt University . 11 25 14 2 Walden University . Universitv of the South ii 1 Burritt College . Tennessee Military Institute l . Greene ville and Tusculum College . . . W ashington College . TEXAS. St. Edward’s College *. . . University of Texas . . . 123 62 23 Howard Payne College Fort Worth University Polytechnic College . ♦Statistics of 1903-4. a Including 17 in metallurgical engineering. UNIVERSITIES^ COLLEGES, AND TECHNOLOGICAL SCHOOLS. 613 colleges for men and for both sexes — Continued. Number of students in under¬ graduate courses. College students studying— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. Hou s eh o Id economy. Commerce. Latin. Greek. Men. Women. s % Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 0 0 0 486 i,004 '275 52 0 23 6 465 412 25 30 104 226 90 61 25 58 34 120 80 100 0 50 20 51 30 11 9 33 10 61 26 19 3 2 ... 475 : 80 45 ' 32 55 53 53 14 0 30 11 55 0 27 0 28 161 99 50 25 40 35 136 124 184 73 56 66 90 25 6 0 0 0 0 0 42 17 0 0 15 0 0 0 0 15 15 59 88 23 0 0 0 0 0 46 17 87 8 0 0 0 0 0 j 140 100 5 2 123 82 ! . 0 0 0 0 0 15 6 7 49 1 28 0 0 58 125 43 14 11 1 33 48 18 54 19 o 0 o 0 26 9 74 65 10 0 120 57 11 3 16 9 66 21 ! 31 21 6 11 8 0 91 77 12 14 12 2 0 106 14 24 172 165 37 21 13 ’ 45 32 10 6 20 17 12 l 0 15 0 0 0 0 0 60 35 15 21 60 37 21 1 1 35 93 6 12 12 12 14 0 i 4 i 93 82 40 0 0 33 0 146 20 2 10 0 0 139 63 50 75 10 12 10 6 1 50 30 14 24 30 73 20 87 75 18 75 1 0 35 ! 30 ; . 30 12 7 8 1 25 29 i 27 240 0 j . 16 16 1 7 0 0 0 43 30 86 58 127 147 11 17 76 89 45 . 58 21 33 18 14 6 : 144 j 32 | 7 3 10 0 50 12 44 25 6 0 49 5 25 12 8 15 5 f j 40 0 50 10 158 51 35 133 85 60 20 25 35 23 35 66 1 14 57 1 28 ............ 1 . . 1 45 so 1 60 10 1 101 94 , 20 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 3S5 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 614 EDUCATION REPORT, 1905. Table 30. — Statistics of universities and ■ Name. Number of students in undergraduate courses. GO rS 3 Agriculture. Mechanical en¬ gineering. Civil engineer¬ ing. Electrical en¬ gineering. Chemical en¬ gineering. Mining engi¬ neering. 1 2 3 4 5 6 7 8 Texas— continued. 408 46 409 185 410 140 411 33 412 100 413 70 414 271 415 Paul Quinn College . 45 416 92 ! . UTAH. 417 60 6 418 University of Utah. . T . 198 VERMONT. 419 University of Vermont and State Agricul- 115 44 14 47 44 35 420 Middle bury College . 134 0 0 0 0 0 0 421 Norwich University . 3 100 10 VIRGINIA. 422 Randolph Macon College . . . 141 423 Bridgewater College . 14 424 Universitv of Virginia . 306 . 425 Emor y and Henry College . 72 426 Fredericksburg College . 35 427 Hampden-Sidney College . 72 428 Washington and Lee University . 175 40 17 20 12 429 Richmond College . 208 430 Virginia Union University . 29 431 Roanoke College .... 115 432 College of William and Mary . 195 WASHINGTON. 433 Vashon College . 5 434 University of Washington . 503 32 41 34 ■ 4 55 435 Gonzaga College . . 160 436 University of Puget Sound* . 37 437 Whitworth College . . . . . 52 438 Whitman College . 90 WEST VIRGINIA. 439 Morris Harvey College . 22 440 Bethany College . . . 186 441 Davis and Elkins College . . 12 442 West Virginia University . 325 86 45 46 WISCONSIN. 443 Lawrence University . 219 0 0 0 0 0 0 444 Beloit College . 242 445 University of Wisconsin . 1,301 72 104 136 162 446 Milton College . 32 447 Concordia College . . 152 448 Marquette College . 107 449 Mission House . 34 0 0 0, 0 0 450 Ripon College . 83 451 Northwestern University . . 52 452 Carroll College . . 36 WYOMING. 453 University of Wyoming . 23 8 3 12 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 615 colleges for men and for both sexes — Continued. Number of students in under¬ graduate courses. College students studying— Number of students in pedagogy. Number of students in business course. Students in military drill. Students in music. Students in art. General engi¬ neering. Architecture. Sanitary engi¬ neering. Hou s e h o 1 d economy. Commerce. Latin. Greek. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 26 45 21 10 8 10 3 47 33 33 24 3 83 28 150 127 io3 70 20 138 56 17 20 404 27 28 5 0 10 12 4 16 60 20 60 20 120 6 . 9 11 11 76 12 120 97 148 109 25 19 78 9 22 72 16 163 0 0 0 0 0 112 30 14 14 0 0 0 0 0 3 ! 2 120 • 78 35 14 4 14 28 31 8 86 88 76 25 0 0 0 0 0 0 0 59 19 60 30 129 37 12 11 115 41 4 0 20 0 150 15 140 0 10 4 68 40 18 116 52 21 v 81 160 135 145 0 135 95 18 13 5 22 28 36 51 19 . . 65 8 39 27 17 13 186 22 1 20 2 25 57 15 146 87 9 3 16 10 41 8 . 1 12 1 20 30 30 5 25 20 225 155 95 0 o 0 1 0 o 64 21 3 19 47 31 a 108 90 30 16 13 31 0 45 309 210 372 66 36 33 542 153 . 32 5 1 1 80 152 152 107 107 63 0 0 0 0 0 0 34 34 0 0 13 0 0 1 44 0 8 14 3 5 42 22 . 52 52 8 0 30 8 74 ! * 8 3 1 3 . 34 16 0 46 22 18 150 31 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 a Includes art. 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 28 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 EDUCATION REPORT, 1905. Table 31. — Statistics of universities and Name. ALABAMA. Howard College . . Southern University. . . . St. Bernard College - Spring Hill College . University of Alabama. University of Arizona. ARKANSAS. Henderson College . Ouachita College . Arkansas College . Arkansas Cumberland College. Hendrix College . University of Arkansas . Philander Smith College . CALIFORNIA. University of California . Pomona College . Occidental College . St. Vincent’s College* . University of Southern California California College . St. Mary’s College . Throop Polytechnic Institute.... St. Ignatius College . University of the Pacific . Santa Clara College . Leland Stanford Junior University COLORADO. University of Colorado . Colorado College . College of the Sacred Heart . University of Denver . Annual ex¬ penses in college de¬ partment. $60 50 40 (») (») (*) Annual living ex¬ penses. $17 12 24 W CONNECTICUT. Trinity College. . . Wesleyan University. Yale University . DELAWARE. State College for Colored Students. Delaware College . DISTRICT OF COLUMBIA. Catholic University of America. . . Gallaudet College . Georgetown University . George Washington University. . . Gonzaga College . Howard University . . St. John’s College . 100 75 155 (*) 60 100 150 100-125 40 0 100 30 $100 160 a 300 100 200 170 150 250 90 190 150 220 100 200 180 350 a 150 425 180 85 $120 125 160 150 250 200 120 110 140 135 182 72 125 2301 o325l 400 350 64 225 500 o250 500 300 100 225 11 200 200 300 22 175.... 200 .... 250 .... 91 100 2 5' 13 39 656 Library. Vol¬ umes. 6,000 8,000 4,000 18, 000 20,000 10,000 1,000 8,000 4, 300 4, 000 8,400 9,000 2,000 Pam¬ phlets. 33,000 30,000 6,000 8,000 49,000 66,000 390,000 800 14,250 37,000 6,000 90,000 13, 700 10,000 46,612 5,500 7,000 1.000 5,000 10,000 13,000 500 1,000 1,200 1,000 700 3,000 500 575 1,500 3,000 250 1,354 1,500 9,200 800 20, 000 500 9,000 2,000 1,000 5,000 2,500 1,000 1,000 Value. 10 $10,000 7,000 6, 500 15,000 30,000 18, 915 1.500 10,000 '7,500 2.500 4,000 15,000 2,000 250,000 7, 405 4,000 1,500 7,000 2.200 120,000 2,800 36, 200 *40,000 30,000 7,000 10,000 60,000 600 22,000 10,000 150,000 16,709 100,000 * Statistics of 1903-4. a Including tuition. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 617 colleges for men and for both sexes. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. 11 352, 000 10,000 10,000 10, 000 15,000 42,478 15,000 23, 000 1,200 5,000 4.500 102, 500 2. 500 Value of grounds and build¬ ings. 12 34, 637 15, 000 800 6,000 3, 000 4,000 24, 000 125, 000 3, 500 35,200 * 317, 000 $75, 000 135, 000 80, 000 300,000 300, 000 172,549 50, 000 95, 000 25,000 55, 000 80,000 310, 000 45, 000 3, 807, 125, 135, 137, 200, 40, 300, 105, 800, 176, 260, *3, 000, Produc¬ tive funds. Tuition and other fees. 13 $40,000 0 0 1,000,000 0 0 20, 000 12, 000 46, 100 130, 000 , 280, 435 185, 000 5,300 332, 000 36, 000 0 72.000 : 50,000 * 350,000 50,000 900,000 3,000 200,000 50,000 260,000 109, 000 666’ 666 o 400,000 40,000 1,000,000 750,000 135,340 808,750 1,391,216 7,317,347 315,000 2,000 75,700 116,721 10,000 25,000 39,381 30,000 140,000 758,731 730,000 3,500,000 1,118,724 250,000 2,000,000 150,000) 83,000 1,025,471 274,330 Income. 14 $8, 000 3,420 19, 000 50. 000 5,000 3, 273 12, 500 20, 230 3, 500 5,989 4, 070 3,400 From produc¬ tive funds. 15 0 $2, 303 0 0 44,000 300 2, 760 3, 900 201, 140 11,098 12, 970 2, 100 0 2,475 State or city appropriations. Cur¬ rent ex¬ penses. 16 0 0 $5,000 25, 198 Build¬ ing or other special pur¬ poses. Feder¬ al ap¬ propri¬ ations. 17 18 73,769 $49,468 331, 396 5, 000 . 20, 000 1 . 130,000 193, 701 From other sources. Total. 19 $9,000 13, 904 0 0 $25,000 1,480 0 7,543 33,182 . ,| 250 2, 800 3,900 40,000 18,07 ....... 1,636 12,000; . 50,000 8,000 *17,952 20,733 457,333 1,200 7,: 4,716 75,000 115,967 4,600 *24,349 71,711 377,315 2, 500 4,980 18,843 0 19,929 0 2,000 7,500 5,000 35,000 20 $17, 000 19, 627 19, 000 50, 000 54, 000 54, 951 12, 500 27, 773 Benefac¬ tions. 4,050 11,549 164. 389 7, 300 829, 473 41,693 9, 000 14.000 30', 970 3, 800 65, 748 36, 725 8. 618 18, 000 750, 000 150,000 0 0 .. 103,500 0 0! 0 o 0 . 11,646 18,368 5,468 6,699 8,225 478 0 36,892 10,000 . b Free to residents; $20 to nonresidents. 12,000! 58,000 21 $13,000 12, 160 1,800 700 303,3' 21,597 52,000 7,000 4,500 0 65,500 15, 630 3,000 12,000 *42,301 60,000 104,090 68,367 853,016' 1,397,200 12,468 . 55,379' 34,354 267,233 35 108,694! . | 36 75,000] 75,000, 37 172,788 9,668 38 4,600 . 39 10,0001 . 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 EDUCATION REPORT, 1905. Table 31. — Statistics of universities and Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. | Number of fellowships. | Number of scholarships. Library. m g © o § Vol¬ umes. Pam¬ phlets. Value. 1 2 4 5 6 7 8 9 10 FLORIDA. $66 0 $157 0 3 13,000 $33,000 University of Florida . ” . (a) 0 120 $150 0 45 4,609 55,690 St. Leo College . 50 0 100 150 1 6,000 3,000 2,500 Florida State College* . 0 $10 105 150 '"6 45 4,000 650 5,500 Rollins College . 50 138 150 12: 2,000 1,000 3,000 GEORGIA. 0 15 80 162 0 0 30,000 50,000 12 0 80 0 0 2,500 500 3,000 Atlanta University. .7 . 16 0 80 80 l 0 12,000 700 12, 000 9 3 64 1,500 200 300 Bowdon College* . 32 1 63 72 0 1 1,000 750 1,000 North Georgia Agricultural Col- lege . 10 80 125 10, 000 4,000 Mercer University . 55 0 100 200 2 L._ 20,000 5,000 10,000 Emory College . . 60 4 90 150 ! 6 30,000 Clark University . 12 6 76 1 1,000 1,200 Nannie Lou Warthen Institute . . . 22 0 72 90 0 0 500 100 300 Young Harris College 15 83 100 800 300 1,000 IDAHO. University of Idaho . 0 2 200 250 0 i 3 5,149 3,800 7,500 ILLINOIS. Hedding College . 48 95 114 18 5,000 1,000 Illinois Wesleyan University 40 10 7, 000 1,000 St. Viateur’s College . . 5 b 275 300 6,000 Blackburn College . 50 2 100 150 0 4 4,000 4,000 Carthage College . 40 5 200 250 0 3 6,000 2,000 5,000 St. Ignatius College* . 40 10 10 24,000 5,800 30, 000 St. Stanislaus College . 30 145 1,500 500 3,000 University of Chicago . 120 175 225 80 240 418, 826 441, 143 James Millikin University . 30 3 100 150 3 25 3, 000 3,500 Evangelical Prosemina.ry 50 6 100 2, 015 1,000 Eureka College . 45 5 130 200 2 7,000 1,000 Northwestern University.... 80 0 256 330 ”'6 7 93, 236 66,228 Ewing College . 30 6 80 90 6,060 3,000 Knox College . 60 175 250 9,000 Lombard College . 55 140 250 14 7,000 3,000 7,000 Greenville College . 48 6 125 150 13 5,000 500 5,000 Illinois College . 50 5 125 175 14 16, 000 Lake Forest College . 40 15 169 187 33 17,000 3,000 HcKendree College _ 36 81 170 8, 000 Lincoln College . 10 20 123 133 0 4, 000 500 Monmouth College . 30 18 130 150 "k 6,000 4,000 Northwestern College . 36 18 125 175 "’6 0 8,000 250 13,000 St. Bede College . 50 0 150 0 0 8, 000 1,200 St. Francis Solanus College . 30 15 140 160 4 7,373 15,000 Augustana College . 36 6 114 133 20, 500 Shurtleff College . 36 7 i 125 140 40 8,000 8,000 University of Illinois . 34 ; 200 350 ”'6 515 80,989 29,850 135,000 Westfield College . 30 5 150 3,000 1,500 Wheaton College . 37 120 200 4, 000 INDIANA. Indiana University . 0 3 160 J 225 }... 50,950 52, 415 St. Joseph’s College . . . 50 130 l 250 150 / 7,200 800 7,500 W abash College . . 50 150 200 1 40.000 10,000 30, 000 Concordia College . 40 1 72 loo! io!ooo * Statistics of 1903-4. a Free to residents; $20 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 619 colleges for men and for both sexes — Continued. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. II $35,000 55,000 300 3,000 16,000 30,000 5, 000 10,000 2, 500 200 8,000 5,000 4,000 47,820 2,000 10,000 5,000 50, 000 2, 500 757, 419 40,000 4,000 10, 500 'so '666 5, 000 460,000 2,500 11,200 62, 516 12,000 20, 000 500 Value of grounds and build¬ ings. 12 $250,000 153,475 25,000 40,000 100,000 520,000 70, 000 280,000 75,000 15,000 25, 000 200,000 200,000 500,000 10, 000 45,000 232, 750 60,000 80,000 100,000 40,000 50,000 200, 000 100,000 7,183,845 240, 000 75, 000 125,000 3, 118, 760 50,000 219, 252 125,000 60,000 243, 894 700,000 65,000 106,000 100,000 100,000 300,000 175,000 243.025 100,000 1,400,000 60,000 179,000 Produc¬ tive funds. 13 $195,000 153,800 65,000 200,000 509,7 21,000 53,000 250,000 222, 115 0 14,000 212,871 65,000 118,350 30,000 50,577 1,000 0 7, 752, 617 200,000 3,806 66,000 4, 120, 694 18,000 272, 212 200,000 228, 720 600, 000 135,000 100,000 239,944 310^)00 0 58, 502 140, 462 623, 710 36, U00 71, 583 500,000 Income. Tuition and other fees. 14 $14,093 11,193 8,000 3,000 5,195 8,146 991 3,350 6, 050 1,000 15,000 12,356 4, 198 2,600 900 5,500 1,500 6, 466 14,000 7,000 504, 554 23,000 5,644 10, 000 c342, 246 14, 782 6, 12; 6,903 7,000 3,837 1,533 19, 127 9,165 31, 183 27,500 6,622 205, 996 351,900 182,000 250,000 200,000 b Including tuition 9,480 4,500 7,700 10,000 13,000 From tive funds. 15 State or city appropriations. ' Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 16 17 $15,004 7,710 4,500 8,000 26,964 840 2,075 8,000 10,790 4,315 1,700 3,259 50 336, 144 32,500 152 1,300 191,148 13, 892 8, 450 25,000 2, 273 6,482 11,375 13, 575 0 6,051 33,000 3,872 25,000 $12,238 55,000 142, 400 0 0 16,500 21,500 $32, 500 0 0 30,928 Feder¬ al ap¬ propri¬ ations. 18 $27,500 25,000 0 0 From other sources, 19 $2,000 3,000 1,475 7,772 300 4,000 2, 455 14, 697 40,000 250,000 276,200 40,000 oi ’’"6 . 6 .190,000 100,000 12, 700 . 35,000 13, 000! c Including dental school clinic sales, $22,858. 502 867 10, 828 2, 800 517 14,339 1,000 8, 815 Total. 20 $29,097 58,641 10,000 62,500 16,195 236, 485 9,603 5,725 6, 050 21,500 23,000 25, 601 18,895 3,300 2, 402 93, 295 20, 643 6; 000 10, 242 14, 050 7,000 888, 305 55, oOO 20, 135 12, 3U0 533, 3y4 28, 674 20,000 6,125 24, 168 32,000 6, 110 8,113 32, 479 31,944 38, 694 13,941 866, 050 1,135; 14,487 294,500 Benefac¬ tions. 5,000; 21 $2,000 20,000 22, 466 455 39,000 500 2,000 100 445 7,259 0 579, 873 500 3, 2c>2 35, UOU 243,019 25,000 15,000 100,000 10,000 5,000 58 9, 455 30,000 400 3,500; 19, 400! 83 4, 150 84 . 85 24,000 86 13,303 * 87 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 EDUCATION REPORT, 1905, Table 31. — Statistics of Name. Indiana— continued. Franklin College . De Pauw University . Hanover College . Butler College . Union Christian College . Moores Hill College . University of Notre Dame. . . Earlham College . St. Meinrad College . Taylor University . INDIAN TERRITORY. Indian University . Henry Kendall College . IOWA. 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. . . University of Iowa . Graceland College . Palmer College . German College . Iowa Wesleyan University.. Cornell College . Penn College . Central University of Iowa . . Momingside College . Buena Vista College . Tabor College . Western College . KANSAS. Midland College . St. Benedict’s College . Baker University . College of Emporia . Highland University . Campbell College . Kansas City University . University of Kansas . Kansas Christian College. . . . Bethany College . Ottawa University . St. Mary’s College . Kansas W esleyan University Cooper College . Washburn College . Fairmount College . Friends University . St. John’s Lutheran College. Southwest Kansas College . . . * Statistics of 1903-4. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. QJ CD a5 a 4h "S o CD VI ) 160 260 27 1 90 100 50 100 150 40 175 225 60 22 150 170 35 120 200 36 100 150 50 2 175 2501 36 6 200 250 40 1 33 80 100 38 3-9 1 125 170! 8,000 20, 000 12, 000 7 000 5,000 3, 000 2, 000 48, 500 3,000 10, 000 6, 000 15, 200 5, 500 3,000 12,000 24, 000 3,000 1,000 4, 100 a $10 to residents; $20 to nonresid 1 9 "‘6 1 . . . """6 1 4 50 0 ■ 0 1 0 1 0 1 '""6 12 4 1 0 ' 0 .... 8 10 41 0 0 ' 11 1 0 ■ 0 14 0 0 .... 0 t 266 6 o 4 1 2 34 J ”*6 .... 4 3 Ti i 0 0 0 0 i 0 0 .... 1 1 J' ... 1! .... Vol¬ umes. 15,000 27,000 20,000 10,000 3,000 5,000 60,000 12,000 16,000 5,000 2,500 3,000 5,175 1.500 3,300 250 13,438 5,000 7,900 2,000 1,050 12,000 34,323 4,022 4,118 75,000 2,400 1,000 1,883 8, 000 25, 536 6. 500 6.000 5, 000 4, 755 13,301 3.500 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 621 colleges for men and for both sexes — Continued. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. 11 $9,000 5, 000 5,000 300,000 50,000 300 5,000 600 750 15,000 7,000 1,500 500 1,000 25,965 2,000 25,000 8,000 *6,000 1,9U0 5.500 *207,750 1,116 1.500 2,692 7,000 36,000 4,200 9,000 5,775 25,000 5,000 2,000 2,500 25,000 .31,000 1,000 5,000 2,000 255,000 400 6,000 6,000 Value of grounds and build¬ ings. 12 2,000 500 54,750 4,000 2, 500 6,621 Produc¬ tive funds. 13 Income. Tuition and other fees. From produc¬ tive funds. 14 $110,000 400,000 150,000 125,000 25,000 60,000 2,000,000 200,000 200,000 76,500 65,000 100,000 130,000 55,000 80,000 29,000 100,000 85, 000 277, 000! 150, OuO 100,000 250, 000 * 300, OUO 40, 000 123,000 1,250,000 23, 165 20,000 20,000 156, 000 256,672 o2, 000 60,000 200,000 33,000 88, 50’ 68,000 75,000 97,000 100,000 99,000 30,000 85,000 50,000 800,000 15,000 175,000 107,900 130,000 60,000 35,000 328,500 104,000 200.000 35,000 70,000 $312,000 390,000 200,000 200,000 74, 797 25,000 60,000 262,000 0 $4,710 21, 000 15 $11, 527 18, 500 6, 000 14, 000 2,502 4,212 5,000 1,000 236, 53, 1, 12, 10, 100, 255, 20,600 3,000 7, 648 7,000 3,500 9,540 4,500 4,270 3,000 150, 100, 355, 7, 76, 235, 51, 29, 60, 490, 106, 75, 17, 51, 88, 5, 12,000 9,400 1,500 State or city appropriations. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. 16 [ 17 700 4,542 23,930 8,000 3, 650 19,791 420 3,466 12,000 0 '2,000 2,000 5,000 16,877 4,000 Feder- propn- ations. From other sources. 19 Total. $12, 500 254 25, 800 0 11,500 4,267 20 $16, 237 52,000 Benefac¬ tions. 20,000 6,968 6,000 5,849 1,000 58,400 14,500 11,915 12, 849 3, 500 18,940 7,000 4,270 3,700 15, 683 25, 00Q 0 0 0 4,000 405 8,000 3, 989| 0 1,2071 1 . $185, 500 0 $245, 500 0 oo 17, 153 4,232 2,39 7, 251 1 4,810 5,831 5,000 899 28,000 2.300 1,200 11,515 1,800 22,000 1,200 60,000 6,234 25,620 5,200 3.300 29,289 6,140 6,000 700 10,617 2,000 's’ 666 2,400 0 6,650 300 3,000 5,612 0 1.500 5,525 2,141 2.500 533 1,326 8,500 0 500 170,000 0 3,000 . . 10, 212 237 0 0 .. 2,200 6,000 '6,' 666 50,500 0 9,000 0 6,700 2,300 1,100 4,835 3,620 1.500 3.500 4,029 6,719 96, 672 50, 000 12,000 18, 300 47,888 13,420 24, 534 493,000 1,696 2,620 5,069 22, 400 47,480 14,852 27,365 6,866 12,061 8,031 11,000! 40,000! 2, 300j 3, 600- 11,515 10, 800 249, 150' 1,500, 72,700 11,8-6 25, 620 7,500 5,900 39,649! 11,901 10,000 4,200 15,179 o $5 to residents; S10 to nonresidents. 21 $59,000 1,239 2,000 0 1,825 11,500 .5uu 12, 321 1,850 30,000 30.000 2 , 000; 76, 300 10,000 12,252 16,441 500 18 2,000 114,274 12,500 1,000 3, 105 5,000 3 f 10,000 5,000 io,ooo1 is'6661 9,8991 ED 1905 — VOL 1- -43 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 11'.! 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 175 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 EDUCATION REPORT, 1905. Table 31. — Statistics of universities and Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. Number of fellowships. Number of schoarships. Library. GG 05 CD o '3 Eh GO © 42 u © O CG © £ o hJ < 6 g © T3 o 3 Vol¬ umes. Pam¬ phlets. I ! I Value. 1 2 3 4 5 6 7 8 9 10 KENTUCKY. $40 $8 $92 0 0 2,000 500 21 $70 125 20,000 50 16 115 240 21,000 8,000 $20,000 45 10 160 230 30 14,000 3,000 50 130 50 50 Agricultural and Mechanical Col- 25 5 76 133 10 5,913 13,066 12,843 lege of Kentucky. Kentucky University . 30 1-5 135 185 10 17,642 25,000 50 7 114 114 6 3 6,000 40 15 140 4,000 1,200 4,000 30 20 150 250 100 LOUISIANA. (a) 5-25 121 121 o 24,000 28,536 Jefferson College . 8 b 250 o 6 7,600 500 4,500 Centenary College of Louisiana *. . 50 14 114 0 0 2,000 1,000 3,500 College of the Immaculate Con¬ 60 18,476 4,816 10,000 ception. Leland University. . . 90 3,000 New Orleans University*. . 9 100 150 o 0 5,000 Tulane University of Louisiana . . . 85 15 180 295 1 246 25,000 5,000 20,000 MAINE. Bowdoin College . 75 0 260 350 1 100 82,000 110,000 Bates College . 50 21-24 109 171 72 24,742 30,000 University of Maine . 30 30 143 152 2 4 27,200 8,300 30,000 Colby College . 60 30 225 300 70 42,200 20,000 30,000 MARYLAND. St. John’s College. . 75 46 172 83 9,000 9,000 Johns Hopkins University . 150 5 175 200 "22 90 123,000 100,000 203,000 Loyola College . 50 13 0 19 40,000 5,000 20,000 Morgan College ..... _ 36 1 . 4 3, 000 500 1,500 Washington College . 50 38 81 6 70 3,000 Rock Hill College . 40 b 260 8,000 4,000 15,000 St. Charles College.. 19,000 Mount St. Mary’s College*. _ _ 20 b 300 2 27,000 70, 000 New Windsor College . 45 155 185 6,000 ' . 6,000 Western Maryland College 45 180 6,000 1 . MASSACHUSETTS. Amherst College . . 110 190 250 80,000 Boston College . 60 75 45,000 Boston University 125 250 350 2 110 30,000 Harvard University 150 4 250 400 35 378 700,342 400,650 American International College... 40 95 120 2,500 1,000 3,500 Tufts College . 100 25 125 200 2 87 52,685 35, 021 50,000 Williams College 140 323 500 6 85 53,000 18,000 Clark University* 32 30,000 100,000 Collegiate Department, Clark Uni¬ 50 175 200 35,000 versity. College of the Holy Cross * . 60 22 185 235 0 8 20,500 20,000 MICHIGAN. Adrian College . 15 168 6,000 1,000 5,000 Albion College . 30 95 133 12 17,000 5,000 30,000 Alma College 32 2 117 144 ’6 33 19,234 17,817 University of Michigan . (e) 133 190 7 5 194,898 20,000 350.000 * Statistics of 1903-4. a Free to residents; $60 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 623 colleges for men and for both sexes — Continued. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. II $1,500 102,091 10,000 3,000 79,307 5,000 1,000 Value of grounds and build- 12 $50, 000 240, 870 216,000 128,000 25,000 691, 988 446, 000 100,000 90, 000 75, 000 337,000 90,000 100, 000 500,000 250, 000 1,000- 150,000 115,000 655,000 20,000 10,000; 54,000 15,000 930,000 400,000 285,000 300,000 50,000 500,000 175,000 1,180,000 5,000 5,000 15,000 25,000 Produc¬ tive funds. 13 $378,000 509, 772 500, 000 *230,000 Income. Tuition and other fees. 14 144,075 330,000 130,000 65,000 318,313 0 115,000 2,368,000 969, 000 421,487 218, 300 425,000 5,000 4,845,000 $6, 570 49,000 8,662 5,000 5, 542 10,640 5,500 15, 000 2, 750 8,930 5,000 14, 500 15,000 83,800 31,716 13,764 30, 639 19, 500 From produc¬ tive funds. 15 $23,352 25,000 13,380 8,644 19, 431 6,500 3,250 14,556 0 66,000 42, 659 22,778 9,915 17,000 4,000 20,400 12, 213 15, 600 5,576 221, 285 & Including tuition. 26,000 255, 000 230, 35' 54fi, 000 10,500 97,000 181,000 3,200 2,851 6,807 25,000 3,000 43,500 79, 706, 4, 115, 72, 262 1,014 69,000 State or city appropriations. Cur¬ rent ex¬ penses. 16 $37, 627 15,000 0 26,000 16,700 25,000 0 14,000 11,786 775, 364 400 62, 500 66,036 50,000 320 1,500 14,500! 12, 591! 38, 500 ! 403,525 Build¬ ing or other special pur¬ poses. 17 Feder¬ al ap¬ propri¬ ations. From other sources, 18 $36,375 0 0 $23, 700 0 28,159 0 15,000 0 "l, 500 40,000 19 $150 5,000 1,028 22,342 1,800 21,379 0 Total. 20 $29, 922 74, 150 27,042 5,000 89,216 52, 413 12,000 15,000 7,800 ,000 11, ( 3,000 Benefac¬ tions. 21 148 $141,285 149 3,000 150 12,419 151 152 153 . I 25,000; 154 7,000 155 . | 156 60,000 157 111,724 . 158 0, 159 3,000 8,000 . 160 14,500 . 161 162 22,000! . 163 149, 800 12, 900 164 85, 464 • 36,542 106, 554 36,500 45,200 . 303,000 4,000 3,113; 29, 321 . 25,000 . 3,000 3,500 58.384 165 17,307 166 50,000 167 41,500 168 169 170 171 172 173 174 175 176 177 178 56,000 COO 14,341 112,500 70,000 69, 656 160, 781 143,830 1, 625, 875 . 4,880 6,000 183,700 4, lo2 142,862 498 10,000 3,962 100,440 14,211 9,000 189 40,100 . ! 190 22,129 7,681 191 763,7501 20,000 192 c$30 to residents; $40 to nonresidents. 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 226 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 EDUCATION REPORT, 1905, Table 31. — Statistics of universities and Name. 1 Michigan- -continued. Detroit College . Hillsdale College . Hope College . Kalamazoo College . Olivet College . MINNESOTA. St. John’s University . Augsburg Seminary . University of Minnesota . . . Carleton College . St. Olaf College.. . Hamline University . Macalester College . Gustavus Adolphus College. . . : . . . Parker College . . MISSISSIPPI. Mississippi College . Rust University . Millsaps College * . University of Mississippi . MISSOURI. Southwest Baptist College * . Pike College* . Missouri Wesleyan. College . Christian University . Clarksburg College . University of Missouri . . . Central College . Westminster College . Pritchett College * . La Grange College . William Jewell College . Missouri Valley College . Park College . Christian Brothers College.. . St. Louis University . Washington University . Drury College . Tarkio College . Central Wesleyan College . MONTANA. University of Montana . NEBRASKA. Bellevue College . Cotner University . . . Union College * . Doane College . Grand Island College . Hastings College . University of Nebraska . Creighton University . Nebraska Wesleyan University... Y ork College . i Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. 1 Number of fellowships. j Number of scholarships. Library. Tuition fees. Other fees. Lowest. Moderate.. Vol¬ umes. Pam¬ phlets. Value. 2 3 4 5 6 7 8 9 IO $60 $15 0 9 12, 487 2 22 $76 $114 0 0 14, 128 $19,262 18 150 200 15,000 30 .... 9,000 3,500 50 185 210 0 11 30, 100 25,000 50,000 50 lu 150 20,000 5,000 30,000 30 2 60 2 ‘3,000 2,000 3,000 10 3-5 200 300 2 107,800 3,100 95,000 40 10 175 225 20 20,000 16,800 15 8 100 "’6 6 5,850 1,200 5,500 34 12 114 214 7,000 2,000 10,000 32 12 105 133 2 8,200 800 3,500 32 150 175 ”'6 0 9,000 3,000 2,000 27 100 150 3,200 100 3,000 35 100 150 1 3,000 500 4,000 14 75 5,000 3,000 5,000 30 6 70 100 5 5,000 5,000 12,000 0 15 120 160 "6 7 23,040 2, 500 30,000 40 0 90 150 0 0 1,000 200 500 • 40 5 90 126 0 0 1,825 621 2,000 37 3 95 114 2,500 3,000 38 2 150 175 0 0 4,500 8,000 40 10 60 100 3,500 2,000 4,000 0 5 175 225 7 7 69,410 500 118,710 50 10-15 120 150 7,000 10,000 50 110 170 7 4,993 2,000 3,000 46 6-8 125 150 6 15 1,000 40 150 1 7,000 1,000 10,000 40 10 ioo 150 25 13,000 6,000 15,000 36 15 126 47 11,000 23,846 30 3 114 152 70 15,000 9,000 50 7 320 400 "'6 20 10,300 1,500 10,000 60 15 160 200 0 10 46,300 12,000 200,000 150 300 50 28,000 35,000 50 8 75 . 125 20 28,500 20,000 15,000 30 2 111 128 1,981 500 4,000 36 100 125 2 8,000 2,000 8,000 0 12 175 210 16, 000 7,000 25,000 80 0 120 120 5,280 2,800 • 5,849 25 5 105 150 2,000 500 37 8 90 100 0 0 3,000 3,000 35 100 140 7 9,796 6,012 7,200 30 10 140 200 "’6 3 5,642 5,230 6,000 23 7 86 3,700 («) 8 150 22C 12 3 66,000 145,000 0 20 135 162 15,000 1,500 10, 000 25 125 175 27 5,600 2,000 10,000 32 72 90 _ 1,500 1,000 2,500 a Pree to residents; 820 to nonresidents. * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 625 colleges for men and for both sexes — Continued. 4,681 8,242 15,000 236 1,000, 237 144.000 238 7,550 239 5,2611 240 241 242 243 244 245 246 247 248 249 250 251 I 252 253 254 255 256 I 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 EDUCATION REPORT; 1905. Table 31. — Statistics of universities and Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. 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 io NEVADA.. $144 7,852 3,200 $19,774 NEW HAMPSHIRE. Dartmouth College . $100 $25 $175 275 1 200 100,000 20,000 150,000 50 150 5,100 2,200 NEW JERSEY. 60 10 8 15.000 500 5,000 60 9j 000 75 24^54 152 0 440 49, 320 5,000 49,000 150 14 175 300 13 119 192,000 55,000 a 380 1 40,000 2,000 | NEW MEXICO. University of New Mexico ... . (*) 7 180 225 5,000 2,000 4,000 NEW YORK. Alfred University . 40 5 100 200 0 100 17,568 9,986 22,500 St. Bonaventure’s College . 60 5 150 175 0 0 8, 907 590 30,000 St. Stephen’s College . ! 45 180 2 18, 350 20,000 Adelphi College . 180 ' 6 7 10,500 9, 000 Polytechnic Institute of Brooklyn 200 0 190 266 0 17 11,000 0 15,000 St. Francis College . 60 , 5 150 160 0 7 4, 132 1, 135 9, 855 St. John’s College . 60 10 190 247 0 30 7,000 4,500 5,000 Canisius College . 50 200 220 17 24,600 300 77,000 St. Lawrence University . . 50 10 160 40 25,000 10,000 Hamilton College . 75 300 400 1 75 44,000 36,000 75,000 Hobart College . 80 20 95 152 60 44, 615 14,623 50,000 Colgate University . 60 11 126! 144 200 38, 675 75,000 Cornell University . 100 *25 17 311, 897 48,000 621, 482 College of St. Francis Xavier . 100 . 0 34 105, 840 College of the City of New York. . . 0 0 3 0 37, 221 3,480 75,000 Columbia University . 150 12 284! 472 30 225 375, 521 150,000 800,000 Manhattan College . 100 200' 250 0 11 10, 898 3, 486 18, 766 New Y ork University _ ........ 100 25 186 224 5 75 81, 709 117, 634 St. John’s College . 100 20 300 0 46 36,900 80, 000 Niagara University . . . 110 ioo 110 0 4 18,000 2,000 30,000 University of Rochester _ 75 21 241 296 119 42,500 Union University* . 75 24 175 300 75 35,460 38,500 Syracuse University . 75 33 250 400 2 66,038 24,808 112, 984 NORTH CAROLINA. St. Mary’s College . 40 160 7 10,000 700 12,000 University of North Carolina . 60 22 90 110 2 116 43,000 20,000 100,000 Biddle University. . 120 12,800 800 Davidson College 60 25 i66 140 0 24 16,000 12,000 Trinity College ... 50 20 128 148 70 30,004 12, 815 Finn College . _ _ . . . 50 5 70 100 2,500 200 3,500 Guilford College . 60 50 120 0 2 5,000 10,000 Lenoir College . 40 3 59 63 0 2 2,000 1,000 1,500 Catawba College . 41 9 ! 72 90 3,000 1,000 5,000 Shaw University* . 12 4 . 63 0 0 2,300 2,300 Livingstone College . 8 19 _ 64 6,000' 15,000 Wake Forest College . 50 25 92 110 0 0 17,000 5,000 15,000 Weaverville College . 25 2 i as 72 0 0 1 1,300' 1,500 * Statistics of 1903-4. a Including tuition. .UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 627 colleges for men and for both sexes — Continued. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Tuition and other From produc¬ tive funds. State or city appropriations. Cur¬ rent ex¬ penses. Build¬ ing or other special pur¬ poses. Feder¬ al ap¬ propri¬ ations. From other sources. Total. Benefac¬ tions. 11 12 13 14 15 16 17 18 19 20 21 $52, 185 50,000 75,000 $210,059 1,350,000 150,000 100,000 20, COO 530,000 10,000 5,000 48,000 14.300 6,500 55, 500 78,968 1,203 1,000 154,000 13,000 10,000 10,000 40,000 941,792 22.300 44,770 121,367 55,000 55, OOOi 152, 594 ! 32,000 223,071 1,200 75, 000 7,000 25, 000 61,512 8, 000 10,000 500 2.500 400 10, 000 1.500 500,000 r5,ooo 99,000 217. 500 250,000 439, 556 498,594 202.500 620,000 300,000 151,000 500,000 227,480 420,000 170,086 730,000 600,000 217,563 804,616 962,907 993,795 180,000 473, 179 500,000 135. 500 200, 000 425,000 260, 000 180, 000 245, 145 60,000 100, 000 40,000 20,000 135, 350 125, 000 100, 000 28, 000 $146, 893 2,600,000 $1,800 57,000 $6,032 $25,000 104,000 3,000 516,000 2,880,000 6,030 101,257 40,000 500 25,070 132,318 0 348,000 103,000 75, 750 426, 452 0 0 17,000 488,343 600,000 440,476 725,000 678,246 0 405, 128 0 092, 410 28,930 0 833,302 551,392 207,275 4, 10, 1, 116, 88, 21, 15, 34, 6, 15, 3, 21, 342, 30, 499, 27, 208, 21. 45, 26, 51, 147, 14,231 5,150 2,543 5,938 0 0 1,100 27,736 30,000 20,494 55,064 420,777 0 561,335 0 73,734 0 0 35,155 27, 187 63,940 145, 000 7, ooo: 100, ooo; 640, 339 30,000 65, 000 5,000 15,000 32,000 5,000 210, 000 38,000 12, 780 18, 325 16, 022 4, 888 8,540 4,633 7,500 250 5, 660 37, 083 1,530 3, 375 150 4,683 731 12,000 2,000 280 300 22, 000 $24, 675 $40, 000 20,000 $98,205 181,000 $1,500 110,000 500 3,500 2,473 0 0 18,000 40,000 0 0 100 6,218 845 250 18,855 754 1,551 20,200 11,154 25,000 40,000 38,500 1,655 11, 160 129,547 313,362 100 0 81,193 12, 158 72, 908 179,516 15,000 19,262 0 52,102 73,690 233,575 40,000 18,500 25,319 10,000 25,850 120,632 95, 554 41,463 15,000 46,254 34,220 45,000 25, 768 87, 456 996,483 30,000 313,362 ,141,844 39,700 355, 152 200,998 60,000 80,836] 79,265 263,933 14, 191 214,606 500 241 242 243 244 245 246 247 248 249 8,365 250 0 251 . 252 2,060: 253 12,217, 254 315 0 70,000 45,000 50,000 3,500 2,053 21,850 350 1,074 18,658 7001 144,000 13, 030 23, 985 53, 105 8,471 33, 765; 5,133’ 8, 000i 6, 037 19,689 34,000 2, 700 255 256 257 2.58 259 6,250 260 29,978 261 245,371 262 7,200 ’ 263 0| 264 1,180,406! 265 0 266 267 268 269 270 271 272 98,23 5,014 2,000 66,693 122,623 15,500 11,000 87,000 10,000 5,000 3,000 5,000 280 281 2S2 10, 769] 283 . 284 4, 200! 285 273 274 275 276 277 278 5 Free to residents; $40 to nonresidents. 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 EDUCATION REPORT, 1905, Table 31. — Statistics of universities and Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Library. GO $ cl o 3 E-i GO CD •S o> ,3 O GO 1 o © 4-^ g O & Vol¬ umes. i Pam¬ phlets. Value. 1 2 3 4 5 6 i 7 8 9 10 NORTH DAKOTA. Fargo College . $32 $2 $150 $200 0 0 6,000 $5,000 0 145 250 o 0 15,000 4,000, 25,000 36 0 117 200 1 600 1,200 OHIO. Buchtel College . 40 7 133 160 0 25 7,000 6,000 45 3 115 145 8,970 11,000 10, 500 Ohio University. . . 0 15 140 175 6 0 19,000 3,500 40,000 Baldwin University . 36 160 180 8,000 2,000 German W allace College . 39 110 , 140 3,940 3,000 22 4 130 o 3 1,000 . 200 800 St. Xavier College . 60 10 1 0 27,600 University of Cincinnati . 75-100 5-15 250 350 5 17 100,000 73,500 100,000 50 10 o 7 12,300 20,500 85 171 209 50,000 20,000 50,000 Capital University . 40 150 175 0 38 5,000 1,000 20,000 Ohio State University. . . . . 18 200 320 15 58,522 8,500 185,000 St. Mary's Institute . 50 10 130 150 6,000 300 10,000 Defiance College . 36 130 160 20 3,000 4.000 Ohio Wesleyan University . 37 125 250 ’ "i 14 45,000 43^000 Findlay College * . 32 6-12 126 200 1,000 1,000 3,000 Kenyon College . 75 16 125 175 35,000 40,000 Denison University . 40 20 110 140 30,000 5,000 75,000 Hiram College . 48 0 120 175 10,000 10,000 Lima College * . . 40 2 148 160 1,000 500 1,000 Marietta. College _ 30 20 o 50 60,000 15,000 Franklin College ... 40 5 140 i60 o 0 Mns'kinP'nm College _ _ 45 150 175 2 3,600 3,750 Oberlin College . . . 75 .... 100 125 "’6 64, 800 58,400 125,000 Miami University . 0 15 150 250 21,549 50,000 Richmond College* . 60 86 150 3,000 500 Rio Grande College . 28 0 80 100 0 0 3,250 1,000 3,000 Scio College . 36 3 Wittenberg College . 50 3 185 210 12,000 2,000 20,000 TTei del berg University _ 26 25 150 200 15,000 Otterbein University . 42 125 200 1 11,500 4, 500 10,000 West Lafayette College . 36 60 100 1,518 817 2, 500 Wilmington College 40 76 95 3,500 2,500 University of Wooster . 45 15 90 150 74 25,000 10,000 15,000' Antioch College . 37 90 120 7,000 500 8,000 OKLAHOMA. University of Oklahoma . 0 0 150 225 0 0 7,000 5,000 15,000 OREGON. Albany College . 50 150 200 o 0 2,650 800 Dallas College . 35 95 133 1,800 500 2,000 University of Oregon _ 15 150 200 16, 000 1,000 Pacific University . 48 8 115 135 0 9 12,700 1,100 15,000 McMinnville College . . 30 6 120 175 33 4,400 6,200 Pacific College Philomath College. _ _ 26 2 86 95 1,000 1,000 1,250 Willamette University PENNSYLVANIA. Western University of Pennsyl¬ 100 20 152 190 l 37 15,000 5,000 vania. Muhlenberg College . 75 10-25 120 205 39 10,000 2,000 5,000 l\phft-prvn Vftllpy r.nllPQ-p * 50 5 126 20 10.000 St. Vincent College. .7 . 60 . 350! 1 1 40,500 . * Statistics of 1903-4. a Including tuition. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 629 colleges for men and for both sexes — Continued. Value of sci- Income. entific appara¬ tus, ma- Value of grounds and Produc¬ tive State or city appropriations. Benefac¬ tions. chinery, and furni¬ ture. build¬ ings. funds. Tuition and other fees. From produc¬ tive funds. Cur¬ rent ex¬ penses. 1 Build¬ ing or other special pur¬ poses. Feder¬ al ap¬ propri¬ ations. From other sources. Total. 11 12 13 14 15 16 17 18 19 20 21 $7, 000 100,000 1,000 8100, 000 500,000 55,000 175,000 168,000 750, 000 250, 000 94, 000 $150,000 479,339 49,000 185, 000 $7, 000 $8, 500 15.325 2, 500 11,038 $15, 500 156,121 $4,000 $62, 796 $78, 000 0 6,000 25,000 35,000 3,250 0 5,500 5,855 16, 049 8, 470 11,000 *'$i,’5o6 9,500 16, 893 24, 291 112,763 18, 000 105, 000 75,000 6, 000 5,000 500 0 0 0 116, 777 111,272 77, 000 5, 800 5, 564 2,442 98,729 4,500 500 16, 000 16, 585 4,000 1,500 3,400 10,000 144' 960 40,000 25', 000 100,000 565, 000 190, 000 100, 000 1,300 2,200 0 500 7,000 96,500 11,000 15,000 40, 000 425,000 12,000 1,500 31,300 600 30,000 50,000 8,000 2,000 0 0 0 0 1, 445, 788 56, 711 9,000 4,500 60,000 43, 034 30,000 4,000 48, 963 66,305 171,979 21,000 10, 000 19, 000 13,500 160, 000 477, 610 31,000 75, 000 1,600,000 695, 838 0 1,500,000 2, 700, 000 600, 000 60,000 848, 380 102, 113 435,000 400, 000 125,000 50, 000 240, 000 32, 000 42, 000 1,045.000 840, 000 40, 000 40,000 90,000 36, 769 10, 000 37, 393 1,000 50,000 102,025 0 293, 582 0 $41, 832 0 $25,000 0 45, 000 944, 426 53, 937 2,500 40, 282 2,584 21, 746 28, 000 8,888 6,500 83, 109 8, 389 34, 246 2,000 40, 713 23, 085 5,039 12,500 34, 000 9, 134 0 0 0 14, 742 766 580,000 750, 000 175, 000 12,500 125, 000 62,000 18, 022 1,474 262, 647 0 42, 000 1, 634, 400 20,000 5,662 3,500 6, 323 123, 300 7,387 1,300 1,800 11, 858 0 0 0 1,624 19, 144 13, 621 5,000 2,500 50, 000 12,000 500 4,000 0 3, 167 0 0 0 0 2,500 3,500 11, 990 182, 491 147,379 7,500 2, 650 53, 691 8,348 0 80,213 0 29,649 o 500 21,782 277,300 1,300 6,470 77, 000 4, 670 850 12,000 10, 000 4, 000 2, 100 5,000 130, 000 125, 000 82, 500 24, 000 100,000 419, 185 50 000 310, 000 250, 000 108,500 12,666 4,200 ! 10,302 1,450 6,000 30, 485 2,000 14, 000 7,500 5, 132 2,666 6,500 28, 000 18, 200 15, 434 : 90, ooo; 40, 000 27,695 i . 1,700 3,150 3, 0001 40,000 386, 590 100,000 2,000 15, 240 4, 500 10, 000 139 . 8,000 10.000 45, 725 61,000 2 000 6,500 170 60,000 i non 250,000 40 000 30,000 25,000 65,000 3,300 18 000 4,500 2 000 2, 550 7,189 1,000 -L, UUU 19 non 700 9,385 10,500 2,000 2,700 1,500 Z, OUU 15, 000 9,500 JLZ, UUU 175, 000 95, 000 40 000 155, 000 213,000 40 000 2, 790 6,211 4,757 1 47, 500 0 I . 59, 675 | 17.666 6,757 0 0 9o5 10,955 1,400 o, uuu 500 15 000 4,200 1,500 300 100 1,900 ! 138, 438 i non rfiQ 1 Qfi 85 266 20 441 3,500 109,207 6,925 OUU; loU oka nnn *±DjZi, Oi o i7fi non 3,967 10,087 4, 42C 1 18,454 42,509 110,000 1 , uuu 7 ^nn 900 000 75 000 / , ouu X/UU, UUU * U, UUU 150,0001 0 . 1 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 63l 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 EDUCATION REPORT, 1905. Table 31. — Statistics of Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. Number of fellowships. Number of scholarships. m Q) *2 a o 33 *3 CT3 a CD Q) rd O 1 o 139,233 30, 500 16, 000 290,000 75,000 85,000 3,674 7,000 14,742 6,700 24,000' 3,000 8,000 7,995 16, 169 1,600 2,000 1,400 7,000 12,000 1,000 1,639 6,492 3,893 "X, 276 4,000 1,000 7,500 6,394 1,107 1,100 13,000 60,000 25,000 2,500 3,600 7,000 175,000 50,320 665,937 12,000 17, , 133, 716 264, S29 129,000 1,600 31,509 9,000 213, 158 17, 978 4,833 200 6,0001 1, 600 9, 500 15, 6001 7,000! $17,489 337 10,000 338 5,000 339 130,000 340 341 4, 659 16,368 1,000 12,000 27, 126 24,000 52,000 833,897 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 0; 357 10,375 358 360 361 362 363 364 365 100,000 900 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 &34 385 386 387 c 86,000 acres of land. 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 EDUCATION REPORT, 1905. Table 31. — Statistics of Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Tuition fees. Other fees. Lowest. Moderate. Vol¬ umes. 1 2 3 4 5 6 7 8 Tennessee— continued. University of Tennessee . $60 $21 $140 $180 5 319 25,000 Cumberland University . 50 25 75 150 0 6 5, 000 Bethel College . 50 4 100 120 1,000 18 80 100 13,000 72 10 225 7, 500 36 100 117 3,000 Fisk University . I 10 2 92 92 16 8,000 Roger Williams University . 12 5 72 72 ""6 0 6, 321 V anderbilt U niversity . 85 15-35 200 250 15 26 15, 000 Walden University . 12 1 45 76 0 0 7,300 University of the South . 100 14 190 215 0 38 24, 880 40 10 60 80 3,850 50 150 0 3 2,000 Greeneviile and Tusculum College . 27-36 3 72 90 8,400 Washington College . 30 1 65 75 3 3,000 TEXAS. 60 160 University of Texas . 0 15 150 200 25 103 46,000 Howard Payne College . 50 10 100 125 15 2,000 Fort Worth University . 48 2 125 165 Polytechnic College . 56 20 100 120 1 2,300 St Mary’s University . 36 9,000 Southwestern University . Burleson College . 50 3 125 150 250 Wiley University . 10 20 84 100 4,500 Texas Christian University* . 50 0 125 125 0 0 3,350 Austin College . 50 11 200 250 4,000 Baylor University . 60 250 350 2 11 ' 14,983 Paul Quinn College . . . 40 0 75 0 Trinity University . 50 10 175 200 5,000 UTAH. Brigham Young College . 11 95 143 4,500 University of Utah . 15-30 175 200 2 23,500 VERMONT. University of Vermont and State 60 33 250 350 0 60 70,954 Agricultural College. Middlebury College . 80 12 140 200 0 120 28,000 Norwich University... _ _ 65 150 185 10,000 VIRGINIA. Ranuorph-Macon College — 75 35 108 135 39 11,000 Bridgewater College . . 48 1 75 120 1 5,000 University of Virginia . 75 40 190 275 ”*6 73 60,000 Emory and Henry College . 50 18 110 140 5 12,000 Fredericksburg College . 55 5 135 2 1,000 Hampden-Sidney College . 50 22 125 225 26 14,000 Washington and Lee University.. 50 30 100 150 "*i 65 45,000 Richmond College . 70 20 110 160 0 50 15,000 Virginia Union University . 12 8 72 5 11,000 Roanoke College . 50 12 106 150 40 23,000 College of William and Mary . 35 13 90 108 13 10,000 WASHINGTON. Vashon College . . 80 227 500 Universitv of Washington . 0 0 175 275 0 4 18, 900 Gonzaga College . 50 12 200 1 6,650 University of Puget Sound * 45 100 250 2,500 Whitworth College 54 252 260 7,000 Whitman College . 50 5 198 243 6 44 11, 200 * Statistics of 1903-4, UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 633 colleges for men and for both sexes — Continued. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or city appropriations. Feder¬ al 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 1© 20 21 $118,852 $493, 331 250,000 20, 000 112, 000 95, 000 10, 500 350, 000 150, 000 800,000 135, 000 399, 219 2,500 65,000 49, 400 60,000 100,000 700,000 45,000 $425,000 150,000 $13, 522 8,000 3,500 11,935 $24,210 6,000 0 0 $40,000 $9,599 $87, 331 14,000 3, 500 27,271 $8,800! 800 10,000 6,000 . . ! 307,364 12, 836 2,500 112,000 2.500 8, 690 1,237 66,000 19, 300 19, 421 5,600 3,000 5,216 1.500 2,500 19, 360 1,449 134, 000 37, 300 99, 799 5,600 3, 000 5, 381 2,750 50,200 0 1,400,000 42,000 152,275 0 0 2, 158 25,000 0 626, 716 2, 382 0 68,000 2,000 10,378 $288 0 8,000 212 5,200 428 5,000 100,000 900 0 0 0 0 0 . . . . 16,000 70,000 8,000 33,051 1,000 500 7,750 3,000 2,000 125, 000 2, 500 0 72 1,250 0 0 0 0 93 0 3,200 8,000 12, 936 8,500 111, 008 125,000 3,342 252, 286 8, 500 500 800 400 100.000 eo;ooo 18, 500 $18,000 543 37,043 30, 000 70, 000 200,000 50,000 600,000 100, 000 81,488 102, 475 425, 200 822,000 200,000 145,000 96, 700 45, 000 1, 500, 000 100, 000 15,000 150, 000 454, 000 500, 000 250,000 100, 000 i 150, 00G i 55, 000 i 690, 000 i 250, 00C 1 35,000 155,000 ) 198, 485 5,600 9, 000 25,000 4,500 50,000 3,000 5,600 15, 000 20, 000 6, 500 65,000 21,500 31, 762 32, 570 142, 550 102, 828 26,000 1 20, 368 26, 776 7, 150 164.000 13,614 500 10, 000 50,000 25,000 150 5,000 15, 261 90,000 66,620 22, 500 27,000 17,030 300 100,000 2,500 6, 000 5,000 300 35,000 115,000 2,000 2, 583 12, 417 18,500 . 600 500 960 73,000 100, 000 60,000 657, 550 410,000 5,000 201, 428 5,000 378,000 25,000 6, 418 14,800 18, 166 3,000 6, 811 9, 585 7,000 • 68, 000 9, 201 4,395 2,400 35,035 20, 600 557 17, 191 150 22,000 3,472 21, 757 26,350 3, 627 54,000 6,000 45,000 40,000 2,400 3,000 1,100 100,000 20,000 7,000 725,000 675 10, 000 40, 000 31,000 3,666 941 5,000 75,000 10,000 2,000 6,000 3, 000 50C 100,000 12, 20C 2, 50C 140, 000 864, 457 355, 000 90, 000 71,000 134, 000 0 1,987 10, 546 13,000 2,000 9,809 48,000 20,000 3,500 11,796 58, 546 33, 000 5, 500 2,000 51,000 12,000 21,000 1.500 18, 500 2,280 - 35,000 4. 500 5,500 0 25, 000 0 300,000 32,000 18, 500 302, 280 35, 000 33,000 9.300 , 77,269 10,000 \ 0 0 0 0 i 30,000 | 15,000 28.500 1,800 43, 734 1 7,500 13, 920 . . 16, 700 1,285! 27, 35C i 238, 153 i i9,6i5 0 o| 0 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 EDUCATION REPORT, 1905. Table 31. — Statistics of universities and Name. Annual ex¬ penses in college de¬ partment. Annual living ex¬ penses. 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 WEST VIRGINIA. Morris Harvey College . $33 0 $90 $108 0 0 2,000 1,000 $2,000 Bethany College . 36 $12 105 120 34 7,000 1,200 6,000 Davis and Elkins College . 50 3 160 West Virginia University . 37 9 . 150 200 0 0 20,500 600 40,000 WISCONSIN. Lawrence University . 6 34 90 125 0 2 22,000 35, 000 Beloit College . . . . . 36 20 116 260 33,400 12, 500 35, 000 University of Wisconsin . (a) 22 200 300 29 14 100, 356 30,000 188, 141 Milton College . 30 6 90 | 150 10 7, 425 2,000 10,000 Concordia College . . . 0 0 68 6 0 4, 100 400 2,500 Marquette College . . 60 10 114 | 133 0 5 10,400 1,550 4,750 Mission House . . . _ 20 10 1 100 0 0 7,000 Bipon College . 39 150 250 13,380 16, 000 Northwestern University . . . 30 5 75 100 6, 815 500 10,000 Carroll College . . 40 3 100 140 2,000 600 2,000 WYOMING. University of Wyoming . P 0 2 200 250 0 0 18,52$ 10,000 27,857 a Free to residents; $30-$ 40 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 635 colleges for men and for both sexes — Continued. Value of sci¬ entific appara¬ tus, ma¬ chinery, and furni¬ ture. Value of grounds and build¬ ings. II $1,000 2,500 1,600 73,500 25,000 72, 000 584, 117 5,000 1,600 3, S00 1,200 10,000 1,200 110, 642 12 Produc¬ tive funds. 13 $50,000 0 200,000 $160,000 60,000, . 685,000 115,769 225, 462, 1,749, 40, 160, 130, 50, 159, 120, 125, Income. Tuition and other fees. 14 $3, 460 12,000 2,434 16, 133 220,000 315,000 907, 482 591, 623 108,000 1,500 4,800 24,000 212, 000 13,500 13,010 121, 327 3,000 0 10,604 3,250 6, 950 1,049 125,000 5,000 25,515 700 From produc¬ tive funds 15 0 $7,000 6,637 16,300 48,004 48,803 6,000 75 169 325 13,060 6,000 State or city appropriations. Cur¬ rent ex- 16 $93, 900 378,000 Build¬ ing or other special pur¬ poses. 17 $31, 587 127, 500 Feder¬ al ap¬ propri¬ ations. From other sources. 18 $35,000 40,000 14,370 40,000 19 0 $1,8001 2, 362 4, 844 17,300 3,381 81, 387 14,000 13, 492! 7,000i Benefac¬ tions. Total. 20 21 $3, 460 $6,000 439 20, 800 47,000 I 440 4,796 61,600 441 188, 101 600 442 47,100 120,000 443 64, 395 105,000 ) 444 797, Q17 13,984 445 9,000 2,000 446 75 1,250 447 10,773 1,000 448 3, 575 15, 500 449 34,010 6, 200 450 14,541 25,000 451 18,000 8,500 452 59, 478 400 453 Table 32. — Statistics of colleges for women, Division A. 636 EDUCATION REPORT, 1905. Students. Students in— •uv 21 O CO vo • * IOCOHS M1 • . tF p>. OO 6* CD o • •oisnn 20 95 10 75 57 9 80 69 VO^N P'- CM CO ■esjnoo ssauisng; ® ;© • •jCSoSnpaj 00 i ^ • • . 3 • 05 CO 28 : College students in— •3[00J£) CM O 05 CM 00 CO ■ ^ LO CO lO CO CO rH rH rH rr . CO O rH TJi CM •mq.'Bq; 16 05 C CO VO VO rH • CM rH HHO •s:prB I v i e q n 15 41 83 75 182 325 360 1,049 671 1,035 139 148 366 976 ■jaqumu re^oj, 14 | ! 214 83 143 390 325 416 1,067 674 1,050 139 229 366 985 •ai'cnp'Rio 13 o • • • • CO CO CO VO • CO • 05 . . . . VO t-H • •a^Biitenoo 2 41 83 75 182 325 360 1,049 671 1,035 139 148 366 976 •Ajoq.'&redaid 11 t-h o oooo oooo CO • CO CO Professors and instructors. Total number. •uamoAl © CO 00 05 VO TJ4 OOC5CJ C5HHCO CM rH rH CM t-H COCOCO riHHN •uajq; © VO CO 00 O ^ CM CM t>- CM VO rH 05 CM T-H r-H Collegi¬ ate de¬ part¬ ment. •u0ujoa\ 00 CO 00 CO CO 0005 CM 05 T-H rH CO CM T-H t-H rH t-H CO CO 00 HHHN •uapi LQ P- rH GO O ^ CM CM ^ t>- CM VO rH 05 CM rH ^ tH Prepar¬ atory depart¬ ment. •uamoAi I © 1 CO O CO rH o OOOO OOOO CM rH rH •uapi b5 iO O r-l o o oooo oooo Year of first open¬ ing. h 1871 1900 1849 1887 1888 1879 1875 1837 1875 1868 1855 1889 1865 Religious or non sec¬ tarian control. M Nonsect... R. C . Nonsect.. Nonsect... M. E . Nonsect... Nonsect... Nonsect... Nonsect... Nonsect... Presb . Nonsect... Nonsect... Name. « fH Mills College . Trinity College . Rockford College . H. Sophie Newcomb Memorial College. Woman’s College of Baltimore... Radcliffe College . Smith College . Mount Holyoke College . Wellesley College . Elmira College . Barnard College . Vassar College . Location. CALIFORNIA. Mills College . DISTRICT OF COLUMBIA. Washington . ILLINOIS. Rockford . LOUISIANA. New Orleans . MARYLAND. Baltimore . MASSACHUSETTS. Cambridge . Northampton . South Hadley . Wellesley . NEW YORK. Elmira . New York . Poughkeepsie . CO XO Ot~OOOJ UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 63 ed 1905 — vol 1- 44 Table 33. — Statistics of colleges for women, Division A — Continued. Bene¬ fac¬ tions. El 00 3UCAr HON EEPOftT, 1901 to > § P 3 •eni'BA o pH O O O O O : U) : p : D . O . bn © ^ to © 'w o ©O © ® ©„ „ S eg M’S S aa^a^ w o> o 0) gfeofe ce -2 © n p 8 2 5 o o og P © 03 -r-1 ,Q aS’sSjs * bO |5 I o 02^ © o © Oj §?a s © oPh U © © a as f£p ^ o 03 Q 03 w O eg a P eg eg © ©,£2 a§| w P o ©'S P +J eg Number in— •}jy tfl e* co ^ ^ ^ 22 2 ° to XiOOOtON HH(MHCO(N •oisnK fH & OCJIOOH COO o ^ cocooico^ oo o 58 05 OOOOOOO XT' CO rH CO ^ CO (NHH CO rH •AS oS'Bpoj o °JO |o i« 05 CO o o o o CO^HH College students study-- ing— •3I99IO 0> rH o • 'o coco o ^ CO ■ I> - •uiq.'eq; X pH ^ O CO C5 ON O CO to to TH CO CO to to CO O O 0 pH ■to • O ■ ^ O C- CO to CO to (M (M CO (M l>* rH CO rH H (M H CO (M H rH •Aj’epuooegf 00 05 00 • CO Th OO O rH o OH -HH CO CO tO ' O tO (N N CO (M • (N ^ CO CO ^ •Aai5^uani9|a • N 'O^ O O O •W (NH CO co Year of first open¬ ing. H 00 CO 05 CO CO O CO (M rH 00CO-i'O500COC0O5t- OOCOCOO CO lo 05 50 50 Tf 50 'C’ C- CO Hrl CO t- 0000000005 00 00 00 00 00 00 00 00 00 00 00 00 00 +3 4^ _5 O CD CO 0> CD . 03 co O O • eg O . eg .08 ft© ©5? a :°o •+-> «Uq « ;.2©©;i pj . eg eg BO c 1H • g § ®fi ^ bfi£ r® © i £ © « O “SgSg,; §g?§s" • • ci . vn (L-p ■ 22 2P £ g CO (D CDp> GO ce _ ^ £3 bI}rC >s(D ^ O H Q) © ©J3 © rO’O g g X3 =2 +» M « § 3 OH(NCO^iOCDt>00 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 641 $8 3 2 26 10 8833 O 888 :°° 18 883 :^8o88 833 a 8888 1° 2 o II § sgg§§|g|s 'gfes § 88 IPs ss • T»t ; • ■ O IN .5 b0§d is w o o3 S o P5 S CO 04 CO O O ^ C5 00 00 GO •'V^t^OlOG5t-%CO ) 00 00 GO GO 00 GO C o o S SrO • g g o : o o . S • So o3 : S • ojOdOh PQ H bO«g> &§§?! SSoO o£o® O o ® g a>e+-< 02 S 73 £ © © = >H d > 2 ScqoPh • be : d • d Se I kP ' Pn © W) s_, be o w © © tses ■ © o "lO r9 ©,9 © o ; t-c Sg HI §<2 ^ §> 0> GJ C3 ’ X '■—■• O $[£ 9>-5r9 ° ° 3 HH 0^00 > 575 d o +s°to©©^^o-d m K a o H i-5 w o H uC O £ 0) pi« d"g.©i A « P d bo. o a' dO o . d bo i-i d ©-0 J e3 ■g o'dxj _ a S-- Sq A x • o x > o=ed® ;£©©+* oIHPhH .H^SZoa d © >>o 3P3 © b. o £ ft © PQ 'A Students. Number in— •vv a 00t^ ■ CO ONOX^OCOO',tC4 004 CD O O O rH • (NHHCO(N(NiO(NH 0(NNO ® >0 ■ql i-l HHHHHHdNH »0 r-l i-l r-( 1-1 r-t •8^'Bnp'BJf) 1 10 O • ' • |cOOi OO •o^iSoiPO o o o O T* OCOOLOiOOOMtN 00 04 H040»0 tQ CO O CO Ot^COOOOCOCOtQ OH tO^^OO CO T-l t-H rH rH rH •Ai'apuooag | 00 O CO • CO O^O^OCOOHCO 0000 0050010 1QCO 1 T-H CO to to CO CO C4 to 05 H H 05 H to rH • t-H ^ •Aj'Bq.uaraaig t- O t- to 00 • 'h050 -ON • C5^ C5 04 i o CO ^ 04 • - rH 04 • rH 04 » CO ^ rH • Profes¬ sors and in¬ struct¬ ors. •U9UI0AV ® 04JO^L^» 2S222JhIhIh2 ^ o CO 00 05 •uapf i ^ COHO 1 CO iO 12 27 9 20 55 3 3 ° 2 01 S ^ JO 05 cc IS 1 Tji I TJ4 »C CO lo C* Rawlings Institute . Roanoke College of Danville . Marion Female College . Ront.hp.m "Fp.mnlp. Collpere* _ Episcopal Female Institute . Milwaukee-Downer College . Location. pH VIRGINIA. Abingdon . . do _ Bristol _ Charlottesville . Danville . Hollins _ Marion _ i . Pp+.p-rshurB- _ Winchester . WISCONSIN. Milwaukee . ooojohnm^ioo r— 0050000000 o 35. — Statstics of colleges for women , Division B. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 645 . KJl SSg 25 s pR O o ® 3 3 O 1 a3 ■*5 3 PM R< 3 cj o M o '3 & ^ Ii-Sf 33 2 T3 « °Q 5 C-C « a> G n3 9) co 3 3 G— ■3 2 03 .a -2 >& ^ 0 =3 3 JL • § -S 3 03 a g 2 g &oq 5 3 3 Ph 3 ^ -R> > 2 60 35 .3 C "3 G m © O p boS 3 ® B-P < & n 3 o o " c m o CO iQ o 000 ioV 00 000 000 HO(N 88 H ! © •a^iepoH xo •^S8AV01 0000 8888 3 3 3 3 OO CJ 'OOO rjt • t>. IQ •S98J jaq^o M •S98j uoi^tnj, ' o3 tD a 3 o £ §> O Pi «« O b0„> a A ?MC g° OpR •S00 0 II 5S88 OOOO O o o 0^00 O O O 1-H r^f cT in in m >-0^0000 KNCO'OCiO 588 >0000 ) m rn m Table 35. — Statistics of colleges for women, Division B — Continued. 646 EDUCATION REPORT, 1905. Bene¬ fac¬ tions. © $18, COO 1,000 • ( ^ O ro 000‘S Income. Total. $40,000 60, 100 24,000 12,000 7,000 11 »© ii :«r 9,196 10,000 7,500 ! From other sources. 0 000 ‘zz% • o ii 8 i 1 State or mu¬ nicipal appro¬ pria¬ tions. CO pH • < D •° i i From pro¬ ductive funds. 0* pH • i 3 /> ! ° 1,500 Tuition and other fees. pH pH 000 '09 000 ‘81$ ■ 24,000 12,000 7,000 ii X )ca it ■ ! 00 ll I ao o o o o o o < 8 li 8ST 8 g S' 3 8 £8 1111 11 111111111 111111111 S 1 111111111 go gnSSSSSSSSS g 8 3SSS88S88 * Statistics of 1903-4. ° Including tuition. Table 35. — Statistics of colleges for women , Division B — Continued. 648 EDUCATION REPORT, 1905. gia o 03 2 » CD 00 • H CO I o- o • of ID o o o o o o O O 1-H O to CO OCOVO g * © H O o pP 2 hoo P 3 g P ' ra “Ss^ © S , !> n oosu O S3 PH Po g :ggg I > 03 P +3T3 F o G Ph B3 33 T3 ^ A . O BflS “ 33fl-M > W> ) o o o o « loooo! o o o o o o IOOOONO o o o o o o o o o o o o o o o o o © o o o gggs (NOIO< ooooo< O O O *0 < 40 CO O CM 7 o o gg o o gg gg >3 0^0 CO of 00 o o o o o o o o o o o o rH O iO O O O ;gggggg 'OlOOiONO > o o o >40*0 0 >H0J*0 O CD O* 00 40 40 < •— H 00 2,Sb •8q.BJapopj ^5 ggg (Neon OIOOIO NCOC r ~ m § W) m (3S^°CB ^Si~'E§ © ® o g> ®£, S® ® ©. >S3 = ~ o © ® ooPoc 1 03 §g£.S fe=°B © o'-1 © — O fflCG J- © © (-1 S'? >£ a c*H 03 O 33 POO © « g1© I „ •2 tctsH* r°^ © bfi U c O fl) cd o c©: c3 ® 3^ yg ® k. _ aU q as © fH tc® S c «? I5I3I31 .5 a £ g\® 8*g 3§ol§S* t^ococoooooooooo 00 00 00 05 05 05 c UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 649 Sg8S|SS|| 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 EDUCATION REPORT, 1905. Table 36. — Statistics of Location. Name. Control. Year of first open¬ ing- 1 2 3 4 Auburn, Ala . Fort Collins, Colo . Golden, Colo . Storrs, Conn . Atlanta, Ga.. . Chicago, Ill . Lafayette, Ind . Terre Haute, Ind . Ames, Iowa . Manhattan, Kans . Annapolis, Md . College Park, Md . Amherst, Mass . Boston, Mass . Worcester, Mass . Agricultural College, Mich. . Houghton, Mich . Agricultural College, Miss. . . Westside, Miss . Bozeman, Mont . Butte, Mont . Durham, N. H . Hoboken, N. J . Mesilla Park, N. Mex . Socorro, N. Mex . Potsdam, N. Y . Troy, N. Y . West Point, N. Y . Greensboro, N. C . West Raleigh, N. C . Agricultural College, N. Dak Cleveland, Ohio . Stillwater, Okla . Corvallis, Oreg . Kingston, R. I . Charleston, S. C . Clemson College, S. C . Brookings, S. Dak . Rapid City, S. Dak. . . . College Station, Tex . Logan, Utah . Blacksburg, Va . Lexington, Va . Pullman, Wash . Alabama Polytechnic Institute . Colorado Agricultural College . State School of Mines . Connecticut Agricultural College . Georgia. School of Technology . Armour Institute of Technology . Purdue University . Rose Polytechnic Institute . Iowa College of Agriculture and Mechanic Arts Kansas State Agricultural College . United States Naval Academy . Maryland Agricultural College . Massachusetts Agricultural College . Massachusetts Institute of Technology . Worcester Polytechnic Institute . Michigan Agricultural College . Michigan College of Mines . . Mississippi Agricultural and Mechanical Col¬ lege. Alcorn Agricultural and Mechanical College. . . . Montana College of Agriculture and Mechanic Arts. Montana State School of Mines . New Hampshire College of Agriculture and Me¬ chanic Arts. Stevens Institute of Technology . New Mexico College of Agriculture and Me¬ chanic Arts. New Mexico School of Mines * . Clarkson School of Technology . Rensselaer Polytechnic Institute . United States Military Academy . Agricultural and Mechanical College for the Colored Race. North Carolina College of Agriculture and Me¬ chanic Arts. North Dakota Agricultural College . . Case School of Applied Science . Oklahoma Agricultural and Mechanical College. 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 . State College of Washington . State. State. State. State. State. State . State. . State.. Nation. State. . State. . State. State. State . State . State . State. State. Territory... Territory. .. Nation State.. State . . State.. Territory... State . State . State . State . State . State . State . State . State . State . State ....... 1872 1879 1874 1881 1888 1893 1874 1883 1868 1863 1845 1859 1867 1865 1868 1857 1886 1880 1871 1893 1900 1867 1871 1891 1893 1896 1824 1802 1894 1889 1891 1881 1891 1870 1890 1843 1893 1884 1886 1876 1890 1872 1839 1892 * Statistics of 1903-4. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. G51 schools of technology . Professors and instructors. Students. Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Toxa.l number. Prepara¬ tory. Colleg iate. Graduate. Total number. Resident. Nonresi¬ dent. Wo- Men. Wo- Men. Wo- Men. Wo- Men. Wo¬ Men. Wo¬ Men. Wo¬ Men. ! Wo- men. men. men. men. men. men. men. IT1T6I1. 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2 0 37 0 39 0 63 0 370 14 13 0 0 0 501 14 1 11 3 32 4 39 6 160 37 133 46 2 2 0 0 410 '86 2 0 0 18 0 18 0 0 0 300 0 0 0 0 0 300 0 3 0 0 20 4 20 4 0 0 101 22 0 0 0 0 101 22 4 40 0 40 0 511 0 511 0 5 15 4 55 0 60 4 293 0 594 0 1 0 0 0 1,419 0 6 0 0 103 5 103 5 0 0 1,355 42 15 6 7 0 1,467 67 7 0 0 20 0 20 0 0 0 216 0 1 0 0 0 217 0 8 79 26 79 26 258 33 758 125 13 0 0 o 1,774 206 1 9 1 4 48 15 49 19 376 124 472 254 10 18 0 0 992 470 10 0 0 115 0 115 0 0 0 823 0 0 0 0 0 823 0 11 2 0 22 0 22 0 60 0 172 0 5 0 0 0 237 0 12 0 0 28 0 28 0 0 0 179 5 7 1 0 0 229 10 13 0 0 186 2 186 2 0 0 1,500 29 32 0 0 0 1, 532 29 14 0 0 37 0 37 0 0 0 317 0 8 0 0 0 325 0 15 60 15 60 15 151 27 491 175 3 5 0 0 802 207 16 0 0 25 0 25 0 0 0 226 0 0 0 0 0 226 0 17 5 0. 26 0 41 0 295 0 386 1 9 0 0 0 728 3 18 10 3 6 0 16 3 460 70 71 8 0 0 0 0 531 78 9 9 6 20 8 21 10 43 "20 100 53 4 0 0 0 191 148 20 9 0 9 0 9 0 4 0 52 0 0 0 0 0 61 0 ' 21 0 0 20 0 20 0 0 0 152 7 0 0 0 0 152 7 22 0 0 26 0 26 0 0 0 384 0 0 0 0 0 384 0 23 1 3 20 6 21 9 88 38 39 6 1 2 0 0 158 79 24 4 0 10 0 14 0 63 0 40 0 6 0 0 0 109 0 25 7 2 9 2 53 2 0 0 0 0 64 16 j 26 6 6 24 0 24 0 6 0 387 0 0 0 0 0 387 0 27 0 0 82 0 82 0 0 0 447 0 0 0 0 0 447 0 28 10 0 10 0 135 0 0 0 0 0 135 0 29 0 0 36 0 36 0 0 0 466 0 6 0 0 0 472 0 SO 23 4 23 2 29 4 151 96 48 31 5 0 0 0 572 149 31 0 0 35 0 35 0 0 0 420 0 2 0 0 0 422 0 32 25 4 25 4 125 58 0 0 0 0 409 ] 46 33 28 5 28 5 60 15 370' 116 4 7 0 0 476 204 34 7 4 18 7 19 7. 58 14 45 13 0 0 0 0 116 31 35 0 0 9 0 9 0 0 0 149 0 0 0 0 0 149 0 [ 36 2 0 42 0 44 0 145 0 528 0 0 0 0 0 673 0 | 37 2 1 27 5 29 6 150 34 110 54 6 3 0 0 382 106 38 6 1 9 0 10 1 39 29 47 0 0 0 0 0 86 29 j 39 0 0 44 . 0 44 0 0 0 382 0 1 0 0 0 414 0 40 43 15 43 15 31 6 106 37 2 0 0 0 530 186 41 0 0 57 0 57 0 0 0 668 0 21 0 2 0 731 0 42 0 0 22 0 22 0 0 0 286 0 0 0 0 0 286 0 43 12 5 36 2 48 256 121 216 57 4 2 0 0 610 | 183 44 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 EDUCATION REPORT, 1905. Table 37. — Statistics of schools Name. 1 College students in — Alabama Polytechnic Institute . Colorado Agricultural College . State School of Mines (Colorado) . Connecticut Agricultural College . . Georgia School of Technology . Armour Institute of Technology . Purdue University . . . Rose Polytechnic Institute . Iowa College of Agriculture and Mechanic Arts . Kansas State Agricultural College . . . United States Naval Academy . Maryland Agricultural College . Massachusetts Agricultural College . Massachusetts Institute of Technology . Worcester Polytechnic Institute . Michigan Agricultural College . Michigan College of Mines . Mississippi Agricultural and Mechanical College . Alcorn Agricultural and Mechanical College . Montana College of Agriculture and Mechanic Arts . Montana State School of Mines . New Hampshire College of Agriculture and Mechanic Arts.. Stevens Institute of Technology . New [Mexico College of Agriculture and 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 Agriculture 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 (South Dakota) . Agricultural and Mechanical College of Texas. . Agricultural College of Utah . Virginia Agricultural and Mechanical College and Polytech¬ nic Institute. Virginia Military Institute . State College of Washington . 37 82 54 120 168 162 20 184 147 79 21 42 10 96 94 189 10 14 4 160 122 378 49 98 50 158 49 285 8 384 18 4 70 122 358 63 140 35 160 216 429 86 176 151 9 352 66 23 143 a 32 125 1 oll2 18 76 36 157 26 129 179 35 "n 206 36 53 59 | 28 103 "I 46 * Statistics of 1903-4. o Includes electrical engineering students. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 653 of technology — Continued. College students in — Students in— Mining engineer¬ ing. General engineer¬ ing. Textile engineer¬ ing. Architecture. Sanitary engi¬ neering. Household econ¬ omy. Commerce. Latin. Pedagogy. Business course. Military drill. Music. Men. Women. d o S Women. 8 9 10 11 12 13 14 16 17 18 19 20 2 1 22 17 110 477 1 15 5 5 21 19 I 295 2 300 . . 1 3 . 13 7 1 2 3 2 ! 81 ! 4 70 5 37 G 637 7 4 8 24 68 15 9 11 232 320 250 10 823 11 0 0 0 0 0 0 0 15 0 0 0 0 150 0 0 12 163 13 77 . 41 22 316 14 . ! . 15 . 112 600 16 226 17 . 22 10 48 0 167 0 668 18 | . 19 31 4 0 6 36 27 135 56 90 20 52 21 . . 121 . 22 23 5 6 2 1 15 15 1 125 31 0 24 40 i 25 16 26 . 27 . 447 28 22 0 30 29 4 14 0 0 0 0 0 6 0 0 0 472 0 0 30 10 5 2 11 41 6 265 72 31 31 56 32 i . ;; 37 65 14 19 33 45 83 82 1 . 476 113 34 90 30 35 149 36 1 23 668 37 0 0 0 7 25 12 9 24 9 107 53 7 38 47 17 14 39 9 414 40 13 18 5 0 4 102 22 268 8 178 41 0 0 0 0 0 0 0 31 0 0 0 0 708 0 0 42 286 43 21 3 0 0 0 4 4 56 13 375 106 44 ed 1905 — vol 1- 45 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 Table 38. — Statistics of schools Name 1 Alabama Polytechnic Institute . ! Colorado Agricultural College . I State School of Mines (Colorado) . I Connecticut Agricultural College . Georgia School of Technology . Armour Institute of Technology . Purdue University. . . . I Rose Polytechnic Institute . Iowa College of Agriculture and Mechanic Arts. Kansas State Agricultural College . United States Naval Academy . Maryland Agricultural College . Massachusetts Agricultural College . Massachusetts Institute of Technology . Worcester Polytechnic Institute . Michigan Agricultural College . Michigan College of Mines . Mississippi Agricultural and Mechanical College Alcorn Agricultural and Mechanical College.... Montana College of Agriculture and Mechanic Arts. Montana State School of Mines . New Hampshire College of Agriculture and Me¬ chanic 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 Agriculture and Me¬ chanic 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 Me¬ chanic Arts. South Carolina Military Academy . Clemson Agricultural College . South Dakota Agricultural College . ..{ State School of Mines (South Dakota) . . Agricultural and Mechanical College of Texas.. Agricultural College of Utah . Virginia Agricultural and Mechanical College I and Polytechnic Institute. Virginia Military Institute . State College of Washington . Annual ex¬ penses in col¬ lege de¬ part¬ ment. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Library. Tuition fees. Other fees. Lowest. 1 Moderate. Vol¬ umes. Pam¬ phlets. Value. 2 3 4 5 6 7 8 9 io (a) $12 $134 $156 11 19,077 2,000 $37,598 0 3 144 180 0 "*6 17,639 6,500 27,798 (&) 73-123 135 225 8,000 17,718 0 140 175 0 0 10,266 1,000 21,000 («). | . 125 150 10 3,000 1,000 3,500 $120 60 270 360 5 17,441 2,200 30,800 (d) 1 27-35 160 250 “‘6 0 13,900 3,500 20,000 100 1 125 200 11,000 3,000 22,000 (e) 20 125 150 18, 324 3,500 55,000 (f) 0 100 200 29,458 500 48 535 0 0 1 0 0 46, 469 100,000 24 15 150 0 27 4,500 4,000 6,000 (<7) 162 190 1 3 26,503 | 25,973 250 0 67,361 19,558 140,727 160 200 250 .... 70 10,000 5,000 ! 20,000 25,791 4,429 W (#) 450 500 6 2 19,881 4,500 45,267 O') 10 76 90 5 11,551 13,427 16,697 2,500 3,500 12 150 225 0 0 9,000 8,000 16,500 10 270 360 2,295 1,129 60 15 100 150 11,708 6,620 14,000 (0 240 320 10.000 18,000 5 150 200 2 2 12,000 8,000 15,750 (m) 200 300 1 90 3,000 2,000 10,000 100 176 204 0 0 2,033 1,800 4,191 200 250 350 7,166 4,250 13,226 40,000 11,000 163,000 8 2 48 52 ’ 0 0 1,123 1,531 20 13| 150 200 120 4,494 2,000 7,156 0 8 130 150 0 1 9,000 875 18,202 100 10-20 168 180 2 16 5,000 10,000 (n) 3-9 125 175' 10,149 20,000 20,998 0 3 114 124 8,000 10,000 (a) 1-3 204 250 12,550 5,000 16,969 (o) 74 7,000 7,000 40 13 ... 68 124 11,380 6,225 16,057 2 2 'iso 185 ’"6 0 9,000 10,850 5,500 12 210 3001 1,888 1,000 2,975 135 5,000 6,000 15,242 0 5 125 175 0 0 13,500 13,000 10,962 50 33 123 123 400 6,000 2,500 4,927 75 200 200 0 4 13,089 6,683 32,722 (r) 150 175 0 36 10,200 2,800 22,500 * Statistics of 1903-4. a Free to residents. z> Free to residents; $100 to nonresidents. c$20 to residents; $110 to nonresidents. d Free to residents; $25 to nonresidents. e Free to residents; $24 to nonresidents. /$9 to residents; $30 to nonresidents. 9 Free to citizens of the United States; $120 to aliens. fc$25 to residents; $150 to nonresidents. #$10 to residents; $25 to nonresidents. TTNIVEKSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS, 655 of technology — Continued. Value of scien¬ tific ap¬ paratus and ma¬ chinery. Value of grounds and build¬ ings. Pro¬ ductive funds. 1 1 12 13 $61,339 $158,200 $253, 500 106, 063 280,849 97,091 77, 941 252, 285 48, 100 138, 400 135,000 100,000 500, 000 0 500, 000 650, 000 1,500,000 205,000 725, 900 340,000 90,000 180, 000 600,000 305, 967 993,098 683, 709 225, 540 443,649 492,381 200, 000 10, 500, 000 0 50,000 200,000 118,000 141,570 291,125 361,000 360,000 1,575, 837 2, 703, 191 100, 000 500,000 700,000 376, 587 449, 190 966, 254 197,234 226, 378 0 230,279 379, 531 239,788 14, 500 166,000 209, 871 81,000 145,000 23,070 40,000 135,000 (*) 49,800 227, 500 150,000 65,000 488,000 866,045 47, 000 53,000 2,000 80, 000 0 37, 074 120, 264 300,000 68, 554 282, 695 6,000,000 75,000 475, 170 19,000 74,400 313,050 125,000 35,046 248, 757 473, 114 150, 000 566,000 79, 463 120, 575 27, 500 191,000 193, 778 97,865 166,222 50,000 5, 000 85,000 204, 691 437, 629 154, 439 35, 000 235, 000 0 23, 000 83, 000 (?) 109, 500 550, 000 209,000 76, 514 289, 064 166,320 154, 164 361, 702 344,312 50, 000 318,000 20, 100 95, 500 280, 000 27,000 Income. Tuition and other fees. From pro- duc- tive- funds. State or city ap¬ propriations. Federal appro¬ pria¬ tions. From 1 other sources.' Total. Current ex¬ penses. Build¬ ing or other special pur¬ poses. 14 15 16 17 18 19 20 $900 $20, 280 $23,945 $1,500 $29,075 $7,339 1 $83,039 1,122 6,162 64,042 40,000 9,722 121,048 25, 000 78, 925 30, 000 8, 000 141,925 16 7,050 20,000 1,800 32, 500 31,192 92,558 20,000 50,000 2,500 72, 500 70,000 25, 000 50,000 145, 000 48; 647 17', 000 149, 628 71,543 40,000 17,972 344, 790 13, 650 30, 482 2,500 I 46, 632 28; 582 35; 265 110,000 241, 500 40,000 5, 865 461,212 9,806 25,648 50,000 41,380 40,000 166, 834 0 0 0 0 328, 108 0 328, 108 22, 636 5,817 9,000 57,000 40, 000 12, 567 147, 020 3, 782 14,817 43, 650 3,500 31,667 97, 416 309,270 76, 188 25,000 8,333 27,265 446,056 6,000 6,657 69, 723 100, 000 40,000 43, 485 259,865 30, 592 0 54, 450 57, 100 0 142,142 3, 467 14,388 65, 946 18, 389 27,339 35,365 164,8941 90 12, 592 8,000 6,500 12,661 1,900 41,743! 2,999 9, 420 17, 500 6, 000 40,000 4,925 80, 8441 575 28, 750 29, 325' 1,785 8,280 10, 500 40, 000 32, 962 93,527 59, 938 39, 080 12, 685 111,703 1,291 12, 403 40,000 2,989 56, 683! 360 - 15,139 15, 499 6,691 5,305 10, 177 22, 173 70, 488 -17,355 0 0 0 45,727 133, 570 0 0 0 0 609.862 0 C09, 862| 177 7, 500 3,750 8,250 19, 677 18,769 7,500 20,000 31,750 7, 446 1 ' i 85, 465 4,307 10,846 31,398 95,400 40,000 4,696 186, 647 1,149 14, 542 16,082 1,744 37, 500 8, 466 79, 483 1,512 10, 305 25,000 40,000 2,125 78, 942 2, 500 19, 000 27, 500 40, 000 4,000 93,000 18, 367 26, 250 1,500 46, 117 3,070 9,266 118,820 27, 500 V 35, 462 194,118 5, 636 11,159 31,500 0 40,000 9,275 97, 570 1,848 1,203 21,000 24, 051 2, 065 14, 280 60, 000 50,000 33,750 160,095 5,027 7,395 31,315 12, 999 40,000 10,313 107,049 27,010 20, 658 40,000 82, 500 31, 667 201,835 20, 959 1,203 25, 000 13, 825 ! 60,: 37 3; 207 5,000 55,000 12, 500 40,000 16, 403 132, 110 Bene¬ fac¬ tions. 55,500 23 200; 24 15,000, 31 . 32 . ! 33 0, 34 ....I 43 400, 44 j Free to residents; $30 to nonresidents. ]■- 100,000 acres of land. I $150 to residents; $225 to nonresidents. vi $20 to residents; $100 to nonresidents. n Free to residents; $15 to nonresidents. o Including tuitJoK. • v Includes balance fipm p^ecedjngJyear. q 49.900, dpreS inland . , • ,r Fret) io residents; $20 to nOnrhsifldnts. , o r k FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE VILLANOVA UNIVERSITY L111.A3 *1905,001 9346 00027397 1

>rP ® o l°pa £ *§s§5 d CQ a> d I s.gi© O ■ +f cd w F? d & & ftft^ fl v © © p n do © ©-“jJ a^S-sagl dn d *0-0 O OQ d ft-.® >> a ■^ © ” o1 § ® P| £ 5 1-4 © p gift ^^1-4 £ft s g P © £ d £ 1-1 'S oft ££§< P3 © P« 3ftft^ ft 2 i-i ■SI (M p ^p o © t! a aw If during school term if under 15. COMPULSORY ATTENDANCE AND CHILD LABOR. 3 3 ©. o q-o §||§5g'g|« 2 ^-3 a b“ £ siflilpte ra §« ° b2 ©^ 2 . g£ 3,§ ® ®fj PI jo £ r:,orQ+i S r“ ft : .3 “ t>>‘£ ffl Tr^J &X)g P,3 t>>o aatS&.gsSg §>\§q&qii*s 3p-033©©©0 o tj ® O H ftofi O Pm £ .9 9©' ^ EpgTa 8-^8 A -ao s 3 a o tS X 3-3 © £>0 s| W ra 3 g> ©3 q Pi © O .73 K ^ a) O •S3® O O ® (D ^ 9-p ^ 03 ra 3 ©-3 9-9 q M-q w> • ra -3 . 3 © 3 a >>-r:-3 |si©£ o bc-o 3 CD ■CS ,3-s s ® g. o 3 ra 73-q >q vy v/j O W ^ > © o hq?M S S 03 3® 9 q & ^ 3 p>>-pi 3 m © 03-3 03 © "© ra 3 bp q © >- ^6.2 3 | ft° a . -3 'O q .9 n 3 ra 3 ra H 3 o Q.32 2.9,3 £ lst > _ft g§g 51 a? ra ELs b«-q o 03 ft ISIS ^ O-P-r - £ g § g §*® •8 .9 §p| w ^P3 S b CL*^ «5 g o o § f^-q-q q 8 3 Pro q S ® g q „ oj . ,3 „ 3 .3 © 3 gq CO -3 '*-' ra © 3 ra . q PH u”m ra q © 3 0 -3 -S *3 ® 0.3 o 331,13 ©•q-gs.9 Ha®qo ^ ~® ‘3 ^ go 9.9 3+^ ra ©”3 1 ^-rH 3 ,g t>>3 2 _§ S ^ - S o n ^ ^ q 0 ? 3 g 3 o q 0-^0 g o-g 7pffl q^ gq 2 o'-1 ra ©’m 2 ® S o g bg 9 _b-o 32 p^.9 ^ b S 3 2 9 I M 3 •| l„H . O 0 QQ.S P -f-^ M ^ ^ §4 I 2*1 g I^|§ O ^3H^ © § t>,t< ® p^ -HP® oi ® © ^ gg"Sgtla . Oj flH M 03 q ~ 3 2 . +3 S ^ 03 "3 q "b-S blaailS 1*11 ^-Ss t>." ra -2 q q £37*5 s gd 03 3 &_§ ^ ^-3 ^ 3ra.3 ! 32 § pp -© 5 ^ ^>9 ^5 3 2j h s >,2 £ 5 b S-3-9 °.B o 9 '.a sse^Sialf g q g-s.2b ©^ KiCQ ^ I3I q q 0 § Pb 7r 9° ra ft t^© &5§P O © ra ©q§ -© 3 3 O b bp 3. o.q -3 o b fc>- 03 3^" ^•32 o p»>ft ^qo ^=5-q S5- *ol <3 Ph 3 © q bp t»-q ® m O m 3 -P .-,3 S 30® 3 ra ^ ^ o' , _ . „-3 3 q q q O 3 © “3 ra _i2 3 ^o-9 g ra H Eh 191 cTo 16 if unemployed. d Not applicable to children over 13 who can read and write English and are regularly employed in useful service. e Not applicable to children over 13 who are lawfully employed. /In 1905 a compulsory attendance act was passed applying only to Claiborne and Union counties. g Chiidren over 15 or under 8, when once enrolled, must attend the full term they are enrolled for. 192 o $— o a &Q ■c i i p»> c .3-“ « p * c < - r 8^1 ■s Q p © p © o3 ."P Sp p C3 *Ilffl flCppga .2 3 .2 x3 bfi-2 o 0.0 S'© 3 02 02 0X3 , & o £ 2S p +* serfs' m a> ’fi ® al^'2 Ji ©5-d S ^§8.-1 o © p® 1 a co <^> co &fcfl riiii Sg|*3' »© P p-+35 ’.S* ©as >3 a o © § 5^-P co ft« a a © . ■p © .0X3 o © p© n *- O >> - © © ,d P +J o © ,P >H p© ©.P 75 ^ - m > +-> U a 2 CD PS p a ot;1 £>© o 2 £ -’§£3 ^bc. — 2-2 £VsJ OP© y -p d) oj !© © a la P bo «r p IT ,rt S p O'S -'— ( © +3 S 2 03 £ o b p® a* &g o © p ' *43 _ *-. o © 4 ® o J CD CO PhPh ag© -„hO® 02 ® crj hg*g © »H O © >jp.2-G P< •P Jp 02 02 oj £ © 2~T3^ *1 S .0) ^ |U||§sa|. gS|§ J " a a ©p M G go < 2 73 -P - So © _ c3 . © >>P £ P o p +3x3 S« «-M P ®43 o o3 co {p 2 2 p m 3 © . ^ P © © 2 -M . a a p “mio!h!3«®o Ig'SJlS'lSI ^.2 *£-3 8*3 kp p N gtSo cS 11! °3 M © o 23 be >>£ .3 P -l-o P a p o in ‘C On eh .§5 ll S« Ui p 02 © O .s^a BOJ © © *° P P c3 C$ P-P.P P fe 02’ §.2 o.-p © o |-o 2 d a? !>>&£ 5. a p> a- © © k. d p>o ©5 2 o p o P >> „+s EHP4 a *0 CONSOLIDATION AND TRANSPORTATION. 193 CONSOLIDATION OF SCHOOLS AND TRANSPORTATION OF PUPILS. [For further information on this subject see the Annual Report of this Office for 1894-95, Vol. II, pp. 1469-1482; 1895-96, II, 1353-1358; 1898-99, I, 526-529; 1899-1900,11,2581-2584; 1901, 1, 161-213, and II, 2396-2402; 1902. II, 2353-2369.] Per cent of total common school expenditure used for transportation. Maine. Vermont. Massachusetts. Connecticut. New Jersey. School Expended Per Expended Per¬ Expended Per Expended Per Expended, Per year. for trans¬ cent of for trans¬ cent of for trans¬ cent of for trans¬ cent of for trans¬ cent of portation. total. portation total. portation. total. portation. total. portation.! total. 1888-89 _ $22, 118 0.29 1889-90 .. 24, 145 .29 1890-91 _ 30, 649 . 36 1891-92 _ 38, 726 .42 1892-93 _ 50, 590 .52 1893-94 _ 63, 618 .64 1894-95 . $12,941 1. 41 76, 608 .72 1895-96 _ $47, 739 2. 91 18, 429 1.73 91,136 .77 1896-97 _ 28, 818 1.81 18,521 2. 04 105, 317 .85 1897-98 _ 38,961 2. 41 18, 306 1.96 123,032 .90 $11,416 0.38 1898-99..,. 50,118 3. 20 20,881 2. 14 127, 409 .92 10, 752 .34 1899-1900.. 51, 050 2. 98 26, 492 2. 47 141,754 1.03 9,817 .31 1900-1901.. 54,037 3.13 32,034 2. 90 151, 773 1.07 12, 838 38 $4, 421 0. 06 1901-2 . 62, 179 3. 46 36, 563 3. 34 165, 597 1.09 16, 101 .45 6, 435 .09 1902-3 . 65, 725 3. 37 37,358 3. 41 178,298 1.18 17,717 .50 7,433 .10 1903-4 74, 980 3. 60 43, 687 3.71 194, 967 1. 19 8, 727 . 10 1904-5 77, 858 3. 85 213,221 1. 18 9, 701 . 10 Annual expenditure per pupil transported. School year. Vermont. Connecticut. Number of pupils trans¬ ported. Average cost. Number of pupils trans¬ ported. Average cost. 1894-95 . . 921 $14.05 1895-96 . 1,347 13.68 1898-97 . 1,309 14. 15 1897-98 . 1,574 11.63 849 $13. 45 1898-99 . 1,652 12. 64 773 13. 91 1899-1900 . 2,062 12.85 639 15. 36 1900-1901 . 2,540 12.61 780 16. 46 1901-2 . 2,517 14.53 946 17. 03 1902-3 . 2,636 14. 17 1,148 15'. 43 1903-4 . 2,669 16. 37 194 EDUCATION -REPORT, 1905. FREE TEXT-BOOKS AND SUPPLIES. The following table gives certain particulars of the laws relating to free text-books and supplies in those States which have statutory provision upon the subject: State. Law manda¬ tory or optional? What shall or may be loaned free? Limited to what pupils, grades, branches, or expenditure? Mandatory _ . do . Schoolbooks, apparatus, and appliances. Text-books and other supplies Appliances, supplies, and text-books. Not limited. Do. . do . To certain specified elemen¬ tary branches. Not limited. . do . supplies.® Do. supplies. . . .do . Do. To pupils of schools in union free school districts. Not limited. Do. New Jersey . Pennsylvania . . . Mandatory. . . _ do . . . Text-books and school sup¬ plies. Books and school supplies.... Text-books . Delaware . . do . To pupils (including colored) of public schools outside of Wilmington. Introduced into the grades successively, beginning with the first. Annual expendi¬ ture limited to $150,000, ap¬ propriated by the State. To grades below high school. Not limited. Maryland . . do . .do . . . District of Columbia c . West Virginia . Optional . _ do . Text-books and supplies . Text-books Ohio . . do . Schoolbooks . . To the elementary branches specified in the compulsory- attendance law. To certain specified elemen¬ tary branches. Not limited. Michigan . . do . Text-books . . Wisconsin . . do . . do . Minnesota . . do . . do . Do. Iowa . . do . ..do... Do. North Dakota . . do . Books and supplies . Do. South Dakota . . do . Schoolbooks . : . Do. Nebraska . Mandatory . . . Optional Text-books and school sup¬ plies. Text books. * Do. Kansas . Do. W yoming . M andatory . . . Optional . Text-books and school sup¬ plies. Text-books . Do. Colorado . . . Do. Utah . Mandatory . . . Optional . Text-books and supplies . To pupils of schools below high school. Not limited. Idaho . Text-books . W ashington . . do . . do . Do. | a Including tools, implements, and materials used for instruction in the use of tools and cooking. &An act of 1905 requires every town that has not hitherto voted on the question of free text-books to take such vote. cNo law upon the subject. Congress makes annually the necessary appropriation upon the estimate of the Board of Education. TEMPERANCE INSTRUCTION. 195 TEMPERANCE INSTRUCTION IN THE PUBLIC SCHOOLS. The following table shows the leading provisions of the statutes of the several States and Territories relating to temperance instruction in the public schools: EXPLANATION OF CHARACTERS. M — The study of physiology and hygiene, with special reference to the effects of alcoholic drinks and narcotics upon the human system, is Mandatory in the public schools. TT — It must be Taught in the same manner and as Thoroughly as other required branches. TE— Teachers must pass a satisfactory Examination in this subject as a condition of employment. A — The study must be taught in All schools supported in whole or in part by public funds. AA — It is required of All pupils in All schools. PRB— Pupils able to Read must be taught by means of text Books on the subject. 1/5-20 (or 1/4-20) — The text-books on physiology for primary and intermediate schools must give one-fifth (or one-fourth) their space to this subject, and those for high schools at least 20 pages. SA — Text-books must give Space Adequate to the subject. PE — Pupils must be Examined and tested in their knowledge of this subject before being promoted to higher grades. SR — County or city Superintendent must Report to State superintendent to what extent this law has been complied with. TC — Teacher must Certify in school register before returning same at the end of the term, whether this law has been complied with in his school or grade. TN — The subject must be Taught in Normal schools, teachers’ training classes, and institutes. P— The statute specifies a Penalty for violation. In other States it is punishable under some general penal statute. n — A minimum Number of lessons per week and year is specified. * Above primary. °A11 pupils whose capacity will admit. § Above the fourth grade. State or Territory. Statutory provisions. M TT TE AA 1 ! !.. . M TT TE AA PRB i . - p Arizona . M TT TE AA PRB p Arkansas M TE AA SR California . M AA . Colorado M TT AA PRB . p Connecticut . . M TE* 1 TN p Delaware M TE AA PRB p District of Columbia . M TT TE AA PRB p Florida . M TE Georgia . M TT TE AA SR Idaho M TE* 1 . ... Illinois . M TTw TE AA PRB 1/5-20 ! . I TN p Indiana M TE AA ! p Indian Territory M TT TE AA PRB p Iowa M TT TE AA SR p Kansas . . M TE AA Kentucky . M TT Louisiana . M TE A Maine M TE AA Maryland,. . M TT A° PRB Massachusetts M TT AA Michigan . M TT AA PRB 1/4-20 TC p Minnesota M TE SR p Mississippi . M TE Missouri . M TE A 1 . Montana _ M Nebraska . M TE A 1 ' . Nevada . M New Hampshire . . M TT A* p New Jersey . M TT TE AA PRB SA p New Mexico. M TT TE AA PRB p New York . M TT n TE A PRB 1/5-20 PE SR TN p North Carolina. ... M North Dakota M TT TE Ohio. . M TT TE AA PE TN p Oklahoma M TT TE AA PRB p Oregon . M TT AA PRBn TC Pennsylvania M TT TE AA SR p Rhode Island M A South Carolina M A South Dakota M TT TE AA PRB 1/4-20 SR p Tennessee M TT TE AA Texas M TE A Utah M A Vermont M Virginia M TT PRB W ashington M p West Virginia M TT TE AA p Wisconsin M TE AA Wyoming . M TE A* SR p 196 EDUCATION REPORT, 1905. SUNDAY SCHOOL STATISTICS OF NORTH AMERICA. [From the report of Marion Lawrence, general secretary for the Eleventh International Sunday School Convention, Toronto, Canada, June 23-27, 1905.] Statistics presented to the several international Sunday school conventions. Sunday schools. Teachers. 1 Scholars. Total. Baltimore (May 11-13, 1875) : | United States . 64,871 753, 060 i 5,790,683 6, 543,743 Canada . 4,401 35,745 271,381 407, 126 Atlanta (Apr. 17-19, 1878) : United States . 78,046 853, 100 6, 504, 054 7,357,154 Canada . 5, 395 41,693 339, 943 381,636 Toronto (June 22-24, 1881) : United States . 84, 730 932,283 6,820,835 7,753,118 British America . 5,640 42,912 356,330 399,242 Louisville (June 11-13, 1884): United States . 98,303 1,043,718 7,668,833 8,712,851 British America . 5,213 45,511 387, 966 433, 477 Chicago ( J une 1-3, 1887) : United States . . . 99,860 1,108,265 8,048,462 9,156,727 British America . 6,448 52,938 440,983 493, 921 Pittsburg (June 24-27, 1890): United States . 108,939 1,151,340 8, 649, 131 9,800, 471 British America . 7,020 58,086 407, 113 555, 199 St. Louis (Aug. 31-Sept. 2, 1893) : United States . 123, 173 1,305,939 9,718, 432 11,024,371 British America . 8,745 71,796 599,040 670,837 Boston (June 23-26, 1896) : United States . 132, 639 1,396,508 10,890,092 12,286,600 British America . 9, 450 79,861 660,714 746, 575 Atlanta (Apr. 26-30, 1899) : United States . 137,293 1,399,711 11,327,858 12,727,569 British America . 10, 527 81,874 680,208 732,082 Mexico . 319 723 9,259 9,982 Denver (June 26-30, 1902) : United States . 139, 501 1,417,580 11, 474, 441 13,151,091 Canada . 10.220 82, 156 685,870 786,654 Newfoundland and Labrador ® . '353 2,374 22,766 25, 140 Mexico a . 319 723 9,259 10,082 West Indies® . . . 2,306 10,709 111,335 122, 104 Central America o . 231 577 5,741 6,218 Toronto (June 23-27, 1905) : United States . 140, 519 1,451,855 11,329,253 13,209,114 Canada . 10,750 85,632 684, 235 790, 566 Newfoundland and Labrador® . 353 2,374 22,766 25, 140 Mexico . 319 1,266 13,7a7 15,063 West Indies® . 2,306 10,769 111,335 122, 104 Central America « . 231 577 5,741 6,318 Total North America . 154, 593 1,552,473 12, 167, 127 14, 168, 305 a 1898 statistics. Triennial Statistical Report made to the Eleventh International Sunday School Conven¬ tion , Toronto , Canada. June 23-27, 1905. [It is not claimed that these statistics are complete or accurate. They are the sum of such statistics as have been sent in from the States, Provinces, and Territories. They may safely be regarded as conservative. All reports made to the international convention include the Sunday schools of the colored people.] Membership. Gain Loss Date of this re¬ port. United States. Sunday schools. Officers and teachers. Scholars. Total enroll¬ ment.® since last report. since last report. Remarks. Alabama . Alaska . 4,316 39 18,685 157 168, 172 2,047 6,943 240,840 271,390 2,204 7,983 281, 105 29, 140 1905 1902 Partly estimated. Arizona . 97 780 1,653 1905 Fairly accurate. Do. Arkansas . California: 2, 750 31,600 116, 143 1905 North. . . . 1,181 497 11,862 5,687 9,535 16,620 5,405 93, 396 110, 340 76,403 92, 286 139,877 49,969 28, 977 1905 Do. South 65,899 73,183 113,527 42,937 17,066 14,977 1905 Do. Colorado . . . 921 1905 Do. Connecticut . 1,059 400 16, 123 1905 Do. Delaware . 4,637 1905 Complete. ® Where the total enrollment column exceeds the sum of the two preceding columns, the home department membership is included. SUNDAY SCHOOLS. 197 Triennial Statistical Report made to the Eleventh International Sunday School Conven tion, Toronto, Canada, June 23-27, 1905 — Continued. United States. Sunday schools. Officers and teachers. District of Colum¬ bia. 252 5, 825 Florida . Georgia . Idaho . Illinois . Indian Territory . . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Montana . Nebraska . Nevada . New Hampshire. . . New Jersey . New Mexico . New York . North Carolina.... North Dakota . 2,400 4,616 205 7,878 1,200 5,277 4,458 4,395 3, 181 820 1,200 1,982 1,909 4,538 1,984 2,025 6,768 321 2, 763 42 574 2,334 96 5,951 7,000 884 12,119 35, 778 1,445 94, 112 7,200 68.591 45, 867 41,359 24. 591 4,000 8,540 26, 628 37, 131 49,011 19, 272 11,444 64,520 2,247 30, 764 286 6.867 39,404 659 96,000 40,000 7.868 Ohio . Oklahoma . Oregon . Pennsylvania . Rhode island . South Carolina. . . . .South Dakota . Tennessee . Texas . Utah . Vermont . Virginia . W ashington . West Virginia . Wisconsin . Wyoming . Hawaii . 8, 057 1,340 1,100 10, 158 344 4,703 1,007 4,870 5,591 121 677 4,800 1,617 3,467 6,000 124 230 121,032 13,480 14,300 158, 772 6, 150 42,080 7,018 39 849 42, 923 902 6,975 55,400 12, 916 25, 901 20,000 885 1,413 Philippines , Porto Rico. Total (6) 140,519 1,451,855 CANADA. Membership. Scholars. 46,667 Total enroll¬ ment. Gain since last report. Loss since last report. 55, 313 94,870 253,410 11,527 697,630 60,000 517,146 317,401 296,273 205,969 55,000 59,516 203,997 259-, 727 370, 707 178, 614 101,280 529,920 17,334 168, 764 2,208 41,321 307, 994 5,020 911,619 390,000 59, 768 749,033 79,016 90,000 1,285,228 44,419 340, 303 48,911 285,266 343,024 8,799 43, 716 330,000 107, 109 181,194 400,000 6, 769 15, 840 106,989 289, 188 13, 254 824,371 67,200 599, 525 379, 643 349,874 236,573 60,350 74,511 234, 108 323, 817 423, 133 200, 708 112, 724 599,543 19,581 . 200,988 2,544 54,050 368,332 6, 035 1,067.955 430,000 71,417 908,629 93,347 1065010 1,491,812 54,402 382,508 57, 361 295, 215 386, 943 10, 130 55,336 386,440 122, 223 209, '330 421,060 7,832 17,253 12, 217 47,865' 38,357 o62, 453 42,020 1,833 48,894 6,852 12, 308 4,745 97,096 10,334 1,666 2,113 2,302 1,924 177,206 49,888 5,561 53,517 34,347 11,262 21,876 3,436 2,983 1,832 a 6, 764 27,575 35,840 50,662 135 (b) (b) 11,329,253 13,209,114 |618, 871 |1S5,708 Alberta . . Assiniboia . British Columbia.. Manitoba . New Brunswick _ Nova Scotia . Ontario . P rince Edward Island. Saskatchewan . Quebec . Total . Newfoundland and Labrador. Mexico . West Indies . Central America. . . Total . Grand total.. 200 500 150 710 1,073 1,261 6,089 202 1,500 1,400 2,000 5, 509 6,613 8,513 54,011 1,202 15,000 12,000 15,000 39,812 51,055 67, 767 437,087 9,325 16, 540 13,400 17, 100 47,333 9,800 1,472 60, 338 4,459 79, 197 10, 768 501,088 7,545 11,246 940 20 545 10, 750 353 434 2,306 231 3,324 154, 593 100 4,784 85, 632 2,374 1,266 10,769 577 14,986 1, 552, 473 1,000 36, 189 684,235 22, 766 13, 797 111,335 5, 741 153,639 12, 167, 127 1,100 43,224 790,566 25, 140 15,063 122, 104 6,318 168,625 14, 168,305 . 5,812 21,804 38,992 4,981 . 645,656 524,700 Date of this re- Remarks. port. 1902 1898 1899 1902 1905 1905 1905 1905 1905 1902 1905 1905 1905 1902 1905 1902 1905 1899 1905 1905 1905 1905 1905 1905 1905 1905 1905 1905 1905 1905 1905 1899 1905 1902 1902 1905 1905 1902 1905 1905 1905 1905 1898 Estimate. Accurate. Estimate. Fairly accurate. Do. Do. Do. Estimate. Fairly accurate. Do. Accurate. Fairly accurate. Estimate. Fairly accurate. Estimate. Partly estimated. Fairly accurate. Do. Accurate. Fairly accurate. Do. Estimate. Fairly accurate. Accurate. Fairly accurate. Estimate. Accurate. Do. Fairly accurate. Estimate. Fairly accurate. Do. Estimate. Fairly accurate. Do. Estimate. Fairly accurate. ! 1905 I 1901 ; 1902 | 1905 | 1905 1905 1905 1905 1905 1905 1898 1905 1898 1898 Estimate, Do. Do. Fairly accurate. Do. Partly estimated. Fairly accurate. Do. Estimate. Fairly accurate. Accurate. Fairly accurate. Estimate. Do. a Protestant evangelical schools only reported — this accounts largely for decrease. b Included in the West Indies. 198 EDUCATION REPORT, 1905. Sunday school statistics of all nations. [The following statistics were compiled for the Centennial of the Sunday School Union of London, 1903. They were revised for the W orld’s Sunday School Convention, held at Jerusalem in 1904. The statistics from North America are revised to date.] Country. Europe: Great Britain and Ireland. . . Austria-Hungary . Belgium . Bulgaria . Denmark . Finland . France . Germany . Greece . Holland . Italy . Norway . Portugal . Russia . Spain . Sweden . Switzerland . Turkey in Europe . Asia: India, including Ceylon . Persia . ' . Siam . China . Japan. . Turkey in Asia . Africa . . . . North America: United States . Canada . Newfoundland and Labrador. West Indies . Central America . Mexico . South America . , . Oceania: Australasia . Fiji Islands . Hawaiian Islands . Other islands . Sunday schools. Teachers. Scholars. Total. 53, 590 674, 123 7,300,340 7,974, 463 239 643 10,572 11,215 83 403 4,616 5,019 35 140 1,576 1,716 990 4,610 72,800 77, 410 7,611 12,928 165, 140 178,068 1,475 3,876 61,200 65,076 7,742 39,872 826,341 866,213 4 7 180 187 2,020 2,092 206,000 211; 092 261 823 12, 160 12,983 1,000 3,600 .75,000 78,600 18 70 1,419 1,489 83 785 15,679 16, 464 90 181 5.419 5,600 6,000 20,300 300,000 320,300 1,762 7,490 122, 567 130,057 30 170 1,420 1,590 8,719 14,952 333,776 348,728 107 440 4, 876 5,316 16 64 809 873 105 1,053 5,264 6,317 1,074 7,505 44,035 51,540 516 4,250 25,833 30,083 4,246 8,455 161,394 169,849 140, 519 1,451,855 11,329,253 13,209,114 10,750 85,632 684,235 790, 566 353 2,374 22,766 25, 140 2,306 10,769 111,335 122, 104 231 577- 5,741 6,318 434 1,266 13,797 15,063 350 3,000 150,000 153,000 7,458 54,670 595,031 649,701 1,474 2,700 42,909 45, 609 230 1,413 15,840 17,253 210 800 10,000 10,800 262, 131 2,426,888 22,739,323 25,614,916 Total Triennial report on condition of organization made to the Eleventh International Sunday School Convention, Toronto, Canada, June 23-27, 1905. [It is not claimed that these statistics are complete or accurate. They are the sum of such statistics as have been sent in from the States, Provinces, and Territories. They may safely be regarded as conservative. Quite a number of States have done more or less house visitation, but the reports were too incomplete to justify printing. Eighty-eight cities, however, have been canvassed.] SUNDAY SCHOOLS, 199 ■qoinqo garuiof sjiqoqog co o p- p« t— i iq © © 05 © CO o co CO lO 05 tO CO Tji 00 t-T cm" t-T cm" cf i-T 05 CM of CM CO CO to O • O • t$i • t}< CO O 00 O • P*» • CM *00 CO N tO to •'rp • lO -CO of cm" rf cm" • rf ’ co" • f-T CM • O CM of cm" ■sSuiq.88Tn jsqonsj, ^ co (N00 00OC0 05 H(N 00 TJ1 TP IQ CO CO CO rH CO CO o COiOCOOOrHOtOO • C00005t00t0t0t0t0 • to TP CO r-H TJ1 CO to • 00 © •arai^. ^jnd sjaqioAv ptej CO co •amp. qrq sjaqiOAi prej CO • r-H H(N(NHH CO COtFCMCO • r-H CM CO CM Tf CM •diqsiaq -mam -y ’H ‘I • i cO • • > (N CO ; ?2 ; : ; : : ; ; CO CM © •^np uoispap SuiAiasqo sjooqog 05 o * Tf1 05 • tO CM • 05 CO *05 t-H rH • O • CO • P- . rH ^ oo • to • ^ • tji CO TJ1 • • • CM • rH *SHOI 9IP -njo drqsjoqcnapf 86 1,250 4,607 3,292 5,500 4,140 1,603 CO 00 pf CO WON05GH05 -CO MCt0(Nt0 05OO *05 CO CM C5 to O TP CM OO *00 oT cf of cf of rH tjT pf •' r-T S8 cm" •sqoj axpnjo s iOO to • rH LO © 05 I'- ■ CM P- CM • CM i— i rH lO 05 05 05 'Tjl CO 00 00 *05 00 05 CM GO CO 00 tO N O -CO 05 CO O t-H I-H CM CO . rH © V •ana^C q.s'ed saq.'enp'ejS x'emjo M lOH ■ CO O 05 00 co *~ to 00 to to • • • CO 05 • rt« CM N H • • • O O • rH © CO •sassnio rem -jou diqsjaqmapj HH CO tP N .cO 05 cm oo go • © CO CO Tp . r-i 1,000 2,471 3,200 485 150 590 134 © © ■sass^o feuuojq co to O CO tP 05 00 00 CM CO Tt* rH CO CO t* CM CO 00 tO ■ • • tO rH CO O to TP H • • • CM rH CM CM • • • rH CM Tl © •sq.uacuqj'edap, aaioq diqsiaqaiayt s 00 260 8,665 5,082 4,817 4,922 9,730 1,627 2,821 05 CM CO of CO CO tO CM CO © to CO 05 to CM OONTPHtOtQOOtOHCM p^cocM©coTtiTr©T^oo co©"cf©"iHo'cocococf rH rH rH CM CO © to" © ■_ •S^U8UI -% I V d 8 p 8UI0H CM CO 05 LO 05H05L0WO P- 05 O CM CO LO TP hhhcm OOOTPLOTptOQ005CMOTP P- ^lOOOTPOOiNOON^ 05 MHOTPHH On 3 00 p- •smooi a^nandas q j i a s 5. u 8 m -^jndap Xi-emua © © COO 00 05 o CM 05 CM CM Tfi 05 CM GO i — i hhcmcoh rH • CO • 978 1,100 970 214 50 300 500 1,091 8 CM 00 CM CO •suoran ^muiua 00 CM ■ t— 1 CM CO • • tH CM TP N to CO W 'HCSlONNTp 10 Organization, •JB8i£ X.snd ppq s u o iquaAuoo 1 ION rH o O co CO CM lO O CM O T-H iO to O co 05 o CO O O CM TT i-i P— CM CM CM CM O P- Oh CQ CO H»c NOiOO^ H rH rH CO 05 N- N- CO r-H H LO H CM •pazi -anSio s’ai^tO' • CM • rH CO CM 1-1 • • • to to CO . . • -rH • • . P- - •say* -unoo jauuna CO • 05 to CO 05 CO t — 1 t-H CM O Tpl CO CO CO CM CM • • CO CO CO TT CM CO CO • • rH rH © •pazrtreS -jo saftunoo tO COCO P^ © CO © CO rH CM © CM CM ^ CO CO CO CM O GOCbTPQlOCOrHCOOOCOTPO© CO © © O t-iCMthNCtPCOhN •sai^unoo CO CO to 00C50500C0HtCNHCMN(MO)i005aiCC0C0C0'^,^LCNO HN TJ1 lO TJ1COCMO C505OHi0H(NHC0C0NH> 7Z Sh U t-H « rW (3 O? O C3« \ 'O '5b o 's § 5 mms&a* p xt § o £ 5i O v „ M E ^ -r1 .SP £ > K) C 'm © § "S C3 § ' 1 ■c *3 » S .25 o © Not organized. 6 Complete organization; that is, every county organized and holding conventions annually. Triennial report on condition of organization made to the Eleventh International Sunday School Convention, Toronto, Canada, June 23-27 1905- Continued. 200 EDUCATION REPORT, 1905. •qojnqo SntutoC sjiqoqog OOONO CM 00 O CO ^ N N ( oocooo^c CO j •sass'Bio peui -jou drqsjaquiapt •sass'Bp i^auojq s^ueui^j'Bdep Qiuoq dtqsiQqraajsr ©-CIOCO •cc-'tf •son -unoo jamreg; CO • 00 iO ■ O a> cS « a> t*hoQ m i 3 3 9 x p. p. ^ ^|‘2h ^ q ^ 3 s n x <» ii (Tcs $ S >i5,h ^ ^ © >2 o o © © +? © •- S. >2 S & o fl.g ° d d) • s ° • g .2 Pi cl --2 qJ-h : §S3^oS'ceSo A CSrdg-^i-OOfe^. I “ m s 6 3 -« O 'SO. S 5 .2 £ ffi-S 43 rj fig-ca 2,012 I 42 i 417 1 4 I 66 I 1,303 SUNDAY SCHOOLS, 201 850 1,633 10,305 176 1, 172 CM to' 219,703 IOOOOHIO CM c£> 05 t— 1 rji CM CO 7,987 - 54 HNWH o 93 O co' • U- O LO • 05 (M • CO 8 7I to l 4,614 890 1,445 O CO CM CD 4,701 211,832 CM CO CD co CO CO 217 10, 649 OOH^O Tfi CM o 257 3,232 OlMiOOO^ O CO CM O CM lO CO ^ i — 1 1-i 00 ; CD Xj-i cf 1 29, 256 O CO O 'HO CO 05 to • CM 254 j 2,906 ONOO NHOH OOON cm'cm'cT 05 00 19,937 | 40 j Of 393, 845 CM L- 05 i-H CM 05 339 10,429 O CO 05 § CD 00 18,329 CO CO CM 1-H CO rH 302 00(MON N C4 O CM 55 797 14,034 01 X CO 00 05 CO CO ^ CO t-H cm CM s 503 tO CM C5 CO r-i CM CD tO to CO 00 o cm" tO CM ^ CO tH CM 00 to CD 05 CM , 3,059 New Brunswick a. . . . . Nova Scotia a . Ontario . Prince Edward Island a . Saskatchewan & . Quebec . Total . i . Newfoundland and Labrador . Mexico . West Indies b . Central America b . Total . Grand total . tsj g % 202 EDUCATION REPORT, 1905. STATISTICS FROM COLORED SUNDAY SCHOOLS. In our present condition of organization it is quite impossible to secure accurate sta¬ tistics of the colored Sunday schools. They are included in the statistics for the white schools in the preceding tables. We have now fairly good organization in North and South Carolina, likewise in Georgia and Alabama, and a partial organization in Virginia, all under the general direction of our negro field workers. WHAT OUR STATISTICS SHOW. 1. A very slight gain in the number of Sunday schools and in the total enrollment. 2. Much inaccuracy in the reports, as shown by the fact that no less than 12 States report a gain or loss of about 40,000 each as compared with the last statistics presented, while one State shows a gain of 117,000, and another shows a loss of 237,000. These fig¬ ures simply mean great inaccuracy somewhere, either with present or former reports. 3. An increase in the number of States organized. 4. That we have held about 14,000 Sunday school conventions during the past year, or probably 40,000 conventions during the triennium. 5. A considerable falling off in the number of primary unions. 6. Nearly 12,000 primary departments reporting separate rooms. 7. A gain of about 25 per cent in the home department. 8. A gain of about 100 per cent in the membership of the teacher training classes. 9. A gain of 120 per cent in the number of teacher training graduates. 10. Nine thousand seven hundred and ninety-three cradle rolls reporting, with 198,223 members. 11. Three thousand five hundred and sixty-four schools observing decision day. 12. Nineteen States and Provinces reporting temperance departments. The Domin¬ ion of Canada leads in this department. ' 13. Eighteen States report 3,337 International Bible Beading Association members. 14. Eighty-nine workers are employed by our associations on full time and 59 on part time. 15. There is a gain of 30 per cent in the number of teachers’ meetings. 16. The additions to the churches from the Sunday schools show up better than before, even with many States not reported. LIST OF EDUCATIONAL PERIODICALS IN THE UNITED STATES ON FILE IN THE BUREAU OF EDUCATION. A labama. Birmingham, Educational Exchange, M., 1605, vol. 20. A rkansas. Little Rock, Arkansas School Journal, M., 1905; vol. 10. California. San Francisco, Sierra Educational News, M., 1905, vol. 1. San Francisco, Western Journal of Education, M., 1905, vol. 10. Colorado. Denver, Colorado School Journal, M., 1905, vol. 21. Denver, Rocky Mountain Educator, M., 1905, vol. 12. Florida. Gainesville, Florida School Exponent, M., 1905, vol. 13. Illinois. Bloomington, School and Home Education, M., 1905, vol. 25. Chicago, Board of Education Bulletin, M., 1905, series 1. Chicago, Elementary School Teacher, M., 1905, vol. 6. Chicago, Home Education, M., 1905, vol 2. Chicago, Kindergarten Magazine, M., 1905, vol. IS. Chicago, School Review, M., 1905, vol. 13. Chicago, Teachers’ Federation Bulletin, W., 1905, vol. 5. Oak Park, School Century, M., 1905, vol. 1. Taylorville, School News and Practical Educator, M., 1905, vol. 19. Indiana. Indianapolis, Educator-Journal, M., 1905, vol. 6. Iowa. Charles City, Iowa Teacher, M., 1905, vol. 19. Des Moines, Midland Schools, M., 1905, vol. 20. ) EDUCATIONAL PERIODICALS. 203 Kansas. Hutchinson, Kansas Educator, M., 1905, vol. 3. Topeka, Western School Journal, M., 1905, vol. 22. Kentucky. Lexington, Southern School Journal, M., 1905, vol. 16. Louisiana. New Orleans, Teachers’ Outlook, M., 1905, vol. 6. New Orleans, Louisiana School Review, M., 1905, vol. 13. Maryland. Baltimore, Maryland Educational Journal, M., 1905, vol. 1. Massachusetts. Boston, American Primary Teacher, M., 1905, vol. 24. Boston, Education, M., 1905, vol. 26. Boston, Journal of Education, W., 1905, vol. 62. Boston, Popular Educator, M., 1905, vol. 23. Boston, Primary Education, M., 1905, vol. 13. Springfield, Kindergarten Review, M., 1905, vol. 16. Worcester, Pedagogical Seminary, Q,u., 1905, vol. 12. Michigan. Lansing, Moderator Topics, W., 1905, vol. 26. Minnesota. Minneapolis, Minnesota School Journal, M., 1905, vol. 5. Minneapolis, School Education, M., 1905, vol. 24. Missouri. Jefferson City, Missouri School Journal, M., 1905, vol. 22. St. Louis, Evangelish-Lutherisches Schulblatt, M., 1905, vol. 40. Nebraska. Lincoln, Nebraska Teacher, M., 1905, vol. 8. New York. Albany, American Education from Kindergarten to College, M., 1905, vol. 9. Dansville, Normal Instructor and Teachers’ W orld, M., 1905, vol. 15. New York, American School Board Journal, M., 1905, vol. 31. New York, Educational Foundations, M., 1905, vol. 17. New York, Educational Review, M., 1905, vol. 30. New York, New Education, M., 1905, vol. 18. New York, School, M., 1905, vol. 17. New York, School Journal, M., 1905, vol. 71. New York, Teachers’ Magazine, M., 1905, vol. 28. Syracuse, School Bulletin, M., 1905, vol. 32. Syracuse, Journal of Pedagogy, M., 1905, vol. 18. Ohio. Athens, Ohio Teacher, M., 1905, vol. 26. Cincinnati, Public School Journal, Semimo., 1905, vol. 45. Cleveland, School Topics, M., 1905, vol. 1. Columbus, Ohio Educational Monthly, M., 1905, vol. 54. Oklahoma. Oklahoma city, School Herald, M., 1905, vol. 13. Oregon. Salem, Oregon Teachers’ Monthly, M., 1905, vol.10. Pennsylvania. Lancaster, Pennsylvania School Journal, M., 1905, vol. 54. Philadelphia, The Teacher, M., 1905, vol. 9. South Dakota. Madison, Journal of Education, M., 1905, vol. 7. Mitchell, South Dakota Educator, M., 1905, vol. 19. Tennessee. Chattanooga, Southern Educational Review, M., 1905, vol. 2. Nashville, Progressive Teacher, M., 1905, vol. 11. Texas. Dallas, Texas School Journal, M., 1905, vol. 23. Dallas, Texas School Magazine, M., 1905, vol. 8. Virginia. Richmond, Virginia School Journal, M., 1905, vol. 14. Washington. Seattle, Northwest Journal of Education, M., 1905, vol. 17. West Virginia. Charleston, West Virginia School Journal, M., 1905, vol. 34. Wisconsin. Madison, Wisconsin Journal of Education, M., 1905, vol. 37. Milwaukee, Catholic School Journal, M., 1905, vol. 5. Milwaukee, Lutherische Schulzeitung, Bimo., 1905, vol. 31. Milwaukee, Paedagogische Monatshefte, M., 1905, vol. 6. Milwaukee, Western Teacher (The), M., 1905, vol. 14. Wyoming. Sheridan, Wyoming School Journal, M., 1905, vol. 2. 204 EDUCATION REPORT, 1905. RELIGIOUS EXERCISES IN PUBLIC SCHOOLS. Statistics relating to religious exercises in the 'public schools in 1904 of 1,098 cities of more than 4,000 population. o ft Religious exercises at the opening of school. Bible read. Other exer- cises.-a / States and Territories. *o Con¬ ducted. Prohib¬ ited. c3 . o a> 1 a 2 o ° “ ft 03 +J g ^ g ft 2 A ft 03 ft J& s £2 s as =i o. g *2 ■ 03 ft ©j3 03 B U ftcj ftcs 2 to co ft O O “fl “ pip £2 * Sfl °o °2 © 2 q2*oS £!*»■§> . a J u ’8 ^ "S -§ jh 3 CDg* ft w S3 o P