DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1926, No. 23 I BIENNIAL SURVEY OF EDUCATION 1922-1924 WASHINGTON GOVERNMENT PRINTING OFFICE -all ttfiirnner O//? L /// 7)3^ 3 Date /v - f 8 ~~)b \t'0Z}W 1 THE UNITED STATES BUREAU OF EDUCATION Created as a Department March 2 , I £07 Made an office of the Interior Department , JwZy 1, 1869 COMMISSIONERS Henry Barnard, LL. D., March 14, 1867, to March 15, 1870 John Eaton, Ph. D., LL. D., March 16, 1870, to August 5, 1886 Nathaniel H. R. Dawson, L. H. D., August 6, 1886, to September 3, 1889 William T. Harris, Ph. D., LL. D., September 12, 1889, to June 30, 1906 Elmer Ellsworth Brown, Ph. D., LL. D., July 1, 1906, to June 30, 1911 Philander Priestley Claxton, Litt. D., LL. D., July 8, 1911, to June 1, 1921 John James Tigert, M. A. (Oxon), Ed. D., LL. D., June 2, 1921, to date ii L 111 . A323 1922-24 Biennial survey of education CONTENTS Page Chapter I. Higher education _ 1 II. Some recent movements in city school systems _ 31 III. Constructive tendencies in rural education _ 53 IV. Medical education _ 81 V. The progress of dental education _ 95 VI. Recent progress in legal education _ 123 VII. Art education in the United States _ 153 VIII. Industrial education _ 169 IX. Agricultural education _ 185 X. Progress in home economics education _ 197 XI. Progress in kindergarten education _ 215 XII. Adult education for foreign-born and native illiterates _ 235 XIII. Health and physique of school children _ 247 XIV. General university extension _ 263 XV. Parent-teacher associations at work _ 285 XVI. Review of educational legislation, 1923-24 _ 301 XVII. Educational boards and foundations, 1922-1924 _ 323 XVIII. Work of the Bureau of Education for the natives of Alaska. _ 335 XIX. Statistical summary of education, 1923-24 _ 341 XX. Statistics of State school systems, 1923-24 _ 349 XXI. Statistics of city school systems, 1923-24 _ 393 XXII. Statistics of universities, colleges, and professional schools, 1923-24 _ 575 XXIII. Statistics of teachers colleges and normal schools, 1923-24. _ 737 XXIV. Statistics of public high schools, 1923-24 _ 797 XXV. Statistics of private high schools and academies, 1923-24 _ 835 XXVI. Statistics of kindergartens, 1923-24 _ 873 Ivdex _ 881 m CHAPTER I HIGHER EDUCATION By Arthur J. Klein Chief, Division of Hiffheu' Education, Bureau- of Education Contents. — Cost of higher education — Selective processes : Increase of fees ; entrance examinations ; standards of admission and of institutional accrediting ; grade limita¬ tions ; character scoring ; psychological tests — Freshman problems — Sectioning classes — Orientation courses — Curriculum revision — Teaching methods — Special honors and distinctions — Honors courses — Graduate work — Social and college life — Outside contacts — Junior colleges. COST OF HIGHER EDUCATION Central in the influences which have directed development during the two years is the rising cost of higher education. As one element in the educational costs of the Nation, higher education has been sub¬ jected to the restraining influences of compulsory economy. But be¬ cause such a small proportion of the taxpayers participate directly in higher educational activities, the colleges and universities have been subjected to more criticism, perhaps, than other elements of the educational system of the United States. The whole series of facts with reference to the cost of higher education had, at the opening of the period which this discussion covers, been presented to the public and to educators with decided emphasis. The income of higher institutions in 1912, excluding additions for endowment, was $89,835,787 ; by 1922 this had increased to $272,815,703. This threefold increase in money costs during the 10-year period, an increase much greater than the increase in popula¬ tion or in the income of the country, caused great concern. The most important element in accounting for the increase is the growth in teachers’ salaries. This increase during the years of the World War and immediately thereafter has been one of the most remarkable phenomena in higher education in the United States. In small colleges salaries rose from an average of about $1,400 to an average of $2,000, in medium-sized institutions from $2,500 to $4,000, and in the large institutions from $5,000 to $8,000 or $10,000. During the same period the number of students more than doubled. In 1912 there were 255,673 students enrolled in the colleges and uni¬ versities ; by 1922 the number had become 550,906. Obviously, how¬ ever, doubling the number of students does not fully account for the l 2 BIENNIAL SURVEY OF EDUCATION, 1922-1924 fact that expenditure trebled. Other factors contributed to increased cost. Research, always an expensive feature of university expenditures, became in all fields increasingly a concern of higher educational institutions. Every university of any pretensions came to base its claims for honor and reputation largely upon extensive programs of graduate research. Undergraduate courses at the same time multi¬ plied and were enriched by the addition of a great variety of offer¬ ings which formerly had not been regarded as essential parts of an undergraduate course. Technical courses were added, professional courses stiffened, and work with direct pre-professional purposes emphasized. More students, more research, more varied courses, mean lnore teachers (an increase in staff from 30,034 in 1912 to 49,- 838 in 1922) ; more buildings, including dormitories, laboratories, and classrooms; more equipment; in other words, more money. While this educational development was going on, money lost value, or in other words price levels increased. As a result of all these influences, educational expenditures for universities and colleges were of necessity expressed in terms of American “big business.” People wTho had previously concerned themselves little about higher education or about any education in fact, felt free to criticise and to make suggestions. Adverse comment was released which had formerly been held back by the somew’hat sacrosanct position which higher education had come to enjoy. A flood of questions resulted, all tinged with discontent. “ Are the results obtained in our colleges worth the cost?” “ Are our educational institutions giving us, in the character of citizenship which their training is supposed to develop, a type of citizen worth paying for?” “ Do the colleges and universities build up character of a democratic kind, or do they develop snobbishness and intellectual aristocracy?” “Are the institutions turning out graduates of such intellectual ability, even of such scholarship, as we may expect from what wre spend upon them?” Business men and others were free in their statements that the college graduate came from college w ith no idea of how to work and showing little development of thoroughness and application. It was questioned whether the college really met the fundamental material needs of students by providing them with a means whereby they could earn a better living by reason of their college education. All this criticism wTas general in nature but di¬ rected toward those fundamental things which had in the past been accepted as the peculiar functions and contributions of higher education. Criticism went further. It asked whether those who received the benefits of higher education should not pay for what they get. The suggestion that free education should not be quite so free struck the public institutions supported by taxation and the private institutions supported by endowment and free gifts. Response to the financial HIGHER EDUCATION 3 pressure of the moment may account for such criticism more largely than the general theory that society should pay less of the expense of higher education, but everywhere the tendency was toward in¬ sistence upon higher tuition and institutional fees. The great influx of students, the resulting expense, and discontent with the product of the colleges made many ask whether too many men were not going to college. President Hopkins, of Dartmouth, made the statement in regard to this point which excited the most comment and discussion : “ The opportunities for securing an educa¬ tion by way of the college course are definitely a privilege and not at all a universal right.” The apparent antidemocratic tone of this statement led educators to interpret President Hopkin’s statement to mean that there are not too many trained men turned out by the colleges, but that too many are in college who can not be there profitably. The argument then becomes, “ Do not let into college those who will not themselves profit in proportion to effort and expense, or those who by their presence will slow up the progress of others.” In practically no case have college presidents been will¬ ing to subscribe to the belief that the college should care only for the exceptional man. The nature of college work and its aims have also suffered attack. Frequently objection has been made to the cultural motive in Ameri¬ can college education in favor of the vocational. One of the great foundations goes so far in a report as to advocate that the cultural elements be cared for by the high school and that the college devote itself largely to technical, professional, or other vocational training and to research work. Economic pressure is not sufficient to account for the action taken to meet the criticism offered, nor is the criticism released by economic conditions adequate ground for explanation of the steps taken to improve higher education. College and university administrators have not been compelled by economy and criticism to take cognizance of defects in the higher educational system. Rather, outside interest and suggestion have given them increased opportunity and freedom to inaugurate corrective measures which former tradition and con¬ servatism made difficult. These measures and proposals have not, for the most part, been generally accepted as final or of universal application. They consist in many cases of more or less isolated experiments and discussion. Choice of educational proposals and of measures for inclusion in this survey is therefore based largely upon subjective judgment and not upon standards of practice. No question can be raised that the economic situation has led to determined efforts to bring about more careful institutional book¬ keeping and budgeting. In the past, and even to a great extent at the present time, the higher institutions have known only approxi¬ mately the actual costs of conducting the institution, and have had 4 BIENNIAL SURVEY OF EDUCATION, 1922-1924 even less idea of the distribution of these costs. The Bureau of Education has never been able to collect, even from State-supported institutions, statistics of expenditures which are comparable in form and substance. It is to be hoped that the educational finance in¬ quiry authorized in 1922, in so far as it relates to higher education, will result in some further general understanding of college and university accounting. Notable among contributions to this end is the very careful cost system worked out by the University of Illinois in 1921-22 and described by the president’s report for that year. The work of the board of higher education curricula of the State of Washington is already well known. The General Education Board, which had previously published material and given assistance upon the budget¬ ing of college and university funds and expenditures, has, as a result of increased interest in this subject, recently created a division of college and university accounting. Colleges everywhere are rapidly adopting intelligent budget methods and learning to handle the busi¬ ness affairs of the institutions in a businesslike way. This is one of the most marked tendencies of the biennium, which is directly due to increasing costs and financial pressure. SELECTIVE PROCESSES Partly as a result of increased costs and partly as a result of increased interest in testing and grading programs developed from Army psychological testing, colleges have during the biennium attempted to meet the problem of the great influx of students by more careful selective processes, both for admission and for passage through the work of the college. These processes range all the way from direct limitation of numbers to attempts to score the individual characteristics of students with reference to the bearing of these characteristics upon suitability for college education. The most important methods may be grouped under seven heads: First, arbi¬ trary limitation of the number admitted; second, increased fees; third, use of the entrance examination ; fourth, enforcement of high standards for entrance and institutional accrediting; fifth, grade limitations, both for admission and for progress; sixth, scoring of personal characteristics; and seventh, psychological testing. Each of these will be discussed briefly in turn. No attempt has been made to determine all of the institutions that have during the biennium placed a direct limitation upon the num¬ ber of students admitted. Harvard placed, in June, 1924, a limit of 1,000 for its freshman class. Syracuse University during the bi¬ ennium adopted the plan of abolishing scholarships in order to maintain a tuition income commensurate with the number of stu- HIGHER EDUCATION 5 dents instructed. By this device the university was able to save $50,000 annually. Limiting enrollment has its reverse side. Arbitrary restriction in the number of students whom an institution will receive may result, unless careful thought is given to the resources of the institu¬ tion and the work offered, in a unit which is not economic. Over¬ head expense does not vary in exact correspondence to increase or reduction of the number of students. An instructor who has a small student-hour teaching load costs just as much and the space occupied is usually just as great as if he had a load of standard efficient size. Furthermore, limitation of numbers results in reduc¬ tion of tuition income, which may make necessary uneconomic re¬ duction of institutional expenditures. In cases where limitations have been imposed they have been based upon anatysis of the institu¬ tion’s resources and an estimate of its ability to handle certain numbers effectively. Such limitations, it is stated, have resulted in a changed attitude on the part of those entering college. For the idea that the college is a respectable four-year loaf has been sub¬ stituted, in many instances at least, a realization that college attendance is a privilege which must be met by a corresponding sense of responsibility. INCREASE OF FEES An obvious device which it was thought might limit the number of applicants for college entrance and the number of those who persist through a college course, was increase of student fees. This pro¬ posal was in line with the criticism of higher education that it was too free and that students should pay a larger proportion of the expense of their education. A study of the fees charged, made by the Bureau of Education for the year 1923-24, shows, when compared with fees listed in the catalogues of preceding years, that many in¬ stitutions have thus increased the financial load of the student during the biennium. However, reduction in the number of students has not resulted. Michigan increased the fees in its medical courses, but this had little effect upon the number applying for admission. The University of Illinois also increased its fees to nonresidents of the State, but again this had little effect in reducing the number of applicants. In general, increase of fees, therefore, has the effect of increasing the income of the institution but little effect upon dis¬ couraging attendance. Such increase of income as is derived from increase of fees does not necessarily mean greater economy. If the number of students admitted increases, costs may increase more rapidly than fee income, since in no case has an institution attempted to raise its fees to the point where the student pays the entire cost 6 BIENNIAL SURVEY OF EDUCATION, 1922-1024 of his education. No one has as yet determined a fee charge which will actually hold applications for admission to any specific number for a given institution. ENTRANCE EXAMINATIONS Although some institutions, notably those in New England, con¬ tinue to maintain a direct control over the number of entrants each year by means of the entrance examination conducted by the institu¬ tion itself, there seems to be little tendency to take further advantage of this device. In the Middle West and West, where the State- supported institutions more generally set the pace under the restric¬ tions of a position in the public-school system, there seems little tendency to limit numbers or to determine educability by means of institutional entrance examinations. It may be questioned whether more extensive use of this device may not have a contribution to make to the creation of institutions of distinctive character. Uniformity is promoted between different institutions through standardization carried on by the national and regional accrediting associations and through the work of the College Entrance Exami¬ nation Board; there will always be a place for institutions which participate in such a uniform system. However, it is probable that in the near future institutions which now maintain their position in the college world only upon the basis that they conform to the stand¬ ards of accrediting associations may wish to develop educational service of distinctive character. They may find the entrance ex¬ amination one means of insuring entrants who will be suited to the peculiar character which they wish to impress upon the institution. STANDARDS OF ADMISSION AND OF INSTITUTIONAL ACCREDITING • The work of the regional and national accrediting associations tends to bring about uniformity between institutions. During the biennium the influence and importance of the regional associations have developed to a remarkable degree. The north central associa¬ tion and the southern association now exercise more powerful in¬ fluences upon secondary education and upon the standardization of colleges themselves than do any other national forces. In this con¬ nection a resolution of the north central association, adopted in 1923 and supported by the higher educational representatives in the asso¬ ciation, recommends that the colleges should provide an alternative system of entrance by which students who have completed 11 or 12 units in the tenth, eleventh, and twelfth grades of the senior high school may be admitted with full standing. If this resolution is accepted by the member institutions, it will have an important effect HIGHER EDUCATION 7 upon the development of the junior-senior high-school system and tend to reduce the number of applicants for college entrance who are unfit, by providing in these high schools completion courses not looking to college entrance. Similar effects in relieving the college burden may be expected from the growth of the junior college idea. Further discussion of the junior college will be found at another point in this review. The tendency toward uniformity has been promoted by the adop¬ tion by the American Council of Education of standards for colleges, junior colleges, and teacher-training institutions, the two latter during the biennium. These standards were published with the recommendation that the regional and other accrediting agencies adopt them as a basis for accrediting institutions within their special fields of influence. Practically all of the regional associations have followed this suggestion and adopted the American council’s stand¬ ards or modified them somewhat to meet local necessities. The Asso¬ ciation of American Universities, which had previously operated under the standards devised by the Carnegie Foundation, has also adopted the standards of the American council and has been given a grant by the Carnegie Foundation to enable it to conduct examina¬ tions of institutions for purposes of accrediting. The Catholic Edu¬ cation Association has accepted the standards of the American Council of Education, and other denominational educational organi¬ zations have been considering similar or other action looking to betterment of standards in church schools under their control or influence. The interest of the denominational colleges in the develop¬ ment of higher standards has arisen in part from the influence of increased standardization for other institutions and in part because the competition for students has been so reduced that they can afford to take steps in this direction. The American Association of Teachers Colleges also adopted at its meeting in Cleveland, in February, 1923, standards for accredit¬ ing teachers colleges and normal schools. These standards have not and probably will not be applied to the institutions which were mem¬ bers of the association at the time of this adoption, but new appli¬ cants for membership will be admitted upon the basis of these standards. No doubt this will have considerable influence upon the re¬ gional associations in their accrediting of teacher-training institutions. The Colorado State College adopted in 1923 higher standards in¬ volving more restrictive prescriptions for preceding work, condi¬ tional admission, and most significant, perhaps, omission of credit for life experience, teaching of penmanship, training in art and music, and other forms of work which do not contribute directly to the course offered by the college. 8 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Paralleling the development of more exact standards for admis¬ sion to college and for admission to the list of institutions which may properly be defined as higher educational institutions is the develop¬ ment in the standards for professional work. The American Bar Association adopted standards in 1921; and in 1923, the American Pharmaceutical Association, the National Association of Boards of Pharmacy, and the American Conference of Pharmaceutical Facul¬ ties also established standards for their specific work. The University of Michigan determined in 1923-24 to begin in the fall of 1926 to require for admission to the school of law three years’ work in college and in 1927 four years’ work. This will make the law school at Michigan entirely a graduate institution, with the ex¬ ception that students who take the combined letters and law course at the university or in other approved colleges may save two years of work. In line with the Carnegie Foundation’s studies upon dental education, a similar plan is being considered by Michigan for the College of Dental Surgery. Columbia’s Teachers College in October, 1922, adopted for the School of Practical Arts a change in admis¬ sion which requires for admission two years in a college or a technical school instead of graduation from high school. This change was made necessary by the rapid growth of the School of Practical Arts. The tendency is to extend the time preliminary to professional train¬ ing and the time for professional training itself in law, medicine, dentistry, pharmacy, teaching, and engineering. GRADE LIMITATIONS At the same time that it limited its enrollment in the entering class to 1,000, Harvard changed its entrance requirements to provide that 75 per cent must be obtained on the entrance examination and also that the boys admitted without examination must in their prepara¬ tory work rank among the highest seventh of boys in the class. The University of Illinois requires a grade of 10 per cent better than passing in the institution from which the student comes. The Kansas State Board of Administration has recommended that the plan of admitting graduates of accredited high schools upon an automatic basis be abolished. In general, many college executives are coming to believe that the selective process upon the basis of high rating in the preparatory work results in reduction of the number of students who will not profit sufficiently from college work. It is a real selective device. CHARACTER SCORING It seems to have been established by various investigations, notably at the University of Minnesota, that failures on the part of fresh- HIGHER EDUCATION 9 men are not due so much to lack of ability as to lack of personal qualities and characteristics which enable the student to adjust him¬ self to the environment and work of the college. Increased em¬ phasis has been placed, therefore, upon admission to college upon the basis of personal qualities, including the physical. Scoring of applicants for college entrance upon the basis of personal charac¬ teristics attempts to cover good habits, industry, manners, respect for law, perseverance, alertness, competence, vigor, promptness, accuracy, participation in activities, and financial condition. The University of Chicago, Oberlin, Harvard, Kansas Agricultural College, Leland Stanford University, Reed College, Ripon College, and Swarthmore all have in a serious way attempted such scoring as the basis for admission. The scoring may be a very formal mat¬ ter, conducted upon the basis of a blank furnished to the principal or other officer of the secondary school, and may involve in addition to such procedure a personal interview between the student and a representative of the college authorities. Northwestern University plans to undertake such scoring upon an extensive scale. Swarth¬ more, where the plan has been in effect for some time, states that the real entrance examination is the personal interview. In addition to the service which character scoring renders in secur¬ ing students who are fitted for good college work, the results of such personal knowledge of students should aid the institution in render¬ ing careful instructional service. In the past the professors under whom students took their work knew little about the high-school records of their students, nothing in most cases about the parents and home conditions from which the students came, and only so much of their mental abilities and tendencies of character as they might derive from classroom contact. The personal history and estimate of stu¬ dents, if made available to the instructing staff, should contribute to improved college teaching procedure. PSYCHOLOGICAL TESTS Enthusiasts about the possibilities of pyschological tests frequently have urged that the psychological test be used as a basis of admission to college. So far development in this line seems to be insignificant. One investigation, made by the north central association in 1924, shows that institutions within its territory were not using mental testing for admission to any great extent. The service of psycho¬ logical testing, in so far as it has been accepted, apparently lies in other directions, presented in another portion of this discussion. FRESHMAN PROBLEMS Careful selection of students for admission to college implies that the work offered after admission will meet their needs to the fullest 10 B1ENN1AE SURVEY OF EDUCATION, 1922-1924 possible extent and will give their abilities the greatest possible opportunity for development ; and that college life outside the hours of formal instruction will contribute definitely to the well-being of students and will aid directly in their preparation to participate in the privileges and obligations of their adult life. In the University of Wisconsin by February, 1923, 11 per cent of the class entering in the preceding fall had dropped out; in Febru¬ ary 1924, the corresponding figure for the class which entered in the fall of 1923 was 13 per cent. In Harvard only 76 per cent of the freshmen who registered in September, 1923, were promoted in good standing at the end of the freshman year. Lack of ability is the least important factor in accounting for such losses; overenthusiasm for sports and other extra-curricular activities is perhaps the most frequent cause. Leaving the freshman almost entirely to his own devices in making his entrance into the official and social life of the institution results in homesickness and discouragement or in useless effort and dependence upon chance influences. Naturally his fellow freshmen and older students give him a one-sided conception of college life, a picture made up largely of athletics, social life, and extra-curricular employments. The college authorities, the faculty, and study, under such conditions, contend upon unequal terms with “ activities ” in presenting their claims to his time and attention. He has little direct personal contact with college officials and official pur¬ poses, and that little is under what he and his fellows regard as compulsion. Several institutions, following the lead of the University of Maine, the University of Rochester, and the Agricultural and Mechanical College of Texas, which are pioneers in the movement, have adopted the device known as “ freshman week ” in order to deal systematically with the conditions described. A study made in 1923-24 by Mary Frazer Smith, of Wellesley College, shows that 41 institutions have adopted this method of orienting freshmen. These institutions re¬ quire that freshmen report in advance of upper classmen for con¬ ferences and lectures, tests, and inspection of the institutional plant. Although called quite generally “freshman week,” the actual time devoted to freshman orientation may vary from 1 hour to 10 days. The purpose is to acquaint the new student with the aims, oppor¬ tunities, and customs of the institution and to secure information, by means of psychological or other tests, which will aid in more careful personal educational service during the freshman year and thereafter. The plan is so simple, results obtained so excellent, and the possibilities for further development so obvious that general adoption of the device of freshman week may be looked for among institutions which are seriously trying to meet their educational and social problems. HIGHER EDUCATION 11 SECTIONING CLASSES Freshman week affords an opportunity for obtaining information which will enable the institution to group students according to their abilities, as revealed by previous academic records or by special tests. The plan of sectioning classes in this way is developing rather rapidly. Eleven institutions, in addition to two now following the plan, intend to inaugurate such sectioning in the near future. The chief hindrances in the way of satisfactory sectioning are the desire of students for specific instructors and schedule difficulties which prevent free passage from one section to another in accordance with the record made by the student in his college work. Those of us who in college were more concerned in choosing the men under whom we took our work than in choosing the subjects which made up our curriculum sympathize with the student who insists upon being permitted to study under a chosen instructor. To be sure, freedom of choice leads frequently to the selection of pro¬ fessors who have reputations for giving “ snap ” courses, but there is a sound element in the judgment of students which it may be a mis¬ take to ignore. Frequently students wish to work under good teachers. If the sectioning plan is to mean anything real, it must involve shifting from lower to higher groups as the student develops or displays his ability to work with such groups. This is especially true in view of the records and tests upon the basis of which section¬ ing is made in the first place. No one seems to have unlimited con¬ fidence in preparatory-school records, in entrance examinations, or in the results of psychological testing. A study made in the University of Minnesota indicates that the newer psychological method of testing is less reliable than high- school records in prognosticating future work. Mental testing has made enormous strides since the Army tests were applied to so many young Americans, and institutions have attempted to make greater use of them for such rating of students as is implied in the plan for sectioning classes. The results have not been so satisfactory as the friends of psychological testing would desire. Toops and Bridges assert that, to be valuable, the correlation between test and scholastic record must be between 0.70 and 0.80. No such high correlation has been obtained. Many authorities seem to doubt whether the mental tests have a higher predictive value than other criteria. In a study made in the public schools it was found that the correlation between public school teachers’ ranking and the subsequent work of students was 0.70 or above, which is higher than has been obtained to date between the mental tests and students’ work. 12 BIENNIAL SURVEY OF EDUCATION, 1022-1924 President Coffman, of the University of Minnesota, makes a state¬ ment which perhaps represents with considerable justice the present attitude toward the tests : I would not for a minute speak disrespectfully of intelligence testing, but those who are the members of this cult have in some instances claimed that, by a series of intelligence tests, it is possible for them to determine in a few minutes of time what students can profit by a university and even what voca¬ tion they should follow. The conclusion stated, somewhat humorously, is that because of innate perversity or obstinacy of mind many of us are not entirely convinced. The use of psychological tests for purposes of section¬ ing is admitted generally, however, to be of value, even though the ability of the test to avoid injustice to the individual is not admitted. The test makes no or insufficient allowance for extraordinary ambi¬ tion and industry. Students who would be excluded upon the basis of a psychological test, if this were the method of determining admis¬ sion to college, have, under the restricted application of the test to sectioning, an opportunity to overcome poor records upon the test by means of extra effort. If the test has been wrong in rating them, the injustice can be repaired. In general, educators appear to feel that the psychological test can not yet be trusted to determine the limits of educability and kind of educability, yet its usefulness is admitted, even by sober-minded men who are not carried away by a new experimental process. ORIENTATION COURSES One of the charges brought against colleges and universities is that they are overorganized. A multiplicity of schools, of depart¬ ments, and of courses offered are of necessity confusing to the im¬ mature student. He comes from an institution where his work has been very largely prescribed and almost altogether carried on under the immediate direction of his instructors. When he finds his new institution made up of a number of schools which bid more or less independently for his patronage, and of an even larger series of departments magnifying the worth and importance of their subjects, it is a difficult problem for a freshman to understand the relationship existing between the bodies of knowledge which these schools and departments represent. He is likely to go through college with the idea that the department or school which he chooses upon ground of initial interest or personal suggestion represents the whole or nearly the whole body of knowledge required of an educated man. To overcome the difficulties of the student and to mitigate the effects of departmental mindedness, as distinguished in the phrase of Dr. R. L. Kelley, from curriculum mindedness, institutions have HIGHER EDUCATION 13 followed the lead of Columbia University in offering special orienta¬ tion courses for freshmen. Just as freshman week is intended to orient the student in his new administrative and social environment, the orientation course is intended to orient him in the fields of knowl¬ edge which are spread before him in the college curricula. The orientation course is intended to unify the material of the curricu¬ lum ; to constitute what may be called, following the terminology of vocational education, a pre-educational course. More specifically, it is intended to train the student to think and to introduce him to a general survey of the nature of the world and of man. Committee G of the American Association of University Professors has issued a study of such courses offered by Amherst, Antioch, Brown, Co¬ lumbia, Dartmouth, Johns Hopkins, Leland Stanford, Missouri, Princeton, Rutgers, and Williams. One institution at least, Reed College, has carried this idea further ; the college course is intended as an orientation one, but orientation in life rather than in college is sought. Of' course, colleges have always made the claim that this was their purpose. Reed seems to have attacked the problem from a somewhat fresh standpoint and without the restraints of traditional organi¬ zation. The criticism so frequently directed against the colleges, that the attitude of instruction is chronological rather than func¬ tional, applies in many cases to the work of the orientation courses. Even at Reed, for instance, the first two years of work are directed to providing an historical background. This method of approach is also the one frequently adopted by the freshmen orientation courses. Historical interest usually develops in a student only after a con¬ siderable body of information has been accumulated with no or little chronological unification. Desire to unify and coordinate through the agency of time or logical classification is a comparatively late development. The filing system comes after accumulation of corre¬ spondence. Although it may require a high order of genius to relate instruction material to the familiar life of the entering college stu¬ dent, some element of such relationship is always introduced by good teachers. In this way only can reality be given to knowledge and intellectual attainments. The present orientation courses, excellent as they are under the limitations of chronological approach, might be greatly strengthened if more systematically and consciously re¬ lated to student experience. The attitude of college and university administrations indicated by class sectioning and orientation courses implies changed methods in the later part of the college course. Measures of the kind already described are in large part preliminary to meeting other general criticisms of college work. It is charged that the colleges do not 27301°— 27 - 2 14 BIENNIAL SURVEY OF EDUCATION, 1922-1924 develop a high type of scholarship. The Phi Beta Kappa Society of the upper Hudson has been sending out speakers to talk to college students about scholarship, since it is maintained that they have very little opportunity to hear about scholarship and great opportunity to hear about athletics and money-making. It is charged that the processes of college are machinelike and that under the formal standards set up education tends to become more inter¬ ested in meeting formal standards than in education itself. It is asserted that the work of the regional and national standardizing agencies contributes to destruction of individual aims and institu¬ tional character. In the attempt to meet these and similar criticisms institutions have during the biennium considered carefully matters of curriculum revision, and watched with interest surveys of special fields of instruction such as those conducted by the American Classical League, Modern Language Association, and the Society for the Promotion of Engineering Education. They have even begun to plan to take definite steps toward the development of better college teaching. Systems of providing special honors and distinctions to induce interest on the part of students in scholarship and in work have made considerable growth. More striking, perhaps, than any of these attempts is the development of honors courses and the tendency to recognize the value of comprehensive examinations. Each of these measures is worthy of consideration. Comment upon proposals with reference to improvement and economy in graduate work will also be discussed before turning to problems of social and college life. CURRICULUM REVISION It seems to be generally accepted that it is the function of the college to train the common citizen. If this is true, too much lab¬ oratory work, too much research, too much methodology and tech¬ nique may develop in a college a kind of training which defeats the purpose. What the general run of students need is content material useful in common life, and instruction whose aim is presen¬ tation of information in a way that will develop intelligence and a judicial spirit in matters of ordinary experience. In other words, the curriculum should prepare the student to function in the life that he will live after he leaves college. Colleges have always main¬ tained, perhaps, that these were the purposes of their work. The most common method which has been adopted to insure a reasonable unity and relationship between the several subjects studied by a student, and to insure that his course contains all those elements which should enter into the educated consciousness of the common man, has been the grouping of subjects as a guide for the student HIGHER EDUCATION 15 in the construction of his curriculum. Grouping of subjects has not been very strictly observed, however, either by students or by the colleges, and little functional unification has resulted. It is still possible for the student to take chemistry without arriving at an understanding of the scientific method. He may still specialize to an extent that leaves him after college an uneducated man in the sense that his knowledge is unrelated to large areas of human activity and interest. In this connection several interesting experiments have been made which give students or a committee of students an opportunity to suggest curriculum changes. In the second semester of 1923 Vassal* organized a student curriculum committee whose ivork continued in 1924, and its suggestions have been regarded by the faculty as of real value. The students of the College of the City of New York have worked seriously upon this college administrative problem, and their suggestions are of interest in that they appear to indicate that students themselves feel the need for simplification, high standards of scholarship, and what used to be known as an “ all-round ” educa¬ tion. They recommended that extra credits for high marks be dropped, that Latin and Greek be reduced to the status of electives, that the third-year language requirement for the A. B. degree be abolished, that the language requirement for the social science degree be increased, that required military training be abolished, and that final examinations for “A” students be eliminated. Their sugges¬ tion that the requirements for the bachelor of science degree include one year each of psychology, philosophy, English literature, and the history of science, .indicates that they recognize the undesirability of too great specialization. They also recognize the basic place of good health in any educational program by the proposal that recrea¬ tion activities be required of upper classmen as well as of lower. An important suggestion, which would imply rather thorough¬ going revision of present curriculum practices, is that instruction be developed functionally upon the basis of student grouping in accord¬ ance with their dominant interests. The growth of international study groups among college students upon a noncredit basis would seem to point to a certain degree of utility and practicality in this proposal. Voluntary clubs formed to study international relations exist in 85 or 90 colleges. The Institute of International Education, which is largely responsible for this development, has proposed that orientation courses in foreign relations be developed as a result of this work, but study of this kind is more closely related to the pro¬ posal to develop functional credit courses upon the basis of group interest, than to the orientation idea. International relations is but one of many subjects of interest to which students in groups of 16 BIENNIAL SURVEY OF EDUCATION, 1922-1924 considerable size are willing to give time and work. The possible value to formulation of college work of such mental initiative on the part of students is undoubtedly worthy of further thought, but administrative and practical difficulties are so obvious that outside the range covered by free electives,’ colleges will probably find adop¬ tion of the plan inapplicable. An outstanding and courageous attempt to free the traditional curriculum from some of the old standards has been made by the University of Delaware. This plan contemplates that a group of junior students shall study a year abroad and receive credit at Dela¬ ware for the work done. France is selected as the place for the first experiment. Students, under the direction of a member of the resi¬ dent faculty of the university, leave the United States in July and remain until July of the following year. They follow a very in¬ tensive course of language study in France and take up residence at one of the F rench universities. Each student lives while in residence in a French family, so that French must be spoken. President Hullihen reports that the greatest obstacle to the plan has been the credit difficulty. Foreign courses do not exactly corre¬ spond to work in America. It would seem that the careful restric¬ tions placed upon students to insure that they have the benefits of real study, real language work, and travel under most advantageous conditions for acquisition of knowledge should justify acceptance of a year of such work as the equivalent of nine months’ residence in an American institution. The fact that this is not the case seems to bear out the charge that interest in units of credit rather than in education is one of the characteristics of American colleges and universities. Delaware has adopted, in addition to careful planning and super¬ vision of the work abroad, two important methods and safeguards to avoid criticism which may arise because of the departure from the formal traditional standards of American college education. Juniors are selected for the experiment in order that the faculty will have an opportunity to observe the students when they return to the university as seniors. It is proposed also to substitute for the foreign examinations an examination of the comprehensive type now made familiar and respectable by the development of honors courses. No doubt the presence in the student body of those who have had the privilege of this foreign study will inspire many first or second year students to qualify for admission to later foreign-study groups. President Hullihen states that the plan has already had a distinct effect in providing a direct objective for the students of the Uni¬ versity of Delaware. Another advantage of the plan which is an- HIGHER EDUCATION 17 ticipated is that it will stimulate the teaching of foreign language ; since, if successful arrangements can be made, similar student groups will be taken to other countries of Europe and South America. TEACHING METHODS Colleges have been as yet little affected by the development of educational theory already commonly applied to instruction in the elementary and secondary schools. At first sight it would seem difficult to account for this fact since these theories have been de¬ veloped in large part by the schools and colleges of education in the universities. Familiarity with these theories, however, seems to be confined to the professors of education. As a matter of fact the college-teaching profession does not rank teaching with research. College teachers and college administrators, although both would repudiate the attitude, tend to undervalue the man who is more greatly concerned about his teaching problems than about his admin¬ istrative or research work. No doubt there is a methodology of college teaching. At any rate there is a considerable body of knowledge in regard to the tech¬ nique of teaching which is not shared or practiced to any great extent by college professors. Graduate students qualify for college teaching positions upon the basis of research which is only in the slightest degree related to ability to instruct. In fact research work of the type which places students upon the list of eligibles for college employment is frequently of such nature that it unfits for teaching. Perhaps the new Kappa Phi Kappa educational fraternity which has for its purpose interesting men students in education may in the long run have considerable effect upon the attitude toward teaching on the part of the professorial class and lead to greater knowledge of college teaching problems. Aside from the development of the sabbatical furlough for college professors, which has a somewhat attenuated connection with im¬ provement in college teaching, little positive action has been taken to make college professors better college teachers. It is true that college administrators are pleased when they obtain a good teacher, but they have few means of judging the nature of teaching in their institutions and even less satisfactory standards for determining the teaching ability of new men whom they employ. In this connection protest has been made quite frequently during the biennium that as soon as an institution gets a professor who establishes a reputation for good teaching or leadership in research, he is hired away by some other college. Proposals have been made for enforcing con¬ tracts more carefully and for the development of high standards of honor as between institutions in the hope that this practice may be discouraged. These proposals are in part based upon the belief that 18 BIENNIAL SURVEY OF EDUCATION, 1922-1924 rooting an instructor in an institution tends to develop better teach¬ ing. Objections to this idea are so obvious that it is hardly necessary to mention them. Extreme manifestation of the belief is afforded by the college president who appealed to a graduate institution for an instructor with a statement to the effect that, although the men previously obtained had been good men, they had been hired away by other institutions, and that he hopes now to secure some one who will stay. Selection and retention of professors upon this plan, means, of course, that a premium is placed upon the employment of mediocre men who do not give promise of developing competition for their services. SPECIAL HONORS AND DISTINCTIONS There is a growing tendency to adopt some plan of providing special recognition and distinction for the man who attains a certain ranking throughout his college course and for the man who does extra work. These plans follow in general the old principle of granting the degree cum laude or magna cum laude. One of the most popular recent devices of this kind is based upon what is known as the point system. The plan as adopted at the University of Michigan provides that for each “A” grade three points shall be counted ; for each “ B ” grade two points ; “C” grade one point ; u D ” grade no point; and “ E ” grade a minus point. For gradua¬ tion the same number of points as of credits or hours is required. The man whose general average in points is 2.15 or 2.5 is regarded as having attained distinction or high distinction, and his name is frequently put in the catalogue or commencement program under these headings. The point system, of course, insures a kind of re¬ ward for meeting faithfully the ordinary requirements, but does not very extensively encourage independent study. When in addition honor points are given for extra technical, educational, or special courses, the result is merely to add to the number of units of regular work without giving the individual an opportunity to do work of a distinctive and personal character. This point plan for rewarding industry and high ranking in the work offered implies the least disturbance to the present standardized series of processes through which a student must pass in order to secure a degree, or it may even imply a belief that these processes are the most useful that can be devised. Of the same general nature as granting special distinctions to students upon the basis of high rating under the regular system is a tendency to make more difficult the passage from sophomore to junior year or from junior year to the senior. Princeton has undertaken to make passage from the sophomore to the junior year somewhat HIGHER EDUCATION 19 more difficult, and this is but one of several instances which depend upon increased difficulty without material change in the work offered or in the methods used, to secure higher scholarship and better training. HONORS COURSES Limiting enrollment, selective processes intended to secure students who will profit from training, special orientation courses for fresh¬ men, and maintenance of high course averages all fail to provide adequately for the specially gifted student. They all fail to en¬ courage independent initiative and self-directed work to the point where the scholarly attitude or the power of independent procedure in dealing with new problems is developed. The need is for some method which will induce every student, and especially the gifted ones, to extend themselves to the limit of their abilities. The old methods and courses failed to do this. The commission on faculty and student scholarship of the Association of American Colleges in 1923 reported that, of all the attempts to accomplish these purposes, the honors courses developed in this country by Swarthmore is the best and most promising. The honors courses as developed by Swarthmore and adopted by other institutions, notably Barnard, Carleton, and Smith, are based in fact upon the influence of the English honors courses made familiar to this country through the Rhodes scholarships, Canadian practice, and by closer international student relations. The extent of interest in the plan is evidenced by the fact that President Aydelotte’s account of the honors courses as developed at Swarthmore, published by the National Research Council, has been exhausted and a second edition made necessary. At Swarthmore the number of honors students has doubled each year for three years. No single movement in higher education has been given more interest or promises more far-reaching results than this. The course as developed implies independent study on the part of students, less formal relationships with the faculty, and relaxation of attendance upon classes and ordinary class examina¬ tions. Honors work is confined to the junior and senior years, in part because freshmen and sophomores require basic work, which in Europe is regarded as secondary. This condition emphasizes and no doubt will contribute to more general and practical accept¬ ance of the fact that the first two years of American college work belong in the secondary school. The development of the junior college will doubtless be hastened through this influence of honors courses. Two features of the honors courses have made an appeal to insti¬ tutions which have not themselves adopted the plan. Several institu¬ tions have attempted to extend the privilege of voluntary attendance 20 BIENNIAL SURVEY OF EDUCATION, 1922-1924 upon classes to students who attain certain ratings. Princeton at¬ tempted in September, 1923, to extend further its plan of voluntary attendance upon lectures but was compelled to return to its former plan because lectures were entirely deserted. This fact may indicate that the greater part of the instruction now carried on by the lecture method may more easily and quickly be obtained through reading, or it may indicate that those who do not rank high in regular work have not the maturity and development to understand how to manage their own educational progress. Another element of the honors system which makes decided appeal is the comprehensive examina¬ tion. The honors students at Swarthmore are tested by comprehen¬ sive examinations which emphasize the general subject and therefore tend to decrease the importance of the individual course. At Swarth¬ more these examinations are conducted by men familiar with the fields, who are brought in from outside the institution. A knowledge of the field rather than of the specific courses taken is thus insured. In a sense those who are directing honors work are thus judged along with the students whose work they control. Reed College uses the comprehensive examination at the end of the junior year. Its work is so organized that such an examination is applicable. At Swarth¬ more the students in the senior class have petitioned that their final examinations be of the comprehensive type. In the opinion of friends of the comprehensive examination this desire on the part of the seniors is regarded as an indication of high educational and intellectual interest. Persons who are not converted to the com¬ prehensive examination contend that ability to organize and pre¬ sent information in a clear and logical manner, which is the main purpose of the comprehensive examination, may be tested just as thoroughly by the ordinary course examination and that in addition the latter tests knowledge and memory of course work. The discus¬ sion is valuable in that it is securing much needed attention to the technique of examinations in America. GRADUATE WORK The United States has developed a large number of great univer¬ sities which are famous for their research work. Through a some¬ what curious misapprehension of educational purposes, research and greatness have therefore become somewhat confused. Research no doubt is an important means of testing the standing and reputation of a university, but this basis of judgment is carried to an extreme point when it leads practically every university in the United States to base its claims to recognition upon extensive and varied programs of graduate research work. The fact that eligibility for college HIGHER EDUCATION 21 employment depends so largely upon research has contributed to this attitude. The results have not been entirely happy. During and following the World War the demand for college in¬ structors exceeded the supply. Colleges still demanded, however, that their instructors hold higher degrees. As a result, pressure upon graduate institutions to meet this demand aided in the promo¬ tion of the already existing tendency to carry over into graduate research work the prevailing undergraduate conception that educa¬ tion consists of completion of courses and compilation of units. It is asserted quite frequently that graduate work is now on the basis of what the graduate student is admitted from and not upon the basis of what he is admitted to. In other words, research is in some of our graduate departments defined largely in terms of under¬ graduate college education. As someone has expressed it, present graduate work “ coddles immaturity.” Professor Woodbridge states the case : w Graduate work should not prepare students for advanced degrees but should give them a chance to do something worthy of a degree.” If it is admitted that this situation is justly pictured, it is obvious that considerable reduction may profitably be made in the extent of graduate research work for degrees now carried on in a large number of our universities. It can not be stated too emphatically that this does not imply in the slightest that the value and importance of real research have been exaggerated. On the contrary, it is a plea for extending and raising the standards of research Avhich lead to the higher degrees. Two proposals have been made recently looking to improvement of the situation with reference to graduate work: First, that institu¬ tions specialize in the kind of graduate work to which they devote their resources, thus insuring, in so far as educational expenditures serve to direct research activity, concentration of energy and ability upon limited fields. Beyond question money alone, even money com¬ bined with the assembly of large bodies of graduate students, does not provide all the conditions necessary for successful prosecution of highly specialized research. It is thought, however, that special¬ ization as between institutions will attract to each institution leaders of research wTho will find in the combination of their work and efforts and in the special facilities provided a happy ground for work of the highest type. A second suggestion made, which is in no way con¬ tradictory to the first, is that a greater degree of cooperation in re¬ search work as between higher institutions be developed. Several examples of such cooperative research during the period are of special note. The Modern Language Association Research, for in¬ stance, in which 35 research groups are cooperating, is pointed to as a conclusive argument for such procedure. Cooperation in research 22 BIENNIAL SURVEY OF EDUCATION, 1922-1924 in the humanities similar to that carried on by the National Research Council in the scientific field might serve to prevent waste and might promote coordinated effort. While not strictly graduate coopera¬ tion, the arrangement of the schools of commerce and business in the Universities of Illinois, Indiana, Minnesota, Nebraska, Ohio State, Wisconsin, and Chicago to publish the University Journal of Business in cooperation is an indication that cooperative effort in educational enterprises tends to gain ground. SOCIAL AND COLLEGE LIFE Much discussion of the work of the colleges and universities of the United States is centered about the activities which are not directly under the control of the college authorities and arises from discontent with the institutional efforts to give the individual student proper living guidance at those times when he is not in the class¬ room. These problems, always matters of concern to university administrators, have been emphasized by current criticism. The institutions have felt an increasing need to take positive action look¬ ing to personal advice and guidance for students in their numerous academic, social, and financial relations. The feeling has developed that the housing, health, and morals of students are matters to which administrative authority may properly devote more attention. The question is raised whether even the activities directed by students themselves may not *be brought into closer relationship with the institutional and educational aims of the college. The charge that the higher institution is an isolated island in the midst of the activi¬ ties of the Avorld has led to increasing interest in the establishment of outside contacts. The outside estimate of the tone of our large universities is per¬ haps best reflected in the bequest in the will of Willard D. Straight, which left to Cornell a sum of money to be devoted to making the institution “ a more human place.” This problem is not confined to the larger institutions. The president of the University of Illinois in his report for 1922-23 indeed makes a strong case for the larger institution in this respect. He points out that an institution with ten thousand students and a staff of one thousand encourages per¬ sonal relationships to as great an extent at least as is the case in the smaller college. A larger choice of personal contacts is possible. However this may be, the universities and colleges are recognizing increasingly the necessity for setting up some agency whose busi¬ ness it is to look after these personal problems. In many institutions this agency is the dean of students. In others personnel bureaus have been established which serve both the needs of the student and of the administrative requirements of the institution itself. HIGHER EDUCATION 23 The position of dean of students may be almost indefinitely sub¬ divided. It is recognized that a dean of men may contribute almost as much to the life and education outside college walls as the dean of women contributes to the well-being of the girls. The dean of fresh¬ men is an office which, under the dean of students, devotes itself to the problems of new students. In the University of Illinois a special position was created in 1923 to look after student activities and organizations. The dean of women frequently encourages group¬ ing of women in organizations, as is the case in Illinois. Frequently the dean manages the employment bureau, is a member or chairman of the student loan committee, gives vocational and educational guidance, advises with reference to and participates in student social activities. The dean helps the individual with per¬ sonal, friendly advice, straightens out relations with townsfolk, looks after sick students, and establishes contact with parents. He has largely ceased to be regarded as the college official disciplinary agent ; he is the college friendship man. The housing problem in smaller institutions, as well as in the larger ones, presents many problems. The development of dormitories for women especially enables the institution to exercise a certain degree of supervision over the unscheduled hours of the student. . Training in the social conventions in college dormitories and dining halls is carried on b}^ means of example or even definite regulation by cul¬ tured supervisors. When students live in town, scattered through rooming houses, supervision becomes a difficult matter. Careful supervision of such houses for women is common, but the expense seems to be too great to exercise any large degree of control over the places where the men live. This problem is being met by building dormitories, but requires further attention by' institutions which can not hope to house their own students in the near future. Athletics present troublesome problems to the college adminis¬ trator who is interested in the well-being of his students and has caused much comment and concern outside college walls. The ath¬ letic situation is greatly complicated by the fact that athletics has become a matter of large money transactions. In Michigan in 1922 the revenues from athletics were $226,465.15, while the expenditures were $182,909.08. In 1923 the revenue had grown to $309,107.11 and expenditures to $190,300.23. In Princeton in 1923-24 the revenue exceeded that of 1922-23 by $53,063.80, while at the same time operating expenses decreased $57,032.07. The. size of these opera¬ tions has emphasized the need of mature control of financial matters. Young boys, even young men who are supposed to be receiving a college education, should not be called upon to transact business of such magnitude. The effect upon athletics is to make public spec¬ tacles of intercollegiate contests, even though it is true that the 24 BIENNIAL SURVEY OP EDUCATION, 1022-1924 tickets for the big games are taken largely by alumni and students. The tendency is to carry on contests with institutions that result in large gate receipts and to develop coaches and teams who will be winners. The Association of Colleges and Secondary Schools in the South¬ ern States in 1921 appointed a committee of five to inquire into these conditions and into the administration of athletics in member col¬ leges. The inquiry deals with the entrance of athletes to college, their record in college, their past athletic records, with absences from college during the athletic season, with the salary of the coach and by whom paid. The results of this inquiry indicate the need for more effective faculty control, the necessity for reducing salaries of coaches to reasonable limits, and as a corollary the desirability of eliminating the seasonal coaches. The report also advocates the elimination of special students from athletics, the eradication of scouting, and the encouragement of intramural athletics. Condem¬ nation of long trips and of gambling in connection with college athletics is emphatic. The report in 1921 of the committee of the American Physical Education Association indicates some facts with reference to control of college athletics that are worth recording. Thirty-two per cent of the 250 colleges of which inquiry was made place management in the hands of the faculty ; in 30 per cent management is in the hands of the faculty and students; in 25 per cent students and alumni share the control; in 13 per cent students control. There is a growing tendency to place the management of athletics in the hands of the department of physical education. The figures above indicate, however, that there may be some truth in the charge that in certain instances college authorities look to college athletics to create college unity and publicity. The charge is that this attitude accounts for the fact that, in spite of well-known abuses, little is done to correct them. Much of the discussion centers about the position of the coach. Coaches themselves maintain that high salaries are necessary, since their period of usefulness is short and they have little certainty of tenure. They maintain that college authorities insist upon their producing winning teams and base tenure upon ability to do so. They are not left free to handle the athletic situation as a part of a physical development program. The proposal that coaches’ salaries be reduced to a point where they compare not too favorably with the salaries of full professors will depend for its successful operation upon support from the college authorities. Abolition of professional college coaches and substitution of faculty coaches in their place has received great impetus from its approval by representatives of 12 New York and New England colleges in 1922. This plan has been HIGHER EDUCATION" 25 adopted by Union, Wesleyan, Bates, Trinity, and Hamilton and submitted for consideration to Amherst, Bowdoin, Middlebury, Tufts, Williams, and Colby. The problem of raising the tone of college coaching is also being met by the special courses for coaches offered by various institutions. The University of Minnesota offered in 1924 a complete course of training for teachers of physical educa¬ tion, including coaches, which will lead to the degree of bachelor of science in the college of education. The State Teachers College at Cedar Falls, Iowa, will offer also a four-year course for athletic coaches. The contention that it is impossible for the college to develop in¬ tramural sports in those lines which are carried on in intercollegiate athletics has been disproved conclusively. At Princeton, to take but one instance, 1,215 of its 2,000 students were in 1924 members of intercollegiate sports squads. This did not include those who par¬ ticipated in intramural athletics; if this number were included, 90 per cent of the students of Princeton participated in some form of sport. Careful supervision and determined efforts to bring about an athletic situation which would really contribute to the physical and moral welfare of the students account for such development. The Uni¬ versities of Illinois, North Carolina, Ohio State, and Ohio Wesleyan also report a great growth in intramural sports. At Michigan in¬ tramural contests between teams of women students have developed remarkably. At Michigan also the gymnasium is used to a much larger extent than formerly by summer school students. Efforts to induce upper classmen to participate in regular exercise have been stimulated. Intramural athletics has been coordinated with teacher training work in physical education so that senior and junior stu¬ dents act as instructors for intramural teams, organize teams, and officiate at games. Michigan’s new four-year teachers’ course in school health and physical education is thus made to contribute to the development of intramural athletics. The growth of freshmen teams since the adoption of the one-year rule, commonly known as the freshman rule, which at first appeared to be a development which would encourage intramural sports and free the minds of freshmen somewhat for college work, has shown that freshmen athletics is subject to the same abuses as general college contests. Contests between freshmen teams of different institutions have grown to such a point that abuses are quite as serious as those arising from intercollegiate athletics in which teams represent the entire institution. Princeton and Harvard have, as a result, discon¬ tinued their freshmen contests. Important from the standpoint of defining the purposes and objectives of college athletics is the work of the Amateur Athletic Federation which developed from the Secretary of War’s Man- 26 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Power Conference, held in 1922. The federation is attempting to define what constitutes physical fitness and to stimulate various agencies, including those of the colleges, to adopt standards and to direct their athletic and sport activities to the attainment of these standards. The University of Michigan is devoting consider¬ able time to working out a series of annual performance or physical efficiency tests for upper classmen. Similar standards for girls are being developed. Modification of men’s games when played by girls, to suit the physical characteristics of girl participants, and accept¬ ance of the idea that girl tealns should always be coached and con¬ trolled by women, indicate considerable progress. The purpose of all this is, of course, to make college sports and athletics contribute to health rather than to competitive advertising or to the development of students of marked physical prowess. The morals of college students undoubtedly have always been high, as compared with the morals of similar groups of young people. Aside from the supervision exercised by deans and the advice and aid which they give of a personal nature, the outstanding current dis¬ cussions which may be regarded as of moral significance concern drunkenness and suppression of smoking by girls. In view of the prohibition laws and regulations, institutions have felt that drunken¬ ness, especially public drunkenness, is an offense “more serious than in pre- Volstead days. Princeton has undertaken to deal m'ore de¬ cidedly with intoxication by means of suspension in cases which come to the attention of the college authorities. In the case of drunkenness for the first time the period of suspension is short ; the second offense results in longer suspension and sending the student home, so that his parents may deal with the case as they see fit. In some cases expulsion results. The attitude of the University of Michigan is somewhat more decided. The president has been com- niended throughout the United States for his courage in dealing with the problem of drunkenness. In 1923 the regents passed reso¬ lutions upon the subject, and in the fall of the same year the uni¬ versity senate discussed this matter thoroughly. The decision was reached that cases of public drunkenness should be punished by dismissal. Although in the eastern States smoking by girls is not regarded as a matter of moral depravity but rather as one of convention or health, in the West and Middle West a moral significance is attached _ to smoking by girl students. An outstanding case is that of a girl student expelled for smoking in the Michigan State Normal School at Ypsilanti. This case received wide publicity because it was car¬ ried to the courts and because the judge sustained and commended the dean of women for her action. It remains to be seen whether the increasing freedom of women will result in making the standards of HIGHER EDUCATION 27 convention and moral practice for the two sexes more nearly the same. OUTSIDE CONTACTS More extensive and closer contact between the higher educational institutions and the outside world is intimately bound up with two matters which have given trouble to college authorities — freedom of speech and academic freedom. The former concerns the freedom with which college buildings and property may be used by student organizations and others for presenting ideas and facts which are the subject of discussion outside college walls. No general rule which will eliminate the necessity for discretion has been devised. In general, addresses of a scholarly nature or those of general inter¬ est are permitted and encouraged. Advocacy of destruction of the Government by violence or unlawful means or attack upon the accepted code of morals are forbidden. What constitutes an accepted code of morals is, of course, a matter of opinion. Critics of educa¬ tional institutions contend that when revision of conventional moral standards is in progress, institutions permit the greatest freedom to those who defend the conservative viewpoint, while those who are working for change are forbidden to present their ideas to students. One of the important matters of this kind which has aroused discus¬ sion and disagreement is the matter of birth control. Similar differ- erences of opinion arise in connection with political campaigns. No institution would forbid a general discussion of political issues; many will forbid the use of college or university buildings for pre¬ sentation of the claims of a political candidate even though such discussions and claims are presented freely in the newspapers and across the street from the campus. No doubt an institution has a legal right and a moral obligation to control the outside influences which are brought to bear upon its students; its standards of con¬ trol should be publicly known and impartially applied. The matter, however, of participation of the college staff in out¬ side discussions, either in the classroom or in public, presents some¬ what greater difficulties. A committee of the Association of American Colleges in 1922 formulated general principles in regard to this matter which after a year’s discussion were adopted in 1923. These principles deal with four points. First, they recognize that freedom of research should be maintained unless restriction is necessary in the interest of teaching. Second, the college should not place restric¬ tion upon freedom in presentation of the teacher’s own subject in the classroom, in outside addresses, or in publications except such as are agreed upon in advance or such as are necessary for immature stu¬ dents. Third, they recognized the right and the duty of the insti- 28 BIENNIAL, SURVEY OF EDUCATION, 1922-1924 tution to restrict discussion of outside matters in the classroom which is supposed to be devoted to instruction of a special kind. Fourth, that the teacher’s right of public discussion of questions outside his own field is the same as that of anyone else, except that the teacher must always make it clear that he and not the institution is responsi¬ ble for the views expressed. JUNIOR COLLEGES Mention has already been made of the fact that the first two years of college properly belong to the secondary field and of the fact that during these two years occurs the greatest mortality among students. The burden upon the institutions because of large attend¬ ance, as well as theoretical reasons, makes them friendly toward the idea of developing separate two-year junior colleges. It is the pur¬ pose of such institutions to render educational service along three lines. First, presentation of a liberal arts course of two years which will lead to entrance to the junior year in a college or university; second, conduct of two years of professional or preprofessional courses; and, third, offering two-year completion courses for those who do not desire to secure a degree or to lead professional lives. Friends of the junior college idea see in its future develpment pro¬ vision for a number of such institutions so conveniently distributed as to provide locally training of the kinds indicated. They believe that this will relieve the college of many of the problems which arise from immature boys and girls being severed from home connections and also will result in the college being able to concentrate its energies upon higher education rather than upon instruction of a secondary nature. The development of the junior college during the two-year period has been remarkable. In California in 1921 a bill was passed which makes possible the setting up under State aid of an extensive system of junior colleges. Those which undertake to prepare for the last two years of college work must be affiliated with the State universit}^ They are inspected by the university, and the qualifications of the faculty must comply with university standards. The courses of all institutions must be approved by the State board of education and conform to minimum standards set up by the State board. This results in a system which coordinates the junior college with the public schools and with the university more closely than in any other State. In 1922 in the United States there were 200 junior colleges, of which 4 were affiliated with high schools, and 125 were reorganized small colleges. Dr. George F. Zook, president of the Municipal University of Akron, while chief of the division of higher education in the United States Bureau of Education, contrib¬ uted through his surveys a great deal to the development of this HIGHER EDUCATION 29 movement. His studies of college distribution upon the basis of economic resources, population, transportation, and type of educa¬ tional service required resulted in recommendations looking toward reduction of competition between four-year denominational colleges by changing several of them to the rank of junior colleges and making them feeders for one or two strong institutions affiliated with the denomination concerned. 27301°— 27- A CHAPTER II SOME RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS By W. S-. Deffenbaugh Chief of City School Division So extensive and so complex has the modern city school system become that it is impossible in a brief chapter to treat more than a few of the recent educational movements. In addition to day schools the activities of the city school system include night schools, con¬ tinuation schools, special schools, health supervision, vocational in¬ struction, vocational guidance, clinics, etc. Reviews of some of these activities appear in other chapters of the Biennial Survey of Educa¬ tion, and discussion of them in this chapter is unnecessary. ADMINISTRATION Nothing more than usual is reported in the field of general admin¬ istration. Having small school boards elected at large has become the prevailing practice. Some difference of opinion still exists regarding the method of choosing boards of education, tho'ugh authorities in school administration are generally agreed that the elective plan is upon the whole to be preferred to any method of appointment by city or other officials. The question of the relation of the city council to the board of education is perennial. Numerous instances might be given to show that there has been friction between them ; but this is nothing new. Several attempts have been made to divorce school from municipal affairs. For instance, a bill sponsored by the New Haven Teachers’ League, to make the board of education independent of the city officials, was defeated at a recent session of the Connecticut Legis¬ lature. The claim made by the teachers’ league was that the finance board interfered unduly in the management of the schools. This, however, is an old story and may be duplicated in some of the other cities where the school boards are dependent upon the city officials for appropriations. ADAPTING THE SCHOOL TO INDIVIDUAL DIFFERENCES Within the past few years possibly more attention has been given to adapting the school to individual differences than to any other phase of school administration. The fact that children differ in ability to progress through the grades has long been recognized, 31 32 BIENNIAL SURVEY OF EDUCATION, 1922-1924 but the general use of intelligence and achievement tests has empha¬ sized the fact that there is a wide spread of mental ability in the same class — that some pupils are of the highest intelligence and others of very low intelligence. With all these facts before them, school administrators have come to see how absurd it is to expect children of the same chronological age but of different mental ages to progress through school at the same rate. In order to provide for these individual differences serious atten¬ tion is being directed toward plans that promise to break up what is known as the lock-step sj^stem of grading and promotion. In fact, since the beginning of the graded-school system various at¬ tempts have been made to devise plans to assure pupils’ continuous progress through school without repetition of entire grades. Semi¬ annual promotion wras considered a means toward this end. More frequent promotion intervals, however, are considered desirable if it is possible to provide them, and several such plans have been tried. When Dr. William T. Harris was superintendent of schools at St. Louis, Mo., he organized classes with about five-week intervals between them, so that the brighter and more industrious pupils could be advanced without skipping a grade, and so that pupils not able to sustain themselves in the classes to which they were assigned could drop back to the class below without losing a half year or even a whole year. Not many cities adopted this plan, yet it had great possibilities, especially in a large school building where five or six groups could be formed from the same grade. This plan may, how¬ ever, be recognized to-day in the homogeneous grouping of pupils which is receiving serious attention in many cities. Of 215 cities furnishing information to the Bureau of Education as to the uses made of intelligence tests, 64 per cent are using them in the ele¬ mentary school for grouping pupils according to ability, 56 per cent in the junior high school, and 41 per cent in the senior high school. A few years ago only a beginning had been made in so classifying pupils. The question, however, has been raised whether the attempt to group children by ability would result in adaptation to individual differences. Dr. S. A. Courtis says : 1 The Detroit results prove conclusively that, whether instruction be indi¬ vidualized or not, children of each level of intelligence, as shown by scores in mental tests, have a very wide range of achievement and very different rates of progress in any special skill * * *. Intelligence is a factor de¬ termining progress, but by no means the only factor, so that grouping on an intelligence basis is only a partial solution of the problem of individual dif¬ ferences. A complete solution is furnished by individualization of instruc¬ tion where any child, whether his intelligence is A, B, C, D, or E may go as fast or as slowly as his condition at the time demands. 1 Part II, 24th Yearbook, Nat. Soc. for the Study of Education. RECENT MOVEMENTS IN CITY SCHOOL, SYSTEMS 38 It is conceded that it is impossible to obtain perfectly homo¬ geneous groups, since no two pupils are exactly alike. Even children with the same intelligence quotients vary widely in their school progress. It is a matter of common observation that lazy, intelligent pupils may not make as rapid progress in school as do the industrious ones who are less intelligent. What may be con¬ sidered good grouping at the beginning of the school term may be found very poor a month or two after. Dr. Ernest Horn, of the University of Iowa, in summarizing studies made in Detroit, Mich., Los Angeles, Calif., Winnetka, Ill., San Francisco State Teachers College, and the University of Iowa, says : 2 All these data, gathered by five groups of investigators working independ¬ ently, point to this conclusion : Children do not fall into natural ability groups and can not be classified so as to yield homogeneous groupings ; groups which appear relatively homogeneous at the time of classification soon vary more within themselves than they do from each other ; different types and amounts of instruction are required by different children within each group ; ability grouping does not solve the problem of adjusting schools to individual differences. Although the homogeneous grouping of pupils is not an ideal plan for adjusting instruction to individual pupils, it is generally conceded that such grouping makes for better adaptation to indi¬ viduals than does undifferentiated mass instruction. If, for in¬ stance, there are four fifth-grade classes in a school building, it is better to divide them into four or more groups on the basis of ability than it is to assign to each of the four teachers children of all degrees of ability and at all stages of progress within the fifth grade. Designed to reach the individual child more completely than does any method of grouping, several plans of individual instruction that have attracted wide attention may be mentioned. One of these plans originated at the State Teachers College, San Francisco, and has been adopted in other places under city school conditions. Winnetka, Ill., has given the plan the most thorough trial. Another plan of individual instruction, known as the Dalton plan, originated at about the time Winnetka began its experiment. The Dalton plan has been more widely adopted in England and other European countries than in the United States. Among the schools in this country that have adopted the plan are the South Philadelphia High School for Girls, Philadelphia Trade School, the Manhattan Trade School of New York City, and the Children’s University School, under the direction of Miss Helen Parkhurst, New York City. That more attention should be given to individualized instruction seems evident. The fact that children should be socialized must 2 Part II, 24th Yearbook, Nat. Soe. for the Study of Education, p. 166. 34 BIENNIAL SURVEY OF EDUCATION, 1922-1924 not be forgotten. The elimination of all class instruction is not advocated even by the most enthusiastic supporters of any of the plans of individualized instruction. The Winnetka plan calls for a large amount of socializing work, as does the Dalton plan, through its provision for conferences and discussions. TEACHERS’ SALARIES Most cities have awakened to the fact that in order to maintain efficient school systems salaries equal at least in purchasing power to those of 1914 must be paid. Some cities have advanced salaries to such an extent that their purchasing power is greater than in 1914, and others have made only nominal increases — wTith the result that the real salary is less now than in 1914. On the whole, how¬ ever, teachers’ salaries in city schools to-day exceed in purchasing power the salaries paid in 1914.3 Since 1922-23 there has been little increase in teachers’ salaries, amounting on an average to about 3 per cent. During the biennium considerable attention has been given to the formulation of salary schedules and to plans for rating teachers. The single-salary schedule — that is, equal pay for equal training and experience — whether the teacher teaches in an elementary or a high school, is growing in favor among superintendents and teachers. The chief advantages claimed for this type of schedule are the following: 1. It is easy to operate and permits better business methods. 2. It eliminates class consciousness among teachers. 3. It contributes strongly to a feeling of unity and satisfaction in the corps. 4. By financial recognition of additional experience and training, it promotes tenure. 5. It attracts superior ability and training to the elementary schools and gives elementary teachers a higher appreciation of their services. G. It emphasizes high standards of professional attainment and encourages professional study and growth, thus producing more efficient teaching in every grade. 7. It permits the transfer of teachers without financial loss from positions for which they are not adapted to positions where they can render efficient service. One of the arguments that has been advanced against such a schedule is its cost, since the increased expenditure for instruction would be considerable if all the teachers placed in the elementary schools were graduates of four-year courses in teachers’ colleges. The question of cost, however, should not be considered if teachers with four years of training are needed in the elementary schools. This is the point that should be settled in the minds of school boards adopting a single-salary schedule. If such a schedule is adopted and then the school board continues to employ teachers with only two 3 See Research Bulletin N. E. A., Public School Salaries, 1924—25. RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 35 years of training, the question at once arises, Why was such a schedule adopted? It is obvious, however, that whenever a school board sets the same standard of qualifications for elementary-school teachers as for high-school teachers the salary schedule should be the same. As already stated, the question to decide is whether elementary-school teachers should be required to attend normal school or college the same number of years as high-school teachers. If the answer is in the affirmative, there should be no hesitation in adopting a single salary schedule. According to a study4 made by Elmer H. Staffelbacli, of Stan¬ ford University, the average superintendent considers three years of scholastic training above the high school adequate for the elementary- school teachers, four years of such training adequate for teaching in the junior high school, and five years for teaching in the senior high school. Isaac O. Winsiow, superintendent of schools of Providence, R. I., writing on the adjustment of teachers’ salaries, says, regarding equal pay for equal preparation : It is easy to understand that such a scheme as this may be very com¬ fortable for the administrators of the system. The certificate of academic attainment is definite and automatically determines the salary. No trouble¬ some questions can arise in the application of the rule. But there are serious questions that should be considered from an outside standpoint. Will the method stand the test of searching criticism?5 EQUAL PAY FOR MEN AND WOMEN The question of equal pay for men and women doing the same kind of work has been discussed pro and con for several years, and some cities have adopted the plan of giving men and women equal pay. As a result, the school boards in these cities are being con¬ fronted with the following problems: Shall the salaries of women teachers be increased so as to equal those of the men, or shall the salaries of the men be reduced to equal those of the women, or shall there be an averaging of the salaries so that the school budget may not be increased? If the salarie.s of the men are lowered, will not many of them leave the profession? The question may be asked, If all salaries are raised to the level of the men’s salaries, what will be the result ? It has been predicted that more men will be employed. Heretofore school boards have been paying men more than women because men could not be had for the salaries paid the women teachers; but owing to the fact that men had to be paid more, only a fewr men have been employed in many school systems. Certainly there should be no leveling-down process. If equal-pay law’s mean anything, they mean that the salaries of women should be 4 Am. Sell Bd. Jour., Feb., 1925 5 Ibid. 36 BIENNIAL SURVEY OF EDUCATION, 1922-1924 raised to equal those of the men ; discrimination should not be tole¬ rated, but the men must not be driven out of the schools by lower¬ ing their salaries to equal those now paid women in cities where the women receive less salary than the men. RECENT SALARY SCHEDULES A recent salary schedule that has attracted attention is the one adopted by Congress for the District of Columbia. After one year of satisfactory probationary service teachers serve on tenure. Teachers with experience elsewhere may be placed in the fifth year of the elementary schedule and in the sixth year of the high-school and normal-school schedules. The schedule provides for Group A and Group B teachers. The Group B schedule provides for those teachers whose superior teaching,- advanced study, and higher pro¬ fessional qualifications justify larger salaries than those paid teachers in Group A. The schedule for elementary and high school teachers is as follows : Teachers' salary schedule in the District of Columbia Classification Mini¬ mum salary Annual increase Period of years for which annual increase is granted Maxi¬ mum salary Class I.— Kindergarten and elementary teachers: Group A _ _ .. _ _ _ $1, 400 $100 8 $2, 200 Group B . . . . . 2, 300 100 3 2,600 Class II. — Junior-high-school teachers: Elementary-school qualifications— Group A _ _ _ _ _ . 1,600 100 8 2,400 Group B _ _ _ _ _ _ 2,600 100 3 2,800 High-school qualifications— Group C _ . . . . . . . 1,800 100 10 2,800 Group D . . . . 2,900 100 3 3, 200 Class III. — Senior-high and normal-school teachers: Group A. . .. . . 1,800 2,900 100 10 2,800 3, 200 Group B _ _ _ _ _ _ _ _ _ 100 3 The salary schedule of Denver, Colo., given on page 7, may be cited as an illustration of a single salary schedule. Teachers' salary schedule in Denver, Colo. Mini¬ mum Maxi¬ mum Y early increases 1. Minimum training ((1) normal school graduation or $1,200 $2, 040 7 of $120. equivalent, (2) high school plus two years) . 2. Minimum training plus one year (high school plus three 1, 200 2,280 2 of $120 above $2,040 years). maximum. 3. Minimum training plus two years (high school plus four 1,200 2,520 2 of $120 above $2,280 years). For teachers with four years of professional maximum. training not organized so as to obtain a degree from a standard college or university. 4. A. B. degree from standard college or university _ 1, 350 2,880 9 of $150 and 1 of $180. 5. A. M. degree _ _ _ _ _ 1, 350 3,080 2 of $100 above A. B. maximum. 6. Teachers who began their services subsequent to Sept. 1, 800 6 of $100. 4, 1917, and who have less than the minimum require¬ ment. as to preparation. RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 37 GROWTH OF WORK-STUDY-PLAY OR PLATOON SCHOOLS The number of cities having work-study-play or platoon schools continues to increase. The first platoon school was organized by Supt. William Wirt, in Bluffton, Ind., in 1902, and the second was organized by him in Gary, Ind., in 1907. From 1907 to 1913, 4 cities — Kalamazoo, Mich., Kansas City, Mo., New Castle, Pa., and Sewickley, Pa. — organized 15 schools on the platoon plan; from 1914 to 1920, 35 other cities organized 148 — that is, the increase was at the rate of 21 schools a year; and from 1921 to February, 1925, 53 cities organized schools on the plan. By April, 1925, 93 cities, having a total population of more than 16,000,000, in 30 States had the platoon plan in one or more schools. Half the cities with a population of 100,000 or more, 1 out of every 5 cities with a popu¬ lation of 30,000 or more, and 31 cities with a population of 2,500 to 30,000 have platoon schools. These cities are of all types, from large industrial centers to wealthy suburbs. In April, 1925, there were more than 500 schools on the platoon plan in the 93 cities. Twenty-one of the 93, or one-fourth of the total number, have adopted this form of school organization as a city-wide policy and are adding new schools each year. Akron, Ohio, Birmingham, Ala., Dallas, Tex., Detroit, Mich., Gary, Ind., Philadelphia, Pa., Pittsburgh, Pa., and Sacramento, Calif., fall into this group. Twenty-one of the 93 cities have introduced the platoon plan into nearly half their elementary schools. Ten have adopted it for their junior or senior high schools as well as elementary schools — Gary, Ind., East Chicago, Ind., Franklin, N. J., Greer, S. C., Newark, N. J., and Saginaw, W. S., Mich., fall into this class. The platoon schools vary in size from 100 to 3,000 pupils. Of 369 schools providing information in regard to size, 63 have from 100 to 500 pupils, 136 have from 500 to 800 pupils, 137 from 800 to 1,500 pupils, and 33 from 1,500 to 3,000 pupils. Jn many instances the same city — for example, Birmingham, Ala. — has schools in each of these groups. Standing of platoon-school pupils in academic work compared with nonplatoon- school pupils. — In all cases reported in which edu¬ cational tests have been given comparing the academic work of pupils in platoon schools and in nonplatoon schools, the standing of the platoon-school pupils is equal to or superior to that of the pupils in the nonplatoon schools. The superintendent of schools of Birmingham, Ala., reported in 1924 that— During the past school year two groups of children in Grades IV to VIII were selected by the department of research of the Birmingham public schools, one from several nonplatoon schools, the other from several platoon schools. These children were approximately equal in their ability to learn and the 38 BIENNIAL SURVEY OF EDUCATION, 1922-1924 amount of learning already acquired, in intellectual maturity, and in the number of days in attendance during the period of investigation. On Decem¬ ber 15 they were measured by a standardized test in arithmetic, reading, his¬ tory, literature, language, geography, and spelling for the amount of learning they had acquired up to that time. Four months later they were measured again by a test of equal difficulty to see how much they had gained in all these subjects. This test shows that while the average pupil in the nonplatoon schools made a gain of nearly 51 points in his score, the average pupil in the platoon schools made a gain of almost 66 points in the same period, or 29.5 per cent more than the one in the other type school. The amount of gain is such that, according to the experiences of the best authorities in educational measurement, should the investigation be repeated an infinite number of times, the chances are 20 to 1 that there would be a substantial difference in favor of the platoon schools. A report issued October 22, 1924, by the department of research and measurement, Pittsburgh public schools, Pittsburgh, Pa., where there are 40 platoon schools, records the results of educational tests in spelling and arithmetic given to pupils in platoon and nonplatoon schools. The report states that — In arithmetic it is evident that the platoon group is superior in all grades in that function of arithmetic which we call reasoning. The platoon schools, however, maintain almost the same supremacy when the scores for correct answers are considered. At no point do they go below the corresponding median score of the nonplatoon group. * * * All grades considered, in both arithmetical accuracy and arithmetical reasoning, the platoon type of school organization in Pittsburgh shows superiority over the nonplatoon type. Previous surveys in spelling and reading show similar superiority in favor of the platoon group. This superiority in the three R’s is worthy of commenda¬ tion in view of the fact that the platoon school carries an enriched curriculum. In addition to all the other excellent enriched activities, the platoon schools in Pittsburgh furnish more adequate training in the three R’s than do the nonplatoon schools.0 Supt. S. O. Hartwell, of St. Paul, Minn., in an article published in the Elementary School Journal, February, 1925, “A sidelight on platoon schools,” gives the result of tests in platoon and nonplatoon schools in spelling, arithmetic, reading, and language. He prints graphs which he summarises as follows : There was clear advantage of the platoon schools over the other schools not only in the general curve for each subject but in practically three-fourths of the grades, subject by subject. * * * Two factors seem to be largely respon¬ sible for the success of the platoon schools. First, the academic teacher of platoon classes is relieved of most of the special work. * * * The teacher’s freedom from special subjects, therefore, makes for better concentration on the part of both teacher and pupil in the regular recitation, and concentration pro¬ duces results. Second, supervision is better adjusted, an advantage in both the regular and special subjects. In a word, the teaching staff in a platoon school is seldom intrinsically superior to that in other buildings, but it is better clas¬ sified and organized, which, in turn, leads to improved results. 6 Arithmetic Survey, Pittsburgh Pub. Sclils., Dept, of Res. and Meas., Bui. No. 6, Oct. 22, 1924, p. 37. RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 39 Attitude of superintendents in schools in cities of 100,000 popula¬ tion or more toward the platoon plan. — In September, 1924, the United States Commissioner of Education wrote to all superintend¬ ents of schools in the 68 cities having a population of 100,000 or more the following letter: The Bureau of Educatiou, in response to a very general demand, has been endeavoring to collect full and complete information about the platoon system of schools. It is not the policy of the Bureau of Education to advocate or oppose the introduction of this or any other particular type of school organiza¬ tion, but we wish to be in a position to furnish information both with reference to the advantages and disadvantages of this plan. In order to enable us to carry out this policy, will you be kind enough to write me your opinion of the platoon system. Give us frankly the benefit of your experience, observation, and study, both as to the merits and demerits of the platoon school. Of the 56 cities replying, 24 had one or more schools on the platoon plan. All of these 24 cities were favorable to the plan, although one superintendent stated that as the platoon school in his cit}T had just been organized they could not yet report on results. Of the remaining 32 cities which did not have schools on the work- study-plan or platoon plan, 5 superintendents reported that they were in favor of the plan ; 1 reported that he was planning to have a platoon school during the next year ; 5 said that they were not com¬ mitted for or against the plan; 1 reported, “We have not adopted it. We do not have the necessary halls and gymnasia for a fair trial of the plan ” ; 10 reported that they had “ no experience with the plan and therefore had no opinion ” ; 3 gave no opinion at all ; 3 confused the plan with the double session system by which half the children in a school come in the morning and the other half in the after¬ noon; and only 4 superintendents reported that they were unfavor¬ able to the plan. In other words, out of a total of 56 cities, 53.5 per cent of the total number were favorable to the plan or were planning to have schools on this type of school organization ; 39 per cent gave no opinion or said they were not committed for or against the plan, or that they had not started it because they did not have the necessary equipment, or confused the plan with the double session system ; and only 7 per cent of all the cities were not favorable to the plan. RESEARCH AND TESTS A few years ago all questions of school policy were settled largely upon the basis of mere opinion. To-day mere opinion does not play such a prominent part in school administration, but as scientific data is often lacking it still plays a very large part. Whatever opinion is offered should be based upon facts, if there are any avail¬ able, rather than upon theory. School people, however, are slowly 40 BIENNIAL SURVEY OF EDUCATION, 1922-1924 becoming more scientific. Boards of education, if composed of men and women accustomed to dealing with data, do not listen to ora¬ tions but ply the superintendents with questions regarding the most successful practices in school administration. Not content to depend upon guess work, boards of education are establishing research bureaus to collect and compile data regarding practically every phase of their respective school systems. In 1923 there were about 80 research bureaus connected with city school systems; now there are about 120 such bureaus, although they are not always so designated. In some of the cities, especially the smaller ones, a supervisor may do the educational research work. In some of the larger cities the research work is under the direction of an assistant superintendent. The scope of a fully organized research bureau may be best ex¬ plained by briefly describing the research bureau of Detroit, Mich. : The function of the department of instructional research in the city of Detroit appears to be that of a headquarters ; it formulates the educational policies to be carried out throughout the city school system. Its labors take the form of testing the work, surveying the work done, and appraising poli¬ cies in order to make and keep them efficient and truly serviceable. These labors are performed by its own staff, by the department of supervision, and by the personnel of the schools themselves. These comprehensive units are interwoven in organization and cooperative in activity, while each maintains its own individuality for the furtherance of mutual service. When the department was opened in 1914, 10 aims were set up by its director: (1) To measure the efficiency of the teaching; (2) to increase the number of children benefiting by school work; (3) to eliminate waste in subject matter and methods; (4) to aid in the adjustment of school training to the world’s needs ; (5) to help teachers give greater assistance to individual children in accordance with the peculiar weaknesses, and (5a) to help teachers give greater facilities to individual children in accordance with their par¬ ticular aptitudes; (6) to set up objective standards, reasonable because based upon the measured ability of children, so that each child may have the pleasure of success ; (7) to aid the superintendent and others in the prepara¬ tion of reports; (8) to aid in the continued professional training of teachers; (9) to supply any information about the Detroit system that may be wanted; (10) to maintain year after year a critical study of the Detroit public schools, in order that each year the same may be made more efficient. As a result of educational research in Detroit, a number of standardized tests and practice materials have been developed sufficiently to create a gen¬ eral demand for them throughout the country. Among these are the Courtis standard practice tests in arithmetic, the Courtis standard practice tests in handwriting, the Detroit first-grade intelligence test, the Detroit kindergarten test, Courtis-Smith picture-story reading lessons, and Detroit word-recogni¬ tion test. A few years ago the use of intelligence and achievement tests in the elementary and secondary schools was looked upon as a fad, but to-day the school superintendents who do not use such tests find themselves in a small reactionary group looking on and protesting as the educational world moves away from them. BECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 41 _ At first the standardized tests ve re used largely for the purpose of comparing one’s school with the standard score or with the scores made in other cities of the same size. This is no doubt one of the valuable uses of such tests, but it has been found that they may be used for many purposes. General intelligence tests are chiefly used for classifying pupils into homogeneous groups and for supplementing the teachers’ esti¬ mates of pupils’ ability. They are used also for diagnosing causes of failure of admission to the first grade of the elementary school and for determining the promotion of pupils. An outgrowth of the use of such tests is the new type of examina¬ tion that has been introduced into many schools. The old general question type of examination was not easily graded. One teacher would grade a paper 90 per cent, another the same paper TO per cent, and another 50 per cent or even less. The grading was purely subjective, depending upon the opinions of the persons doing the grading. The new type of examination admits of but one answer, which is either right or wrong. Since the pupil lias to do little writing in this type of examination and the scorer little reading, the test can be made much more comprehensive than the old-style ex¬ amination. The traditional high-school examination usually con¬ sists of 10 questions and requires two or three hours. The new type may consist of 50 or 100 questions and requires about an hour of the pupil’s time. In brief, the progressive schools of the country are now relying upon objective rather than upon subjective tests. THE ALL-YEAR SCHOOL The movement to organize the city schools of the country on an all-j'ear plan has made little progress. In fact in one city, Newark, X. J., where the plan has been in operation for many years, it was recommended that the all-year schools in that city be discontinued; the board of education decided, however, to continue them until September, 1925. When the all-year plan was adopted in Newark it was believed that it would be possible — 1. To save two years of the time now regularly required to com¬ plete the elementary-school course. 2. To prove that under proper conditions of discipline and instruc¬ tion pupils will suffer no physical or mental injury by reason of an additional eight weeks of school attendance during the months of July and August. 3. To prove also that the continuous session through July and the greater part of August saves an enormous loss of time and energy. 42 BIENNIAL SURVEY OF EDUCATION, 1922-1924 The superintendent of the Newark schools7 says regarding these points : That there has been no physical or mental injury by reason of the eight weeks of school attendance in July and August may be granted as probably true. The testimony of a large number of teachers is to that effect. Some teachers claim to have felt the strain and others decline to remain to teach in July and August, fearing injury to their health. Those who have taught several successive sum¬ mers state that they have lost buoyancy and spirit because of the continued work, but they do not condemn the plan. The vice principals of the two schools longest established are now out on furlough because of ill health. It would be difficult to prove that the all-year work was the cause of these two breakdowns. The report of the medical department shows a larger number of exclusions in the all-year than in other schools. That might well be expected, because the schools are open longer and are larger. It is reasonably certain that there is no widespread injury to the health of children or teachers, or if there be injury to anyone it can not be definitely fixed as due to the all-year plan. The facts available are at least not sufficient to contradict the theory. It is extremely doubtful whether the all-year plan saves an enormous loss of time and energy. It is true that in June much time is spent in the traditional schools in reviews and in helping the children to organize their knowledge into usable form for examinations. That is clearly a part of the educational process, and it is an error to regard it as lost or wasted effort. There is value in going over old examination questions even, for such practice assists in clari¬ fying and classifying what has been learned and in fixing it better in memory. The fact that many immature and unfit pupils have entered the high schools seems to prove that the saving of this time is not justified ; in fact, that at¬ tempted acceleration for pupils of elementary school grade is doubtful both as to its wisdom and its results. The theory that pupils can be accelerated to the point of saving two years in an all-year elementary school is not true. There are three important reasons which make the theory fallacious. The first is the constantly changing enroll¬ ment in the schools, due to the shifting population ; the second, the five reor¬ ganizations each year, the additional one due to the summer vacation ; the third, the criticism of the immaturity of all-year pupils and their failure in the high schools. The latter criticism is now causing a retardation of the children in the elementary schools. The failure to secure acceleration of pupils as theoretically claimed for all-year schools, the impossibility of maintaining a stable and satisfactory organization throughout the year and of coordinating well such organization with the traditional school system, the unwise practice of sending immature and poorly prepared pupils into the high schools rather than making them as strong as possible in the elementary studies, are serious faults of the all-year system. The cost of the all-year schools is also a matter for careful consideration. Several of the smaller cities that have tried the all-year plan have discontinued it. One or two experiments, however, are not sufficient to prove or disprove whether it is desirable to organize the schools of the country 7 Corson, David B., All-year schools : Newark School Bui., pp. 149—150, April, 1924. RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 43 on an all-year plan. Other experiments with this type of organiza¬ tion will be watched with interest. The technical high school of Omaha, Nebr., has been operating 48 weeks a year for the past 7 years, and according to the super¬ intendent of schools the long term has proved very satisfactory. He cites the following advantages of the plan : 1. The continuous use of the school plant, which indicates good business management and economy. 2. The holding power of the school. This school formerly had a two- year commercial course, practically 00 per cent of the pupils taking the course. We give no two-year courses now — they are all full four-year in every de¬ partment. 8. It enables the bright and energetic pupil to finish the course in three years. 4. Having a greater use of the school building, pupils are able to move more rapidly through the system and thus make a clearance for others who want to attend — again economy. 5. A pupil may of necessity be absent any quarter, fall, winter, summer, or spring, with the loss of only 12 weeks, instead of a full semester’s work. Recently the schools of Nashville, Tenn., were organized on an all- year plan. The superintendent of schools of that city says: We were not deterred by the failure of the experiment elsewhere, but firmly believed in the necessity for and the flexibility of continuous all-year training. The school year in Nashville has been divided into four terms of 12 weeks each; classes are started at the beginning of each quarter. The summer term differs in no way from the three others in subjects taught or in amount of work covered. After the brief trial of the all-year plan, the superintendent of the Nashville schools says that the results confirmed the belief that there was real demand for educational opportunities at all times, and that better results through continuous occupation were attained in all the things regarded as of prime importance in the training of the child — regularity, punctuality, attention to duty, contentment, cheer¬ ful obedience to authority, health of body, mind, and soul. Mr. Theo. Fulton, principal, Jefferson High School, Los Angeles, Calif., makes the following deductions from his study of reports and answers to questionnaires regarding the all-year school : 8 1. The all-year school is an interesting experiment, differing considerably from the organization of the ordinary 10 months’ school. It is yet in the experimental stage but has received more commendation than criticism. 2. Success of the plan may very largely depend upon — (a) Climatic conditions — favorable here. (&) Desire and need of a section of a city for such a type of school — ■ involving summer idle time and economic pressure for early graduation to enable pupils to become breadwinners. 3. School units involved should include at least one senior high, one junior high, and two or more elementary schools. Schools emphasizing vocational 8 Los Angeles School Journal, Feb. 4, 1924. 44 BIENNIAL SURVEY OF EDUCATION^ 1922-1924 training would probably best serve the purposes of such an experiment. The very expensive shop and commercial equipment would thus be utilized for one- fifth more of the days in the school year. 4. Benefits of the full-year system would accrue to certain groups of pupils, if results in Milwaukee, Omaha, and Newark may be taken as a basis for any conclusion. These groups are: (a) Over age. (&) Mentally slow or inferior. (c) Mentally superior. 5. Benefits would also accrue to teachers in the all-year school. (a) Increase in salary would permit plans for further study and im¬ provement in the profession. ( T) ) After continuous service for two or more years, one or more quarters could be utilized for rest or travel. G. The more frequent changes of classes and shorter periods between promo¬ tion would permit a closer check on curricula and adjustment of details. 7. The expense involved in the operation of a group of four-quarter schools would be greater than the expense of 10 months’ schools plus summer-vacation schools. 8. The larger number of pupils graduated, the saving of time in the child’s school life, the elimination of long vacations, resulting in great loss of interest and efficiency, and the utilization of expensive plants, now idle in summer-vacation time, could be set up against the expense mentioned in deduction No. 7. 9. The four-quarter plan, properly organized, would represent better business administration as applied to school affairs. That children should be kept poring- over books for five hours a day for 48 weeks can not be defended. But the old-time school with nothing but the three R’s has passed away. More and more atten¬ tion is given to what are termed special activities, and still more time could be given them if the all-year plan were adopted. The real all-year school will come into existence when it broadens its work so as to give more time to play, handwork, and other activities that do not now receive much attention. After such a program children jn’obably would not enter high school so immature, as much immaturity may be due to the fact that they have been held to a narrow program of studies. IMPROVEMENT OF TEACHERS IN SERVICE There seems to be no abatement in the efforts to provide means for the improvement of teachers in service, but the plan of holding a teachers’ institute for several days at a time is no longer consid¬ ered the best means of improving teachers. Attendance at summer school is considered so far superior to attendance at teachers’ insti¬ tutes that many school boards are providing additional increase in salary for those teachers who attend the summer session of such schools. A plan promising much is that of assigning some project, as the preparation of courses of study, to groups of teachers. In Oakland, Calif., for example, more than 700 of the 1,500 teachers have been actively engaged in the work of curriculum revision, REGENT MOVEMENTS IN CITY SCHOOL SYSTEMS 45 working on committees under the leadership of what is known as the supervision council. DEMONSTRATION LESSONS No doubt plans for the self-improvement of teachers originating with the teachers themselves are better than those that are super¬ imposed upon them. As an illustration of a plan for self-improve¬ ment that of Oakland, Calif., may be cited. The principal features of the plan are : (1) A system of demonstration lessons, (2) courses of professional study. (3) a permanent project and exhibit library, (4) a teachers’ professional library maintained in connection with the administrative offices of the super¬ intendent of schools. In a circular issued by the superintendent of the Oakland schools, special attention is given to improvement of teachers by means of demonstration lessons. Several types of demonstration lessons are provided: (1) Demonstrations given by the supervisors as instruc¬ tors, the teachers acting the part of pupils; (2) demonstrations by supervisors with classes of pupils; (3) demonstrations by the class¬ room teacher at work in her own room; demonstrations through ex¬ hibitions of school work. SABBATICAL LEAVE * * The granting of sabbatical leave seems to be meeting with favor from some of the school boards of the country. Recently the New York Board of Education granted sabbatical leaves of absence to 150 teachers, all of whom had been in the service of the city public schools for 19 years or more. The leaves take effect February 1, 1925, and will continue until September 1, 1925. They are granted for study, travel, or the recovery of health. The plan is financed with¬ out expense to the board of education, sufficient amounts being- deducted from the salaries of the teachers on leave to pay for sub¬ stitute service during their absence. Among the smaller cities that have adopted a plan for sabbatical leave for teachers, Pueblo, Colo., may be mentioned. In that school system a teacher of 10 or more years’ service may be granted a sab¬ batical year to attend an educational institution of higher learning for the purpose of improving her professional equipment as a teacher, and shall be allowed for such year one-half of the annual salary she would receive if actually employed in the schools. No teacher, however, shall receive during the sabbatical leaiTe more than $900. Not more than three members of the teaching force may be absent at any one time for such courses; and the college, university, or normal school attended, as well as the character of the course se¬ lected, must be approved by the superintendent of schools. 27301°— 27- 4 46 BIENNIAL SURVEY OF EDUCATION, 1922-1924 RATINGS One of the purposes of teacher rating is no doubt to show the teacher her strong and her weak points, but too frequently teacher¬ rating schemes have been used merely as a means of determining whether a teacher shall or shall not receive an increase in salary or whether she shall be retained in the school system. A rating scheme that is not open to the inspection of the teachers has practically no value as a means of improving teachers. Rating schemes that may be used cooperatively by supervisors and teachers, not as a means of determining salary increases but as a means of supervision, un¬ doubtedly are of great value in improving teachers in service. Many superintendents are issuing for the teachers’ use facsimiles of the rating plans that had formerly been used by the supervisors only. Other superintendents are issuing rating schemes which have been devised for the exclusive use of teachers, so that the teachers may learn to know themselves, to find their strong points and their weak ones. THE ELEMENTARY SCHOOL CURRICULUM Every child is affected by the elementary school curriculum, since all children are required to attend school for a certain number of years. Many never get beyond the sixth grade, and many of those completing the sixth grade do not enter high school. It is thus evident that the elementary-school curriculum should be given at least as much attention as the high-school curriculum. Not enough thought has been devoted to the elementary school, but with the advent of better prepared elementary-school super¬ visors, principals, teachers, and research workers, the elementary school is coming into more prominence. All authorities in education agree that the time is at hand for a thorough revision of the elementary as well as the secondary pro¬ gram of studies. In fact the entire program from the kindergarten to and including the first two years of college is in need of revision. New studies have forced themselves upon the schools until the question has been raised as to whether the course of study has been enriched or impoverished. Dr. Charles McMurry, commenting upon the necessity of a revision of the elementary curriculum says : 9 We have now in the schools a troublesome multiplicity of studies. As we go on increasing the number of studies and topics, the time spent on each subject must be decreased. With twice as many studies on the docket, each can receive only half as much time. In a complete up-to-date school we now have about 16 or 18 studies, twice as many as of old. A seventh grade class was reciting in 11 different subjects in one day. Five or six lessons a day would be far better. This multiplication of studies makes for short and snappy treatment of topics. For important subjects the time allowed is wholly u How to Organize the Curriculum, by Charles McMurry, Macmillan Co., New York. RECENT MOVEMENTS IN CITY SCHOOL* SYSTEMS 47 inadequate. Because of this shortage of time, teachers and textbooks are com¬ pelled to abbreviate and epitomize. Many of our textbooks in the middle and upper grades and in the high schools show this tendency to shorten and con¬ dense topics to a remarkable degree. This crowding of many studies upon the school program has produced a sketchy and superficial method of study. The whole course of study tends to become a memorized table of contents rather than an interesting and instructive development of knowledge. Stated in this form the result is simply distressing. Such a condensed and overcrowded course of study breeds a host of evils. It leads both teachers and children into a bog where they fail to find sure footing. Crowded with this excessive variety of knowledge children lose confidence in themselves and look upon studies as a bore. They fall into a dull memorizing scheme of study that fits the requirements, while thinking and doing and all the higher activities are blighted. This fatal effort to condense knowledge actually fosters the two most serious blunders that can be made in teaching : First, it abolishes concrete illustrations and reasoning pro¬ cesses from instruction ; second, it imposes upon children the dry schedules and formularies of a sapless knowledge. Our conclusion is that while our course of study has been flooded with this excess of riches brought by new subjects, the outcome is a steady deterioration through condensation of textbooks into outlines, summaries, and what may be called catalogues of topics ; in other words, impoverishment of studies. The foregoing describes the condition of the elementary school curriculum in most cities ; but now that the need of curriculum revi¬ sion is seen, various organizations, schools of education, State and national committees, and bureaus of educational research are engaged in studying the problem. Several cities have revised their courses of study with a view to simplifying them and with certain objectives in mind. They have not resorted to the use of scissors and paste jar, but have made firsthand studies to determine what should be in¬ cluded in and what omitted from a particular course, and how the various studies may be so organized that they are not isolated from one another — as is the case at present in many of the schools of the country, each subject being taught without any relation to any other subject. Several city-school systems, as Detroit, Mich., and Long Beach, Calif., have formulated courses of study designed to secure progress at the normal rate for all pupils. At Long Beach, for example, it is the policy of the school to develop two modifications of the regular, or Y course of study. One of these, the X course, is a maximum or enriched course ; the other, the Y course, provides only for the mini¬ mum essentials. The Z courses are for normal pupils. The super¬ intendent of schools, in describing them, says: If school organization makes any subnormal pupil a member of a Z class the course can not be considered as intended to meet his needs. Teachers should guard against the belief that a slow pupil is necessarily subnormal. The effort to bridge the gap between the kindergarten and the first grade should not go unnoticed. For many years the first-grade 48 BIENNIAL SURVEY OF EDUCATION, 1922-1924 teachers gave slight attention to what was taught the children in kindergarten. The tendency now is for these teachers to build upon the foundation laid by the kindergarten teachers. Several kinder¬ garten-primary courses of study have been prepared to assist in uni¬ fying the work of the kindergarten and the primary-school grades. One of these courses is that prepared by a committee of principals, supervisors, and teachers of Los Angeles, Calif. In the course in language-art, for example, the first-grade work is built upon the work of the kindergarten; the same is true for number and nature study. In number work the kindergarten child begins with very concrete work, which is continued on through the second grade, with steps of increasing difficulty. THE JUNIOR HIGH SCHOOL For many years the junior high school was a mere hazy concep¬ tion. Finally it became a reality in a few school systems. To-day junior high schools are numbered by the hundreds. Many school superintendents who have organized one or two junior high schools are planning to organize more, and most of those who have not or¬ ganized such schools are planning to do so at the earliest possible moment. The junior high school is beyond the experimental stage. All that remains now is to adopt it as rapidly as conditions permit and to study its various problems in administration and organi¬ zation. The junior high school movement has swept the country because school men and others have long been convinced that there are certain defects in the conventional type of organization on the 8-4 plan. The purpose of the junior high school in general is to remedy these defects. By pointing out some of the recognized shortcom¬ ings of the 8-4 plan of organization, it is clear what purposes the junior high school serves. Every child must come into possession of the school arts, or the tools, but it is believed that these can be acquired in less than eight years. At present in some cities of the country the elementary- school course is only seven years in length, and there is no evi¬ dence to show that the children completing a seven-year course do not have the school arts well enough mastered to begin high- school work. It is now known that a child can begin junior high- school work after six years in the elementary grades. In fact, a 5-3-3 plan has a few advocates. Several cities already have the plan in operation. Surely by the end of the sixth grade a child should be able to take up secondary school work such as is offered in leading junior high schools of the country. Some years ago very few per¬ sons attended an elementary school more than 50 or 60 months, especially those residing in the rural and small-town district, yet RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 49 & many of them began formal high-school work with this amount of preparation. Now it requires 72 or 80 months to complete an elemen¬ tary course of eight years. It is evident that the elementary-school work has been stretched out over two more years than are necessaiy. In schools organized on the conventional 8-4 plan the wTork of the seventh and eighth grades repeats to a very great extent that of the fifth and sixth grades. In the fifth grade the pupil studies common and decimal fractions and again in the seventh. He studies percentage and inter¬ est in the sixth grade and again in the eighth. In the fifth grade he studies geography from a small textbook and in the seventh grade the same topics from a larger book. All this repetition is unnecessary. The seventh and eighth grade work of the conventional school looks backward, Avhereas it should look forward, so that the pupils may do better the things ahead of them — whether it be work in school, store, factory, or office. General introductory courses in the seventh and eighth grades are now recognized as having such a for¬ ward look. That such courses are better, whether the pupil continues in school after completing the junior high school or whether he drops out of school, is now pretty generally conceded. One of the defects of the old 8-4 system was that pupils when entering high school wrere confronted with an array of curricula and courses about which they knew nothing. They were told to elect a curriculum and then possibly courses within the curriculum. They had had no inkling of the nature of the high-school course. Algebra and geometry were mere terms, as were Latin, French, social science, biology, physics, and chemistry. The general course in mathematics, physical science, social science, languages, manual arts, and other subjects provided in the junior high school introduces the pupils to the specialized courses in the senior high school by permitting them to explore their interests, aptitudes, and capacities. In the manual arts, for instance, a boy may explore in many lines, so that if he leaves school at the end of the junior high school course he will have a better idea for which trade he is fitted ; and if he remains to enter senior high school, he will know which of the technical or trade courses he can pursue with most profit. Prof. Thomas Briggs,10 speaking of exploratory courses with references to their value in enabling pupils to elect wisely, says : This exploration, then, gives each pupil some knowledge of the general field more exhaustively studied in higher courses, and thus enables him to choose more wisely his future curriculum. Our system of electives in the senior high school and in college presupposes an intelligent and informed elector ; under the old system he might be intelligent hut not informed. If, as is quite possible, such exploring courses should lead a pupil into a general elective which later he might wish to change, he still could do so and not be 10 Proc. of 52d Convocation, University State of New York, 1916, pp. 97-100. 50 BIENNIAL SURVEY OF EDUCATION, 1922-1924 more retarded in liis program than most pupils are to-dar. Exploration at the age of 12 to 14 is much more economical than it is two or more years later. This is a point that can not be too much emphasized in enumerat¬ ing the purposes of the junior high school. General introductory courses in the junior high school make possible two things that were not possible in the old grammar-school grades, namely, (1) exploration, so that a pupil may elect wisely when he enters senior high school, (2) a good general education rather than a drill upon the three R's. One of the purposes of the junior high school is to economize time — not necessarily in the sense that pupils will spend fewer years in school, but that they may employ their time more profitably. Xo doubt after a thorough reorganization of the program of studies from the kindergarten up, and not from the college down, much more can be accomplished than is now the case in the 12 years de¬ voted to elementary and secondary instruction. Possibly one or two years of junior college work could be done within the 12 years, thus saving the city boy and girl two years in college. This, however, is a matter for experimentation. FORMS OF ORGANIZATION . The larger cities have uniformly adopted the 6-3-3 form of or¬ ganization. In the smaller cities there is not such uniformity of practice. Some of these have adopted the 6-3-3 plan and others the 6-6 plan. In some, schools have been organized on the 6-2-4 plan. The 6-3-3 plan, however, seems to be the prevailing one and to meet with the favor of most authorities on secondary educa¬ tion. In some few cities where the 11-year public-school system is in operation, the schools have been reorganized on the 5-3-3 plan, which is undoubtedly better than the 7-4 plan in that this latter plan does not offer any opportunity for exploratory courses. The 5-3-3 plan has the same purpose as does the 6-3-3 plan. The only question to be answered is whether the elementary-school course should be shortened to five years. Possibly this can be done in those cities where children enter the first grade of the elementary school at seven years of age, as is the case in San Antonio, Tex., in which city the schools have been reorganized on the 5-3-3 plan. Experimentation with this type of organization will be watched with interest. HOUSING In the larger cities the tendency is to erect separate junior high school buildings having their own organization. In some of the medium-sized cities a modified 6-3-3 plan has been adopted by erect- RECENT MOVEMENTS IN CITY SCHOOL SYSTEMS 51 ing a combination junior-senior higli school building, the junior high school occupying one section of the building and the senior high school another section. The special activities rooms — as audi¬ torium, gymnasium, and shop — are used in common. One principal is in charge of both schools, but the actual duties are often delegated to an assistant. It is apparent that in a school system enrolling about 1,000 pupils in grades 7 to 12, this type of organization is more economical than that of having a separate junior high school building. In the smaller cities where the secondary school enrollment is only two or three hundred, the junior-senior high school usually consti¬ tutes one unit. Certain advantages may be secured by housing the seventh to twelfth year pupils in one building. These may he stated as follows : 11 1. The seventh and eighth year pupils are benefited by a better material equipment, including the use of the gymnasium and shops of the senior school. 2. The seventh and eight year pupils gradually approach senior high school conditions by personal acquaintance. This bridges the chasm between ele¬ mentary and secondary school work to a large extent. 3. A feeling of mutual respect and a spirit of mutual helpfulness are created between the teachers of the earlier and later secondary school years. 4. The seventh-year work is better taught (upon the whole) in the 6-6 plan by a more considerable treatment of ninth-year pupils. 5. The one secondary-school principal exerts a more positive and beneficial influence over his pupils by securing two added years for their supervision and guidance. 6. This housing in one building may prove the entering wedge for the introduction of many modern arid so-called junior high school ideas of man¬ agement and method by which the whole six-year period of secondary educa¬ tion may be harmonized. More may be expected of junior high schools when all the pupils of a city are enrolled in such schools. If there are only a few junior high schools scattered throughout a city the graduates of such schools will have some difficulty in transferring to the regular four- year high school. Once a city has organized one or two junior high schools, some adjustment should be made in the junior high school to the courses offered in the regular high school. According to the report of the committee that made a survey of the junior high schools of New York City 12 — Experience has shown that if there are only a few junior high schools scattered throughout the various boroughs so that only a few 9B graduates enter senior high schools from them, those pupils have to encounter not only all the difficulties which pupils meet who go from one school to another, but, in addition, the disadvantages arising from the fact that their classmates are much more familiar with the high-school organization, the teachers, the 11 The Junior High School in Smaller Cities, by Jas. K. Van Denburgh, Educ. Rev., Feb., 1924. 12 Survey of Junior High Schools, New York City, 1923. 52 BIENNIAL SURVEY OF EDUCATION, 1922-1924 methods, etc., because they have been in the high school for a year. Assuming that the principals and teachers of the senior high schools are sincerely anxious to aid junior high-school graduates, many problems present themselves which are difficult of solution. If the number of such pupils is small, it is almost impossible to organize them into separate classes or give them special atten¬ tion. If such pupils are merged with the pupils who have been in the high school for a year, even slight differences in courses of study and textbooks, amount of ground covered, etc., stand out very prominently. These difficulties are removed, however, when, as a result of the organization of a system of junior high schools, large numbers of junior high-school pupils enter grade 10A of the senior high schools each term. Under such circumstances principals of senior high schools should be able to solve whatever problems arise through slight differences in method or subject matter. Furthermore, it is an unwise educational policy to have two sets of schools — namely, the traditional 8B and the junior high schools — in a given neighbor¬ hood, by which some pupils attend the first type of school, pursue a uniform course of study through the seventh and eighth years and are transferred to senior high schools at the end of the eighth year, and other pupils attend the junior high schools for the seventh, eighth, and ninth years of instruction. All experience points to the conclusion that since the organization of a system of junior high schools has been decided upon as an educational policy, steps should be taken to extend it, term by term, as far as practicable, with the ultimate aim of relieving the senior high schools of all or nearly all the pupils of the first year and of having all or nearly all the seventh, eighth, and ninth pupils included in junior high schools. That there is a certain amount of confusion and irritation between the junior high school and the senior high school in the regular' four-year high school is evident, but according to Mr. J. M. Glass,13 director of Junior high schools for the State of Pennsylvania : The responsibility for the ninth-year curriculum in 6-3-3 school systems has passed in part and should pass altogether from the senior high school to the junior high school. With the responsibility should also go the opportunity to reconstruct the ninth-year core curriculum in accordance with the recon¬ struction already initiated in the seventh and eighth years. Insistence by the colleges on 16 college-entrance units constitutes a condition which threatens the full realization of the principle of continuity in the reconstruction of the junior high school curriculum. The present tendency to modify college-accrediting relations in harmony with the objectives of the new 6-3-3 plan should be presented and encouraged until the junior high school is able to carry on unhampered the curriculum reorganization already initiated and partly effected in the seventh and eighth years. The junior high school must be free to make of itself a self-contained and integral unit in the public-school system. 13 Curriculum Practices in tlie Junior High School and Grades 5 and C. CHAPTER III CONSTRUCTIVE TENDENCIES IN RURAL EDUCATION By Katherine M. Cook. Chief, Division of Rural Education , Bureau of Education Contents. — Introductory statement— Tendencies to equitable school support — An impor¬ tant equalizing’ tendency : The improvement of the teacher staff — Supervision : A con¬ structive and equalizing factor in rural education — Centralizing tendencies in administrative organization for efficiency and economy — Tendencies in secondary education for rural children. INTRODUCTORY STATEMENT The most conspicuous and pertinent tendency in rural education in the biennium is that toward better understanding of and intelligent accomplishment in the direction of more equitable distribution of school opportunities and school expense burdens. Rural education is still the weak spot in the American educational system. Equality of educational opportunity has in the past been the principle about which lay the most of discussion and the least of action. Ideals are ever in advance of accomplishment. It is therefore notable that the passing of this biennium marks a decided tendency toward complete emergence of rural education from the realm of sentimental oratory and general promotion to that of statesmanship and professional achievement. Professional achievement is manifest in the growing number of research studies in rural-school administration and practice and con¬ ditions concerned with rural children. Among the important inves¬ tigations made during the biennium worthy of special mention are the State survey of Texas : a state-wide study of conditions and needs in Pennsylvania, including rural-teacher training, rural high schools, etc., undertaken by specialists within and without the State, and con¬ templating changes in school legislation; an investigation of public education in Missouri; a study of the measurement of educational need as a basis of distributing State aid in New York; a number of research studies of conditions of children in two rural town¬ ships in Iowa, conducted by the University of Iowa ; and an investi¬ gation for the formulation of a State elementary course of study now in progress in California, financed in part by the Common¬ wealth fund. These examples indicate a new professional attitude affecting rural schools in an increasing number of States. State- 53 54 BIENNIAL SURVEY OF EDUCATION, 1922-1924 wide testing programs through the use of intelligence and standard achievement tests are reported from Nevada, Maryland, Connecticut, Louisiana, and Montana under the direction of State departments. A full discussion of the question of the equable distribution of school facilities in the United States would involve a lengthy treat¬ ment of many phases of the subject. This chapter can give but a brief resume of tendencies in rural education. Details of accomplish¬ ment in 48 States, if attempt were made to enumerate them, would confuse rather than enlighten. For this reason it is believed that to select from among the accumulation of testimony certain outstanding and representative lines of achievement as indicative of the trend of accomplishment, rather than to attempt a complete account for each State, will be as enlightening as possible, with the time and space limitations necessary. A brief resume of the most important move¬ ments in certain arbitrarily selected but significant fields of rural education follows. TENDENCIES TO EQUITABLE SCHOOL SUPPORT Among the factors upon which equalization of opportunity is based financial support looms large. We are committed to a program of full elementary and secondary education as the minimum to be offered to all children regardless of place of living. Basic to the car¬ rying out of this conception is an equitable distribution among taxing units of school-tax burdens according to ability and of educa¬ tional facilities for children within the responsible unit, namely, the State. Upon recognition of these truths rests the fate of rural edu¬ cation. The biennium has added to the general knowledge of the inadequacy of present sources of support and of inequitable methods of distribution. Several important studies of educational conditions State- wide in scope, as in Texas, Missouri, and West Virginia; county and township surveys, as in Michigan and South Carolina, have been made or are in progress, which have emphasized weak¬ nesses in the financing systems of the States concerned and have called general attention to them in others. Several volumes have been added to the series of studies presented by the educational finance inquiry commission, and other important studies of State- school financing of major interest have been made during the period. These are among the factors which have resulted in an increased realization of the inadequacy of present sources for securing money for the support of schools and of the unsatisfactory methods still prevalent in the distribution of funds, leading to renewed serious and widespread efforts on the part of several States to replace them. Marked effort to discover sources of income not yet tapped for school support has been made as it became more fully realized that property tax is neither adequate nor reasonable as the sole source of support. RURAL, EDUCATION 55 In all such efforts the rural schools are those in which the greatest need exists, and therefore the chief beneficiaries from careful and serious study and consideration. Two distinct tendencies are apparent, the first toward increasing school revenues from new and old State sources; the second toward better methods in the distribution of State funds designed primarily to equalize tax burdens and educational opportunity, and at the same time encourage local effort and initiative. In some States in which increased revenue has been secured new sources of income, such as adoption of a severance tax, as in Arkansas, have been found, and the amount so raised distributed either on the regular basis in vogue or a new and more nearly equalizing one. In other cases some form of equalization fund has been secured from old sources increased in amount and distributed among units within the State on the basis of need. In others, increased State contributions or subventions to aid specific school functions or activities or school buildings or equip¬ ment have been provided. In most cases States which succeed in securing increased funds inaugurate at the same time better methods of distribution. Indeed, an equalizing fund is not properly so named unless the appropria¬ tion secured is properly distributed. States which contribute from State sources a large percentage of the total support generally purpose and necessarily achieve some approach to equalization, though unwise methods of distribution of State moneys tend to nullify that purpose. In some States securing increased funds has been possible without at the same time securing scientific methods of distribution, generally due to difficulty in changing constitutional provisions. The tendency, however, has been to secure both. Illi¬ nois is an example. During the year 1923 the State appropriation for schools was increased very considerably. At the same time a law was passed discontinuing the per capita method of distribution and apportioning funds on a more nearly equalizing basis. Certain ques¬ tions concerning the constitutionality of this act delayed putting the improved method of distribution into effect until 1924. The full purpose of the new law was not, therefore, realized until that year. In Massachusetts and Maryland increased funds were appropri¬ ated from State sources and scientific methods of distribution adopted during the biennial periods. A brief description of the plans followed in each of them is given as illustrative of good prac¬ tice. Until about 1919 Massachusetts depended almost wholly on local funds for the support of her schools. Since then the State has contributed increasing amounts jTear by year. Data for 1924, as re¬ ported from this State, show the equalizing effect of a relatively small percentage of total expenditure from State funds if distribu¬ tion is made on a scientific basis. The Massachusetts general school 56 BIENNIAL SURVEY OF EDUCATION, 1922-1924 fund law was designed to equalize local school expenditures be¬ tween larger and smaller towns and to increase teachers’ salaries, thereby encouraging the employment of trained teachers. This fund is distributed to towns whose valuation is less than a fixed minimum and whose expenditure exceeds a fixed tax rate. The amount varies directly as the local tax and inversely as the valua¬ tion. According to a statement from a State department of educa¬ tion, the amount of this appropriation so distributed in 1923 was $4,782,644, exceeding that of 1922 by about $45,000, the total amount averaging approximately 10 per cent of the total school expenditure of the towns to which it was distributed. The percentage of this State fund varies among towns from 8 to 30 per cent of the total per capita expenditure. The local per capita tax revenue without equalization varies from $57 to $74 (in round numbers) ; the amount of State aid per capita from $6.47 to $24.50, while the total ex¬ penditure varies among these towns from $74 to $81 (in round num¬ bers) per capita. The State, by paying an average of 9.8 per cent of the total per capita expenditure, reduces a discrepancy among towns from approximately $17 as between those of lowest and high¬ est valuation groups without supplementation by State funds, to $7.93 so supplemented, with the poorest towns in the highest ex¬ penditure group. STATE PROGRAM IN MARYLAND During the biennial period just closed Maryland has put into oper¬ ation a system of State financial participation in school support, the chief characteristics of which are : (1) Increased State school budget; (2) provision of equalizing fund and its distribution on a scientific basis. Provisions of distribution of the fund are : (a) Basis of need, thereby supplying sufficient State funds to 15 counties to enable them to maintain standards; (b) State assumes two-thirds of the cost of state- wide plan of supervision; ( c ) State pays one full-time attend¬ ance officer in each county; (3) increased State subventions mainly for the purpose of providing special aid to high schools, for training teachers in service, and for free textbooks. Maryland’s budget for school purposes for 1923 represented an increase of approximately 26 per cent over that provided for the preceding year. Of this increase the largest item was that providing for an equalizing fund. This was distributed to 15 counties, which, having levied the regular 67 cent county tax rate prescribed by statute, were still unable to carry out standards set by the State for higher salaries and better prepared teachers. This type of equaliza¬ tion is augmented in its results by another State subsidy providing for the payment from State funds of two-thirds of the salaries of officers for supervising instruction in all counties. For this purpose RURAL. EDUCATION 57 a new salary schedule increasing the minimum salaries was provided by legislative action in 1922. Besides paying two-thirds of the sal¬ aries of supervisors, the State pays the entire salary up to $1,200 of one attendance officer in each county. These three provisions are all equalizing measures in their nature and effect. The State school budget provided also a fund of $12,000 for' train¬ ing teachers in service in their home communities. State aid to approved high schools was increased 50 per cent, and State appro¬ priations for free textbooks 33 y3 per cent at the same legislative session. COURT DECISION AFFECTING EQUALIZATION FUND IN OKLAHOMA An unusual and significant opinion was handed down by the Supreme Court of Oklahoma on September 9, 1924, upholding the validity of an act appropriating an equalization fund of $650,000 designed to aid in paying teachers’ salaries in districts which, hav¬ ing levied the constitutional limit of local school tax, could not maintain school for an eight months’ term. The constitution of Okla¬ homa limits the local district tax for school purposes to 15 mills. Many districts with low assessed valuation are unable, with the maxi¬ mum of levy and the apportionment from State sources, to support a term of eight or nine months of school. The appropriation was made to assist such districts. In handing down its decision the court held that the burden of education rests on the State, and that an appro¬ priation of the kind indicated is part of the fulfillment of the State’s obligation to maintain a system of public schools ; that responsibility for a State system implies some degree of uniformity and equality of opportunity. A special session of the legislature in Oklahoma, held in 1923, provided for a State fund amounting to $15 per capita for children of school age. This act was, however, declared uncon¬ stitutional. PROGRESS OF CERTAIN STATES IN SCHOOL SUPPORT The following is a brief summary of achievements in the direction of more State support or better methods of distribution of State funds : Arkansas. — Trebled State support through income, severance, cigarette tax laws, and pistol regulation law, effective 1924. Delaware. — Special State aid granted for paying all transporta¬ tion charges; $100,000 for 1923, and $105,000 for 1924. Supple¬ mentary law permits all districts to bond themselves. Florida. — Change in constitution which has resulted in substantial increase for a large number of rural schools through State, county, and local funds. 58 BIENNIAL SURVEY OF EDUCATION, 1922-1024 Illinois. — In 1923 eliminated apportionment of State school funds on census basis. Provided for apportionment which considers “ teacher-school-day ” ; pupil attendance ; assessed valuation of prop¬ erty; bonus for teachers in one-room schools. Also increased fund. Indiana. — State tax, 7 cents on every $100 and 50 cents poll tax for common-school fund; 70 per cent of this fund for teachers’ sal¬ aries; 30 per cent becomes a relief fund for maintaining elementary schools for term of eight months and for certified or commissioned high schools for minimum required term. This is apportioned to counties which levy a tax of $1 on $100 taxable property and 25 cents poll tax and still have not enough money to run the schools for the required length of term. It may be used either for payment of salaries of teachers or for current operating expenses necessary to lengthen the term. Kentucky. — A number of counties increased their levy to reach the maximum, i. e., 50 cents on $100. Legislature authorized presen¬ tation of State bond issue of seventy-five millions, of which five millions were designed for rural schools. Defeated by popular vote. Maine. — During the biennium a State school fund to aid rural schools has been placed in operation. Used at the discretion of the State superintendent as an equalizing fund to aid in teachers’ sala¬ ries, buildings and equipment, and consolidation, as well as to stim¬ ulate special progressive educational movements. Maryland. — First distribution of State equalization fund to counties unable to meet standards, with county school tax levy of 67 cents. Amount was $234,733 in 1923 and $255,447 in 1924. State aid toward salaries of administrative and supervisory officers and higli-school aid increased about 50 per cent over that of 1922. County superintendents’ salaries increased materially during the biennium. Massachusetts. — About $70,300 added to State fund distributed in biennium over that of 1921 and 1922. This amount to approxi¬ mate 10 per cent of total expenditure distributed on inverse ratio to tax valuation. Michigan. — State aid of $200 to each school maintaining nine months’ term when cost of seven months’ schools is $12 or more per thousand of assessed valuation. Oklahoma — Equalizing fund provided to pay teachers in certain poor districts. Pennsylvania. — Legislation of 1923 increased State aid for teach¬ ers’ salaries to districts of low valuation, and for transportation. Rhode Island. — Aid for high school increased $10 per pupil. Maxi¬ mum State support for supervision increased from $750 to $1,000 per district. Equalizing fund apportioned at discretion of State board of education and State aid distributed on equalizing basis. RURAL EDUCATION 59 South Carolina. — Increase in county and State support for schools, $2,000,000. Guarantees seven months’ school by supplying State funds when deficiency occurs after fixed tax rate is reached by coun¬ ties and districts. Termessee. — State aid to standard and consolidated schools in¬ creased in amount. Virginia. — In year ending 1923, one-third total number of counties assessed the maximum rate. Year ending 1924, one-half the counties assessed maximum rate. State aid to rural school libraries increased. One thousand aided. Wyoming. — State oil royalty for schools. Distribution considers among other things length of term and aid to transportation. Indiana, West Virginia, Mississippi, Texas, Tennessee, Wisconsin, and Missouri are among the States whose State departments of edu¬ cation have promoted large State legislative programs involving State support in some measure during the biennial period. In a few of these States recent educational surveys are made the basis of the program. As an illustration of the type of activities or provisions promulgated in these programs the following from the educational program of Texas and from the State superintendent’s program from Tennessee are presented : The Texas educational program advocates 15 points, of which the most important are those providing for a nonpartisan State board of education which shall appoint the State superintendent, enacting a modified county unit law providing for the employment of the county superintendent by the county board, providing for a county tax, amending the teacher certification law, increasing State school funds, amending the attendance law, and providing for a minimum term of six months. The Tennessee educational program includes 11 points, not all of which require legislative action. The most important are as follows : Improved county administration; a minimum eight months’ school term ; revision of the elementary course of study ; changes in the re¬ quirements for licensing county superintendents and teachers, salary scale to be included ; equality of educational opportunity for all chil¬ dren, including State equalization funds ; and a State school archi¬ tect. AN IMPORTANT EQUALIZING TENDENCY— IMPROVEMENT OF THE TEACHING STAFF Progress toward improvement in rural teaching service during the biennium has been characterized chiefly by two definitely con¬ structive achievements: (1) Substantial rise in minimum qualifica¬ tions demanded for teaching certificates; and (2) increased and 60 BIENNIAL SURVEY OF EDUCATION, 1922-1924 improved facilities for training rural teachers through the estab¬ lishment of departments of rural education or the offering of special courses for rural teachers in teacher-preparing institutions, particu¬ larly State normal schools and teachers colleges. This has been accompanied by the introduction of special courses for rural ad¬ ministrators and supervisors in these and other higher institutions of learning. There has been wider recognition of the necessity of setting up state-wide, reasonable minimum standards for certificates acceptable in any type of school, even the lowest as to salary and other standards, and of the fact that different standards for teachers in urban and rural schools are unjustifiable as a permanent policy and indefensible except as a temporary expedient to tide over an interval until equivalent standards can be put into operation. LEGAL PROVISIONS FOR CERTIFICATING TEACHERS The result of these measures is that certification laws are being revised or replaced by new and improved provisions. Among the replacing provisions, the following tendencies are noticeable: ( a ) Toward complete centralization of the certificating authority in the State department of education. (6) Raising standards gradually to prevent radical shortage of teachers, to give teachers in service the opportunity to prepare for higher certificates without abandon¬ ing their teaching positions, and to sound by a time limitation suf¬ ficient warning to prospective candidates for teaching certificates to make the necessary preparation, (c) Setting up minimum stand¬ ards or prerequisites for the lowest grade certificate and requiring gradually increasing amounts of professional training — each year more nearly approximating the goal usually set forth in the law itself or State department regulations of graduation from a stand¬ ard normal school as a minimum prerequisite. ( d ) Elimination of one or two classes of low-grade certificates. ( e ) Ultimate elimina¬ tion of examination as a basis for issuing teaching certificates. Leading the procession in the effort to establish minimum creden¬ tials equivalent to graduation from a State normal school are Wash¬ ington and Connecticut which, during the biennial period just passed, enacted laws providing for the accomplishment of that goal in 1927 ; Pennsylvania, which had previously set the same year for the accomplishing of the same standard; and California which, according to reports from the State department, has established the requirement of two and one-half years beyond high-school gradua¬ tion and has set the standard of three years to be reached gradually but at no definitely stated date.2 2 California still issues county certificates on examination. Tbe percentage granted on examination is small. RURAL. EDUCATION 61 Following the principle enunciated in the laws and practices in the foregoing States are the States in another group which have now attained a standard of one year (36 weeks) of professional training above high school, but have set no definite date for attainment of the higher standard, though the apparent hope of officials in charge is that they shall later do so. Indiana is an example. The law passed in 1923 raised qualifications for certificates of all kinds and set up as a minimum prerequisite for the lowest grade of cer¬ tificate high-school graduation and 36 weeks of professional train¬ ing in addition, the latter to be obtained in a standard or approved normal-school course. To procure the rural teachers’ license a candi¬ date must also have specialized in the work of the one-teacher school. Other States which report having reached an equivalent standard of attainment or have laws setting a definite date for attaining it are: Michigan, to be attained in September, 1925; New Hampshire, effective July, 1923; Oregon, effective January, 1925; Utah, effective July, 1924. In Utah the law also provides that the one year above high-school training required shall include specified educational subjects. As a means of raising standards a few States abandoned the practice of issuing lower (usually third grade) certificates. Among these are New Mexico, which reports having raised requirements for all certificates, increased salaries, and abolished the third-grade certificate through the law passed in 1923; Kansas, Virginia, and Tennessee, all of which have abolished their lowest grade of cer¬ tificate during the biennial period. Maryland is raising standards by a salary scale which offers increases in salaries of teachers holding a second-grade certificate (representing high-school graduation and six weeks of professional training in addition), and those of higher grades, but providing no increase for teachers with- third-grade certificates. In addition, renewals are difficult to obtain. Thus, continuation of teaching on third-grade certificates is penalized. Alabama reports the basis of certification changed from examina¬ tion to professional training. Kentucky reports “ a new certifica¬ tion law looking toward the issue of certificates on credentials only.” Several States report that the number of certificates issued on ex¬ amination is decreasing. Washington, for example, reports a de¬ crease in the number of such certificates of 44 per cent in 10 years. Several other States, notably New Hampshire, Massachusetts, Con¬ necticut, Maryland, and Michigan, report decreases in the number of low-grade certificates issued. Other States reporting increased requirements during the biennium are: Minnesota increased minimum prerequisite, effective Septem- 27301°— 27 - 5 62 BIENNIAL SURVEY OF EDUCATION, 1922-1924 ber, 1924, to four years of high-school training; Montana the same prerequisite, effective the same date. Nebraska, in 1923, enacted a law raising the requirements to completion of the eleventh grade as prerequisite for the lowest grade of certificate, effective September, 1924; and completion of the twelfth grade as a minimum for the lowest grade certificate, effective September, 1925. Vermont reports a minimum of completion of four years of high school, effective September, 1924. In Rhode Island the State board is systematically raising the minimum requirements for teaching certificates. Florida reports increased requirements without definite statement as to the exact prerequisite. Arkansas and Utah have recently enacted laws requiring higher qualifications, including special training in ad¬ ministration and supervision for county and other rural-school superintendents and supervisors. Practically all new laws center responsibility for certificates in the State department or with State officials, thus abandoning the policy of county or local control. The importance to the cause of rural education of prerequisites for teaching certificates wThich include minimum standards for aca¬ demic and professional training should not be overlooked. Excel¬ lent as is the practice of raising the standards for certificates of higher grades and of giving more and more consideration to pro¬ fessional training and to specialization in training courses, attain¬ ments of this character do not reach the crux of the situation, namely, the prevalence of unqualified teachers in the small, one-room rural schools. These schools can be reached only when the State actually enforces as a minimum prerequisite standards equivalent to high- school graduation and some professional preparation of higher grade. Urban communities whose schools are in charge of pro¬ fessional superintendents have formed the practice of looking about and bidding • for teachers professionally qualified. Rural school board members, mainly responsible for the employment of rural teachers, have the layman’s point of view and too often fail to dis¬ criminate among the different grades of certificates and as to the educational attainments to which they testify. In the large, the best safeguard for rural children is a State law exacting as a mini¬ mum for any certificate high-school graduation and additional pro¬ fessional training two years in duration. This standard may be approached gradually. The experience of several States indicates that this method of dealing with the problem of raising certification requirements does not result in a shortage of teachers nor impose an undue hardship upon the teaching staff. Centralizing the certificating authority in the State department of education is of equal importance to the efficiency of rural schools. RURAL EDUCATION 63 It assists in preventing inbreeding of ideas and dominance of local considerations in the employment of teachers. The examination method, while it exists, will continue to be the short cut to teaching positions used by those who have not the inclination or the ability to take the more arduous and expensive course of securing profes¬ sional training in higher institutions of learning and securing cer¬ tificates through credentials rather than by examination. THE PREPARATION OF RURAL TEACHERS States raising the requirements for teaching certificates to the extent of demanding professional training must logically accom¬ pany the demand with the provision of adequate facilities for offering training courses either in State teacher-preparing institutions of higher grade or those connected with secondary schools, as in Mich¬ igan, Wisconsin, and Ohio. The movement for offering specialized courses or establishing special departments for training rural teach¬ ers is growing, paralleling a movement for specialized training for other groups, such as kindergarten-primary, elementary, interme¬ diate, junior high school, and the like. It is becoming more and more recognized that the special problems involved in the administra¬ tion, supervision, and teaching of rural schools demand similar specialization. Certification laws demanding higher qualifications and specialized courses for rural teachers, supervisors, and adminis¬ trators have led also to higher entrance requirements to rural cur¬ ricula. Such requirements are now well established in all but a few of the teacher-preparing institutions of higher grade. Rural teacher curricula have been organized and placed on the professional level, requiring for completion from one to five years above high-school graduation. Departments of rural education,3 meaning generally those having one or more full professors devoting full time to this field, have been established in nearly 40 teacher-preparing institu¬ tions. Differentiated curricula for teachers specializing as rural teachers are offered in a constantly increasing number of institu¬ tions, and special certificates for rural teachers are required or recog¬ nized in several States. One hundred and twenty-two State normal schools and teachers colleges now offer 257 courses in rural education. Practically all teacher-preparing institutions assist in supplying the demand for rural teachers through their regularly established courses. Many institutions supplement the regular courses with rural sociology, 3 No uniform definition of this term is established. The terminology used in announce¬ ments or catalogues is accepted in this chapter. 64 BIENNIAL SURVEY OF EDUCATION, 1922-1924 rural economics, and other courses pertaining to rural life, thus offering partially differentiated preparation for teaching in rural communities. A few institutions have established the practice of re¬ quiring as a constant from all students at least one general course in rural education. Among the problems that teach er-training institutions must meet in preparing teachers for rural schools, provision for observation and practice looms large. A number of institutions have affiliated groups of one-teacher rural schools, often in several counties ad¬ jacent to the institution, as well as one or more consolidated schools which are used for the purpose indicated. Critic teachers, and in most cases administrative officers in charge, are regular members of the faculty of the institution, receiving salaries equivalent to those paid the other members. Courses are generally so arranged that students in the rural department are enabled to spend full time at their schools during the observation and practice period. The enrollment of rural teachers has been no small factor in the remarkable growth in attendance in summer schools and extension courses. A few States which have passed certification laws, in which higher qualifications are made effective gradually, depend on summer schools, especially those on the quarter basis, as a means of enabling teachers in service to reach the advanced standards. The form of in-service preparation is supplemented in some States by reading and correspondence courses conducted by State departments of education. Alabama reports 86 per cent of the teachers in the State doing professional study during 1923-24; 40 per cent of these receive State credit for their work. Wyoming reports 50 per cent of her teachers in summer school attendance last year ; Arkansas an 80 per cent increase in such attendance last year; and Pennsylvania a 133 per cent increase in the past three years. Normal training courses of secondary grade or in connection with secondary schools are maintained in 23 States. Three States — Maryland, Nevada, and Virginia — have recently discontinued the plan. Oregon expects to discontinue it after this year. Two other States report the expectation of eliminating teacher-training work in high schools at an early date. Another reports that such second¬ ary courses are not receiving encouragement in that State because the State normal schools are rapidly taking over the task of supply¬ ing the demand for prepared teachers. Five States — Michigan, Minnesota, New York, Ohio, and Vermont — maintain the work on a postgraduate basis ; that is, high-school graduation is required for entrance to the course. Another State, North Carolina, plans to place the work on a postgraduate basis beginning in 1925. According to RURAL EDUCATION 65 Minnesota’s experience, the raising of entrance requirements for these courses has increased instead of depleted the enrollment. The number of high schools giving teacher-training work has increased in two States, Michigan and Wyoming. Only a few new normal schools have been reported to the bureau as established during the biennial period. A number have been en¬ larged. During 1923, State normal schools were opened at Glass- boro, Newark, and Paterson, N. J., and at Morehead and Murray, Ky. State normal schools have been voted but not as yet opened for students at Salisbury, Md., Kingsville, Tex., and Centralia, Wash. Mississippi expects to establish another State normal school at an early date. Colorado provided for the establishment of the Adams State normal school to devote itself chiefly to the preparation of rural teachers, but made no appropriation for its maintenance. Progress in providing proper facilities for the training of rural teachers and in securing and holding adequately prepared teachers in one-teacher schools has not been adequate nor country wide in extent. In a number of States the teacher staff is far below the approved standard. There is still a decided shortage of teachers in service and an insufficient number to fill annual replacements if the standard is set, as it should be, at graduation from a standard normal school. Even fixing the standard at one year beyond high- school graduation, reports from various States indicate a decided shortage. Encouragement is gained from the fact that a number of States have made such marked advance that the practical possibility of others to achieve a prepared teaching staff is beyond the stage of argument. Encouragement is gained also from the improvement in certification laws and in staffs of teachers in service from a number of States. Michigan, for example, reports that 60 per cent of the rural teachers, in 1924, had completed one year of professional preparation beyond high-school graduation. Connecticut reports that 68 per cent of the beginning teachers in one-room schools last year were normal-school graduates, although only 35 per cent of the total one-teacher school staff had equal training. Considerably more than half (57 per cent) of the 305 graduates of the Maryland State normal schools entered one and two teacher rural schools last year. Louisiana reports 67 per cent of all the teachers as normal school or college graduates. With the exception of the city of New Orleans, Louisiana is almost wholly a rural-school State. SALARIES OF RURAL TEACHERS Coordinate with the problem of securing rural teachers with ade¬ quate academic and professional attainments is that of obtaining 66 BIENNIAL SURVEY OF EDUCATION, 1922-1924 commensurate salaries. Unless salaries justify the expense in time and money of pursuing professional courses, rural teachers will not qualify on the same basis as those of urban schools. That many States recognize this is proved by the present tendency to accompany laws demanding increased requirements for certificates with a minimum salary scale varying according to experience and training. Those States in which the greatest difficulty is encountered in pro¬ moting higher standards on a State- wide scale are generally those in which salaries are low and the State unwilling or unable to pro¬ vide increases from State funds or to force them from local sources. Thus the desire to increase qualifications must wait on the ability of local communities to raise money through local taxation to provide additional income. Adequate financing is now the basic considera¬ tion in rural-school improvement. Sentiment is ripe for efficient schools, even for drastic changes in administrative organization if necessary. The money to finance efficient programs must still be found in many States. During 1923-24 the Bureau of Education continued the policy be¬ gun in 1922 of making annual studies of salaries of rural teachers. The number of county superintendents reporting and correspond¬ ingly the number of teachers whose salaries are reported increase each year. The information collected indicates that school officials are retaining the ground gained in salaries during the war and post¬ war years but are not gaining substantially in securing increases in their salary scales. As would be expected, the greatest gain in amount has been made in consolidated schools, though one-teacher schools have profited by the increasing recognition of the necessity of paying larger proportionate salaries. The following table shows the salary tendency in each of the five classes of schools indicated from 1922 to 1924 in all the States : Table 1. — Salary tendencies in rural schools, 1922-192 4 Classes of school Down¬ ward Upward Even In one-teacher schools . _ . . . _ _ _ _ States 11 11 13 12 9 States 12 11 20 16 22 States 25 26 15 20 17 In two-teacher schools _ _ . _ _ _ In schools of three or more teachers, not consolidated _ _ In consolidated schools. _ _ _ In village and town schools, not consolidated - - For 1923 and 1924 reports were made as in 1922, but the returns were tabulated differently in order to arrive at approximate averages. The results for the United States were as follows : RURAL EDUCATION 67 Table 2. — Approximate average salaries in 1923 and 192 4 Class of school 1923 1924 Number of States showing decrease Amount of increase Number of teachers Average salaries Number of teachers Average salaries One-teacher... . . 98, 017 $729 112, 191 $735 7 $6 Two-teacher _ _ 21, 726 737 27, 348 742 14 5 Three or more teachers, not consolidated . . 12, 745 843 13, 850 820 24 -23 Consolidated _ ... - - - - 16, 666 964 32, 087 1,017 15 53 Village and town schools, not consolidated . 42, 267 1, 141 58, 165 1, 142 12 1 For the five classes. . 191, 421 851 243, 641 875 5 24 Table 2 shows a fair increase in the average teachers’ salaries reported in 1924 over 1923. It shows also slight increases in the average annual salaries of teachers in the one and two teacher schools, a decline in salaries in 24 States which was great enough to amount to an average loss of $23 in the annual salary of the 13,850 teachers reported in the three or more teacher schools. It shows also an increase of $53 in the annual salaries of teachers in consolidated schools reporting, and a very slight increase in the salaries of teachers in village and town schools not consolidated. The number of States showing decreases in salaries is indicated in the table. For the rural teaching group as a whole there is an increase of $24 in the average annual salary paid in 1924 over that paid in 1923. Compari¬ son of the increases shown in Table 2, with increases in salaries of teachers in cities in five population groups as reported to the bureau, can be made by comparing Tables 2 and 3. Table 3. — Salaries of teachers in cities with a population of 2,500 to 100,000 Population Teachers 2,500 to 4,999 5,000 to 9,999 10,000 to 29,999 30,000 to 99,999 100,000 and over Elementary teachers in 1923 .. _ _ $1, 105 1, 129 $1, 200 1,231 $1, 277 1, 354 $1, 467 1,528 $1,876 1, 968 Elementary teachers in 1924 . . . Increase. _ _ _ _ _ _ 24 31 77 61 92 High-school teachers in 1923 . . . 1, 469 1, 491 1,567 1, 617 1,670 1, 737 1,917 2,000 2,487 2,536 High-school teachers in 1924 . . . . Increase _ _ _ _ _ _ _ _ 22 50 67 83 49 SUPERVISION— A CONSTRUCTIVE AND EQUALIZING FACTOR IN RURAL EDUCATION Progress in supervision during the biennium has been concerned more with intensive work toward a higher quality of service than an increase in the number of supervisors or extent of the territory over 68 BIENNIAL SURVEY OF EDUCATION, 1922-1924 which supervision is furnished, although substantial improvements have been made in both these aspects also. SUPERVISION IN COUNTY UNIT STATES Among the States which have done notable Avork in improving the quality of supervisory service under the direction of their respec¬ tive State departments of education during the biennium are Mary¬ land and Alabama. Both are organized with the county as the administrative school unit, and both include in their State depart¬ ment staffs professionally prepared rural supervisors, two of the desiderata for success in rural supervision. A brief description of the work in these States is presented as representative of the activ¬ ities in several other progressive States similarly organized. The flan followed in Maryland . — The last biennial report of the Commissioner of Education noted the passage of a law in Maryland in 1922 providing for state-wide rural supervision. This law be¬ came operative in the fall of that year. The past two years have seen its accomplishment. Under the terms of this law supervisory of¬ ficers were provided according to the number of teachers, two-thirds of the salaries to be paid from State funds. Certain standards of educational qualifications for supervisory officers were set up; and two types of supervisors, namely, supervising teachers and helping teachers, the latter more or less under the direction of the former, were provided. F rom the former, minimum academic and professional qualifications equal to college graduation, with special training for instructional supervision and four years of experience in elementary school work, are required. For the first time, in 1923-24, there was at least one supervisor or helping teacher in every county in Maryland. One county had six supervisory officers at the close of the biennial period. Some counties have not yet secured the full quota as provided by law, namely, 40 teachers per supervisor, either because qualified persons were not available or patrons were not fully convinced of the value of supervision. It was therefore deemed wiser to enforce the law gradually until both these essentials are attained. In 1923 the 23 counties of the State employed 39 supervisors and helping teachers. In 1924 the number had increased to 44, lowering the number of teachers per supervisor to an average of 50 and approaching some¬ what nearer the goal of 40, the standard fixed in the law. Maryland has 7 counties with fewer than 80 teachers, in each of which one assistant in addition to the county superintendent is now employed ; 7 counties having from 80 to 119 teachers in which, under the terms of the law, 2 assistants should be employed ; 4 with 120 to 185, in each of which 3 supervisory assistants are allowed ; 1 RURAL EDUCATION 69 with 186 to 235, with 4 supervisory assistants; 2 with 236 to 285, with 5 supervisory assistants; and 2 with 286 to 335 teachers, with 6 supervisory assistants; a total of 59 supervisors if the quota were filled. The present number, 44, is 15 short of that provided by law. The staff of the State department as a whole, including its re¬ search service, and through members especially assigned to rural school supervision, has largely devoted its efforts during the past two years to improving the quality of the work of the supervisors in service. Standard tests in the elementary subjects, notably read¬ ing and spelling, have been given throughout the State. Results have been tabulated, studied, and interpreted by specialists in this field, and remedial work has been carried on, all under the general supervision of the State department staff working through the county superintendents, supervisors, helping teachers, and teachers. From August, 1922, to March, 1924, eight pamphlets or bulletins were issued from the State department designed to improve the quality of instruction given and to stimulate achievement on the part of teachers and supervisors. Special attention has been given to elimination of the excessive amount of retardation and overageness in rural schools. Very complete studies of age-grade and pupil progress have been made throughout the rural schools of the State. Where the emphasis is placed in Alabama. — Maryland provides for and finances a plan of supervising rural schools which is com¬ pulsory for all counties. Alabama provides for a voluntary plan financed by the counties themselves. Approximately half the coun¬ ties employ instructional supervisors. Supervision, therefore, be¬ comes a matter of finding a sufficient number of trained people to fill the necessary positions, on the one hand, and a method of financ¬ ing the program, on the other. Apparently further progress in Ala¬ bama waits on securing more adequate financial resources. Recent information indicates that there are 65 supervisors (39 white and 26 colored) in 32 counties at the close of 1924, and a total of 13 members of the State department staff engaged all or part time in the super¬ vision of rural schools. The supervisory personnel has improved in training and through length of service by the setting up of higher standards of require¬ ments for the county supervisors employed. The* minimum qualifica¬ tions are now set at three years’ teaching experience, graduation from a standard normal school, and, in addition, a year of professional training. This means the addition of one year of training to the minimum requirements exacted in 1922. The number of supervisors holding bachelors’ or masters’ degrees has increased during the biennium beca'use of these higher standards. The qualifications of teachers in the supervised counties have also improved in a marked 70 BIENNIAL SURVEY OF EDUCATION, 1922-1924 degree during the biennium and tinder the influence of supervision At the close of the biennial period 1923-24, 81 per cent of the teach¬ ers in supervised counties held second or higher grade certificates and 19 per cent third-grade certificates. For the State as a whole 12.2 per cent of rural teachers held professional (highest grade) certifi¬ cates, compared with 15 per cent holding them in the supervised counties. PROGRESS IN NONCOUNTY-UNIT STATES The Missouri plan. — The 1923 session of the Missouri Legislature made an appropriation for rural education which enabled the State superintendent to provide a type of supervision for rural schools somewhat different from that in any of the other States. Missouri now has six rural supervisors, one in the State department and one in each of five teachers- college districts. The Supervisors use the teachers college as a center from which they work among the county superintendents in the district. During the year these supervisors spend a large part of their time in holding demonstration meetings for the teachers under the general direction of the county superin¬ tendent. This officer divides his county into five districts. All of the schools in each district, except the one in which the demonstration meeting is held, are dismissed, the teachers of the dismissed schools coming to the center point. The program consists of from six to eight lessons of the usual period length in rural schools. The dem¬ onstration is followed by a conference in which the aim of the lessons, the manner of presentation, and the results are discussed. Instructors and professors from the staffs of the State teachers colleges have assisted the supervisors in demonstration meetings and by other means of cooperation. During the year in some counties as many as 99 per cent of the teachers and a large percentage of the school directors have been reached through these meetings. Plans for supervision in Idaho. — By mutual arrangement the State department of education and the two normal schools of the State inaugurated a system of rural supervision, with two supervisors in the field, throughout most of the school year, each normal school furnishing one supervisor. The supervisors cooperate with the county superintendents of the various counties. Teachers are bro'ught together in small groups and given opportunity for observing dem¬ onstration lessons given by or under the direction of the supervisor. General discussion of problems follows. One whole day and an evening session are devoted to each meeting. Indiana conducts an experiment in supervision. — An experiment in rural supervision of unusual significance has been under way dur¬ ing the past two years under the general supervision of the State superintendent in Indiana. The experiment is financed by the Gen- RURAL EDUCATION 71 eral Education Board and directed by the director of the school of education of Indiana University. Two counties were chosen for demonstration work in supervision. Two other counties, with simi¬ lar school conditions and taxable wealth, were selected as check counties. Tests selected from the Stanford achievement test were given to all pupils in grades 3 to 8 in all four counties, affecting 2,771 children in the demonstration counties and 2,685 in the “ con¬ trol ” or check counties. They apparently established the fact that the school attainments of the pupils of the two demonstration counties and those of the check counties were approximately the same at the beginning of the experiment. The training of the teachers, type and equipment of buildings, and other governing factors were also com¬ parable. Two supervisors were chosen for each of the demonstration counties, and in the check counties only such supervision as the county superintendent had time for was given. At the end of a year’s work tests were again given in the four counties. The second tests showed that children in the demonstration counties had pro¬ gressed in school work at a rate 14 per cent higher than in the unsupervised counties. The experiment is to continue through the school year 1924-25 under the same general plan. Michigan begins county supervision. — During the biennial period four counties in Michigan have established supervision under county direction through one or more of the following: Assistant superin- tendants, supervisors, and helping teachers. Besides supervision in these counties, a group of 30 or more one-room schools in the vicinity of Ypsilanti are supervised as an established part of the training of rural teachers and supervisors at the Michigan State Normal College. The work is carried on under the direction of the rural department of the college. Tests are made under controlled conditions designed to measure the results of supervision on the quality of instruction and the progress of pupils. County supervision established in California. — California in 1922 provided an appropriation from State funds for the payment of rural supervisors in a manner similar to that in vogue for the distribution of State money for teachers’ salaries. A minimum attendance unit of 300 pupils is required before a supervisor can be employed. Under the provisions of this law, 55 of the 58 counties in California now employ rural supervisors, the number depending upon school attendance. In one county six are employed. Both general super¬ visors and special supervisors in music and art are employed. There is no state-wide plan of organization of the supervisory staff within the counties. General supervisors, special supervisors, and regional or sectional supervisors are employed, the plan varying among counties. 72 BIENNIAL* SURVEY OF EDUCATION, 1922-1924 County school 'programs in Kentucky. — During the past two years State supervisors of rural schools have assisted county superintend¬ ents and boards of education in formulating a county-wide progres¬ sive program. Twelve counties have been studied and county school programs initiated. These programs have been organized under the leadership of county superintendents and provide for present and future needs of the schools. Financial condition# force retrenchment. — New Hampshire and Delaware are the only two States which report reduction in super¬ visory forces during the biennial period. In Delaware a reduction of the appropriation for the maintenance of schools required a curtail¬ ment of the supervisory force. The smaller rural grade schools, formerly under the supervision of the regular rural supervisors, were therefore placed under the supervision of their respective principals, the rural supervisors confining themselves largely to one and two teacher schools and advisory duties wfith the principals in the larger schools. In New Hampshire similar reductions in the State appro¬ priations resulted in reducing the staff by two members. Reports from other States. — During the biennial period New York established a division of rural education in the State department. The amount paid district superintendents from State funds toward their salaries was increased from $1,800 to $2,400, thereby raising the average salary of district superintendents in the State to $3,250. The maximum salary is $7,000. This amount is received by district super¬ intendents in two counties. Each superintendent also receives $600 from the State for traveling expenses. Additions to the State rural supervisory staffs are reported from California, Oklahoma, South Dakota, Tennessee, and Virginia. Ad¬ ditional counties brought under supervision during the period are reported from California, Florida, Maryland, Michigan, Arkansas, Washington, Pennsylvania, and Tennessee. In all, approximately 200 supervisors in addition to those reported in 1922 are reported to the Bureau of Education. It is estimated that there are about 1,200 rural supervisors in the United States. RURAL SUPERVISION AND STATE EDUCATION DEPARTMENTS In-service training for superintendents. — A number of States in which assistant supervisors to the county superintendents are not yet furnished find in State and regional conferences of rural superin¬ tendents an opportunity to carry on an intensive type of in-service training in instructional supervision. Provision for teacher training in service is an acknowledged administrative necessity. A similar arrangement for superintendents and supervisors is proving particu- RURAL EDUCATION 78 larly valuable, especially in view of the fact that it is extremely probable that some time will pass before any considerable proportion of rural superintendents will be adequately trained for supervision through graduate courses in higher institutions. In recognition of the practical difficulties of the situation, the conferences of rural superintendents have been undergoing a grad¬ ual change in recent years. Those in which the bulk of the time was devoted to inspirational and informational addresses and general dis¬ cussions are gradually being superseded by conferences of one or two weeks’ duration and what may be termed short courses in the principles and methods of instructional supervision. Instructors who have special training for, and experience in, school supervision are brought into these conferences from without as well as from within the State. The courses resemble in quality and professional standards those given in summer sessions in normal schools and other higher institutions. Paralleling the change in type of work given, sessions are extended over a longer period. Montana, Oklahoma, and Minnesota are among those States which make special mention of im¬ proved standards of county superintendents’ conferences for the bi¬ ennium. Twenty-two States report some form of county superin¬ tendents’ conferences. CENTRALIZING TENDENCIES IN ADMINISTRATIVE ORGANIZA¬ TION FOR EFFICIENCY AND ECONOMY Recognition of the utter inadequacy of small administrative units to meet the demands of modern educational ideals and a growing desire for efficiency and economy in school administration are gov¬ erning factors underlying the movement for greater pooling of effort in educational support and school administration. Centralizing movements affecting local school units conspicuous during the biennium are : (1) The movement to provide on a State- wide scale and through legislative action, for an administrative unit large enough to afford more nearly adequate support and a complete educational unit of elementary and secondary facilities with professional management, supervision, and teaching staff. The county as the unit of organiza¬ tion is now established in varying degrees of centralization in 22 States. The movement is both (a) to strengthen it by increasing powers and duties of the county board and superintendent in those States where such strengthening would add to efficiency; and (b) to establish the county unit in several States now organized on the district or township plan. Kentucky and Virginia are two States which have taken definite steps during the biennium to strengthen 74 BIENNIAL SURVEY OF EDUCATION, 1922-1924 the county organization in vogue, Kentucky by changing the manner of election and lengthening the term of members of the county board of education, and Virginia by stimulating county boards of education to exercise more authority and participate more fully in the management of schools within their county. In at least 10 States adoption of the county unit plan has been ad¬ vocated extensively, fostered by education officials generally, State school officials, State education organizations or others. Among them are Missouri, Wisconsin, Texas, Colorado, Arizona, Minne¬ sota, Oklahoma, Washington, and Indiana. In some States drives or campaigns designed w to inform the people ” have been conducted on a State- wide scale, (c) Some consideration has been given also to another plan not yet tested in any State but advocated in New York for the past four years. It is generally known as the com¬ munity unit plan. Proposed legislation for Kansas involved a type of community unit. None of the States that advocated the adoption of either county or community plan were successful in securing the legislation sought. (2) The movement for voluntary centralization on the part of small local units generally known as consolidation. TENDENCIES IN SCHOOL CONSOLIDATIONS Reports coming into the Bureau of Education for 1923-24 con¬ cerning general progress in the direction of bringing small schools together to form larger ones indicate that the emphasis has veered from numbers to the more fundamental consideration of efficiency. Intelligent direction is replacing promotion. Consolidation in and of itself is not a panacea for the ills of rural education. Its virtue is potential. Transferring from the one-teacher to the consolidated school the same short term, unqualified teachers, lack of professional management, equipment, and the like, changing only the size of building and number of children to be educated under one roof, has little to recommend it from an educational standpoint. Consolida¬ tion has possibilities and offers opportunities — is a means to an end. Full development of possibilities and full realization of opportuni¬ ties afforded must be sought in order to insure the success of the plan. Among the tendencies noticeable in the direction of increased efficiency, the following are worthy of special mention: (a) Scientific study of special problems. — The growing practice of employing administrators and teachers with professional prepa¬ ration including graduate study is responsible for increased em¬ phasis on the necessity for scientific study of the organization, curriculum, and practice adapted to the needs of consolidated schools. RURAL EDUCATION 75 Several consolidated schools have been established or their direc¬ tion assumed by teacher-preparing institutions in cooperation with the regular officials in charge. It is purposed to use these schools for observation and practice work primarily but also for experi¬ mentation and demonstration. ( b ) Larger units of consolidation. — Mounting costs of education, especially of secondary education, have hastened a tendency toward consolidation on a larger scale than has hitherto been considered desirable. Improvements in roads, in motor vehicles, and in trans¬ portation generally have promoted this tendency. (c) Consideration of future development. — There is a growing realization of the necessity of considering future development when centralization plans are projected. Intelligent planning in advance over a larger extent of territory and considering the education of larger numbers of children will, it is believed, facilitate the for¬ mation of each consolidation unit in such a way that it will fit into and contribute to the success of the larger plan. It should not be difficult to avoid mistakes, common in some sections, of leaving strips of territory or even whole districts so isolated that advan¬ tageous centralization in the future is impossible. There is a notice¬ able tendency to postpone the first steps toward consolidation until surveys county- wide, or even larger in extent, can be made. (d) Improving the small schools. — The tendency is increasing to improve one-teacher schools where consolidation is impossible. There is no incompatibility between promoting at the same time the efficiency of the two most prevalent types of rural schools, namely, one-teacher and consolidated. Small schools, not only the one- teacher type but the two and three teacher types, will undoubtedly continue to decrease in number and in the percentage of total num¬ ber of children enrolled. There is little probability, however, that such schools will be entirely eliminated in the near future. Thou¬ sands of rural children must depend on the small schools for all the education they will receive. We are therefore obligated to con¬ tinue every possible effort to improve them as well as the larger ones. Amount and extent of school consolidation. — The movement to in¬ crease the size of the school units, buildings, and groups of children, and to improve thereby the quality of instruction of rural children is not confined to any State or section. Some consolidated schools and some one-teacher schools are found in all States. The largest numbers of one-teacher schools, apparently, are in those States which center around the region of the Great Lakes. In each of the follow¬ ing States there are more than 5,000 one-teacher schools : Wisconsin, Illinois, Michigan, Ohio, Pennsylvania, and New York; Minnesota, Iowa, Nebraska, Kansas, and Missouri; Kentucky, and West Vir- 76 BIENNIAL SURVEY OF EDUCATION, 1922-1924 ginia. The single exception in the Great Lake group is Indiana. Iowa, Illinois, and Pennsylvania have approximately 9,000 each. So far as numbers are concerned, the problem of eliminating the one- teacher schools and substituting consolidated schools is greater in these States than in the others. It must be remembered that numbers alone afford only one measure either of the difficulty of the problem or of the success of the consolidation plan. Information concerning the percentage of children enrolled in the different types of schools and the relationship of enrollment to the number of schools is not available. It is apparent that in the States in the above group the percentage of the total number of children attending one- teacher schools is large. Massachusetts, Utah, New Jersey, and Rhode Island of all the States enroll the smallest percentage of their children in one-teaclier schools. Estimates made in the Bureau of Education, based on reports from the different States and information from questionnaires re¬ ceived from State and county superintendents, indicate that there were at the close of 1924 approximately 14,000 consolidated schools of all sizes from two teacher schools, representing the union of small groups, to the large consolidated districts served in some in¬ stances by large high schools and even junior college grades. Prob¬ ably about 150,000 teachers are employed in these schools, and two and three-fourths millions of children are enrolled. Approximately 1,500 consolidated schools have been formed during the biennial period, probably adding between 250,000 and 500,000 children to the number enrolled in consolidated schools. Thirty-five States report on the number of schools formed during the period. Arkansas, Mississippi, Texas, Pennsylvania, Georgia, North Carolina, and Ohio report the largest numbers, varying from 75 in Texas to over 300 in Mississippi and Ohio. Additional estimates made in the Bureau of Education show that there are approximately 168,000 one-teacher schools in the United States, enrolling approximately four and three-fourths million chil¬ dren. Other types of schools enrolling rural children are one, two, and three teacher schools in the open country, village schools, and schools located in towns of 1,000 population and under. On the whole, it is estimated that approximately 12,000,000 children in the United States, properly called rural, are enrolled in the different types of schools, and that approximately 9,000,000 are from farm homes. The number of consolidations formed, considered alone, is not an adequate measure of the progress of the consolidation movement. Improvement in the quality of education furnished — the real desid¬ eratum — does not always parallel growth in the number of con- RURAL EDUCATION 77 solidated school buildings. There are States in which relatively few consolidated schools have been established, but these few are large schools, adequately supported and equipped, and with professionally prepared and well-paid staffs. On the other hand, a large number of small one and two teacher schools, in which terms are short, teachers neither well qualified nor well paid, and equipment meager, are reported as consolidations. The data as to number of schools are believed to be of interest, but it is not the purpose of the statement to set up numbers as the sole measure of progress in consolidation. Recent studies concerning the location of consolidated schools as between open country and villages indicate that more schools are situated in villages than in the open country, although there is no evidence to show that either is the more favorable except from the point of view of local considerations. Increase in numbers of consolidated schools has not been so great during the present biennium as during the preceding one. Progress, however, has probably been more substantial. The size of the schools organized, the general improvement in facilities, the fact that larger units mean better support, and the increased tendency to place consolidated schools or systems under trained professional manage¬ ment have all tended toward improving the quality of school con¬ solidations formed. Obstacles to overconie. — Recent reports from a number of per¬ sons who are promoting school consolidation indicate that natural obstacles, such as contour and topography, hitherto considered as the most serious obstacles in the way of the extension of consolida¬ tion, are of less importance than they seemed in the early history of the movement. There is a fairly general agreement among these workers that the attitude of the people concerned toward education and toward modern ideas; the type of organization under which the schools are administered; and the ability of communities to se¬ cure from local, State, and county funds the money required to prop¬ erly finance efficient schools are the real governing factors. In some sections, the traditional conservatism of farm people renders them unfavorable to radical changes and probable increases in the expense of maintaining schools. Certain farm organizations oppose the extension of the consolidation movement. In other sections the people are converted to the idea but are unable to finance larger and better schools until a new and better system of school support is developed for State, county, and district. In those States in which the administrative unit is the district or township, the crossing of established boundary lines creates difficulties. In several of these States laws requiring a favorable majority vote in each of the con¬ tributing units before a consolidation can be effected make it pos- 27301°— 27 - 6 78 BIENNIAL SURVEY OF EDUCATION, 1922-1924 sible for a small group to obstruct the desires of the majority in the larger group of which it is a part. Transportation. — Development in transportation has paralleled that of the consolidation movement, in general, during the bien¬ nial period. The tendency toward larger units has indeed made it necessary to give even more attention to the transportation phase of consolidated school management. Children are transported longer distances. Vehicles are made larger in order to accommo¬ date more children, and they are of a better type. Manufacturing companies producing transportation vehicles are studying seating arrangements, placement and operation of doors, and other means whereby greater safety may be assured. The general increase in motor transportation in cities as well as for suburban and interurban purposes has accelerated progress in this. The improvement in roads fostered by National, State, and local governments has added to the ease of transportation. Because of the increased mileage in hard-surfaced roads, wagons and small auto trucks are rapidly being superseded by large motor trucks. More children can be transported over longer distances; the time on the road between home and school is shorter; and consolidations cover¬ ing a far larger extent of territory are feasible. The greatest advance, however, has come through the systematic administration and operation of school transportation vehicles. Careful management as to cost, upkeep, efficiency, and the like have reduced expenses and added to the sense of responsibility felt by school officials and bus operators. It has become generally recognized that transportation is a most important factor in the success of consolidated schools, and that safety is largely a matter of administrative management. Responsi¬ bility, which formerly centered in school boards and drivers em¬ ployed by them either on a contract or salary basis, has now been centralized in the administrative officer, the principal or the super¬ intendent, with considerable gain in efficiency and economy. Complete data concerning the number of children transported and the amount of money spent on transportation concerned with schools are not available. An estimate based on reports from 32 States re¬ garding the number of children transported and from 46 States concerning amounts spent for transportation apparently justify the estimate that in 1924 more than a million children were transported regularly at an expense of approximately $30,000,000. TENDENCIES IN SECONDARY EDUCATION FOR RURAL CHILDREN For the first time the rural high school has been studied on a national scale in the Bureau of Education during the biennial period RURAL EDUCATION 79 1922-1924. For the first time, through summaries of studies now completed, the essential characteristics of the rural high school can be shown, the extent to which farm children are participating in secondary education pointed out, and an analysis made of selected factors in their effect upon participation of farm children in secondary education. Conclusions gleaned from studies referred to are set forth at some length in the Rural High School, by Dr. Emery N. Ferriss, of Cornell University (U. S. Bureau of Education, Bul¬ letin, 1925, No. 10) ; and in High School Education of the Farm Population in Selected States, by E. E. Windes, Associate Specialist in Rural Education (U. S. Bureau of Education, Bulletin, 1925, No. 6). . * ■ . ’ CHAPTER IV MEDICAL EDUCATION, 1922-1924 By N. P. Colwell, M. D., Secretary of the Council on Medical Education and Hospitals of the American Medical Association , Chicago, 111. Contents. — I. A quarter century’s progress in medical education — Inadequate gov¬ ernmental control over medical education — Action by a voluntary agency — Legal power v. publicity — Greatly enlarged teaching plants — Hospitals as related to medical educa¬ tion — Hospital interneships — The hospital an important educational factor. II. Newer problems in medical education — Higher cost of medical education — Scholarships and loan funds— The medical curriculum — Graduate medical education — Limitation of en¬ rollments — Specialization in medicine — Changes in general practice — Conclusion. I. A QUARTER CENTURY’S PROGRESS IN MEDICAL EDUCATION A review of the previous reports on medical education, together with the statements presented herewith, will show that since 1900 a vigorous campaign has been successfully carried on for the improve¬ ment of medical education in this country. A better understanding of the conditions now existing can be obtained through a brief re¬ view of the development of medical schools since 1800. As shown in Chart 1, since 1800 the number of medical schools increased more rapidly than the population. From 4 medical schools in 1800 for 5,000,000 people, in 1860 the number had increased to 66 for 31,- 000,000. During the 5 years covered by the Civil War, 20 medical schools ceased to exist or were suspended, thereby reducing the num¬ ber to 46. Following the Civil War, however, the medical schools multiplied very rapidly, so that by 1900 there were 160 for 75,000,000 people. . With the rapid increase in the numbers of medical schools there was a correspondingly rapid increase in the number of medical .stu¬ dents and in the numbers who were graduated each year. Figures in regard to students and graduates are available only since 1880. For the 100 medical colleges existing in 1880 there were 11,826 stu¬ dents, an average of 118 per college, and 3,241 graduates, an average of 32 for each college. In 1904, however, when the maximum num¬ ber of students and graduates had been reached, there were 160 medi¬ cal colleges which enrolled 28,142 students and graduated 5,747. The population in 1904 was approximately 82,000,000 people. 81 82 There was, therefore, one college for each one-half million people. Although the number of medical colleges has been largely reduced, the average size and capacity has been increased. In 1904, the aver- W 2 — ? is: § J La LJ £ & s S -2 ” B Z 3 Jj ® a 5 |§ X 1-1 S: © tn * ■§ '-s - u “ S ^ o a i 8 -a £ I i-s '■g 8 2 8 -o g » _ © >> § 111 .y T5 60 bD O © K X w a a « G B. l a & cd CO o >* a a ® a f— i ^ i. a i a id a 03 O f-4 o bo s r O ^3 ^ ; ^ a ■ sis ‘25^ C3 C3 , -2 ► © ◄ is- S O © o g>.a a a* &§ ^ S S Ch O C8 CO Sh & 'd © to -e 5 * g £ .2 a * © c3 rt 5 O ii « R ar ? a a°|.a 5 I & | s a § § "os G c5 g g o .9 age attendance per college was 176 and the average number of gradu¬ ates was 36; now the average attendance in each college is 227 and the average number of graduates 50. MEDICAL EDUCATION 83 Table 1. — Number and capacity of medical schools Year Colleges Students Graduates Total Average per college Total Average per college 1880 _ _ _ 100 11, 826 118 3, 241 32 1900 _ _ _ 160 22, 171 114 5, 214 33 190-4 _ 160 28, 142 176 5,747 36 1906 _ _ _ _ . 162 25,204 156 5, 364 33 1919 _ 85 12, 980 152 2, 656 31 1922 _ _ _ 81 15, 635 193 2,529 31 1923 _ 80 16, 960 212 3, 120 39 1924 _ 79 17, 728 224 3, 562 45 1925 . . . . 80 18, 200 227 3, 974 50 Although the number of medical colleges has been reduced, the average size and capacity has been increased. The largest number of medical schools was 162 in 1906; the largest numbers of students and graduates were in 1904 (figures in italics). The lowest number of medical colleges since 1871 was 79 in 1924; the lowest number of students was in 1919 and of medical graduates in 1922. INADEQUATE GOVERNMENTAL CONTROL OYER MEDICAL EDUCATION In this country the control of medical education and practice was left by the National Constitution to the police powers of the vari¬ ous States, a function which, if assumed at all by the States, was only to a limited and inadequate extent. In only a few States have efficient regulations been established over the chartering of educa¬ tional institutions; and therefore no legal regulations were made in regard to essential buildings, finances, teachers, or equipment which a medical school should possess; and as a consequence the majority of medical schools established were of an inferior type. • Table 2. — The past century and medical education [Showing for certain years the numbers of medical colleges, students, and graduates in proportion to • population] Year Population Medical colleges Medical students Medical graduates Number People per college Number People per student Number People per graduate 1800 _ 5, 308, 483 7, 239, 881 31,443, 321 50, 155, 783 75, 994, 575 » 84, 000, 000 105, 710, 620 1 113, 000, 000 4 6 65 100 160 160 85 80 1, 327, 121 1, 206, 647 483, 743 501, 558 474, 966 501, 250 1, 243, 654 1, 412, 500 18 75 294, 968 96, 532 1810. . 1860 _ 1880 _ 11, 826 25, 171 27, 142 13, 798 18, 200 4,241 3, 019 3, 021 7, 661 6,209 3,241 5,214 5,747 3, 047 3, 974 15,476 14, 575 14, 268 34, 693 28, 435 1900.. _ _ 1904. . . 1920 _ _ 1925 . . 1 Estimate. ACTION BY A VOLUNTARY AGENCY In the absence of adequate legal control, the agency best qualified to recognize the serious deficiencies in medical education was the medical profession, and at different times prior to 1900 investigations and reports in regard to these conditions were made by special com- 84 BIENNIAL SURVEY OF EDUCATION, 1922-1924 mittees of the American Medical Association. These had little effect other than to aid in stimulating a few States to create licensing boards and to begin some regulation of medical schools. The most effective work of this kind was that of the Illinois State Board of Health, during the secretaryship of John H. Bauch, as described in a previous report.1 For 15 years that board exerted the only power¬ ful and nation-wide influence toward improvement in medical schools and in the closing of a score or more of notorious diploma mills in various parts of the country. In 1892 a change of adminis¬ tration in Illinois brought with it a sweeping change in the person¬ nel of that board, including its able secretary, only one member of the former board remaining. Not only the forces for improve¬ ment but also the restrictions against institutions of low grade and of doubtful character were at once removed, and the country relapsed into another period in which low-grade medical schools were un¬ hindered in their activity. LEGAL POAVER V. PUBLICITY Beginning in 1900 the statistics collected and published in the Journal of the American Medical Association started a campaign for improvement, and in 1904 the association created a permanent council to exert continuous and persistent efforts toward that end. The work of this council, Avith its series of annual conferences, inspec¬ tions and classifications of medical schools, the securing of mergers of two or more medical schools in each of many cities, and the recom¬ mending of higher entrance standards — all of* this is now history. In 1910 the entry of the Carnegie Foundation for the Advancement of Teaching into the campaign not only obtained additional pub¬ licity to the campaign but also attracted the attention of philan¬ thropists to the financial needs of medical education. The details of this campaign are given in greater detail in preAuous reports. By 1910 the number of medical schools had been reduced, mostly through mergers, from 160 to 95, the number of students from 28,142 to 12,930, and the number of graduates from 5,747 to 2,656. By 1924 the number of medical colleges was further reduced to 80, but the number of students had again increased to 17,728 and the number of graduates to 3,562. As a result of the improvements, however, 74 of the medical schools were in every way greatly improved insti¬ tutions, and, of the students, 98 per cent were enrolled in these higher institutions, which also turned out 97 per cent of those who Avere graduated each year. In brief, the colleges had been reduced to half the former number, but the numbers of well -trained and qualified students and graduates had been tremendously increased. i Report of 1913, vol. 1, p. 32. MEDICAL EDUCATION 85 It is interesting to note, also, that the number of students enrolled since the lowest ebb in 1919 has been increased by an average of 1,000 per year, nearly all of which have been trained in medical schools which in every way have been greatly improved. Table 3. — Entrance standards of medical schools Two years of college work High school or less Total Number Per cent Number Per cent Medical colleges requiring: 1.3 98.7 160 1904 _ _ 2 158 1924 . - . . . . 74 92.2 6 7.8 80 Students receiving: 1904... - - - - 640 2.3 27,502 97.7 28, 142 12, 930 1919 _ 12, 552 91.7 500 3.8 1924 . . - - - - - 17, 358 98.0 370 2.0 17,728 Graduates receiving: 178 5, 747 1904 _ 3.1 5,569 96.9 1922 . . . . . . 2,347 92.8 182 7.2 2, 529 1924.. - - - - 3,458 97.0 104 3.0 3, 562 GREATLY ENLARGED TEACHING PLANTS A marvelous development in the construction of large medical teaching plants has occurred during the past 15 years. Beginning with the large teaching plants for Johns Hopkins and Harvard, the wave of construction moved rapidly forward through both State and private medical schools until, in 1920, large teaching plants had been constructed in a score or more of medical schools. Among these are the medical schools of the State Universities of California, Georgia, Indiana, Iowa, Michigan, Minnesota, Nebraska, and Vir¬ ginia ; and among the private institutions were Chicago, Cincinnati, Jefferson, Pennsylvania, Rush, Stanford, Washington, and Yale. New but individual buildings were erected in about a score of others. More recently, greatly enlarged teaching plants have been con¬ structed by the Universities of Colorado, Illinois, Ohio, Rochester (N. Y.), St. Louis, Vanderbilt, Western Reserve, and Wisconsin; and others are now in course of construction, or have been planned for early completion, at Chicago, Columbia, Iowa, and Northwestern Universities. The marvelous wave of improvements in the standards of medical education, therefore, has been followed by an equally marvelous period of construction of new and larger teaching plants. HOSPITALS AS RELATED TO MEDICAL EDUCATION Along with better buildings, better finances, improved labora¬ tories, and more expert teachers, came also the necessity for closer relationships with hospitals, whereby the students under the super¬ vision of other physicians could secure valuable experience by ob¬ serving the examination and treatment of the sick in hospitals and 86 BIENNIAL SURVEY OF EDUCATION, 1922-1924 dispensaries. At the beginning of the nineteenth century there were, of course, comparatively few hospitals; and, as the number of medical schools increased, few of them were fortunate enough to have hospital connections. During the last 25 years, however, the numbers have been greatly increased. In 1912 there were approxi¬ mately 2,500 hospitals in the United States, whereas in 1924 the better relations have been established between hospitals and medical schools, so that now every reputable medical school has a close re¬ lationship with one or more hospitals and is providing its students with a valuable training in the observation of, and assistance in, the examination and care of the sick. MEDICAL EDUCATION 87 HOSPITAL INTERNESHIPS During the past three decades, attention of the recent graduate has been increasingly attracted to the great value of spending an addi¬ tional year or two as an interne in a large hospital, where he has an opportunity to apply his medical knowledge while still under super¬ vision and before he enters on an independent practice. In 1912 there were not enough hospitals using internes to provide places for all graduates. With the improvements in medical schools, and the greatly improved qualifications of modern medical graduates, however, their services became of greater value to the hospitals and the demand for internes was greatly increased. At the same time, the number and size of hospitals were greatly increased, which provided additional places. At present, therefore, the demand for internes would exceed the supply, even if the numbers graduating each year should be doubled. The great value of the hospital interne training is that the graduate has an opportunity to secure experience in the care of sick people while he is still under observation, so that any errors will be corrected without injury to the patients. Before these hospital in- terneships were available, the graduate had to secure the experience in his own active practice without any safeguards in cases of error. It is gratifying to state, however, that the ill results in the care of patients were extremely few in spite of the lack of the opportunity for interne training. The number of hospitals seeking internes is now sufficiently large to warrant a requirement in all States that medical graduates should not be licensed to practice their profession unless they have completed an interneship in a general hospital. THE HOSPITAL AN IMPORTANT EDUCATIONAL FACTOR An interneship in a general hospital has now come to be recognized, not only as a rounding-out process for the training of the general practitioner, but also as the basis for graduate medical work leading to a higher degree of knowledge and skill in the various specialities. In other words, an interneship in a general hospital now occupies an important zone separating undergraduate from graduate medical education. As hospitals are increasing in number, so also are they developing as an important factor in medical and public health education. Besides their value in the education of medical students, nurses, and internes, they are also places where physicians can secure a higher degree of training as a specialist in some clinical field, such as in skin diseases, surgery, internal medicine, children’s diseases, or in diseases of the eye, ear, nose, and throat or some other speciality. They are also important in their communities as educational centers, not only for the higher instruction of the physicians in the neigh¬ borhood, but also through their patients, nurses, and others, as a means of keeping the people of the community informed in regard 88 BIENNIAL SURVEY OF EDUCATION, 1922-1924 to matters relating to infant welfare, public health, and disease prevention. II. NEWER PROBLEMS IN MEDICAL EDUCATION As a direct result of the great changes and improvements in medi¬ cal education, newer problems have been developed. Among these may be mentioned the higher cost of medical education, an over¬ crowded medical curriculum, an unusual rush into specialization by recent graduates, the elaborate equipment required for the prac¬ tice of modern medicine, and the decreased number of physicians in rural communities as compared with the increasing proportion of physicians in the cities. HIGHER COST OF MEDICAL EDUCATION Prior to 1900, with only a few exceptions, medical schools were maintained entirely on the fees obtained from students, and some could still pay out dividends after all expenses were paid. As medical schools were developed, however, the costs were enormously increased. The larger buildings, with the correspondingly larger expenses for heat, light, and care; the several essential and better equipped laboratories; the larger numbers of skilled teachers, many of whom necessarily devoted their entire time to teaching; the special and highly technical apparatus; the maintenance of library and museum ; the more elaborate curriculum, with the higher costs of administration — the cost of all these required a higher income than could be obtained from students’ fees alone. To provide a training in accordance with the present wide knowledge of the causes, recog¬ nition, treatment, and prevention of diseases, the medical schools must now have, in addition to students’ fees, incomes from either State appropriations or private endowment. An investigation covering the college year of 1914-15 showed that the average income of each college was $68,277, of which $23,795 was from students’ fees, and the average of expenditures was $66,253. The average cost of instruction per student in that year was $419, whereas he paid in tuition fees only $150. In brief, it cost three times as much to teach a medical student as he paid in tuition fees. For the session of 1920—21 an investigation showed that the average cost of instruction for each student increased to $655, whereas the average fee paid by each student had increased to only $185. The average income of each medical school was $130,672, including $35,135 from students’ fees. The average expenditure by each col¬ lege was $123,947, of which $46,162 was for full-time teachers; $21,131 for part-time teachers; $19,068 for wages of clerks, jani¬ tors, etc. ; and $36,974 for maintenance and supplies. MEDICAL EDUCATION 89 Table 4. — Cost of furnishing medical education College year Colleges reporting Average income Average expenditures Cost per student Fees per student Student fees Other Instruc¬ tion Other 1914-15 _ _ 82 69 $23, 795 35, 135 $44, 482 95, 537 $38, 273 67, 293 $27, 980 56, 654 $419 655 $150 185 1920-21 _ _ To offset these greatly increased costs of furnishing medical educa¬ tion, great sums have been donated by the large educational founda¬ tions, private donors, and State legislatures ; so that, where formerly gifts of more than a few thousand dollars were very rare, in later years the gifts of from many hundred thousands to a few millions became so frequent as to be considered a matter of course. SCHOLARSHIPS AND LOAN FUNDS The. requirements for admission to medical schools have been in¬ creased since 1912, from a high-school education or less, to two or more years of college work. This increased time requirement, as well as the higher tuition fees in medical schools, has added con¬ siderably to the time and expense of obtaining a medical education. So far as the student is able to do so, it is reasonable to expect him to pay at least a fair portion of the amount necessary to provide him with that training. There always has been, however, a considerable number of students who do not have sufficient money to pay tuition fees and are struggling to secure a medical training. As a rule, also, this group of students contains many who have unusual quali¬ fications and ability, and from this group in times past many physi¬ cians of high attainments have come. As the educational standards and costs of medical education have advanced, more scholarships and loan funds for the aid of such students have been established. At the present time, 576 scholarships are reported in 46 medical schools. Each of these scholarships is available only once in four years ; so that only 144 are available each year. Loan funds are also available in 31 medical schools. The present-day medical curriculum is much more severe than it was 20 years ago, which makes it much more difficult for a student to earn money at the same time he is studying medicine. Neverthe¬ less, many students are still reported to be earning a major portion of their expenses during their medical school time. It is a question, however, whether the money so earned is not at the expense of much valuable experience which they otherwise might have and should have obtained. It is during the student’s medical course, while he is under able instructors, that he has the best opportunity of his lifetime to study and observe diseases of patients in both dispensary and hos¬ pital. In order to make the best use of this opportunity, therefore, 90 BIENNIAL SURVEY OF EDUCATION, 1922-1924 it would be far better for the student to borrow money with which to meet his expenses or to have the advantage of a free scholarship. A more worthy object for those who have money to give could not be found than in the endowment of more of these scholarships, or the establishing of additional loan funds. In granting these, how¬ ever, proper safeguards should be established so that they will be used only for students who not only have high scholarly ability, but also are actually in need of financial aid. THE MEDICAL CURRICULUM Prior to 1900 little concern was felt regarding the course of instruction, because few of the medical schools had developed their curricula in accordance with the unprecedented expansion of medical knowledge since the time of Pasteur. With the improvements in medical schools since 1900, however, new subjects were rapidly added to the medical curriculum, until it soon became seriously over¬ crowded. So important became this problem that, in 1908, a special committee of 100 prominent medical educators was appointed by the Council on Medical Education to make a special study and to present a report2 recommending a model medical curriculum. This com¬ mittee was made up of subcommittees covering the 10 departments of medical teaching, including both the laboratory and clinical subjects. The original plan was to prepare a curriculum consist¬ ing of 900 hours each year, or 3,600 hours for the four years, but when the subcommittees’ reports were presented in 1909, they called for a total of 4,400 hours. These reports were accompanied by a recommendation, however, that the total be cut down by the colleges to 4,000 hours. This report doubtless brought some improvements, but the cur¬ riculum continued to be overcrowded, and groups representing certain subjects continued to clamor for larger numbers of teaching hours. It became evident, also, that in the teaching of the clinical subjects very rare or highly complicated conditions were being un¬ duly emphasized at the expense of the basic principles of diagnosis and treatment, which were of greater importance to the student. The emphasis laid on special operations also induced graduates, without further special study, to begin immediately the practice of some specialty. GRADUATE MEDICAL EDUCATION It is now well recognized that the chief function of the under¬ graduate curriculum is to furnish a basic training for general prac¬ titioners. Then should follow the hospital interneship, which would round out and complete the physician’s training as a general prac¬ titioner and not further lure him into some specialty before he has 2 Proc. 5th An. Conf., Council on Med. Educ., Chicago,, Apr. 5, 1909. Amer. Med. Assoc. Bui., vol. 5, No. 1, Sept, 1909. MEDICAL EDUCATION' 91 secured the essential additional training. The exceptional types of diseases, and the highly technical and complicated forms of treat¬ ment, should come after the completion of the general hospital interneship, in special hospitals or in the graduate medical school. The development of graduate medical schools during the past 10 years is helping to solve the curriculum problem, in that a place has been found for certain courses which are better omitted from the undergraduate curriculum. The students of some graduate medical schools aid in the teaching of undergraduate students, who are thereby made familiar with the routine of securing a higher train¬ ing before they can be qualified for practice in any special field. They learn also where and how the higher training can be obtained, and by observing the work of the graduate students can note the character of that work. The graduate medical school, therefore, has helped in the solu¬ tion of three problems in modern medical education: ( a ) It has aided in an improvement of the medical curriculum in the clearer understanding established as to what subjects belong in the under¬ graduate department; (b) it has helped to stop an inadvised rush of recent graduates into specialization by transferring the sub¬ jects which have stimulated this tendency from the undergraduate to the graduate school curriculum; and ( c ) better facilities have been provided in the graduate medical schools where graduates can develop the higher knowledge and skill essential for the practice of the specialty selected. Meanwhile, gradual improvements are being made in graduate medical education in this country. Inspections of the various graduate and postgraduate medical schools which were made by a committee of the American Medical Association in 1916 and 1919 .showed that conditions were decidedly unsatisfactory. While a few of these schools were well conducted, in the others the work was unorganized and poorly graded; little or no attention was paid to the character or qualifications of the physician-student, and prac¬ tically no record was kept aside from his payment of fees. Never¬ theless, some of the schools granted pretentious diploma-like certifi¬ cates for some courses of instruction extending over no more than one or two weeks. By 1923, however, through the suggestions given out during the previous inspections, conditions were considerably improved, and most of the postgraduate medical schools had ceased to grant certificates except for courses of six months or more. In 1920, in order to secure a basis for the approval of graduate medical schools, 15 special committees were appointed to recommend what preparation was deemed essential to establish proficiecy in each of the 15 specialties to which they were assigned. Their report was presented at the annual conference on medical education in 92 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Chicago in 1921.3 The committees were unanimous in their decision that an interneship in a general hospital was not only essential to round out the education of the general practitioner, but also should be the foundation on which further training in the various special¬ ties should be based. Following a third inspection made in 1923, a schedule of principles regarding graduate medical education was prepared which provided for admission requirements, records, supervision, curriculum, graded instruction, qualified teachers, properly equipped laboratories, library and museum facilities, essential hospital and outpatient material, annual announcements, and regulations in regard to the granting of degrees and diploma-like certificates. On the basis of these prin¬ ciples, out of 35 institutions investigated, a list of only 15 approved graduate medical schools was prepared. Since 1923, however, 19 other institutions have been added, making a total at the present time of 34. To this list has been added 16 hospitals in which, through a higher interneship or residency, a physician can perfect himself in the practice of some specialty. Where in 1916 only 20 postgraduate schools were offering courses of unknown quality and quantity, there are now 50 institutions giv¬ ing courses that have been investigated and found worthy of ap¬ proval. A list of medical subjects has also been prepared, after each of which is given the names of graduate medical schools or hospitals in which opportunity for higher training in that subject or specialty can be obtained. The physician, therefore, is now provided with a carefully prepared list of graduate schools from which he can make an intelligent selection. As time goes on, an even greater use will be made of the abundance of hospital and dispensary patients in providing opportunities for physicians to perfect themselves in the practice of their profession and thereby render a better care to the people coming to them for treatment. LIMITATION OF ENROLLMENTS During the improvement of medical education, medical schools found it necessary to limit the enrollment in their classes so that better supervision could be given to the student’s individual work, and the results have shown the wisdom of such action. This limita¬ tion, however, coupled with the unprecedented rush of students into 3 The several fields; of clinical specialization that were studied are shown in the fol¬ lowing list. The minimum years designated after each subject represent what were considered by the committee as essential to insure efficiency in the specialty : Years Years essential essential (a) Surgery, general _ 3 (b) Surgery, orthopedic _ 3 (c) Surgery, genito-urinary - 3 (d) Gynecology and obstetrics - 3 (e) Ophthalmology _ 2 (f) Otolaryngology - 2 (g) Internal medicine _ 3 (li) Pediatrics _ 3 • (i) Neuropsychiatry _ 3 (j) Dermatology _ 2 (k) Public health and hygiene _ 2 — Amcr. Med. Astsoo. Dull., vol. 15, Vo. 1, Jan., 1921 , MEDICAL. EDUCATION 93 medical schools, increased the difficulty of well-qualified students in securing enrollment in medical schools. After having applied to one medical school after another and securing the reply that their classes were full, a student would send a letter simultaneously to a score or more of the remaining institutions. As a result he would be enrolled by two or more medical schools, although when the session began he could attend only one. This practice resulted in vacancies which otherwise might have been filled. Following the opening of the session of 1924-25, an investigation showed that after all regis¬ trations were completed, 1,355 vacancies still remained. Some of these students had registered and actually paid matriculation fees at two or more medical schools. Thus the capacity of medical schools is still adequate although some qualified students were temporarily debarred. The Class A medical schools report that, without much difficulty or expense, they can provide capacity for an additional 5,000 students. Our well-equipped colleges should soon provide more space, or other high-grade medical colleges should be established. Properly qualified students show a laudable desire to enter well-established medical schools, since it is this type of medical school, rather than the lower type, in which the enroll¬ ments are first filled. SPECIALIZATION IN MEDICINE In the past 50 years the exact knowledge of the recognition, treat¬ ment, and prevention of diseases has increased more than in all previous ages. This increase is but a parallel to the marvelous de¬ velopments in other fields of knowledge and experience, all of which have occurred during the same time. With this expansion of medi¬ cal knowledge and the multiplication of the methods and agencies for the diagnosis and treatment of diseases, it is but natural that physicians in increasing numbers should desire to limit their prac¬ tice within the narrow bounds of some specialty in medicine. Such, indeed, is necessary if a physician expects to develop the highest degree of knowledge and skill in any specialty. That many physi¬ cians are specializing is but a parallel to what is done in other pro¬ fessions. Among engineers, for example, there are now those who specialize in civil, electrical, aeronautical, mechanical, or chemical engineering; and in law there are those specializing in, or limiting their practice to, patents, wills, corporations, bankruptcies, or to civil, criminal, or divorce cases. With such specialization in medicine comes the importance of de¬ veloping as specialists those who are highly skilled as diagnosticians and who are especially qualified to decide what particular form of treatment will best meet the patient’s needs. At present, this field is occupied largely by those referred to as specialists in “internal medicine ” or “ internists,” many of whom have demonstrated un¬ usual skill in diagnosis. 27301°— 27 - 7 94 BIENNIAL SURVEY OF EDUCATION, 1<)22-1924 CHANGES IN GENERAL PRACTICE Several factors are leading to changes in the routine of medical practice. As the knowledge of medicine has been enormously in¬ creased, many valuable laboratory aids have been devised for the diagnosis and treatment of diseases. The advantage of being where all these aids are available has led to a rapid increase in the number of patients seeking treatment in hospitals. The tendencies of the pub¬ lic also to seek specialists makes the hospital additionally advanta¬ geous, since its staff includes physicians representing the several specialities, and in unusually complicated cases the judgment of the group can be readily obtained. Hence, access to a hospital has come to be looked on, both by recent graduates and by the public, as very helpful if not essential for an up-to-date physician. This view of the public in regard to the hospital, coupled with the development of the automobile and cement roads, has induced many country people to go to city doctors and to the hospital for treatment. This in turn, has forced some of the country physicians likewise to move to the city. The future practice of medicine, therefore, calls for some arrangement whereby medical care will still be available even in the smaller and more remote rural districts. Just how these facilities can be provided still remains to be seen. The building of hospitals in all communities where there are people enough to maintain them will help. A suggestion has been made that physicians in the larger towns have office hours for a certain day or days of the week in smaller but near-by rural towns. Another suggestion is that health centers or clinics be provided in rural districts where first aid can be given in emergencies and, when necessary, ambulances can be secured promptly to transport a patient to the nearest hospital. CONCLUSION In 20 years medical education in the United States has under¬ gone a marvelous improvement, so that the medical schools of this country are at least on a par with those of other leading nations. The problems which remain are chiefly those due to the other improve¬ ments made. The greatest of all problems is how the benefits of the present-day knowledge of the cause, recognition, treatment, and pre¬ vention of diseases can be brought within the reach of the entire population, both from the standpoint of accessibility and cost. This problem is one of many other economic and sociological problems which have developed during the past few decades due to the rapidly changing conditions under which we are living. Readjustments will be made under these conditions which will doubtless bring about the desired results. CHAPTER V THE PROGRESS OF DENTAL EDUCATION By Frederick C. Waite Contents. — Introduction — (I) Agencies in the progress of dental education: (1) Ameri¬ can Dental Association ; (2) National Association of Dental Examiners ; (3) National Association of Dental Faculties; (4) American Institute of Dental Teachers; (5) Dental Faculties Association of American Universities; (6) Dental Educational Council of America; (7) American Association of Dental Schools; (8) Carnegie Foundation for the Advancement of Teaching — (II) Analysis of progress of dental education: (A) Periods of progress; (B) Phases of progress: (1) Progress in pre¬ liminary education, (2) length of the annual school session, (3) number of years in the course, (4) graded curriculum, (5) breadth of the curriculum, (6) equipment of dental teaching, (7) quality of instruction, (8) standards of scholarship, (9) univer¬ sity control — Conclusion. INTRODUCTION Dentistry has evolved from medicine and more especially from the surgical aspect of what we now call medicine. Until the six¬ teenth century, physic and surgery were separate professions, and what we now call dentistry was a part of surgery rather than of physic. For centuries physic was a calling of greater dignity than surgery. Since the major influence in modern medicine has been physic rather than surgery, this legendary relation to some extent accounts for the fact that dentistry, since its establishment as a sepa¬ rate profession, has not been acknowledged to be on a professional parity with medicine. Dental education, in both Europe and America, was a part of medical education until 1840, but the dental features in medical edu¬ cation were only incidental, going little beyond some instruction on extraction. No sustained course of lectures on dental subjects was given in any medical school until 1837 and then in only one school. The better dentists were men who, following a medical education, had served an apprenticeship under a preceptor who was a dental practitioner, before they specialized in dentistry. With the establishment of the Baltimore College of Dental Surgery in 1840 separation of dentistry from medicine began, and the era of distinct institutional education in dentistry inaugurated a type of training in which the mechanical aspect of dental train¬ ing gradually supplanted the basic medical phase. However, train¬ ing through apprenticeship, either instead of the dental school course or supplementary to it, remained an important avenue of entrance to dentistry for several decades. 95 96 BIENNIAL SURVEY OF EDUCATION, 1922-1924 In no instances was there any university control of, or interest in, dental education in its first 25 years. Inasmuch as for 50 years most of the dental schools were independent and proprietary, divorced from medical influence and lacking the broad principles that result from university control, dental education came to be mainly a train¬ ing' in a technical art lacking the basis of general education and also devoid of adequate knowledge of the fundamental medical sub¬ jects. In this the profession and the dental schools took pride, and American dentistry came to excel in the mechanical phases. After the Civil War there appeared in an increasing number of States statutory regulation of both medical and dental practice. This took the form of examinations before licensing boards, but these examinations were waived if an individual were a graduate of either type of professional school. In this policy of waiver arose the stimulus for organization of new dental schools, some of which were of little worth. During the 30 years from 1840 to 1869, in¬ clusive, 13 dental schools had been organized. Of these, 10 were in operation in 1870. During the 15 years from 1870 to 1884, inclusive, 17 new schools were founded and 4 were discontinued, leaving 23 schools in operation in 1884. In the 15 years from 1885 to 1899, inclusive, 57 new dental schools were organized and 29 were discon¬ tinued, leaving 51 dental schools in operation at the beginning of 1900. There had been organized in 60 years 87 dental schools, some of which were scarcely more than diploma mills ; many of them were happily short-lived. By 1885 the desirability of some regulatory control and standardization of dental schools was apparent. I. AGENCIES IN THE PROGRESS OF DENTAL EDUCATION The progress of dental education can not be properly compre¬ hended unless there is some understanding of the leading organized agencies that were factors in this progress, and therefore we shall briefly examine these in the chronological order of their appearance. 1. AMERICAN DENTAL ASSOCIATION The practitioners of dentistry organized in 1859 the American Dental Association. Through committees it gave some attention to the problem of dental education, but this wTas a minor feature of the program which most interested its members. To them problems of practice were more compelling than problems of preparation of their successors for practice. This association, in response to the need for some regulation of dental education, in 1883 appointed a committee to arrange a con¬ ference of the executive officers of dental schools, and out of this conference arose the National Association of Dental Faculties in 1884. THE PROGRESS OF DENTAL EDUCATION 97 Even in later years the American Dental Association has itself done little constructive educational work, but it has financially sup¬ ported the Dental Educational Council and thus by proxy has done a great educational service. 2. NATIONAL ASSOCIATION OF DENTAL EXAMINERS In 1883 the members of the licensing boards of several States formed the National Association of Dental Examiners. This later came to include the licensing boards of nearly every State. Its problems of*licensure involve a consideration of education, and throughout its career it has shown a real interest in betterment of dental education. In 1891 it appointed a committee for conference with the National Association of Dental Faculties and frequently met in the same city as did that association, in order to facilitate adjudication of differences, for it early came into conflict with the schools, especially with those proprietary schools which graduated deficiently trained men. 3. THE NATIONAL ASSOCIATION OF DENTAL FACULTIES In 1884 there were 23 dental schools in operation in the United States. Seven of the 30 that had been established had already suc¬ cumbed. On August 4, 1884, 10 of these 23 schools united in the establish¬ ment of the National Association of Dental Faculties. Of these 10 schools, 7 were independent and proprietary. The National Association of Dental Faculties was a potent factor in dental education from its organization in 1884 until its fusion into the Association of American Dental Colleges in 1923. In these 40 years it did much, but it also failed to avail itself of the oppor¬ tunities to do more. The accomplishments of its earlier history are more to its credit than those of its later years. Throughout its existence the independent schools dominated its policies. Some of them were, in name, affiliated with universities but in operation were proprietary. Initially, proprietary schools in the professions were necessary and served a real pioneer purpose at the time when dental education was ignored by most of the universities, but when in later years the independent schools have resisted advance in dental education they have become a hindrance. The primary interest of the proprietary schools, with a few miti¬ gating exceptions, has been to secure a large number of students. Since quality of graduates is nearly in inverse ratio to number of students, the improvement of quality has never been the primary object of proprietary schools. 98 BIENNIAL SURVEY OF EDUCATION, 1922-1924 In its initial year the National Association of Dental Faculties recommended an increase in entrance requirements to include the elements of a good English education, which, from later develop¬ ments, was seen to mean less than the completion of the grammar school. It also recommended that the number of sessions be in¬ creased from two to three and that a graded curriculum be adopted to replace the repetitive curriculum, in which a student attended in his second year upon the same instruction that was given to new¬ comers and which he had attended the previous year. None of these recommendations was enforced upon the members of the association, and their value was academic rather than regu¬ latory, for more than a decade. Gradually this association made recommendations and finally regulations to govern its member schools, and with great travail moderate advances were made, but its ideals were so moderate that after some 20 years many of the schools controlled by universities withdrew from it, and left the independent schools with slight opposition in the association, with little contact with universities. Too large a part of the time and effort of the association was taken with regulations about the transfer of students from one school to another, based on the theory that the student was an asset of the school in which he had enrolled, and with discussions about ac¬ cepting students who did not meet the avowed entrance requirements. For 25 years this association gave its attention to matters of ad¬ ministration rather than to problems of teaching. Its name was a misnomer. It was not an association of faculties, but an associa¬ tion of deans and owners, and it gradually became decadent as the broad functions of dental education were fulfilled by other agencies. Historically, it is important in the first half of its existence but can claim little credit for the advances in dental education that have taken place in the past 20 years. 4. AMERICAN INSTITUTE OF DENTAL TEACHERS The policy of the National Association of Dental Faculties of ignoring all matters concerning pedagogy gave an invitation for formation of an association to consider such problems. In 1893, in connection with the Dental Congress at the Columbian Exposition in Chicago, 15 teachers, representing 11 dental schools, organized the National School of Dental Technics. The name was unfortunate. It was not a school, and it soon found that there were many other problems confronting dental teachers beside those in technics. In 1898 its name was changed to the Institute of Dental Pedagogics, and in 1914 to the yet more descriptive name of American Institute of Dental Teachers. THE PROGRESS OF DENTAL EDUCATION 99 This group of teachers gradually supplanted the National Asso¬ ciation of Dental Faculties as the leading agency for the advance of dental teaching. It was purely advisory, tried to enforce no rules, and abjured the question of finding some excuse for accepting de¬ ficient students. Also, since it was an association of dental teachers, rather than an association of owners of dental schools, it had no property rights to protect. This association of teachers received the support of all the schools, including the university dental schools. The consideration of teaching problems for the period from 1893 to 1908 was entirely taken over by the Institute of Dental Peda¬ gogics, where, from year to year, appeared very creditable papers usually freely discussed. At first these were confined to the teach¬ ing of dental technology, but gradually the field was widened until, in later years, the discussion of the curriculum as a whole began to appear, and finally those administrative problems which affect instruction. With the Institute of Dental Pedagogics, later known as the American Institute of Dental Teachers, lies nearly all, if not all, the credit for whatever concerted effort there was, up to 1908, to improve the quality of teaching in the dental schools. 5. DENTAL FACULTIES ASSOCIATION OF AMERICAN UNIVERSITIES The university dental schools began to withdraw from the Na¬ tional Association of Dental Faculties about 1900. Following its decision in 1903 to keep preliminary requirements below high-school graduation, still more of the university dental schools withdrew from that association. By 1908 the number of such schools had become enough to warrant organized effort, and in Boston on July 31, 1908, representatives of 6 of the dental schools that were in¬ tegral parts of universities launched the Dental Faculties Associa¬ tion of American Universities, which gradually increased its membership to 13 in 1923. This new association disavowed any effort at mandatory control by rules as to accepting students and devoted itself to the real educational problems influencing better¬ ment of the instruction within the dental school. In this it sup¬ plemented the work of the Institute of Dental Pedagogics, but since its members were more nearly in sympathy than in the varied mem¬ bership of the institute, this new association was able to agree upon a concrete program of educational advance; and freed from financial interests and largely from dental politics, its accomplish¬ ments, though not widely heralded, were very substantial. The stimulus to the striking progress made by dental education in the past 10 years is largely due to the Association of Dental Faculties of American Universities. 100 BIENNIAL SURVEY OF EDUCATION, 1922-1924 When the beneficent results of publicity of conditions regarding medical education came from the 1910 report on medical education by the Carnegie Foundation for the Advancement of Teaching, the university association of dental schools sought a similar survey and similar publicity regarding dental education by some outside agency. This was undertaken 10 years later. 6. THE DENTAL EDUCATIONAL COUNCIL OF AMERICA The National Association of Dental Examiners had been formed in 1883, a year before the National Association of Dental Faculties. Its purpose was to approach uniformity of procedure in the deter¬ mination of fitness to enter the practice of dentistry. Since each member of a State examining board is a public official, this associa¬ tion was supported by the power of the people as expressed through the statutes, and therefore had a status lacking in the voluntary association of schools. Besides this association and the National Association of Dental Faculties, there was the more inclusive association of dental practi¬ tioners, which, existing since 1859, came to include in its member¬ ship the large majority of dentists of the country. It was, and is, the most powerful body in dentistry. Its attention was given to organization, to the problems connected with practice, and to ad¬ vance in knowledge, technique, and methods in the various fields of dentistry. It later gave very definite help to the promotion of research. Somewhat incidentally it also gave attention to dental education through standing committees that furnished annual re¬ ports, often merely perfunctory, but sometimes with creditable recommendations. There were thus three associations each interested in dental edu¬ cation from a different viewpoint ; one, that of the schools, interested in the details of carrying on such education; another, that of the examiners, interested in the graduates produced by such education in so far as they could or could not, with safety to the public, be licensed to practice ; and the third, that of the dental practitioners, as such interested in the capability of the men who were to become their professional colleagues and competitors. For several years there had been suggestions of combined edu¬ cational effort by those three groups, and as a result, at Old Point Comfort, Ya., on August 3, 1909, two committees of five each, one from the National Association of Dental Examiners, the other from the National Association of Dental Faculties, organized the Dental Educational Council of America. They invited the Na¬ tional Dental Association also to appoint 5 representatives, these three groups to form a joint committee of 15. THE PROGRESS OF DENTAL EDUCATION 101 The organization of this tripartite joint educational council marks the establishment of a powerful agency to advance dental education in this country. Potentially it was in position to bring early order out of the chaos in that field. The council organized for its work into three committees. One of these was on legislation; another committee was that on curricu¬ lum, charged with preparing a model course of study. Not until eight years later did this committee publish its first suggested stand¬ ard course of study, and this with no indication as to sequence of subjects. It has not yet taken up any really adequate study of the curriculum, which is a purely educational matter. In fact, the council has never seized the opportunities offered it to study and work out the questions relating to teaching and courses of instruc¬ tion; that is, the constructive educational aspects apart from the administrative phases. The committee which proved to be most active was that on colleges, the duties of which were to make visits to the dental schools, to ascertain their equipment and the char¬ acter of their work, including the enforcement of their avowed preliminary educational requirements. The initial program in¬ cluded the making of an early survey of all dental schools of the United States in order to get a comparative knowledge of what was done and upon this information to organize a suggestive stand¬ ardization as to administration, facilities, and instruction. No idea of classification of schools appears in its earlier statements. From the annual reports of the council to its parent bodies one can trace its activities. Initially there was an effort to learn some¬ thing about the relative situation in the schools by questionnaires. This was but partially successful. In 1911 a definite attack was made upon the indifference in administrative enforcement of the preliminary entrance requirements, which had in 1910 been ad¬ vanced nominally to high-school graduation. In 1912 this same effort was continued, but practically nothing had been done yet on curriculum or inspection of schools, and there appeared little interest in the council by a majority of its membership, only a few valiant members being responsible for keeping it alive. In 1913 the council announced its purpose to inspect all the schools and then to classify them into grades A, B, C, following the plan adopted for medical schools. The council was favorable to the extension of the dental course from three to four years. In 1911 an effort in the National Asso¬ ciation of Dental Faculties to secure such an advance, to begin in 1912, was defeated, but the plan continued to gain adherents. Some of the university schools announced it as a definite program ; and finally in 1915, after strenuous debate, the National Association of Dental Faculties adopted the four-year dental curriculum, to 102 BIENNIAL SURVEY OF EDUCATION, 1922-1924 become effective beginning with the session of 1917-18. In this decision the council had a large influence and here first gave prom¬ ise that it was to become the leading dental educational force of the next decade. In 1916 the council, having in part overcome the mistrust and lack of financial support which had nearly throttled it, really began to function, for it announced that, having in the past three years inspected all the dental schools, it proposed to publish at once a “ model ” curriculum, and also the specifications of a class A school, and that after a year it planned to reinspect all schools and make an initial classification in 1918. The specifications for a class A school and a suggested outline of a curriculum were published late in 1916. Those specifications were very general and liberal, referring chiefly to quantitative specifications. No direct attempt was made to standardize any con¬ ditions to obtain a betterment of quality of teaching, partly because no measure of determination had been devised, and partly because dental educators, as a class, had not yet come to appreciate the importance of quality in instruction in addition to quantity. In¬ deed, the whole history of dental education has been based on quan¬ tity; that is, elapsed time and number of weeks, days, and hours in the course. This is only one of the major factors of efficiency in education. There was nothing in these first specifications to keep commercially conducted schools from the highest rating. The pro¬ posed reinspection of schools in 1917 was not carried out. In 1918 came the great opportunity for the Dental Educational Council. Among the congressional war measures late in 1917 was one providing that an enlisted reserve corps be established to which should be eligible, among others, the students of “ well recognized,” dental schools. Such reservists were to continue in the schools in preparation for professional service in the Army. Being already enlisted, these reservists were not subject to draft. It became the duty of the Surgeons General to determine which were “well-recognized” dental schools, and in January, 1918, they infor¬ mally asked the American Institute of Dental Teachers, which was considered the most representative body in dental education, what organization of dentists was best fitted to give this advice. By resolution of the teachers the Dental Educational Council was designated. Thereupon, by common consent, dental political opposi¬ tion to the council was suspended for the- period of the war. In March, 1918, the council made its first classification of dental schools for the use of the Surgeons General. This was not published until after minor revisions at a meeting in August, 1918. At this August, 1918, meeting also was adopted a principle that a dental school conducted for profit to individuals or a corporation THE PROGRESS OF DENTAL EDUCATION 103 does not meet the standard of fair educational ideals as interpreted by the council. This was soon after enlarged to state that such a condition would exclude a school from an A classification. Thus the council threw down the gauntlet and began the battle between the advance of dental education on the one hand and proprietary and commercial interests on the other. The war with Germany being over, the armistice with the various dental political interests was at an end, but the accomplishments of the council had already been so great that it was futile to attempt to destroy it. The council carried out reinspections, revised its specifications for a class A school, revised its classification of schools, elaborated its suggestions of curriculum, devised some minimum specifications for facilities and equipment, and adopted as a principle that a school must have a minimum number of full-time teachers, thus definitely beginning a program for the improvement in the quality of dental teaching. In its classification it made some blunders in cases where it allowed political expediency to nullify its published principles in regard to schools conducted for profit. In recent years the council and its officers have helpfully and whole-heartedly cooperated in the survey of dental education made by the Carnegie Foundation for the Advancement of Teaching, and the report of this survey promises to mark an epoch in dental edu¬ cation second to none of the epochs of the past. In 1923 the council made one of its most far-reaching contribu¬ tions to dental education when it announced that after January 1, 1926, no dental school may obtain or retain its highest commenda¬ tory A classification unless, as one of its requirements, it enforces for preliminary education one year of work in a college of arts and science in addition to completion of a four-year high-school course. In 1924 this requirement was extended to include schools of a B classification. In this the council only followed the more progres¬ sive schools, for already nearly half the dental schools had this re¬ quirement in operation, several since 1921. The council has from time to time revised its classifications, but each classification has been only an approximation due to the ever persistant influence upon its decisions of interests other than educa¬ tional. For the past 10 years the council has been the outstanding dental educational agency. It has a history of far-reaching helpfulness to dental education, and the credit is largely due to two men of high capability and altruistic motive who served it as executive secre¬ taries, the first through its period of early struggle, the last through the recent years of its greatest activities and trials. To these two men education and dentistry owe a great debt of gratitude. Its future usefulness must depend upon whether it can free itself from 104 BIENNIAL, SURVEY OF EDUCATION, 1922-1924 those Machiavellian influences which still are existent in dental education, whether it can become a realty judicial and constructive educational body, or must remain swayed by the winds of political and commercial expediency; whether in a word it can become more educational and less dental. Only the future can answer. 7. THE AMERICAN ASSOCIATION OF DENTAL SCHOOLS In 1923, after various^ conferences, a consolidation of the three associations of dental schools in America and the one association of dental teachers was effected under the above title. Since the new association is purely advisory, there is little incentive for political machination. This new association is for discussion of educational problems, particularly those that apply to dental education. The results of these discussions are not to be enforced upon any school but are open to use by any who wish. This association should attack the prob¬ lems of improvement in the quality of teaching in dental schools, the neglect of such problems through all the years since 1840 being largely responsible for the present lack of any concerted opinions and actions in the field of pedagogy as applied to dental education. 8. THE CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING As already noted, as early as 1910 some dental educators advo¬ cated a survey of dental education by some agency outside of den¬ tistry in order that a judicial rather than a biased view might be attained. Other dental educators opposed this vigorously, claiming that only dentists were competent to judge of dental education and that the dentists were entirety capable of cleaning their own house, if perchance, as many denied, any purgation was necessary or even desirable. It was upon this theory that the survey by the Dental Educational Council was proposed. Experience has shown that that survey, while of great value, is only approximately a reliable verdict. In 1921 the Carnegie Foundation for the Advancement of Teach¬ ing determined upon a survey in character similar to that it had. made in medical education, but with the experience gained in that former activity the survey of dental education aimed to be more exact and more constructive. The two divergent views as to whether such a survey should be made by a dental agency or by a nondental agency were happily compromised by a cooperative survey. The dental agency selected as the best informed, most comprehensive, and least biased was the Dental Educational Council. The nondental agency was the Car¬ negie Foundation for the Advancement of Teaching, which created a division for the study of dental education and put in charge of THE PROGRESS OF DENTAL EDUCATION 105 this a gentleman of rare capability and tact, trained in science to know the high value of painstaking accuracy, Png experienced in teaching a fundamental science in a cognate profession, and in sympathy with dentistry through contact with members of the pro¬ fession in cooperative research and publication along lines of dental science. This study of dental education has been most thorough. No time or expense has been spared, and the published result soon to appear will give a reliable basis for dental, educational, and lay informa¬ tion and judgment. The publicity which this report will give the relations of dental education to public health and welfare, and the needs of the moral and substantial support of the lay public will undoubtedly furnish a stimulus to more rapid constructive advance than we have yet seen, and bring to dental education the financial support it must have to fulfill its public obligations. It has been the privilege of the writer, in common with many others, to consult parts of the manuscript of the report in advance. This has been freely used in the writing of this chapter, and in¬ debtedness is acknowledged for many facts as to time and place which are here incorporated. II. ANALYSIS OF PROGRESS OF DENTAL EDUCATION Having reviewed the more important agencies which have affected the progress of dental education, it is now logical to discuss the steps in this progress. It is impossible to ascribe these advances to any one agency, since it is the resultant of all of them. At times all have cooperated; again the policy of one agency has been opposed by other agencies, resulting in a compromise or a stalemate. Commer¬ cial interests, only ancillary to dentistry, have proven a very serious deterrent factor in the attempts at progress. It seems best to separate the era of dental education into periods and then to consider seriatim the progress in some of the different factors that enter into this field of education. (A) PERIODS OF PROGRESS The periods of progress may be roughly set down as follows: A first period from 1840 to 1883, the beginning marked by the estab¬ lishment of the first dental school, the end by the formation of the National Association of Dental Examiners. This period is char¬ acterized by a lack of any coordinated educational effort, and by no great advance except the fact that in the latter third of the period six universities entered the field of dental education — Harvard in 1867, Michigan in 1875, Pennsylvania in 1878, Vanderbilt in 1879, Cali¬ fornia in 1881, and Iowa in 1882. 106 BIENNIAL SURVEY OF EDUCATION, 1922-1024 A second period from 1884 to 1908, the beginning marked by the formation of the National Association of Dental Faculties, the end by the organization of the Association of Dental F acuities of Ameri¬ can Universities, the inauguration of an effective effort to enforce university ideals of dental education in contrast to the lack of edu¬ cational ideals which pervaded the proprietary schools. This period is characterized by the organization of an association of teachers in 1893; by an advance to a three-session course with a partially suc¬ cessful attempt to establish a graded curriculum; by a gradual, but hesitant, advance of the requirement in preliminary education; and by the lengthening of the annual session. A third period from 1909 to 1916, beginning with the organiza¬ tion of the Dental Educational Council, the first cooperative effort of different agencies, and ending with the adoption of a four-year high-school preliminary educational requirement and of a four- year professional school curriculum. This period is marked by very moderate increase of the nominal entrance requirements and by the establishment of a graded curriculum. A fourth period from 1917 to 1925, beginning with the actual enforcement, in practically all of the schools, of a four-year high- school preliminary education and of a four-year professional course and ending with the enforcement in all reputable schools of a pre¬ dental year. This period is characterized by the introduction of the two basic sciences of biology and physics into the curriculum; by increased attention to the fundamental medical sciences; by the beginning of a policy of full-time teachers in dental schools; by extensive work of the Dental Educational Council in inspection and classification of schools; by the rapid disappearance of proprietary schools and the increase of real university schools ; and finally by the publication of the Report of the Carnegie Foundation for the Ad¬ vancement of Teaching, based on its study of dental education. (B) PHASES OF PROGRESS To consider all the aspects of the advance in dental education concomitantly would lead to confusion and a lack of appreciation of the relative weight of the different factors; therefore a compre¬ hensive understanding will be facilitated by an analysis of this prog¬ ress into several phases. Of these phases there are two groups, one quantitative, the other qualitative. Progress of those phases which are quantitative can be followed readily because the records are reasonably clear. The qualitative phases, while fully as important, are more elusive and are not capable of as definite delineation. It will appear that throughout the progress has been more largely of a quantitative THE PROGRESS OF DENTAL EDUCATION 107 nature than of a qualitative, more increase in years and weeks of instruction than improvement in quality of the instruction given in those years and weeks. These quantitative phases may be well considered under three headings — preliminary education, length of the session of instruc¬ tion, and number of sessions prerequisite to graduation. 1. PROGEESS IN PRELIMINARY EDUCATION There was apparently no inquiry, certainly no requirement, as to preliminary education for entrance to all dental schools in the years from 1840 to 1884, although individual schools definitely connected with universities did, as early as 1878, make some inquiry of pro¬ spective students in regard to previous education. When the National Association of Dental Faculties was formed it recommended, at its first meeting in 1884, that a preliminary exami¬ nation be required covering a “good English education” unless a diploma were presented from a reputable literary institution or other evidence of literary qualification given. One wonders just how much this “ good English education ” meant until we find in the course of the deliberations of this body nearly a decade later a very consider¬ able debate and successful resistance when it was proposed to ad¬ vance the preliminary education to require the completion of the grades of the grammar school. Not until 1896 was there, even nominally, an entrance require¬ ment by all member schools of the National Association of Dental Faculties of an education equivalent to ability to enter the high school. At this date nearly all medical schools were requiring high- school graduation for entrance. In 1899 further prescribed, although by no means rigorously enforced, entrance requirements became effective by demanding completion of the first year of high school previous to entering the dental school. In 1903 a further increase to two years of high-school work before entrance was adopted by the National Association of Dental Facul¬ ties, to become effective in 1904, and accompanied by an increase in the professional course from three to four years. This increase of the length of the professional course was rescinded within a few months. In 1907 the National Association of Dental Faculties again ad¬ vanced for its members the entrance requirements to completion of three years of high-school work, and in 1910 to high-school graduation. This latter was an apparent advance but not neces¬ sarily a real advance, because there were many high schools with but a two-year or three-year course and graduation from these ful- 108 BIENNIAL SURVEY OF EDUCATION, 1922-1924 filled the requirement. Not until 1917 was the necessary stipulation added that graduation must be from a high school with a four-year course. Throughout this period of more than 20 years, from 1896 to 1917, while the specifications for preliminary education were gradually advanced, there was always included in the stated requirement the vitiating modifying clause “or equivalent.” The equivalence fre¬ quently was so liberally interpreted as really to mean only a certifi¬ cate of good moral character and the payment of fees, the latter, at least, always being relentlessly insisted upon. The National Association of Dental Faculties was paying little attention to those factors which determine the quality of instruction in the schools, but was satisfied with quantity only. Even the quantity require¬ ments affected only the member schools and were to a large extent merely published requirements rather than enforced requirements, for as late as 1909 the president of the association in his annual address said: It has long been a practice among the members of this body to accept stu¬ dents with certain conditions to be removed during their college course. This practice appears to be just and proper. Later disclosures showed that from 1896 to 1916 in many of the schools there was resort to various subterfuges to secure “creden¬ tials ” for the required amount of preliminary education for candi¬ dates who actually lacked formal schooling to the extent set down in the printed rules. It apparently was not appreciated that the purpose of entrance requirements is to assure the capability that will enable the student to secure from the outset of the profes¬ sional course the complete benefit of the instruction offered him, and that without complete enforcement of preliminary education the professional course must totter on an unstable foundation. From discussion in the proceedings of the National Association of Dental Faculties we learn that it was also a common practice to accept students some weeks after the instruction had begun and to permit them to leave the school a considerable period before the close of the session, and also, on occasion, to permit a student to take two of the years of instruction concurrently in a single year. Thus, with no attempt at control of the quality of instruction, the quantity was abbreviated by liberal entrance conditions, coupled with care¬ lessness in their enforcement, by abbreviated attendance, and by telescoping the curriculum. By 1912 the Dental Faculties Association of American Universi¬ ties was coming to exert considerable influence. For several years its members had been requiring high-school graduation for entrance, and in most cases graduation from a four-year high school. Its THE PROGRESS OF DENTAL EDUCATION 109 influence was indirectly reflected upon the better schools that were members of the National Association of Dental Faculties, and in 1916 that association also adopted graduation from a four-year high school as a minimum entrance requirement. The university dental schools were also looking forward to further advance, expecting to demand some college work for entrance, with the aim of bringing the preliminary education required of dental students to an equality with the two years of undergraduate college work required to enter medical schools. The war stopped further advance, but it also clearly showed the need for a dental profession with a better general education upon which the professional training should be built. At the end of the war the Dental Educational Council had become the most powerful agency in dental education. In 1921 many of the university dental schools began the enforcement of an entrance requirement of one year in a college of arts and science, with certain specified subjects. The Dental Educational Council, following this example, in 1923 adopted a resolution that this entrance requirement would be demanded of all schools seeking an A classification after January 1, 1926. In 1924 this requirement was extended to include also all schools of B classification. Since only A and B schools are likely to be recognized by State boards, this means that all reputable schools will in the future require one predental year of undergraduate college work. However, this does not bring the preliminary requirements in dental schools to an equality with the two premedical years of college work demanded by all reputable medical schools. Just as some schools have always been outside the standard regulations and lagged behind in every advance, so others have forged ahead and enforced more than the usual standard. There has never been absolute uniformity in requirement and enforce¬ ment of preliminary education, and probably never will be, but in time it will become stabilized close to a norm. It would be un¬ wise for any one to predict in print what that norm is going to be or when it will be effective. It has been much discussed in recent years, and there seems a fairly general consensus of opinion among dental educators that the norm will be approximately two years of college work based on 15 units of secondary education. As to the time when it will become effective there is a great variety of opinion. If one judges by past performances in the advance of entrance requirements, we find the increments after 1896 were at intervals of three, three, five, three, seven, and nine years, respectively, which would perhaps warrant a conjecture that the next general advance 27301°— 27 - 8 110 BIENNIAL SURVEY OF EDUCATION, 1922-1924 in entrance requirements will be somewhere between 5 and 10 years after 1926. Meanwhile individual schools will independently ad¬ vance, but the general advance will depend very greatly upon what comes to be the general acceptation of the number of years that are to be built upon the entrance foundation. This* will be discussed in another relation. There can be no doubt of the advantage of close uniformity in entrance requirements. In the individual school it is essential sharply to define the minimum. This stabilizes the intake of the partially finished product, which is to the dental school the raw material from which it must fashion the graduate ready for the profession. Too great variation makes for lack of assimilation into the school. Individuality there must be, but the base upon which the superstructure of the professional course is to be built must at least come up to a minimum level. The question is whether the dental schools are, at this time, able to offer to an entrant a course of a quality that can advantageously use the information and training to be secured by a second year of work in the college of arts and science. When, in a later section, the quality of teaching is discussed, the opinion will be expressed that there is another problem fully as important as immediate further advance of entrance requirements. The problem of entrance requirements has such close interrelation with curriculum organiza¬ tion and improvement of quality of teaching that it can not be solved separately. These three major factors must be adjusted jointly. 2. LENGTH OF THE ANNUAL SCHOOL SESSION The first session of the Baltimore College of Dental Surgery extended from November 3, 1840, to the latter part of February, 1841, with the graduation of two of the five students on March 9, 1841. This designated time was four months, but it is fair to pre¬ sume that, with Christmas holidays out, the exact period of instruc¬ tion was 16 weeks, which was then the usual length of session in medical schools. The length of term in most medical schools in¬ creased after the Civil War to 20 weeks and about 1880 to 24 weeks. Apparently the dental schools did not follow the medical schools in this advance, as they appear to have been still on a four-months basis in 1884, when the National Association of Dental Faculties set the four-month session to be a standard beginning in the school year 1884-85. By 1888 the standard length of session had increased to 5 months, in 1896 to 6 months, in 1899 to 7 months. In all of these cases this was elapsed time and included the holiday vacation. Deducting this vacation, the weeks of instruction were, at the dates noted, 16, 20, 24, and 28. The next increase was in 1904, to 30 THE PROGRESS OF DENTAL EDUCATION 111 teaching weeks. In many cases there were only five teaching days per week, but in 1910, when the increase to 32 weeks became effective, it also carried a specification of six days per week, exclusive of vacations. Thus in the 25 years from 1885 to 1910 the number of weeks of teaching in the school session was exactly doubled. In the majority of the schools now there are 32 weeks of instruc¬ tion, exclusive of the weeks set aside for examinations. In some schools the number of teaching weeks is 36. 3. NUMBER OF YEARS IN THE COURSE The charter of the first dental school in 1840 specified that it should give a course consisting of at least one session of four months. When the Harvard Dental School was started in 1867 it specified that two sessions of four months each would be given, with required additional service under a preceptor. This was considered a very striking advance. The two-session curriculum was pretty generally adopted by the schools that were organized in the seventies and eighties, and not until the early nineties did the three-session course come to be at all general. In 1891-92 this became the rule in the National Asso¬ ciation of Dental Faculties. There was then a period of 25 years before the four-session course became a rule, excepting that in 1903-4 an abortive attempt was made to increase to a four-session course, the decision being reversed within a few months after it was adopted. Meanwhile the length of session was gradually lengthened. But the number of sessions in the professional school is not the whole story. For comparison of educational progress in dentistry one must count the number of years from completion of the gram¬ mar grades to the dental degree. If we assume that, even in the early history of American dental education, all students had com¬ pleted the grammar grades, which we know is not true, we get the following number of years after completion of the grammar grades to gain the dental degree, current in the majority of the schools for the years specified : 1840-1869 1870-1891 1891-1899 1899-1902 1902- 3 1903- 4 1904- 1907 One professional year of 16 weeks — total, one year. Two professional years of 16 to 20 weeks each — total, two years. Three professional years of 20 to 24 weeks each — total, three years. One year of high school and three professional years of 28 weeks each — total, four years. Two years of high school and three professional years of 28 weeks each — total, five years. Two years of high school and four professional years of 28 weeks each — total, six years. Two years of high school and three professional years of 30 weeks each — total, five years. Three years of high school and three professional years of 30 weeks each — total, six years. 1907-1910 112 BIENNIAL SURVEY OF EDUCATION, 1922-1924 1910-1917 Two to four years of high school and three professional years of 32 weeks each — total, five to seven years. 1917-1924 Four years of high school and four professional years of 32 weeks each — total, eight years. 1924- Four years of high school, one year of college, and four profes¬ sional years of 32 weeks each — total, nine years. Comparing 1869 and 1925 we see that the minimum number of years between the grammar school and the dental degree is now nine times what it was in 1869. Comparing 1891 and 1925, we find that the number of sessions in the professional school in, 1925 is twice that in 1891. We have already seen that the present length of ses¬ sion is a minimum of 32 weeks, against 16 in 1884. The number of weeks’ instruction in the entire professional school course in 1884 was 32, but this was repeated instruction in a nongraded curriculum; so the actual number of weeks of new instruction received by each student was but 16. Now it is 128 weeks, or eight times as many weeks of new instruction as in 1884. When in connection with this, it is considered that the average dental student now has five years more of education before entering the professional school than he had in 1884, we may assume that his profit by instruction by reason of education and maturity is from 50 to 100 per cent increased over that of the students of 1884, which indicates a dental professional course to-day from 12 to 16 times the value of that of 1884, irrespec¬ tive of any improvements in equipment and in the quality of teach¬ ing. To-day’s course is 24 to 32 times as effective as that of 1869. Truly the quantitative increase has been wonderful. One may conjecture as to the length of the dental course of the future, but the prevalent opinion of dental educators is that the dental course will finally become stabilized at four years of profes¬ sional study after two years of preparation in a college of arts and science, making a total of six years from high-school graduation to dental degree, and that this will be reached within a decade. Meanwhile, it is conceded that we shall have a period during which five years from high school to dental degree will prevail. There are two plans as to the division of these five years. One is that the pres¬ ent one year of college entrance and four years of professional school will continue until such a time as two years of college work can be generally required for entrance. The other plan is that the schools should immediately require two years of college work for entrance, reduce the professional curriculum leading to the initial dental degree to three years, saving time by more effective teaching and by excluding the dental specialties, and then offer the specialties and some advanced work in one additional optional year leading to a second dental degree. This plan assumes that enough more effective teaching can be at once secured to do in three years what is now THE PROGRESS OF DENTAL EDUCATION 113 taking nearly four years to accomplish. It is conceded in this plan that perhaps ultimately this optional year will be incorporated into the required course, the initial degree abandoned, and thus lead to the stabilized program of six years from high school to dental degree. The progress in the qualitative aspects of dental education are less definite but may be referred to under six headings : The graded cur¬ riculum, the breadth of curriculum, the equipment, the quality of in¬ struction, the standards of scholarship, and university control. 4. THE GRADED CURRICULUM In 1884 the usual professional curriculum in dentistry, following the prevalent custom in medicine for more than a century, consisted of a single course of lectures in each of several subjects, repeated year after year. To these courses came first-year students, second- year students who had heard the lectures once, and later third-year students. If such a course were scaled for comprehension by the first -year students, it would be very elementary and lack any stimulus for the second and third year men. If it were planned for the older classes, it would be almost unintelligible for the freshmen. If it tried to conqpromise, it would fit none of them. The unsoundness of this plan became fully apparent when labora¬ tory subjects were introduced. A student might consent to attend the same lectures twice, but to repeat the same laboratory course twice would hardly be tolerated, and yet in human dissection, which is the oldest type of laboratory course in medical education, it m less than a decade since some medical schools ceased to require that a student dissect the body twice. The repetitive curriculum was an inexpensive course to carry on, because it required only a fraction of the teachers required by the graded course. It was prevalent until the early nineties, then grad¬ ually was replaced by the graded curriculum, but it took more than two decades fully to eradicate it, and even to-day there are a few vestiges in the “ circular courses.” Into this matter of graded curriculum enters another aspect, and that is the matter of sequence of courses. The justification of a graded curriculum is that progressively throughout all the years of the course the earlier subjects shall prepare for the subjects that follow, and that the later subjects shall make use of the information and training gained in the earlier courses. TJiis fundamental peda¬ gogical principle has not been uniformly enforced in dental educa¬ tion. In the university dental scJ100^ that are Part a systematic educational force the logical sequence courses has been reasonably well regulated, but in the independent sChools this has been largely ignored, and some subjects occupy unfit ppsLv^aons the curriculum. 114 BIENNIAL SURVEY OF EDUCATION, 1922-1924 This educational problem needs careful and thorough study in order that both proper sequence and correlation of courses and sub¬ jects may be obtained. Its very complete neglect is one of the out¬ standing failures of the dental education. 5. THE BREADTH OF THE CURRICULUM The subjects of the curriculum of the first dental school were those of the medical curriculum of that day, exclusive of any considerable attention to clinical medicine and surgery, and plus mechanical and operative dentistry. Specialties in dentistry were not yet in vogue. As time went on, less and less attention was given in dental schools to medical subjects and more and more to the dental subjects, espe¬ cially to mechanical dentistry. The average curriculum of 1870 was not as broad as that of 1850. As dental schools associated with medical schools began to arise, there was a return to more emphasis on anatomy and physiology, though usually only in lecture courses. With the rise of cellular pathology, following the work of Virchow and his pupils, nearly coincident with the beginning of bacteriology by Pasteur and the work of Koch on infectious diseases, there came in the last decades of the nineteenth century a great stimulus to the study of bacteriology and pathology. This first appeared in the medical schools, was soon seen in those dental schools connected with universities, and slowly crept into the independent dental schools. The first laboratory course in bacteriology in a dental school was one in a university dental school in a mid-Western State about 1895. Pathology and bacteriology continued to be taught solely by lectures in most dental schools until 1917. Only in some university dental schools were laboratory courses given. The subject of dental pathology as taught in dental schools was not at all a laboratory subject, nor was it really pathology, but a conglomeration of etiology, pathology, diagnosis, and treatment, both medical and mechanical. Even at the present day many dental schools give no laboratory course on the pathology of the oral cavity. Clinical dental pathology is still similarly neg¬ lected. Chemistry entered the dental curriculum relatively early, and with anatomy and histology has had reasonable attention for the past 30 years. Physiology has usually been only a didactic course but now is coming to have a practical laboratory phase added. In 1917, with the inauguration of the four-year curriculum, came the greatest broadening of the dental curriculum at any one time by the introduction into the first year of the standard four-year curriculum, recommended by the Dental Educational Council, of biology, physics, English, and mechanical drawing. The most im- THE PROGRESS OF DENTAL EDUCATION 115 portant of these innovations was the introduction of a required course in biology. This was later to be transferred to the predental year, but, beginning with 1917, every dental student has received systematic instruction in biology as an introduction to his profes¬ sional course. The far-reaching import of this was appreciated by only a few educators at that time, but it laid the foundation upon which a great change in the conception of dentistry is to arise. This change is that dentistry is coming to be considered in its biological relations to the various functions of the human body, instead of primarily as a mechanical art in the restoration of defective or lost structures. The introduction of these academic subjects was not done without resistance. The dentists and dental educators were not at all enthusiastic about them; in fact, some of them contended that all the additional time should go to mechanical and operative dentistry. Perhaps the attitude of a considerable part of the dentists toward a broadening of the curriculum can best be illustrated by the opinion of the nestor of American dentistry, known internationally as one of the leaders of dentistry and dental education, a graduate in medicine as well as in dentistry and a dental teacher for 40 years. In a stenographic report on page 65 of the proceedings of the National Association of Dental Faculties for 1911, in a discussion concerning giving advanced standing to medical students, he is quoted as saying : “The medical man in the first two years is devoting his time to biology and other subjects that have no bearing at all on dentistry.” With such opinions from the most revered and honored leaders, it is small wonder that the policy of broadening the dental curriculum was long delayed, and when these academic subjects were introduced into the curriculum they were very shabbily cared for, either in pro¬ vision of equipment or of competent and stimulating teachers. However, it took a very short time to prove their value, and they furnished a stimulus for extension of the medical subjects and strongly influenced the appreciation of the value of predental col¬ legiate work. With the introduction of the predental college year these academic subjects have been transferred to the preprofessional school work, permitting yet more attention to the medical subjects. As a result, the curriculum of 10 years ago has been greatly im¬ proved in the way of a greater emphasis upon the fundamental sciences and a relative, although not absolute, diminution in the mechanical phase of the course of study. The results are already seen in the products of the newer dental education, who not only are better trained, but are also better able to keep abreast of the great advance in dentistry and medicine that will occur during their pro¬ fessional lives. 116 BIENNIAL SURVEY OF EDUCATION, 1922^1924 6. EQUIPMENT IN DENTAL TEACHING There is no adequate record of just what equipment was consid¬ ered a minimum at any time in the history of dental education. A survey of the equipment of dental schools was made in 1896 by the National Association of Dental Faculties, but no organized report was printed. It seems impossible to ascertain, with any approach to accuracy, what was the usual equipment of the dental schools in early days. The catalogues tell of the “ complete and modern ” equipment, but to one familiar with the fanciful imaginations of some writers of fiction whose efforts appear in the professional school catalogues, this is not evidence. When the Dental Educational Council was formed, it was hoped that a standard for equipment would be devised, but it was never done, although some rather broad and liberal suggestions were made. In the proprietary schools, even of recent years, the major part of the equipment was in the infirmary. Here the modern improvements in chairs and accessories were usually the first to be provided. The technical laboratories had little, and even to-day the dental student provides for himself most of the appliances and instruments with which he works in his dental subjects. Only the larger pieces of apparatus, like lathes and vulcanizers, are provided by the school, and in some schools not even these. The typical laboratory equipment in dental technology is a room, more or less well lighted, with drawers and lockers and tables bare of any equip¬ ment except gas jets. In better schools there are, in addition, some teaching models and charts. When one reaches the equipment of the laboratories in funda¬ mental subjects and medical sciences, the independent schools usu¬ ally felt these hardly worthy of serious consideration, and their equipment has been very meager. In the university schools these subjects are cared for in the college of arts and science, and in university medical schools they usually have reasonably adequate equipment and facilities. As to libraries, with a few praiseworthy exceptions, these have been noticeable until recent years chiefly by their absence. To-day only about half of the dental schools have a library containing as many as 1,000 volumes. There is even to-day no accepted standard of what equipment a dental school should have anywhere outside the infirmary. All else is simply opinion of different men whose opinions are much influ¬ enced by their major interests. If one may rely upon the recollec¬ tion of older dentists, there has been great improvement, but when one tries to find any really comparative details, it is futile; and about the only conclusion that can be reached is that, in general, there has been gradual improvement in all dental schools in equip- THE PROGRESS OF DENTAL EDUCATION 117 ment, and this improvement has been much more rapid in the past 10 years, especially in those subjects that are now taught in the undergraduate and medical departments of universities. 7. THE QUALITY OF INSTRUCTION As already suggested in various connections, the attention of den¬ tal educators in endeavoring to secure concerted action in improving dental education has been directed almost exclusively to quantitative advance, that is, to extension of the number of years of preliminary education, to the number of weeks per session, and to the number of sessions required to attain the degree in dentistry. Prac- ticalty no concerted action has been taken to improve the quality of teaching, nor has Consideration been given to the requisite training of the teacher in dental schools. While those engaged in dental edu¬ cation have been ready at all times to insist that dentistry has long since risen to the dignity of a profession, they have not appreciated that education is not only an older but also a much broader profes¬ sion, in which the education of the dentists is but one small corner. Indeed, many of those in dental education have taken the opposite view and insisted that teachers in dental schools shall be dentists, but that their further qualifications along educational professional lines are secondary or merely incidental. This has brought two re¬ sults; first, that the greater part of the teaching in dental schools in the past, and only in somewhat lesser degree at present, has been done by men to whom teaching is merely an incident. Men are chosen to professorships in dental schools not because of any ex¬ perience or accomplishments in teaching either past or expected but because of success and prominence in the practice of dentistry. The second and sequential result has been that these men, busily occupied in their practice, have themselves not done any considerable portion of the teaching, and so have delegated to demonstrators a large part of the intimate teaching and contact with the students. The demonstratorships are ordinarily filled by very recent gradu¬ ates. These men look upon such positions as merely temporary and serve but one year, or at best a very few years. During this time their relation to the school is an avocation, for they commonly have begun to practice immediately after graduation. These recent grad¬ uates, conventionally with no more than the minimum preliminary education and lacking pedagogical training or teaching experience in any line, have constituted the majority of the teachers in dental education throughout its history and have done the bulk of the teaching in the dental subjects, usually with mediocrity. When, in the nineties, more emphasis began to be placed upon the medical subjects, the independent schools assigned these subjects 118 BIENNIAL SURVEY OF EDUCATION, 1922-1924 either to dentists or to practicing physicians whose pedagogical efficiency was little, if any, better. With the advent of full-time teachers in the medical schools, the dental schools that were integral departments of universities participated in the improvement in edu¬ cational procedure in the medical subjects. When, in 1917, the academic subjects were introduced into the dental curriculum those schools intimately associated with universities benefited by the stabil¬ ized pedagogical efficiency in these subjects in the undergraduate college of the university, but in independent schools the teaching of the academic subjects was not comprehended and much neglected. Of the many noteworthy advances in dental education accom¬ plished by the Dental Educational Council, none is more far-reach¬ ing than its insistence that the teaching should Tiot be entirely by men to whom teaching is merely an incident, but that there should be on every teaching staff some men to whom teaching is at least a vocation, if not a profession; and to accomplish this there should be in every school some full-time teachers. In addition, there should be an additional number of men to whom teaching is at least an avo¬ cation rather than merely incidental, and who are giving at least half of their time to teaching. The initial number designated was small, but the more significant thing was that it was specified that some of them must be in dental subjects. It is clear that dental education from now on must be a university function, and the greatest problem in university dental education of the immediate future is not preliminary education but improve¬ ment of the quality of teaching in the dental subjects. The academic subjects will be cared for in the predental year, and the medical subjects will come under the supervision of the university medical schools, which can be depended upon to conduct them acceptably, but an adequate quality of teaching in dental subjects must be worked out in the dental schools. This can be accomplished only when teaching dental subjects comes to be as dignified a career as practicing dentistry, and that end lies in the dental profession, and when, through public support, adequate salaries will attract capable graduates to a career in dental education. The quality of teaching in dental schools showed only slight im¬ provement for many years, but since 1917 there has been a great impetus, and we may look with confidence to a fruition of recent efforts in the next decade. As in all other phases of the dental edu¬ cational problem, some schools, almost invariably those that were in¬ tegral parts of universities, have led in the quality of teaching and at all times have been in advance of the general level. Now that all schools are to become of this type, we may expect effective results. THE PROGRESS OF DENTAL EDUCATION 119 8. STANDARDS OF SCHOLARSHIP No data are available as to what proportion of the aggregate dental student body year by year has been dropped for deficient scholarship. In the surveys by the Carnegie F oimdation for the Ad- vencement of Teaching one of the points upon which information was sought was the number or proportion of students that were dis¬ missed for poor scholarship. The information thus secured showed a very sharp contrast between the procedure of the proprietary type of school and the real university school. In the proprietary school dismissal for deficient scholastic attain¬ ment is almost unknown. Some men voluntarily withdraw from con¬ viction of inability to carry the course or distaste for the work and some students are delayed in graduation, but there is resort to dis¬ missal only in case of serious moral turpitude or for failure to pay tuition. Now, that dental schools are all to be under control of uni¬ versities, the elimination of the unfit student can be confidently ex¬ pected in the dental schools as well as in all other departments of the university. Elimination of the unfit is a cardinal principle of efficient professional education, and now that dental education is be¬ coming more educational and less dental the application of this prin¬ ciple seems assured. While graduation in dentistry carried the right to practice, the dental school became careless of the fitness of its graduates. With the advent of the procedure that graduates must appear before the State boards of examination and licensure there was a check upon this carelessness which had a salutary influence upon the quality of the dental teaching and the rigor of school examinations. When, about 1905, the National Association of Dental Examiners inau¬ gurated a tabulation committee and issued public reports of results in licensing examinations, there came a further tightening in the requirements for graduation, for a record of many failures to obtain license by the graduates of any school diverted prospective students to other places for their dental course. The licensing boards, in their examinations, have properly put the emphasis upon knowledge of and ability in practical dentistry, and their standards on the fundamental sciences and medical subjects have been much lower than on the dental subjects. The teaching efforts in the dental schools have responded to this differentiation. State boards of examination therefore should have credit for aiding in improving the preparation for entrance to the practice, but have not been equally helpful in stimulating a broadening of dental education ; in fact, they are at times deterrent to this effort by 120 BIENNIAL SURVEY OF EDUCATION, 1922-1924 imposing rules that hamper educational forces in the educational experimentation necessary to find the most desirable procedures in the education of the student. 9. UNIVERSITY CONTROL Frequent reference has been made in the foregoing pages to the conflict between the proprietary thesis of dental education as com¬ pared to real educational principles. Beginning with a single uni¬ versity dental school in 1867, but overwhelmed in numbers for decades by the independent schools, the university dental school has been in the minority until very recently. In the past two decades gradually appeared an appreciation that education for the dental profession is a public service that rests in the universities, both State and private, and the number of university schools has slowly increased. In recent years many independent schools have either become university departments or have effected affiliations that are educationally advantageous. The independent dental school, with rare exceptions, did not com¬ prehend the needs of dental education, or if it did, was unwilling and unable to provide for their fulfillment. With the extinction of the independent school there comes a distinct need for the extension of university participation in dental education. Dentistry being now recognized as a part of the health service, its correlation with medicine becomes closer and closer, and each university that feels its public duty to carry on medical education should see that there is a similar duty regarding dental education. The curriculum is similar in the first two years except for dental technology, and even those medical schools that provide only two years of the medical curriculum could well similarly provide the first two years of the dental curriculum, the students in their later years to go to schools where more clinical material is available. However, the question of clinical teaching material in dentistry does not involve availability of hospitals, and so can well be carried on in university towns where the teaching of the clinical years in medicine is not feasible. It is to be hoped that we may see the rise in the next decade of several dental schools in connection with university medical schools at places where there is yet no dental education. CONCLUSION Any effort to trace the progress of dental education is one of difficulty, because of lack of records of accurate detail, although some general summaries have appeared from time to time, but what has been attempted here is to give to one, interested in education in general, a broad view of the problems and progress of this one field. THE PROGRESS OP DENTAL EDUCATION 121 With that purpose in view, detailed statistics have not been included, nor discussion of the curriculum in detail or of technicalities peculiar to dental education, since this is not written solely for dental read¬ ers but as well for those not familiar with dental terminology. At the present time we are in the midst of the most active period of progress in the entire history of this field of education. The publication in 1925 of the report on the Study of Dental Education made during the past four years uncler the auspices of the Carnegie Foundation for the Advancement of Teaching will make that year an epochal year in dental education, equal to 1840, 1884, 1893, 1908-9, and 1917. There can be no doubt that progress will continue. The next few years will see in dental education great advancement and a probable stabilization, and a decade hence, better than now, can be written a judicial appreciation of the results of the activities in the past 10 years. CHAPTER VI RECENT PROGRESS IN LEGAL EDUCATION1 By Alfred Z. Reed Staff Member of the Carnegie Foundation for the Advancement of Teaching For nearly half a century there have been organized efforts to effect a nation-wide improvement in the American system of legal education. The strictly modern phase of this movement may be said to have started — in so far as it is possible to assign a definite date — in 1910. It was in this year that similar long-continued efforts by the American Medical Association to improve medical education first impinged upon the public consciousness, and suggested to law¬ yers that methods which had proved successful with physicians might be applicable also to the legal profession. In many respects the task of legal reformers was far more difficult than that of their medical colleagues. Before recounting some of the particular obstacles and the progress which has since been made in surmounting them, a general explanation may be hazarded as to why the legal profession was then, and is still, in a relatively backward stage of development. The science of law, or at least that particular portion of this science (if it be a science) which primarily concerns American law schools and bar admission au¬ thorities, is not international in the sense that medical science is. In the development of medical schools physicians can draw imme¬ diately upon the experience of the whole world. The task of the American law schools, on the other hand, is severely conditioned by the fact that these schools exist primarily for the purpose of preparing students to practice American law. This is now so dif¬ ferent from that of other countries — even from the English common law, of which it is historically an outgrowth and, in a certain sense, still a part — that foreign models of legal education and organiza¬ tion, though often suggestive, are rarely closely parallel. Far less than physicians can lawyers profit by the intellectual resources of other countries. America is virtually obliged to work out its 1 The last similar discussions published by the Bureau of Education were contributed by Dean Henry M. Bates, of the University of Michigan Law School, to the Reports for 1914 (Vol. I, Ch. X) and 1916 (Vol. I, Ch. XI). 123 124 BIENNIAL SURVEY OF EDUCATION, 1922-1924 peculiar experiment in government and law by itself, guided only by its own relatively brief and narrow experience. It will be convenient to consider briefly what the situation was in 1910; then what has been accomplished to improve conditions in 16 years; and, finally, what are the most important problems that still await a satisfactory solution. I. THE PAST First, then, as to some of the ways in which the status of legal education compared unfavorably with that of medical education in 1910. DEFECTIVE ORGANIZATION OF THE LEGAL PROFESSION IN 1910 One conspicuous difference between the two professions was the relative lack of effective organization among lawyers. Among their many weaknesses in this respect perhaps the most fundamental was this: The medical profession proper constituted only one of several groups which were engaged in practicing the healing arts or “ health service ” as a whole. The legal profession, on the other hand, assumed to include everyone who was in any way practicing law, though the actual occupations might be as diverse as those of a physician or surgeon, a trained nurse, a dentist, a pharmacist, or a veterinarian. This inclusion of many different kinds of lawyers and pseudolawyers under the common head of general practitioner made it difficult to plan an effective preparation for any one kind and tended to weaken the esprit de corps of a fictitiously united profession. Another weakness was that State lines split up the lawyers, far more than the • physicians, into mutually independent local units. This weakness is in part due to the nature of the profession. Just as American law, in a general sense, differs from the law of any other country, so that particular blend of legislation and judicial decision which is actually in force in any one State is never precisely identical with the law in force in any other State of the Union. None the less, the general principles are so similar that a compre¬ hensive nation-wide organization of lawyers is indicated as not merely practicable, but also as peculiarly desirable, for the very purpose of counteracting the centrifugal tendencies of our Federal system. This comprehensive organization did not exist. Whereas the American Medical Association, since its origin in 1847, had been an integration of State and local medical societies, the American Bar Association, organized in 1878, still competed for membership with independent State and with independent city bar associations. Under these conditions, it contained in 1910 only 3,690 members, or RECENT PROGRESS IN LEGAL EDUCATION 125 3 per cent of all lawyers in the United States. The attendance at the annual meeting was 326, or 9 per cent of the membership. Again, the American Medical Association, largely because of its advantageous situation in the two respects above noted, had already developed an effective system of professional supervision over medical schools and medical licensing authorities. Its extensive membership made possible the publication of a weekly Journal, through which the facts could be published to the pro¬ fession at large. It also made possible the establishment of a Council on Medical Education, with compensated executive officers, for the ascertainment of these facts. In 1910 the work of this coun¬ cil had culminated, for the time being, in the publication of a classi¬ fied list of schools, and of a registry containing the educational record of all practicing physicians. Nothing of this sort existed in the American Bar Association. Its only periodical publication was the report of proceedings at its annual meetings. Here were re¬ corded the unhappy rivalries of a mutually independent “ Commit¬ tee on Legal Education and Admissions to the Bar ” and “ Section of Legal Education ” ; the more or less permanent but uncompen¬ sated members of the committee or officers of the section made recom¬ mendations which occasionally resulted in the passage of relatively fruitless resolutions by the association. Still another factor of great importance in its bearing upon the capacity for united effort possessed by either profession was the different position occupied by the professional school. In the medi¬ cal profession the medical school was accepted, both inside and outside of the profession, as a sine qua non in the process of prepara¬ tion. In an overwhelming majority of States graduation from a medical college was compulsory. “ Practicing physician ” and “ M. D.”, the degree of doctor of medicine, were, and long had been, virtually interconvertible terms. Legal education, however, was still in the process of emerging from the apprenticeship phase. The relatively modern law school had everywhere won its first victory over the conservative supporters of the older system of office prepa¬ ration; in all States study at a law school was possible under the rules for admission to the bar. In no State, however, was law school study obligatory; and many influential older practitioners had not yet grasped the truth that a system of legal preparation which had worked well in their cases could not, simply because of the greatly increased volume and complexity of the law, be ex¬ pected to yield equally good results to-day. Accordingly, alongside of the American Bar Association, with its committee and section, the Association of American Law Schools made its own independent decisions as to the standards that were appropriate for admission to membership in its body. This organi- 27301°— 27 - 9 126 BIENNIAL SURVEY OF EDUCATION, 1922-1924 zation of law teachers was, on the whole, a more effective agency for the improvement of legal education than the practitioners’ associa¬ tion, but was not taken very seriously by the profession at large. DIVISION OF THE LAW SCHOOLS AMONG THEMSELVES These comparative weaknesses in the organization of the legal profession were the more regrettable because of a much more evenly balanced division of forces in the law school world. Although the development of a proper system of medical licensing tests has un¬ deniably been complicated by the existence of medical sects, there could be no question as to the dominance, both in the associations of medical practitioners and in the Association of American Medical Colleges, of the orthodox thought already represented in the leading schools. In legal education, on the contrary, there was nothing like general agreement as to what was orthodoxy and what was heresy. The Harvard school was the strongest of the law schools. Its famous case method of instruction, with certain resultant conclu¬ sions as to the end and aim of legal education, had long lived down its early reputation as a Boston fad. Harvard had been accepted as a leader and a model by a considerable number of institutions, including most of the larger universities. This point of view was certainly already in the ascendant in the Association of American Law Schools. Even here, however, sentiment was by no means united, and the members of this association numbered, all told, less than one-third of the total number of law schools in the country. Excluded institutions attacked the Harvard system and philosophy on various grounds and commended themselves to many practitioners of standing by themselves departing less widely from the original ideals of the law office. Entirely apart from attacks based upon ignorance and misunderstanding, there was certainly at least some plausibility in the charge that Harvard’s adherents were a little too uncompromising in proclaiming as the sole purpose of a legal educa¬ tion the development of a “ legal mind.” Practical training and detailed information in regard to the law of the local jurisdiction were among those aspects of a complete education to which these schools seemed to be paying too little attention. Thus the easity explicable feeling that good law schools were not so important as their theoretically-minded professors thought they were was reinforced by a suspicion that the theory of education exemplified in the leading schools was itself unsound. It can hardly be said that there was a rabid partisan discussion over a matter in which most practitioners took no interest at all; but prominent practitioners at least thought, and sometimes said, that the case RECENT PROGRESS IN LEGAL EDUCATION 127 method was a “ fetish,” thereby running the risk of being themselves dubbed “old fogies.” INADEQUATE BAR ADMISSION REQUIREMENTS The lack of harmony between legal practitioners and schoolmen, and the further divisions within the ranks both of organized bar associations and of law schools, militated against any rapid advance of standards in at least two ways. First, and most obviously, in contrast with the powerful educa¬ tional machine headed by the Council on Medical Education and supported by the great majority both of practicing physicians and of medical schools, different groups of reformers in the disorganized legal profession each cherished separate ends. Instead of traveling together upon a broad highway of progress, each regarded the other’s avenue of reform as at best an unimportant by-path — too often as one that led in a positively wrong direction. If they united upon anything, it was in their tendency to ascribe to practitioners at large a cynical apathy, for which the feebleness and confusing variety of their own leadership was primarily to blame. In the second place, and more concretely, it was impossible under these conditions to build up an adequate system of bar admission requirements. In medical education, however much remained to be done in the way of toning up the licensing system, its general principles and its objectives were clear. Already the great majority of States posi¬ tively required applicants for admission to medical practice to have graduated from a medical school. The State boards of medical examiners were designed to supplement this system and to fortify the dominant type of sound medical education. In the case of a good school their examinations constituted a precaution, additional to the tests provided by the school’s own faculty, against failure on the part of individual students to take advantage of their oppor¬ tunities. They constituted an even more important weapon of de¬ fense against low-grade medical schools. The boards had it in their power to improve or even to destroy such schools by failing to pass their graduates or even by denying to their graduates the right to take the examination. Even in 1910 it was probably broadly true that good graduates of good medical schools had little anxiety as to their ability to pass the medical licensing tests; and although the existence of medical sects complicated the task of weeding out in¬ ferior schools, the united profession has been successful in achieving the following ends: Schools that profess to be orthodox have been assisted to maintain proper standards; if products of an unorthodox type of medical education can often secure permission to practice 128 BIENNIAL SURVEY OF EDUCATION, 1922-1924 the healing art, at least they are usually prevented from holding themselves out as “ regular ” physicians. By contrast, in the legal profession no single State required appli¬ cants for admission to practice to have graduated from or even to have attended a law school. And in the case of applicants who attended law schools not the slightest distinction was made, either in professional or in popular usage, between “ regular ” lawyers and others. Products of the case-method law school, of the textbook or dogmatic law school, and of no law school at all, stood upon a footing of precise equality as regards both the process of admission and the legal privileges that would be thereby attained. The effect of this undiscriminating uniformity was at once to exaggerate the importance of the bar examination and — as will be shown later — to destroy the conditions under which it can be used profitably to measure educational attainments. The examination could not be attached to a proper system of preparation as a useful supplement because no one knew what a proper system of education was. It had come, therefore, to occupy the position of an independ¬ ent educational test; as such it was more seriously regarded both by students and by practitioners than the supplementary medical licens¬ ing examination. Having this factitious importance, it distracted attention from other devices that are much better calculated to promote competence and character among lawyers. Requirements of preliminary general education and of a specific period of law study were largely ignored because of deluded reliance upon an unsup¬ ported bar examination. DIVERSIFIED LAW SCHOOL REQUIREMENTS Another complication in legal education, from which medical edu¬ cation is relatively free, had its origin partly in the conditions above described and partly in the inherent difference between law and medicine. The time that students are required or expected to devote to their preparation is only one of many aspects of professional education. It is a highly important aspect, however, and because it lends itself to measurement by figures it has always been specially emphasized both by reformers and by fact-collecting agencies. The diversity in this respect among law schools in 1910 was far greater than that among the medical schools and imposed a correspondingly heavier burden upon those who wished not necessarily to improve, but even to understand, legal education. Three elements are involved in any attempt to estimate the time that a student devotes to his professional preparation. Of these, the first and most obvious is the duration of his course in the profes¬ sional school. In this respect the medical course had already become definitely standardized at its present figure of four academic years, RECENT PROGRESS IN’ LEGAL EDUCATION’ 129 and the path was cleared for a movement to add a supplementary clinical year. In 1910 every medical school conducted, at least osten¬ sibly, either a complete four-year course or the first half of such a course, designed to be completed in another school. In legal edu¬ cation, however, the orthodox period was only three years, and it was not until as recently as 1905 that the Association of American Law Schools had required its members to comply even with this standard. No less than 40 law schools outside of the association, or nearly one-third of the total, still announced courses of two years, or even of a single year, leading to a law degree. The situation resembled that which had existed in medical education immediately after the Civil War, before the inauguration of their modern era of standardization. A second element of equal importance is the time that a student devotes to his studies while in the school. Year for year, a school which holds its sessions during the regular working hours of the day, for the benefit of students who are not engaged in any outside occupation, is, of course, in a position to demand much more than an evening school run for the benefit of self-supporting students. Just how great the difference is can hardly be expressed in precise mathe¬ matical terms. It is possible, however, to state with precision the number of medical schools which operated under this very substan¬ tial handicap. The number in 1910 was only 4 out of a total of 140.2 Very different was the situation in law. As truly here as in medi¬ cine, institutions that held their sessions during the evening or during the late afternoon operated under a serious handicap as regards their maximum possibility of accomplishment, year by year. On the other hand, an argument of some cogency can be made that it is of the utmost importance that students of modest means shall not be denied access to the politically privileged bar, and that the only practicable avenue of preparation for the overwhelming ma¬ jority of such persons is the evening or part-time law school. Whether this argument, which is based upon a recognition of the peculiarly intimate connection between law and politics, is or is not sound, is a question which will be discussed later. The point of im¬ mediate interest is that, whether sound or not, it provides a basis for the part-time law school that is lacking in the part-time medical school. Incidentally, artificial light does not impair the efficiency of instruction in law as much as it does in a subject where laboratory work in the natural sciences is required. Again, the amount of capital needed to equip something that can pass muster as a “ school ” is vastly smaller in law than in medicine ; a considerable 2 For the figures relating to medical education which are used in this paper the writer is indebted to Dr. N. P. Colwell, secretary of the Council on Medical Education, who has also kindly read the manuscript prior to publication. 130 BIENNIAL SURVEY OE EDUCATION, 1922-1924 section of the public is ready to believe that a few chairs, a few books, and a printed announcement convert an attorney’s office into an educational institution. These differences between the nature of medicine and of law explain why schools which appeal particularly to self-supporting students are so much more numerous in the field of legal education. Under bar admission rules which give credit for study either in a law office or in a law school, offices develop into “schools” so insen¬ sibly that the precise number of these latter can never, in the nature of things, be ascertained. If the count be confined, howTever, to institutions sufficiently pretentious to confer a law degree, we find that in 1910 no fewer than 60 out of 124 law schools, or almost one- half, were either purely part-time institutions or were “ mixed ” schools holding sessions for independent divisions of full-time and of part-time students. The third element that must be taken into account in estimating the time that law-school graduates devote to their preparation is the admission requirement of the school — that part of the student’s total preparation which he secures before he begins the study of law proper. Here there was less difference between the two professions. Of the 136 full-time medical schools the great majority — 112, or 82 per cent — had an entrance requirement, at this date, of a high-school education or less: Of the remainder, 8 required one college year prior to the four-year medical course, a total of five years after the high school; and 16 required at least two college years, a total of at least six years after the high school. Corresponding to these were 43 full-time, three-year law schools, of which again the great majority — 31, or 72 per cent — had an entrance requirement of a high-school education or less, while 4 required one year, 3 required two years, and 5 required at least three years of college. Except that the law course was one year shorter than the medical course, this particular group of law schools conformed fairly closely to the full-time medical schools as regards the time that students devoted to their preparation. In both groups there was a feeling that the time had arrived for increasing entrance requirements among the schools generally to the level already attained by some. This com¬ mon ideal was reinforced by the circumstance that it was in the larger universities that the schools with the highest entrance re¬ quirements were usually found.3 To this extent medical schools and law schools resembled one another in 1910 both in their actual condi¬ tion and in their aims. 3 Six universities — Harvard, Yale, Chicago, Wisconsin, Stanford, and the University of California — announced, in 1910, an entrance requirement of two college years, or over, for both medical and law departments. No independent medical school or independent law school required any college work, and many had no entrance requirement at all, at least in actual administration. No attempt has been made to distinguish between these cases and a genuine high-school requirement. RECENT PROGRESS IN LEGAL EDUCATION 131 But only to this extent. For whereas the 136 full-time, four- year medical schools included, as has already been pointed out, vir¬ tually all the medical schools then in existence, the 43 corresponding law schools constituted only one-third of the total. The following table attempts to make clear how many features besides entrance requirements had to be considered if the nation-wide standardization of medical schools was to be duplicated in legal education. The numerals with asterisks include all medical schools and all law schools that from the point of view of the medical standardizes could already be regarded as “ orthodox,” on the ground that students were expected to devote to their studies their entire time during a period of four years in medicine and of three years in law. Such schools are shown to be divided into groups that required periods of three j^ears, of four years, of five years, and of six years to elapse between the date when the student leaves the high school and the date when he secures his professional degree. Finally, the number of schools that departed from orthodoxy, as regards either the dura¬ tion of their professional course or the time of day at which their class-room sessions were held, is indicated by the figures without as¬ terisks. There are 10 such categories, comprising a total of 81 law schools, as compared with one similar medical category comprising 4 medical schools in all. If sweet simplicity and standardized uni¬ formity are indispensable elements in human institutions, in 1910 an Augean stable awaited the legal reformer. Medical schools and laic schools classified according to the time required , after completion of the high school, to obtain the degree, 1909-10 Years required Medical schools (140) Law schools (124) Full time Part time Full time Mixed Part time At least six years: At least two years in college, followed by four years in medicine . . . . . .. . _ * 16 At least three years in college, followed by three years in law .... . . . . . . *5 *3 Five years: One year in college, followed by four years in medicine. . . . Two years in college, followed by three years in law _ _ *8 Four years: Four years in medicine, after high-school education or less. Four years in law, after high-school education or less . •_! 4 3 One year in college, followed by three years in law. . . Two years in college, followed bv two years in law. _ _ T | *8i 1 j . !_ Three-year course in law, after high-school education or less _ Two-vear course in law, after high-sehool education or less . One-year course in law, after high-school education or less _ Total _ _ _ _ i 29 16 1 136 4 64 u 49 * In these schools the students devote to their studies their entire time during four years in medicine or three in law. 132 BIENNIAL SURVEY OF EDUCATION, 1922-1924 II. THE PRESENT Legal education has made great advances during the past 16 years in all four of the features discussed in the preceding pages. IMPROVED ORGANIZATION OF THE LEGAL PROFESSION The improvement has been especially marked in the field of pro¬ fessional organization. The American Bar Association has in¬ creased in membership more than sixfold — from 3,690, or 3 per cent of the total number of lawyers, to 23,559, or 17 per cent. The gain, having been stimulated by an active “drive,’’ is not all good; the percentage of the total membership who attended the annual meeting fell from 9 per cent in 1910 to less than 7 per cent in 1925; but even so the actual number of members in attendance rose from 326 to the imposing figure of nearly 1,700. Of more importance than mere size were (1) the establishment, in 1915, of a quarterly periodical, which developed in 1920 into the present ably edited monthly Journal of the American Bar Associa¬ tion; (2) the beginnings of cooperation with State and local bar associations through the establishment, in 1916, of an active Con¬ ference of Bar Association Delegates; and (3) the adoption, in 1919, of constitutional changes by virtue of which the former system of mutually independent committees and sections has been remodeled. Each “ section,” including that devoted to “ Legal Education and Admissions to the Bar,” now chooses that particular “ Council of the American Bar Association ” which is concerned with the same subject matter. Meanwhile, the Association of American Law Schools has like¬ wise grown from an organization of 37 to one of 61 law schools in continental United States, or 63, counting schools in the Philippine Islands and Canada. Expressed in percentages, it now includes, not 29 per cent, but 37 per cent of the total number of schools. Since 1914 the regular annual meeting of this association, instead of be¬ ing submerged, as previously, in the large summer gathering of the American Bar Association, has been held independently during the Christmas vacation. This official severance of the two organiza¬ tions has made for much more successful meetings on the part of the schoolmen than was possible when their sessions had to be fitted into the interstices of the bar association’s program. An antici¬ pated loss of influence with the practitioners was averted by the scheduling of a special meeting in the summer of 1920, in conjunc¬ tion with the bar association. Through this maneuver control of the machinery of the reorganized Section and Council on Legal Educa¬ tion was placed in hands sympathetic with the Association of Ameri- RECENT PROGRESS IN LEGAL, EDUCATION 183 can Law Schools. A special committee was appointed to make recommendations looking to the improvement of those admitted to the bar. The following year the recommendations of this committee were adopted by the section and by the American Bar Association, and in 1922 were indorsed, with certain modifying interpretations and explanations, by the Conference of Bar Association Delegates at a special meeting held in Washington, D. C. During these same years, 1921 and 1922, the Association of American Law Schools specifically indorsed the action of the American Bar Association, and brought its own membership requirements into conformity with these now orthodox standards; the requisite amendments to its ar¬ ticles of association became fully effective in the autumn of 1925. It is significant that in this important movement, as in the still more notable organization of the American Law Institute, mentioned in the following section, the lead was taken by schoolmen. That they should now be so highly regarded as to make this possible is a measure of the progress that has been made toward unifying the forces of reform. Another instance of cooperative effort that may properly be men¬ tioned in this connection was even more directly stimulated by developments in the field of medical education. The year 1910 had witnessed the publication of the Carnegie bulletin, Medical Education in the United States and Canada.4 Although not written by a physician, the data used in its preparation had been secured in cooperation with the Council on Medical Education. The volume had been warmly welcomed by the medical profession as an aid in its successful campaign against inferior medical schools; in addition, because of the wide publicity which it gave to this campaign, it suggested to lawyers that they might profitably learn from physi¬ cians how to improve their own system of education. The first manifestation of this new inclination to follow the lead of a sister profession was, naturally enough, an attempt to induce the Carnegie Foundation to perform for legal education a service similar to that which it had already rendered in the medical field. During the winter of 1912-13 formal requests to this effect were made both by the American Bar Association, through its committee on legal education, and by the Association of American Law Schools through its executive committee. The inquiry was promptly organized under the general direction of one whose previous training had been acquired in the field of politics or government, rather than in that of its technical subdivision, professional law. Practicing lawyers and law teachers have contributed generously of their time to give 4 Carnegie Foundation for the Advancement of Teaching, Bulletin No. 4, by Abraham Flexner. 134 BIENNIAL SURVEY OF EDUCATION, 1922-1924 to the successive volumes published by the Foundation wnatever merit they possess.5 The facts that have been accumulated, and the conclusions which have been drawn from these facts, have aroused general interest in the legal profession. The Carnegie Foundation is not engaged in propaganda in support of the views expressed by the individual authors of these volumes, or in support of any other views. Its studies must, however, be fairly included in any enumeration of organized efforts to assist the progress of legal education. METHOD AND AIM OF LEGAL EDUCATION A considerable advance has been made also toward reaching a general agreement as to the merits and limitations of the case method. The publication, as part of the Carnegie inquiry, of Bed- lich’s study of the case method did a good deal to clear up misun¬ derstandings in regard to its nature, and largely dispelled lingering doubts as to its essential value. It has now without question dis¬ placed lectures and textbooks as the orthodox method of legal edu¬ cation in this country. On the other hand, the primary justification for the method was shown by Professor Redlich to lie in the peculiar nature of Anglo- American law. Building on this foundation, the view was ex¬ pressed in a subsequent volume of the same series, Training for the Public Profession of the Law, that the method was peculiarly appro¬ priate to the United States for the reason that here the law was peculiarly confused. The multiplicity of our jurisdictions, each with its court of last resort, produces a tangle of legal principles, the reduction of which to systematic form has hitherto defied the efforts of textbook writers. Undoubtedly, therefore, the case method of preparing law students for their professional responsibilities is at present the method that is best adapted to this country. For, as its advocates rightly claim, it is the method which best develops that power of legal reasoning which is essential, both to practitioners and to scholars, in dealing with the refractory material of American law. For its full success, however, certain conditions must exist in the law schools themselves. Furthermore, even when these conditions are present, attention was called to the fact that the necessity of employing this valuable but cumbersome method has squeezed out B The following three bulletins have been already published for gratuitous distribution : No. 8, The Common Law and the Case Method in American University Law Schools , by Josef Redlich, 1915; No. 13, Justice and the Poor , by Reginald Heber Smith, 1919; No. 15, Training for the Public Profession of the Law, by Alfred Z. Reed, 1921. A fourth bulletin, bearing the title Present-Day Law Schools, is announced as now passing through the press. In addition, the Foundation issues an annual pamphlet which reviews recent progress and gives certain details as to bar admission requirements and law schools. RECENT PROGRESS IN LEGAL EDUCATION 135 of the student’s preparation many elements that it would be desira¬ ble, if possible, to restore. It was suggested that case method scholars might profitably turn their attention to the task of making our law simpler, and, to this end, engage in the production of good textbooks. Since the publication of these views, the American Law Institute has been organized, in 1923, primarily for the purpose of reducing the present chaos of legal precedents to something like intelligible form. Should this body accomplish as much as the character of its membership and scheme of operation give reasonable ground to hope,6 it may be that at some date in the far future the case method will be valued principally for its service in training legal scholars to perform a monumental task. Meanwhile, the suggestion that, for training present-day practitioners, the method possesses, along with its paramount advantages, likewise certain drawbacks, may have had some slight influence both in the schools that employ it and in those that do not. The orthodox schools, feeling that an old partisan dis¬ cussion has finally resulted in their triumph, may be a trifle more ready to recognize the defects of their qualities, and to consider what remedies, if any, can be presently supplied. Schools where conditions are unfavorable are perhaps less inclined to make pre¬ tensions inconsistent with the instructional methods which their teachers are, and ought to be, actually employing. STRENGTHENED BAR ADMISSION REQUIREMENTS The basis of the present standard requirements for admission to the bar is to be found in certain resolutions that were drafted by a committee of prominent practitioners, headed by the Hon. Elihu Root, in 1921. As already stated, these resolutions were formally adopted the same year both by the Section on Legal Education of the American Bar Association and by the association itself. They read as follows : (1) The American Bar Association is of the opinion that every candidate for admission to the bar should give evidence of graduation from a law school complying with the following standards : (a) It shall require as a condition of admission at least two years of study in a college. 6 The institute is composed of higher judges and the heads of bar associations, learned societies, and association law schools, ex officio, together with a limited list of elective members. Its stated aims are “ to promote the clarification and simplification of the law and its better adaptation to social needs, to secure the better administration of justice, and to encourage and carry on scholarly and scientific work.” At present it is devoting a portion of its energies to the preparation of a draft code of criminal pro¬ cedure. Its principal immediate objective, however, is to restate successive branches of the law in such form as to relieve the courts from the burden which is now frequently imposed upon them of attempting to reconcile conflicting judicial decisions in a large number of coordinate jurisdictions. 136 BIENNIAL SURVEY OF EDUCATION, 1922-1924 (&) It shall require its students to pursue a course of three years’ dura¬ tion if they devote substantially all of their working time to their studies, and a longer course, equivalent in the number of working hours, if they de¬ vote only part of their working time to their studies. (c) It shall provide an adequate library available for the use of the stu¬ dents. (c?) It shall have among its teachers a sufficient number giving their entire time to the school to insure actual personal acquaintance and influence with the whole student body. (2) The American Bar Association is of the opinion that graduation from a laW school should not confer the right of admission to the bar, and that every candidate should be subjected to an examination by public authority to de¬ termine his fitness. Since then these original standards have been somewhat relaxed through qualifying interpretations placed upon them by the Council on Legal Education. The proposed admission requirement of two college years must be read in the light of the following official statement : A school which admits certain students who do not fully meet the require¬ ments will not be considered as failing to comply with standard ( a ), pro¬ vided the number of such students does not exceed 10 per cent of its enroll¬ ment. Again, for the purpose of applying standard (&), the council has been compelled to face the question, “ How long must a part-time course be in order to be equivalent in the number of working hours to a three-year full-time course ? ” The following ruling establishes an extraordinarily low official figure : A part-time course of at least 160 weeks, covering four school years, is the equivalent of a three-year full-time course. This action is the same as that taken by the Association of American Law Schools on the same problem. Finally, although the original standards were in general indorsed at a special session of the Conference of Bar Association Delegates held in Washington, D. C., in February, 1922, considerable opposi¬ tion was expressed. In order to meet some of the objections the proponents of the ratifying resolutions included in them the fol¬ lowing : We indorse, with the following explanations, the standards with respect to admission to the bar adopted by the American Bar Association on September 1, 1921: * * * Since the legal profession has to do with the administration of the law, and since public officials are chosen from its ranks more frequently than from the ranks of any other profession or business, it is essential that the legal profession should not become the monopoly of any economic class. We indorse the American Bar Association’s standards for admission to the bar because we are convinced that no such monopoly will result from adopting them. In almost every part of the country a young man of small means can, by energy and perseverance, obtain the college and law-school education which the standards require. And we understand that in applying the rule requiring two RECENT PROGRESS IN LEGAL EDUCATION 137 years of study in a college, educational experience other than that acquired in an American college may in proper cases be accepted as satisfying the requirement of the rule, if equivalent to two years of college work. We believe that the adoption of these standards will increase the efficiency and strengthen the character of those coming to the practice of law, and will therefore tend to improve greatly the administration of justice. We therefore urge the bar associations of the several States to draft rules of admission to the bar carrying the standards into effect and to take such action as they may deem advisable to procure their adoption. Whenever any State does not at present afford such educational oppor¬ tunities to young men of small means as to warrant the immediate adoption of the standards, we urge the bar associations of the^State to encourage and help the establishment and maintenance of good law schools and colleges, so that the standards may become practicable as soon as possible. The concluding declaration that these standards are not every¬ where practicable has proved to have greater weight than the opti¬ mistic assertion that “ in almost every part of the country ” they are. The concession has done more to dampen the ardor of bar admission reformers than the initial hortatory passages have accomplished in inflaming their zeal. Over four years have elapsed since the passage of the original resolutions by the American Bar Association, and still not a single State conforms to all of these standards, even in their later modified form. Only one State has followed the fundamental recommendation that all applicants for admission to the bar must graduate from a law school.7 Only four States require, before the period of law study begins, even the equivalent of two years of col¬ lege training.8 This outcome of recent professional activities has been a disap¬ pointment to some of the participants. If the existing situation be compared, however, with that which existed a few years ago, it will be found that there are at least three grounds for encouragement. In the first place, it is a great gain to have secured even tempo¬ rary harmony among so many professional organizations and factions. Hitherto, practitioners and schoolmen, committees and sections, national associations and local associations have pressed forward on divergent paths toward their common goal. It is not so important that they should be surely headed and rapidly moving in the right direction as it is that they should now at last be united in their search for the true avenue of reform. Whether it be the road they are now traveling or another one, they are more apt to find it if they search for it together. In the second place, false starts should not be regarded as wasted efforts. Rather are they an inevitable part of the process of spying 7 West Virginia (beginning 1926). 8 Kansas, Illinois (beginning 1926), West Virginia (beginning 1926), Ohio (beginning 1927). 138 BIENNIAL SURVEY OF EDUCATION, 1922-1924 out the land. The present orthodox plan of reforming the condi¬ tions under which applicants are admitted to the practice of the law calls for the imposition of certain uniform requirements. It is only on the basis of knowledge gained through this movement that it can be determined what are the defects of the plan, whether in the details of the requirements or in the attempt to impose them upon all applicants uniformly. Finally, even though the precise aims of the standardizing organi¬ zation seem now not likely to be realized, their formulation has stimulated general interest in the problem among legislators, judges, and examining boards. About 20 States have done at least some¬ thing to improve their primitive admission systems. PROGRESS IN LAW=SCHOOL REQUIREMENTS Among law schools there has been much greater progress, notably as respects the aspect of legal education emphasized in standards (a) and (b) of the American Bar Association — the time that students are required to devote to their studies. The activities of the new Council on Legal Education in drawing up an approved list of law schools have been reinforced by the increased member¬ ship requirements of the Association of American Law Schools, with the result that in two of the three elements involved in this time computation there has been a positively spectacular advance. The number of law schools announcing a course of less than three academic years has been reduced from 40 to 8. The number of schools announcing an entrance requirement supposed to be the equivalent of two college years or over has been increased from 10 to 81, or eightfold. The combined effect of lengthening two-year professional courses and requiring also preliminary college work has been to increase the number of full-time three-year law schools, with entrance requirements of two college years or more, from 8 to 65, or, again, eightfold. This betters even the record of progress made in building up medical schools of a roughly corresponding type. During the same period the number of full-time four-year medical schools with similar entrance requirements increased from 16 to 74, or less than fivefold. L nf ortunately for the comparison, this is only part of the story. It is true that the legal profession, like the medical profession, has recently been signally successful in building up schools that demand the full time of their students during five or six years. What pro¬ portion, however, do these constitute of the total number of schools? In medical education such schools constitute 92 per cent of the total number. The explanation of this high figure is that the num¬ ber of full-time schools has dwindled from 136 to 79, of which all except 5 maintain the standard entrance requirement; and that, of RECENT PROGRESS IN LEGAL EDUCATION 189 the original group of 4 part-time medical schools, only a single survivor remains. In a word, the favored type has succeeded in driving virtually all competitors from the field, with a resultant great decrease in the number of medical schools in general. During the past few years a similar development has occurred in dental education. In legal education, on the other hand, the total number of full¬ time schools has increased since 1910 from 64 to 76, or 19 per cent. The total number of part-time and mixed schools has increased much more rapidly from 60 to 91, or over 50 per cent. These schools, which in 1909-10 already constituted nearly one-half of the total number of law schools, comprise now 54 per cent of the total. By contrast, full-time three-year law schools, with entrance require¬ ments of two college years or more, in spite of their recent great increase, to-day number only 39 per cent of the total number of law schools. The following table, constructed on the same plan as that on page 26, shows how successful standardizing efforts have been in convert¬ ing nearly all surviving medical schools into a single improved type. It also shows how the result of corresponding activities in legal education has been an even greater diversification of types than existed when this movement began. Medical schools and law schools classified according to the time required , after completion of the high school, to obtain the degree, 1925-26 Years required for degree Medical schools (80) Law schools (167) Full time Part time Full time Mixed Part time At least six years: At least two years in college, followed by at least four years in medicine _ _ _ _ _ . _ - *74 At least two years in college, followed by four years in law. At least three years in college, followed by three years in law . . . . . . . . . . 5 *11 Five years: Five years in law, after the high school or less . . . 1 3 Two years in college, followed by three years in law.. . *54 8 Four years: Four years in medicine, after high school or less . . ... 5 1 Four years in law, after high school or less _ _ _ -- 4 4 34 9 15 One year in college, followed by three years in law _ . 5 5 Three-year course in law, after high-school education or less . . Two-year course in law, after high-school education or less.. _ One-year course in law, after high -school education or less . i — Total _ _ _ 79 1 76 17 74 * These schools conform to the now orthodox medical standard of at least two years in college, followed by full-time professional study. This comparison provides food for thought, rather than an occa¬ sion for lamentation. The primary reason for the great variety which the table shows to exist among law schools (16 separate groups of schools, classified according to student time, as compared 140 BIENNIAL SURVEY OF EDUCATION, 1922-1924 with 3 groups of medical schools) is that part-time work has not only firmly established itself in legal education, but has been affected, like full-time work, by the movement to lengthen the law course and to increase entrance requirements. This is certainly a salutary devel¬ opment, so far as it goes. Furthermore, although most lawyers and law teachers will probably regret that, whereas in 1910 there were fewer law schools than medical schools, there are now twice as many schools of law, it is difficult to demonstrate convincingly that our present machinery for providing legal education exceeds our social need. Finally, even the circumstance that a favored type of insti¬ tution, superior to all others as respects the demands it makes upon the time of its students, includes only a minority of law schools, while the majority all differ widely among themselves, may provoke two very different emotional reactions. To those who are unquali¬ fiedly committed to the present standardizing movement, it must, as above intimated, seem unfortunate that so many law schools decline to be standardized. On the other hand, it is possible that here, as in the field of bar admission requirements, the trouble may lie, not in inadequate response to reformatory efforts, but in the program of reform itself. If this be true, we should welcome the experience gained during this period of partial success as a basis for making an enlightened revision of plans for the future. III. THE FUTURE In comparison with the situation in which they found themselves 16 years ago, it is clear that the lawyers have made great progress. Judged, however, by their needs or by the record of other profes¬ sions, they still have a long distance to go. Whether because of their backwardness, or because of inherent and ineradicable differ¬ ences between law and medicine, they have not been anything like so successful as the physicians in building up an effective system of professional preparation and supervision. In the section immediately following, several of the still unsolved problems or unsatisfied needs of legal education will be briefly noted, in the same order as in the previous discussion. These will be fol¬ lowed by a more extended treatment of that topic which in its im¬ mediate importance transcends all others — evening or part-time instruction and its influence upon the organization of the legal profession. MISCELLANEOUS PROBLEMS AWAITING SOLUTION The American Bar Association, thanks to its successful membership drive, enjoys increased financial resources. As an offset to this un¬ doubted gain, it has become too large to be regarded as a select or a RECENT PROGRESS IN LEGAL EDUCATION 141 compactly efficient body, and yet is not large enough to include, among its own members, more than a small minority of the American legal profession. Its vigorous but highly anomalous section, or con¬ ference, of delegates from State and local bar associations hardly does more than point the way to that more thorough-going adoption of the representative principle which has proved such a source of strength to the American Medical Association. The Council on Legal Education and Admissions to the Bar is a great improvement upon the former mutually independent committee and section dealing with the same topics ; but it still needs a compensated official staff to enable it to exert an influence comparable to that of its model, the Council on Medical Education. The ably edited American Bar Association Journal, with its 60 or 70 monthly pages, constitutes perhaps as heavy a dose of periodical literature concerned with matters of general professional interest as the average American lawyer can at present digest; it compares with the 70 or 80 pages every week that makes up the Journal of the American Medical Association. The lawyers can show nothing resembling the elaborate studies of medical schools and licensing tests that appear annually in the educational and State board numbers of this periodical ; nor have they anything analo¬ gous to the official American Medical Directory, the latest (1925) edition of which lists 161,358 physicians, with information as to the education of each and the date at which he secured his license to practice. The establishment of the American Law Institute is an event of the greatest importance in the development of legal research. It marks the fruition of 50 years of scholarly labor under the case method. It provides a definite objective for hitherto rather purposeless post¬ graduate schools of law. Yet, the aggregate of time and of money that is now devoted to legal research of every sort is positively trivial to what is spent in medical institutes and medical schools. Bar admission requirements, though improving, are still, in almost every State, less severe than the requirements for a license to practice medicine. The following table reveals the extent to which the States conform to certain standards that have been regarded as essential both by the American Bar Association and by the American Medical Association. Comparison between bar admission and medical licensing requirements in 48 States and the District of Columbia, 1925 Number of jurisdictions requiring— Medi¬ cine Law Graduation from a professional school . 48 1 At least 2 years of preliminary college education _ ... . . . . 38 3 At least a preliminary high-school education _ 44 17 At least 5 years of professional training _ _ ... 11 At least 4 years of professional training... _ ... _ _ _ _ .. 49 At least 3 years of professional training _ _ 49 31 Examination of all applicants by public authority . 49 35 27301°— 27 - 10 142 BIENNIAL SURVEY OF EDUCATION, 192B-1924 The contrast between the two columns raises a question to Avhich allusion has already been made, namely, whether the American Bar Association, in its efforts to improve professional standards, may not have followed a little too closely the model set by its sister profes¬ sion. But, entirely apart from this question, the situation revealed by the last column of the table, taken by itself, can not be justified. To take only a single illustration : There may or may not be inher¬ ent differences between law and medicine which make it undesirable for the legal profession to enforce, for every lawyer and in every State, the standard of two years of preliminary college work made essential for “ Class A rating ” by the Council on Medical Education in 1918, and enforced by 38 medical licensing boards in 1925. Con¬ sideration of this question ought not to delay remedies for an evil that is scandalous from every point of view. This is that no less than 32 jurisdictions do not require prospective lawyers to have even a high-school education before they begin their law studies. Finally, let us once more turn from the conditions which surround the law schools to the schools themselves. Even though the effect of the part-time, movement upon legal education were entirely ig¬ nored, it is already evident from the table printed on page 17 that law schools tend to lag behind medical schools as regards their entrance requirements and the length of their professional course. As a matter of fact, the disparity in both these respects is decidedly greater than there shown, for the reason that more exacting stand¬ ards have been applied in medicine than in law. In computing the number of institutions that require at least two college years for admission, law schools have been included whose entrance require¬ ments would not be recognized by the Council on Medical Educa¬ tion as complying with their rule. Similarly as to the duration of the respective professional courses, a movement for requiring a year’s service in a hospital as an interne has resulted in lengthening the period of professional training for virtually all physicians from four academic years to five. This additional year figures, as shown above, in the medical licensing requirements of several States. It is also a specific requirement for the degree in several medical schools. On the other hand, not only is the legal profession all at sea as to the general problem of whether, after preliminary general education and after theoretical work in the law school, an additional probationary period of practice can or can not profitably be re¬ quired. Quite apart from this complication, some existing law schools which are credited in the table as maintaining three-year .or four- year courses do so only in a somewhat fictitious sense. It is true that this much time must be spent in the school before a student may receive the degree. Not infrequently, however, the great ma- RECENT PROGRESS IN LEGAL EDUCATION 143 jority of students who are actually in the school come with the in¬ tention of remaining only during that much shorter period which will suffice to satisfy low bar-admission requirements. THE PROBLEM OF THE EVENING LAW SCHOOL Interesting and important as are the considerations sketched in the preceding section, the fundamental unsolved problem of legal education is now, as it has been for many years : What is to be done with that sturdy plant (or, as some would have it, weed), the evening or “ part-time ” law school ? Since evening schools first began to be sufficiently numerous to attract attention, four attitudes in regard to them may be distin¬ guished: The attitude of ignorance, of condemnation, of negative tolerance, and of positive and reasoned approval of the type, if not of its existing representatives. The first attitude, which is still embodied in the bar admission rules of a great majority of States and accounts in large part for the rapid multiplication of these schools, may be briefly summarized as follows: As between a law course that is conducted during the regular working hours of the day and one that resembles it in all respects except that its sessions are held during evening hours, there is no substantial difference. Indeed, the advantage, if any, is prob¬ ably with the evening school, for the reason that it is frequented by relatively mature and earnest students who are supporting them¬ selves, instead of by boys who devote much of their time at their father’s expense to fraternity, athletic, or other outside activities. This argument would seek to justify evening law schools by com¬ paring them with poor day schools. It secured no indorsement from the Carnegie bulletin, Training for the Public Profession of the Law. This volume, although revealing quite uuexpected sympathy with evening law schools, stated the fairly obvious fact that a student who is devoting part of his time and energies to the task of sup¬ porting himself can not give as much time to his studies as one who is not, and that therefore the work of an evening law school year by year must, of course, be quantitatively inferior to that of a good day law school. It was’ also pointed out that a similar, though less marked, inferiority exists in the case of schools that schedule their classroom sessions during the late afternoon or at other irregular hours of the day, and that the essential distinction is accordingly not between “ night ” and “ day,” but between “part-time ” and “ full¬ time ” law schools. These two truths and this not very happy termi¬ nology are now generally accepted by all factions in legal education. A second attitude is that of condemnation. For the reason indi¬ cated above, and for other reasons, legal instruction conducted 144 BIENNIAL SURVEY OF EDUCATION, 1922-1924 during evening hours is regarded, from this point of view, as so irre¬ deemably inferior that it should be discountenanced in one or all of the following ways: Directly, through changes in the bar admis¬ sion requirements, or through exclusion of institutions offering such work from educational associations; or, indirectly, through insist¬ ence upon increased entrance requirements calculated greatly to reduce the number of possible students. It is an expression of this attitude, rather than merely a desire to secure a homogeneous or¬ ganization, that has led certain regional standardizing associations to refuse membership to colleges or universities that conduct evening law work. The same motive was responsible for the adoption by the Association of American Law Schools of two now obsolete resolu¬ tions : Whereas the maintenance of regular courses of instruction in law at night, parallel to courses in the day, tends inevitably to lower educational stand¬ ards : Be it Resolved, That the policy of the association shall be not to admit to member¬ ship hereafter any law school pursuing this course. (1912.) Hereafter no law schools shall be admitted except upon the condition that neither they nor the universities with which they are connected shall here¬ after conduct night classes in law for students preparing for the bar. (1919.) The third attitude, tolerance of evening or part-time law work as a necessary evil, is not sharply distinguished from the second. It is manifested in proportion as those who condemn this type of work lose some of their original crusading zeal in the face of the opposi¬ tion they encounter. The difficulties that beset those who seek actively to discourage part-time instruction have recently been appreciably augmented by the promulgation of an educational doctrine that denies their funda¬ mental assumptions. According to this doctrine, there are sound social and political reasons, entirely apart from humanitarian or “ sentimental ” considerations, so called, why part-time preparation for the law should be positively encouraged. A reasoned argument to this effect appeared simultaneously in 1921 in the Carnegie bulletin, Training for the Public Profession of the Law, and in the Root com¬ mittee report which served as the basis for the current standardizing movement. As formulated in this latter document, the argument runs as follows : If the analogy between the medical and legal professions were perfect, we should recommend that a three years’ full-time course should be required, just as the American Medical Association has recommended a four years’ requirement for intending physicians. But the analogy is not perfect. In the profession of medicine it is necessary to consider only one question with respect to technical education — How can men best be educated to be highly skilled physicians? Nothing need be considered unless it relates to the technical efficiency of the graduate. RECENT PROGRESS IN LEGAj.. EDUCATION 145 With us, however, the situation is different. The law is a public profession by which, more than by any other profession, the economic life and the govern¬ ment of the country are molded. The proportion of lawyers in legislative bodies greatly exceeds the proportion of lawyers in the whole population. In executive office they are more numerous than are the followers of any other profession or occupation. Of course, all men in judicial office are lawyers. And last, but of great importance, is the influence of lawyers as practicing attorneys in helping to shape the course of judicial decisions and to draft statutory and constitutional provisions which vitally affect the law. The principle of opportunity for all applies peculiarly to admission to the legal profession. The physicians may properly exclude all who do not measure up to the strictest requirements of a technical standard. If this results in practically confining the right to practice medicine to men in comfortable cir¬ cumstances, the public will not complain, for the public must at all costs have highly skilled physicians. But to confine the right to practice law to one economic group would be to deny to other economic groups their just partici¬ pation in the making and declaring of law. Such a restriction would prop¬ erly be resented by the public. It follows that opportunities must be given to those who are obliged to sup¬ port themselves during their legal studies. If a man has completed two years, or, better still, four years; of a college course, he will do best if he attends a law school which commands substantially all of his working time. But if he has come to the point where he finds it necessary to support himself, and per¬ haps his family, he should not be denied admission to the public profession of the law. For such a man the afternoon or evening school is the only resource. But in recognizing the necessity for afternoon and evening schools we do not recognize the propriety of permitting such schools to operate with low educational standards. We should not license a badly educated man to prac¬ tice law simply because he has been too poor to get a good education. On the contrary, the democratic necessity for afternoon and evening schools compels a lifting of these schools to the highest standards which they can be expected to reach. This reasoning underlies what has been referred to above as the last of the four attitudes which have been adopted in regard to eve¬ ning or part-time law schools. On this basis was erected the com¬ mittee’s recommendation that part-time law schools should be made to conform to the orthodox type, by requiring their students to pos¬ sess identical entrance qualifications and to pursue a longer course, “ equivalent in the number of working hours.” Agreement or dis¬ agreement as to the merits of this recommendation must not, how¬ ever, be confused with agreement or disagreement as to the value of the educational doctrine or political philosophy upon which it ostensibly rests. On the one hand, the committee’s concrete recom¬ mendations have been supported by many who have not been con¬ vinced by its line of reasoning. Many motives contributed to secure favorable action in the American Bar Association, in the Conference of Bar Association Delegates, and in the Association of American Law Schools. Some members of these organizations were simply overawed by the individual distinction of the committee ; some saw 146 BIENNIAL SURVEY OF EDUCATION, 1922-1924 no incongruity between these proposals and their own unchanged convictions in regard to the inherent evil of part-time legal instruc¬ tion. On the other hand, among those who sincerely accepted the doctrine of the social value and the educational perfectibility of part-time law schools there have been some who from the beginning have expressed doubt whether the particular measures recommended by the committee are really measures of perfection. Their doubts are grounded in the following considerations: The great majority of high-school graduates who are not able to attend a full-time law school are obliged to support themselves, not merely while they are securing their strictly professional training, but also during their preliminary college years. It is somewhat open to question whether, if such students were to attempt to offset the time and energy devoted to earning their livelihood by taking a course of preparation, both academic and legal, twice as long as that pre¬ scribed for their more fortunate brethren, they would secure equiva¬ lent educational results. It is quite certain that except in rare instances, or under peculiar local conditions, a part-time course that is any shorter than this would not suffice. The typical student in such a course would certainly not have the opportunity to devote to his studies, both inside and outside the classroom, as much time as the student in a good orthodox institution commands. Yet it is so obviously impracticable to expect self-supporting students to devote 10 years to their professional preparation after leaving the high school that the Association of American Law Schools and the Council on Legal Education have united in recognizing a much briefer period as “ equivalent in the number of working hours.” The concession means that such schools, so long as they profess to cover the same field as good full-time law schools, are simply crystallized, as it were, on an inferior level. Educational reformers who depre¬ cate all part-time work may balk at the pedagogical mathematics, but they will not dispute this conclusion. To practical minds the extent to which an innovation falls short of perfection is of -less importance than the extent to which it is an improvement upon what existed before. From this point of view the policy of condoning and covering up an assured inferiority in part- time education might be justified if it clearly conduced to the devel¬ opment of a type of institution superior to the common run of evening law schools to-day. Part-time or mixed schools that comply with the requirements of the American Bar Association, whatever their limitations, should at least be superior to these get- wise-quick organizations. There is little present indication, however, that these will be re¬ placed by representatives of the new “ orthodox ” type as the result either of altered bar admission requirements or of the moral pressure RECENT PROGRESS IN LEGAL EDUCATION 147 exerted by standardizing agencies. Only two States (Kansas and Ohio) have attempted to regulate part-time law schools in anything like the manner recommended. The few other States that require a preliminary education of two college years (always subject to the demoralizing “equivalent”) do not require four years of study in an evening law school. The few other States which insist upon applicants remaining in an evening law school this long do not demand two years of college. The moral pressure of the standardizing agencies is the only influence at work. This has resulted in increasing the number of part-time or mixed law schools which comply, at least nominally, with the new7 standard require¬ ments of preliminary education and length of course from one insti¬ tution in the year when these standards were adopted, 1921-22, to 13 in the year 1925-26. Application of the other two standards affecting the library and the faculty has reduced to 6 the number of such schools that in the autumn of 1925 were officially indorsed either by the Association of American Law Schools or by the Council on Legal Education. Even this small increase was to only a slight extent at the expense of an inferior type of education. During the same four years the number of part-time or mixed schools which do not even pretend to comply with the time standards has decreased indeed, but only from 80 to 78. In several cases where admission requirements have been so strengthened as to exclude a considerable number of applicants these have been promptly taken care of by the organization of a new school in the same city. The total number of part-time and mixed schools (excluding, for convenience of computation, those offering a law course of less than three years), and the attendance at these schools, have varied recently as follows : Part-time and mixed law schools offering a law course of at least three years [Compared with other types of law school] Schools 1909-10 1921-22 1925-26 1909-10 1921-22 1924 (Nov.) Num¬ ber of schools Per cent of total Num¬ ber of schools Per cent of total Num¬ ber of schools Per cent of total Num¬ ber of stu¬ dents Per cent of total Num¬ ber of stu¬ dents Per cent of total Num¬ ber of stu¬ dents Per cent of total Part-time- _ 32 26 62 41 67 40 4, 787 25 11, 702 37 14, 402 35 Mixed . . 9 7 12 8 17 10 1, 963 10 7, 082 22 11, 162 27 41 • 33 74 49 84 50 6, 750 35 18, 784' 59 25, 564 62 Other . 83 67 76 51 83 50 12, 678 65 13, 269 41 15,318 38 Total _ 124 100 150 100 167 100 19, 428 100 32, 053 100 40, 882 100 In interpreting these figures showing a progressive increase, both actual and proportionate, in part-time or mixed instruction, it should be borne in mind not only that the figures for “ other ” 148 BIENNIAL SURVEY OF EDUCATION, 192&--1&& schools include those offering a two-year degree course during eve¬ ning or late afternoon hours, but also that professional law courses not leading to a professional degree do not appear anywhere in the table. In the autumn of 1925 seven part-time sho~t-course degree schools and at least nine evening schools which did not as yet confer the degree were in active operation. THE INFLUENCE OF PART=TIME INSTRUCTION UPON THE ORGANI¬ ZATION OF THE LEGAL PROFESSION Whether or not one more or less standardized type of part-time 3aw school will eventually drive all others from the field, the present regime of competition between part-time and full-time institutions, as recruiting agencies for the legal profession, has many unfortunate consequences. The most obvious are (1) the flooding of the bar by students whose training must in the nature of things be inferior to the none too adequate preparation provided even by the best of the orthodox full-time schools and (2) the hesitancy on the part of some of these schools to raise their present standards, lest the principal effect of such action should be to drive students away from them¬ selves into inferior institutions. Although it is too soon yet to profit by the full lesson of experience in this respect, there is already some evidence that the current standardizing movement is producing this precise result. There are several reasons why this situation does not excite more apprehension than it does. One is a distinct tendency on the part of well-trained lawyers — a tendency probably grounded in the very merits of their training and subsequent professional career — to take life and its evils unemotionally. Another explanation is that, while this element has been attending chiefly to its own business, numerous graduates of part-time law schools have become established in posi¬ tions of influence in the profession, on the bench, and in legislative halls. Some of these gentlemen have actually remedied the defects of their early training. Doubtless all of them think that they have done so. With that loyalty to their own past that most of us possess, they close their eyes to any changes that may have occurred in the law or in the conditions of legal practice since they prepared them¬ selves for the bar. Modestly disclaiming any exceptional force or ability in their own characters, they take the position that a course of preparation which was good enough for them ought to be good enough for anybody. They are particularly apt to oppose reforms which they suspect, often with some justice, are dictated by a funda¬ mental lack of sympathy with part-time education. Perhaps the most important influence, however, that is at work perpetuating an inherently indefensible system is a naive faith in RECENT PROGRESS IN LEGAL. EDUCATION 149 the efficacy of final bar examinations to stem the torrent. Lawyers of every description, and to an even greater extent the public at large, conceive of the flood of ill-trained applicants as breaking, so to speak, at the gates of the bar. These gates are manned by examiners who are supposed to have power both to exclude un¬ trained applicants from the profession, and in so doing to put an end to any type of preparation whose products do not measure up to requisite standards. Even the bar examiners themselves sometimes seem to believe that the only real evil in the present situation lies in the fact that they are obliged to read too many hopelessly bad examination papers. As a matter of fact, exclusion of the hopelessly incompetent is all that can be accomplished under the present system. Any attempt to subject applicants to really rigorous bar-examination tests falls afoul of the different methods of preparation that are necessarily pursued in the two types of law schools. The full-time schools usu¬ ally avail themselves of the opportunity they enjoy to instruct their students by the valuable but time-taking Langdell case method. The part-time schools, because of the relatively small amount of time that their students can spare for study outside the classroom, can use the method, if at all, only in a form so modified as to rob it of much of the effectiveness which it possesses when pursued under appropriate conditions. Such schools are apt to attempt to make up for their deficiencies in this respect by greater emphasis upon what their rivals slightingly refer to as detailed “information” with re¬ gard to local law and practice. Both types of schools exert pressure upon the bar examiners — pressure that must be regarded as justified so long as the law permits both types to exist and to attract students. So evenly balanced is this institutional pressure that — as experience has shown repeatedly — examiners can not prudently discriminate, in their questions or in their system of marking, against either type. Yet it ought to be obvious that a bar examination that is not keyed to a particular course of study or instruction simply can not be made an effective test of competency to practice law. No one has expressed this truth better than the inventor of the case method, Christopher Langdell. Nearly 50 years ago, combating an early disposition on the part of Suffolk County bar examiners to reject his Harvard law graduates, Langdell attacked the entire system of examination, “ without reference to any particular course of study or instruction,” in a passage concluding with the following words : It is impossible that such examinations should be at once rigorous and just. They must admit the undeserving or reject the deserving, and in the long run they will be sure to do the former. 150 BIENNIAL SURVEY OF EDUCATION, 1922r-1924 In a word, so far from our being able to rely upon bar examiners to insure that the products of our various types of legal instruction measure up to a common standard of competency, a powerful influ¬ ence is exerted in the reverse direction. The fact that several dis¬ similar types of law schools compete with one another, as agencies for recruiting the legal profession, possesses, in addition to the unfor¬ tunate consequences which lie upon the surface, this additional one : Institutional rivalry demoralizes the bar examinations. It dimin¬ ishes the likelihood that even for any particular type will there be a desirable safeguard on the industry of the students and the informed conscientiousness of their teachers. It is for this reason that the problem of the part-time law school is not merely perplexing in itself, but is of fundamental importance in its relation to the future development of legal education in any sort of school. The part-time institution, so long as it is constrained to be nothing more than a poor copy of the full-time model, is a much more subversive influence than the law office. This latter has no powerful friends to fight its battles for it. Bar examiners can therefore hold its products up to any standard, even to an inappro¬ priate one. In sparsely populated sections of the country this anti¬ quated avenue of preparation can still be justified. In urban centers law offices already develop into evening law schools speedily enough. It is a question whether it is worth while to expedite a natural trans¬ formation by the adoption of a bar-admission rule definitely refusing credit for time spent in an office. The first step toward a proper solution of the problem would seem to be to abandon the pretense that evening law schools and good full¬ time schools can be made mutually equivalent, either in the amount of time that students devote to their education, or in the precise edu¬ cational benefits they derive. It would be much better to formu¬ late, as an objective, that of making part-time schools as good in their way as the best full-time schools now are in theirs. The grad¬ uate of a part-time school can not be expected to have received as large an amount of training, measured simply by its aggregate quan¬ tity, as the graduate of an equally good full-time institution. This does not mean, however, that the training may not have been as profitable, in its different way, nor even that the curriculum may not include valuable elements which the other educational type, in the pursuit of its objectives, is obliged to exclude. The authorities of our leading orthodox law schools, who are doing so much to improve our law, already realize how seriously its present condi¬ tion strains their teaching facilities. Until the law that has to be taught is simpler than for many years even they can make it, they know how far they must continue to fall short of turning out ade- RECENT PROGRESS IN LEGAL EDUCATION 151 quatety trained general practitioners. To contend, under these cir¬ cumstances, that part-time law schools should be tolerated only to the extent that they are cheapened editions of their own schools, is to ascribe extraordinary virtue to a diluted case method. It would be wiser to cooperate with the manjr earnest graduates of all types of law schools who are now teaching law during the evening and late afternoon, in an endeavor to answer the following question: "What methods and what curriculum are actually best adapted to part-time conditions ? An inquiry prosecuted in this spirit should go far to produce the type of part-time law school that the situation demands — not an institution which everybody, even its own faculty and student body, realizes is a makeshift, an inferior imitation of a really good school, but something that stands preeminent in its own educational field, at once gives its own students benefits that they could secure nowhere else, and frees the full-time law school from some of the responsibili¬ ties under which this type of institution now staggers. An attitude of this sort would probably find expression among other develop¬ ments in an alternative system of bar-admission examinations. One set of questions, intended for full-time law students, could not be answered satisfactorily by anyone else; another set of questions would be of such a nature that only well-prepared applicants from part-time schools could pass the examination. In the course of years this might or might not result in a clearly defined division of the legal profession along functional lines. Should this development occur, it would mean not merely that the profession had split under economic pressure into two fairly distinct divisions, recruited respec¬ tively by the activities of full-time and of part-time schools. This it has already begun to do to-day. It would mean that, instead of attempting by a process of artificial standardization to arrest what philosophers have long recognized to be a mark of social progress — a tendency to proceed from uniformity to diversity — legal reformers had regularized this tendency and turned it to good account. It would not mean that the legal profession was weakened because of not being formally united to the extent that physicians and sur¬ geons, general medical practitioners and consulting specialists and research workers, are united in a single profession to-day. The practice of the law includes a much greater variety of occupations than those in which graduates of medical schools engage. American lawyers find a closer analogy, not in the relatively restricted medical profession, but in a broadly inclusive “ health service,” which group comprises practitioners of all the many healing arts. If the argument by analogy is to be invoked, it is as unreasonable to standardize the education and the professional affiliations of every 152 BIENNIAL SURVEY OF EDUCATION, 1922-1924 lawyer in one and the same mold as it would be to impose identical educational and licensing requirements upon physicians, dentists, health officers, pharmacists, nurses, and veterinary surgeons. As a matter of fact, all analogies limp. The analogy of health service is defective in so far as it suggests that graduates of part- time law schools are likely to remain stratified on a plane of lower financial or political rewards. Similarly, the existence in France and England of two or more virtually exclusive professional groups of practicing lawyers is evidence merely that division of the legal profession is possible; it is not evidence that the dividing lines in this country will ever run as they do there. The problem of the American lawyer is unlike that of lawyers elsewhere or of other pro¬ fessions at home. Illustrations drawn from other fields are stimu¬ lating, but in the past there has perhaps been too much superficial reliance upon outside models and too little probing of legal fictions and conventional assumptions. No one — least of all the present writer — can forecast with any confidence howT American lawyers will be educated and organized in the years to come. But it is at least fairly clear that the form and effectiveness of the professional organization will be vitally influenced by the existence of differing types of educational preparation and that part-time law schools will continue to abound and to turn out large numbers of lawyers who differ markedly from the product of orthodox full-time schools. This conclusion can be rationally derived from our fundamental political principles, and such experience as we have tends to con¬ firm the validity of the reasoning. CHAPTER YII ART EDUCATION IN THE UNITED STATES By Royal Bailey Fabnum Principal of the Massachusetts School of Art and State Director of Art Education Contents. — Art instruction in tlie elementary schools — In the high schools — Tests in art education — The Federated Council on Art Education — The Carnegie Corporation. The time between the publication of the advance sheets on art education for the biennial survey of 1920-1922 and the present document has seen greatly increased activity in this field of educa¬ tion. More clearly defined aims and objectives have become ap¬ parent in the elementary and high schools, and urgent demands for training in taste and the essentials of good color and design have arisen in unexpected directions. Industry, commerce, and the pub¬ lic generally have awakened to a partial realization at least of the social, economic, and cultural value of aesthetic training. In fact the awakening has been so effective and widespread that to report adequately and completely the past two years’ progress in art education would require a good-sized volume. Industrial plants, public utilities, retail establishments, business groups, organizations such as the Y. W. C. A., Y. M. C. A., parent-teacher associations, women’s clubs, and “out-of-school” clubs throughout the country, have sought enlightenment on the subject of art as an everyday expression. Since the problem of training in art understanding is more or less similar for all, no matter what the group may be, this bulletin will confine itself chiefly to the public-school situation, touching briefly upon other developments. ART INSTRUCTION IN THE ELEMENTARY GRADES Probably the one outstanding mark of progress in art teaching in the elementary grades is the serious effort in many cities to study the problem from a scientific standpoint. This, no doubt, was brought about because of the success obtained in the general education field through surveys and concentrated graduate study in colleges and uni¬ versities. If measurement tests, standards, and definite objectives of general value to the child were found possible in other subjects, 153 154 BIENNIAL SURVEY OP EDUCATION, 1922-1924 it was logical to conclude that similar results could be obtained in drawing and art education. Proceeding upon this basis a number of school departments have taken the matter under advisement and have issued tentative courses in art, preliminary to more thorough study. In each case the first step would be to appoint a committee composed of (a) persons qualified in art outside of the department; (b) teachers, including principals and art director, in the department; ( c ) art teachers and the director or head supervisor; or (d) members from all these groups. In most cases these committees would make immediate studies of the outlines in current use in cities of similar size or larger and also analyze their local study courses. This would be fol¬ lowed by careful revisions of the local course, based upon the most advanced thought on methods, objectives, standards of attainment, general subject matter, etc., as well as other art outlines. Then would follow a year of trial, with many carefully devised experi¬ ments, conference discussions, and tabulated results. Denver, Los Angeles, Boston, Toledo, Minneapolis, Baltimore, and Seattle are typical examples of cities studying the whole question from this scientific angle. The obvious effects upon the art situation as a whole have been somewhat as follows: {a) A cooperative effort on the part of all teachers really to investigate the problem; (b) the elimination of personal opinion on the part of both grade teacher and supervisor; ( c ) more intelligent support of the art program; (d) keener interest in results from a purely educational point of view; ( e ) thoroughly professional attitudes on the part of the art teachers and supervisors in close harmony with the general educational program ; (/) greater confidence from all directions in the subject of art. Under these conditions art naturally falls into place with other subjects and be¬ comes as much a part of the school curriculum as English. It is no longer a special subject. The superintendent and the grade-school principals no longer hold aloof, leaving the art supervisor to go his own sweet way. He must now function as part of the whole ma¬ chine. Being in a more or less try-out stage, the new phase of art educa¬ tion is unsettled, but some of the general objectives would include, (a) drawing primarily for self-expression, as a means rather than an end; (b) closer relationship to community needs; ( c ) training in appreciation, taste, understanding of art; ( d ) development of orderly habits and artistic skill; (e) education for the profitable enjoyment of leisure; (/) art as expressed in the industrial and commercial development of the race; (y) self-expression in the life needs of the child through the “project method”; (A) discovery and encouragement of special abilities. ART EDUCATION 155 These objectives may appear to be more or less familiar to many, and yet during the past two years a much clearer understanding of them has been increasingly apparent. Less controversy and more general accord have followed. Drawing, for example, has really begun to appear as a language. In spite of emphatic statements to the contrary, it has been the involuntary custom to look upon children’s pictorial expressions from the viewpoint of the profes¬ sional artist. Criticisms of the purity of line and form and of the beauty of color have characterized the attitude of observers at ex¬ hibitions and in the classroom. But this point of view has been changing, and emphasis has been placed more and more upon draw¬ ing as a story-telling language, vivid with observed, memorized, and imaginative possibilities. Public school drawing has unques¬ tionably received a great stimulus in this direction from the work with children carried on in the educational departments of art museums,1 by private individuals,2 and foreign exhibitions.3 The result has been greater confidence on the part of the average child in his ability to express his thoughts quickly and completely in an exchange of ideas. Closer relationship to community needs has been increasingly evident also. Various annual “campaigns” have served to form more or less regular outlets in this direction. English Week, Thrift Week, Safety First, Health Crusades, Accident Prevention, Humane Week, and many other worthy causes have become in many communities a regular thing. Local efforts for the benefit of that particular community have also made their contribution. The popular and spectacular display of the community poster has led some supervisors to curtail their efforts in this field, the tendency being to devote too much time-, energy, and material to it. The unwholesome effect of money prizes has also caused a reaction to set in, particularly against the almost innumerable competitions promoted outside the community itself. Consequently, the tendency has been to localize the effort as in the case of Indianapolis and Syracuse, and also to seek other ways of art expression in support of community needs. Training in appreciation has aided in correcting this danger of overemphasizing the poster and at the same time in relating the art work to the community. For many years training in appreciation of art meant picture study. With the ever-broadening conception of art education as a general training for the consumer, the every - 1 The Metropolitan Museum, Toledo, Worcester, Cleveland, Chicago, Boston, Indian¬ apolis, and others. 2 See publication on training in observation, by Woodbury and Perkins, Chas. Scrib' ner & Sons. 3 Notably the Vienna exhibit of Prof. Franz Cizek. 156 BIENNIAL SURVEY OF EDUCATION, 1922--1924 day citizen, came a realization that in appreciation must be involved also a more general understanding of art. To know some of the masterpieces of painting was not enough. Art is universal; it is found in the many things surrounding the everyday lives of chil¬ dren. The community in this respect offered a rich field for investi¬ gation, and wide-awake supervisors have taken advantage of the opportunity. The training of the girls of the Salem Normal School under Charles F. Whitney is an illustration in point. Mr. Whitney takes them out into the streets of the historic old town, and the girls dis¬ cover for themselves and through his trained eyes and mind the art treasures of Salem. Beautiful fences, doorways, knockers, gates, windows, spires, and many other expressions of true craftmanship are observed, graphically recorded, analyzed in terms of historic and modern art periods, and discussed from the standpoint of utility and beauty. The barest community will offer something to observant eyes. Art thus centers vitally on the community life. True appreciation naturally involves a consideration of art in its manifold applications. To meet this situation, Boston 4 has for some time, and Philadelphia 5 recently, provided beautiful illustrations of fine art productions housed in the city’s museum for the indi¬ vidual child to purchase and study. Those in Boston are black and Avhite halftones; Philadelphia has reproduced very delightful color prints, and they include painting, sculpture, ceramics, textiles, metalry, etc. The result of a study of these prints is twofold, (a) an increased appreciation of art in many mediums and (&) an easily satisfied desire to visit the Museum of Art. To carry on in a comprehensive way this conception of art appre¬ ciation, Los Angeles offers a very practical suggestion. Miss May Gearhart writes : A very important feature of the work in our art department this year is the problem of establishing standards of taste by bringing the pupils into contact with actual things embodying principles of art. The modem educational ap¬ proach with its emphasis on self-expression necessarily demands a quickened effort on the part of teachers in providing experiences that will create an awareness of art values. To meet this need the following procedure was adopted in the art department by supervisors and assistant supervisors. Each supervisor drives an automobile when visiting schools — the board of education pays the mileage. Equipment for art appreciation discussions is easily carried from school to school in this way. These materials are used to illustrate talks on color, form, and arrangement. Pupil participation and demonstration insure interest. By slight changes in¬ numerable compositions can be made. We use this material in presenting 4 C. Edward Newell, art director, recently of Springfield, Mass. c Theodore M. Dillaway, art director, formerly of Boston, Mass, ART EDUCATION 157 problems to the pupils in the classroom, to the teachers at building meetings, to the parents at the parent-teacher association meetings. The handling and arranging of actual materials beautiful in hue, texture, and form never fails to excite interest. In addition, the children make class visits to museum and art galleries. Many teachers have reported increased activity in schoolroom decoration as a phase of art appreciation study. In some com¬ munities carefully matured plans for room decoration have existed for some time, but unfortunately in too many instances, beyond the problem of general selection, nothing vital has been done. Pictures and sculpture, like literature and music, are of little practical edu¬ cational value unless properly and adequately presented. A “ skyed ” reproduction of a Donatello or a Raphael is about as use¬ less as Stevenson or Grieg on the library shelves. Art, to be ap¬ preciated, must become intimate and mentally and spiritually pos¬ sessed. This requires a proper setting and location for study and observation. Chicago, under the influence and generous support of Lorado Taft, is at last beginning to tackle this problem in a big and fundamental way. Ably backed by the school authorities, Miss Lucy S. Silke says : Interest in schoolroom decoration is more widespread, with greater willing¬ ness to seek the advice of experts in the selection of pictures, etc. The work of the Chicago Public School Art Society is a potent influence in this field. Recently the board of education, on the recommendation of the superintendent, authorized the setting aside of one room in each new school building for an art room, and a large space in the front of each classroom free of black¬ board for the display of a fine picture at the level of the children's eyes. Indianapolis also is giving attention to the problem of proper exhibition space for pictures, “ down on the eye-level ” instead of above the blackboard, but finds it difficult “ except in the back of the room.” As a rule, blackboards could be narrowed with¬ out serious hardship, providing some care were given to their effi¬ cient use. Ordinarily teachers fail to apply art principles to their work on the blackboard. Attention to better writing and better arrangement would tend to economize space and make for legibility. Then pictures could be lowered and even set into the upper part of the boards. Better still, when walls are designed for their actual use, instead of mere roof supports, the question of pictures will have some consideration. Relative to picture study Indianapolis is “beginning the study of pictures in connection with music, the approach being from the emotional side or from the standpoint of the expression of the idea.” Mr. Dillaway, in Philadelphia, a musician and painter as well as art director, uses his flute most effectively in a popular interpreta¬ tion of pictures with the children. 27301°— 27 - 11 158 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Reference was made to the orderly use of the blackboard. Un¬ doubtedly orderly habits and artistic skill have received emphasis during the past few years. Growing recognition of the values of art education on the part of the more recently graduated men and women from the stronger teachers’ colleges has brought encourage¬ ment and support to the art supervisor in her efforts to make art principles, the elements of order, carry over into the child’s life. Art expression requires careful, thoughtful procedure. Efficient re¬ sults in any field require the same habits and mental attention. To seek to develop right habits and skill in designing a booklet only to forsake the effort in writing the history lesson is not good gen¬ eral education. Art ever seeks its expression in the best, the most beautiful way. It therefore enters all the efforts of the child, in school and out. The project method has both hurt and helped the art training. When the right sort of cooperation is obtained, when all forces are working harmoniously for the common good, the art work is found to be rather fundamental in its bearing upon the situation. When, however, the art teacher is used only because she knows how to paint or construct a part of the project expression; when sloppy results, crude effects, and garish discords are overlooked in the en¬ thusiasms of a project plan, then art education becomes a farce and a frill. During the past two years the art departments have unquestion¬ ably strengthened their positions because of the project method, but until the art specialist is recognized as a necessity throughout a given project, that particular project is a failure. For this reason orderly habits and artistic skills are receiving more and more emphasis as objectives in art training. Real teachers of art have used the project method for many years without knowing it. Realizing how art enters all expression, they have quite naturally utilized any and every means at hand to assist in their teaching. For years they were more or less alone. Not until modern thought on general education sought to bring together all school subjects in a common effort to develop the brain did teachers of other subjects realize the value of art teaching to them and their work. They found the art teacher capable and ready, and then the child began to enter the realm of school education with some understanding and delight. Not everywhere, but in some places this is true. The past few years have seen greatly increased understanding. Broader points of view relative to art education, and the attending general methods of utilizing subject matter which involve studies of the human race through food, shelter, clothing, records, utensils, etc., have tended to give emphasis to industry and commerce; and some ART EDUCATION 159 art educators have sought to compass the whole field under the term “industrial art.” More recently the term has been enriched to fine and industrial art. Other educators have from the first maintained that art education is an all-inclusive title and have tried not to be carried too far away in their efforts to teach within their field the elements of art, the essentials of good design or order. Recognizing this as a basic law in all expression, they have felt that there is a distinct and definite place for its study, at the same time noting its universal application. Boston stresses particularly this point of view, and has for some years.6 Other places take a middle stand, allowing forms of hand¬ work and applied design to enter to some extent the so-called in¬ dustrial art field. Minneapolis and Seattle, possibly, exemplify this middle ground, while Baltimore marks the other wing in its con¬ templated new outline. Leon L. Winslow, formerly State director in New York, states that in building the new course outline they — expect to make use of the valuable related information already embodied in the outlines for arithmetic, geography, history, and music. The art course will give considerable emphasis to this related information which it will or¬ ganize under the topics of food, clothing, shelter, records, utensils, tools, and machines. Not until the present healthy and scientific trend in research and investigation develops more fact-finding information will art edu¬ cators be able to assemble stable arguments in one direction or another. Mr. Winslow analyzes the art-education situation in the Depart¬ ment of Superintendence Third Year Book of the National Edu¬ cation Association, Chapter XIII, as follows : The ideal elementary-school course of study is, perhaps, one in which the entire curriculum is administered on a plan of perfect articulation of the various subjects. In such a course the inspiration for handwork is ade¬ quately furnished by the other school subjects. The mission of the subject of art in such a scheme would be very largely the providing of illustrative and creative handwork. There is no race, no political division, no literature, no history, no science which is not intimately associated with the topics about which such an elementary art course is organized. In the elementary grades, at least, art as a subject is at the disposal of all other subjects. The importance of the work of the elementary school in the scheme of art education is sometimes underestimated. If the secondary-school courses in art are to function as they should, it is essential that a foundation be laid in the elementary schools. A subject designed to meet the aesthetic needs of the elementary curriculum has already earned a place in many school programs. This subject attempts to combine drawing and construction and to substantiate and reinforce this drawing and construction by a content closely related to the industries. Plans for elementary art education consequently include elements from the fields of manual training and fine arts, so called, and they aim to provide coa- 0 See p. 18, Bui., 1923, No. 13, Bu. of Educ., Dept, of the Interior, Washington, D. C. 160 BIENNIAL SURVEY OF EDUCATION, 1922-1924 tent and experience which shall be of the maximum educational worth. The strength of the best programs consists largely in their adherence to the belief that all work in drawing and construction should contribute to the pupils personal and social efficiency at the time when the instruction is given. Since the teaching of art in the schools can not cover effectively the whole field of art but must concentrate on problems of immediate value to the pupils, it follows that such teaching must function largely through the projects that the pupils undertake. An art project consists of a lesson, or a complete series of lessons, which has taken into account the necessary thought content, hand¬ work, or appreciation, or all three, to the end that the general development of the pupil is assured. Expression should be the result of a definite purpose calling for it. The selection of problems and of activities should always be made on the basis of the general educational values as opposed to the re¬ stricted training values. A proper use of the project method presupposes training on the teacher’s part, and it often includes such things as problems, investigations, assignments, reference reading, lesson plans, and textbooks. If other subjects are worthy of systematic organization and of sustained intellectual effort on the teacher’s and the pupil’s part, the subject of art is also worthy of them. Intelligent investigation takes time and human energy. While studies are made, teachers and supervisors must maintain their classes and carry on their work. It therefore must be of rather slow development, this newer and more scientific presentation of art in education. ART INSTRUCTION IN THE HIGH SCHOOLS The past two years have emphasized the differentiation in the work of the junior and senior high school and the grades. Proba¬ bly there has been less change in subject matter than in point of view ; and, as in the lower grades, clearer aims and objectives have become apparent. As a rule art is a required subject in the junior high school but is still elective in the senior high school. There is, however, a grow¬ ing tendency to urge the requirement of a general art appreciation course for all freshmen in the senior high. This being the year when the greater number leave, and also the period of unsettled conviction as to the final course to be pursued, most supervisors feel that all students should receive some understanding in the art prin¬ ciples which they will continually use throughout their lives. In the New Trier Township High School, Kenilworth, Ill., such a course is required in the sophomore year. C. Valentine Kirby, director of art for the State of Pennsylvania, has prepared an art appreciation course for his State, covering three years of the senior high school.7 This includes many of the subjects covered in briefer, less comprehensive courses which separate high schools offer throughout the country. 7 Published in the Pennsylvania Course of Study in Art Educatior ART EDUCATION 161 Both junior and senior high schools are placing considerable emphasis on the question of art appreciation, and in so doing there is a growing tendency to urge the actual manipulation and creation of forms studied. Teachers and students are no longer content to read about art or merely to see it. True educational experience car¬ ries with it the doing of things. Professor Whitford writes:8 Actual production assists greatly in teaching appreciation and the true worth of the objects studied. Exercises may be undertaken in this connection in drawing and design, pottery and tile work, bookmaking, wookwork, leather, metal, cement, or in any of the crafts or industrial arts. Carefully selected historical material should also be studied wherever possible for comparison, enlightenment, and a knowledge of the evolution of art objects and processes and the effect which these have had on modern products. Assigned reading and study should be carefully planned to open up an industrial, historical, and social outlook with regard to art and to present important selected facts to the pupil in an easily assimilated form. Studies by Prof. Max Farrand, of Yale University, covering 14 centers, Atlanta, Berkeley, Birmingham, Cleveland, Decatur, Denver, Detroit, Kansas City (Kans.), Los Angeles, Okmulgee, Pitts¬ burgh, Rochester, St. Louis, and Somerville, and devoted to the ques¬ tion of present practices in the administration of subjects offered in grades 5-9, inclusive, indicate that “ General Art Appreciation ” and “ Taste and General Culture ” lead all other art education courses. In referring to the situation,9 Mr. Winslow, of Baltimore, remarks that : We may fairly conclude that at the present time most junior high school art work is being offered professedly for the sake of the development of general art appreciation, taste, and general culture. At the same time most teachers of junior high schools recognize the special aptitude or vocational objective as essential to the junior school program. This is the u try-out ” period, and in all art courses, for appreciation or otherwise, the teacher is alert to the capacities and capabilities of the students in this field of study. The new junior high-school buildings are making special provision for the art departments ; and in the larger cities more especially op¬ portunities are offered for expression in various kinds of crafts. The effect upon the general education situation appears to be three¬ fold ; (a) The school authorities become alive to the importance of art in its manifold applications in the junior high school program and begin to realize for the first time the far-reaching effect of edu- 8 Whitford, W. G., University of Chicago, The Problem of Differentiation and Stand¬ ardization of Art Work in Modern High School, II. Sch. Rev., vol. 32, Nos. 5 and 6. 9 Winslow, Leon Loyal, The Significance of Art as a Junior High School Subject. Edu¬ cational Administration and Supervision, November, 1924. 162 BIENNIAL SURVEY OF EDUCATION, 1922-1924 cation through beauty in production; (b) the children gain a new point of view in their school training, a new sense of values, and understanding of the relationship between principles on the one hand and practice on the other; (c) the community, through the parents, is awakened to the immediate value of aesthetic training, as evidenced by the artistic product from the school studio or shop and the more intelligent attitude of the boy or girl in his purchasing expeditions. The briefest contact with a community maintaining an efficiently organized junior high school art department shows at once this wholsesome result, according to many reports. It is no less true where well developed senior high school art courses are found. This idea of applied art is, of course, no new thing. The arts and crafts have existed for some time, but more recently there has been greater emphasis placed upon concrete material expression than ever before. Volume XXI, No. 1, of “The Sierra Educational News” was issued as the “ Arts and Crafts Number,” containing a national symposium on the question; the project method has forced the appli¬ cation of art principles not only to single forms but even to all the details of dramatic and musical performances carried out by groups of children ; and special courses based upon the home, the costume, etc., make constant demand for practical application. In the foreword of the new Boston Syllabus in Art for High Schools,10 it is stated that : The new note in education is motivation. Conferences with the superintend¬ ent, head masters, and with heads of departments have made us realize that, if art is to have its proper place in the programs of our secondary schools, it, too, must be more generally motivated. It is with this thought that the committee has prepared its syllabus. It has enlarged upon fundamentals and motivated courses and emphasized the cultivation of taste, which is the right of every educated person. The forward movement of art in high-school education has led to a number of perplexing problems, now for the first time, perhaps, forced into the open. Following the general theme of motivation, the Boston outline continues in its introduction as follows: The art work of each high school should be differentiated to meet the needs of the students in the different courses ; in other words, it should be moti¬ vated. It should touch the lives of the students so intimately and the different vocational and academic courses so positively that its need will be obvious. To this end, the art work in the Boston high schools is planned around three centers — the individual, the home, and the vocation, or the future training of the student. That the work of the art department may be purposeful it is essential that students of like courses be grouped in their art work as well as in the major subjects of their choice. Until drawing is required in at least two years in the general high school and is an elective in the third and fourth years, it is impossible to plan courses which can be followed as outlined. 10 June 2, 1924. ART EDUCATION* 163 Herein lie two of the problems needing to be solved; first, the adequate differentiation of subject matter, and, second, the proper grouping of students. Professor Whitford offers in his suggested “ Outline for General Arts Courses ” 11 seven different topics, as fol¬ lows: (1) Study of buildings (civic and general architecture, sculp¬ ture) ; (2) study of permanent equipment (real estate) ; (3) study of home furnishings (personal property) ; (4) study of printing and advertising (commercial art); (5) study of personal apparel; (6) study of decorations for special occasions (art for drama) ; (7) study of vehicles and transportation. Under each of these topics are listed a great many objects, and he goes on to say : The citizen of to-day has a definite, even if vaguely defined, responsibility for the approval or disapproval of practically all of the objects mentioned in the foregoing list. Upon the citizen of to-morrow will rest the setting of stand¬ ards for new objects and works, and for replacements. Involved in the same problem of differentiation is the problem of administration. For years art classes have been the last to be organized in the schedule ; and then, except in the very large schools, students representing all years have been herded together. This has naturally made it very difficult for the art teacher to organize her work and practically impossible to give well-ordered class in¬ struction. Until classes can be organized by years, or by the degree of proficiency in the subject, the proper development of differen¬ tiated courses will be a difficult one. At present the attempt is too often made to offer different courses for individual students, partly to “ hold them,” partly to foster talent. ART CREDITS Another high-school problem confronting the art department of the high school is the very important one of credits. For years the art classes have been the last scheduled and have been given least consideration from every angle. The more recent attempts to classify and rightly place the subject in relation to the school’s curriculum in a number of places has immediately raised the question of its value in terms of points or credit. The situation is handicapped, for secondary schools training primarily for the advanced profes¬ sional colleges, as is usually the case, are extremely loath to give credit for subjects not recognized for entrance into the advanced in¬ stitutions. Here is a real difficulty in the minds of most principals. Until the colleges and universities, therefore, recognize high- school art and drawing courses for credit on entrance examinations or on certificate, the tendency will be to retard credit recognition in the secondary school itself. Some schools overcome the problem 11 Sch, Rev., Vol. XXXII, Nos. 5 and 6, May and June, 1924. 164 BIENNIAL SURVEY OF EDUCATION, 1922-1924 by dodging it. They offer two courses, one for college, the other for students not planning to continue their education. Thus, the good student with excellent brain capacity, who should have a broad general and cultural training preceding the higher education, finds it impossible to devote any time to the question of art. The importance of the question led to two questionnaires being formulated and tabulated by Minna McLeod Beck, M. A., director of art at Harrisburg, Pa.12 These questionnaires dealt with “ Some Difficulties Encountered by Art Education,” and were sent to 61 cities. The questions pertaining to secondary schools dealt with the value of art, recognition of art in relation to other subjects and credits. In the summary printed and distributed by the American Crayon Co. the following statement is made : It is without doubt agreed by all working in the high-school art field, with the exception of a very few favorably situated, that art education is laboring under difficulties and that these difficulties, in the main, have to do with lack of recognition and credit given in the high schools, and lack of ac¬ ceptance of art credits by colleges. It is, however, admitted that in some in¬ stances the art courses offered by high schools (colleges also) are not worth credit or recognition; therefore the need for standardization of art courses. Fifty-three colleges and universities responded to the questionnaire. These questions related to the sizes and conditions of art depart¬ ments, to propaganda, and credits. The conclusions formulated after studying the returns are as follows: It would seem that the matter of college entrance requirements is holding back art advancement both in the colleges and high schools. There is a reaction one upon another here. It would seem, also, that the matter of credits allowed is another disturbing factor. What can we do about this? Is it a matter that depends, .for its adjustment, upon the evaluation of our subject matter and its recognition by college authorities? At which end shall we begin? Concerning the issue relative to standardization of art courses — dare we face this issue? Some one has already said, in replying to the questionnaire, “ You have started something.” And yet, is it not possible to get together on important questions? Is it not possible for art educators to agree among themselves upon something like a standard course of art study? Until we do form some sort of coalition, presenting a united front ; until we can offer a consecutively worked out and consistent course of study — one offering undoubted content value, one that, from the standpoint of modern pedagogy, may be approved by our greatest living educational authorities — can we, indeed, expect much consideration, or even a modicum of what, in our injured souls,' we call “fair play”? And speaking of educational experts — we need the help of these educators — we can not work out our salvation alone. They have a contribution to make to our work, like that they have made to other subjects. If once they be- 12 Sent out through the cooperation of the American Crayon Co., 1924. ART EDUCATION 165 come convinced that art education, rightly conceived and rightly taught, holds amazing possibilities — and, should they investigate these same possibilities, we may be sure they will champion our cause. TEXTBOOKS Any course in art appreciation requires a considerable amount of illustrative material. It also involves reading and research. This naturally brings about a demand for prepared work on the part of the student, and a textbook is inevitable. That this is true is evi¬ denced by the extensive use of the “Apollo,” 13 and some places are adopting lists of accepted textbooks. New York State has such a list, and recently the following was issued in Baltimore : The board of school commissioners of the city of Baltimore, Md., has re¬ cently adopted a list of five textbooks on art subjects to be used by pupils in the junior and senior high schools. The list includes the following : Brown’s Applied Art ; Degarmo and Winslow’s Essentials of Design ; Nor¬ ton’s Elementary Freehand Perspective; Varnum’s Industrial Arts Design; Bement’s Figure Construction ; and Neuhaus’s Art Appreciation. It is the policy of the Baltimore art department to recommend the adoption of suitable textbooks, in so far as suitable texts can be found, for each of the art sub¬ jects offered in the junior and senior high schools. PROGRAMS AND THE HIGH-SCHOOL AN ART CENTER While this question has been touched upon before, a single pro¬ gram is here presented to illustrate how one city is covering the art field. It is from Seattle, Wash. A SYNOPSIS OF THE GENERAL ART COURSE IN SEATTLE, WASH., WITH SUGGESTIVE ART COURSES SELECTED FROM THE GENERAL COURSE AND FROM THE OTHER ELECTIVE ART SUBJECTS OFFERED General Art Art Appreciation Craft Commercial Art Costume Design Home Plans and Interiors Art I— Art struc¬ Art apprecia¬ Art Structure- Lettering design. Art structure.. Art structure. ture. Art II — Rep¬ tion I. Art apprecia¬ General craft.. Poster design _ Costume Interior decora¬ resentation. Art III — Pen and tion II. Leather and Pen and ink _ design. Block printing and dyeing. Beginning figure. Advanced tion (simple house plans) . Block printing and dyeing. Color. ink. Art IV — Color. bookbind¬ ing. Color . Color . . Art V — Beginning Block print¬ Beginning Beginning pot¬ figure. ing and dye¬ figure. figure. tery. Art VI — Advanced ing. Art metal _ Advanced figure Decorative Color . Decorative com- figure. Art VII — Decora¬ Beginning Decorative position (murals and landscape gardening). Architectural tive composition pottery. composition “composition drawing (see (murals and landscaping) . Art VIII— Com¬ Advanced pot¬ (murals and landscaping). Commercial (stagecraft). Commercial I n d. arts course). mercial illustra¬ tion. tery. illustration. illustration. 18 Reinach. 166 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Mention should also be made of the action of the State of Mis-* souri in appointing a committee, headed by Jean Kimber, of Harris Teachers College, St. Louis, to prepare a new high school art course which will probably be off the press this year. No city has taken a more forward step in the field of art edu¬ cation recently than New York. For some time there has been a growing need for more adequate facilities to carry on art work, if it is to be permitted to grow and expand with the city. The fol¬ lowing is the gist of an article which recently appeared in a New York paper : JEROME AVENUE SITE CHOSEN BY CITY FOR ART CENTER The Reservoir Tract of 200 Acres to be Developed at Cost of $15,000,000 ; Outdoor Opera Provided The sinking fund commission selected the Jerome Park Reservoir tract of 200 acres as the location for a great educational, music, and art center, including an outdoor opera and a bandstand for concerts, to be developed at a cost of $15,000,000. Superintendent Gompert, in a letter to the city chamberlain, states that at the southerly end of the tract was assigned a site for Public School 86, Bronx, and an athletic field, and at the northerly end a site for the De Witt Clinton High School and an athletic field. Between these sites remains a large tract for the proposed music and indus¬ trial art high school. He recommends that the city retain per¬ manent ownership of the entire tract. Such a move as this and on such a tremendous scale must do a great deal to encourage and support art education elsewhere in both elementary and secondary schools. If carefully organized and conducted the New York art center should become the model for many other city art education developments. TESTS IN ART EDUCATION Standardization in art training has been developing interest in various parts of the country, a natural outcome of the success in attainment tests in other subjects. Two recent experiments are noteworthy in this field. The Kline-Carey test 14 is a carefully worked out series of rep¬ resentation drawing scales by which the child’s drawing ability may be estimated. This consists of a number of pictures by children, graded, after being judged for position in a numerical scale, by many experts throughout the country. 14 The Kline-Carey Measuring Scale for Freehand Drawing. Linus W. Kline and Ger¬ trude L. Carey, Johns Hopkins Press, Baltimore, 1923. ART EDUCATION 167 The art appreciation test, by Erwin O. Christensen and Theodore Karwoski, of the University of North Dakota, deals with the realm of applied design and is still uncompleted. However, a bulletin on it is published 15 and gives to date the findings of the experiments. In the foreword it states that : A test in art appreciation that functions should make it clear that art appreciation is a definite thing, which can be measured without doing violence to any personal factor involved which is not reached by the intelligence tests. The “ test is based on two main ideas — on the ability to react sensi¬ tively to the aims of the artist and to discriminate between inferior and superior art quality.” It consists of a considerable number of mounted reproductions in black and white and color of paintings, architecture, sculpture, abstract design and color, applied design in posters, furniture and home furnishings, wall papers, illustrations, and advertisements. The student is asked to check the test by drawing — two circles for each judgment; one around (A) or (B), etc., and one around one of the reasons, which are numbered (1), (2), (3), (4), etc. Only one of these reasons is right. All others are wrong or do not apply. Select the one you think is most right. A typical test in painting offers two pictures (marked A and B) with the following information to be checked: A is better 1 B is better } ^cause- 1. The sunset is more striking. 2. The colors are more cheerful. 3. It represents the prairie. 4. The painting of atmosphere is better. 5. It is more original. THE FEDERATED COUNCIL ON ART EDUCATION Another important and, it is to be hoped, far-reaching movement in the interests of art education in the United States is the recent organization of the Federated Council on Art Education. For many years art organizations have given considerable time and en¬ ergy to the consideration of the many problems involved in art education, but the papers, discussions, and committee work have borne little fruit. Each association did its own work independently of the others; there was no united plan. Meantime the important questions of credits and standardization were pressing their needs, and when the Beck questionnaire was rounded up it gave impetus W Art Psychology, Bui. No. 3, Vol. IV, Jan., 1925, No. 1. 168 BIENNIAL SURVEY OF EDUCATION, 1922—1924 to a unification of effort in the closing paragraph of the pamphlet, where it said : In offering the results of this questionnaire may I make the following sug¬ gestions : 1. That the Eastern Arts Association, the Western Arts Association, the College Arts Association, and other bodies having to do with art instruction in the schools appoint committees to meet and confer upon the problems of art education and the best way to solve them. 2. That these committees later confer with leading educational experts from our great universities to the end that, if possible, “ effective art education ” may be defined. In the spring of 1924 the Western Arts Association adopted at its annual convention resolutions seeking to bring about some organiza¬ tion whose business it would be to bring to a head the various educa¬ tional questions confronting the different art associations. These resolutions were presented and adopted at the annual meetings of the Eastern Arts Association, the American Federation of Arts, and the American Institute of Architects. In each case representatives were appointed and in December of that year the Federated Council on Art Education was formed to study, investigate, and report on the art education problems which individually the associations had been considering. Since that meeting in Chicago, the American Association of Art Museum Directors, the College Art Association, and the Pacific Art Association have joined the council. THE CARNEGIE CORPORATION Finally, and perhaps more significant than any other one move¬ ment for art education this country has yet seen, is the recent an¬ nouncement of the activities of the Carnegie Corporation. Con¬ siderable sums of money have already been granted through the recommendations of President Frederick P. Keppel to several col¬ lege art departments and to art organizations, including the Fed¬ erated Council on Art Education. But even more important is the policy of the immediate future to study art in relation to the Ameri¬ can public and to use its funds and influence in thus promoting art in America. Such a movement must at once give courage and support to the art teacher, professor, and supervisor, and to the educational work for which he or she stands. Presidents of colleges, principals, super¬ intendents, boards of education, and teachers and the public generally must realize the growing recognition of the great value of art education in the immediate and future lives of the children and to the State and Nation at large. America may thus take her rightful place in art education among the nations of the world. CHAPTER VIII INDUSTRIAL EDUCATION By Maris M. Proffitt SpectiaUsti in Industrial Education, Bureau of Education Contents. — General recognition of the value of industrial education — Types of industrial work and objectives — The all-day trade schools— Types of full-time trade schools — Other types of organizations — Scope of the work — -Evening schools — Apprentice¬ ship for the skilled trades — Legal provisions affecting part-time education — Manual work, not vocational — Home mechanics— The general shop — Private and corporation schools GENERAL RECOGNITION OF THE VALUE OF INDUSTRIAL EDUCATION Industrial education in some form is as old as the industries themselves, but it has been only in the past dozen years that the public schools have undertaken in a serious way to incorporate courses in vocational industrial education in their program of stud¬ ies. With the breakdown of the old apprenticeship system and with the growing realization of the need for some effective method of training to help the great army of industrial workers better and more quickly to adjust themselves to their life work, it was pro¬ posed to make it a responsibility of the public schools to offer at least some service in adjusting transition from school to work. The arguments for and against this proposition were the results of a difference of opinion between two social groups — the first believing that the purpose of public education was to contribute to culture and to the enjoyment of leisure and life satisfactions of the indi¬ vidual, and the second group holding that public education should emphasize vocational objectives and regard the development of the economic productive ability as worthy of attention. Only during the past 10 years has the point of view of the believ¬ ers in the social importance of effective vocational training of less than college grade resulted in a sufficient body of crystallized public opinion to support a widely diffused and highly developed program. Naturally, the rather sudden initiation of such a broad program was accompanied by acrimonious discussion and doubt as to its suc¬ cess on the part of many workers in the educational field. It is highly gratifying to note that during the past two years much of this discussion and confused thinking has ceased. There is an increasing tendency to regard the whole educational program as 169 170 BIENNIAL SURVEY OF EDUCATION, 1922-1924 conducted essentially for the purpose of promoting progress and stability of our democratic form of social organization. Much liter¬ ature has appeared during the past two years that has directly or by implication set forth the conception that the ultimate standard by which any form of education must be measured and evaluated is the degree to which it contributes to effective adjustment in our form of social organization. TYPES OF INDUSTRIAL WORK AND OBJECTIVES In the United States the term “ industrial education ” is frequently used to designate everything from the simplest form of bench work in the elementary schools to full-time trade-school work and the work done in training departments of industrial plants. This broad use of the word often leads to considerable confusion, especially since certain types of industrial education are classified as industrial arts, manual arts, or manual training. A decision as to the classification of industrial work should be based upon the nature of the objective set up for training. The objectives for industrial-education courses are best defined on bases of function. What contribution does the training offered in one of these courses make toward qualifying one to perform any of the life activities which require on some level manual dexterity and knowledge for its performance is the first question that should be asked in determining what courses shall be offered and to whom they shall be offered. During the past two years there has been an increasing tendency to define objectives in terms of ability to per¬ form worth-while activities. The important objectives for industrial courses which are gen¬ erally recognized are as follows: 1. To train the hand and eye in the intelligent use of tools and materials through certain fundamental operations which it is well for an individual to be able to perform, regardless of his occupation. 2. To develop an appreciation of constructive work with different types of materials, in order that the individual may be a more in¬ telligent consumer, regardless of his occupation. 3. To gain an insight into and an appreciation of some of the important industrial arts, in order that the pupil may make an intelligent choice of an occupation. 4. To develop ability to perform a variety of practical tasks suffi¬ ciently well to meet general social demands and the needs of home life but not necessarily up to the standard of occupational practice. 5. To prepare an individual for profitable and advantageous en¬ trance into employment in a definite industrial occupation, with the status of an advanced apprentice. INDUSTRIAL EDUCATION 171 6. To provide an opportunity for those who have already entered occupations to add to the knowledge and skill which they already possess, in order that they may become more expert workers, with increased earning capacity and a better chance for promotion. Some general education values will accompany the realization of any of these specific objectives, but they will be especially pro¬ nounced in connection with the objectives suitable for the elementary grades. The first four objectives are or should be those of manual training or manual arts departments in the elementary schools and junior and other high schools. There is considerable evidence to support the statement that the fourth objective is recognized to an increasing degree as one of the most socially worth-while objectives for industrial arts and manual training courses. The last two are specifically vocational objectives and should characterize the work of every school or class that claims to be vocational. The fifth ap¬ plies to the full-time trade extension evening schools, and in most cases of part-time trade extension classes. Work which has a vocational aim necessarily has definite and clear-cut objectives, and it is unquestionably true that the clear definition of aims and purposes of vocational schools and classes is reacting upon nonvocational work in shop subjects and tending toward a clearer definition of the aims and purposes of such work. While some progress has been made along this line in the past two years there is still great need for further improvement in the defini¬ tion and aims in the whole field of industrial arts and manual train¬ ing. Definite objectives must be set up in terms of abilities to perform some specific life activities in these lines and which will qualify one for normal living experience. THE ALL-DAT TRADE SCHOOLS During the past two years there has been a slight increase in the number of of the all-day trade schools and in the enrollment in such schools. During the year ended January 30, 1924, the total enroll¬ ment in all-day trade and industrial schools, federally aided, was 33,262. Of this number, 27,012 were boys and men and 6,250 were women and girls. It is generally recognized that the all-day or full-time school is a rather difficult type of school to establish. This is especially true in cities where the high schools are predominantly of the academic type, with the emphasis upon college preparatory courses. In such a situation the tendency is for the children com¬ pleting the elementary school either to go to the regular academic high school or to leave school and go to work. Regardless of the fact that the great majority of high-school pupils enter employment either before graduation from high school or soon after graduation, 172 BIENNIAL SURVEY OF EDUCATION, 1922-1924 the idea still prevails in many cities that the best type of high-school work to offer is that type which is especially approved by associa¬ tions of colleges and secondary schools. Where this situation exists it can not be expected that any great numbers will be attracted to a school the avowed purpose of which is to give training in some specific trade for advantageous entry into employment. When under these conditions an attempt is made to meet the needs of young people of high-school age prior to entrance upon employment there is, in a great majority of cases, more or less of a social stigma attached to those who enroll in the trade school. Because of this and other difficulties surrounding the full-time day trade school on a preemployment basis, there has been a marked tend¬ ency to develop trade training on the cooperative plan, whereby boys alternate between work and school every week or every two weeks. While there is considerable evidence that the tendency is toward establishing cooperative part-time and apprentice training, the full-time school, as such, is still an important type of institution which, in many cities throughout the country, is doing an important and valuable work. The tendency toward an increase in part-time and cooperative apprenticeship training under an alternating plan, however, is unmistakable and will undoubtedly increase. TYPES OF FULL-TIME TRADE SCHOOLS The existing trade schools may be grouped into three principal classes, as follows: (1) Separate schools as a part of a city system of public schools; (2) departments in high schools; (3) State trade schools. Under suitable conditions as to organization and administration the separate trade school has a fair chance to succeed. The voca¬ tional department in the general high school as a rule has a difficult time in maintaining its work on a strictly vocational basis in the academic atmosphere which usually characterizes the city high school. In some instances, the attempt to establish vocational departments in high schools has had to be abandoned. However, there are numerous instances where such departments are fairly successful and are doing efficient work. The success or failure of such de¬ partments depends, at least in part, upon the attitude of the school officials and the high-school principal and his staff toward it, and varies with different school systems and different types of school organization. Where State trade schools have been established they have as a rule been remarkably successful. The State of Connecticut is definitely committed to the idea of State trade schools. Without INDUSTRIAL EDUCATION 173 any reflection upon any city trade schools and vocational depart¬ ments in high schools, it can fairly be stated that no full-time trade schools anywhere in the country are more efficient than the eight trade schools in the State of Connecticut. Within the past two years definite trade courses have been established at the State School of Science at Wapheton, N. Dak. This school being apart from the academic atmosphere of the city high school is free to set up defi¬ nite trade courses. In the limited number of trade courses thus far developed the work is eminently successful. OTHER TYPES OF ORGANIZATION The State of Wisconsin has enacted laws and adopted policies which make it possible to develop vocational education in that State upon a somewhat different basis than is possible in other States. With its State apprentice law, its industrial commission, and separate boards for industrial education, it is possible to set up vocational schools which are in no way hampered by traditional standards. Probably one of the most efficient schools in the United States is the Milwaukee Vocational School. During the past year this school enrolled for courses in the day school a total of 16,355. The maxi¬ mum number in attendance at any time in the day school was 11,272. The total number enrolled for classes in the night school was 6,397. It must be borne in mind that this, in the main, is a part-time school. The great majority of the students were in attendance but one day of eight hours per week. The foregoing school includes the following departments: Ap¬ prentice, rehabiliation, “ permit,” and full-time commercial. Ap¬ prentices are required to attend one-half day a week until they have completed 400 hours of schooling. The work, in the main, is related to their shop work. Occasionally some shop work is done in the school. In the permit division the students are required to attend eight hours a week until the end of the quarter following their eighteenth birthday. Approximately half of their time is devoted to academic work, some of which is related to the voca¬ tional work. Boys are given opportunity of selecting vocational work preparatory to apprenticeship in about 50 lines. SCOPE OF THE WORK A recent publication of the Federal Board for Vocational Edu¬ cation lists 158 distinct titles of courses offered in full-time day and part-time trade extension schools. The great variety of instruction offered indicates that these schools are to an increasing degree meet¬ ing the vocational needs of the people. No one is justified in mak- 27301°— 27 - 12 174 BIENNIAL SURVEY OF EDUCATION, 1922-1924 ing the assertion that the work of trade schools is confined to five or six of the skilled trades. Such a statement would have been true eight years ago but not so now. EVENING SCHOOLS The growth of evening trade extension schools and classes has been steady during the past seven years, and during the year 1924 the rate of increase has been somewhat greater than the rate for the previous year. The enrollment in the evening schools receiving Federal aid was, in round numbers, 85,000 for the year 1924, or more than two and one-half times the enrollment in day trade schools. The eighth annual report of the Federal Board for Vocational Education lists 135 distinct courses as indicating the scope of even¬ ing school work. The United States Census report for 1920 lists 11 general groups of occupations. They are: Food and kindred products; Textiles and their products; Iron and steel and their products; Lumber and timber products; Leather and its finished products; Paper and printing; Chemicals; Stone, clay, and glass products; Vehicles for land transportation; Railroad repair shops; and Miscellaneous industrial occupations. Persons from each of these general groups have been enrolled in evening classes. For most of the general groups various numbers of distinct courses have been offered — more than 20 in some instances. The fact that 6,000 coal miners were enrolled in evening trade extension classes in mining subjects during the year 1924 indicates the development of evening school work, and shows the need for organizing specific courses that are of practical value for the occupational improve¬ ment of employed persons. APPRENTICESHIP FOR THE SKILLED TRADES Apprenticeship for the skilled trades is recognized as constituting a problem that must be solved. During the past two years there has been a notable revival of interest in apprenticeship on the part of employers of labor, manufacturers, architects, engineers, and others whose interests are affected by the shortage of skilled work¬ men. The revival of interest in apprenticeship is not confined to any one line of work, although it is very pronounced at present in connection with the building trades. Much is being accomplished in the promotion of plans for efficient apprenticeship training, not only in the building trades, but in the various machine and me¬ chanical trades. As modern conditions make it impossible to revive the old system of apprenticeship, it is more and more recognized INDUSTRIAL EDUCATION 175 that the new apprenticeship, to fit modern conditions, can be most effectively operated through cooperation with the public schools. Experience indicates that the problem involved in apprenticeship plans can be solved only where there is cooperation on the part of at least three groups, viz, the employers, the workers, and the public schools. Each of these is an interested party to any apprenticeship training program. Each has certain peculiar and inherent interests in any program to be developed, and in addition has certain other cooperative interests common to the other parties. The interests of no one party can be fully developed without the other. This neces¬ sitates the setting up of a definite unified objective for an appren¬ ticeship course which will embody the best interests of all parties. In the old apprenticeship days the employer was responsible not onty for the trade education but also for whatever general educa¬ tion the apprentice was to receive. The parents as interested parties to the contract aimed to secure both of these benefits to their child. Owing to the changed condition in the industries and to the exten¬ sion of public education, it is incumbent upon the public schools to assume responsibilities in connection with the training of appren¬ tices. As this work has developed, organized labor has shown conclu¬ sively that it is ready and willing to cooperate to the greatest pos¬ sible extent in the promotion of effective apprenticeship training. This is not to be wondered at in view of the fact that real labor leaders have always been in favor of the thorough training of ap¬ prentices and have always lent their support to programs of voca¬ tional education under public control. At this time it is not possible to give definite figures showing the development of apprenticeship plans. The fact that the State of New Jersey is cooperating in a pro¬ gram of education and training for 2,000 regularly employed ap¬ prentices is indicative of the development which is growing through¬ out the country. Cleveland, Ohio, has more than 1,200 apprentices enrolled in the building trades and this year graduated a class of 150 who completed not only their job training but the courses given in the schools covering the technical aspects of their trades. Brick¬ laying is one of the trades in which there has been notable success in increasing the number of apprentices through the cooperation of employers and labor. This is evidenced by the fact that in July, 1921, there were 1,427 apprentices and on June 1, 1925, there were 11,602. While the promotion of apprenticeship is essentially a problem to be worked out locally, a very effective background for local devel¬ opment is created through the cooperation of national and State organizations of employers and workers. During the past two years 176 BIENNIAL SURVEY OF EDUCATION, 1922-1024 school officials and employers and workers’ organizations have held a number of joint conferences of a national or State character for the promotion of apprenticeship programs. The Federal Board for Vocational Education has attempted to encourage local initiative in the development of local programs to meet local needs and at the same time has made important contacts with National and State organizations to back up the program. Among the important or¬ ganizations with which cooperative work has been done are the following : The American Construction Council ; the Associated Gen¬ eral Contractors of America; the Bricklayers, Masons, and Plas¬ terers’ International Union ; the Mason Contractors’ Association ; the National Association of Sheet Metal Contractors; and the National Granite Association. In many cases local development has been promoted because such national' organizations have indorsed the pro¬ gram. The Federal Board for Vocational Education has had a num¬ ber of conferences in which representatives from all the interested groups have participated. With the growing conviction that education for any particular individual is for the purpose of adjusting that individual to society, there is a manifest tendency to establish fewer part-time schools of the general continuation type and to establish more offering practi¬ cal courses for training in some phase of the life activities found in the trades and vocations. As a clearer comprehension of the func¬ tion of part-time education is developed the courses for the employed youth enrolled in these schools are becoming more and more of a vocational nature. The type of general education as found in the grades and high schools is not adapted to the work of the part-time school, especially for the older boys and girls from 16 to 18 years of age. There is a manifest need for making the work for these older boys and girls more directly related to their vocational needs as determined by their employment. Whether or not the work of the part-time school is looked upon with favor where it has been established depends largely upon the organization and types of courses that have been offered. The more nearly the courses are organized to meet the needs of employment the more favorable is the local attitude toward the part-time work done in the public school. Probably the greatest development in apprenticeship training has been in connection with the building trades. During the year 1924 there were in Federal-aided classes alone more than 20,000 persons enrolled for apprenticeship and trade-extension courses in the build¬ ing trades. Five thousand were enrolled as apprentices and students in day trade schools, taking trade preparatory work. Fifteen thou¬ sand were employed persons taking trade-extension work. INDUSTBIAL EDUCATION 177 These figures are indicative of the tendency to establish courses in the part-time schools which more nearly meet the vocational needs of these employed persons. Many of the part-time schools and classes have been of the general continuation type, but as the possi¬ bilities of the part-time school as an agency for meeting the practi¬ cal needs of the apprentice on the job are more fully realized the tendency is to offer courses which are more strictly vocational. Especially is this true for employed students more than 16 years of age. The courses organized for such students should be largely to meet their vocational needs. For this older group the function of the part-time school is to give definite preparation for vocational work and for advancement in enrployment. The success of the part- time school and the attitude of the local community toward it will be determined largely by the degree to which it realizes these objec¬ tives. For the pupils in the part-time school who are under 16 years of age more of the general continuation type of school work can be given successfully. LEGAL PROVISIONS AFFECTING PART-TIME EDUCATION Twenty-five States have enacted some form of part-time compul¬ sory education laws. In other States the spending of money for part-time classes and for vocational education purposes has been legalized. The age of required part-time attendance by the laws of the different States varies, but the majority of the States place the lower age limit at 14, two States at 16, and one at 12. The upper age limit for attendance varies from 14 to 18. The hours of required attendance per week vary from four to eight. The number of weeks of required attendance usually approximates the full school year. The minimum number of minors required to establish part-time classes varies in the different States from 12 to 2,000, the majority of States requiring no more than 20. Not only has there been an increase in the number of States which have enacted part-time compulsory school laws, but there has also been considerable extension of general education requirements. For example. Wyoming, in 1923, raised the age of compulsory education to 17 years. Nevada now requires full-time attendance to the age of 18. New York State has extended its part-time law to include towns between 4,500 and 5,000 population. Thisi extension of the period for compulsory education is significant for industrial educa¬ tion in that many students who had formerly been going into em¬ ployment are now by the hand of the law retained in school for at least a part of the year. It is the function of industrial education to aid in providing for the needs of this particular group. Three 178 BIENNIAL SURVEY OF EDUCATION, 1922-1924 million children between 14 and 18 years of age are out of school. Three hundred thousand of them are 14-year-old boys and girls, a half million are in the 15-year-old group, and those 16 and 17 years old number more than 2,000,000. In the course of time more and more of the children who are now out of school altogether will be kept in school for a part of the time. It will be the duty of indus¬ trial education to help formulate a program for them that will be worth while in helping them to make proper adjustment to social, economic, and industrial life. It is well known that the percentage of the school population going to high school is increasing. In 1900 only 3.3 per cent of the enrollment in the elementary and high-school grades was in high school; in 1920 the corresponding percentage was 10.2; in 1922 it was 12.3. This increase in high-school enrollment gives an added responsibility for the further development of industrial courses to meet the needs of the increasing numbers whose chief interests are along industrial lines. This principle works both ways. Increased high-school enrollment not only creates an obli¬ gation for further development of vocational courses to meet the needs of those whose interests are along industrial lines, but the introduction of vocational co'urses increases the percentage of enroll¬ ment in the secondary schools. Although only 25 of the States have enacted laws which provide for compulsory part-time school attendance by employed minors between certain age limits, a number of continuation schools have developed in States which have no such laws. Some of these schools are among the best part-time or continuation schools in the country. This leads us to the conclusion that the* success attained in the estab¬ lishment of part-time schools is largely a matter of education of the local community to an appreciation of the value of such schools for meeting the needs of the employed minors. During the fiscal year ended June 30, 1922, the total enrollment in Federal-aided part-time schools of all types was 228,555. The enrollment for the same schools for June 30, 1924, was 321,138, of whom 256,133 were enrolled in part-time schools of the general continuation type. It is a debatable question whether the best way of establishing continuation schools for employed minors is first to get a law through the legislature; second, attempt to enforce the law; and, third, educate the public sentiment in favor of part-time education. Experience seems to indicate that a more logical procedure is first to create public sentiment in favor of part-time education by dem¬ onstrating its value in specific cases. Following this it is relatively easy to secure the necessary legislation to make it universal through- INDUSTRIAL EDUCATION 179 out the State. If this procedure is followed, the question of enforce¬ ment becomes of minor importance, and it is possible to maintain continuation schools without running into conflict with public opinion. MANUAL WORK, NOT VOCATIONAL There is great confusion in the use of terms to designate manual and industrial courses other than those of a strictly vocational char¬ acter. The terms “ manual arts,” “ mechanic arts,” “ industrial arts,” “mechanical arts,” “practical arts,” and “manual training,” as well as a number of other terms, have been used frequently to mean the same thing and again to mean different things. In order to avoid the confusion resulting from the use of any of these terms, one large city school system is using “ manual education ” to cover all forms and phases of the work involving manual manipulative processes. Another large city, with an excellent program in this field of education, has issued a very commendable monograph cover¬ ing all objectives and courses, under the term “industrial educa¬ tion.” Included are courses for all manual activities beginning with the fourth grade and continuing through the senior high school. In connection with the descriptions of the courses, the fourth, fifth, and sixth grades are placed under the heading “ elementary manual training ” ; the work for the seventh, eighth, and ninth grades (the junior high-school period) is listed under the title “ pre vocational industrial education ” ; and that for the senior high school under “ vocational and nonvocational education.” Although the term “ manual training ” is still to be met, it is no longer in general favor. It is not meant to deal here critically with the use of these terms, but to point out the fact that there is lack of agreement as to nomen¬ clature for designating work of a manual and industrial type, not vocational. It is to be hoped that out of this general confusion such an urgent need for standardized designations for different phases and levels of the manual work will, be felt as will lead to some co¬ operative effbrt on the part of those responsible for the use of such terms and result in the adoption of a terminology that may meet with general approval and become standardized. The same general confusion found to exist with reference to ter¬ minology is also apparent with reference to subject matter and aims for the different courses offered in the manual arts type of work. There is no general agreement as to the variety of work to be offered or the values to be realized in specific courses for the different grade levels. Some individual systems have given careful consideration to the selection of courses and to specific worth-while objectives, but there has in general been a lack of appreciation of the real need for 180 BIENNIAL SURVEY OF EDUCATION, 1922-1924 careful definition and evaluation of the work to be done. Too often the courses selected and the aims set up are the result of tradition rather than of scientific investigation. Past practices and procedures are still too influential in determining content and aims of instruc¬ tion. As a result of this situation money for equipment and instruc¬ tion, as well as the time of the students, has been spent upon some types of work that are of doubtful value. For example, it is the judgment of some whose opinions are to be respected that many schools still place too much emphasis upon woodwork of the old type. Forces are at work, however, for the correction of these short¬ comings in the manual arts type of work in the public schools. The development of the definite objective for vocational industrial edu¬ cation courses as training for entry upon employment in some spe¬ cific trade is forcing serious consideration of the place and value of manual arts education in our public-school program. Probably the greatest factor Contributing toward the solution of the problems dealing with the selection, content, organization, and aims of such courses is the application of the principles of modern scientific cur¬ riculum making. Modern ideas of curriculum building, laying stress upon the development of specific abilities through natural forms of experiences, are doing much to change the conception of manual arts work from that of formal exercises of the old manual-training type and with general training objectives to that of practical activities of a project nature qualifying one to perform specific life activities. Another corrective force exerting its influence for the clarification of subject matter and methods in the manual arts work is the better understanding and application of the psychology of interest and of habit formation. The application of the psychology of interest to the selection of activities for manual work has led to the development of more project work and less of the formal exercise work. In addi¬ tion, it shows the need of selecting for each grade group projects of a kind and on a level with the pupil’s interests. The making of kites, sailboats, bird houses, radio sets, and many other articles to be used in connection with the pupil’s leisure-time activities, and the performance of many production and service jobs found in connec¬ tion with the home and community life are now commonly accepted practices. A better knowledge of the psychology of habit forma¬ tion is leading to less stress upon transfer values of the manual arts courses and to more emphasis upon the acquisition of definite types of manual experiences and industrial information. The work done in these courses must itself contribute specific values for meet¬ ing some normal living experiences. INDUSTRIAL EDUCATION 181 HOME MECHANICS As a result of the effort to give training that will develop abilities to meet successively normal living experiences, there has been con¬ siderable shifting and changing, both in the content of the courses in the manual arts and in its organization for instruction purposes. At present, the home-mechanics course is in considerable favor, as it organizes the manual work of the school upon a practical basis and affords opportunity for training in a variety of elementary, funda¬ mental processes which qualify one for performing many of the repair and maintenance jobs of the home and community. Some school systems are organizing almost all the work offered above the elementary grades on this basis. This is especially true for the smaller school systems where trade shops can not be maintained on account of their cost. A number of State departments of educa¬ tion are holding regional conferences within their States for the purpose of developing courses in home mechanics. In such con¬ ferences emphasis is placed upon the values to be derived from such courses and is given to working out local programs with suitable content material. Special emphasis is placed upon the selection of projects that are of practical value in ordinary home life and which will appeal to the interest of the pupils, and whose learning diffi¬ culties are on a level comparable with the pupils’ accomplishments. THE GENERAL SHOP The general shop as an organization for instruction is in consid¬ erable favor, especially for the junior high-school period, where all the activities are given in connection with one-shop organization under the direction of one teacher. Some of the advantages which may be derived from such a general shop organization are : 1. It brings together, in one-shop organization, activities dealing with a variety of materials and processes. It makes possible the com¬ pletion in one shop of a project which is of special interest to the student. This is of value in that one teacher, interested in the boy’s work, can direct his activities for all the work done on the project. 2. It makes possible the acquisition of a large amount of indirect experience covering a variety of activities and processes. Work organized on the one-shop basis affords opportunity for observation of the work of other students on various activities far beyond that which would be possible in a one-activity shop. Such experiences extend very considerably the trad^e and industrial knowledge of the boy. 3. The shop training and experience resulting from performing operations upon a variety of materials and the use of a variety of 182 BIENNIAL SURVEY OF EDUCATION, 1922-1924 tools qualify the pupils to do various jobs connected with home and community life. Many of these can be used as projects in the gen¬ eral shop and are valuable in that they represent activities found in normal living experiences. 4. The work of the general shop may serve as preparatory work for young pupils who will later enter upon trade courses. 5. Through the possibilities offered for the discovery of aptitudes and interests the work of the general shop serves in the realization of the “ trade-finding ” objective of the manual arts work. It is the opinion of some who have made a thorough study of the work of the general shop, particularly as found in the junior high school, that it is destined to play an important part in manual arts activities in the schools. This is especially true for schools which are limited in number of pupils and in rooms and equipment. Some of the unsolved problems are: Properly qualified teachers, proper methods for handling and distributing materials and tools, and proper methods for organizing instruction materials and the use of proper teaching methods. Sometimes the general shop is organized on the basis of a cycle of shops, the pupils rotating through a number of one-activity shops for a given period in each. Here, also, the pupils are offered a variety of experiences, but which are more specialized along specific trade lines. This scheme is of particular value in senior high schools where the work is so arranged as to be of value for preparatory and trade-finding purposes. As an example of this type of general shop organization the scheme followed in a large well-organized senior high school may be cited. In this particular school the general-shop boys are given during their freshman year a six-week period in each of six shops: Plumbing, printing, auto repair, machine shop, electrical work, and woodwork¬ ing. In each shop the boy is given as definitely as possible an inti¬ mate contact with the work of the trade. Advantage is taken of various opportunities to get to the boys information about the trade or industry which can not well be given in the shop or classroom by ordinary methods. Motion-picture films are used regularly. At the close of the six-week period each group is taken on a shop trip to a plant which is typical of the work just finished in the shop. At the end of each shop course the boy is interviewed by his instructor and given an opportunity to express himself freely in regard to his experiences. The time given to the manual arts type of work and the variety of courses offered, as revealed by an examination of the courses of study of a large number of school systems, is convincing evidence of the value of such work as a part of a program of studies for the accom- INDUSTRIAL EDUCATION 183 plishment of the objectives of the school. Forward-looking steps will be in the direction of the further refinement of aims and content in school courses to meet more definitely some of the specific objectives embodied in the public school program. PRIVATE AND CORPORATION SCHOOLS Following the signing of the armistice there was a marked decrease in the program of training in industry which had been built up dur¬ ing the war. A great majority of the vestibule schools disappeared because they were no longer necessary. Although there was no great shortage of ordinary factory workers, there was and still is a shortage of highly skilled workers. Naturally, the best types of cor¬ poration apprentice schools were not eliminated at the time of the re¬ adjustment, but, on the other hand, these schools have grown and developed to a point in advance of anything heretofore found in the field of privately supported vocational schools. Large corporations can afford to run their own vocational schools in the same way that they can afford to maintain their own fire departments. The majority of individual plants, however, are not large enough to support regular apprentice schools such as many of the railroads maintain and such as are found in the large mechanical and electrical manufac¬ turing plants. There is, therefore, a considerable need for agencies other than private corporation or apprentice schools to provide equally efficient training for those who will find employment with similar organizations. The full-time trade school and the part-time cooperative apprentice school are meeting this need in part. The work of such schools is supplemented by correspondence schools and private and semipublic schools. The entire matter of vocational training is in process of adjust¬ ment and unquestionably will be carried on in the future in such ways as are most efficient and result in the lowest net cost to society. To an increasing degree, it is recognized that training costs money. An employer can not evade this cost by looking to some one else to train his men for him. If the teaching is provided by public schools, he will have to pay his share by means of taxes levied to support such schools. If he trains his own men, he will, pay for the service more directly. If he attempts to get along without training any men, and discourages publicly supported vocational education, he will eventually have to put up with a supply of incompetent or half-competent workers. Their inefficiency on the job and lack of skill will probably, in the end, cost him more than would participation in an organized training scheme. If he is to continue in business, he can not get along permanently with semi- 184 BIENNIAL SURVEY OF EDUCATION, 1922-1924 skilled and unskilled workers; consequently he will have to face the fact that semiskilled and unskilled persons will have to acquire training for the job while in his employ. From the present situa¬ tion in industrial training, it appears that for many occupations certain phases of training can be given more efficiently and at less cost on the job than in any form of school. On the other hand, there are types of training which can probably be given better at less cost, and with greater social values in public schools. How¬ ever, there are innumerable cases where the most efficient and less expensive plan involves some type of cooperation between industry and the public schools. Notwithstanding the fact that examples of such cooperation are increasing at a remarkably high rate, a begin¬ ning has hardly been made in solving the problem. CHAPTER IX AGRICULTURAL EDUCATION By George A. Works, College of Agriculture, Ithaca, N. Y. Contents.— Agriculture in elementary schools; boys’ and girls’ club work— Agriculture in secondary schools— Agriculture in collegiate institutions. AGRICULTURE IN ELEMENTARY SCHOOLS The place that instruction in agriculture should occupy in the program of the elementary school is a question on which there is much difference of opinion and marked divergence of practice. A generation ago there was considerable agitation for a better adjust¬ ment of the rural school to its environment, and most students of rural education apparently accepted the view that instruction in agriculture should be a part of the program of the elementary school. A recent report by a committee of the American Association for the Advancement of Agricultural Teaching states that 28 States require that agriculture shall be taught in the elementary rural schools. Textbooks published to meet the demand for this type of instruction, and outlines prepared to assist teachers, show clearly that the training of students for rural occupations was the chief end sought. Improve¬ ment of farming was the uppermost object. In recent years much consideration has been given to the objectives of the elementary school, and numerous curriculum studies have been made. As a result there is much less certainty on the part of many regarding the desirability of the type of instruction in agri¬ culture that was originally introduced into the elementary school. More careful analyses of the economic and social implications of such a program of instruction have also contributed to the recognition of the undesirability of using the elementary school in the rural community as an agent of propaganda for making farmers and farmers’ wives of boys and girls who chance to live in the open country. One of the most challenging philosophical discussions of the use of the elementary school for directing children toward farm life has been written by Dr. O. G. Brim.1 Doctor Brim has gathered from a large number of educational writers statements that show the very 1 Rural education, pp. 209-211. 185 186 BIENNIAL SURVEY OF EDUCATION, 1922-1924 general acceptance of the vocational objective in agriculture for the elementary rural school. Those who have most fully imbibed the urban, economic conception of the farmer-group see the rural child as a producer only and his social service mainly in terms of food. Guided by this idea, one who desires the school to realize the most efficient citizenship from the community states that the “distinguishing mark of efficient citizenship in the rural community is skill in the production of food.” This conception of the rural child as a producing factor in the rural occupation has stimulated various lines of endeavor. “Agriculture must be taught, because that is to be the occupation of most of the pupils of the rural school, and because the school can greatly increase their efficiency on the farm.” “A thorough course in manual training is highly desirable and useful,” because “the modern farm with its variety of machinery, tools, special type of buildings, drainage systems, concrete construction work, etc., taxes the ingenuity of the farmer.” Industrial club work, junior projects, home project study, and vitalized agriculture — limited almost entirely to rural occupational problems, empha¬ sizing economic return and maximum physical product, and fostered by agri¬ cultural interests from the adult point of view — are indeed being largely accepted as the solution of the rural school problem. These are believed to offer a satis¬ factory educational content for the rural child. It is evident that many of these writers have misconceived the purpose of elementary education and the essential characteristics of a life that is good for the child and desirable for a democratic society. They ignore the fundamental task of elementary education, which is to make the child a member of society in the fullest sense. They aim from the first to make him a member of a group. They emphasize the differences, the qualities wherein his parent group is unlike others, instead of strengthening the bonds that unite him to all peoples. They center his attention upon local problems, instead of creating interests for him common to the groups with whom he must cooperate. They develop occupational ability rather than ability to participate in the problems of social progress; and then complain because he is not given a place in governmental affairs. “Society myst advance toward the ideal democracy of which we dream through a broaden¬ ing of the range of suggestion that floods the individual.” Yet many would doom the rural child, already handicapped in his contact with the world, to a rural diet in his school experience. It is of primary importance to society and to the individual that each be free and intelligently prepared to choose his own field of work. But instead of meeting this fundamental provision, these men determine the child’s future upon the accident of birth, and use the institution dedicated to his larger growth as a means of limiting his vision and determining his choice. The development of a six-year elementary school and the growth of the junior high schools have contributed to a clarification of the aims of education for these school periods. Though the two forms of school organization have not yet been adopted widely in rural schools, the fundamental conceptions back of their growth are influencing the view regarding the functions of the elementary school in the rural community. It seems very unlikely that there will be any general return to the conceptions regarding the purposes of instruction in agriculture in the elementary school that have prevailed during the past two or three decades. AGRICULTURAL EDUCATION 187 This does not mean, however, that the vocational objectives no longer are held, or that there is general agreement regarding the outcomes to be sought through instruction in agriculture. The following data regarding the purposes of instruction in agriculture in the seventh and eighth grades, recently collected and compiled by F. J. Smeeckle,2 are evidence on this point: Opinions of teachers and specialists on the purposes of agriculture in the seventh and eighth grades Percentages favoring different objectives Sources of replies Number of answers Voca¬ tional Prevoca- tional Educa¬ tional Educa¬ tional and prevoca- tional Voca¬ tional, prevoca- tional, and educa¬ tional Teachers _ - 95 10.5 19.0 64.2 6.3 0.0 Specialists... 23 .0 26.1 47.8 21.7 4.4 E. E. Windes 3 points out the present confusion regarding the aims of agricultural instruction in the elementary schools, as follows : In no other field of educational endeavor are conditions so chaotic as in the fields of elementary-school agriculture. Courses of study are found outlining work for each of the eight elementary-school grades, providing a continuous and comprehensive program. Other courses are found which outline work for a single grade only and limit instruction to the consideration of a few problems in gardening. Between these two extremes every degree of comprehensiveness as to time and content may be found. Avowed aims are equally variable. Definite vocational training is sought in some cagfes. A vague cultural aim is frequently phrased. Occasionally a con¬ scious effort to make the course in agriculture the center of the elementary- school curriculum, and the dominant farm enterprise of the State the center of the agricultural course, is made. Practically every method known to teaching practice is found. Occasionally there is an effort to apply the problem -project method to elementary-school agriculture, making the natural interest of the pupil a basis for choice of prob¬ lems and local conditions the controlling factor in content and sequence of sub¬ ject matter. The usual situation, however, is that a young girl with little training, academic, technical, or professional, hears the class read from a text, religiously avoiding discussion. In spite of the lack of clarity of objectives for this phase of the elementary-school program, there is but little doubt, as has been indicated, that the movement in recent years has been away from the vocational objective. Students of the problem are accepting the view that, instead of using instruction in agriculture in the ele¬ mentary school for vocational ends or as propaganda for farm life, it should take its place as a part of the program of instruction for * From an unpublished study. * Objectives in Elementary Rural School Agriculture. Rural Sch. Leaflet No. 11, U. S. Bu. of Educ. 188 BIENNIAL SURVEY OF EDUCATION, 1922-1924 vocational and educational guidance, or the “teaching for choice.” Evidently this view is almost diametrically opposed to the one that has been commonly accepted, at least until very recently. It is much more nearly in harmony with the ideals of a democratic society than its predecessor. One writer 4 has set forth the reasons for rejecting the old aims of instruction in agriculture and placing it on a broader basis, in the following statement: Determination of capacity for economic service on the part of every prospective citizen is quite as important under a theory of democratic organization of society as it is under a theory of state socialism. Equality of opportunity is fully as dependent on such determination as is the efficiency of the state, for, in the theory of democracy, self-realization in and through vocation for the individual is*of equal or greater significance than his efficiency in the production of a margin of utilities for social consumption, whether of commodity or of service. The achievement of efficiency as a productive unit in the social organization is not, as it is under the doctrine of state socialism, the prime objective of selection for economic capacity. Thus, in a country like ours, any means to such determina¬ tion must place election before selection. Indeed, choice in itself is an essential element in any equalization of opportunities. All that a democratic society can do is to provide for the prospective citizen the basis in experience necessary to make his choice genuine or intelligent. In the light of the foregoing thesis the proposition which has been put forward by many and earnest advocates, that the function of formal education in the rural community is to bond the country boy and the country girl to the soil, is unacceptable. The fact that a child is born on the farm is not at all an indica¬ tion that he can in largest measure realize his birthright and serve his fellows by remaining on the farm. Any system of education designed to limit resources of self-discovery is restrictive both of the rights of the child and of the progress of society. On the contrary, it is a prime obligation of democratic society to provide for prospective citizens who happen to be born in the country every possible avenue of self-discovery that may lead to the central life activity of the normal citizen — his vocation. So far as the basis of experience which society can provide for intelligent choice of life pursuits on the part of prospective citizens is concerned, the follow¬ ing postulates are offered: 1. It must result in the understanding both of essential requirements and of significant opportunities in (a) the vocation itself, ( b ) the life implied in pursuit of the vocation, (c) the preparation implied in acceptance of the vocation. 2. It must take one, two, or all of the following forms, whether under formal or informal auspices: (a) Participation, (6) observation, (c) vicarious informa¬ tion. * * * As to the agency that shall undertake the teaching of country boys and country girls what is necessary and possible to intelligent choice of vocation, the common opinion of educators is accepted. No rehearsal of reasons is here needed. The agency is the public school in that level given to diversified teaching for the sake of “finding” — the junior high school level. Assuming that an organization involving all of the essential functions of the junior high school will ultimately be made workable in the rural districts, I venture to suggest a plan for the develop¬ ment of the prevoeational function. The plan centers in the provision of one or two teachers for each rural community, employed for the full year rather than for the school year, equipped with the means of transporting small groups of ♦ T. H. Eaton. Sch. Rev., Mar., 1923, pp. 191-192; 202-203. AGRICULTURAL EDUCATION 189 pupils from place to place, and devoting their whole time, working out from the school, to teaching pupils the essentials of intelligent choice of vocation. Such teachers must, of course, possess a greater range of qualifications than is now required of the teacher in either the junior or the senior high school. Probably few persons are now qualified for such a task. But qualified persons can be pre¬ pared if the demand be made. The educational service to be rendered is second in significance only to that of the elementary school. The demand will come. Qualified teachers will be prepared to serve and will be given the chance to serve, whether under such a plan as suggested or under another and better. Until that is done “equality of opportunity,” to which rural boys and girls are entitled the country over, will remain as it is — equal lack of opportunity. E. E. Windes,5 in discussing the problem of agriculture for the seventh and eighth grades in the rural schools of Currituck County, N. C., makes the general statement and the formulation of objectives that follow: The life problems of the modern farmer are extremely diversified. He deals directly with the primary and derived energy of nature, with the tools which transform this primary and derived energy into productive work, with a variety of mineral elements and their compounds, with plant life throughout the plant series, with animal life throughout the animal series, with man as an individual, as organized groups of workers, as a consuming market, and as a controlling whole. His greatest surety for success lies in training in methods of attack and mate¬ rials available for the solution of problems in all these fields. A partial success may attend his mastery of the means of solving problems of one group of rela¬ tionships, but failure to take into account problems of another group may not only rob him of returns for his effort in one direction but may actually lead to his undoing. He may become very proficient in the use of labor-saving tools and materially reduce the labor cost of producing crops, only to face economic ruin because of the appearance of a crop pest with which he can not deal, or because his increased production has overstocked the market so that consumers will not pay even the lowered cost of producing the article. Again, he may become very efficient as a producer of a given commodity, only to find that as he increases his output and lowers his costs of production other organized groups between him and the consuming public absorb the profits through higher wages, higher transportation rates, higher returns for capital, or by the appearance of additional middle groups through which the commodity must pass. The course of study here outlined is frankly prevocational. Its major objec¬ tives are: 1. To introduce problems involving the essential life relations of farmers as dealing with nature, with the world of workers, with the general public, and as producers of marketable commodities, to the end that the pupil may get such a survey of farming as an occupation and a mode of living that he may judge fairly whether he desires to enter upon the occupation, and in case of entrance upon farming as an occupation to furnish a basis for an understanding of these rela¬ tionships. 2. To introduce a comparative study of occupations to the end that an intelli¬ gent choice of an occupation and of the curriculum best fitting for that occupation be made. 3. To provide through construction and production projects such a sampling of jobs met with in farming of various types that the pupil may judge his fitness * Types of Courses of Study in Agriculture, Rural School Leaflet, No. 26, pp. 1-2. 27301°— 27 - 13 190 BIENNIAL SURVEY OF EDUCATION, 1922-1924 for the types of tasks necessarily met with in farming of specific types. Since farming offers such diversity of tasks and requisite skills, these samplings are further valuable as indicating ability in nonagricultural occupations of a consid¬ erable variety. 4. To provide training in the method of attack in solving problems and knowl¬ edge of sources of material for the study and solution of problems in agriculture. 5. To motivate other subjects of the agricultural and general curricula through showing their relation to success in agriculture. 6. To furnish adequate guidance in the selection of vocational projects of the high school proper. 7. To acquaint the pupil with the various agencies of the county, State, and Nation dealing with agriculture, the kind of service these agencies render, and to develop the habit of using these agencies. boys' and girls’ club work Any consideration of the teaching of agriculture in the elementary school in which the boys’ and girls’ club work was ignored would be incomplete. This work has not generally been closely articulated with the work of the elementary school, but for the most part the members of the clubs are pupils in the elementary schools. Data are not available for the entire country to show the extent to which club members are pupils in the elementary schools, but an intensive study recently made for New York State furnishes the following data:6 Age distribution of 68,181 junior extension workers in New York State, 1920-1924 Age group (years) 1920 1921 1922 1923 1924 1920-1924 6 _ _ _ _ 74 79 75 16 27 271 7 _ _ _ _ _ 170 226 164 100 81 741 8 _ _ _ 471 619 566 260 299 2,215 9 _ _ _ 796 1, 179 963 745 858 4,541 10 _ _ _ 1, 319 1,802 1, 679 1,867 2,086 8, 753 11 _ 1, 764 2, 155 2,011 2, 211 2,458 10, 599 12 _ _ _ 2, 068 2, 769 2, 465 2, 571 2, 715 12, 588 13 _ _ _ _ _ 1, 870 2, 383 2, 279 2, 426 2, 516 11, 474 14 _ _ _ 1, 482 1,809 1,737 1, 952 1, 911 8,891 15 _ _ _ _ _ _ 819 991 1,041 1, 071 1,104 5,026 16 _ _ _ _ 287 353 344 461 411 1, 856 17. _ _ _ _ 148 142 139 192 172 793 18 _ _ _ _ _ 56 53 46 71 72 298 19 . . . . . 25 20 12 26 34 117 20 . . . 3 6 3 4 2 18 Total _ _ 11, 352 14, 586 13, 524 13, 973 14, 746 68, 181 Median _ .. . . . . .. _ 12.5 12.4 12.5 12.7 12.6 12.6 It is true that in New York State a distinct effort has been made to keep the junior extension — boys’ and girls’ club work — on an edu¬ cational basis and wherever practicable closely identified with the educational system. This program may be a selective factor result¬ ing in the enrollment of somewhat younger workers than would otherwise be obtained. However, these figures correspond fairly closely with similar data available from other sources, and a distinct « From an unpublished study by P. R. Young. agricultural education 191 drive has been made in New York to procure the enrollment of older boys and girls, without marked influence on the ages of those enroll¬ ing. As a group the members of boys’ and girls’ clubs are largely in the elementary school. The latest available report of the office of cooperative extension work 7 contains the following data on the size of organization deal¬ ing with boys’ and girls’ club work: Leaders of boys' and girls' ' club work 1922 1923 State leaders _ 45 42 Assistant State leaders _ 78 60 County leaders _ 205 153 The same source is authority for the statement that in 1923 there were 28,200 clubs, with a membership of 600,957 boys and girls. In addition to the work done by the boys’ and girls’ club leaders, the 3,500 agents for county agricultural and home demonstration work contribute more or less to the club work. As this organization deals largely with the teaching of agriculture and home economics to children of the elementary-school period, it is of interest to note its objectives for these activities. The quota¬ tions which follow are taken from the most recent reports of the chief of the office of cooperative extension work.8 For the past three or four years the effort has been made to make the club activities conform entirely to the farm and farm-home needs of the various communities and counties. The past year’s work has brought this objective within reach as a complete attainment. * * * Greater volume, or number of demonstrators per community, has been encouraged in order to more quickly establish new practices. As a result, boys’ and girls’ club work more successfully and more widely demonstrates better practices than heretofore. That most improved phases of farm and home practices can be demonstrated by boys and girls is quite generally recognized. In fact, extension workers are realizing that many farm and home practices can be best demonstrated through boys and girls, and the latter will no doubt play an increasingly important part in the prosecution of the extension program in the future. A large number of counties undertook for the first time during the past year to make provisions for boys’ and girls’ club work in the community and county extension programs of work as a means of dealing with particular programs. These community programs of work were built on the basis of problems found through intensive study, careful observation, and use of all available statistics. These statements point clearly to the predominance of the improve¬ ment of farming as the objective. 7 Report of the Director of the States Relations Service, 1923. 8 Reports of the Director of the States Relations Service, 1922 and 1923. 192 BIENNIAL SURVEY OF EDUCATION, 1922-1924 AGRICULTURE IN SECONDARY SCHOOLS Instruction in vocational agriculture as af part of the program of secondary education is being developed in departments of compre¬ hensive high schools and also in special schools of agriculture. The reports of the Federal Board for Vocational Education are the sources of the most reliable data regarding the work in vocational agriculture of less than college grade. These reports do not separate returns relating to the special schools of agriculture and the high schools, so that it is not possible to present data regarding the relative growth of the two types. It is evident to the observer, however, that in very recent years there has been relatively a decline in the rate of establishment of separate schools as contrasted with 10 to 20 years ago. Recent years have been also the period of the rapid develop¬ ment of the high-school department of vocational agriculture. The following table taken from the 1924 report (p. 109) of the Federal Board for Vocational Education shows the total expenditures for vocational education in agriculture from 1918 to 1924, so far as the work came under the provisions of the Federal vocational act. Federal , State , and local expenditures for vocational agricultural education, 1918 to 1924 Year Total expenditures From Federal sources From State and local sources Total State Local United States: 1924 _ _ 1923 _ _ 1922 _ 1921 _ 1920 _ 1919 _ 1918 _ $5, 251, 143. 76 4, 647, 042. 04 4, 058, 440. 36 3, 393, 088. 21 2, 437, 286. 06 1, 413, 938. 49 739, 933. 27 $1, 896, 406. 29 1, 669, 698. 75 1, 435, 475. 22 1, 192, 131. 17 889, 886. 29 528, 679. 13 273, 282. 08 $3, 354, 737. 47 2, 977, 343. 29 2, 622, 965. 14 2, 200, 957. 04 1, 547, 399. 77 885, 259. 36 466, 651. 19 $1, 204, 643. 73 1, 108, 461. 22 1, 039, 487. 89 968, 674. 16 678, 824. 43 399, 982. 80 220, 713. 98 $2, 150, 093. 74 1, 868, 882. 07 1, 583, 477. 25 1, 232, 282. 88 868, 575. 34 485, 276. 56 245, 937. 21 This report is also the source of the following data regarding teach¬ ers employed and pupils enrolled : Teachers and pupils in schools for vocational agriculture Year Teachers Pupils 1918 _ 995 15,453 1919 _ 1, 201 19, 933 1920 _ 1,570 31,301 1921 _ 2,071 43,352 1922 _ 2, 290 60, 236 1923 _ 3,012 71,298 1924 _ 3,454 85,984 These two tables show a steady and consistent growth in expen¬ ditures from all sources and in enrollment of pupils. This is of special interest in view of the farming depression of the past few years. agricultural education 193 The enrollment in vocational agriculture for the various types of work is shown by the following figures from the 1924 report of the Federal Board for Vocational Education: Enrollment in vocational agriculture by types of work Year Evening Part time All day Short unit 1918 _ _ _ _ 15, 453 19, 933 31, 301 40, 763 52, 961 57, 978 65, 358 1919 _ _ 1920 _ ... _ 1921 _ . . _ 1, 139 1, 333 9,319 15, 227 1, 445 5,942 2,090 2,143 1922 . .... . _ 1923. . _ 1, 911 3, 256 1924 _ _ _ The enrollment in day schools is primarily in high-school depart¬ ments of agriculture. From the data given it is apparent that there has been a tendency in the past few years to expand the types of work offered so as to reach other groups of pupils. Not all the farm boys who have dropped out of school will be inter¬ ested in preparing for farming. Thousands of them will, however, and they will have little or no opportunity to make a study of the scientific bases of their chosen vocation, before they become adults, unless provisions are made for them in connection with the State programs for vocational education in agriculture. In the past the instruction in vocational agriculture has been confined too exclusively to the high schools. During the past two years the extension of the work beyond the high-school group has relatively gone too largely to the adult farmers. To reach these youths who are just entering upon farming careers is difficult, much more difficult than to attempt to work with adult farmers. That it is not impossible is clearly shown by the results in several States where they are being reached in large numbers. AGRICULTURE IN COLLEGIATE INSTITUTIONS In many of the colleges of agriculture there has been a decline in recent years in the enrollment in agriculture. In the land-grant colleges, statistics show the following enrollments in agriculture for the white institutions : 1902-3 . . . . 2,471 1903-4. . . . 2,331 1904^5- . _ 2, 473 1905-6— . . . _ 2,963 1906-7 _ _ 3, 930 1907-8 _ _ _ _ 4, 566 1908-9 _ _ . . 5,873 1909-10 . . 7,229 1910-11 . _ 8,859 1911-12 . _ 10,701 1912-13 . . _ 12,462 1913-14 _ _ 14,844 1914-15... . . . 17,169 1915-16 _ _ 16,874 1916-17 _ _ 16,409 1917-18... . . . 13,445 1918- 19 _ 1919- 20... . . 1920- 21 _ _ 10,345 _ 15,370 15, 434 1921-22 . . 15,477 1922-23 . . . . 14,615 1923-24 . . _ 13,685 This change has aroused the interest of the teaching and adminis¬ trative staffs of the agricultural colleges. Discussions of the cause are necessarily more or less theoretical, but it seems probable that an 194 BIENNIAL SURVEY OF EDUCATION, 1922-1924 important factor is the reaction that followed the marked expansion in enrollment 10 to 15 years ago. At that time large numbers of students entered colleges of agriculture with erroneous ideas of what these colleges could do for them. The possibilities of the college of agriculture as now organized and administered are becoming better understood. The problem remains whether radical changes in the curricula might be made to advantage. It is suggested that an ex¬ haustive study of collegiate instruction in agriculture should be made by a sympathetic but unbiased commission, in order to secure reliable data regarding the needs for modifications in the work or these insti¬ tutions. The land-grant colleges have had their work in agriculture well under way for about a generation. It seems, therefore, that such a study might furnish data for the formulation of more satis¬ factory objectives than the present ones. Evidences of interest in a more scientific determination of objec¬ tives in this field appear in the following resolution that was adopted by the subsection on resident teaching in agriculture at the 1923 meeting: of the Association of Land-Grant Colleges: 1. Resolved, That this association adopt the proposals put forward in the paper by Dean Vivian for a comprehensive study of the objectives in college instruction in agriculture, and an analysis of the determined objectives in terms of their requirements and skills, as a basis for sound curriculum building in collegiate agricultural instruction. Resolved further, That the association authorize its president to appoint a com¬ mittee, at least one of whose members is experienced in the technique of job analy¬ sis, which shall present to the association at its next annual meeting a workable plan for such a study and providing for the participation of the several colleges in its prosecution. 2. Resolved, That if the executive body concur, the executive committee be directed to investigate the possibility of interesting one or more institutions in the matter of specialized research on methods of college instruction, with power to invite such institutions to designate one or more members of their staff to under¬ take such research as a basis for college instruction in this field. Further objective evidences of interest in the improvement of collegiate instruction in agriculture are the following: 1. The considerable portion of the program of the agricultural section of the Association of Land-Grant Colleges that in the past few years has been devoted to the discussion of ways and means of improving instruction. This has been especially marked in the last two or three meetings. 2. The frequency in colleges of agriculture with which authorities in educational method are asked to conduct conferences dealing with methods of teaching. Some institutions procure speakers from outside, and others draw from their own resources. 3. Akin to the preceding but somewhat more elaborate in character are courses designed for staff members. Enrollments have been AGRICULTURAL EDUCATION 195 very satisfactory in two such courses offered in the New York State College of Agriculture. These courses are as follows : 22. Psychology Jor Students of Education. First term. Credit, four hours. Section 2, for members of the college staff. Lectures, M. W. F., 11-12.30. 23. Problems of Agricultural College Teaching. Second term. Prerequisite course 22. Lectures, T. Th., 11-12.30. For the academic year 1925-26 a seminar meeting once a week will be available to members of the staff who have had the two courses described. At the convention of the Association of Land-Grant Colleges in 1924, a special committee on objectives in college instruction in agriculture recommended that: 1. A permanent central committee of this association charged with the study of the desirable reorganization of the curricula of the agricultural colleges be appointed. The committee should consist of three deans of colleges of agri¬ culture, two men acquainted with the technique of job analysis and curriculum construction, a representative of the Federal Board for Vocational Education, and a representative of the Federal Department of Agriculture. 2. The committee should meet for at least two three-day sessions during the year. * * * 3. The field of agricultural education should be expolored and a study made of the major aims and objectives of collegiate training in agriculture. * * * In the confident opinion that such a study through a period of years will prove one of the most valuable pieces of work every undertaken by this association, your special committee urges the adoption of the reccommendations herein contained. /•) ' Lt •• ■ i 1 ' ' • ' . i : - , . * • ' ' - . fi <• )' ■■ • { ■ - i m ■■ >,f‘Sg • • . ■ '.1 1 * .. i >- ■" i '!■ ) )/ s . - h.- 1 ir. I UiJli K ,iwm ,■ ■:>-): • I ;■ ; . ■ 1 ' • - - • ; a. » CHAPTER X PROGRESS IN HOME ECONOMICS EDUCATION By Emeline S. Whitcomb Specialist in Home Economics, Bureau of Education Contents. — Introduction — Contribution of home economics to general education — Rela tion of home economics to health — Provides training in child care and welfare — Notable improvement in home economics equipment — Grades receiving food and cloth¬ ing instruction — Educational tests in home economics — Home economics in business — Home economics research — American home economics in foreign fields — The American home economics association — Some contributions made by the Bureau of Education to the progress of home economics education. INTRODUCTION Home economics education during the past biennium has made notable progress in a number of directions. These directions include, among others, a clarification of the contributions of home economics to general education, to health education, to child care and welfare, and a reorganization of the curriculum, based on scientific evidence. This latter problem, together with a scientific selection of home economic objectives to be achieved, has been for some time para¬ mount in the minds of many home economics leaders. These interests have called for an almost complete restatement of objectives and goals and a revision of subject matter. This has occupied leaders , of home economics in a number of States and in many cities. Notable among the latter is Denver, Colo., where the revision of the home economics curriculum was influenced by Briggs’s philosophy of education, namely, “ To teach pupils to do better the desirable activities that they will perform anyway; to reveal higher types of activities and to make them both desired and, to an extent, possible,” and, secondly, that “ the curriculum is a series of experiences so selected, guided, and coordinated that what is learned in one experience contributes to the elevation and enrich¬ ment of any succeeding series of experiences.” With this outlook upon education, Denver observed in its curric¬ ulum-making procedure the three following steps, namely, the selec¬ tion of present home activities of the schoolgirl; an enrichment of these experiences through subject-matter content, and the elevation and direction of the girl’s present home activities and experiences to higher levels, thereby safeguarding her preparation for home activ¬ ities occurring in her life at some future time. Besides the problems discussed, time allotment, efficient types of equipment, and opportunities for research in various phases of home 197 198 BIENNIAL SURVEY OF EDUCATION, 1922-1924 economics education have, during the biennium, been duly recognized. CONTRIBUTIONS OF HOME ECONOMICS TO GENERAL EDUCATION A questionnaire was addressed to leading educators of the United States by the Bureau of Education asking their opinion as to the contribution that home economics makes to general education in the elementary and secondary schools and in institutions of higher educa¬ tion. This questionnaire was sent to the presidents, deans of educa¬ tion, deans of women, and heads of home economics departments of State and private universities and colleges, of normal schools, and of State colleges for teachers, to superintendents of schools and supervisors of home economics of cities with a population of 2,500 or more, and to State supervisors of home economics. Replies to this questionnaire were received from 70 presidents of universities and colleges, 30 presidents of normal schools, 54 deans and professors of education, 37 deans of women, 170 school super¬ intendents, 71 directors of home economics departments of colleges and universities, 33 State and 45 city supervisors of home economics. Eighty per cent of the presidents of State and private universities, 68 per cent of the deans and professors of education, 58 per cent of the deans of women in the leading universities and colleges, and 100 per cent of the city superintendents of schools, heads of depart¬ ments, and supervisors of home economics state that “worthy home membership ” is the conspicuous contribution of home economics to general education. They believe that this cardinal principle of education is realized through the home economics offerings of educa¬ tive experiences and opportunities which lead to the development of the following abilities : 1. To live within the laws of health. 2. To appreciate home and family relationship and the place of the home in the community. 3. To contribute to the highest welfare of the child. 4. To budget income and to weigh values regarding time, energy, and resources. 5. To perform daily household processes ; to attack and solve home problems. 6. To appreciate the labor involved in the production of all household commodities. 7. To develop a capacity for a higher enjoyment of life. RELATION OF HOME ECONOMICS TO HEALTH Home economics makes a positive contribution to health through its teachings of adequate nutrition, clothing and personal hygiene, sanitary housing and living. It is now conceded that of all the PROGRESS IN HOME ECONOMICS EDUCATION 199 other health factors no one is greater than a proper food supply intelligently used. This principle is now exercised in many city schools. For example, in Columbus, Ohio, the nutrition expert of the home economics staff has outlined for grades one to six the following health rules : 1. Eat one leafy vegetable and some fruit every day. 2. Drink a pint of milk every day and at least four glasses of water. 3. Eat three wholesome meals a day. 4. Chew thoroughly and eat slowly. 5. Meals for children should include milk, vegetables, fruits, grain products, meat or its equivalent, such as fish, eggs, peas, beans, nuts, cheese. 6. Take a bath at least twice a week and keep your clothes clean and neat. 7. Dress in clean comfortable clothing to suit the weather. This health rhyme is the clothing slogan : “ Wool or cotton, fur or leather, Proper clothing to suit the weather, Loose it is from neck to feet, And always tidy, clean, and neat:” 8. Sleep at least 10 hours a day, with windows open. The home economics classes of the Clemens Vonnegut School, of Indianapolis, Ind., have developed) a folder for the children of their school and have named it “ Good Health for Boys and Girls.” This folder asks the following questions : 1. How much and what food does a growing child need each day? 2. Need a child who is now underweight remain underweight? 3. What is a food? 4. What is a calorie? 5. What quantities of food are necessary to yield 100 calories? In a like manner these home economics classes developed the following personal hygiene and clothing suggestions for girls: 1. Clean the finger nails daily. Do not bite them. 2. Brush teeth thoroughly twice a day. Do not pick them with needles and pins. 3. Bathe at least once a week in winter and twice a week in summer. Use good toilet articles. 4. Wear simple hygienic undergarments and night clothes. 5. Wear the hair in a simple, girlish style. Brush and comb it every night before retiring. Shampoo it every three weeks. 6. Wear substantial stockings suitable for a schoolgirl. 7. W ear shoes according to season. They should be neat and comfortable. Polish often. 200 BIENNIAL SURVEY OF EDUCATION, 1922-1924 8. Rubbers should be worn in rainy weather. Never wear them in the house. Raincoats are a great protection. 9. Wear simple dresses suitable for the occasion and season. Use buttons or fasteners ; no pins. 10. Cloaks should be medium or dark in color, of good wool mate¬ rial, styles suitable for several winters. 11. Hats should be simple, serviceable, and appropriate to season and occasion. 12. Knitted and crocheted sweaters and hats are good for girls. A joint committee of the National Education Association and the American Medical Association, cooperating with a technical commit¬ tee of 27 in outlining a health-education program for public schools and teacher-training institutions, gave a' prominent place to nutrition and to the teaching of foods. Under the caption “ School Luncheons as an Educational Feature,” this joint committee declared that “ The school luncheon can be made a means of providing for the child edu¬ cational material in a way suited to his needs. In fact, the whole of the daily school program can be planned around a meal without un¬ due emphasis upon the food itself.” The joint committee organized a health course beginning with the kindergarten and extending through the normal school that centered around food. The State Department of Education of Oklahoma outlined a nutri¬ tion and health program for the elementary school, placing emphasis on the right kind of food for growing boys and girls. In recent years pronounced progress has been made in State and city home economics courses as to the interdependence of foods, clothing, hygienic living, and health. Illustrations of this fact can be taken from practically all home-economics courses. Space limita¬ tion confines the illustrations to a small number. Portland , Or eg. — The major home-economics aims for the seventh and eighth grades are — 1. To know and appreciate the value of the general health rules. 2. To know types of foods and their functions in the body and what are good for babies and children; how to plan attractive and well-balanced meals; how to care for food properly; how to set the table and serve a meal correctly; correct standards of foods, both cooked and uncooked ; and to have some knowledge of food industries and a general idea of the cost of food. 3. Good habits in housekeeping duties, as to personal cleanliness and the importance of sanitary handling of foods. New Mexico. — In the State course of study for the common schools, for the fifth grade in home economics, are these problems : How can I keep my home clean and in order? What care should I give my clothing? Am I getting the food I need for my school PROGRESS IN HOME ECONOMICS EDUCATION 201 lunch? What can we do to keep the baby well? What does the baby need to make him grow? How can I keep well and happy? In the sixth grade, under the topic “ The Child : Its Health and the Health of the Family,” are studied these problems: What must be done to keep the baby well ? What clothes are best for the baby? What shall we do to make the baby grow? How can the family keep well and happy? What should be done in case of illness in the home? In the seventh grade, under “ Child Care and Health of the Family,” are stressed not only the care of the baby but also of the older child, as to the kind of food, clothing, home care, and environ¬ ment essential to .his well-being, how to prevent colds, information essential to prevention and spread of disease, and training in first aid. Oklahoma. — The State department of education outlines for the ninth-grade girl in home economics such topics as “ Foods and Health,” under which are stressed the problems : How we help our¬ selves grow, how much do” we weigh, why we should eat vegetables, why we should eat regular meals, what factors affect personal ap¬ pearance, and other problems affecting health. Home nursing and child care and elementary dietetics, among other courses, may be elected in the senior high school. Reasons given in the State home economics course of study for planning the first course are that girls may have an opportunity to learn causes and means of transmission of communicable diseases, simple and usable methods of prevention of them ; how to secure and main¬ tain physical and mental health from infancy through life; how to be intelligent and helpful in the sick room ; and the second course is to teach girls, through diet, right food habits and health. Indiana. — The State course of study in home economics for sec¬ ondary schools states that the basis of the food section is the health of the girl in the adolescent period. The food discussion begins with the questions: Why should we eat the right food? What is the relation of diet to attractive appearance, success in athletics, and a good disposition ? Detroit , Mich. — For the sixth grade the work in household arts is divided into two main divisions. They are ( a ) health, and (b) cooking. The aim of the course is, “ To emphasize attractiveness of good health and its advantages, not to make the child health- conscious, but scientifically and inspirationally to teach health as a natural result of right living.” The minor divisions under health are — 1. Personal hygiene. 2. Fresh air and exercise. 3. Rest — amount of sleep necessary. 4. Diet — the foods necessary to promote good health. 202 BIENNIAL, SURVEY OF EDUCATION, 1922-1924 New York City. — The high-school girl in the clothing course is taught the interdependence of health and clothing. In this con¬ nection the clothing essentials to health outlined are, (a) warmth; (b) ventilation as to weight, porousness, absorption, and conductiv¬ ity; ( c ) cleanliness; and (d) freedom. Cleveland , Ohio. — A garment-making project for sixth-grade girls, the making of doll’s clothes, is adapted to the needs and purposes of the sixth-grade classes. Hence no doll is permitted to wear French heels or pointed toes, transparent stockings, unpolished or unlaced shoes. The hygiene, suitability, economy, and care of each garment are discussed. Sixth-grade girls are not considered too young to learn that washable clothes should be washed and ironed frequently, other clothes should be aired and dry-cleaned often. Des Moines , loica. — The clothing course for the seventh-grade girl includes the topics: 1. Standards for hygienic dress (simplicity, appropriateness, cleanliness, inherent properties of fibers). 2. Care of clothing in daily use — airing, folding, laundering, brushing, pressing, and repairing. 3. Formation of healthful habits of work. Philadelphia , Pa. — In the grades, beginning with 5B, through the elementary clothing courses, the following health principles are taught : 5B. Proper sleeping conditions. Importance of sleep. Fresh air an essential. Cleanliness of person, garments, and bed. Number of hours of sleep. Posture in sleeping. 6A. Amount and kind of clothing desirable. Kinds of material used in making clothing. How clothing becomes soiled. Why clothing is washed or cleaned. Why clothing should be loose. 6B. (1) Cleanliness — а. Personal — Body, hands, nails. б. Clothing — Clean underwear. Outer garments. Suggestions for washing colored cotton materials. Washing cooking outfit. (2). Neatness — a. Personal appearance — Careful adjustment of clothing. Neatly polished shoes. Neatly combed hair. All garments in good repair. PROGRESS IN HOME ECONOMICS EDUCATION 203 7A. (1) Study of the four fibers and their characteristics in regard to — a. Retention or loss of body heat. b. Retention or loss of moisture. c. Laundering properties. (2) Study of the effect of tight garments, shoes, or bands on circulation and health. 7B. (1) Adequate and equal protection of body from low temperature. (2) Use of bathrobe and bedroom slippers. (3) Care of the feet (shoes and stockings). (4) Effect of constricting garments or bands, and of ill-shaped shoes and high heels. 8A. Clothing for baby — a. Importance of cleanliness. b. Importance of warmth. 8B. (1) Some essentials for correct care of skin — a. Individual towel and wash cloth. b. Frequent sterilization of towel and wash cloth. (2) Some essentials for healthy living conditions — a. Clean bedding with frequent changes of sheets and pillowcases. b. Cleanly methods in kitchen, and clean, well sterilized, kitchen towels and dishcloth. HOME ECONOMICS PROVIDES TRAINING IN CHILD CARE AND WELFARE I. In Teacher-Training Institutions. Training of collegiate character in child care and welfare for the pre-school child began in this country in the Merrill Palmer School of Homemaking, established in Detroit, Mich., in 1920. This institution during the biennium has cooperated with a num¬ ber of colleges and universities in providing for the seniors and graduate students of home economics laboratory facilities and courses in the problems of the child. During the summer of 1924, 27 of the leading universities of America offered some courses in “ The Health of the Child ” de¬ signed for doctors and nurses, while, at the same time, 26 institu¬ tions — colleges and normal schools — were aiming through similar courses to give specific training in the problems of the child to the teachers of this country. In 1924 the Chicago University Cooperative Nursery opened its three-story home and placed the nursery in charge of a graduate of home economics. The practice houses of the college and university departments of home economics give opportunities to their students for the observa¬ tion and care of children. This experiment has proved so success¬ ful that many of the practice houses are maintaining at least one child of pre-school age, and where this arrangement is impossible home-economics seniors have assigned to them for care and observa¬ tion young children either in the nutrition clinics of the department of home economics or in the community. 204 BIENNIAL SURVEY OF EDUCATION, 1922-1924 The following topics on child care and training illustrate the em¬ phasis placed by the college department of home economics on this subject. The topics are: I. The child in relation to his environment. II. The rights of the child. III. Maternity problems. IV. Care of the newborn infant. Positive health for the pre¬ school child. Height-weight charts. Clothing in relation to health. V. Recognition of common dangers to health. VI. Mental and physical growth. Recently the Laura Spelman Rockefeller Memorial contributed $250,000 to maintain an institute of child welfare at the University of Minnesota. This institute by means of specialists in the various departments at the university, such as psychology, education, pedi¬ atrics, physiology, home economics, and sociology, will conduct studies relative to the child. It will also serve as a training center for nursery-school teachers and for leaders in parent education, and assist in an extension program concerning the education of parenthood. The State Agricultural and Mechanical Arts College of Oklahoma organized a nursery for pre-school children in connection with its teacher-training courses, and the State course of study for home economics outlines a unit in “ child care,” for both the elementary and high school. II. In Elementary and Secondary Schools . In December of 1924 the Highland Park (Mich.) High School opened in connection with its home economics department a nursery school and enrolled 12 children ranging from 2 y2 to 4^ years of age. This forward-looking move in education is distinctive, for no other public high school in the United States has attempted to pro¬ vide a laboratory in the form of a nursery for a course in child care designed for seniors in home economics. Prerequisites for the child-care courses are nutrition and clothing for children. The following tentative outline for discussion periods in child care is given : 1. General instruction, and discussion of aims of nursery schools. 2. Educational importance of daily routine. 3. Food and principles of nutrition. 4. Play equipment, books, songs, plays, etc. 5. Physical care, food, clothing, medical attention. 6. Behavior problems. 7. Conflict of wills. 8. Punishments. 9. Habit formation. PROGRESS IN HOME ECONOMICS EDUCATION 205 The day nurseries of Los Angeles, Calif., were taken over for maintenance by the board of education of that city in 1917 and made an integral part of the school system. There are now 16 of these day nurseries which furnish for the elementary-school girl a laboratory for the training in her care of the pre-school child. In Oakland, Calif., there is a similar organization. Schenectady, X. Y., has an intermediate school with an enter¬ prising home economics teacher who found that 50 per cent of the o-irls in this intermediate school “ tended baby ” when “ out of o school.” Hence she offered to the seventh-grade girls eight 90- minute lessons, including : 1. Information necessary to make the baby grow. 2. Visit to health clinic. 3 and 4. Children’s garments young girls can make and how to decorate them. 5. Ways and reasons for fastening baby’s clothes. 6. Selection of materials for baby’s clothes. 7. Baby’s diet. 8. Planning and preparation of meals for an older sister and brother. REPORT OF CHILD CAKE AND WELFARE MADE BY THE RESPECTIVE STATE SUPERVISORS ( OF HOME ECONOMICS The status of child care and welfare is reported by State super¬ visors of home economics of the following States : Pennsylvania. — Eighty high schools have a child-care course m vocational home economics, with a baby in two of the three teacher¬ training practice houses. Delaware. — Child care is not taught as a separate course, but is included in every food and clothing course in the high school. Iowa. — Rural children in 35 counties have been reached with nutrition projects. Montana. — In some high schools there are short units in child care. The State college offers a three-credit course with children under observation. Kentucky. — A few schools offer a unit in child care and infant sewing. Virginia. — Three children of the Crippled Children’s Hospital were adopted by the John Marshall High School classes in home economics. Food, toys, and clothing were provided for them. An¬ other school adopted two first-grade children. Alabama. — All the high schools give one unit in child care. A number of elementary schools carry on practical projects with chil¬ dren. New Hampshire. — Child care given in the Nashua public schools in cooperation with the visiting nurse. 27301°— 27 - 14 200 BIENNIAL SURVEY OF EDUCATION, 1022-1924 Idaho. — Studied as a special unit in every class. Layettes and clothing for younger children made in many schools, special studies of diets, physical care of the baby, training of children. North Dakota. — Child care is a part of the second-year home eco¬ nomics course in the high schools of the State and a two-point college course in the North Dakota Agricultural College for senior women. It is combined in the normals, State teachers’ college, and university with the work in home nursing. Louisiana. — Advanced courses of the high schools include the work. Indiana. — High schools emphasize the work. Milk is served to school children; health records are kept of children, often of the younger children at home; doctors and nurses in a home nursing course offer lectures on this point. Utah. — A mother craft course for high schools includes diet and clothing for children. Nebraska. — Child care is taught in two-thirds of the 60 vocational schools. Kansas. — All vocational schools give child care including observa¬ tion of young children and some personal care. New York. — For six weeks 130 high schools give 90 minutes daily. This training is part of the four-year home-making course. New Mexico. — Is included under health of the family. Vermont. — During the Christmas season, through cooperation of the Vermont Children’s Aid Society, home economics classes adopted children dependent on the State. The home economics girls made clothes, planned the yearly needs of their particular child, and sent off a box to meet these needs. Special child-care units are introduced in the schools at this time. Home nursing is offered in many schools. West Virginia. — Fifteen high schools reimbursed by Smith- Hughes funds give a unit in child care. Rhode Island. — Part of the Rhode Island State College course. A play school is maintained one afternoon each week for the pre¬ school child. Michigan. — Eighteen of the oustanding home economics seniors at the Michigan State College are admitted to the Merrill Palmer School each year. New and revised courses at all the colleges and normal schools are giving practical work. Oregon. — The Oregon Agricultural College has an organized course in child care which is open to all students on the campus. Mississippi. — Child-care units are offered in second year of high school, and many of the home projects are selected in this field. North Carolina. — Some in connection with the home economics department of the Womans College at Greensboro. PROGRESS IN HOME ECONOMICS EDUCATION 207 Minnesota. — University offers course in child care and training in connection with the home management houses. Practically all the high schools in the State offer some work, length of course depend¬ ing upon type of community. Brookline , Mass. — Physical and mental care of child emphasized in home economics courses. Detroit , Mich. — Unit course in high schools includes essentials for the mental and physical growth of babies, feeding, bathing, dressing, general care, importance of proper diet, formation of habits. These phases are included in the ninth grade of the intermediate course of stud}". Springfield , Mass. — Through the home economics classes, child care is a focal interest. Long Beach , Calif. — A unit course given for the first time in junior high schools — food, clothing, and simple care of the young child form the basis of the laboratory project. Newton, Mass. — Special classes in junior and senior high school given by Red Cross nurse. Los Angeles , Calif. — Sixteen public-school nurseries under the supervision of the department of home economics and correlated with elementary and junior high school. TIME ALLOTMENT FOR CHILD CARE AND WELFARE IN THE SCHOOLS OF 62 CITIES Number of cities reporting - 62 Number of cities giving incidental work _ 23 Number of cities giving work with definite time allotment _ 39 Time allotment for child care and welfare Grade Number of cities report¬ ing Number of minutes per period Number of periods per week Number of weeks per year [ 1 60 1 6 Sixth . . 1 75 (9 (9 1 2 2 45 l 3 1 60 2 3 1 90 5 8 Seventh . . . . . 1 90 8 10 1 90 (9 (9 6 1 45 2 2 2 60 23 3 80 1 3 1 100 2 8 Eighth . 1 120 2 10 1 168 8 (9 I (9 <9 (9 10 1 No report. * Lessons per year. 208 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Time allotment for child care and welfare — Continued Grade Seventh grade of junior high school. Eighth grade of junior high school. Ninth grade of junior high school. Ninth grade of senior high school. Tenth grade of senior high school. Eleventh grade of senior high school. Twelfth grade of senior high school. 1 No report. 2 Lessons per year. Number of cities report¬ ing Number of minutes per period Number of periods per week Number of weeks per year r i 45 2 2 ! i 50 2 5 i 55 1 2 i i 180 5 • 20 l 4 1 45 2 5 1 50 2 1 1 55 1 (9 2 CO 5 (9 1 80 (9 (9 6 1 40 l 5 1 45 2 6 1 50 9 2 55 3 10 1 60 0) (9 1 80 (9 (9 1 120 (9 (9 8 1 40 2 5 1 50 2 (9 1 55 3 (9 1 60 5 (9 1 90 (9 (9 5 2 40 2 5 2 45 2 16 1 50 2 2 1 55 5 3 1 90 8 (9 L 7 2 40 2 5 7 45 2 16 1 45-90 * 5 1 50 1 2 1 55 2 4-6 1 60 5 8 1 80 6 9 i 90 10 10 15 2 40 2 5 4 45 * 5 1 45-90 32 1 50 1 2 1 55 2 4 ’ 1 60 5 4-6 1 60-90 10 10 1 90 (9 (9 12 Lessons per month. * Short units. NOTABLE IMPROVEMENT IN HOME ECONOMICS EQUIPMENT Among the most noteworthy advances in home economics equip¬ ment is the general sentiment against housing such departments in the basement. This sentiment has gathered in such proportions that home economics departments have been forced to the surface where good light and air are possible. The old-fashioned hollow square is PROGRESS IN HOME ECONOMICS EDUCATION 209 everywhere being displaced either by the “ unit desk arrangement ” or unit kitchens. Housekeeping suites are generally used. One of the best examples of this type of equipment is found in New York City. However, one of the most improved methods for making home economics function in the lives of the girls is the home economics cottage. These cottages have increased in number from 1 in 1907 to more than 200 in 1925. According to Better Homes in America, 64 per cent of this number “ were acquired between the years 1920 and 1925.” One high school in the past biennium acquired a place for its nursery school. GRADES RECEIVING FOOD AND CLOTHING INSTRUCTION The Bureau of Education sent a questionnaire to 116 leading cities of the Untied States, asking as to the instruction given in food and clothing studies. Replies were received from 97 of these cities. The grades in which foods and clothing are taught, either as required or elective, or both, are shown in the following report : Number of cities having food and clothing studies in certain grades Grade Number of cities reporting Number of cities in which required— Number of cities in which elective — Food Clothing Both Food Clothing Both Fourth . . . . . 17 3 17 1 Fifth... 33 3 33 1 Sixth 60 24 60 1 1 Seventh 66 47 49 32 Eighth _ _ 84 69 65 38 Junior high school Seventh. . . . . 63 43 49 54 56 50 Eighth. _ _ .. _ ... 66 43 33 61 56 50 Ninth _ _ . 55 8 9 50 52 45 Senior high school Tenth _ _ . 16 7 6 14 13 16 Eleventh _ ... _ 14 3 2 14 13 11 Twelfth _ 15 2 3 12 13 10 Four-year high school Ninth . . 62 9 10 6 51 55 46 Tenth... _ _ 55 2 48 47 41 Eleventh _ .. _ 49 2 36 43 33 Twelfth _ _ _ _ 39 33 20 27 1 EDUCATIONAL TESTS IN HOME ECONOMICS Among the States reporting the use of educational tests in home economics are New Mexico, California, Utah, Idaho, South Dakota, Oklahoma, Minnesota, Indiana, North Carolina, Louisiana, Vermont, and Pennsylvania. During the biennium the following home economics educational tests were published. 210 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Home economics information tests for girls completing the eighth grade. New York, Bureau of Publications, Teachers College, Columbia University. University of Illinois, Bureau of Educational Research. An information test in foods. Urbana, University of Illinois, 1924, pp. 8. A test for girls completing food preparation courses in the junior high school. Department of Home Economics, University of Chicago. A new analytic sewing scale, by Katherine Murdoch. Teachers College Record, 1922-23, pp. 453—458. The Murdoch sewing scale. Manual of directions, by Katherine Murdoch. Teachers College Bulletin 14, Series No. 3, New York, Teachers College, Columbia University, October 7, 1922. Murdoch Analytic sewing scale for measuring stitches. New York, Bureau of Publications, Teachers College, Columbia University, 1923. Home economics sewing tests for girls, Anna M. Cooley and Grace Reeves, Teachers College Record, 1923-24, pp. 274-392. Charts for diagnosing defects in buttonholes. Issued by the Bureau of Educa¬ tional Measurements and Standards, State Normal School, Emporia, Kans. Brown, Clara M. Modern educational measurements in home economics. Journal of Home Economics, 15, pp. 657-659, November, 1923. - What can educational measurements do for home economics, Journal of Home Economics, 16, pp. 191-196, April, 1924. - Construction and use of information tests in home economics. Journal of Home Economics, 16, pp. 251-256, May, 1924. HOME ECONOMICS IN BUSINESS Home economics in business is a new venture, but from all reports it is proving a most successful one, for the trained home economics woman is making known to the commercial world the needs of the 20,000,000 home makers. She stands as the coordinator between the home and industry. Her technical and scientific information is appreciated and demanded more and more from food producers and manufacturers of food, household equipment and furnishings, textiles and clothing, and from the industries engaged in banking, milling, dairying, and baking. Home economics workers are now found in all such industries and in a number of others. Nutrition service for the employees is now made available through the foresight of many of the larger industrial concerns. The em¬ ployees’ health is now recognized as an asset. A number of home- economics women of national reputation have charge of the nutri¬ tion service in industrial concerns. Many department stores main¬ tain in their clothing sections trained home-economics lecturers on dress, color, and design for the benefit of their patrons, for it is realized that the clothing teacher is responsible for increasing intelli¬ gence in this direction. Journalism in home economics is practically an unexplored field, yet a number of colleges and universities, realizing its importance, are advising the election of courses in the psychology of advertising, salesmanship, and others. PROGRESS IN HOME ECONOMICS EDUCATION 211 Home-economics women have opened offices as consultants on the merchandising of home utilities, and, lastly, home economics has in¬ vaded the associated advertising clubs of the world in order that the truth concerning utilities for the home may be broadcast. HOME-ECONOMICS RESEARCH Home Economics Circular No. 18, published by the Bureau of Education June, 1924, gives the titles of completed research from home-economics departments in American colleges and universities from 1918 to 1923. AMERICAN HOME ECONOMICS IN FOREIGN FIELDS The American Home Economics Association in 1920 voted to raise $6,000 for the support of a professor of home economics for the Constantinople College for Women. This undertaking has proved so successful that two sisters, graduates of the college, have opened a school with most primitive equipment in Tirpna, the capital of Albania, and called it Kyrias Collegiate. Here, in this humble beginning, the fundamental principles of home life are to be taught. In 1922 the United States Department of Agriculture loaned to France a worker to train county demonstration agents. The result was that two young French women were dispatched to this country to receive six months’ training, one at Ames, Iowa, and the other at the Georgia State College of Agriculture. Upon their return to France they were each made responsible for the organization of home demonstration work in counties near Paris. Both New Zealand and Korea claim American pioneers in home economics. Perhaps the most outstanding accomplishment during the bien¬ nium is the survey of Chinese home life, made by the dean of home economics of the Oregon Agricultural College. Twelve hundred and fifty questionnaires were sent to Chinese homes in 16 different Chi¬ nese Provinces. This study was made preliminary to the introduc¬ tion of home economics into Yenching College of Peking. THE BETTER HOMES IN AMERICA MOVEMENT The Better Homes in America movement was established in 1922 and reorganized on a national basis in December, 1923. It is an edu¬ cational movement supported by public gifts and operated for the public service. It is the aim of Better Homes in America to establish a local committee in every community in America. The chairmen of the local committees are appointed by the officers of the national head- 212 BIENNIAL SURVEY OF EDUCATION, 1922-1924 quarters of the movement, and the other members are selected to represent local civic associations, clubs, schools, parent-teacher asso¬ ciations, chambers of commerce, and other organizations interested in the improvement of the home. Departments of home economics in our public schools and col¬ leges have found it decidedly worth while to cooperate in the local Better Homes campaign, for participation in Better Homes demon¬ strations makes it possible for the children of any school to familiar¬ ize themselves with standards of home art and household economics, with the principles of selection of furniture and equipment, with budgeting of expenses, and with the whole range of the science and art of home making in so far as these can be imparted to persons of their age and background. THE AMERICAN HOME ECONOMICS ASSOCIATION The American Home Economics Association has, through the efforts of its executive secretaries, secured the affiliation of all the States except two, thereby increasing the membership of the asso¬ ciation in the past two years from 2,717 to 5,995 and from 13 clubs to 42. All the States now have well-organized associations engaged in various activities such as outlining the State policies in home-eco¬ nomics education, formulating home-economics information tests, sponsoring nutrition programs, extending their influence to the home makers through the State federated clubs and parent-teacher associations, and specifying their ideals regarding home-economics equipment in no uncertain terms. Five national meetings have been held at the following places: Cleveland, Corvallis, Chicago, New Orleans, and Buffalo. SOME CONTRIBUTIONS MADE BY THE BUREAU OF EDUCATION TO THE PROGRESS OF HOME ECONOMICS EDUCATION The following include some contributions of the home economics section of the Bureau of Education to the progress of home economics education : The Chicago conference called by the Commissioner of Education in July, 1923, in conjunction with the American Home Economics Association, directed attention to the necessity of better teaching methods in home economics and stimulated the formation of com¬ mittees to study home economics in public schools. At the national home economics conference called by the Com¬ missioner of education to Washington, D. C., in April, 1924, the place of home economics in the health and citizenship training pro¬ gram was defined and stated. This conference was attended by 62 PROGRESS IN HOME ECONOMICS EDUCATION 213 home economics supervisors of cities of 10,000 population or more, by 100 home economics teachers, and by 100 other interested persons representing many educative organizations. In June, 1924, at Buffalo, in connection with the American Home Economics Association, a study was presented to 80 city supervisors concerning the specific contributions made by home economics, to wUolesome living not made by any other school subject. The free supply of 10,000 copies of Home Economics Circular No. 18, “ Titles of Completed Research from Home Economics De¬ partments in American Colleges and Universities, 1918 to 1923,” was almost immediately exhausted. This circular did two outstanding things which had not been done before. First, it summarized for the colleges and universities the number as well as the subjects of home economics research accom¬ plished in the various colleges and universities in the United States ; this information was not available prior to the publishing of Home Economics Circular No. 18; and, secondly, it stimulated research in home economics departments, which now has been given a material impetus by the passage of the Purnell Act. • • * _ _ _ CHAPTER XI PROGRESS IN KINDERGARTEN EDUCATION By Nina C. Vandewalker Associate Specialist in Kindergarten Education, Bureau of Education Contents. — Increase in kindergarten enrollment — Better adjustment of kindergarten to the school — Progress in teacher-training — Kindergarten legislation — New kinder¬ garten literature — New lines of interest and effort. INTRODUCTION Marked progress has been made in the field of kindergarten edu¬ cation during the period from 1922 to 1924. This is shown in the continued increase in the enrollment in the kindergartens of the country; the better adjustment of the kindergarten to the school as a whole ; the improvement in the training of kindergarten teachers ; and the marked increase in the output of literature bearing on the subject. I. INCREASE IN KINDERGARTEN ENROLLMENT During the period from 1920-1922 the number of children enrolled in the kindergartens of the United States showed an increase of 44,881. This brought the total enrollment to 555,830. Of this num¬ ber 500,807 were enrolled in the public-school kindergartens and 55,023 in those “ other than public.” During the period from 1922- 1924 the number enrolled was 617,373, which was an increase of 61,- 573. Of these, 562,897 were in the public schools and 54,456 in those of the other type. This was a falling off of 567 in the latter type of kindergartens. The greater increase during the period from 1922-1924 shows that the progress is cumulative. The estimated number of children of 4 and 5 years in the United States for 1920 was 4,765,661. The number enrolled in kindergartens was 11.7 per cent of that number. The estimated number for 1922 is 4,848,902. The increase in the enrollment for 1922-1924 has raised this to 12.7. In the degree of progress made in each biennium there are marked differences among the States. In 1919-20, for example, the gain of 37,811 for both public and private kindergartens represented 32 States. The aggregate gain of 44,881 in 1920-1922 represented 39 and the District of Columbia. The gain of 61,373 in 1922-1924 215 216 [BIENNIAL SURVEY OF EDUCATION, 1922-1924 represents 39 States and the District of Columbia. The States hav¬ ing gains and losses differ to some extent from year to year. In 1921-22, for example, the States having the greatest numerical gains in enrollment were, respectively: Missouri, 5,849 ; 1 New York, 5,497; Ohio, 3,696; California, 3,656. In 1922-1924 the list differed in some measure as to the States and the increases in each. They are: California, 14,666; New York, 6,048; Michigan, 5,772; Ohio, 5,732; Massachusetts, 3,862. A number of States report larger in¬ creases than usual. Pennsylvania has a gain of over 3,000; Illinois, Iowa, and Texas gains of over 2,000; and nine other States — Colorado, Connecticut, Florida, Georgia, Kansas, Maryland, Minne¬ sota, Nebraska, and Wisconsin — gains of over 1,000 each. The States also fluctuate in the matter of losses in kindergarten enrollment. Those that reported losses in 1920-1922 were Colorado, Connecticut, Delaware, Idaho, Iowa, Montana, Nevada, New Mexico, and Virginia. These losses in the Western States were not surpris¬ ing, in view of the agricultural depression in these States. The losses reported in 1922-1924 were in Indiana, Louisiana, Maine, Missouri,1 Montana, North Carolina, Rhode Island, South Dakota, and Utah. It is worth noting that but one State, Montana, reports losses for both years. Since the kindergarten gained but a slight foothold in the South for many years, the gains in the Southern States are deserving of special comment. In 1920-1922 all these States showed gains except Virginia. In 1924 Virginia also showed a gain, but Louisiana and North Carolina showed losses. Of these States, the four having the highest gains were Florida, 1,430; Georgia, 1,536; Maryland, 1,613; and Texas, 2,581. A study of the public-school kindergartens and those other than public would doubtless show differences in the groupings and in the changes from year to year, but the general character of the statistics would be much the same. A comparison of the statistics for 1922-1924 with those of 1920-1922 shows the following facts: That the number of school systems having kindergartens has increased from 1,203 to 1,477 ; that the number of children enrolled has increased from 555,830 to 617,373 ; the number of kindergartens from 8,889 to 9,813 ; and the number of teachers from 11,842 to 12,958. II. BETTER ADJUSTMENT OF THE KINDERGARTEN TO THE SCHOOL The improvement in the adjustment of the kindergarten to the school is evident, but it has been a matter of progressive develop¬ ment and can not easily be marked off into definite periods. In the 1 The abnormal gain reported for Missouri in 1920-1922 was clearly erroneous. It is probable that no decrease occurred in that State in 1922-1924. — Editor. PROGRESS IN KINDERGARTEN EDUCATION 217 early years of the movement the kindergarten was in the school, but not of it in the sense that its Avork had a definite relation to that of the grades to follow. There was a definite reason for this. The kindergarten illustrated a conception of education quite new at the time, that of the guidance of children’s interests and activities at the successive stages of their development. Its work was therefore in marked contrast to that of the primary grades, which was still conceived of as the mastery of the tools of learning. This made the unification of the Avork of the two difficult. THE NEW EDUCATIONAL AIMS THE BASIS FOR UNIFICATION The advance in psychology in recent years has made great changes in educational theory and practice, and the conception of education as the guidance of children’s interests and activities is being gradu¬ ally accepted as the true one, not for the kindergarten only but, in a greater or less degree, for the school as a whole. In consequence, many changes have been made in the organization and equipment of the elementary school in recent years. Not only have such subjects as play and games, music, and art in its several aspects, been added to the curriculum, but playgrounds, gymnasiums, workshops, and art studios have been provided in order that the work in these sub¬ jects might be as effective as possible. The methods, too, have been changed to allow opportunities for initiative and self-expression. Since the new lines of work were of the active type the value of the kindergarten, whose work is largely active, became more apparent. The better knowledge of the child’s development which these changes imply made corresponding changes in the kindergarten necessary, as it showed the play material devised by Froebel to lack the qualities that such material should possess. In consequence, there has been a change in the kindergarten materials; the small articles, such as sticks, rings, pricking and sewing cards, and fine weaving mats have been discarded or replaced by larger ones. Building blocks of several kinds are particularly favored to take their place. In this way the working material in the kindergarten and that in the grades have become more nearly alike. These changes in the kindergarten and primary grades are based upon the recognized fact that the years from 4 to 8 constitute one psychological period, and that, in consequence, the work of the kin¬ dergarten and the first and second grades should be of the same general character. KINDERGARTEN -PRIMARY SUPERVISION A MEANS TO MORE EFFECTIVE UNIFICATION The unification of the kindergarten and the first grade has been in progress in individual schools and individual communities for sev¬ eral years, but conditions have prevented its complete s'uccess. The 218 BIENNIAL SURVEY OF EDUCATION, 1022-1024 pros and cons of the kindergarten have, in fact, been the subject of many discussions, personal and professional, and these have doubtless contributed materially to an understanding of its value. If the work of a school is to be so organized that the work of the kindergarten is to serve as a real basis for that of the first grade, the work of both must be organized to that end. The appointment of a kindergarten-primary supervisor is one of the means to that, end. Such supervisors are relatively new, but the number is rapidly increasing. A study of kindergarten supervision, made by the Bureau of Education in 1918, showed that there were at that time kindergarten Supervisors in 131 cities, and the statement was made that “ in some instances the supervisor of kindergartens is also the supervisor of primary grades.” This implied that the super¬ vision of both kindergarten and primary grades by the same person was unusual. At present 159 cities provide kindergarten supervision in some form. Ten of these have had such supervision for the past year only. In 100 cities the supervision covers both the kindergarten and the primary grades. In T of these the supervisors were origi¬ nally kindergarten supervisors only, but became kindergarten¬ primary supervisors the past year. In 7 cities the supervision in¬ cludes the supervision of the kindergarten and all the elementary grades. In 5 the supervision is done by the assistant Superintendent. The 12 largest cities vary in their type of supervision. In 4, Balti¬ more, Detroit, Los Angeles, and San Francisco, the supervisors are kindergarten-primary supervisors; in the others, Boston, Buffalo, Cleveland, New York City, Philadelphia, Pittsburgh, and St. Louis, they are kindergarten supervisors only. Chicago has no kinder¬ garten supervision. The standards of preparation have evidently been raised in recent years. Of the 100 kindergarten-primary supervisors, 74 report hav¬ ing had both kindergarten and primary training. Of the entire group, 41 have college degrees ; 16 of these hold masters’ degrees also. PROBLEMS THAT NEED SOLUTION The supervisors who recognize the unification of the kindergarten and primary grades as a means to the increased efficiency of the school have worked for the solution of definite problems. One of these has been the bringing of both the kindergarten and primary rooms up to the standards required by modern educational ideals. In this respect the kindergarten rooms have frequently had the ad¬ vantage over the primary rooms in the matter of play and work space, and it has been the latter that have needed the greater atten¬ tion. In the new buildings now in construction the need of adequate play space and equipment for young children is recognized and PROGRESS IN KINDERGARTEN EDUCATION 219 met. Many rooms in old buildings lack these conveniences, but many of such rooms have been improved or play space has been found elsewhere. The kindergarten rooms are Usually provided with cup¬ boards and closets in which to keep the material, but with the adop¬ tion of the more active types of work the primary rooms need these also. One of the improvements made in these is to make the closet shelves low enough in both types of rooms so that the children them¬ selves can get and put away the material. The idea of continuity of progress from the kindergarten on has also brought about many changes in the furniture. In this respect, also, the greater changes are likely to be needed in the primary rooms, since the kindergarten has always had movable tables and chairs. The games, dramatizations, and construction work that now constitute a part of the early grade work make movable fur¬ niture essential in these grades also, and this has already replaced the stationary seats and desks in many places. The progressive development of children’s ability to use material of different kinds implies a reorganization of the materials used in both kindergarten and primary rooms. Much of the traditional kindergarten material, such as the pricking and sewing cards, the fine weaving mats, etc., are not now approved because of the strain on chil¬ dren’s eyes and small muscles. These have been discarded, and other materials, such as small beads, sticks, and blocks, have been replaced by larger material of the same kind. Many new and larger types of building blocks have been devised, and in working out projects the smaller blocks, pegs, and beads can be used. With these changes the equipment and work of the kindergarten can be made to prepare children for the definite art work in the grades. Some differentia¬ tion, however, must be made in view of the development of the chil¬ dren’s interest and power to use material. Beads and peg boards, for example, have an interest for the youngest kindergarten children but practically none for the children in the primary grades. This reorganization of the play equipment has already been effected in many places and is in process in many others. In the changes sug¬ gested and made in the furniture and equipment of the primary rooms in particular much credit is due the Xational Council of Primary Education. The fact that these changes are well under way is shown in the replies to a questionnaire on certain phases of kindergarten super¬ vision recently sent out by the bureau for compilation later. The point of this questionnaire was to determine the degree of responsi¬ bility in such matters as the planning and equipment of new rooms, the organizing of the curriculum, and related items. Replies were received from 89 of the 159 supervisors. Of these, 15 reported having from 75 to 100 per cent responsibility in the planning of new 220 BIENNIAL SURVEY OF EDUCATION, 1022-1924 kindergarten rooms; a large number that they had some voice in the matter ; and only 14 that they had none at all. In some of these replies the explanation was made that this meant that their sugges¬ tions were asked for by school principals, superintendents, and architects, and these were carried out if possible. The replies to the questions concerning the purchase of supplies, the organization of work of the kindergarten and primary in relation to each other, and the development of the curriculum were of the same tenor. Indi¬ rectly they indicated that strategic work is in process and that it is being done with a fine spirit of cooperation between teachers, super¬ visors, and school executives. PROBLEMS OF CLASSIFICATION AND PROMOTION One of the important problems of the kindergarten-primary super¬ visor is the prevention of failures on the part of the children and thereby the prevention of “ repeaters ” often found in such large numbers in the primary grades. One of the main causes of these failures is that children have been classified and promoted on the basis of their chronological age instead of on the basis of their mental maturity as shown by psychological tests. The use of these tests is one of the forward steps in the organization of the school. If the failures due to wrong classification are to be avoided it is evident that children’s mental ability should be tested early — at their entrance to the school. Tests for that purpose have been in¬ creasingly used with children in the grades, but with the exception of the Binet-Simon tests and the revisions of these, few of those in common use were adapted to children of kindergarten age. Within the past two years, however, several tests suitable for use with kindergarten children have been devised. Among these are the Detroit kindergarten tests and the Pintner-Cunningham tests, both of which are proving very serviceable. It has, therefore, be¬ come possible to classify and promote kindergarten children on a scientific basis. In order to determine to what extent, if any, such tests are used in determining the classification and promotion of kindergarten children, an inquiry covering this subject was sent out during the past year. To this inquiry 95 people replied. Of these, 51 reported that they were using tests in a greater or less degree. The tests used are mainly the Detroit, the Pintner-Cunningham, and the Binet-Simon, or Stanford revision of the Binet test. According to the reports, the tests are used mainly for two purposes: (l)To determine children’s readiness for promotion to the first grade and their classification into groups; and (2) to determine what to do with individual children of special types — those who are capable PROGRESS IN KINDERGARTEN EDUCATION 221 of doing first-grade work but are below the entering age, those who have reached the promotion age but are below it from the stand¬ point of ability, and those whose promotion is doubtful for other reasons. Much would be gained if children were tested on entering kinder¬ garten, physically as well as mentally. An experiment in this di¬ rection was made in New York City in 1922 by the New York Chapter of the American Red Cross. The testing of more than 1,000 children is described in a booklet entitled “ The Examination of Pre-School Age Children.” This was issued by the health service of the organization named. The testing of kindergarten children is practically a development of the past two years. Fewer than one-third of the cities having kindergarten supervision replied, it is true, and in many cases the use of tests is still limited, but the fact that they are in successful use in so many cities will stimulate their use in others. As the use of tests for determining children’s ability in the primary grades is already established, their use in the kindergarten is needed in order that the children who attend it may be more fully prepared for successful work later on. UNIFICATION OF THE KINDERGARTEN AND PRIMARY CURRICULUM The complete adjustment of the kindergarten to the school is shown in the unified kindergarten-primary curriculum, which is the product of the past few years. This also has been a matter of pro¬ gressive development. In the early years of the movement the kin¬ dergarten teacher had her outline of work or “program” and the primary teacher her course of study. Both were little more than statements of things to be done or subjects to be taught during a given period. Both were equally formal. The change in educa¬ tional objectives during the past few years, with the broadening of the elementary curriculum and the changes in method which this entailed, has called a new type of curriculum into existence. With a clearer understanding of the new educational ideals and their impli¬ cations. for the work of the early years the essential unity of the aims and methods of the kindergarten and primary grades became ap¬ parent, and the new courses of study gave evidence of this. In 1920 the State of New Jersey published a “Manual for Kindergarten Teachers,” which was, in effect, a kindergarten-primary manual in its emphasis upon the unity of the two. In 1922 the Bureau of Edu¬ cation published a kindergarten-first-grade curriculum to indicate how the primary teacher should utilize the work of the kindergarten as shown in the kindergarten curriculum published by the bureau in 27301°— 27 - 15 222 [BIENNIAL. SURVEY OF EDUCATION, 1922-1924 1919. Since that time several cities, have issued courses of study in which the kindergarten is recognized as the first stage in a complete school system. III. PROGRESS IN THE TRAINING OF KINDERGARTEN TEACHERS In the training of kindergarten teachers the progress has been especially marked during the years from 1922-1924. This is shown by the organization of kindergarten training departments in institu¬ tions that have not had them before; the movement for the length¬ ening of existing courses ; the reorganization of the separate kinder¬ garten and primary courses into unified kindergarten-primary courses, and the organization of graduate courses for teachers in service. In the past two or three years kindergarten departments or courses have been organized in the City Normal School, Atlanta, Ga. ; Cotner College, Bethany, Nebr. ; Ashley Hall, Charleston, S. C. ; the State Normal Schools of Danbury and New Haven, Conn.; and the Maryland State Normal School, Towson. In this latter case the State of Maryland took over the Baltimore City Teachers Training School, which included a kindergarten department. Emory Uni¬ versity, Atlanta, Ga., gave kindergarten courses in its summer ses¬ sion in 1924, and efforts looking to the creation of a kindergarten department as a part of its school of education are in progress. The total number of institutions that give kindergarten training courses is now 155. Of these, 79 are supported by States, 25 by cities, and the remaining 54 by private funds. In addition to these a few insti¬ tutions give a brief general course in kindergarten education for the purpose of giving all students a general idea of the aims and methods of the kindergarten. There are also 15 or 20 that have kindergartens as a part of the demonstration school and use them for observation work in the methods courses. LENGTHENING THE KINDERGARTEN TRAINING COURSES The movement for the lengthening of all teacher-training courses included the kindergarten courses also. This effort was led in large part by the State institutions, and in 1921 the legislatures of several States empowered the normal schools in these States to give courses of more than two years in length and to grant degrees to those com¬ pleting prescribed four-year courses. The States in this group hav¬ ing publicly supported kindergarten training schools or departments are California, Colorado, Kansas, Michigan, Minnesota, Montana, Nebraska, New Mexico, New York, North Dakota, Ohio, Texas, and Virginia. These States include 40 institutions that give such train¬ ing, and in those therefore the more adequate courses may be given. uThus far, however, but two States have increased their graduation PROGRESS IN KINDERGARTEN EDUCATION 223 requirements. All the courses in the California State teachers col¬ leges have been increased to two and one-half years, and all those in the State teacher-training institutions in New York have been in¬ creased to three. Many other institutions, both public and private, are offering additional courses or summer courses of advanced char¬ acter for which credit toward a degree is given. A few institutions are giving four-year courses. The course at Wellesley College is a graduate course and therefore requires more than four years. The course leading to a degree in the University of Cincinnati is a five- year course. GRADUATE COURSES FOR KINDERGARTEN TEACHERS The recent changes in the aims and methods of elementary edu¬ cation have created a need on the part of teachers in service for courses in the application of the new ideas to the daily schoolroom procedure. In order to meet this need many cities have organized extension courses for the several groups of teachers. These are sometimes optional, but more frequently required. Since the changes in the materials and methods of the kindergarten are very marked, courses in kindergarten education are usually included. These usually deal with the newer aspects, such as the use of the new materials, the new methods of recording children’s progress, mental measurements, and the unification of the kindergarten and first grade. Such courses are being given in a number of the large cities — Cleveland and Detroit, under the auspices of their respective colleges of education; Baltimore, under the direction of the educa¬ tional department of Johns Hopkins University; and Cincinnati, under the auspices of the University of Cincinnati. Closely related to such courses in purpose and character are those given during the summer sessions of State normal schools and teach¬ ers colleges and private institutions. Among the State institutions kindergarten courses are given in many of those that give such courses during the year. The number of private institutions that give summer work is comparatively small. The teachers who at¬ tend these summer schools are likely to be of varying degrees of experience and to have varied needs. In consequence, varied courses are offered. Like those taking the city extension courses, these teachers wTish for credits that will contribute to the securing of pro¬ motions or salary increases or that will count toward a degree. The number of teachers who attend summer sessions is astonishingly large, perhaps not fewer than 250,000. This attendance was re¬ quired in many cases to enable teachers to meet the new professional qualifications that the States had set. Thousands of others attended of their own volition, because they wished to improve their prepara¬ tion. Among these were many kindergarten teachers. 224 BIENNIAL SURVEY OF EDUCATION, 1922-1924 The offering of advanced courses in kindergarten education and the granting of degrees in that subject have contributed very mate¬ rially to the progress of the kindergarten movement. Much of the kindergarten training in the past has dealt with the kindergarten only, and thereby prevented the kindergarten graduate from doing the best work because she did not see her own work as a part of the whole educational process. This condition could be remedied only by broadening the training teacher’s preparation. That this broad¬ ening is in progress is shown by the replies to an inquiry sent out in 1924 asking for the names of the kindergarten instructors in the order of their rank and the degrees, if any, held by each. Replies were received from all but 10. They show that a remarkable advance in scholarship has been made in this group in the past few years. They show that 71 of the heads of the 145 kindergarten training in¬ stitutions or departments that replied hold college degrees and that a corresponding number of the instructors in the kindergarten sub¬ jects in these institutions hold degrees also. Of the entire group, 51 hold master’s degrees also, 2 hold doctor’s degrees, and 1 the degree of doctor of laws. This progress is cumulative, like that in several other lines, and can not be measured by special years, but those who are familiar with the development of kindergarten train¬ ing know how great an advance it is. KINDERGARTEN-PRIMARY COURSES A STEP FORWARD This larger scholarship on the part of training teachers has been one of the factors in the organization of combined kindergarten- primary courses to supersede the separate kindergarten and primary courses. The lack of unity between the work of the kindergarten and that of the grades has been due in no small degree to the differ¬ ences in the training of kindergarten and primary teachers. Each may have been good of its kind, but the basis for unity was lack¬ ing when prospective kindergarten teachers were instructed in the work of the kindergarten only and primary teachers in that of the grades only. In consequence neither saw her own work in its right relation to that of the other, since neither saw it as a part of a con¬ tinuous whole. With a larger knowledge of the child’s development on the part of both and a type of training that covers both the kindergarten and the primary grades, a secure foundation is laid for the continuity essential to real progress. The organization of such courses has been a matter of progressive development. A few have been in existence for a number of years, but the majority have been organized within the past five years. In Pennsylvania the curricula of all the State normal schools were reorganized in 1921 so that each school would have four types, each PROGRESS IN KINDERGARTEN EDUCATION 225 of which would prepare for a definite type of work. A kindergarten¬ primary course was one of the four. Action of the same general character was taken by several other States — California, Kansas, Michigan, Minnesota, Nebraska, and perhaps others. A study made in 1923 of the catalogues of more than 100 institutions that give such courses showed that considerable experimentation will be necessary to make these courses serve the purposes for which they came into existence. If the idea that underlies the course is carried out, the work should cover the four to eight year period ; i. e., that of the kindergarten and the first and second grades. It is therefore evident that there should be a fair balance between the time devoted to the work of the children of kindergarten age and those of the primary age. In this respect, however, the courses are still far apart. A number of these, those in the State normal schools and teachers colleges in particular, devote relatively little time to the work for kindergarten children and the major part of it to the grade work. In the private kindergarten training institutions one is likely to find the emphasis on the kindergarten side and but a small amount of time devoted to the primary work. In consequence, the first ones are in effect primary courses with a slight kindergarten flavor, and the second kindergarten courses with a slight primary flavor. This is doubtless due to the fact that the majority of graduates of the first-named institutions will teach in the primary grades and the majority of those in the second in kinder¬ gartens. This may be true, but it is evident that such courses are kindergarten-primary courses in name rather than in fact. The real purpose of such a course should be the preparation of teachers capable of teaching either kindergarten or primary work, or both. Unless this purpose is carried out the preparation of either the kindergarten or primary teacher will be inadequate. In a course in which the emphasis is on the primary side the training of the pros¬ pective kindergarten teacher will be weak, and in one in which the emphasis is on the kindergarten the prospective primary teacher will lack adequate training. As a result the work with the children will lack the continuity that it should have during the six to eight year period. A balance between the time devoted to the work of one type and that of the other is therefore essential if a kindergarten¬ primary course is to be true to its name. The organization of such courses is a step forward, but much remains to be done to make the progress real. The study referred to was a response to many requests for infor¬ mation and suggestions as to the organization of kindergarten¬ primary courses, and it has therefore been issued as a Bureau of Education bulletin, entitled “ An Evaluation of Kindergarten- 226 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Primary Courses in Teacher-Training Institutions.” This contains suggestions as to the means of improving the courses in order that the}^ may accomplish their ultimate purpose — the strengthening of the beginnings of education by a more complete unification of the kindergarten and primary grades. IV. PROGRESS IN KINDERGARTEN LEGISLATION In the matter of kindergarten legislation there has been reasonably good progress. Two kindergarten laws were enacted in 1923. The first of these was in New Mexico, which up to that date had no kin¬ dergarten law. The second was in Illinois, which, in the same year, amended its permissive law by adding a mandatory-on-petition feature. The two laws are as follows : New Mexico kindergarten law. — Section 1425. New Mexico School Code, 1923 : Any school in a district having 200 or more pupils in average daily attendance shall have power to establish and maintain, through their govern¬ ing authorities, kindergartens for the instruction of resident children of the district between 4 and 6 years of age, the cost thereof to be included in the budget allowance of the district and paid from tax proceeds as other mainte¬ nance expenses are paid. The State board of education shall have the power to prescribe the course of training, study, and discipline for said kindergartens. No person shall teach kindergarten schools without a diploma from a reputable kindergarten teacher’s institute or without passing an examination in kinder¬ garten work prescribed by the State board of education. Illinois kindergarten law.1 — Section 115. The board of school directors shall be clothed with the following powers : * * * Sixteenth. To establish kindergartens for the instruction of children between the ages of 4 and 6 years, if, in their judgment, the public interest requires it, and to pay the necessary expenses of the same out of the school funds of the district. Upon petition of a majority of the parents or guardians of children between the ages of 4 and 6 residing within any school district where such kindergarten is proposed to be established, the board of directors shall, if funds are available, establish a kindergarten in connection with the public school designated in the petition, and shall maintain such kindergarten as long as the annual average daily attendance therein is not less than 15 : And pro¬ vided further, That such petition must be signed by at least 50 persons living within 1 mile of said public school who are parents or guardians of one or more children between the ages of 4 and 6. No one shall be employed to teach in a kindergarten who does not hold a kindergarten certificate as provided by law. There are now but four States that have not yet adopted kinder¬ garten laws, viz, Arkansas, Georgia, Maryland, and Mississippi. In four others, Massachusetts, Nebraska, New Hampshire, and Rhode Island, kindergartens may be established without legislation for that purpose because of the low age for school entrance. 1 The School Law of Illinois. Circular No. 173. Issued by superintendent of public instruction. 1923. P. 22. Act approved June 20, 1923. PROGRESS IN KINDERGARTEN EDUCATION 227 INFORMATION ABOUT KINDERGARTEN LAWS NOW* AVAILABLE One of the difficulties in securing the enactment of kindergarten laws, or the improvement of existing ones, has been that information about these laws and the respects in which they need improvement has been difficult to obtain. Bills have failed of passage because they did not show an acquaintance with the needs and conditions in a given State. To acquaint those interested in kindergarten progress with kindergarten legislation has been one of the needs of this biennium. This information can now be had. An article on kinder¬ garten laws and the points in which those of the different States need improvement was published in the November, 1924, issue of School Life , an official publication of the Bureau of Education ; and a bulletin entitled “ Kindergarten Legislation ” has just been issued. The bureau also has a mimeographed circular entitled “ Suggestions Concerning Kindergarten Legislation,” which can be procured free of charge. V. NEW KINDERGARTEN LITERATURE The number of books, bulletins, and circulars concerning the kin¬ dergarten and of value to it written during the period from 1922- 1924 furnishes additional evidence of the progress of the kindergar¬ ten movement. Books on the kindergarten and the conception of education that it illustrates are not lacking, but many of these that have been written belong to an earlier period and do not meet pres¬ ent-day problems. A new type of literature is therefore needed, and the books of the past two years are of the kind to meet the new need. The first kindergarten books in this country were the works of Froebel, or the translations of these, and the interpretations of their message by William N. Hailman, Susan E. Blow, James L. Hughes, and Denton J. Snider. These constituted a distinct contribution to the literature of American education, and some years later they were followed by a number of books of a different type. Among them were “ Children’s Rights ” and “ Kindergarten Principles and Prac¬ tice,” by Kate Douglas Wiggin and her sister, Nora A. Smith; “A Study of Child Nature” and others, by Elizabeth Harrison; and “ Love and Law in Child Training,” by Emelie Poulsson. The main purpose of these books was to acquaint the public, and mothers in particular, with the kindergarten as an institution and the principles that underlie its procedure. These also had a place in the educa¬ tional literature of the period. The better knowledge of the child’s development, which recent years have made available, has shown the need of many changes in the curriculum and methods of the schools, the kindergartens in¬ cluded. The grades needed a curriculum broadened to include games 228 BIENNIAL SURVEY OF EDUCATION, 1922-1924 and play for the development of the child’s body, experiment and construction for the acquisition of skill, and literature and music for the cultivation of the higher interests. They also needed methods that would allow initiative and self-expression on the part of the children. The kindergarten had games, handwork, song, and story¬ telling from the beginning, but its play material was open to criticism from the standpoint of size and organization and the methods of using these. Both kindergarten and primary grades, therefore, needed changes in material and methods, although in different lines. In consequence experimentation and adjustment were needed in both kindergarten and grades, separately, and in their relation to each other. The fact that such experimentation was in progress made those who were engaged in it hesitate to publish any conclusions they might draw, knowing that these might be tentative only. This is one reason why so few books on the kindergarten have been written in recent years. Many reports of studies and experiments have been made, some of which have been published in periodicals from time to time. But few of these have been put into permanent form and have not therefore been generally available. The studies entitled “ Experimental Studies in Kindergarten Theory and Practice,” made by a group of Teachers College specialists of Columbia University, were put into available form, however, and have been helpful and stimulating to other experimenters. The period of experimentation is by no means over, but the principles that are to guide the practice of the future have become fairly clear. As a result, a new educa¬ tional literature is appearing in all phases of education. The sev¬ eral books that have been written about the kindergarten during the past two years represent the new educational ideals and practice and are therefore greatly needed. These books may be divided into groups according to the problems with which they deal. The first three deal with current problems of curriculum and method and are therefore grouped together. The first one is “A Conduct Curriculum for the Kindergarten and First Grade.” This was directed by Patty Smith Hill and compiled by a group of kindergarten and first-grade teachers from the Horace Mann School. This book is significant, in part because it is the first of a series of monographs on childhood education, and also because it stresses character training as the main objective in the work with young children. It shows how subject matter and method may be organized to that end. The second of these books, in the order of publication, was “ Early Childhood Education,” by Lalla H. Pickett, director of the training school, and Duralde Boren, kindergarten director of the East Texas State Normal College, Commerce, Tex. It discusses the underlying principles of education for early childhood, the materials to be 229 PROGRESS IN KINDERGARTEN EDUCATION used, and the curriculum of both kindergarten and first grade from the new standpoint. It illustrates the work of these by descriptions of typical days in each. The third book, entitled “Unified Kindergarten and First-Grade Teaching,” was written by S. Chester Parker and Alice Temple, both of the School of Education, University of Chicago. This book traces the history of the effort to unify the kindergarten and the first grade, shows the objectives in a unified program, the psychological organization of the curriculum, and the daily progress. Closely related to the foregoing, in meeting a current need, is “A Practical Handbook for Students in Observation, Participation, and Teaching in Kindergarten, First, Second, and Third Grades.” This book was compiled for use in teacher-training classes by Wini¬ fred E. Bain, Gertrude Burns, and Eva Jane Van Sistine, graduate students of the University of Chicago. The other works on the kindergarten written during this biennium do not constitute a homogeneous group like those already mentioned but are valuable in meeting other needs. One of them is “A Be¬ ginner’s Book in Religion,” by Edna Dean Baker, of the National Kindergarten and Elementary College, Chicago, Ill. This book is practically a manual of suggestions for carrying on a Sunday-school kindergarten, on the basis of present-day educational and religious thought, but is equally valuable for the home. Another book, “ The Unseen Side of the Child’s Life,” by Eliza¬ beth Harrison, is the third treatise of a trio by the same author and is marked by the same insight into child life that characterizes her other works. A third book is “ Spontaneous and Supervised Play in Childhood,” b}^ Alice Corbin Sies, formerly assistant professor of childhood edu¬ cation, University of Pittsburgh, and supervisor of playgrounds for small children, city of Pittsburgh. It is a study of the outdoor play of young children that has many suggestions for both kindergarten and primary teachers. A book entitled “ Parenthood and Child Nurture,” by Edna Dean Baker, of the National Kindergarten and Elementary College, will have a great value for parents who wish to know the fundamental facts of their children’s development and the methods of utilizing the facts so as to get the best results. ' “ Children’s Drawings,” edited and compiled by Stella Agnes McCarty, Goucher College, Baltimore, Md., contains many sugges¬ tions for teachers of young children. This study represents the pur¬ posing, planning, and collectAe labors of the child-study committee of the International Kindergarten Union for three years. The books, “Pioneers of the Kindergarten in America” and “My Garden of Memories,” constitute a notable contribution to the 230 BIENNIAL SURVEY OF EDUCATION, 1922-1924 history of the kindergarten movement. The first consists of sketches of the early leaders and was prepared by a committee of the Inter¬ national Kindergarten Union. The second is the autobiography of Kate Douglas Wiggin, who was herself one of the kindergarten pioneers. The foregoing list would not be complete if it did not mention two books, each of which has a chapter on the kindergarten. The first is “The Preschool Child,” by Arnold Gesell, M. D., director of Yale psycho-clinic and professor of child hygiene, Yale University. In this work Doctor Gesell characterizes the kindergarten as “the ves¬ tibule of our vast public-school system” and points out the respon¬ sibilities that devolve upon it because of its strategic position. This is a work of special significance in view of the present interest in the preschool child. The second book, “ The Primary School,” by Annie E. Moore, Teachers College, Columbia University, deals with the problems of the primary grades as a whole. The chapter on the kindergarten touches upon its history as a part of the school and its increasing adjustment to the school as a whole. The literature of the kindergarten has been augmented also from other sources. In September, 1924, a new kindergarten periodical was launched, entitled “ Childhood Education,” which is the organ of the International Kindergarten Union. A monograph entitled “ General Practice in Kindergarten Education in the United States ” has been issued by the National Education Association. This is by Mary Dabney Davis, in cooperation with the research committee of the department of kindergarten education of that organization. The educational periodicals have published some 20 articles on the subject and the National Kindergarten Association several leaflets and circulars. The Bureau of Education has published 12 bulletins and circulars on different phases of kindergarten work. Those bear¬ ing on the training of kindergarten teachers and on kindergarten legislation have already been mentioned. Among the others are Circular No. 9, “ How the Kindergarten Makes Americans,” by Earl Barnes; Circular No. 13, “ Prefirst-grade Training,” by William T. Root ; and No. 17, “ How the Kindergarten Aids Children’s Progress in the Grades.” VI. NEW LINES OF EFFORT KINDERGARTENS IN CONSOLIDATED RURAL SCHOOLS The fact that the number of children enrolled in kindergartens constitute but a small proportion of the children of kindergarten age in the country at large has been stated elsewhere. The outstand¬ ing reason for this is that nearly 50 per cent of the children in the PROGRESS IN KINDERGARTEN EDUCATION 231 country at large live in small rural communities or the open country. Of these children, thousands have had no educational advantages except those which the one-room rural school affords. It is for the purpose of providing educational facilities, comparable in some degree to those of city children, that the consolidated rural school has come into existence. There is no reason why such schools should not include kindergartens or kindergarten-primary depart¬ ments in wThich the needs of children from 4 to 6 years of age could be met. The movement for the consolidation of rural schools is still new, however, and has difficulties of its own to meet. It is not, therefore, surprising that only a few of these schools have yet in¬ cluded kindergartens. Several have been established, however — one or more in each of the States of Connecticut, Florida, Michigan, Ohio, and Iowa. The last-named State seems to have taken the lead in the matter, as its school directory for 1923-24 shows kinder¬ gartens to have been established in 18 consolidated schools in 15 counties. Of these, 10 are in communities of fewer than 1,000 in¬ habitants. In one of them the population is only 150. The fact that kindergartens have been organized in the schools of these widely scattered villages implies an increasing recognition of the needs of children from 4 to 6 years of age, rural as well as urban, that only the kindergarten can truly meet. Rural life may and often does contribute much to a little child’s development — in the contact with nature that it affords and the opportunities for play that it provides. The facts of nature need to be interpreted to children, however, if they are to become truly significant. In many schools these facts are given no place on the program, and the children see no connection between the trees, flowers, or sunset within their vision and the story of these as told in poem or picture. The farm affords companionship for the little child, that of parents, brothers, and sisters, and even that of the animals, but it seldom affords the opportunity for that most valuable type of play, that with children of his own age. In this play children need the guid¬ ance of an adult, just as they need direction in their nature observa¬ tion and other activities. The guidance of children’s interests and activities into worth-while channels is the specific work of the kinder¬ garten. For the sake of children’s fullest development and their greater happiness it is therefore hoped that the number of kinder¬ gartens in the consolidated schools may increase. The needs of children of preschool age are at present in the focus of public attention. The establishing of kindergartens in such schools would furnish one wTay in which that interest could function for the benefit of the rural children. This movement originated 232 BIENNIAL SURVEY OF EDUCATION, 1922-1924 during the present biennium. It was at the Boston meeting of the National Education Association in 1922 that the first public address on the subject was given by Mrs. Katharine M. Cook, chief of the Rural Division of the U. S. Bureau of Education. It was during the same year that a circular was issued on the subject, entitled “ Principles in the Consolidated Rural School.” This is Bureau of Education Rural School Leaflet No. 18, written by Mrs. Cook. THE NURSERY-SCHOOL MOVEMENT The nursery-school movement is one of great significance for early elementary education, since some of these schools are serving as laboratories for securing more adequate knowledge of young children’s development. This movement is new in the United States. A few such schools were organized several years ago, that in the Waldin School, New York City, in 1915; in the Bureau of Educa¬ tional Experiments in 1919 ; and in the Merril 1-Palmer School, Detroit, in 1920. The movement received a great impetus in 1922 from a course of lectures on the subject given by Miss Grace Owen, one of the leaders of the movement in England, who had been brought to the United States by Teachers College for that purpose. One of the New York day nurseries was used as a demonstration school to illustrate the character of nursery school work. During the same year the Ruggles Street Day Nursery, of Boston, wTas made into a nursery school. Since that time nursery schools have been organized in several cities. Just how many could not be learned, since many of the 600 day nurseries in the country have adopted the name, sometimes without justification. Day nurseries as such are philanthropic in character, and as a rule lack the scien¬ tific and educational aspects that characterize the true nursery school. As far as could be learned, about 25 real nursery schools have been organized in 16 different cities. They are as follows: Boston, Cambridge, Chicago, Cincinnati, Cleveland, Detroit, High¬ land Park, Los Angeles, Missoula, Montclair, New Haven, New York, Philadelphia, Pocatello, Schenectady, and Washington, D. C. These nursery schools are of different types and serve different purposes. Some are practically underage kindergartens, often in public schools. Although it may not be possible to provide all the nursery-school features under these conditions, the children have clean and wholesome rooms, opportunities for play and handwork, usually under the guidance of a trained kindergarten teacher, and medical inspection such as that given the older pupils. Whether the session is for a half day or the whole day, and whether sleeping facilities are provided, depends on the conditions. In some cases the PROGRESS IN KINDERGARTEN EDUCATION 233 work is so organized as to include instruction to the mothers. Kin¬ dergartens of this kind are to be found in Cincinnati, Cleveland, Washington, D. C., and several other cities. Of a different type are the neighborhood cooperative nursery schools that have been established in several cities. As a rule these are organized and carried on by a committee of parents, under the guidance of or in cooperation with an expert in child care and train¬ ing. Nursery schools of this type often serve as a laboratory for the mothers in a scientific study of the development of their own and their neighbors’ children. It is in this type of work that the Ameri¬ can Association of University Women is rendering a great service. The cooperation is of different types, sometimes financial and some¬ times educational. The University Cooperative Nursery School of Chicago is conducted by the University Cooperative Nursery School Association, the university providing the room. In Missoula, Mont., the cooperation is between the parents of the children, the University of Montana, and the American Association of University Women. This organization has been instrumental in organizing 19 nursery schools of this type and 99 preschool study clubs. The participation of this organization in work of this type is very new, the resolution to do so having been made at the national meeting of 1923. The funds for this work are contributed by the Laura Spelman Memorial Fund. The nursery schools of the types described doubtless contribute to the scientific training of a considerable number of parents, but this is but one of the purposes that the nursery school serves. One of these is the training of nursery school teachers. Since adequately trained teachers are essential to the progress of the movement, several institutions have organized courses and training facilities in these lines. As far as known the institutions giving such training are the- Merrill-Palmer School, Detroit ; Teachers College, Columbia Univer¬ sity, New York City ; the Buggies Street Nursery School and Train¬ ing Center, Boston; the Cleveland Kindergarten Training School, Cleveland ; Temple University, Philadelphia ; and Southern Branch of the University of California, Los Angeles. It is evident that training for nursery school work must be based upon first-hand knowledge of children, and for this the nursery school furnishes one of the opportunities. The content of the courses must follow the lines in which knowledge is most needed. Most of the courses are still in the experimental stage, however, and need not be discussed here. A number of nursery schools are serving as research centers for still another end. This is the securing of data concerning children’s development in specific lines, for use as the knowledge of it may be 234 BIENNIAL SURVEY OF EDUCATION, 1922-1024 needed, or for the formulating of general principles for the guidance of educational procedure. Very valuable work has been done in these and related lines in the Iowa Child Welfare Research Station, the Yale Psycho-Clinic, and the Bureau of Educational Experi¬ ments in New York City. Such books as Doctor Gesell’s u Preschool Child,” Baldwin and Stecker’s “ Psychology of the Preschool Child,” and Johnson’s “A Nursery School Experiment ” are the results of such experiments and of great value to all students of childhood. CHAPTER XII ADULT EDUCATION FOR FOREIGN-BORN AND NATIVE ILLITERATES By Charles M. Herlihy State Supervisor of Adult Alien Education for Massachusetts Contents. — Americanism and Americanization— Significant Federal census data on size of the immigrant education problem— Size of national illiteracy problem among the native horn— A national survey of State programs of adult education in 1925— Federal leadership in adult education— References. AMERICANISM AND AMERICANIZATION Americanism embraces the ideals of the good citizen in politi¬ cal, social, economic, and cultural relationships. The defini¬ tion and interpretation of these ideals determine the scope of one’s understanding of the movement of Americanization; that is, those programs and activities that aim to promote Americanism. It is commonly understood that Americanization work is re¬ stricted to education and social service for the foreign born. The school programs of English and citizenship for adult aliens are generally termed Americanization. The school supervisors and teachers in this new type of work, however, are the first to deny that the foreign born are the only group that need instruction and help in learning the principles and ideals that govern the conduct of the good citizen. Moreover, the experienced worker with the foreign born realizes that we can not Americanize immigrants until our native born practice in their daily fives those principles which are commonly understood to be the distinguishing marks of citizenship in the United States. Granting the aim of this work to be the pro¬ moting of better citizenship, then the correction of every un-American condition may properly be termed 11 Americanization work.” Consider our outstanding social problems in America to-day. Ignorance based on illiteracy, due in turn to inadequate school support, racial and religious prejudices and intolerance, poverty, dependency, and all types of social inadequacies are certainly not limited to immigrants. And the correction of these conditions is very definitely a part of our national Americanization problem. In our political life we have the discomforting situation illustrated in the national election of 1924, when 30,000,000 citizens failed to vote. The percentage of nonvoters in the native-born group was larger in several sections of the country than that of the naturalized 235 236 BIENNIAL SURVEY OF EDUCATION, 1922-1924 citizens. This neglect of the highest privilege of citizenship by 50 per cent of the eligible voters is a most serious phase of our Ameri¬ canization problem. The flood of trashy novels, magazines, motion pictures, and plays that is poured out annually to satisfy the low standards of the American public to-day deserves much more attention from parents, educators, and clergymen than is apparently given. Raising the general level of appreciation is obviously a part of our national problem of bettering citizenship. The term “ Americanization ” is in disrepute among a large number of the intelligent leaders of the foreign groups in this country. This is due very largely to the utterances of those Americans who believe that the immigrant must conform absolutely to certain fixed stand¬ ards of thinking and acting in the United States. Despite the fact that there is no agreement and obviously never will be any agreement as to the definition of these standards, it would be absurd for America to scrap the magnificent contributions which her im¬ migrants have brought not only to our industrial and agricultural productivity, but more important still, to the spiritual and cultural life of America. As a Jewish mother in an English class in Chicago well said: Some of the things taught me in the Old World which I want my children to preserve are respect for parents, the teacher, and old age. The tradition for thoroughness and honesty of purpose is also one that the people of the New World would do well to follow. The race for success may result in subordinating religion, high moral standards, and the fine arts, and in considering material gain as the height of achievement. Are not the standards of conduct and the appreciation of the nobler things of life as expressed by this immigrant mother valuable con¬ tributions to America ? John Daniels, in America Via the Neighborhood, states that Americanization does not mean rigid conformity or injection, but does involve the intelligent participation of native and foreign born in America’s upbuilding. The aim of any sound Americanization program is to promote an intelligent, loyal, united citizenry. The millions of immigrants who have come to America in the past, and those who will continue to come voluntarily in the future, have services to render and gifts to offer, if we but understand their motives and treat them fairly. The evolving of American life and the raising of our standards of citizen¬ ship depend on the joint contributions of native and foreign born working together in a spirit of friendly understanding and cheerful cooperation. Americanization applies directly to the immigrant, but the native American must see to it that his life exemplifies the Ameri¬ canism which we wish the immigrant to emulate. FOREIGN -BORN AND NATIVE ILLITERATES 237 SIGNIFICANT FEDERAL CENSUS DATA ON SIZE OF THE IMMIGRANT EDUCATION PROBLEM Granting the general definition that Americanization has to do with promoting good citizenship for the native and foreign born, we shall consider now the problem of education for immigrants, and especially the approximate number that need school help. No immigrant can participate intelligently in American life unless he has a good working knowledge of English. He must speak and un¬ derstand our language, and should be able to read and write simple English. Moreover, he should be familiar with the important eras of American history and the significant facts in our national, develop¬ ment. He must understand the form of our Government, the duties and privileges of a citizen, and the real meaning of citizenship in our Republic. The ability to use English and a knowledge of American history and Government are not as essential for his Americanization as a genuine feeling of loyalty to the United States. No one can command or control the immigrant’s feelings toward America, but fortunately most of these newcomers are well disposed when they come. The schools can teach English, history, and civics, but the inculcation of loyalty can come only through inspiration from con¬ tacts with good American citizens. How many immigrants are there in the United States, and how many need school help in the Americanization process? The 1920 Federal census shows the following: 1. Total number of foreign-born persons _ _ _ 13, 712, 754 2. Total number of aliens _ 4, 364, 909 3. Total number of illiterate foreign born (unable to write in any language and presumably unable to read) _ 1, 763, 740 It is obvious that all illiterate immigrants who possess normal physical and mental faculties would be helped by attending English classes. No data are available to show what percentage of the 4,364,909 aliens need school help. Undoubtedly many well-educated immi¬ grants can fit themselves for citizenship by private home study and reading. On the other hand, most aliens, from non-English-speaking countries in particular, would be benefited by instruction in English and citizenship. This means attendance at evening classes by all except those who would benefit from private or correspondence instruction. Regardless of educational attainments, any immigrant who aspires to become a citizen should receive from the United States Government authoritative, definite, practical information as to the methods and requirements of naturalization. On these general principles it is fair to assume that more than 3,000,000 aliens need school help before taking the oath of allegiance to the Government of the United States. 27301°— 27 - 16 238 BIENNIAL SURVEY OF EDUCATION, 1922-19*24 Number of aliens and of foreign-born illiterates , according to States (1920 Federal census ) State Maine. . . New Hampshire _ Vermont . . Massachusetts _ Rhode Island _ Connecticut _ New York _ New Jersey _ Pennsylvania _ Ohio _ Indiana _ Illinois _ _ Michigan _ Wisconsin _ Minnesota . . Iowa _ _ Missouri _ North Dakota _ South Dakota _ Nebraska . . Kansas _ Delaware _ Maryland.. . . . District of Columbia. Virginia . . . Adult aliens Foreign- born illiterates State Adult aliens Foreign- born illiterates 40,427 11,604 West Virginia _ _ 33, 382 14,548 34, 598 13, 746 North Carolina _ _ 1, 772 474 14, 263 4,837 South Carolina _ _ 1, 504 391 442, 351 135, 720 Georgia _ _ _ 3,873 861 57, 007 28, 169 Florida . . 16,446 2,657 159, 928 63, 131 Kentucky _ _ 5, 272 2,244 1, 011, 120 389, 603 Tennessee _ _ 3, 356 1, 263 275, 027 111, 595 Alabama. _ _ _ 3, 669 1,893 541, 510 258, 812 Mississippi _ _ 2,065 1,057 218,288 84, 387 Arkansas _ 2,385 1, 145 35, 662 17, 555 Louisiana _ _ _ _ 18,294 9, 707 272, 391 131, 996 Oklahoma _ ... _ 9,499 5,456 204, 549 70, 535 Texas.. _ _ _ 166, 061 112, 417 98, 941 38,359 Montana.. _ _ _ 13, 626 5, 178 72, 649 26,242 Idaho _ _ 66,706 2,501 29, 070 11, 004 Wyoming... . . 6, 756 2, 233 37, 093 17, 669 Colorado. _ _ _ _ 28,142 14, 224 13, 719 7, 238 New Mexico _ 14, 032 7, 250 7, 500 3,848 Arizona.. _ _ _ 40, 785 19, 291 22, 195 9,468 Utah. _ _ 12, 984 3,504 21, 396 11, 291 Nevada _ _ 5,044 1, 241 7,164 3,373 Washington _ _ _ 52, 526 11,630 30, 634 13, 575 Oregon _ _ _ 23, 126 5, 172 6,333 1, 728 California _ _ 231, 671 69, 768 8,119 2,150 Care must be exercised in interpreting the above statistics on the number of foreign born reported as aliens in 1920. These totals have been increased by the number of new arrivals and have been decreased by the number who have been naturalized during the five-year period from 1920 to 1925. The number of aliens admitted to citizenship in the United States during the fiscal year July 1, 1923, to June 30, 1924, was 150,510. Using this figure as an average, the total number admitted since 1920 is 750,000, which represents approximately 17 per cent of the total number reported in 1920. A deduction of 20 per cent from the total for any State would give a fair estimate of the number of aliens in 1925. No statistics are available to show the number of illiterate foreign- born adults who have learned to read and write during the five-year period since 1920. SIZE OF NATIONAL ILLITERACY PROBLEM AMONG THE NATIVE BORN The native illiterate population in the United States by the 1920 Federal census, is as follows: Native white illiterates, 1,242,572; native negro illiterates, 1,842,161. It is significant to note that the native illiterate group represents 64 per cent of our total national illiteracy problem. The total number of native illiterates in 1920, however, shows a marked decrease as compared with the number in 1910 and 1900. The 3,000,000 citizens of the United States who are FOREIGN-BORN AND NATIVE ILLITERATES 239 unable to read and write constitute a challenge to American educa¬ tion. The immediate extension of adequate programs of adult elementary education would insure a marked reduction of illiterates in the census of 1930. Number of native illiterates , according to States State Native - white Native negro State Native white Native negro 8, 396 64 West Virginia . . . 44, 324 10, 513 1, 973 33 North Carolina _ _ 104, 844 133, 674 3, 613 28 South Carolina . 38, 742 181, 422 Massachusetts . 7, 780 2,565 Georgia _ _ _ _ 66, 796 261, 115 Rhode Island . _ _ 2,255 839 Florida . . 13, 169 55, 639 Connecticut.-- _ 2,927 1,078 Kentucky - - 112, 206 40, 548 New York _ _ 28,406 5, 032 Tennessee _ _ 101, 809 79, 532 New Jersey _ _ _ _ 9,696 5, 910 Alabama _ _ _ 65, 394 210, 690 Pennsylvania _ 38, 870 14,645 Mississippi . . . . 22,242 205, 813 Ohio _ _ 33, 726 12, 715 Arkansas _ _ 41, 411 79,245 Indiana _ . . _ 27, 929 6,476 Louisiana.. _ _ 81, 957 206, 730 Illinois _ . . . _ 30, 907 10, 476 Oklahoma. _ _ _ 30, 418 14, 205 Michigan . . . .. 14, 172 2,203 Texas . . . . 80,643 102, 053 Wisconsin _ 10,449 182 Montana . . . . 1,067 87 Minnesota... . 5,955 241 Idaho.. _ _ — _ 914 44 Iowa _ _ _ -. _ 8,275 1,283 Wyoming. . . .. _ 421 66 Missouri . . . . 47, 066 18,528 Colorado _ _ 8, 624 619 North Dakota . . . . 1, 307 16 New Mexico .. .. 25, 519 228 South Dakota _ 1,490 35 Arizona 3, 233 338 Nebraska . 3, 360 556 Utah 925 59 Kansas 7, 179 4,228 Nevada 157 313 Delaware _ . 2,427 4,700 Washington _ _ _ 2,379 245 Maryland 15, 368 35,404 Oregon . 1, 990 89 District of Columbia 640 8,053 California 8,747 1, 579 Virginia. . . . . 70, 475 122, 322 The social, political, economic, and cultural losses due to illiteracy cam not be estimated. Disrespect for law, disregard for personal and community health standards, suspicion, ignorance, and an undemocratic point of view — all these undesirable conditions are generally found in districts with high percentages of illiterate adults. A NATIONAL SURVEY OF STATE PROGRAMS OF ADULT EDUCATION IN 1925 In May, 1925, the Federal Commissioner of Education sent a questionnaire 1 on elementary education in English and citizenship for adults to every State superintendent of education in the United States. The questions asked in this report covered the following: 1 . State legislation favoring this work. 2. State educational leadership. 3. State financial assistance. 4. Number of local communities providing adult classes. 5. Number of adult students enrolled in 1923 and 1924. 6. State teacher-training help for adult classes. 7. Present outlook for this work. Returns were received from 44 of the 48 States and from Alaska, Virgin Islands, Canal Zone, and Hawaii. 1 Results of the questionnaire appear on a following page. 240 BIENNIAL SURVEY OF EDUCATION, 1h £ ££ ;* AAAAA £ £ >H At»A tH A>* serf onl +s CS pi co a © ® ®-S-£ l|SS 2-2 o 44 g§85 L- i COOO 05 05 co r^. i co o o n 00 ^ C5 00 co t-Tco of oTo i CM CO i—l cSc§c*Si<§c3Si^c3S!c§cS^a3c3c3c3do3c3c3c§S5dc§SI^SJo3 . L J L _L — L _L d* -L _L J — L J, S ^ ^ ^ J- _L d* i _L d* ^ &£ AAAAA A &22o$ 'A — 3 8 9 ^9 •i 60 t-> 0 © fl.9 0 01" >•« o — a S 4 8 Es % ~ O t3 ri h CO j © H+^ 0 O ®r2 Jo 3 OS «S 03 fc o o o o o £ £ fc £ £ © 0.4, 03 .>-« O--1 *sg5 ® =3 9 «[3 © o cq’o W ’*“' 0^. sllsl ocg 043 p ft 00 S do® <_> ££ >h £ £ t* 33 o o 3 03 33 06® ® 00 ® ®ooo® ® O O OOO ® o® >< AA i» ^ ^ ^ JsZIz; {h Am 3 © £~ g 3 o. 3 P«f3 a J ©^ «33 I^p,* 111”! ft ' JfflJJJoou'Bia oo®ooo®®o®® ££ JH £££ in >i A pH $h 33 © 00 © ©000b © © © o © o ® o © A< AA t» >h A^A >1 A>< 2 so a.i *td0.9 £5 © C co £> «^3 llsg^ 02 «,cj O. 3331 W co co © © OO© _ AAAi >h CO CO CO CO >C >H >H >H <0 a> o <0 o o o a) co >h ® © odd © o © {H AAA >H A> on ■ w .9 ^5. 9 g^i 3 XI $ u 2 =2 * ~ 333 3 9. ocs i>> ■s 5r is © © 22 £ oA< £ A £ Q Q. o o ^3 o 3-9 9 9 0 o .® .9 © 5 .2 _Q CO rt .2 cs § 3 3 C3 O ? -7 m m AL Z* 5 ^ QJ w •C © >> 1* •-» m ^ a ,a> 0 S Elementary education in English and citizenship for adults , hy States — Continued 244 BIENNIAL SURVEY OF EDUCATION, 1922-1924 3 P'S o o o z zz B“ So >> . ®+i # #5 o ooo © oo © o o © 5 Z ZZZ !* ZZ Z Z o ooo z ZZZ ^<2 8 o'B" ■*5 03 "3 fl to ~ ® ®,g w Si HO«N >ON; ;s?2i «N O O 22ZZ ^ ^ ®j* rS §,-§ ^ ^ -o eSScN^SSSeSSoi o S S o S S o S o S S o £ S S S o s s s s s s ^ 2 2 2 2 Z oZ 2 2 Z o 2 2 2 2 Z 2 2 2 2 2 2 lOOIMO O 2-« - a . o ®o a- ssss I . 0 05® Ca 32 .i 60 ^ P © o o g2 ^ t> osf JS-g " lia g S>^ g silJO 33 3 33 0-0 O Z £dZ 3 S ZoZ Z Z ° z 3-0 i!l* s a § g © o * 5«ZZ 8 o- 3 »• ft-g§'=3 ® © Eo33 ^_&C8 5 ° © *- ea^. a © g ®gg-| g 3.2 n R2 > o © O O >H zz WWW 9 0)0 0 OOO O oo O Qj <& _ J*I*Z }h Z5Z ^ ZZ ^ >H Jh >H >* >3 © © o o >H !*ZZ CO 6Cfl.A •53,0 "-i .-3 © E w O ® > 33 CQ -®.C a © B 4S .2 2 ‘S'cS'^rS ® 03-^ 03ptJ N H VJ ■ » Q> OO >3 ZZ © © o © ©00 © 00 © ©o © ^>3 t*ZZ >H ZZ >* >3 Z >* >3 >* © ©do 5h >hZZ o| 60 3 vy — W I Ui S~ W g § -g -3>° 0 .2 03 & >, -C .S+^-o x 1 m33 _ l|ce m £?©g 3 §0 |3 1 W 03 2 *a a S 5 >£z £ 55 S Z £ 3 — B 03 rl TS O ! «N.J 4 •S©’s 2 bog & \ .fe 08,3 >OW FOREIGN-BORN AND NATIVE ILLITERATES 245 FEDERAL LEADERSHIP IN ADULT EDUCATION From 1915 to 1919 the Federal Bureau of Education provided educational leadership for immigrant education programs in the United States. Mr. H. H. Wheaton and Mr. Fred C. Butler ren¬ dered valuable assistance to the school people and representatives of civic organizations who were interested in improving the then limited programs of Americanization. This work of the bureau was discontinued soon after the war, owing to financial retrenchments. The schools suffered when Federal direction was withdrawn, and especially in 1919, when public opinion had been educated as to the need for Americanization programs by the war-time propaganda on this subject. The State and local directors of school programs for aliens in 1920 organized as a department in the National Education Association. The outstanding aim of this organization has been to secure Federal educational direction for this work. The department of immigrant education was enlarged in 1924 to include the supervisors and teachers of native illiterates, and the name was changed to the National Department of Adult Education of the N. E. A. At the 1925 meeting of this department in Indianapolis, resolutions were adopted indorsing the recently announced competitive examination for the position of specialist in adult education in the United States Bureau of Education. The appointment of such a specialist will undoubtedly strengthen the work nationally and will insure the necessary development of adult-education programs in the large number of States where the ambitious illiterate and immigrant have no opportunity for learning English and preparing for citizenship. The immigration restriction laws of 1924 have cut down consider¬ ably the number of new immigrants to be admitted to the United States in the future, and consequently the number needing instruc¬ tion in English and citizenship. Attention is called, however, to three significant considerations, as follows: 1. The number of immigrants admitted under the new law ia 1924 was 706,896. 2. The total number of illiterate foreign-born persons residing in the United States in 1920 was 1,763,740. 3. The total number of aliens residing in the United States in 1920 was 4,364,909. Obviously we have a tremendous educational problem on our hand in the number of foreign born now here who need school help, and an annual influx of approximately 500,000 under the new law is large enough to need, a continuous program of adult citizenship education. There is considerable misunderstanding in the minds of many people about the need for further work. Surely the facts set forth in the three considerations listed answer this question in convincing 246 BIENNIAL SURVEY OF EDUCATION, 1022-1924 form. No extended reference will be made in this report to the educational activities of the Bureau of Naturalization. Suffice it to say that this Federal office has furnished the public schools an abundant supply of lesson materials for English and citizenship classes. The schools have been helped also by the lists of names and addresses of applicants for first and second papers provided by the bureau. The school people generally have cooperated with the Bureau of Naturalization in preparing petitioners for naturalization procedure. The present outlook for effective cooperation between all public agencies that touch the immigrant in his adjustment to the normal life of an American citizen is most hopeful. The schools can not accomplish this work alone. School leaders and teachers must invite and seek the active cooperation of every group of citizens interested in helping immigrants to become truly Americanized. REFERENCES California State Board of Education. Thirty-first biennial report of the superintendent of public instruction, September 15, 1924. (See report of the assistant superintendent, Miss Ethel Richardson, in charge of adult education.) Carnegie Corporation of New York. Office memorandum, February 5, 1925: Series II, Adult education. Americanization studies, Harper & Bros.: Schooling of the immigrant. Frank V. Thompson, superintendent of public • schools, Boston, Mass. America via the neighborhood. John Daniels. Old World traits transplanted. Robert E. Park, professorial lecturer, University of Chicago, and Herbert A. Miller, professor of sociology, Oberlin College. Immigrant health and the community. Michael M. Davis, jr., director of Boston Dispensary. A stake in the land. Peter A. Speek, United States Library of Congress, Russian section. New homes for old. S. P. Breckinridge, assistant professor of household administration, University of Chicago. Adjusting immigrant and industry. William M. Leiserson, chairman of labor adjustment boards, Rochester, N. Y., and New York, N. Y. The immigrant press and its control. Robert E. Park, professorial lecturer, Universitj^ of Chicago. The immigrant’s day in court. Kate Holladay Claghorn, instructor in social research, New York School of Social Work. Americans by choice. John P. Gavit, vice president New York Evening Post. Summary. Allen T. Burns, director Studies in methods of Americanization. Lombard, Ellen C. Cooperation in adult education. United States Bureau of Education, Home Education Circular No. 6. Bibliographies on Americanization and illiteracy programs by: United States Bureau of Education; American Library Association; and Massachusetts State Department of Education, division of libraries. CHAPTER XIII HEALTH AND PHYSIQUE OF SCHOOL CHILDREN By James Frederick Rogers, Chief of Division of Physical Education and School Hygiene Contents. — School housing — Playgrounds — Medical inspection — Dental work — Nutrition — • Open-air schools and open-window rooms — The summer camp — Other special schools and classes — Health education — Physical training — Safety and first aid — Preschool work — College health — Health of teachers — Teacher training — Parent-teacher organizations — Legislation — School health agencies SCHOOL HOUSING Steady progress in recent years has been made in the safe and healthful housing of school children. From a none too carefully constructed box, poorly lighted, and fitfully warmed by a central stove, which failed in making comfortable the wind-chilled floors, furnished with unsuitable benches and with blackboards which belied the name, and provided externally with toilets which were often striking examples of what such appointments should not be, we have come, in a half century or so, to single or consolidated schools hav¬ ing suitable heating apparatus in the basement, the latest toilet and lavatory arrangements under the same roof, a well-equipped lunchroom, blackboards that are black, abundant illumination, suit¬ able seats, some special features for the comfort of the teacher, and, in a word, all necessary facilities (so far as we can now see them) for the health of all concerned. Many schools have gone still further and have supplied special rooms and equipment for the study of home economics, and have provided materially for the physical de¬ velopment of the child by furnishing gymnasiums, baths, and swim¬ ming pools. In some respects we may have gone too far in the use of creature comforts. We have made use of playrooms and gymnasiums in seasons when the playground would have been far more appropriate, and it has been discovered that frequently the schoolrooms have been kept at such a high temperature as to interfere with the loss of body heat and to cause coincident interference with mental activity. Perennial reports continue from many quarters of overcrowding and double sessions, and the picture of the safe, sanitary, and well- 247 248 BIENNIAL SURVEY OF EDUCATION, 1922-1924 equipped school does not hold universally. In many parts of the country deplorable conditions still exist. According to a Parent- Teacher Association survey of the schools of Delaware, “ two-thirds of the buildings now in use are violating practically all of the health standards Avhich it is one of the supreme tasks of the school to teach to the children.” The water supply of schools is not always chosen with the care that one would expect. An examination of the supplies of 97 of its rural schools by the State department of health in Connecticut was recently made; of these only 24 were considered satisfactory, and 1G were pronounced unsafe. PLAYGROUNDS Toward the middle of the nineteenth century the educator, intent on adding new subjects to the curriculum and zealous to increase the intellectuality of his pupils at all costs, lost sight of the importance of the playground and often begrudged the child his two blissful respites, the traditional recess periods. Old school grounds were encroached upon, and with the rising cost of city lots new school sites were limited to little more than a mere space for the building. However, in the last quarter of the past century an effort at rescue of the playground was begun, and with the efficient assistance of the Playground and Recreation Association of America not only is more adequate room for play now included in the newer school-building programs but opportunity is supplied elsewhere and trained organ¬ izers and directors of play are widely employed. In many cities the municipal playgrounds are under the control of the board of educa¬ tion and are directed by employees of that department throughout the summer as well as at other seasons. It is the opinion of the superintendents of schools in 91 out of 136 large cities that all play¬ grounds should be under the supervision of the department of edu¬ cation. Out of 164 cities affording information on the subject 143 stated that playgrounds are provided for every new school building. Doubtless in many instances there is much to be desired in the size of these grounds, but in at least one State a minimum standard has been set of 2 acres for every one-teacher school, 3 acres for every two- teacher school, 4 acres for every three-teacher school, and 5 acres for every larger elementary school. Ten acres has been set as the mini¬ mum for high schools. These dimensions have been greatly exceeded by many schools in more than one State. Besides furnishing playgrounds, some effort is made to put the grounds in condition for use on as many days of the year as possible and to make use of them under special or regular teacher supervision HEALTH AND PHYSIQUE OF SCHOOL CHILDREN 249 not only during the school session but after school and on Saturday. There is no time in the regular curriculum, unless it should undergo radical revision, for an adequate program of physical training, and it is to wisely supervised after-school and vacation activities that we must look for full value in this kind of work. MEDICAL INSPECTION Medical inspection, or health examination (to use a better term), began a half century or so ago in Europe with the examination of the vision of pupils. In many sections of this country it has not in practice advanced beyond this stage of development, and, although 42 States have laws requiring or permitting medical inspection, it is estimated that half of the children of the country have never so much as had their vision tested. The examination of vision was an acknowledgment that the eye is an essential intellectual tool with which the pupil works and with which he works best when it is most nearly perfect. This idea has not, however, as yet penetrated through the dense layer of materialistic tradition with which all our minds are still incrusted ; for many a teacher wastes time and effort year after year working not only with pupils handicapped with defective vision, but with children who are dull because deaf, and stupid because of badly fueled brains. It is true that the mere removal of defects does not affect the hereditary basis of poor or good intelligence. It is inadvisable, however, to attempt to train children who are mentally hampered by remediable bodily defects; though this is carried on to an in¬ credible extent. There are bright spots, it is true, but the general picture the country over is not what could be wished. In at least one European State every child is thoroughly examined, stripped, by a physician three times in his school life, and oftener if his condition seems to warrant it. There is no longer need for examination for the mere sake of piling up appalling statistics on the subject of human defects. Whether in city or country, East, West, North, or South, the pro¬ portion of physical defects is much the same and is a depressing commentary on the fall of man from physical perfection. Although the examination by a thoroughly trained physician of each child fully stripped would be the ideal practice, the recent tendency has been to make of the school nurse or the regular teacher at least the preliminary examiner. Even where there are other examiners it is the teacher’s business to know the instruments upon which she plays, whether they are at their best and remain at their best. Without the use of any kind of special instrument she should know whether a child is doing good work, whether he shows signs of 250 BIENNIAL SURVEY OF EDUCATION, 1922-1924 defective vision, is dull of hearing, can not breathe through his nose^ has decayed teeth, is stooped, or shows other evidence of being im¬ provable. As for the detection of communicable disease, the teacher can be the only first-hand observer, and first-hand knowledge of such conditions is the only kind worth while. It needs only a com¬ paratively brief period of instruction and of practice to make the teacher an excellent examiner, and such training promises to be afforded hereafter in her professional education. It has, in fact, been begun in a few teacher-training institutions. No matter who makes the preliminary examinations, there is need in every school system of a thoroughly trained and well-paid medical inspector and consultant, for the end of such examination is not to find defects but to decide which need to be removed or improved, and to have something done about them. In the health examination heretofore the persons most concerned and whose cooperation is most needed — the parents — have been ignored. It is notable that in the past few years this method has been undergoing change, and in some cities, where an invitation has been extended, the parents have been present to the extent of 75 per cent. They furnish to the examiner much valuable first-hand infor¬ mation concerning the child’s physical history and reduce the labors of the school nurse whose most important business has been the “ follow-up ” work of home explanation and persuasion after exami¬ nations. It is a high tribute to the usefulness of the school nurse that, although there has been some diminution in the number of full-time school physicians, the number of nurses has increased in both urban and rural regions ; and the number of pupils has, in many instances, been reduced to 1,000 per nurse. The employment of school nurses in rural communities is increasing rapidly, and wherever a suffi¬ ciently trained and tactful person has been employed she has been found to be indispensable. A few years ago the administration of medical and dental in¬ spection was about evenly divided between departments of health and departments of education, but there is an increasing balance on the side of educational authority, especially in small cities. In 80 per cent of cities with a population of 10,000 to 100,000 furnishing information on this subject, the administration of medical inspection is under the department of education. This division has b;en occa¬ sioned by the presence of communicable disease, the management of which always falls within the province of the health officials. As these diseases are stamped out the health work will become more exclusively the field of the department of education, though the crest of the wave of public-health activity itself has become purely educa¬ tional. HEALTH AND PHYSIQUE OF SCHOOL CHILDREN 25" Half of the children of the country are in the rural schools, and though these are not better off physically than their city cousins, health work, except in spots, is far from adequate. It is particularly lacking in organization and direction. In most instances it is still waiting on the progress toward better county or district organiza¬ tion in public-health work, if not in education, and these await the approval of the taxpayer. It is to be regretted that in this country more men broadly inter¬ ested and qualified for directing the health activities of schools, both urban and rural, can not be given attractive salaries with sufficient time for research, as the opportunities for valuable investigation are unlimited. DENTAL WORK There has been a steady development of dental work in schools. In many instances this has been inaugurated by the local dentists, though most satisfactory results are obtained where it has been in¬ corporated as a part of the general health work of the school. Be¬ sides the school dentist who attends to fillings, extractions, and align¬ ment, dental hygienists are employed in increasing numbers. In addition to examining and cleaning teeth, these workers assist in the training of the child in the care for the appearance and preserva¬ tion of these valuable structures. Mouths which have never been entered by brush or dentifrice may contain the most beautiful teeth, while others which have known the most persistent and approved efforts at artificial cleansing may con¬ tain few sound specimens. School work on a large scale has proved conclusively that oral hygiene alone has little effect, at any rate during school life, in reducing the tendencies to decay. On the other hand, recent experiments indicate that the amount of caries is noticeably affected within a few months by the character of the food. The Children’s Bureau, in a stud}^ of preschool children in Gary, Ind., found that in those whose diet was almost wholly deficient, or lacked one or more essential food elements, there were 75.6 per cent with carious teeth as compared with 52.1 per cent for others; and in experiments on three groups of 7-year-old children, conducted by Mellanby, Pattison, and Pro'ud in a London hospital, the effect of deficient diet on the extent of existing caries, and on the increase in number of decaying teeth, was evident within a few months. Though proper nutrition is essential for good teeth, efforts at oral cleanliness are worth while, from the point of view of aesthetics if from no other, and preservation by prompt filling of all cavities is of the utmost importance. The trend, however, in dental prophy¬ laxis is at last toward the removal of the causes of caries through the 252 BIENNIAL SURVEY OF EDUCATION, 1922-1924 use of a diet which will furnish from their prenatal beginning the right materials for the making and maintenance of the teeth. NUTRITION For nearly a century and a half it has been found advisable in European States to furnish meals for poorly fed pupils, but otherwise the most fundamental subject in hygiene, namely, nutrition, has until very recently been nearly neglected. The efforts at improving the daily food habits of the child constitute the most important move¬ ment in health work of the age and give promise of the most far- reaching results not only healthwise but economically. We have hitherto been too much inclined to take it for granted that a child is “ well fed if he does not starve ” or that any kind of food will do for him. We are much concerned about the kind and amount of gasoline and oil which we put in an automobile, but it has not entered our heads that the amount and character of work of the school child is at all connected with what he has had for dinner, or, as was long ago pointed out by Voltaire, that his disposition depends on his digestion. In the efforts at improving the nutrition of the more evidently malnourished children, whether selected by crude measure of relative weight for age and height or by the more trustworthy method of a general examination for all the signs of this condition, special classes have been organized and even open-air treatment has been afforded them. The tendency is, however, except in the most serious cases, to go direct to the root of the matter and secure the right feeding and other conditions affecting nutrition for all children in the home, if possible, and give supplemental feeding in the school only where this is deemed necessary for the time being. Certainly where children have not sufficient time, or where the distance from home is too great for them to return home at noon, a suitable noon lunch, planned and superintended by the teacher of domestic science, is now deemed essential, and this function is made use of not only for mere feeding but as an objective part of the teaching of hygiene. About one-third of all cities are now furnishing this lunch. In rural schools, where suitable provisions for the noon meal are of especial importance, the serving of hot chocolate or soup with the food brought by the child is arranged for, while suggestions to parents and the distribution of such publications on the subject as those issued by the Bureau of Education have made an improve¬ ment in the contents of the lunch basket. OPEN-AIR SCHOOLS AND OPEN-WINDOW ROOMS Open-air schools and open-window classes are a part of the special equipment in about 25 per cent of cities having a population HEALTH AND PHYSIQUE OF SCHOOL CHILDREN 253 of 30,000 and more and in about 10 per cent of those from 10,000 to 30,000. The proportion has not increased much in a decade. The success of these schools, which grew out of methods employed in sanitoria for the tuberculous, has, of course, depended on much more than pure or cool air; for extra feeding, rest periods, and a sympathetic atmosphere have been as important factors in the results obtained. Open-window classes have been used for the same type of pupils where no open-air schools exist or for presumably nontuberculous cases of malnutrition. As Newmayer says, open-window classes were a “ confession that onty malnutrition cases shall receive fresh air, and this to be given at times at uncomfortable temperature.” It is the duty of educators to furnish such a necessity as pure air at a comfortable temperature to every child in every class. “ The lack of fresh air in our schools is an indictment against the designers and builders of our school plants.” Even if we furnish a pure and not superheated atmosphere to only our tuberculous children, we shall have to make such condi¬ tions for a very large per cent of them. Children who are suffering from active tuberculosis or other seri¬ ous chronic diseases have no place even in an open-air school. Their physical care is paramount, and they should be placed in a pre¬ ventorium or sanitorium, where they can have for 24 hours a day the best conditions for healing and- recovery. Even in cases of serious malnutrition (which may often be due to tuberculosis) as much progress will be made if the mental work be made decidedly secondary to physical welfare. The rulings made in New York City as to cases suitable for open- air schools are as follows : 1. Those who show tuberculous infection but have no sign of active disease. 2. Children exposed to active tuberculosis, particularly those of a marked degree of malnutrition. 3. All definitely arrested cases of pulmonary or other forms of tuberculosis. 4. Marked cases of malnutrition. Besides learning that pure air and comfortable temperature are essential for body-mind activities, we need to be reminded by the more recent studies of nutrition that “the human flower is, of all flowers, the one which has most need of sunlight.” In this con¬ nection we may well spend some time in informing ourselves as to the work of Doctor Rollier, of Switzerland, who gives his pupils not only pure air but abundant light and bodily movement. His methods are having an influence in schools in other European coun¬ tries. 27301°— 27 - 17 254 BIENNIAL SURVEY OF EDUCATION, 1922-1924: THE SUMMER CAMP The summer-camp idea dates back some centuries, but in practice it has only lately had its phenomenal development. Like other schools, it began and chiefly remains a private institution, but it is made use of to an increasing degree as an adjunct of the school for the treatment of tuberculous or malnourished children. In the camp the child, during a season when he is often left too much to his own ill-considered ways, can be placed without thought that he is being schooled, under an ideal regime for health in which every condi¬ tion from the foundations of diet and rest, up, can be supervised while he is brought into that intimacy with nature, too much lack¬ ing in our modern life. This deserves to become a part of the expe¬ rience not only of the ailing child or the child with well-to-do parents but of every child and at public if not private expense. The cost might be considerable, but the results would be worth it. In 83 cities the camp has established itself as a part of the recrea¬ tional system, and it only needs to be absorbed by the schools. OTHER SPECIAL SCHOOLS AND CLASSES Besides the open-air schools and classes for those crippled consti¬ tutionally by bad feeding or chronic bacterial disease, there has been much progress toward special assistance for those locally crippled in eye, ear, heart, or limb. “ Sight saving ” or “ sight conservation ” classes are being established in increasing numbers for children with corneal opacities, pronounced or progressive near sight, or other causes which greatly impair the vision. These classes are given an especially good light ; extra large print is used ; and the methods of training are especially adapted to these half-blind children. . The number of children who are hard-of-hearing is large, and classes with appropriately adapted methods have been organized in many cities for those children who, because of this defect, can not profit as they should b}^ the regular school activities. A study of best methods of selecting and training such children has recently been undertaken by the American Federation of Organizations for the Hard of Hearing in cooperation wTith the Bureau of Education. Children with speech defects are given more attention chiefly through special teachers who work with the children individually or in small classes at special periods in the school day. They help also indirectly by advising the regular teacher as to general methods of handling these children so that they may not suffer from con¬ sciousness of their distressing ailments. In the city of Philadelphia 10 of these special teachers are employed. Children with damaged hearts are given special attention in some of our larger cities by the establishment of special heart clinics HEALTH AND PHYSIQUE OP SCHOOL CHILDREN 255 and by placing the children in special classes where their exercise and nutrition can be supervised. HEALTH EDUCATION Training in the practice as well as in the theory of hygiene (or health education, as it has been called) is widely adopted in the school program, and excellent progress has been made in the perfec¬ tion of methods for arousing interest and for securing results. This development has been powerfully stimulated by the efforts of the American Child Health Association, the joint committee of the Na¬ tional Education Association and the American Medical Associa¬ tion, the American Red Cross, the National Tuberculosis Association, the National Child Welfare Association, and other private agencies. Such work hinges on the attitude and degree of cooperation of the home, and this fact is still too much ignored. The work of health education has its objective beginning in the first physical examina¬ tion of the child, and the presence on that occasion of one or both parents should start the welding of a link of mutual understanding as to what the school is driving at when it attempts to improve the child’s daily habits. Periodic weighing and measuring of the child serves as a concrete reminder of his bodily being and as a peg on which to hang health lessons that endure. This work is placed, in many school systems, under the supervi¬ sion and direction of a special health teacher or of a physical director or nurse well grounded in these methods, and preparation in this subject has been introduced in teacher-training institutions. Besides the helps for teachers in the practical teaching of hygiene issued by this bureau, we would mention the reports of the con¬ ferences on health education held by the American Child Health Association and the report of the joint committee on health problems in education, issued in 1924, and entitled ‘‘Health Education.” There has been increasing improvement in the methods of teach¬ ing and in the textbooks used in the elementaiy school. In high schools, however, except incidentally in connection with general science, biology, or civics (none of which subjects are always re¬ quired of all pupils), the matters of health are too much neglected for subjects of less moment save for obtaining entrance to college. There is a steady increase in the number of schools making some effort at presenting the facts connected with sex ; and, though pro¬ gress in this direction seems painfully slow, there is promise that schoolmen are coming to the opinion that this subject is of im¬ portance and that they can transmit information on human origin with as much success as those to whom the precious task has hitherto been so generously confided. BIENNIAL SUB, YE Y OF EDUCATION, 1922-1924 250 The teaching of practical home hygiene, the care of children and of the sick, has found a foothold in many schools to the great bene¬ fit of all concerned. This work has been furthered in many quarters through the activity of the American Red Cross. PHYSICAL TRAINING There is a most unfortunate confusion of terms and of understand¬ ing as to what is meant by physical education. Whereas in some school systems the words are still applied in their former broad meaning as covering all activities having to do principally with bodily development, health, and efficiency ; in others they are applied in a limited sense to those more primitive (but none the less essen¬ tial) body-mind activities in which the larger muscles are brought into play with coincident exercise of underlying functions. Taking this subject in its narrower meaning, there has been a decided widening of interest in physical education in the past decade, brought about particularly by the war. The movement for physical training of children in public schools, which arose in Europe in the early years of the nineteenth century, reached this country in due season. The systems adopted from Sweden and Germany were admirably adapted to fit into the routine order of classroom work. It was asserted and hoped that these exercises would counteract the effects of long sitting and of unavoid¬ able bad posture. It was not likely, however, that gymnastics carried on for a few minutes a day could have much developmental or recreative effect or any great mental or moral influence. In fact, the time element in itself (seldom more than 15 minutes a day) negatived any notable influence on physical development. Neverthe¬ less, gymnastic exercises did much good, and were worth all the scant time and effort bestowed on them. Interschool athletics were pursued in many schools with consider¬ able outlay for coaching and for outfits, but this interest was be¬ stowed where it was least needed from a purely physical standpoint. The trend has been in late years, so far as the school curriculum and facilities will permit, to add to the formal gymnastic exercises the more natural training afforded by dancing, games, and a general participation in athletics. Methods of classifying elementary and secondary pupils for participation in sports are sought, and rewards of excellence in the way of badges or letters are empk^ed to stimu¬ late interest. Thirty-tl iree States have passed laws making physical education a part of the school curriculum, and in all but two instances the law is, in effect, mandatory. Fourteen States have appointed State directors, and the preparation of teachers in this subject, as well as HEALTH AND PHYSIQUE OF SCHOOL CHILDREN 257 the general organization of this work, is advancing satisfactorily under their direction. While the content of the course in physical training is broaden¬ ing, its extent, so far as the school period is concerned, is still small. As a purely instructional exercise perhaps 15 or 20 minutes a day is adequate, but from a “ study period ” point of view, or rather from a joy-of -living, developmental, and recreative aspect, two hours a day is not too much. There is a healthy tendency for the educator to view again the recess period with the respect it so long deserved, and some added time is gained for supervised physical activity after school and on Satur¬ days with direction by special or by regular teachers. Probably the time is not far distant when the special teacher of physical training will begin his work in the afternoon and continue it after school hours and on Saturdays. The development of playgrounds and swimming pools, with super¬ vision through municipal or school authorities, has added much to the opportunity for physical and therefore mental and moral health of the school child. According to the last report of the Playground and Recreation Association of America, 711 cities now maintain playgrounds, with an expenditure of more than $20,000,000 a year for their upkeep and supervision. It is not sufficient that play¬ grounds should exist. They need to be in charge of well-trained directors. The value of the summer camp as a place for training in physical education and hygiene has been mentioned elsewhere. It is the missing link bePveen school sessions and is a place for physical edu¬ cation in its fullest sense. It should be made the connecting link for all pupils and not simply for those who can afford the present cost of this experience. Besides the summer camp, the Boy Scouts, Girl Scouts, and Camp Fire organizations have been of much help in promoting physical and social education during vacation periods, and the work of these organizations is becoming more effective as its leaders are better trained. The Young Men’s Christian Association and Young Wo¬ men’s Christian Association remain worthy all-the-year promoters of physical, social, and mental health and development. Among the notable events along the line of the promotion of par¬ ticipation in sane physical activities has been the birth and develop¬ ment of the Women’s Division of the Xational Amateur Athletic Federation of America. The aims of this organization are to secure the adoption by women of those forms of athletics which seem best fitted for them, to have all such athletics supervised by their own sex, and to encourage research in this field. The division already has 258 BIENNIAL: SURVEY OF EDUCATION, 1922-1924 a large membership of colleges and secondary schools throughout the country and promises to be a great power for good. SAFETY AND FIRST AID In addition to fire drills, the efforts to reduce the n'umber of street accidents has become a fairly necessary part of the school program. The number of accidents from speeding vehicles has been reduced not only by classroom teaching but by closing certain streets for play and the providing of better playgrounds, with special traffic directors in the neighborhood of schools at the beginning and end of sessions. The teaching of rescue of the drowning and the resuscitation of the partially drowned has been stimulated by the American Red Cross. The subject of first aid has been furthered' by the foregoing agency and by the United States Bureau of Mines, as well as inde¬ pendently by the local school nurses and other teachers. PRESCHOOL WORK Physical examinations with the purpose of finding and securing the cure of disease or removal of hampering defects were first car¬ ried on in this country in universities and colleges. From these higher institutions they filtered into the public schools, and after 50 years it is recognized that it would be wisest to extend the privilege of this examination and bodily betterment to children before they are admitted to school. In Germany, for a number of years, chil¬ dren have been examined on entrance to school and if found mal¬ nourished or otherwise unfit are returned to their homes until they are in better condition for school work. In this country more fore¬ handed proceedings have been instituted in a few cities by the exami¬ nation of children previous to entry. The nursery school, which prior to the war flourished to some extent in England and Scotland under recognition by the educa tional authorities, has found a foothold recently in this country. It is not to be confused with the day nursery, but is related on the one hand to this institution and on the other to the elementary schools. We quote from the annual report of Sir George Newman, chief medical officer of the English Board of Education : It will be generally agreed that tlie best place for the child under 5 years of age ought to be with his mother in bis own home, but when tlie home surround¬ ings are unsatisfactory and likely to retard the physical and mental develop¬ ment of the child a properly organized nursery school ’would seem to be the most suitable alternative. Such a school should clearly be free from the type of control and discipline which may be appropriate to older children. It should aim primarily at building up physique and fostering the mental growth of the children it cares for by placing them in happy, healthy surroundings where HEALTH AND PHYSIQUE OF SCHOOL CHILDREN 259 they will be fed, warmed, and cleansed and taught by homely methods how to help themselves, contract good habits, and respect the wishes and desires of their fellows. * * * It is generally conceded that the nursery school should be in charge of a specially trained, certificated teacher with less highly qualified assistants for nursing and attendance. Although the health of the child before he becomes a candidate for school may seem beyond the province of the school, it is of the great¬ est moment from every point of view that the grist which enters the educational mill should be of the highest quality which heredity will allow. It becomes, then, incumbent on the community of which the school is but a part to see that everything possible is done for the preschool welfare of the child. Besides the nursery school, there have been developed for the earlier care and guidance of the child and his parents, under public- health administration, habit clinics, infant welfare, and maternal welfare clinics, all of which aid in the delivery to the school of better material on which to exercise its very expensive machinery. COLLEGE HEALTH Attempts at putting and keeping the student in his best condition for school work began in higher institutions for learning. There Avere giants in such work in those days, a third of a century ago, and the health program in the college and university as carried out in a few schools, such as Amherst, Yale, and Harvard, have been sur¬ passed since in only a feAv institutions, and in a A^ery large percentage it has not yet been approached. In the matter of exercise, hoAveA^er, there has been progress in most quarters in furnishing all students with facilities for and in the promotion of intramural sports, financed in part by returns from intercollegiate games. Of 182 colleges and universities of the first rank about TO per cent require a medical examination of some kind at entrance. About 60 per cent of the schools of liberal arts of these institutions require physical training for men, and of these, 61 per cent alloAv semester- hour credit. In the schools for women the percentage is somewhat less. Systematic exercise is req'uired usually in the first tAATo years only, but in some it is required for three or four years. Although the number of colleges giving instruction in personal hygiene has greatly increased, more than 50 per cent of such institu¬ tions of the first rank do not yet offer such a course, and compara¬ tively few present the subject of personal and public health ade¬ quately. Courses having reference to parenthood and the maintenance of a healthy home haAre been considered foreign to the academic atmos- 260 BIENNIAL SURVEY OF EDUCATION, 1922-1924 phere of the college for women, but the endowment and establish¬ ment of a “ course in euthenics ” at Vassar is seemingly an entering wedge in the direction of education which has a direct bearing on the art of living. HEALTH OF TEACHERS The health of all workers is looked after to a very considerable extent, and conditions which make for the effectiveness of the teacher are not wholly neglected. The teacher-retirement acts of State and city schools have had their effect in reducing to some extent the anxiety necessarily felt for the future, and anxiety is depressing to physical and mental activities. Some States and cities have made wise requirements as to the physical condition of teachers, so that the evidently unfit will not fall into an occupation for which they are not well adapted. The school¬ ing in hygiene and physical training which the teacher in training is now receiving also improves her own health. The improvement in the schools as to ventilation, light, and clean¬ liness react (unintentionally) for the benefit of the health of the teacher, as do also her efforts at improving the health habits of her pupils. It is easier to work with children who, with a minimum of defects, are clean, well fed, well rested, and sufficiently exercised than with a dirty, malnourished, fatigued, restless, or listless crew. In providing suitable houses for the teachers in connection with the schools many communities have done much to conserve the ener¬ gies of the teacher and to improve her work. TEACHER TRAINING Facilities for training the grade teacher for work in hygiene and physical training are developing slowly. In some States, notably Connecticut,, the departments of education are putting into execu¬ tion very comprehensive courses of training beginning with physical examinations and the requirements that, within a given time, the candidates shall have their physical defects corrected. If such programs are carried out as planned, the teachers of a few years hence will constitute a strong force for improving personal and public health and vigor. There has been of late a phenomenal growth in size and number of schools giving professional courses in hygiene and physical educa¬ tion. Whereas 40 years ago there were but two schools giving a two-year course in “ gymnastics ” or “ physical training ” to a hand¬ ful of students, some 50 prominent universities and colleges now give courses in hygiene and physical education leading to a degree in this subject, while the number of State normal and of special HE ALTH A HD PHYSIQUE OP SCHOOL CHILDREN- 261 schools giving such courses will bring the total of schools to more than 100. Very few school nurses have had any special preparation for school work, but opportunities for training in public health nursing are increasing in number, and school work is being included in the courses. Special summer courses have also been arranged for in a few instances. Courses for oral hygienists are now offered in 10 dental schools, and the number of these schools will be increased in the near future. Most physicians have had to learn the special problems of their school work chiefly through experience, but the trend of medical instruction toward preventive work is fitting them better than formerly for this task. The special schools in public health, which had their beginning in 1906, now number 12, and these are adding a small quota of better trained workers to the public school field. PARENT-TEACHER ORGANIZATIONS Medical inspection brought the school, of necessity, into contact with the home in a new way. The earlier workers in this field, how¬ ever, exhibited a strangely indifferent attitude toward those most interested, in that they never invited the parents to be present at the examination of their children. This attitude is, however, now cor¬ rected to some extent. The attempt at modifying the fundamental habits of the child, his eating, sleeping, etc., made it again apparent that we must have the thorough cooperation of the home. By tactful address this can be accomplished to an unexpected degree and with a far-reach¬ ing benefit on the home, but again the contact has usually been a distant one. The parent-teacher association, which has spread so widely, serves everywhere to bring the town and gown together in better under¬ standing and has stimulated and improved school work for health, at the same time making the home more sensible with regard to its obligations toward the work of the school. LEGISLATION Legislation for health work in the schools in this country may be said to have originated about 40 years ago in the practically uni¬ versal introduction of the teaching of physiology and hygiene with special reference to the effects of alcohol and narcotics. It was instruction in the effects of these rather than any other feature of hygiene that was aimed at, and the knowledge conveyed as to the mechanism of the human body was incidental. 262 BIENNIAL SURVEY OP EDUCATION, 1022-1924 Legislation for the physical examination of school children began in 1907, when Connecticut made it obligatory for the teachers to test the vision of pupils every three years. At present 42 States have passed laws on the subject. Though in many States the law is only permissive, the majority make it mandatory and specify a full examination. A State law making physical education a part of the curriculum was first passed in 1904, but up to 1915 only three States had enacted such legislation. The war gave a great impetus in this direction, and by 1924 such laws had been passed by 33 States. In all but two of these States the laws are mandatory in effect. Nearly half of them emphasize the teaching of hygiene, and many of them make provision for teacher training in this work. Although in 14 States a division of health work under a special director has been created in the department of education, legislation in other States has not led to much improvement of the chaotic con¬ dition in the field of general school health administration which exists the country over outside of the cities. To a certain extent improvement along these lines awaits the development of county or district health units. The operation of the “school hygiene districts,” authorized by law of 1924 in New York State, will be looked upon with interest. In such districts — a committee is created which is authorized to employ a full-time school health director. This committee consists of the city, village, and district superin¬ tendents of the district; the chairman of the (county) board of supervisors, and the sanitary supervisor. The county pays one-half of the expense, the State the other half. In New York $1,000 State aid is granted to districts that employ full-time medical inspectors and $700 to districts “that employ full-time dentists, dental hygienists, nurses, health teachers, nutri¬ tion or other experts, approved by the commissioner of education.” SCHOOL HEALTH AGENCIES The existence of manifold agencies, public and private, working for the advancement of health work for the school child, evidences great interest in this work on the part of many persons, but at the same time it indicates that such work is either not fully appreciated by the schools or has not yet been assimilated with the mechanism of the school program. The list of organizations which are doing excellent service in promoting health work in schools is a long one. CHAPTER XIV GENERAL UNIVERSITY EXTENSION By Thomas H. Shelby Dean of Extension, University of Texas _ / Contents. — Significance of university extension service — Extension activities — Statist tical study — New lines of service, or lines having unusual development during the biennium — Extension practices’ and efforts at standardization. This report concerns itself with the growth and progress of general university extension for the biennial period 1922-1924. By general university extension is meant extension activities of universities and colleges in the fields not covered by agricultural and home economics extension under the Federal subsidy acts through the Federal land- grant colleges. The report makes no pretbnse at thoroughness. The limitations of time and resources for securing data render such an ambition im¬ possible. The information upon which the report is based has come largely from universities and colleges holding membership in the National University Extension Association, of which there are 41 at present. The reason for this limitation is the fact that in these institutions the work has been sufficiently standardized to enable some degree of comparison, and to arrive at some evaluation of the results in general terms. There is a further limitation to the report in the fact that data were not available from all the member institutions, though a request for such data was sent to every institution on the list, together with questionnaires concerning matters of special in¬ terest and importance. Duplicate requests were sent to those who failed to report the first time. It is believed that the data and conclusions here reported are indi¬ cative of the progress and development in this field of service. Probably in no other field of university work has progress been more notable or more significant. SIGNIFICANCE OF UNIVERSITY EXTENSION SERVICE The significance of the service is shown not only by the variety and comprehensiveness of the activities engaged in, but by the ever- increasing number of people reached through the service. When one considers the progress of extension of our leading institutions, including 31 State universities, he is led to the conclusion that before many decades have passed all Americans, both old and young, will have the advantages of university training and university service at 263 264 BIENNIAL SURVEY OF EDUCATION, 1922-1924 their very doors. Such is indeed the program and the ambition of general university extension. Is not this as it should be? We have agricultural and home economics extension under Federal subsidy because, in the main, it is desired to increase material production and to conserve resources in the home and on the farm — in a word, to increase the ability to make a living. Shall we not have equal emphasis placed on other vocational and industrial development through instruction given in class and correspondence courses in trades and professions, other than those covered by the extension work of the land-grant colleges, which are equally important in gaining a livelihood for a large portion of people? Should there not be even greater emphasis placed upon the elements of social inheritance whereby we acquire training for making a life, as well as for making a living? These aspects of education belong peculiarly to the field of general univer¬ sity extension. President Birge, of the University of Wisconsin, whose institution was not only a pioneer in general extension, but which has through the years continued to occupy a position of leadership in this field, declared significantly in 1924 that general university extension is essential not only for individual progress on the part of those who are unable to attend campus classes, but is equally important as a means of preventing the crystallization of social groups. To meet the ever-increasing demands of modern life, in the opinion of Presi¬ dent Birge, the social mind must be kept in a state of fluidity. In other words, people must study and read for themselves, must con¬ stantly acquire new ideas, and must constantly revise their ideals, if social life in a rapidly changing democracy is to go forward. Because of its resources of personnel, laboratories, libraries, and research material, the university is best equipped to render this service. Since general extension of knowledge is essential to social and economic development, and the universities are in the most advantageous position to extend it at a minimum of cost, they must furnish this service. In so far as State universities are concerned, probably the large expenditures of money taken from the pockets of the taxpayers of the State can be justified only by rendering service to the whole people. It has been appropriately stated by leaders in this field of thought that the functions of a modern State university should consist of the following: (1) The teaching of students on the campus; (2) re¬ search and the advancement of learning by its faculty; (3) the extension of its resources to the people of the entire Commonwealth. Notable progress is in evidence in the institutions of the South and West, where extension has found its richest fields of development and where State universities exist in largest numbers. GENERAL UNIVERSITY EXTENSION 265 For convenience this report is divided into four parts: First, extension activities in different institutions; second, statistical data as indices of progress ; third, activities that have had unusual devel¬ opment during the period covered by the report ; and, fourth, move¬ ments for the standardization of extension courses. The data here presented were secured from two sources, as follows : 1. Published reports and bulletins issued by the various extension divisions, sent in response to a request for such material as would set forth activities and indicate lines of development and progress during the two years covered by the report. 2. Answers to questionnaires. I. EXTENSION ACTIVITIES Dean L. E. Reber, of the extension division in the University of Wisconsin, whose services in the field of extension are outstanding, has suggested 1 that extension services should be divided into formal instruction and informal service. By formal instruction is meant correspondence or home study ; class instruction involving systematic and consecutive teaching ; study group programs involving a definite program of study for a period of time; short courses, institutes, and conferences, given on the campus or in centers throughout the State; and radio lectures of an organized and consecutive sort. The aim of this type of instruction is systematic and consecutive teaching resulting in the permanent acquisition of a definite portion of knowledge. By informal service is meant service involving flexible methods and materials. The results are often inspirational and informational, but are less permanent than the results of formal instruction. The latter type of service is represented in our general university extension program by a great group of activities which might appropriately be styled the service line of university extension. A large majority of institutions place great emphasis on the formal side of extension work, and this service may be said to con¬ stitute the backbone of university extension. Formal instruction may be of both credit and noncredit types. The credit type covers courses given either by correspondence or class work off the campus, or by means of radio, which are in all essential respects equivalent to courses given on the campus, and with the same prerequisites that are enforced on the campus. Noncredit courses are given by cor¬ respondence, class work, radio lectures, study club outlines, etc., the aim being to educate and to give the benefits of college instruc- 1 Proc. National University Extension Association, Madison, Wis., May 8, 9, and 10, 1924, p. 27. 266 BIENNIAL SURVEY OF EDUCATION, 1922-1924 tion without any thought of credit in the institution. It is but fair to say that many of the noncredit courses are in all essential respects of college grade, and it is also true that many of them are much be¬ low college grade. For instance, courses for college entrance are often given by correspondence, and courses for teachers’ examina¬ tions are sometimes offered in this connection. Many other courses that meet special requirements of noncollege grade are included in the list. In the list of informal instruction and service lines, a survey of the literature reveals the following: Lectures, both singly and in series; lyceum courses; general radio broadcasting, including lec¬ tures and entertainment features; package library service; visual education service, including the distribution of films, slides, art col¬ lections, exhibits and stereographs (some of this material is used for entertainment features, but a large part of it is educational and informational) ; general information service, including the answer¬ ing of inquiries and questions of various groups and individuals throughout the State; women’s club work; conducting high-school debating leagues ; high-school athletic associations ; school and com¬ munity drama service; school and comunity music service; bulletin service; contests in literary and other events; school service, espe¬ cially rural service; welfare week-ends; the conducting of Good Roads essay contests ; health service ; special fair exhibits ; workers’ education; technical service; library extension service other than package library service; debate and public discussion outside of, or in addition to, high-school service in this line; Government re¬ search or municipal reference bureau; service to women’s clubs in assisting in the organization and extension of activities; play and recreation service; community institutes; community center aids; surveys (economic, social, and school) ; short graduate medical courses; assistance in community organization and improvement; assistance in problems of rural economy and sociology; surveys, information, etc., on community and industrial relations ; high-school visitation; music extension; fostering bible study in high schools; forestry extension service ; engineering extension service ; citizenship education ; retail salesmanship, including short courses and institutes on business. GENERAL UNIVERSITY EXTENSION Table 1. — Extension activities of institutions Name of institution University of Alabama . . . . University of Arizona _ _ _ University of Arkansas _ _ . University of California _ University of Chicago _ University of Colorado . . ... Columbia University _ University of Florida _ _ _ Harvard University _ Indiana University . . . _ _ State University of Iowa _ Iowa State College _ University of Kansas _ _ University of Kentucky _ Massachusetts Department of Education- University of Michigan . . University of Minnesota _ University of Missouri _ _ University of Nebraska _ University of North Carolina _ University of North Dakota _ University of Oklahoma _ University of Oregon _ _ University of Pennsylvania _ Penn State College _ University of Pittsburgh _ _ University of South Carolina _ University of South Dakota.. _ _ University of Southern California _ University of Texas _ _ _ University of Utah _ _ University of Virginia . University of Washington _ _ State College of Washington . . . University of West Virginia _ _ University of Wisconsin.. . . Total. 2123 ■S-g ° - H u > 0.0 ° £ 5-0 . 5 p^ IB °3 I§ a 5 O — Ph 1 Including package library service. In Table 1 an effort is made to set forth the various types of service, both formal and informal, offered by the different institu¬ tions under general heads that are typical of the service found in most institutions. All but seven of the institutions give correspond¬ ence courses. Of the 29 institutions listed as giving correspondence courses, all except one or two give college credit for such work, a notable exception being Columbia University. A large majority of them also offer correspondence courses of a noncredit grade. Of the 30 institutions offering class instruction, the vast majority give courses of this kind for credit. Several extension divisions give noncredit class work, among them, California, Columbia, Massachusetts Department of Educa¬ tion, Michigan, Minnesota, North Carolina, and Wisconsin. There is a well-defined tendency to give work in this connection which might be designated as workers’ education, or an Americanization program. Noteworthy examples are the University of California 208 BTENNTAL SURVEY OF EDUCATION, 1922-1924 ancl the Massachusetts Department of Education, in both of which organizations thousands of students are enrolled. This movement follows, somewhat, the lead of the Workers Education Movement in Great Britain, where tutorial classes have been organized through cooperation between the colleges and the labor organizations. This movement gives promise of splendid results in the program of adult education. A notable by-product is the conclusion reached by those in charge of the movement in Great Britain that adults of non- collegiate grade can, nevertheless, profit greatly by instruction of collegiate grade when such instruction is properly given. It is interesting to note from the table that, if one takes the first eight lines of service, including correspondence instruction, class instruction, public information, and package library service, pub¬ lic lectures, visual instruction, school or community service, and institutes, conferences, and short courses, one has a large majority of the activities of the various extension divisions. The other activities in which we find three or more institutions participating, up to as many as 12, include 13 different groups of activities. The number of detailed activities included in these groups is indicated by reference to the above list. II. STATISTICAL STUDY The list given below indicates the extent of offerings in the two major fields of extension service. The correspondence list carries 48 subjects. Included in the list we find the laboratory sciences of anthropology, bacteriology, botany, chemistry, geology, paleon¬ tology, physics, and zoology. The effective teaching of the ele¬ mentary aspects of the physical and natural sciences is made possible in such institutions as Chicago and Wisconsin by providing small laboratories which are sent to the individual student for ex¬ perimental purposes. Extra charges for these courses cover the extra cost involved. Reports from these institutions indicate that such an arrangement is satisfactory, and that in this way standard work can be done. Offerings are more extensive in class centers, with 83 subjects listed, a few of which doubtless overlap. Courses Offered by Correspondence 1. Accounting. 2. Agriculture. 3. Anthropology. 4. Art. 8. Chemistry. 9. Church history. 10. Comparative r e 1 i- gion. 11. Drawing. 12. Early Church litera- 16. English. 17. Forestry. 18. French. 19. Geology. 13. Economics. 14. Education. 15. Engineering. 5. Astronomy. 6. Bacteriology. 7. Botany. ture. GENERAL UNIVERSITY EXTENSION 269 20. German. 30. Meteorology. 39. 21. Greek. 31. Music. 22. History. 32. New testament. 40. 23. History of art. 33. Old testament litera¬ 41. 24. Home economics. ture and oriental 42. 25. Household adminis¬ languages. 43. tration. 34. Paleontology. 44. 26. Latin. 35. Pharmacology. 45. 27. Library economy. 36. Philology. 46. 28. • Library science. 37. Philosophy. 47. 29. Mathematics. 38. Physics. 48. Courses Offered in Class Centers 1. Advertising. 28. Fine arts. 57. 2. Anthropology. 29. French. 58. 3. Archaeology. 30. Geography. 59. 4. Architecture. 31. Geology. 60. 5. Armenian 32. German. 61. 6. Art. 33. Government. 62. 7. Astronomy. 34. Greek. 63. 8. Banking and finance. 35. Health. 64. 9. Biology. 36. Health education. 65. 10. Botany. 37. Hebrew. 66. 11. Business administra¬ 38. History. 67. tion. 39. Household arts. 68. 12. Business law. 40. Household science. 69. 13. Celtic. 41. Hygiene. 70. 14. Chemistry. 42. Indo-Iranian. 71. 15. Chinese. 43. Industrial manage¬ 72. 16. Commerce. ment. 73. 17. Commercial educa¬ 44. Italian. 74. tion. 45. Japanese. 18. Corporation finance. 46. Journalism. 75. 19. Cost accounting. 47. Law. 76. 20. Dentistry. 48. Library economy. 77. 21. Drawing. 49. Mathematics. 78. 22. Economics. 50. Medicine. 79. 23. Education. 51. Money and banking. 80. 24. Engineering. 52. Music. 81. 25. English. 53. Nature study. 82. 26. Factory manufactur¬ 54. Neurology. 83. ing. 55. Oriental seminar. 27. Finance. 56. Paidology. Preaching and par¬ ish ministry. Psychology. Public school art. Religious education. Social science. Sociology. Spanish. Swedish. Theology. Zoology. Personality analysis. Philosophy. Phonetics. Physical education. Physical science. Physics. Physiology. Political science. Portuguese. Psychiatry. Psychology. Public speaking. Real estate. Rhetoric. Rumanian. Salesmanship. Scandinavian. Selling and advertis¬ ing. Semitics. Siamese. Slavonic. Social science. Sociology. Spanish. Speech. Surgery. Zoology. Tables 2 to 4 give statistical data concerning correspondence study and class centers. Table 2 shows the number of new enrollments and the number of individual students enrolled for each of the years 1921 to 1924. By enrollment is meant registering for a corre¬ spondence course of unit of instruction. By number of individual students is meant the number of different persons enrolling for corre¬ spondence study or class center work. While data are incomplete, the evidence of growth both in enrollments and in number of indi¬ viduals served is conclusive. Total new enrollments reported for 1921 and 1922 are 81,362, and for the biennial period of 1923 and 1924 the number is 102,025. In individual students enrolled the numbers for the two biennial periods are 49,672 and 57,323, respectively. 27301°— 27 - 18 270 BIENNIAL SURVEY OF EDUCATION. 1922-1024 Table 2. — Number of new enrollments and number of individual students enrolled for correspondence courses University 1 Number new enrollments in correspondence courses for years indicated Number individual students for years indicated 1921 1922 1923 1924 1921 1922 1923 1924 University of Alabama _ 98 167 245 390 98 167 245 390 University of Arizona _ _ 202 228 215 226 135 149 143 . 163 University of Arkansas _ _ _ _ 261 490 325 527 230 433 285 475 University of California . . 4, 387 5,036 5, 060 5,980 (2) (2) (2) (2) University of Chicago _ _ .. 4, 476 4,709 4, 729 5,248 (2) (2) (2) 0 University of Colorado _ _ 517 603 875 1,060 (2) (2) (2) (2) Columbia University . _. . (2) (2) (2) 827 (2) (2) (2) (2) University of Florida.. . _ _ (2) (2) (2) 3, 947 (2) (2) (2) (2) Indiana University _ _ . 847 940 1,005 1, 131 742 798 883 992 Iowa State College _ _ .. 25 25 16 17 23 21 16 17 University of Iowa _ _ _ (2) (2) (2) 1,108 (2) (2) (2) 961 University of Kansas _ . _ 2,113 2,485 2, 306 2,110 1,597 1,895 1, 801 1, 664 University of Kentucky _ (2) (2) 408 522 (2) (2) (2) 350 Massachusetts Department of Edu¬ cation _ 5,282 6,362 4,981 4, 796 3, 707 4,690 3,034 2,639 University of Minnesota _ 888 1, 149 1, 302 1,386 779 1,012 1,146 1,235 University of Missouri _ _ . 868 937 1, 629 2,080 713 797 965 1,519 University of Nebraska. _ 709 1, 154 1, 163 1, 279 861 926 931 967 University of North Carolina _ _ . 111 245 609 1,232 111 202 376 838 University of Oklahoma . . (2) 956 1, 362 1, 216 (2) 917 1, 309 1, 180 University of Oregon . _ _ 1, 136 1,110 1, 228 1, 417 828 885 947 1,084 Pennsylvania State College _ 1,300 1,550 1,420 3, 450 580 740 850 1,890 University of Southern California _ (2) (2) 28 174 0 (2) 28 174 University of Tennessee . . . (2) (2) 178 339 (2) (2) 150 262 University of Texas _ .. 2,706 3, 366 4, 247 5,253 1,924 2,351 2,596 3,395 University of Utah . . State College of Washington _ . 670 534 625 582 (2) (2) (2) (2) 370 476 492 524 126 187 264 282 University of Wisconsin... . 11,505 10,269 10, 566 11, 164 10, 892 10, 156 10, 103 10, 774 Total . . . . 38, 471 42, 791 45, 014 57, 985 23, 346 26, 326 26, 072 31, 251 1 The Universities of South Carolina and Virginia do not give correspondence courses. 1 No figures available. Table 3. — Number of enrollments and number of individual students in class centers University 1 Number of enrollments for years indicated Number of individual students for years indicated 1921 1922 1923 1924 1921 1922 1923 1924 University of Alabama . . 403 673 1, 016 1,020 403 673 1, 016 1,020 University of Arizona _ _ 177 184 2 134 2 165 161 146 131 154 University of Arkansas . . . . 82 142 716 840 0 0 0 0 University of California... _ 19, 755 18, 976 23, 464 30, 133 9,876 0 0 0 University of Colorado . . . 2,550 2,092 (3) 1, 728 1, 858 0 0 0 1,482 Columbia University _ _ 0 0 17, 846 0 0 0 0 Indiana University _ . _ _ 5,419 6,609 7,264 7,334 3, 233 5,044 5,254 5,474 Iowa State College . . 1, 012 1, 048 1,054 1, 526 0 0 975 1, 426 University of Kansas . . . . 626 620 377 494 582 574 354 427 University of Kentucky. . _ (3) (3) 926 1,226 0 0 0 671 Massachusetts Department of Edu¬ cation . . 23, 141 26, 745 27, 751 7, 237 30,011 8,315 0 0 0 0 University of Minnesota _ _ 7, 802 7,269 4,847 4,461 4,272 4, 599 University of Missouri _ 111 6. 121 110 111 6 121 110 University of Nebraska . . 1,022 545 699 709 954 432 536 594 University of North Carolina ... ... 46 199 696 1,406 46 199 600 1,257 0 University of Oklahoma _ 183 423 675 867 0 0 0 University of South Dakota _ (3) (3) 107 297 0 0 107 297 University of Oregon _ _ _ 2,585 3, 106 3, 650 3,944 0 0 0 0 Pennsylvania State College _ 580 645 1, 300 1,935 200 210 430 635 University of Southern California _ (3) 0 406 1, 752 0 0 406 840 University of Texas _ _ 166 159 211 159 162 133 205 159 University of Utah . . .. .. 1,668 1, 398 1,424 3,387 0 0 0 0 University of Virginia . . . 415 585 340 242 399 478 279 231 State College of Washington _ 374 425 1,092 947 345 394 987 835 U niversity of W isconsin . . . . . . 3,212 4,334 4,749 0 0 0 0 0 Total . . . 71, 329 76,183 87, 137 116,523 21, 319 12, 750 15, 673 20,211 i The University of Florida reports information not available, and South Carolina and Iowa State Uni¬ versities have no class center service. Chicago has no extension class center service, though it conducts a down-town college in the city of Chicago. ■ 33 in 1923 and 26 in 1924 enrolled as “auditors with no credit.” * No information available. GENERAL UNIVERSITY EXTENSION 271 Table 4. — Number of courses completed by correspondence and in class centers University Number of correspondence courses completed for years indicated Number of courses completed in class centers for years indicated 1921 1922 1923 1924 1921 1922 1923 1924 University of Alabama _ ... . . 87 150 220 350 360 600 915 918 University of Arizona... ..... . _. 58 78 79 85 83 66 92 103 University of Arkansas _ _ 132 194 188 (9 (9 (9 (9 (9 University of California . . . 960 1, 148 1,212 1,431 (9 (9 (9 (9 University of Chicago . 2,389 2, 536 2, 669 2,989 University of Colorado _ _ (9 (9 (9 827 (9 (9 (9 (9 Indiana University _ _ 339 446 504 595 4,996 5,081 5,615 5,802 Iowa State College . (0 (9 16 17 (9 (9 910 1,300 University of Kansas _ _ 651 845 1,090 945 438 430 265 342 University of Kentucky _ (0 (9 210 (9 (9 (9 (9 (9 Massachusetts Department of Edu¬ cation . . . . 3,422 4,899 6,558 4, 301 12, 170 14, 421 12, 817 15, 806 University of Minnesota... . 396 445 582 684 (9 (9 (9 (9 University of Missouri... . . . 523 585 668 944 105 6 90 110 University of Nebraska. . . . . 0) 334 453 546 (9 (9 (9 (9 University of North Carolina. . _ (9 134 357 900 (9 158 520 1,114 University of Oklahoma. 0) (9 (9 (9 183 423 675 867 University of Oregon . . 298 359 387 458 (9 (9 (9 (9 Pennsylvania State College _ 380 425 360 640 405 425 820 1,235 University of Tennessee _ _ 0) • (9 50 98 (9 (9 50 138 University of Texas . . . . 2,438 2,826 3, 578 4, 524 153 113 209 147 University of Virginia . (9 188 469 278 120 University of Wisconsin _ _ _ 4, 436 4, 563 6,334 8,058 2,238 3, 043 3, 903 (9 Total . . . . 16,509 19, 967 25, 515 28,392 21, 319 25,235 27,159 28,002 1 Information not available. 111. NEW LINES OF SERVICE, OR LINES HAVING UNUSUAL DEVELOPMENT DURING THE BIENNIUM Requests were sent to the different extension divisions asking for information concerning new lines of extension activities begun dur¬ ing the years 1923 and 1924. The results of that inquiry are here indicated : University of Alabama: Development of package library service to high schools ; community service ; employment of full-time expert for visual instruction bureau. University of Arkansas: Broadcasting station established for lec¬ tures and entertainment programs; publication of monthly bulletin of public service; circulation of print collection of 300 prints in color. University of Indiana: Nutrition institute for the State; regional anti tuberculosis institutes for the States of Indiana, Ohio, Illinois, and Kentucky. University of Kentucky: Development of women’s club work. Massachusetts Department of Education: Courses broadcasted by radio. University of Missouri: Play and recitation service; extension class centers developed. 272 BIENNIAL SURVEY OF EDUCATION, 1022-1924 University of North Carolina : Visual instruction service inaugu¬ rated. University of Oklahoma : Workers’ education service begun. University of Oregon: Americanization work; radio broadcast¬ ing of university lectures; local history contests; development of welfare week ends, the aim being to give people of the communities practical demonstrations of the services of various State agencies. Pennsylvania State College: Foreman training; utility economics. University of South Carolina: Package library service inaugu¬ rated. University of South Dakota: Inaugurated service to debating in the high schools. University of Southern California: Inaugurated courses in real estate under correspondence study department. University of Virginia: Temporary organization of Virginia so¬ ciety for crippled children; home reading courses of Bureau of Education; institutes of citizenship; publication of News Letter edited by the department of rural economics and rural sociology; championships in tennis, current and monthly high-school publica¬ tions, and prizes for the best verse and short story, inaugurated through Virginia High School Literary and Athletic League ; pack¬ age libraries. State College of Washington: Inaugurated classes in salesmanship and personnel efficiency. These classes are conducted intensively for a period of two weeks each. In response to the request, 66 Please give details concerning lines of service that have had unusual development for the years 1923 and 1924,” the following information was obtained : Visual Instruction : The University of Alabama reports that vis¬ ual instruction made rapid strides, stating, “ We obtained the ser¬ vices of a full-time expert, bought some $2,000 worth of material, and circulated reels of high-grade educational pictures.” The Uni¬ versity of Colorado reports that motion-picture service, slide service, and art prints were distributed throughout the State. In motion pictures, 144 reels, 41 recreational and 103 educational, were distrib¬ uted. The educational films were classified under industrial, scenic, historical, patriotic, and health. Seventy-one sets of stereopticon slides on patriotic, scenic, industrial, scientific, and general topics, including war slides, health, religious, etc., were distributed. There were 97 communities served, with a reported attendance of 65,351. The service was well distributed throughout the State, according to the report of the director of extension. Community Service Work : The University of Alabama reported that the community service work was very successful, more than 500 lectures and addresses being delivered in the State. GENERAL UNIVERSITY EXTENSION 273 Women’s Club Work : The University of Alabama reported that the women’s club programs furnished by the extension division were very widely used, more than 6,000 women being enrolled in groups in which programs were used. The University of Kentucky also re¬ ported unusual development in their women’s club work program. Workers’ Education: This phase of extension work had unusual development in the Universities of California and Oklahoma and in the Massachusetts Department of Education. In California hun¬ dreds of classes were organized, and these were attended by thousands of students. In addition to the class work, the extension division supervised a number of lectures for the benefit of workers. The Uni¬ versity of Oklahoma reported the organization of 24 classes in work¬ ers’ education, with subjects as follows : Philosophy, 6 ; economics, 1 ; psychology, 4; English, 5; arithmetic, 5; debating, 1; Spanish, 1; shorthand, 1. According to the director of extension, 366 persons enrolled in these classes. The work is received with great enthusi¬ asm. In addition to the class work, lecturers in workers’ education visited 42 communities, lecturing to 3,550 persons, and holding per¬ sonal interviews with some 1,250. The total number of persons served through the workers’ education program is estimated at 5,282. In the class work special textbooks are used, and the classes constitute discussion groups. The work is for both men and women, and for all trades and occupations. The adult alien education under the supervision of the extension division of the Department of Education of Massachusetts, as author¬ ized by the general laws of that State about 1920, has had a steady development since it was inaugurated. The work is conducted in what is known as English and citizenship classes in evening schools, in factories, and in neighborhood classes (clubs, homes, churches, day classes). While reports for 1924 were not available, the 1923 report indicates a total of 1,567 classes organized, 849 being in eve¬ ning schools, 306 in factories, and 412 in neighborhood classes. The work is carried on under the provisions of the law, through the co¬ operation of industrial plants and public schools, under the general supervision and direction of the extension division. Statistics show that factories in 34 cities and towns cooperated in conducting adult immigrant classes during the school year 1922-23, while 113 cities and towns operated under the provisions of the law in carrying out this type of education. Of these, 74 employed full-time or part-time directors and supervisors for this type of work. Enrollment in classes for adult immigrants increased from 9,030 for the first year after the passage of the act to 27,658 for the year 1922-23. Merchants’ institutes represent types of unusual activity in the Universities of Colorado and Kansas. In Colorado the institutes are held for a period of four to five days, usually under the auspices 274 BIENNIAL SURVEY OF EDUCATION, 1022-1924 of the local chamber of commerce and the university extension divi¬ sion. One or more specialists are brought in for two periods a day for lectures and discussions. These institutes are entirely supported by the local merchants and those desiring to take the course. Sta¬ tistics indicate that the institutes are largely attended and are very fruitful in stimulating merchants to bring about better business conditions and closer cooperation between the fanners and the business interests of the town. The following is a program showing the topics discussed at a merchants’ institute held at Trinidad, Colo., November 2-6, 1925 : Monday , November 2 — 9.30 a. m. “ Planning for More Business.” 7.30 p. m. “ The Winning Salesman.” Tuesday , November 3 — 9.30 a. m. “ How to Get returns from Advertising Expendi¬ tures.” 7.30 p. m. “ The Human Side of Retailing.” Wednesday, November 4 — 9.30 a. m. “ Retail Credits and How to Control Them.” Noon. “ The Merchant and His Problem.” 7.30 p. m. “ Knowing the Goods You Sell.” Thursday , Noveviber 5 — 9.30 a. m. “ Cost of Operating Retail Stores in Colorado.” Noon. “ Building a Community.” 7.30 p. m. “ Fundamentals of Business from the Personal Standpoint.” Friday , November 6 — 9.30 a. m. “ How to Write Advertising that Pulls.” Noon. “ Teamwork for Community Development.” 7.30 p. m. “ Cashing in on Sales Opportunities.” The director of extension in the University of Kansas reports that the greatest development in any single activity of extension wTork during the year 1924-25 was in the merchants’ institutes, in which programs were offered in cooperation with the local commercial or¬ ganizations, ranging in length from two to five days. Speakers were furnished both from the university faculty and specialists from out¬ side to discuss the special problems of retail merchants and general problems having to do with community development. These insti¬ tutes were conducted in 12 communities, the communities in general bearing practically all of the expenses. The university assisted in only a few cases in bearing the administrative expenses. In addition to general lectures on salesmanship, advertising, store management, etc., regular courses were conducted in such special subjects as show¬ card writing, window trimming, preparing advertising copy, and accounting. The purpose of these courses is to provide both the GENERAL UNIVERSITY EXTENSION 275 employers and the employees in retail stores with the benefit of the experience of the most successful retailers throughout the country, as well as the information accumulated by such agencies as the Graduate School of Business Research of Harvard University, and many large commercial organizations which are conducting special investigations along retail lines. In addition to the merchants’ institutes, a mer¬ chants’ short course is annually held at the University of Kansas. Municipal research had unusual development in the University of Colorado. The Bureau of Government Research is headquarters for the Colorado Municipal League, and as such serves as a clearing house of information for municipal officials. Studies requiring in¬ vestigation, such as installation of bookeeping systems, efficiency studies of municipal departments, etc., are made for cities or civic organizations at cost; that is, actual necessary traveling expenses. Surveys and reports for State departments, counties, school districts, and towns and cities, covering specific problems confronting these organizations are made and recommendations made looking toward securing greater economy and efficiency in administration. Assist¬ ance in legislative drafting is also furnished. The bureau is the headquarters for the State Association of Commercial Organizations, and, as such, renders assistance to chambers of commerce and other commercial and civic organizations in dealing with their problems of organization and operation. Child health clinics were also a feature of progress made in exten¬ sion in the State of Colorado. Five State organizations that engage in State-wide health work cooperate in these conferences and clinics, including the Colorado Tuberculosis Association, the State board of health, State dental association, Colorado child welfare bureau, and the bureau of community organization of the extension division. These conferences and clinics are held for the purpose of giving physical examinations to children, preferably children of pre-school age, and of furnishing parents of such children with information concerning the results of the clinics. In addition to the clinics, public lectures on health are given in the community in which the clinics are being held. Correspondence study work, or class center work, or both, had unusual development, according to reports from the Universities of Indiana, Missouri, North Carolina, Oregon, South Dakota, and Texas. In Indiana the number of different students enrolled in class cen¬ ters increased from 3,233 for 1921-22 to 5,406 in 1923-24, an increase of approximately 50 per cent during the biennium. The development in correspondence instruction in the University of Missouri has been in the general field of agriculture, including ani¬ mal husbandry, entomology, farm management, field crops, horti¬ culture, poultry husbandry, and soils. These are noncredit courses. BTENNTAT, SURVEY OF EDUCATION, lf>22-1924 276 From November 1, 1922, to October 31, 1924, figures furnished for Missouri show that there were 49 extension class centers and 139 different classes conducted. There were 2,307 registrations by 2,158 different students in these classes. University professors traveled to these 49 communities once or twice each week to meet the classes. The director reports that center classes and correspondence instruc¬ tion work doubled in size during the biennial period. The University of Oregon had almost 30 per cent increase in enrollments in correspondence study and class centers during the biennial period, notable growth being reported from the Portland center. The University of South Dakota reports that its correspondence study work has been trebled during the biennial period. The University of Texas has had an increase of approximately 60 per cent in enrollments for correspondence work during the bien¬ nial period. Package library service had unusual development in the Universi¬ ties of Indiana, South Carolina, Kentucky, and Texas. In Indiana the circulation increased for the biennial period from 2,359 to 3,812. This service for 1923-24 was furnished to 413 communities, serving 28,212 persons. Hundreds of modern, everyday topics of interest to the people were the bases of package libraries. The University of South Carolina, through its director of exten¬ sion, reports that in 1923-24 the package library service had its greatest growth, its work being shown in the following figures : Plays distributed, 2,414; readings, 15,018; reference books, 306; package libraries, 2,466; articles, 15,544; club programs, 735; reading courses, 62. The University of Kentucky reports a large increase in package library service and study-club programs in connection with the development of women’s clubs in the State in 1924. The increase in circulation of package libraries in the University of Texas has been from a little more than 10,000 in 1922 to 12,700 in 1924, an increase of about 30 per cent. There were 1,800 permanent package libraries distributed on more than 1,000 different subjects. Radio courses were broadcasted by the extension divisions of the University of Arkansas, University of Pittsburgh, University of Oregon, Pennsylvania State College, University of Florida, the Massachusetts Department of Education, and the University of Wisconsin. In 1924 the Legislature of Florida appropriated $50,000 for a radio broadcasting station to be placed in the University of Florida under the supervision of the general extension division. Of especial interest in this connection is a report on Massachusetts university extension courses given from Westinghouse Electric broadcasting station WBZ, as reported' by Director James A, Moyer. In the GENERAL UNIVERSITY EXTENSION 2 77 fall of 1923 Director Moyer, with Mr. Dennis A. Dooley, supervisor of university extension classes, saw the utility of radio for purposes of sound instruction, and devised a plan for broadcasting university lectures. It was arranged with G. H. Jaspert, director of station AYBZ, Westinghouse Electric Co., to broadcast through that sta¬ tion. The following courses have been given: Household manage¬ ment; radio reception for amateurs; music appreciation; contem¬ porary American literature; short story writers; French lessons; and the making of a music lover. These courses were given largely by members of the faculties of universities, colleges, and public schools. There were from 8 to 10 lectures in each course, with a total of 1,636 students enrolled. An enrollment fee is charged each student, the purpose being to aid in defraying expenses. This matter was arranged in the following manner : Those who desired to receive mimeographed study material and to do the prescribed assignments of study and reading, and receive a special radio cer¬ tificate, sent an enrollment fee of $1 to the Department of Education, Boston. Paid enrollments have been received from Canada and from more than one-half of the States of the American Union. They came from as far west as the Kocky Mountains, and as far north as Newfoundland and Labrador. The director states that the experiment is entirely satisfactory, that the work will be continued, and that new courses will be planned to meet developing interests. Among the new courses planned to begin soon after the report was made are: Chief English writers of our day, French conversation and literature, and business psychology. The director further states that there are undoubtedly tremendous possibilities in this method of providing education for adults who want an education, and broadcasting courses will become a significant part of the work done by the Massachusetts Department of Education. The beginning that has been made in giving courses by radio indicates the possibilities for service in this direction. It is evident from the experiments made that lecture courses, foreign languages, social sciences, and other courses of a similar nature can easily be given by this method, which combines the lecture with written reports. The experience which we have had in this connection indi¬ cates that in the future the lecturer may have thousands of students in his classes. This type of work is not confined to universities and colleges. A prominent pastor of one of the Dallas (Tex.) churches now has more than 25,000 students enrolled in his Sunday school lecture class, to whom he lectures every Sunday afternoon from 6 to T. A course in real estate is offered by the correspondence study department of the University of Southern California. This course 278 BIENNIAL SURVEY OF EDUCATION, 1922-1924 was adopted by the State Real Estate Association; 58 classes have been organized to pursue the work. An institute of one week is held in the University of Washington in which graduate medical lectures by the most noted physicians of America and England are given for the benefit of the physicians of the State. In like manner a graduate nurses’ institute of intensi¬ fied advanced instruction is given for graduate nurses each year. The University of North Carolina offers graduate medical lectures in various communities of the State throughout the summer months. These institutes may be secured by any community in which a suffi¬ cient number of physicians desire to secure such lectures and will pay the necessary fee. The work is entirely self-supporting and the university secures for this service outstanding authorities in the United States. The movement has been eminently successful in North Carolina. Another type of extension service in which North Carolina has taken a position of leadership is the work of the Bureau of Com¬ munity Drama, working in cooperation with the Carolina Play- makers. The latter is an organization of students and faculty in the University of North Carolina. The purpose of the playmakers is to produce plays as a part of the work in English in the univer¬ sity, and to stimulate the development of play writing of local flavor throughout the State. The purpose of the Bureau of Community Drama is to assist communities in staging native Carolinian plays. Contests in playwriting and playproduction are held and State¬ wide awards made on the basis of the best production and the best performance. The work has proved eminently successful in that State. EXTENSION ACTIVITIES WORKING IN CLOSE COOPERATION WITH THE PUBLIC SCHOOLS An interesting phase of university extension development has been the tendency in certain quarters to work through the public schools, or to cooperate with them in the solution of some of their problems. The director of extension in the University of Virginia reports that “ the most outstanding development in the past two years has been in the high-school league, which has extended its activities and effected its organization for the conduct of athletic and literary contests throughout the State.” An example of this type of service which has attracted considerable notice throughout the country is found in the University Interscholastic League Bureau of the division of extension of the University of Texas. The work is in the nature of an extension service offered to the schools of the State by the university. Rides and regulations governing the 28 different contests have been worked out, and the conduct of the league is in the hands of an executive committee composed of members of the faculty, appointed annually by the president of the GENERAL UNIVERSITY EXTENSION 279 university. Schools joining the league agree to abide by the rules and regulations and the decisions of the executive committee in all matters of dispute. Member schools pay a graduated fee ranging from $1 to $8, depending upon the size and classification of the school. There is a county executive committee in each county, and a dis¬ trict executive committee in each of the 32 districts into which the counties are grouped. These committees pass on matters of eligi¬ bility with respect to their territory, conduct county and district meets, etc. The winners in the various events in the county meet represent the county in the district meet, and the winners in the district meets in general are brought to Austin in May of each year for the final State championship contests. The pupils are divided into various groups on the basis of schools and ages, and contests are held accord¬ ing to certain eligibility requirements, one of which is that a pupil must be a bona fide student and must be passing in at least three- fourths of his work before being allowed to participate in the con¬ tests. Contests are conducted in football, basket ball, track and field events, tennis, debate, declamation, essay-writing, music memory, spelling, journalism, and arithmetic. Each of the various contests — local, county, district — represents eliminations and the selection of winners for the next higher contest. The winners in the State contests are given the title of cham¬ pions for the State, and are awarded suitable trophies. Approxi¬ mately 4,000 schools are annually enrolled in the league. Many thousands of students participate in local, county, and district meets, bringing to the schools hundreds of thousands of parents and stimu¬ lating an interest not only in these activities, but in the work of the school in general. Approximately 1,200 boys and girls are active participants in the final State meet. The benefits to the State in raising the standard of scholarship for athletes, and in stimulating better scholarship and educational activities in literary events, have been outstanding. Another type of extension service in the University of Texas, which works directly through the public schools, is the nutrition and health education program. This program includes two aspects: (a) School-health programs are fostered through the organization of what is known as the Health and Happiness League. Public- school classes become members of this league upon the payment of a nominal fee, and the teachers of the classes agree to use graded lessons on health habits and how to form them, which are furnished to the teachers weekly by the bureau during the school year, (b) A nutrition and health education institute is held each year in connection with the Texas State Teachers’ Association meeting, and to this are brought some of the leading authorities on health educa¬ tion in the United States. The bureau also conducts conferences 280 BIENNIAL SURVEY OE EDUCATION, 1922-1&24 and furnishes suggestions on health habits and their formation to organizations and individuals throughout the State. Special lectures on health work are provided, and club programs on health education are furnished the club women through the cooperation of the pack¬ age loan library bureau. Posters and exhibit material are furnished to community, county, and sectional fairs throughout the State. A unique feature of the health program is the conducting of an experiment in rat feeding, which is carried on in the grades of the public schools under the direct supervision of a nutrition specialist from the university. This experiment has stimulated interest in the work and has been beneficial to communities in which it has been held. There is a well-marked tendency in certain extension divisions, in¬ cluding the University of Texas, to direct the activities of the visual instruction work in the line of service to public schools in classroom teaching. Films and slides of an educational nature are provided and are sent out to schools desiring to use them in connection with their class instruction. The slide service has been particularly help¬ ful in Texas, where sets of slides worked out on a given topic, with a view to their use in classes in geography, history, nature study, literature, architecture, etc., have been made available. An effort has been made to secure pictures of Texas wild flowers, birds, farm life, and shipping. Various phases of Texas industrial activities, points of historical interest, types of Spanish architecture, etc., have all furnished material for slides. Material has not only been furnished in this way, but an effort has been made to develop tech¬ nique for its use in the classroom. Reports indicate that the effort has been quite successful. The extension division of the University of Oklahoma reports a program of tests and measurements, conducted in the public schools, which has stimulated an interest in the test and measurement move¬ ment and a knowledge of how to use tests to advantage in the solution of administrative and classroom problems. The University of North Carolina is fostering a movement, which gives much ^promise, of furnishing from the university well-trained instructors in education who organize classes in the various com¬ munities of the State for the benefit of public school teachers and others interested in the study of education. Practical courses, which the teachers and administrators may use in their daily work, are given, and thus the most advanced thought in educational practice is passed directly to the teachers and school officials. A new organ¬ ization of this sort in the University of Louisiana has had encourag¬ ing success during the last year, and points the way to still greater service in this direction. The u package library service ” in several States is finding its greatest field of usefulness through the public schools. Lists of sub- GENERAL UNIVERSITY EXTENSION 281 jects or which package libraries are available are sent to teachers of English, and from these lists subjects are assigned to pupils for composition work. Pupils secure the package libraries from the university and work out the material for the composition. Such service is of special benefit in those States where public libraries have been slow of development. Several extension divisions conduct school surveys and school studies. In some cases the study is limited to a single system of schools, and in others it extends to the schools of an entire county. The benefits to the communities studied are unquestionable. They, moreover, stimulate a closer study of school conditions throughout the State. IV. EXTENSION PRACTICES AND EFFORTS AT STANDARDIZATION Several studies have been made of practices throughout the country with respect to various aspects of extension work. The most compre¬ hensive one was the study made by a committee appointed at the St. Louis meeting of the National University Extension Association in 1923. The report of this committee was made at the meeting of the association in Madison, Wis., May 8-10, 1924. The committee consisted of W. D. Henderson, director of extension, LTniversity of Michigan, chairman; J. C. Egbert, director of extension, Columbia University; H. F. Mallory, director of extension^ University of Chicago; W. H. Lighty, secretary of correspondence study, Uni¬ versity of Wisconsin; and F. W. Reynolds, director of extension, University of Utah. The full report of the committee has been published both in the Proceedings of the National University Extension Association, Madi¬ son, Wis., meeting of 1924, and also as a. special bulletin published by the National University Extension Association. Only a very brief summary of the report will be given here. The following summary is taken from the committee report: (a) Institutions offering extension credit courses. — Practically all the edu¬ cational institutions of university grade in this country now have more or less well-established extension divisions as a part of their regular university or¬ ganization. The notable exceptions are Princeton, Cornell, Ohio State Uni¬ versity, and the University of Illinois. It should be noted, however, that the last three institutions named have well-organized agricultural extension de¬ partments, but no extension divisions including all phases of academic uni¬ versity activities. Illinois offers a limited amount of extramural work by class instruction through the college of education only. (&) Enrollment in university extension credit courses. — The enrollment in extension credit courses in the institutions enumerated in this report at the close of the last fiscal year was as follows : Extension credit courses, class instruction. 81,550 ; extension credit courses, correspondence study, 37,400 ; total enrollment (nearly), 119,000. 282 BIENNIAL SURVEY OF EDUCATION, 1922-1924 From the figures given it is computed that, of the total extension en¬ rollment as given above, 65 per cent represents the total student enrollment; that is, the number of different students enrolled in university extension credit courses during the past fiscal year was, in round numbers, 77,000. (c) Extension credit courses like or unlike residence courses. — In 29 of the 40 institutions listed, extension credit courses are practically the same in character and content as are the corresponding courses offered on the campus. Extension credit courses differing in certain particulars from the courses given in residence are offered by 11 institutions. In most cases this difference is very slight. In general, the object of this modification is to meet certain peculiar local situations and special cases. It should be noted in this con¬ nection, however, that in the case of practically all institutions coming within this latter classification, the courses which differ in any particular from those listed in the regular semester, term, or summer announcement are organized in practically all cases with the approval of the head of the academic depart¬ ment concerned, and in a number of cases approval is required also by the dean of the department or other administrative officer. (-r SSSS SI toooV ofaT loss i ef«jg-co~ -f sill 1 g CO co eo *o Is ISill 1 - S33& CS 05 1-H 00 CO -> 2 U, t. cS CD SfflOJO. PhPu, ^ l^'C-S CO ;I||1 11 ll lg£g O a3 O g g ©g c a © aS #. -r s a 5a O X « © fl so ! o ! c3 * **""* i © i >> i > 1 cs > c3 J -O ‘ a \ i- ! _ | a co "a ! © g a S3 ‘'3 a a :a= s.gs§. X'rt © Q. > « , o C3 > « e * • 146,974 8 22, 295 8 13, 421 112,565 42, 834 18, 543 114,247 6, 596 14, 843 14,418 26, 174 95, 646 12, 133 5,839 27, 501 32, 538 17, 033 58, 698 4, 752 i 1 > g§5!3 ggggg Islll !§£1 tfsfsK 1 ^ ■ SSSSS siail 1I1II UsS ***** S¥s;g fs|s‘i **** rf " t-T ^ 3, 511 1,495 3, 708 2, 645 49,014 1,091,427 205, 633 3,050 sisiS rsSII lliig HSi ***** if— ¥ SW 1,760 687 1,837 1,209 23, 625 454, 822 91, 470 1,573 848, 174 8 376, 750 8 77, 892 503, 766 294, 284 73, 014 808, 924 47, 369 214, 363 71, 459 309, 163 519, 778 55, 002 26, 379 252, 342 131, 470 180, 967 216, 870 21,909 1, 751 807 1,871 1,436 25, 489 636, 605 114, 163 1,477 1 Includes pupils in local normal and vocational schools of secondary grade. 8 Figures for 1923. 8 Distribution estimated. 4 Not including 48,437 boys and 40,664 girls in part-time and continuation schools. Table 3. — Distribution of pupils by grades, in public schools only, partly estimated 354 BIENNIAL SURVEY OE EDUCATION, 1922-1924 1 24, 288, 808 >o 23, 067, 161 6 3, 176,074 8 19, 891, 087 20.6 13.9 13.8 13.3 12.0 10.5 9.1 6.8 39.2 27.1 19.2 14.5 4, 103, 782 2, 759, 123 2, 741, 771 2, 656, 548 2, 393, 681 2,079, 720 1, 810, 124 1,346,338 1,244,601 862, 038 it 1 23,764,017 22, 541, 653 2, 900, 826 19. 640, 827 20.9 14.1 13.8 13.1 11.8 10.4 8.9 7.0 40.6 27.2 18.6 13.6 4,093,964 2,772,496 2,698,963 2, 579, 826 2, 316,395 2, 046, 033 1,757,490 1, 375, 660 1, 178, 638 788, 218 a « 23, 239, 227 2 22, 116, 146 2, 725, 579 19, 390, 567 21.1 14.4 13.7 12.9 11.5 10.4 8.8 7.2 42.3 27.2 17.9 12.6 4,084, 145 2, 785, 870 2, 656, 154 2. 503, 105 2, 239, 110 2, 012, 346 1, 704, 855 1,404,982 1,151,392 3 741, 479 11 is i 22, 408, 772 21, 364, 532 2, 428, 617 18,935,915 21.9 14.2 13.5 13.2 11.5 10.2 8.6 6.9 42.0 26.7 18.0 13.3 4, 154, 921 2, 682, 768 2, 549, 468 2, 501, 711 2, 172, 423 1,930, 649 1,631,028 1, 312, 947 3 1, 019, 686 649, 745 IS § 21, 578, 316 20, 612, 917 2, 131, 655 18,481,262 22.9 14.0 13.2 13.5 11.4 10.0 8.4 6.6 41.7 26.1 18.0 14.2 4, 225, 697 2, 579, 666 2, 442, 782 2, 500, 316 2, 105, 736 1, 848, 952 1, 557, 201 i lllg i mm * 05 05 21,215,916 20,398,996 2, 005, 284 18, 393, 712 23.1 14.0 13.4 13.4 11.5 10.0 8.2 6.4 41.9 26.2 17.8 14.1 4, 253, 355 2, 580, 996 2, 471, 158 2, 458, 703 2, 106, 552, 1,834,943 3 1, 512, 732 1, I/O, Z/6 840, 602 525, 299 357, 843 281, 540 00 2 20,853, 516 20, 288, 386 1,933, 821 18, 354, 565 23.4 14.1 13.7 13.2 11.5 9.9 8.0 6.2 42.2 26.2 17.7 13.9 4,281,013 2, 582, 325 2, 499, 534 2, 417, 090 3 1,820, 935 1,468, 263 1, 129, 634 793, 224 492, 588 331,815 261, 285 I'* 05 20, 602, 602 20, 051, 370 1,794,892 18, 256, 478 23.0 14.1 13.6 13.2 11.5 9.9 8.1 6.6 41.4 26.5 18.1 14.0 4, 197, 874 2, 583, 845 2, 487, 829 2, 410, 194 1,802,600 1,471,507 1,211,158 743,064 476, 406 324, 163 251, 259 o 2 20,351,687 19,917,665 1, 710, 872 18,206,793 22.6 14.2 13.6 13.2 11.4 9.8 8.1 7.1 40.5 26.9 18.5 14.1 4, 114, 735 2, 585, 365 2, 476, 124 3 2,403,297 Z, U/O, O IV 1, 784, 266 1, 474, 750 1, 292, 682 692, 903 460,225 316, 511 241,233 i 19, 704, 209 19, 295, 126 1,561,556 17, 733, 570 22.8 14.3 13.6 13.2 11.4 9.7 8.0 7.0 40.9 26.7 18.4 14.0 4,043, 254 2, 535, 900 3 2, 411, 766 2,340,831 Z, UZl, DZI 1, 720, 156 1, 418, 686 1,241,350 638, 677 416, 935 287,326 218, 618 2 19, 153, 786 18, 762, 643 1,432,095 17,330, 548 23.0 14.4 13.7 13.2 11.4 9.6 7.9 6.8 40.8 26.8 18.6 13.8 3, 986, 026 2, 374! 285 2, 287, 632 1, 975, 683 1, 663, 733 1,369,113 1, 178, 477 584, 295 383, 801 266, 370 197, 629 1 18,609,040 18, 239,317 1,333, 356 16, 905, 961 23.2 14.6 13.7 13.3 11.3 9.4 7.8 6.7 41.0 26.9 18.6 13.5 3 3,922,183 z, 10*, Z/U 2,316,117 2, 248, 493 1, 910, 374 1, 5S9, 160 1,318, 665 1,132,699 546, 676 358, 673 248,004 180, 003 Pupils Total enrollment . Number in elementary and high schools 1 _ In high schools 2 In elementary schools. _ Per cent in each grade: First . . . Second _ Third _ _ Fourth . Fifth . Sixth . . Seventh . Eighth _ _ _ Per cent in high school: First year . Second year . . Third year _ _ Fourth year . . Number in each grade: First.... . . . oeconu _ _ Third . . Fourth _ _ Ok _ _ Number in high school: First year. _ _ Second year . 1 mm year _ _ Fourth year . i § 1 I 355 STATE SCHOOL SYSTEMS, 1923-1924 Table 4. — Pupils enrolled in private and parochial schools, 19 28-2 4, largely estimated State Pupils in elementary schools i Pupils in secondary schools Total pupils in elemen¬ tary and secondary grades Boys Girls Total Boys Girls Total Boys Girls Total * 2 3 4 5 6 7 8 9 19 Continental United States. 682, 259 790,886 1,473,145 122, 821 131, 298 254,119 805,080 922, 184 1,727,264 Alabama . . . 6, 807 8,760 15, 567 2,606 3,264 5, 870 9,413 12,024 21,437 Arizona. . . 762 895 1,657 363 472 835 1, 125 1,367 2, 492 Arkansas _ 1,430 1,022 2, 452 933 1,288 2,221 2, 363 2,310 4, 673 California . . 13, 862 14, 665 28, 527 3,008 6, 230 9,238 16, 870 20, 895 37, 765 Colorado . . 1,311 1,535 2,846 217 564 781 1,528 2,099 3, 627 Connecticut _ _ _ 27,303 27, 302 54.605 3,430 3,266 6, 696 30, 733 30,568 61, 301 Delaware . . . . . 192 178 370 303 205 ’508 495 383 878 District of Columbia _ 4, 370 5,115 9,485 1,376 1,752 3, 128 5,746 6,867 12, 613 Florida. . . . . 3, 076 2, 466 5, 542 493 761 1,254 3, 569 3, 227 6,796 Georgia _ _ _ 4, 370 5,115 9,485 1,878 2,029 3,907 6, 248 7, 144 13, 392 Idaho . . . 400 800 1,200 119 337 456 519 1, 137 1,656 Illinois _ _ _ 49, 155 128,104 177, 259 12, 934 14, 086 27, 020 62,089 142, 190 204, 279 Indiana _ 17, 273 17, 065 34,338 1,952 1,527 3, 479 19,225 18, 592 37, 817 Iowa _ _ _ 11,718 11,718 23, 436 5, 180 5, 180 10, 360 16, 898 16, 898 33, 796 Kansas . . . . 9,657 9,658 19, 315 1, 454 1,993 3, 447 11,111 11, 651 22. 762 Kentucky. _ _ 3, 498 7,996 11,494 2,788 3,760 6, 548 6,286 11, 756 18,042 Louisiana _ 10, 593 11, 898 22, 491 1,296 1,447 2,743 11,889 13, 345 25, 234 Maine2. _ 8,101 8,000 16, 101 2, 636 2,846 5, 482 10, 737 10,846 21, 583 Maryland _ . 10,009 13, 365 23, 374 1,673 1,408 3, 081 11,682 14, 773 26, 455 Massachusetts _ 68, 869 68, 870 137, 739 5,917 7,902 13, 819 74,786 76, 772 151, 558 Michigan _ 52, 277 53,098 105, 375 3,114 4,201 7,315 55,391 57, 299 112, 690 Minnesota _ 20, 657 20, 738 41, 395 2,450 2,882 5,332 23, 107 23, 620 46, 727 Mississippi _ .. 2, 480 2,980 5,460 1,598 1,373 2, 971 4,078 4, 353 8,431 Missouri _ 21, 619 25,669 47,288 2, 756 3,072 5, 828 24, 375 28,741 53, 116 Montana . . . 961 1,775 2,736 330 615 945 1,291 2,390 3,681 Nebraska.. . . . 10, 501 10,288 20,789 1,142 1, 847 2,989 11,643 12, 135 23, 778 Nevada... _ _ 20 20 40 0 0 0 20 20 40 New Hampshire _ 10,878 11, 209 22,087 3, 178 1,373 4,551 14,056 12, 582 26,638 New Jersey. _ 14, 943 18,285 33,228 4, 698 3, 288 7,986 19, 641 21, 573 41, 214 New Mexico _ .. 2,201 2,639 4,840 360 626 986 2,561 3,265 5,826 New York _ _ . .. 43, 979 46, 501 90, 480 18, 503 16, 306 34,809 62, 482 62, 807 125, 289 North Carolina _ 7, 834 9,478 17,312 2,545 3, 425 5, 970 10, 379 12,903 23, 282 North Dakota. _ _ . 1, 552 1,649 3,201 177 353 530 1, 729 2,002 3, 731 Ohio _ _ _ _ 47, 133 46, 188 93, 321 4, 926 6,107 11,033 52, 059 52, 295 104, 354 Oklahoma _ 1,200 1, 501 2,701 575 797 1, 372 1,775 2,298 4,073 Oregon _ _ ... .. ... 6,119 5,604 11,723 590 603 1, 193 6, 709 6,207 12, 916 Pennsylvania _ . 86,453 90,035 176, 488 8,873 7,468 16, 341 95, 326 97, 503 192, 829 Rhode Island _ . 12, 073 12, 582 24, 655 1,247 980 2,227 13, 320 13, 562 26, 882 South Carolina . . 3, 059 3, 581 6,640 1,459 1,004 2,433 4,518 4,585 9, 103 South Dakota _ 1,656 1,549 3, 205 305 577 882 1, 961 2,126 4,087 Tennessee _ _ 7,911 10, 139 18, 050 3, 061 1,789 4,850 10, 972 11,928 22,900 Texas _ _ . 6,905 6, 747 13, 652 1, 586 2,536 4, 122 8,491 9,283 17, 774 Utah _ _ _ 465 1,106 1, 571 657 1,687 2, 344 1,122 2,793 3, 915 Vermont _ 2, 692 2, 652 5, 344 1, 057 1,140 2,197 3,749 3,792 7,541 Virginia . . 3, 234 4,297 7, 531 3, 597 2,347 5,944 6, 831 6,644 13. 475 Washington _ 14, 474 9, 411 23,885 717 1,092 1,809 15, 191 10, 503 25, 694 W*est Virginia _ _ 3,359 3,695 7,054 728 789 1,517 4,087 4,484 8, 571 Wisconsin _ _ .. 42,431 42,431 84,862 1, 945 2,580 4,525 44,376 45, 011 89, 387 Wyoming _ _ _ 437 512 949 91 124 215 528 636 1,164 Outlying possessions American Samoa.. . . 2,157 76 3, 962 24, 678 219 606 2,000 50 3, 369 23, 260; 247; 737; 4,157 126 7, 331 47, 938 466 1, 343 2, 157 85 5, 166 37, 061 2,646 606 2,000 69 4,604 27,668 3, 512 737 4.157 154 9,770 64, 729 6.158 1,343 Guam.. _ Hawaii. .. _ Philippine Islands _ Porto Rico _ _ Virgin Islands _ 9 1,204 12, 383 2,427 19 1,235 4, 408 3,265 28 2, 439 16, 791 5, 692 ! 1 Includes kindergarten pupils when reported. * Notincluding 1,513 boys and 1,699 girls, contract pupils who arc tabulated with public-school enrollment. 356 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 5. — Pupils enrolled in public elementary and secondary schools at different periods State 1870-71 1 1879-80 1889-90 1899-1900 1909-10 1919-20 1923-24 > 2 3 4 5 6 7 8 Continental United States . . 7, 561, 582 9, 867, 505 12, 722, 581 15, 503, 110 17, 813, 852 21, 578,316 24, 288, 808 Alabama . . . . 141, 312 179, 490 301, 615 376, 423 424, 611 569, 940 601, 175 Arizona _ _ _ 0 4, 212 7,989 16, 504 31,312 76, 505 73, 980 Arkansas _ 69, 927 81, 972 223, 071 314, 662 395, 978 483, 172 501, 758 California- . _ _ 91,332 158, 765 221, 756 269, 736 368 391 fiQfi OQO 1 099 1 90 Colorado. _ _ 4, 357 22, 119 65, 490 117,’ 555 168| 798 UUUj JiOO 220, 232 1, V44, ioU 247, 195 Connecticut _ 113, 588 119, 694 126, 505 155,228 190, 353 261, 463 288, 927 Delaware.. . . 20, 058 27,823 31, 434 36, 895 35, 950 38, 483 38, 573 District of Columbia ... 15, 157 26, 439 36,906 46, 519 55, 774 65, 298 72, 015 Florida . . . . 14,000 39, 315 92, 472 108, 874 148, 089 225, 160 266, 318 Georgia _ 49, 578 236, 533 381, 297 482, 673 555, 794 i 690, 918 747, 213 Idaho _ _ _ 906 5, 834 14, 311 36, 669 76, 168 115, 192 116, 970 Illinois _ _ _ 672, 787 704,041 778, 319 958, 911 1, 002, 687 1, 127, 560 1, 316, 038 Indiana . . . . 450, 057 511,283 512, 955 564, 807 531, 459 566, 288 623, 566 Iowa . . . . 341, 938 426, 057 493, 267 566, 223 510, 661 514, 521 533, 469 Kansas . . . 89, 777 231, 434 399, 322 389, 582 398, 746 406, 880 424, 501 Kentucky _ 178, 457 i 276, 000 399, 660 500, 294 494, 863 3 535, 332 567, 782 Louisiana _ _ 57, 639 77, 642 120, 253 196, 169 263, 617 354, 079 390, 848 Maine... _ 152, 600 149, 827 139, 676 130, 918 144, 278 137, 681 147, 106 Maryland _ 115, 683 162,431 184, 251 222,373 238, 393 241, 618 256, 302 Massachusetts _ 273, 661 306, 777 371, 492 474, 891 535, 869 623, 586 737, 576 Michigan . . 292, 466 362, 556 427, 032 504, 985 541,501 691, 674 818, 721 Minnesota... . 113,983 180,248 280, 960 399, 207 440, 083 503, 597 544, 445 Mississippi _ _ 117,000 236, 654 334, 158 386, 507 469, 137 2 412, 670 560, 971 Missouri _ 330, 070 482, 986 620, 314 719, 817 707, 031 672, 483 728,814 Montana _ _ 1,657 4, 270 16, 980 39, 430 66, 141 126, 576 117,793 Nebraska.. _ _ 23,265 92, 549 240, 300 288, 227 i 281, 375 311, 821 326, 272 Nevada _ _ _ 3, 106 9, 045 7, 387 6, 676 i 10, 200 14, 114 15, 970 New Hampshire _ _ 71, 957 64, 341 59, 813 65, 688 63, 972 64, 205 74, 354 New Jersey _ 169, 430 204, 961 234, 072 322, 575 429, 797 594, 780 664, 496 New Mexico _ 1,320 4,755 18, 215 36, 735 56, 304 81,399 88, 428 New York _ _ _ 1,028,110 1,031,593 1,042,160 1, 209, 574 1, 422, 969 1, 719, 841 1, 932, 651 North Carolina.. _ 115,000 252, 612 322, 533 400, 452 520, 404 691, 249 793, 046 North Dakota. . . . 1,660 13, 718 35, 543 77, 686 139, 802 168,283 174, 797 Ohio . . . . 719,372 729, 499 797, 489 829, 160 838, 080 1, 020, 663 1,200,117 Oklahoma . . . . 99, 602 422, 399 589, 282 653, 700 Oregon . . . . 21,000 37, 533 63,254 89, 405 118, 412 151, 028 175, 510 Pennsylvania _ _ 834, 614 937, 310 1, 020, 522 1, 151, 880 1, 282, 965 1, 610, 459 1, 803, 163 Rhode Island _ _ 34,000 40,604 52, 774 67,231 80,061 93, 501 105, 900 South Carolina _ 66, 056 134, 072 201, 260 281, 891 340,415 478, 045 467, 425 South Dakota . (3) (3) 78,043 98, 822 126, 253 146, 955 162, 588 Tennessee _ _ 140,000 300. 217 447, 950 485, 354 521, 753 619, 852 657, 234 Texas _ 63, 504 i 220, 000 466, 872 659, 598 821, 631 1,035 648 1, 194, 655 Utah. _ _ 16, 992 24, 326 37, 279 73, 042 91,611 117, 406 130, 322 Vermont . . . . 65, 384 75, 328 65, 608 ' 65, 964 66, 615 61, 785 64,113 Virginia _ 131, 088 220, 736 342, 269 370, 595 402, 109 505, 190 556, 078 Washington _ _ 5,000 14, 780 55, 964 115,104 215, 688 291,053 316, 890 West Virginia _ _ 76, 999 142, 850 193, 064 232, 343 276, 458 346, 256 399, 410 Wisconsin _ 265, 285 299, 457 351, 723 445, 142 164, 311 465, 243 535, 755 Wyoming _ _ 450 2,907 7,052 14, 512 24, 584 43, 112 51, 748 Outlying possessions Alaska _ _ ... 3,360 3, 975 American Samoa _ 1,494 Canal Zone _ 3, 486 4,005 Guam _ _ 2,654 Hawaii _ _ _ 41, 350 50, 914 Philippine Islands . . 935, 678 1, 132, 719 Porto Rico 180, 458 213, 020 Virgin Islands . . 3,112 1 Estimated. 1 Figures for 1919. 3 Included with North Dakota. 357 STATE SCHOOL SYSTEMS, 1&23-1924 Table 6. — Per cent of the total population enrolled in school and ratio of enroll¬ ment to school population at different dates Per cent of total population enrolled in public schools Ratio of number of children enrolled in public schools to population 5 to 17 years of age, inclusive State 1870- 1879- 1889- 1899- 1909- 1919- 1923- 1870- 1879- 1889- 1899- 1909- 1919- 1923- 71 80 90 1900 10 20 24 71 80 90 1900 10 20 24 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Continental U. S . . 19.1 19.7 20.3 20.5 19.4 20.4 21.7 0.615 0.655 0.686 0.724 0.731 0.778 0.828 Alabama _ _ 13.9 14 2 19.9 20.6 19.9 24 3 24.6 .404 .426 .558 .617 .627 .741 .741 Arizona _ _ _ 10.4 13.4 13.4 15.4 22.9 18.8 .532 .527 .519 .620 .880 .711 Arkansas _ I§. 7 10.2 19.8 24.0 25.3 27.6 27.4 .403 .308 .554 .710 .800 .857 .842 California _ 15.6 18.4 18.4 18.2 15.5 20.3 26. 1 .636 .734 .774 .796 .786 1.025 1.311 Colorado. _ _ _ 9.3 11.4 15.9 21.8 21-1 23.4 24 6 .423 .608 .722 .882 .896 .950 .979 Connecticut _ 20.8 19.2 17.0 17.0 17.3' 18.9 19.2 .808 .770 .720 .745 .738 .803 .807 Delaware . . . 15.8 19.0 18.7 20.0 14.3 17.3 16.6 .500 .652 .662 .753 .715 .733 .719 District of Columbia _ 11.2 14.9 16.0 16.7: 16.9 14 9 14.8 .416 .554 .631 .768 .833 .843 .869 Florida . . . 7.2 15.6 23.6 20.6 19.7 23.2 24.9 .212 .442 .711 .666 .681 .826 .891 Georgia... _ _ 4.1 15.3 20.8 21.8 21.3 123.9 24.7 .119 .462 .585 .653 .668 i. 740 .763 Idaho _ _ _ 5.6 17.9 17.0 22. 7' 23.4 26.7 24 3 .461 .779 .627 .792 .879 .948 .847 Illinois _ _ _ 26.0 22.9 20.3 19.9 17.8 17.4 19. 1 .810 .746 .720 .727 .717 .721 .799 Indiana . . . 26.3 25.9 23.4 22.4 19.7 19.3 20.5 .786 .824 .792 .811 .784 .794 .854 Iowa _ 28.2 26.2 25.8 25.4 23.1 21.4 21.5 .844 .835 .855 .891 .869 .861 .883 Kansas _ 22.3 23.2 28.0 26.5 23.7 23.0 23.5 .742 .732 .886 .892 .887 .879 .902 13.2 16.7 21.5 23.3' 21.7 *22.2 22.9 .656 .753 .736 .762 .793 Louisiana _ 7.7 8.3 10.8 14. 2i 16.0 19.7 21.0 .248 .259 .316 .436 .508 .635 .679 Maine _ 243 23.1 21.1 18.91 19.5 17.9 18.9 i. 874 .898 .859 .814 .845 .763 .794 Maryland _ 14.6 17.4 17.7 18.7 18.4 16.7 16.9 .467 .581 .604 .670 .699 .669 .690 Massachusetts . . 18.3 17.2 16.6 16. 9 15.9 16.2 18.1 .723 .718 .726 .762 .706 . 713 .791 Michigan . 24.0 22.2 20.4 20. 9 19.3 18.9 20.1 .797 .781 .735 .771 .780 .793 .857 Minnesota _ 24.5 23. 1 21.6 22.8 21.2 21.1 21.5 .759 .759 .746 .776 .779 .818 .850 Mississippi . . . 13.7 20.9 25.9 24.9 26.1 323.1 32.0 .406 .613 .706 .733 .804 3. 698 .963 Missouri... _ _ _ 18.7 22.3 23.2 23. 2 21.5 19.8 21. 1 .560 .689 .744 .786 .818 .783 .848 Montana _ 7.5 10.9 12.9 16. 2 17.6 23.1 18.7 .702 .638 .711 .728 .807 .922 .721 Nebraska . . . . 16.6 20.5 22.7 27.0' 23.7 24.1 24.3 .588 .685 .754 .895 .865 .905 .921 Nevada _ 7.0 14.5 16. 1 15.8 11.1 18.2 20.6 .540 .797 .738 .741 .739 .915 .977 New Hampshire _ 22.4 18.5 15.9 16. 0 14.9 14.5 15.2 .913 .813 .713 .740 .666 .643 .731 New Jersey _ _ _ 18.3 18.1 16.2 17.1 17.0 18.8 19.3 .632 .648 .622 .685 .700 .774 ! .789 New Mexico _ 1.4 40 11.9 18. 8 17.2 22.6 23.7 ‘.044 .133 .423 .614 .592 .754 i -779 New York _ _ 23.2 20.3 17.4 16. 6 15.6 16.6 17.6 .830 .771 .707 .696 .678 .728 .774 North Carolina. _ _ 10.5 18.1 19.9 21.1 23.6 27.0 29. 1 1.312 .559 .564 .636 .735 .824 .882 North Dakota _ _ 9.3 10.2 19.5 24.3 24.2 26.0 25.7 i. 393 .417 .713 .813 .854 .846 .810 Ohio _ 26.5 22.8 21.7 19.9 17.6 17.7 19.3 .840 .767 . 765 .754 .738 .766 .841 Oklahoma _ 25.0 25.5 29. 1 29.7 .798 .829 .926 .940 Oregon _ _ 21.6 21.5 20.2 21.6 17.6 19.3 21.0 .677 .750 .-748 .821 .792 .841 .903 Pennsylvania _ _ _ . 23.2 21.9 19.4 18.3 16.7 18.5 19.6 .764 .744 .695 .689 .667 .715 .748 Rhode Island _ 15.1 14.7 15.3 15.7 14.8 15.5 16.7 ‘. 592 .596 .627 .668 .631 .654 .701 South Carolina _ 9.1 13.5 17.5 21.0 22.4 28.4 26.5 .273 .406. .471 .607 .673 .839 .780 South Dakota . . . (9 (9 23.7 24.6 21.6 23.1 24 6 0) 0) .810 . 795 .777 .829 .882 Tennessee _ 10.9 19.5 25.3 24 0 240 26.5 27.3 i. 320 .582 .741 .751 .795 .876 ' .898 Texas... _ _ 7.3 13.8 20.9 21.6 21.1 22.2 23.8 .210 1.424 .595 .647 .672 .734 ! .797 Utah _ _ 18.6 16.9 17.9 26.4 24 6 26.1 26.9 .534 .506 .553 .810 .843 .872 .888 Vermont _ 419. 8 22.6 *19. 7 19.2 18.7 17.5 18.2 .872 .822 .803 .734 .756 Virginia _ _ _ 10.5 14 6 20.7 20.0 19.6 21.9 22.9 ‘.’323 .450 ‘.’605 .632 .643 .733 .774 Washington _ 18.6 19.7 16.0 22.2 19.0 21.5 21.8 1.690 .724 .706 .879 .853 .941 .941 West Virginia _ 16.9 23.1 25.3 242 22.8 23.7 25.3 .495 .692 .753 .786 .779 .798 .848 Wisconsin _ 24 6 22.8 20.9 21.5 19.9 17.7 19.3 .739 .738 .698 .725 .724 .682 .763 Wyoming _ _ _ 4.6 14.0 11.6 15.7 16.9 22.2 23.9 i. 453 .774 .545 .657 .797 .916 .942 Outlying possessions Alaska _ 6. 1 7.2 .268 American Samoa _ 18.6 Canal Zone _ 15.3 16.4 .854 Guam... . 20.0 Hawaii _ _ 16.2 17.6 Philippine Islands _ *9.0 9.9 Porto Rico _ _ _ 13.9 15.3 Virgin Islands _ _ _ . 12.0 1 Approximate. * Included in report for North Dakota. 3 Enrollment figures for 1919. 1 * 3 4 Population for December 31, 1918. 3 Enrollment figures from report of the Bureau of * Pupils of legal school age. the Census. 358 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 7. — Average daily attendance and aggregate days attended , 19 23-2 4 State Average daily attendance Element¬ ary 1 Second¬ ary 2 Total Aggregate number of days attended Elementary2 Second¬ ary 2 Total Continental U. S . Alabama.. Arizona... Arkansas.. California. Colorado. . Connecticut . . Delaware _ District of Columbia. Florida . . . Georgia _ Idaho... Illinois. . Indiana. Iowa _ Kentucky _ Louisiana _ Maine. . Maryland _ Massachusetts *. Michigan. _ Minnesota . Mississippi. Missouri... Montana... Nebraska _ Nevada _ New Hampshire. New Jersey _ New Mexico _ New York _ North Carolina. North Dakota. . Ohio _ Oklahoma _ Oregon.. . . Pennsylvania. . Rhode Island. _ South Carolina- South Dakota.. Texas _ Utah . Vermont . Virginia.. Washington.... West Virginia. Wisconsin _ Wyoming - 310, 637, 954 3 1, 789, 340 19, 132, 451 31,499,390,875 3264,869,448 3, 219, 093, 331 Outlying possessions Alaska _ _ American Samoa.. . Canal Zone _ Guam _ _ Hawaii _ Philippine Islands . Porto Rico _ Virgin Islands _ 371, 479 47, 419 338, 332 564, 401 206, 962 27, 654 48, 667 905, 569 446, 685 298, 999 380, 879 105, 430 179, 526 501, 388 367, 919 79, 544 10, 171 50,193 483, 388 58, 093 1, 389, 849 818, 965 380, 274 119, 321 1,301,029 79, 107 97, 842 47, 878 197, 056 287, 710 34, 284 2,764 ‘3'042 920, 290 174, 688 2,967 46, 712 7,492 24, 506 141, 778 30, 786 4, 314 10, 862 106, 658 64, 841 33, 683 24, 458 24, 236 104, 621 20, 724 16, 810 2, 183 9, 777 73, 593 6, 363 220, 227 194,157 60, 761 29,802 194, 813 10, 170 36,104 ' 12, '342' 50, 325 22,840 6,862 418, 191 54, 911 362, 838 706, 179 179, 476 237,748 31, 968 59, 529 197, 482 4 545, 465 88, 805 1, 092, 489 553, 343 449, 392 363,840 414, 562 299, 736 129, 888 203, 762 606, 009 650, 472 429,882 388,643 579, 513 96. 354 263, 572 12. 354 59, 970 556, 981 64, 456 1, 610, 076 571, 359 144, 263 1,013, 122 441, 035 149, 123 1, 495, 842 89, 277 324, 822 132, 022 448, 045 976, 204 110, 184 57, 498 417, 785 247,381 310, 550 454, 907 41, 146 48, 112, 848 7, 828, 255 44, 943, 894 102, 083, 526 7, 694,303 1, 287, 980 4, 180, 668 25, 903, 528 37, 874, 046 4, 848, 019 8, 760, 060 5, 695, 410 820, 426 1,955,111 164, 302, 849 35, 514, 800 52, 314, 825 62, 083, 277 11, 347, 175 5, 928, 208 18, 378,038 33, 222, 976 91, 081, 033 4, 430, 796 4, 509, 781 19, 068, 234 49, 669, 065 4 3, 523, 080 13, 468, 776 2, 996, 064 1,821,180 8, 632, 827 10, 885, 980 9, 991, 996 386, 190 1, 710, 921 13, 835, 484 1,094,436 144, 263, 805 61, 747, 158 20, 726, 886 235, 092, 054 15, 397, 385 34, 815, 999 10, 366, 159 5, 214, 982 35, 800, 595 1, 978, 255 59, 838, 476 6, 670, 556 16, 497, 509 7, 698, 782 2, 103, 306 1, 590, 642 34, 640, 695 47, 184, 440 9, 224,056 4, 019, 840 6, 000, 215 1, 202, 463 373 ‘250‘ 36,833 6,275 20 3, 137 1,428 3, 292 2, 336 47, 518 957, 123 180, 963 2,987 474, 274 65, 133 522, 539 42, 897 177, 615, 970 31, 828, 219 602, 301 7, 108, 769 1, 190, 845 4,060 55, 807, 151 9, 116, 235 49, 124, 562 127,987,054 4 31, 228, 824 43, 569, 456 5, 668, 445 10, 715, 171 28, 315, 384 1 76, 365, 100 14, 279, 468 199, 817, 649 95, 174, 996 79, 087, 654 63, 662, 000 68, 011, 485 45, 525, 036 22, 808, 834 37, 732, 757 110, 149, 267 115, 784, 016 76, 888, 016 53, 192, 145 97, 638, 504 16, 464, 840 45, 594. 156 2, 207, 370 10, 343, 748 104, 721, 464 11,086,432 302, 481,811 81, 932, 881 23, 803, 438 179, 079, 804 72, 133, 317 25,941,868 270, 892, 649 17, 375, 640 38, 626, 273 22, 641, 773 66, 509, 032 132, 275, 685 • 18, 600, 815 9, 289, 424 66, 845, 600 43, 864, 751 51,204,280 80, 344, 393 7, 202, 678 539, 407 287, 028 565, 436 427, 448 9, 075, 938 184, 724, 739 33, 019, 064 606, 361 1 Includes kindergartens. 2 Includes local normal and vocational schools. 3 For States reporting distribution. 4 Estimated. 3 Not including pupils in vocational and con¬ tinuation schools. STATE SCHOOL SYSTEMS, 1923-1924 359 Table 8. — Average daily attendance in elementary and secondary schools at different dates State 1870-71 i 1879-80 1889-90 1899-1900 1909-10 1919-20 1923-24 1 2 3 4 5 6 7 8 Continental United States _ 4, 545, 317 6, 144, 143 8, 153, 635 10, 632, 772 12, 827, 307 16, 150, 035 19, 132, 451 Alabama _ 107, 666 117, 978 182, 467 297, 805 266, 589 367, 554 418, 191 2,847 4,702 10, 177 20, 094 46, 420 54, 911 Arkansas. . . .. 46, 600 i 54; 700 1 148, 714 195, 401 255, 135 326, 053 362, 838 California _ _ 64, 286 100, 966 146, 589 197, 395 286,744 480, 864 706, 179 Colorado. . . . . 2,611 12, 618 38, 715 73, 291 107, 520 150,090 179, 476 Connecticut . . 62, 683 73, 546 83, 656 111,564 3 147, 190 205,213 237, 748 Delaware... . . 12,700 17, 439 19,649 1 25, 300 22, 559 27, 368 31, 968 District of Columbia _ 10, 261 20,637 28, 184 35, 463 44,627 52, 739 59,529 Florida. . . 10,900 27, 046 64, 819 75,003 103, 892 165, 720 197, 482 Georgia . . . 31, 377 145, 190 240, 791 298, 237 346, 295 467,081 1 545, 465 Idaho . . . . 600 3, 863 1 9,500 21, 962 51, 137 84, 642 88,805 Illinois _ 341, 686 431, 638 538, 310 737, 576 779, 040 956, 090 1, 092, 489 Indiana... . . . 295, 071 321, 659 342, 275 429, 566 420, 780 457, 113 553, 343 Iowa _ _ _ 211, 562 259, 836 306, 309 373, 474 360, 178 405, 567 449, 392 Kansas.. . . 52, 891 137, 669 243, 300 261, 783 291, 329 309, 505 363, 840 Kentucky _ _ 129, 866 178, 000 225, 739 310,339 315, 196 . 3 342, 669 414, 562 Louisiana _ _ 40, 500 1 54, 800 87, 536 146, 323 182, 659 256, 133 299, 736 Maine.. . . 100, 392 103, 115 98, 364 97, 697 106, 955 115,885 129, 888 Maryland ... _ 56, 435 85, 778 102, 351 134, 400 145, 762 175, 312 203, 762 Massachusetts . . 201, 750 233, 127 273, 910 366, 136 444, 090 519, 905 606, 009 Michigan _ 193,000 1 240, 000 1 282, 000 355, 226 443, 458 521, 251 650, 472 Minnesota _ 50, 694 1 78, 400 127, 025 243, 224 348, 500 394, 859 429, 882 Mississippi . 90,000 156, 761 207, 704 224, 526 261, 384 3 259, 982 1 388, 643 Missouri _ 187,024 1 281, 000 384, 627 460, 012 490, 390 531, 221 579, 513 Montana _ _ 1, 100 13,000 10, 596 3 26, 300 41, 314 91, 744 96, 354 Nebraska _ .. .. 14,300 60, 156 146, 139 181, 874 191, 076 232, 515 263, 572 Nevada _ 1, 800 5, 401 5,064 4, 698 1 7, 400 10, 625 12,354 New Hampshire . 48,150 48, 966 41, 526 47, 276 50, 101 53, 245 59, 970 New Jersey _ _ 86, 812 115, 194 133, 286 207, 947 324, 239 476, 261 556, 981 New Mexico _ _ 880 3, 150 1 13, 000 22, 433 37, 389 59,442 64, 456 New York... . 493, 648 573, 089 642, 984 857, 488 1, 122, 649 1, 361, 600 1, 610, 076 North Carolina... . 73,000 170, 100 203, 100 206, 918 331, 335 473, 552 571, 359 North Dakota. 1,040 1 8, 530 20, 694 43,500 90,149 128, 436 144, 263 Ohio _ _ 432, 452 476, 279 549, 269 616, 365 648, 544 808, 712 1, 013, 122 Oklahoma... .. 63, 718 278, 650 355, 998 441, 035 Oregon _ _ 15,000 27, 435 43, 333 64, 411 103, 553 136, 575 149, 123 Pennsylvania .. 567, 188 601, 627 682, 941 854, 640 1, 001, 464 1, 266, 350 1, 495, 842 Rhode Island _ 22, 485 27, 217 33,905 47, 124 61, 487 73, 387 89, 277 South Carolina.. 44,700 1 90,600 147, 799 201, 295 243, 901 331, 451 324, 822 South Dakota _ (9 0) 48,327 168, 000 80, 032 98,907 132, 022 Tennessee _ 89,000 208, 528 323, 548 338, 566 363,953 457,503 448, 045 Texas _ 41,000 1 132, 000 291, 941 438, 779 544, 691 745, 667 976, 204 Utah _ 12, 819 17, 178 20, 967 50, 595 69, 246 97, 745 110, 184 Vermont .. 44, 100 48,606 45,887 47, 020 52, 104 50, 186 57, 498 Virginia _ _ ... 77, 402 128, 404 198, 290 216, 464 259, 394 351, 171 417, 785 Washington _ 3, 300 10, 546 36,946 74, 717 156, 064 211, 239 247, 381 West Virginia.. 51, 336 91,604 121, 700 151, 254 189, 900 256, 479 310, 550 Wisconsin.. 132,000 1 156, 000 200, 457 1 309, 800 320, 439 368, 712 454, 907 Wyoming. .... 250 1,920 1 4, 700 1 9, 650 16, 730 33, 297 41, 146 Outlying possessions Alaska _ 2,505 3,137 American Samoa _ 1,428 Canal Zone 2,575 3, 292 Guam _ 2, 336 Hawaii. 38, 451 47, 518 Philippine Islands _ 756, 533 957, 123 Porto Rico. 145, 250 180, 963 Virgin Islands 2,987 '1 1 Approximate. * High-school attendance not reported, 3 Figures for 1919. * Included with North Dakota. 360 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 9. — Average length of school term and school attendance Average number of days schools were in session, 1871-1924 Aver- State 1870- 71i 1879- 80 1889- 90 1899- 1900 1909- 10 1919- 20 1923-24 age num¬ ber of days at¬ tended by each pupil en¬ rolled, 1924 Num¬ ber at¬ tending daily for each 100 en¬ rolled, 1924 Ele¬ men¬ tary schools in 30 States 1 2 Sec¬ ondary schools in 30 States 3 All schools 1 2 3 4 5 6 7 8 9 10 11 12 Continental U. S _ 132 130 135 144 158 161.9 170.4 181. 1 168 132.5 78.8 Alabama _ ... _ 67 81 74 78 117 123.1 130.0 165. 0 133 92.8 69 6 109 126 125 1 136 162.6 165.0 172.0 166 123.2 7L 2 i 75 78 107 126.3 133.0 171. 0 135 97.9 72.3 California _ 123 147 158 166 175 174.0 181.0 183.0 181 125.2 92 1 132 144 150 156 167. 9 174 126. 3 72. 6 Connecticut _ 172 179 183 189 185 183.5 183.0 185.0 183 150.8 82.3 Delaware _ _ . 132 158 166 170 173 181.7 175. 0 190.0 177 147.0 82.9 District of Columbia _ 200 193 178 179 181 178.0 180.0 180.0 180 148.8 82.7 Florida . _ _ 120 93 106 133. 1 143 106.3 74.2 59 i 65 83 112 144 145.0 140 102.2 73.0 45 94 i 70 106 * 137 172.7 161 122. 1 75.9 Illinois _ _ 147 150 155 152 171 170.9 181.0 190.0 183 151.8 83.0 99 136 130 152 147 155.8 172 152.6 88.7 Iowa _ _ _ _ - 130 148 156 160 172 174.0 176 148.3 84.2 Kansas - - - 116 120 135 126 164 164.0 175.0 175. 0 175 150.0 85.7 Kentucky _ 110 102 94 118 125 <123.0 163.0 176.0 164 119.8 73.0 Louisiana _ _ _ _ 65 79 101 120 136 148.9 152 116.5 76.7 Maine _ _ 98 109 112 141 159 169.2 174.0 181.0 176 155.1 88.3 Maryland. ... . . . . 183 187 184 183 M85 179.6 185.0 186.0 185 147.2 79.5 Massachusetts - - 169 177 177 189 186 179.4 182.0 182.0 182 149.3 82.2 Michigan _ _ 140 150 156 164 171 172.0 178 141.4 79.4 Minnesota _ _ 83 94 128 169 149 160.0 179 141.2 79.0 Mississippi _ _ 110 75 i 86 101 123 <122.0 135.0 170.0 137 93.0 68.0 Missouri _ _ 90 1 104 129 144 155 162.8 168 134.0 79.5 Montana.. - - - 89 96 143 107 185 166.4 169.0 178.0 171 139.8 81.8 Nebraska _ 72 82 140 135 174 164.0 173 139.7 80.8 Nevada _ _ _ 142 143 140 154 ‘145 167.0 179.0 177.0 179 138.2 77.4 New Hampshire _ 70 105 118 148 164 174.0 172.0 175.0 172 139.1 80.7 New Jersey _ .. 178 192 192 186 184 189.0 188.0 188.0 188 157.6 83.8 New Mexico _ 111 111 i 67 97 100 165.0 172.0 172.0 172 124.8 72.6 New York _ 176 179 187 175 188 188.0 188 156.5 83.3 North Carolina _ 50 50 59 71 102 134.0 143 103.3 72. 1 North Dakota _ 75 i 96 113 156 147 166.9 165 136.2 82.5 Ohio _ _ _ 165 152 162 165 170 165.0 176.0 179.0 177 149.2 84.4 Oklahoma _ _ 95 140 166.4 162.0 171.0 164 110.3 67.5 Oregon _ _ 90 90 118 117 138 152. 0 174.0 175.0 174 147.8 85.0 Pennsylvania . . 127 133 148 167 170 176.8 181.0 184.0 181 150.2 83.0 Rhode Island _ . ._ 170 184 188 191 193 182.1 195.0 195.0 195 164.1 84.3 South Carolina _ 100 70 70 88 103 109.6 119 82.6 69.5 South Dakota.. _ _ («) (») 145 129 166 167.0 172 139.3 81.2 Tennessee _ 77 68 86 96 130 133.5 145.0 185.0 148 101.2 68.2 Texas _ 140 72 100 108 131 155.6 136 110.7 81.7 Utah. . . . 152 128 133 151 165 166.4 169.0 170.0 169 142.7 84.5 Vermont _ 116 126 136 156 160 162.0 161.0 172.0 162 144.9 89.7 Virginia _ 93 113 118 120 140 147.0 160 120.2 75. 1 Washington _ _ 80 * 91 97 128 172 176.4 176.0 179.0 177 138.4 78. 1 West Virginia _ _ 77 90 97 106 134 138.9 164.0 176.0 165 128.2 77.8 Wisconsin. _ 155 165 159 160 180 175.3 177 150.0 84.9 Wyoming . . . 119 U20 '110 141 152.0 175.0 175.0 175 139.2 79.5 Outlying possessions Alaska _ _ _ 177.4 172.0 175.0 172 135.7 78.9 American Samoa _ 201 192. 1 95.6 Canal Zone _ 154.6 172.0 171.0 172 141.2 82.2 Guam _ 183.0 183.0 183 161.1 88.0 Hawaii... ... . . . 181.0 191 178.3 93.3 Philippine Islands _ 193.0 193.0 193.0 193 163.1 84.5 Porto Rico _ 181.0 182.0 190.0 183 155.0 85.0 Virgin Islands _ _ 203.0 203.0 203 194.9 96.0 1 Estimated. 2 Includes kindergartens. 3 Includes local normal and vocational schools. 4 Figures for 1919. * Included in report for North Dakota. STATE SCHOOL SYSTEMS, 1923-1924 3 61 Table 10. — Administrative officers, supervisors, and principals, 1923-24- •* 03 Administrative officers and assistants (superintendents) Supervisors of instruction Principals Total number of teachers supervisors, and principal! State State officers County superin¬ tendents City superintend¬ ents Other superin¬ tendents Total Elementary schools Secondary schools Total Ele mentary schools Secondary schools Total 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental U. S _ 760! 3,488 6, 480 1,528 12, 256 3,631 1, 194 7,924 9, 461 3,852 17, 881 774, 114 9 73 43 125 96 8 104 91 54 145 14, 947 6 22 33 61 53 63 116 94 30 124 2,613 12 32 119 1 1 25 103 128 11,537 13 93 66 98 270 218 218 2,589 388 2,977 30, 616 4 63 100 167 2 94 96 245 86 331 9,365 65 27 52 144 355 52 407 516 100 616 9,311 9 8 i3 30 7 6 13 27 15 42 1,378 3 3 31 31 43 20 63 2, 587 8 63 71 7 1 8 (0 7,844 18 160 75 253 (i) (») 17, 687 4 61 52 117 U9 2 18 2 37 28 2 35 2 43 4, 329 11 200 330 541 (i) 0) 42, 865 14 92 134 240 132 97 229 524 929 1,453 20, 230 11 99 957 (* 3) 1, 067 (i) (») 25, 813 8 122 87 217 135 ””33 168 223 73 296 18, 650 Rpnt.neky 2 120 89 211 184 184 251 236 487 13, 126 Louisiana . _ 15 64 2 81 27 313 11,094 Mai nfi 11 8 137 156 (i) (i) 6,172 Maryland _ _ 6 26 12 44 75 6 81 0) 7,511 Massachusetts 41 57 158 256 <561 605 167 772 24, 412 Michigan _ 9 83 800 892 1,583 *1,109 29,692 Minnesota 22 106 521 6-19 592 592 20, 610 Mississippi _ 82 21 103 69 14, 677 Missouri 16 114 205 112 26 2 138 105 33 2 138 23. 715 Montana _ - _ 8 85 222 315 6 6 69 69 5, 774 Nebraska 6 93 90 189 136 265 14, 435 Nevada 5 16 5 26 3 3 6 4 9 13 793 New Hampshire _ _ - 3 12 56 71 34 14 48 21 35 56 2,967 New Jersey _ .. 12 21 50 83 450 81 531 605 94 699 21, 132 New Mexico _ - 5 31 51 16 103 25 283 3, 126 New York _ __ 138 60 275 ® 473 1,132 57 1,189 1,156 169 1,325 66, 006 North Carolina _ _ 35 100 124 259 (i) 0) 21, 434 North Dakota. _ _ _ 9 116 160 285 243 514 9, 021 Ohio... . . . . ... 30 174 128 150 482 371 125 496 715 384 1,099 39, 436 Oklahoma.. _ _ 8 154 337 499 130 51 181 94 41 135 18, 349 Oregon 4 36 35 75 25 10 35 105 20 125 7, 352 Pennsylvania. _ _ 82 158 165 18 423 0) 1,259 51, 520 Rhode Island _ 7 9 28 44 136 136 3, 207 South Carolina _ _ 14 46 82 142 10 10 150 249 399 11, 499 South Dakota _ 11 127 199 337 (i) (i) 8, 138 Tennessee . . . 10 i 95 . 90 195 (l) 0) 15, 695 Texas _ _ 4 252 ! 816 1,072 m (!) 35, 459 Utah.... _ _ 2 8 35 45 46 21 4,230 Vermont. _ _ 5 i 0 i 5 , 97 107 72 ! 2 20 286 2 106 3, 016 Virginia. .. _ 14 89 i 2C i . 123 16, 490 Washington _ 1C 1 4f 1 275 ; lie i 44C i _ 150 i 804 10, 530 West Virginia _ 4 r 5f > 46 ; 58 ; 163 i 184 125 309 I 280 280 12, 449 Wisconsin _ _ If ; 75 ! 94 181 256 i 223 400 623 18. 379 Wyoming _ _ _ P i 21 7f 102 ! 44 3 47 81 27 108 2, 896 Outlying possessions Alaska _ _ _ 1 1 c 1 0 192 American Somoa . . 5 ) 1 1 4 4 46 Canal Zone . . . ] [ ] i l 4 l 3 ; 2 5 121 Guam... _ _ _ _ _ ] ] 1 1 16 t ; 1 17 98 Hawaii _ _ _ ) f i 8 l 9f 71 1,746 Philippine Islands _ _ ( 5c > 61 64f I 642 ! 1,008 1 84 1,092 26, 743 Porto Rico.. . . _ If i _ 7( > gt > 117 117 4, 678 Virgin Islands . . _ ! . ; _ 1 1 ’ill 1 Included with teachers. 2 Estimated. 3 Included in column 4. 4 Not including 581 part-time supervisors and teachers. 3 Figures for 1922. 9 Cities and villages only. 362 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 11. — Number and sex of teachers employed , not including superintendents, supervisors, and principals, when separately reported, 1928-2 4 State Elementary 1 2 Secondary ■ 3 Total Total number of teaching positions Men Women Total Men Women [ Total Men Women Total * 2 3 4 5 6 7 8 9 10 11 Continental U. S.„ 76, 816 540, 262 617, 078 51, 915 92, 315 | 144, 230 128, 731 632, 577 761, 308 748, 309 Alabama _ _ _ ... 2,024 10, 819 12, 843 949 1,233 2, 182 2, 973 12, 052 15, 025 14, 698 Arizona _ 253 1, 898 2, 251 191 339 530 444 2,337 2,781 2, 373 Arkansas . . . 3, 566 7, 340 10, 906 539 647 1, 186 4, 105 7, 987 12, 092 11, 408 California _ 765 17, 687 18, 452 3,083 5,886 8,969 3,848 23, 573 27, 421 27, 421 Colorado.. _ 436 6,736 7,172 1, 018 748 1, 766 1, 454 7, 484 8,938 8,938 Connecticut. . 95 6, 530 6,625 586 1,077 1,663 681 7,607 8,288 8,288 Delaware _ 73 1,037 1, 110 85 170 255 158 1,207 1,365 1,323 Dist. Columbia . . 131 1, 865 1,996 184 358 542 315 2,223 2,538 2, 493 Florida . . . . 1,106 6, 403 7,509 227 576 803 1,333 6, 979 8,312 7,836 Georgia . . . . 1, 648 13, 476 15, 124 1,209 1,354 2,563 2, 857 14, 830 17, 687 17,687 Idaho . . . 417 2,865 3,312 432 508 940 879 3, 373 4, 252 4, 249 Illinois . . . 3,963 29, 785 33, 748 3, 494 5,623 9,117 7,457 35, 408 42, 865 42, 865 Indiana _ _ 3,223 10, 748 13, 971 2, 157 2, 846 5,003 5, 380 13, 594 18, 974 18, 548 Iowa _ _ 412 18, 084 18, 496 2,359 5, 078 7,437 2, 771 23, 162 25, 933 25, 813 Kansas _ _ _ 1,612 12, 523 14, 135 1, 533 2, 518 4,051 3, 145 15, 041 18, 186 18, 186 Kentucky 3__ . . 3, 261 9, 662 12, 923 790 943 1,733 4, 051 10, 605 14, 656 12, 455 Louisiana _ _ 3 1, 286 3 8, 073 9, 359 3 322 31,073 1,395 1, 608 9,146 10, 754 10, 754 Maine 3. . . . 309 5,205 5, 514 479 851 1,330 788 6,056 6, 844 6, 172 Maryland . . .. 553 6,063 6,616 533 793 1,326 1,086 6, 856 7,942 7, 430 Massachusetts _ 799 16, 670 17, 469 2,065 3, 545 5, 610 2,864 20, 215 23, 079 23, 079 Michigan _ _ 3 3, 857 3 21, 033 24. 890 3 428 32,600 3,028 4,285 23, 633 27, 918 27,000 Minnesota . . . 3 1, 062 3 14, 198 15, 260 3 544 3 4, 214 4, 758 1, 606 18, 412 20, 018 20, 018 Mississippi _ 3, 521 9,886 13, 407 406 795 1,201 3,927 10, 681 14, 608 14, 608 Missouri 3 _ .. 4, 179 16, 105 20, 284 650 2,505 3,155 4,829 18, 610 23, 439 23, 439 Montana . . 367 4,895 5,262 386 709 1,095 753 5,604 6,357 5, 699 Nebraska . . 3 427 3 11, 483 11, 910 3 1,098 3 1, 276 2, 374 1,525 12, 759 14,284 14, 034 Nevada . . 37 574 611 58 125 183 95 699 794 774 New Hampshire _ 251 2,167 2,418 216 394 610 467 2,561 3,028 2,863 New Jersey . . 893 15, 759 16, 652 1, 198 2,242 3, 440 2,091 18, 001 20, 092 19,902 New Mexico _ _ 468 1,917 2, 385 125 308 433 593 2,225 2, 818 2, 818 New York . . . 3 4, 056 3 48, 204 352,260 3 3, 187 38, 045 311, 232 7,243 56, 249 63, 492 63, 492 North Carolina _ 3 3, 120 3 16, 940 320,060 3 550 3 892 3 1, 442 3, 670 17, 832 21, 502 21, 434 North Dakota _ 3 1, 054 3 6, 885 3 7, 939 3 395 3 494 3 889 1, 449 7, 379 8, 828 8, 264 Ohio . . 3,991 24, 968 28, 959 3,869 5, 796 9,665 7, 360 30, 764 38, 624 37, 841 Oklahoma _ 2, 513 11, 735 14, 248 1,841 2,213 3,996 4,354 13, 948 18, 302 18, 033 Oregon _ _ 514 5,044 5,558 627 1, 007 1,634 1, 141 6,051 7, 192 7, 192 Pennsylvania _ 5,285 35, 602 40, 887 3, 943 5, 431 9,374 9,228 41, 033 50, 261 50, 261 Rhode Island _ ... 96 2, 744 2,840 174 378 552 270 3, 122 3, 392 3, 071 South Carolina _ _ 1, 507 8,581 10,088 100 902 1,002 1, 607 9, 483 11, 090 11,090 South Dakota . . 645 6, 401 7,046 533 815 1,348 1, 178 7,216 8, 394 8,138 Tennessee . . 2, 824 11, 049 13, 873 797 1, 677 2, 474 3,621 12, 726 16, 347 15, 695 Texas _ ... ... 3 3, 033 3 22, 084 325, 117 3 4, 365 3 5, 977 310, 342 7, 398 28, 061 35, 459 35, 459 Utah... . . . 752 2, 620 3, 372 427 364 791 1, 179 2,984 4,163 4, 163 Vermont _ . 87 2,318 2, 405 176 396 572 263 2,714 2,977 2,838 Virginia _ _ 1,095 12, 417 13, 512 923 2,055 2,978 2,018 14, 472 16, 490 16, 490 Washington _ 403 6,904 7,307 746 1, 523 2,269 1, 149 8,427 9,576 9,576 West Virginia _ 3, 702 8,433 12, 135 623 905 1,528 4, 325 9, 338 13, 663 11,860 Wisconsin _ 901 13, 610 14, 511 1, 161 1, 828 2,989 2,062 15, 438 17,500 17,500 Wyoming . . . 214 2,137 2, 351 134 283 417 348 2,420 2, 768 2,741 Outlying possessions Alaska . . 7 141 148 19 25 44 26 166 192 192 American Samoa. 28 9 37 28 9 37 41 Canal Zone _ _ 38 63 101 4 13 17 42 76 118 112 Guam _ 37 41 78 1 1 2 38 42 80 80 Hawaii _ _ _ 124 1,265 1,389 65 167 232 189 1, 432 1,621 1, 582 Philippine Islands. ... 14, 129 9, 955 24,084 589 335 924 14, 718 10,290 25,008 25,008 Porto Rico _ _ 3 1, 306 3 3, 155 3 4, 461 399 3 165 3 264 1, 405 3, 320 4,725 4, 561 Virgin Islands _ .. 35 72 107 2 1 3 37 73 110 110 1 Includes kindergarten teachers. 2 Includes teachers in local normal and vocational schools. 3 Distribution estimated. 363 STATE SCHOOL SYSTEMS, 1923-1024 Table 12. — Salaries of teachers and 'percentage of men teachers Average Percentage of men teachers State aries of teachers, supervisors, and princi¬ pals, 1923-24 1870-71 1 1879-80 1889-90 1899- 1900 1909-10 1919-20 1923-24 ‘ : 2 3 4 5 6 7 8 9 Continental United States _ $1,227 41.0 42.8 34.5 29.9 21.1 14.1 16.9 Alabama . . . 635 66.8 63.8 62.9 30.1 35.0 20.3 19.8 1, 523 47.5 38.8 27.3 17.0 10.8 16.0 Arkansas.. . . . '595 75.6 78.4 68.5 59.7 47.0 31.2 34 0 California . . . . 1,820 40.0 33.6 21.4 17.8 13.8 12.2 14.0 Colorado . . . 1, 279 48.8 36.4 26.2 20.9 15.6 9.2 16.3 Connecticut _ _ _ _ 1,508 22.1 122.8 1 13.4 19.0 6.2 7.3 8.2 Delaware _ _ . . . . . 1, 272 29.9 46.6 131.0 25.3 13.7 10.8 11.6 District of Columbia _ 1, 727 8.2 7.8 13.0 13. 1 11.5 11.9 12.4 Florida . . . . 698 65.7 61.6 48.0 36.9 25.7 15.8 16.0 Georgia . . . . . 577 71.4 165.2 53.3 44.0 24.4 13.1 16.2 Idaho . . . 1, 154 64.3 57.4 133.4 31.2 25.5 14.8 20.7 Illinois . . . 1, 490 43.5 39.7 32.5 26.4 18.5 15.0 17.4 Indiana _ _ _ 1,422 60.5 57.5 51.1 46.2 35.7 16.9 28.4 Iowa _ _ _ 1,061 39.0 33.6 20.6 17.2 9.8 8.2 10.7 Kansas . . . . 1,087 47.2 45.1 40.8 32.7 18.0 12.1 17.3 Kentucky.. . . . 876 66.0 646 49.8 45.5 41.7 21.0 27.6 Louisiana... . . 890 50.9 46. 1 44.7 47.9 21.4 13.7 15.0 Maine _ _ 832 24.4 i 27.2 i 16.0 i 16.4 11.2 8.5 11.5 Maryland _ _ _ 1, 324 45.0 42.6 27.8 21.7 17.1 11.5 13.7 Massachusetts . . 1, 637 12.7 13.2 9.8 8.8 9.1 8.6 12.4 Michigan _ _ _ 1,327 26.3 29.2 22.3 20.3 14.0 11.5 15.4 Minnesota _ _ _ .. 1, 277 33.7 35.9 23.9 19.4 12.0 8.8 8.0 Mississippi _ _ _ 456 60.8 61.2 49.6 44.2 31.0 22.0 26.9 Missouri... _ 1,033 65.3 58.1 44.4 37.6 26.4 16.2 20.6 Montana . . . 1,096 60.3 38.5 22.9 16.6 12.0 10.7 11.9 Nebraska . . 1,027 51.9 40.7 27.1 21.8 11.9 7.3 10.7 Nevada _ _ 1, 369 32.4 46.7 16.3 11.1 10.8 9.0 12.0 New Hampshire . . 1,063 15.0 16.8 9.8 8.9 7.1 8.3 15.4 New Jersey _ _ _ 1,786 32.5 28.5 18.4 12.9 12.3 10.5 10.4 New Mexico . 992 91.7 78.0 162.2 i 55.2 34.4 20.6 21.0 New York _ _ 1,942 22.9 26.0 16.9 14.9 11.7 10.3 11.4 North Carolina _ 715 73.2 l 71.3 59. 1 49.4 28.5 15.8 17.1 North Dakota _ 875 24.7 140.8 28.3 28.8 17.4 12.3 16.4 Ohio _ 1, 362 43.2 47.8 43.1 40.4 31.1 18.0 20.4 Oklahoma _ 1, 014 42.8 26.2 18.9 23.8 Oregon . . 1, 221 51.7 48.3 43.3 28.4 19.4 12.8 15.9 Pennsylvania... _ 1, 395 42.8 45.5 34.2 32.0 22.6 16.3 18.4 Rhode Island ... 1, 459 20.4 20.2 12.6 9.5 8.9 7.8 8.0 South Carolina _ 676 62.4 59.5 49.6 143.5 23.1 14.7 11.5 South Dakota _ 946 (») (J) 29.0 24.4 16.6 10.5 14.0 Tennessee . . 690 75.0 74.4 61.8 i 54.0 37.0 22.4 22.2 Texas _ _ 788 77.3 i 75.0 61. 1 48.9 30.8 18.0 20.9 Utah . . . . 1,208 55.0 54 5 46.6 36.5 26.6 24.9 28.3 Vermont _ _ 846 16.5 16.8 12.0 13.6 8.9 3.7 8.8 Virginia _ _ 743 64.5 61.8 41.5 31.5 19.9 10.9 12.2 Washington... . 1,448 46.5 37.4 40.6 28.9 20.0 13.9 12.0 West Virginia _ _ _ _ 1, 119 79.0 75.2 63.4 57.9 48.0 28.7 31.7 Wisconsin _ 1, 376 28.8 28.9 19.8 18.4 11.8 8.9 11.8 Wyoming _ 1, 105 28.6 44.3 22.4 15.6 12.8 11.0 12.6 Outlying possessions Alaska. . 1,727 11.0 13.5 American Samoa... 267 75.7 Canal Zone.... 1,423 31.4 35.6 Guam _ 287 47.5 Hawaii _ ... 1, 491 11. 1 11.7 Philippine Islands . . ... . 60. 6 58.9 Porto Rico _ _ 852 27.8 29.7 Virgin Islands _ 581 33.6 1 Estimated. J Included in North Dakota 364 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 13. — Schools and school buildings , 1 923-2 J/. Consolidated schools State Estab¬ lished this year Total number room school- houses used For ele¬ mentary schools For sec¬ ondary schools exclu¬ sively Total ■ 2 3 4 5 6 7 Continental United States _ 1,053 14, 134 157, 034 l 155, 206 1 4, 758 263,280 Alabama . . . . . 49 455 3, 365 6,320 107 6,427 12 36 235 2 525 Arkansas _ ... . ... _ 3 170 3 3,800 6, 520 102 6,622 California _ _ _ . ... _ *7 « 149 1,765 5,068 332 5, 400 166 1, 779 2,604 88 2, 692 603 1,411 57 1,468 Delaware . _ _ .. ... .. _ 2 14 267 415 5 420 District of Columbia _ _ _ _ . 144 13 157 Florida 151 945 2,417 15 2,432 212 510 4,350 8,033 Idaho . . . . . . . . 1 46 1,001 1, 665 42 1,707 Illinois _ _ _ _ . . _ _ 123 10,085 14, 022 Indiana _ _ _ 138 1,024 3,452 7,136 99 7, 235 Iowa _ _ . . ... 388 9, 558 11,885 9 172 7,278 9, 326 Kentucky _ _ _ _ 40 344 6, 122 6,929 659 7, 588 3 391 1,681 3, 465 3 38 2, 142 2, 770 95 2, 865 1,450 2,432 24 2,456 Massachusetts _ _ _ _ 755 2, 774 2 210 2,984 Michigan . . . . 3 250 6, 558 8, 700 Minnesota _ ... ... _ _ 13 379 7, 520 9,129 75 9,204 Mississippi .. _ _ ...... 1, 200 800 6,000 Missouri _ _ _ _ _ _ _ 15 226 10, 092 Montana . . . . . . 6 98 2,481 3, 510 51 3, 561 Nebraska . . . . ... .. . . 98 6,492 7,224 210 7,434 Nevada _ _ _ 10 253 348 15 363 New Hampshire _ _ 1 21 701 1,077 29 1,106 New Jersey . . . ... _ _ 4 274 579 2,106 104 2,210 New Mexico. _ _ _ _ _ 832 1,358 28 1,386 New York . . . . . 29 433 8,433 11,828 North Carolina _ _ _ 200 691 2,989 7, 360 North Dakota _ .. . .. . . . 17 472 4, 293 5,077 21 5,098 Ohio _ _ _ _ 1, 736 5,631 8, 839 881 9, 720 Oklahoma . . . 5 440 3,647 6,187 74 6,261 Oregon . . . . . . 8 60 1,648 2, 665 118 2,783 Pennsylvania _ _ _ 38 423 8, 219 13, 493 382 13, 875 Rhode Island _ _ 1 5 107 495 13 508 South Carolina. _ _ _ 36 342 2,561 4,468 126 4,594 South Dakota 125 4, 630 5,319 Tennessee . . 80 632 4,026 6,685 Texas _ _ _ _ _ 75 788 5, 048 12, 121 157 12, 278 Utah.. _ _ 86 664 46 710 Vermont _ _ ... _ .. . 3 59 1, 126 1,419 24 21,443 Virginia . . . . . . . 625 3,440 6, 388 21 6,409 Washington.. _ _ _ _ _ 26 337 1, 614 2, 987 129 3,116 West Virginia... . . . . 29 204 5, 045 7, 557 238 7, 795 Wisconsin _ _ 74 6,472 8,137 140 8, 277 Wyoming _ _ .. 53 1, 170 1,352 28 1,380 Outlying possessions Alaska. . . . . 53 77 0 77 American Samoa _ ... . 1 3 38 42 0 42 Canal Zone ... 20 0 20 Guam 4 20 0 20 Hawaii ... _ _ _ 1 1 22 587 29 616 Philippine Islands . . 2,100 6, 358 40 6, 398 Porto Rico _ ... . .. . . . 300 300 403 2, 424 17 2,441 Virgin Islands 0 22 0 22 School buildings used 1 Total for 36 States. 2 Estimated. 3 Figures for 1922. * Number of consolidated districts, elementary. STATE SCHOOL SYSTEMS, 1923-1924 365 Table 14. — Value of 'public property used for school purposes , 1923—24 State Value of sites and buildings Value of equipment (furniture, apparatus, li¬ braries, etc.). Value of all property used for school purposes Average value of school prop¬ erty per pupil en¬ rolled > 2 3 4 5 $2, 783, 980, 933 $279, 288, 113 $3, 744, 780, 714 $154 29, 118, 387 3,479,914 32, 598, 301 12, 131, 560 24, 242, 357 234, 624, 580 43, 100, 821 65, 175, 224 5, 820, 641 3 15, 242, 000 24, 750, 084 29,273,605 19, 683, 692 259, 958, 866 110, 099, 296 103, 260, 106 72, 348, 432 36, 110, 583 32,781,626 25, 923, 465 28,264, 507 145,023, 851 191,422,457 127, 702, 557 3 21, 793, 087 100, 440, 136 27, 804, 250 61. 641, 188 4, 338, 678 14, 315, 980 170, 547, 849 9,074,679 459,814,079 59, 768,005 37, 111, 668 171,083,252 72, 428, 093 35,074,302 331, 185, 244 18, 634, 419 28, 468, 832 31,039,310 32, 798, 942 114, 323, 830 21, 515, 217 8, 620, 947 44, 683, 739 61,400,873 48, 348, 747 108, 815, 260 10, 171,497 54 164 21, 322, 635 2, 919, 722 26, 524, 533 48 208, 100,047 38, 656, 938 230 4, 443, 883 174 226 150 212 Florida _ _ 22, 176, 541 2, 573, 543 4, 235, 214 2, 567, 020 20, 412, 791 6, 700, 740 5, 876, 649 93 Georgia _ _ _ _ 25, 038, 391 17, 116, 672 239, 546, 075 103, 398, 556 97, 383, 457 39 168 Illinois _ ._ . ... . . . 198 Indiana . . . . __ __ . 177 Iowa _ _ . _ _ 194 170 Kentucky _ ..... _ _ 64 Louisiana.. _ _ _ _ ... _ _ 29, 329, 512 23, 473, 844 3, 452, 114 84 Maine _ _ _ ... _ _ ... 2, 449, 621 176 Maryland... ... _ _ ... _ 110 134, 331, 588 10, 692, 263 197 Michigan. . . . . . ... _ 233 Minnesota . . . . . 235 Mississippi _ ... _ _ 39 Missouri _ _ _ . ... 91, 769, 066 24,361,794 55, 460, 529 3, 717, 219 12, 581, 390 159, 019, 578 8,015,692 431,005, 799 8, 671,070 3, 442, 456 6, 180, 659 621, 459 1, 734, 590 11, 528, 271 138 Montana _ 236 Nebraska _ _ _ _ _ _ 189 Nevada . . . . . . . . 272 New Hampshire _ _ .. . . 193 New Jersey _ _ _ .. 257 New Mexico _ . 1,058,987 28, 808, 280 103 New York.. . . . . . 238 North Carolina _ _ . _ _ 75 North Dakota.. . . . 212 Ohio _ _ 155, 185, 200 60, 432, 481 31,036,834 301, 114, 270 16, 950,144 26, 197, 122 27, 662, 669 29, 827, 202 98, 717, 228 18, 982, 546 15,898,052 11,995,612 4,037,468 30, 070, 974 1, 684, 275 2, 271, 710 3, 376, 641 2, 971, 740 15, 606, 602 2, 532, 671 143 Oklahoma . 111 Oregon _ _ _ _ _ _ _ 200 Pennsylvania _ 184 Rhode Island. . . . . . . _ _ 176 South Carolina _ _ _ 61 South Dakota _ _ _ _ _ 191 Tennessee _ _ _ _ 50 Texas _ _ _ 96 Utah _ _ _ _ 165 Vermont _ 134 Virginia _ _ _ _ _ 40, 888, 192 54, 249, 462 43, 454, 488 95, 833, 635 8, 525, 750 3, 795, 547 7, 151, 411 4, 894, 259 12, 981, 625 1, 645, 747 80 Washington. _ 194 W’est Virginia _ _ _ _ . ... 121 Wisconsin . 203 Wyoming . . 197 Outlying possessions Alaska _ _ 600,000 61,000 75,000 9,000 675,000 170 American Samoa _ _ 70,000 550,000 118,000 469 Canal Zone . . . 137 Guam _ _ _ 110,000 4, 833, 439 8.000 44 Hawaii . . 553, 313 5,386, 752 15, 950, 063 8,000,000 125,250 106 Philippine Islands _ 14 Porto Rico _ 6,000,000 2,000,000 38 Virgin Islands.. . . . 40 1 Estimated. * Figures for 1922. 3 Figures for 1923. 27301°— 27 - 24 366 BIENNIAL SURVEY OE EDUCATION, 1922-1&24 Table 15. — Permanent school funds and school lands, 1923-24 State Permanent school funds State County Local Total Unsold school lands Number of acres Value Continental United States . . Total for States report¬ ing distribution _ $430, 680, 172 40, 611, 422 $454, 834, 704 Alabama.. Arizona... Arkansas.. California. Colorado.. Connecticut. Delaware _ Florida _ Georgia _ Idaho.. . Illinois _ Indiana _ Iowa _ Kansas _ Kentucky b Louisiana _ Maine _ Maryland _ Massachusetts. Michigan _ Minnesota. Mississippi. Missouri... Montana... Nebraska.. Nevada _ New Hampshire. New Jersey _ New Mexico _ New York _ North Carolina. North Dakota.. Ohio... . . Oklahoma _ Oregon _ Pennsylvania.. Rhode Island- South Carolina- South Dakota h Tennessee _ Texas . Utah _ Vermont _ Virginia . Washington. West Virginia. Wisconsin1 _ Wyoming _ Outlying possession Guam . . . $344, 103, 522 $22, 985, 809 $34, 320, 654 3, 115, 854 964, 736 119, 058 9, 252, 499 14, 587 2, 022, 892 944, 407 975, 886 60,000 948, 955 12, 455, 967 7, 441, 924 2, 461, 631 10, 404, 982 2, 013, 536 545, 878 i 231, 448 5,000,000 5, 500, 000 44, 106, 999 381,900 1 2, £40, 000 592, 575 17, 567, 882 9, 860, 764 2, 539, 197 2,881,413 59, 723 11,737, 768 1, 100, 233 i 9, 371, 863 1, 186, 106 19, 912, 155 4, 110, 200 24, 401, 114 422, 788 837, 789 275, 969 63, 511 24, 137, 505 2, 512, 500 70, 696, 830 4, 872, 254 * 1, 365, 947 5, 546, 766 18, 665, 232 1,000,000 3, 631, 202 10, 955, 373 554, 629 708, 574 9, 700, 000 3, 425, 045 i 510, 000 15, 504, 751 3, 130, 441 964, 736 119, 058 9, 252, 499 i 7, 235, 269 2,998,778 1, 004, 407 2, 352, 543 i 35, 000 9, 164, 188 8, 390, 879 14, 917, 598 4, 800, 000 10, 404, 982 2, 395, 436 i 2, 540, 000 1, 138, 453 i 231, 448 5, 000, 000 5, 500, 000 44, 106, 999 4, 704, 480 12, 399, 961 17, 567, 882 10, 177, 895 2, 881, 413 614, 352 12, 446, 342 1, 100, 233 i 9, 371, 863 1, 186, 106 19, 912, 155 4, 110, 200 24, 401, 114 422, 788 837, 789 275, 969 63, 511 24, 137, 505 2, 512, 500 80, 396, 830 4, 872, 254 i 1, 875, 947 24, 476, 562 18, 665, 232 1,000,000 3, 631, 202 10, 955, 373 130,000 7, 298, 324 1 96, 300 790, 179 2,735, 354 0 0 201, 918 0 2, 469, 357 2 2, 403 2, 000, 900 21, 894, 730 i 150, 000 1, 500, 000 41, 030, 310 0 0 0 24, 693, 557 a 12, 948, 180 0 0 0 118, 252 0 0 0 0 0 0 1, 791, 775 0 0 0 600,000 (5) 0 4, 600, 000 1, 588, 479 28, 300 0 («) 8, 711, 324 0 * 85, 000, 000 46, 000, 000 22, 226, 414 30,000 0 2, 350, 000 34, 845, 296 0 1, 405, 582 8,993 300,000 23, 894, 893 438, 631 5, 208, 000 0 0 0 2, 137, 053 0 300, 000 2, 500, 000 ^ 47, 220 0 1, 450, 272 0 12, 802 3, 079, 310 0 0 0 74,796,855 0 600,000 6, 250, 000 i 1, 770, 000 0 14, 502, 720 0 120,000 30, 793, 100 30,000 30,000 1 Figures for 1922. s 37 city lots additional. 3 Chiefly in Chicago real 4 Includes estimates of royalties 5 Acreage undetermined, on iron ore of approximately $80,- 6 Riparian lands. 000,000. i Estimated. 367 STATE SCHOOL SYSTEMS, 1923-1924 Table 16. — Indebtedness , sinking funds , and payments on indebtedness , 1923-24 State School bonds out¬ standing and other forms of debt Total amount in school sinking funds Bonds and other indebted¬ ness paid Transfers to sinking funds Interest paid on indebted¬ ness Refunds > 2 3 4 5 6 7 Continental United States . $1,466,621,583 $82, 839, 791 $90, 055, 335 $8, 908, 508 $58, 962, 573 $3, 143, 386 7,986, 097 9, 653, 098 9, 396, 650 142, 792, 075 26, 973, 013 214, 613 338, 217 285, 594 4, 969, 063 429, 182 1, 069, 682 50, 995 222, 961 469, 737 30,901 Arizona __ . _ _ 2, 258, 843 0) 5, 125, 623 1, 260, 003 757, 638 54, 354 1, 212, 001 260,604 812, 662 3,323, 931 2, 449, 304 353, 949 1, 211, 178 2 20, 052, 561 18, 732, 791 11,800,713 74, 795, 774 5, 889, 390 53, 639, 618 2 6, 000, 000 2,716 Florida _ _ _ Georgia. _ _ _ ... _ . Idaho. . 773, 803 1, 553, 267 2, 531, 863 747, 643 24,948 Illinois.. . . . 0 Kentucky . . . . 4, 335, 595 655, 253 49,659 631, 182 15, 659, 689 3, 923, 861 0) 951, 496 312, 740 657, 082 (') 273, 511 Louisiana _ Maine. . . Maryland _ .. . 13, 560, 712 110, 344, 455 72, 490, 179 9, 038, 360 3 26,311,628 12, 952, 940 30, 704, 103 1, 232, 792 3, 540, 964 116, 919, 064 6, 257, 934 109, 820, 814 8 1, 000, 000 18, 616, 170 203, 492, 452 32, 576, 718 12, 408, 979 152, 362, 813 6, 030, 167 3 4, 147, 835 19, 711, 992 3 4, 229, 000 3 36, 330, 603 11,670,572 1, 348, 348 Michigan.. _ _ Minnesota . . 11,058, 856 0) 169, 900 Mississippi _ _ _ Missouri . . . Montana. . 1, 346, 865 1, 083, 208 131, 398 17,166 10, 681, 942 251, 132 4 53, 451 623,884 488, 081 207, 684 420, 936 3, 852, 018 495, 452 7, 870, 168 830, 727 3, 269, 446 9, 745, 850 1,741,686 2, 862, 760 10, 005, 542 72, 737 703,999 1,140,955 0) 190, 277 4, 887, 795 328, 423 4, 382, 768 1, 195, 075 699, 731 12, 209, 547 2, 431,238 372, 478 4, 958, 557 17, 286 34,977 0) Nebraska . . . Nevada. _ _ .... ... 0) New Hampshire _ _ New Jersey . . . 767, 360 111,056 53, 451 322, 486 1, 303, 408 NewMexico.. _ ... .. New York _ _ 175, 059 2, 348, 288 North Carolina. . _ North Dakota _ _ 2, 839, 535 11, 407, 567 4, 538, 077 Ohio . . . . Oklahoma . . . Oregon _ _ _ _ _ . Pennsylvania _ . 13, 769, 520 4, 384, 826 235,700 Rhode Island... _ ... South Carolina _ 4 331, 691 1, 262, 474 331, 691 557, 776 1, 069, 182 South Dakota _ _ ... 2, 414, 298 986, 372 1, 350, 281 420, 669 242, 619 2, 571, 980 2, 020, 738 717, 300 219, 129 Tennessee _ _ _ . Texas _ _ . 6, 885, 513 509, 562 2 90, 000 459, 901 2, 394, 030 602, 377 0) Utah.... . . Vermont . . . . Virginia _ Washington . . . . 27, 355, 762 12, 967, 400 21, 063, 246 5, 212, 623 2, 175, 077 1, 262, 606 5, 111, 505 1, 534, 644 583, 515 605, 604 74, 566 West Virginia _ _ Wisconsin _ _ _ _ Wyoming _ 1 Included in column 4. 2 For districts only. 3 Figures for 1922. 4 Transfers only. 8 State bonds only. 368 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 17. — Receipts from permanent school funds and leases of school lands , 1923-24 State Receipts from — Total receipts from permanent funds and leases of school lands Permanent funds Leases of school lands State County Local Total, in¬ cluding undistrib¬ uted items 1 2 3 4 5 G 7 United States _ $20, 465, 091 $4, 201, 184 $21, 401, 654 $902, 665 $1, 979, 987 $24, 666, 275 173, 569 173, 569 173, 569 114; 825 163, 574 278, 399 278, 399 65; 725 0) 65, 725 65, 725 464, 746 464, 746 464, 746 855, 594 855, 594 855, 594 203, 702 0 123, 282 80, 420 203, 702 45; 149 0 2 42, 452 2 2, 697 45, 149 Florida _ 105, 839 105, 839 105, 839 0 0 Idaho _ _ - _ 611, 115 152, 489 763, 604 763, 604 Illinois _ _ _ 439, 818 1, 147, 153 56, 756 1, 530, 215 1, 586, 971 Indiana _ _ 381, 969 381, 969 Iowa 1 2 3 _ _ _ _ . -- Kansas _ _ ._ _ 516, 363 0 516, 363 516, 363 Kentucky.. . . . . . (4) 0 (4) Louisiana . . . 101, 625 42,828 42, 828 101, 625 144, 453 Maine _ _ . _ .. 64, 522 0 32, 752 31, 770 64, 522 Maryland.. . . . . 0 Massachusetts . . _ .. .. 309, 163 0 309, 163 309,163 Michigan . . . . 350,000 350,000 350,000 Minnesota _ _ . .. _ _ 1, 741, 261 1, 741, 261 1, 741, 261 Mississippi. . ----- 235, 224 73, 330 161, 894 235, 224 Missouri . . . . Montana... _ _ . .. . 613, 959 295, 133 909, 092 909, 092 Nebraska _ _ _ _ . . 2 687, 777 2 386, 875 1, 074, 652 1, 074, 652 Nevada _ _ . .. .. 131, 360 34, 613 165, 973 165, 973 New Hampshire . . 29, 152 0 2, 389 26, 763 29, 152 New Jersey . .. _ _ 477, 650 450, 000 27, 650 477, 650 New Mexico. . . . 32, 705 488, 597 521, 302 521, 302 North Carolina. . 44, 504 13, 821 58, 325 58, 325 North Dakota _ _ 2, 168, 498 296,000 2, 464, 498 2, 464, 498 Ohio . . . . 247, 403 15,000 247, 403 15,000 262, 403 Oklahoma _ _ _ 1, 262, 421 662, 254 1, 924, 675 1, 924, 675 Oregon _ _ _ 422, 788 422, 788 422, 788 Pennsylvania.. _ _ 28, 070 0 28, 070 28,070 Rhode Island _ _ 29, 120 0 11, 985 17, 135 29, 120 South Carolina... _ _ _ 3,262 0 3,262 3, 262 South Dakota. _ 1,730,550 0) 1, 730, 550 1, 730. 550 Tennessee.. . _ _ _ 150, 750 150, 750 150, 750 Texas _ _ _ 3, 674, 757 2, 842, 570 832, 187 3, 674, 757 Utah _ 286, 521 (9 286, 521 286, 521 Vermont _ _ 63, 209 12, 468 63, 209 12,468 75, 677 Virginia. _ _ 169, 311 0 169,311 169, 311 W ashington . . . . 784, 086 255, 155 1, 039, 241 1, 039, 241 West Virginia . . . . 71, 085 0 71, 085 71, 085 Wisconsin _ _ _ _ 97, 593 97, 593 97, 593 Wyoming _ _ _ _ 713, 575 0) 713, 575 713, 575 1 Included in column 2. 4 Included in Table 18, with receipts from taxation 2 Distribution estimated. and appropriation. 3 Included in column 10, Table 20, total revenue receipts. STATE SCHOOL SYSTEMS, 1923-1924 Table 18. — Income from appropriation and taxation , 1923^24 369 State State County Local Total, including undistributed items 1 5 Continental United States. Alabama _ Arizona - - - - - Arkansas _ California _ Colorado _ $237, 659, 875 4, 734, 412 1,406, 525 2, 673,035 18, 650, 356 146,000 $149, 497, 649 4,038,551 2, 295, 160 28, 239, 215 4, 838, 332 $1,073,607,847 2, 538, 140 3, 198, 577 6, 165, 376 38,013, 779 13,312,225 $1, 518, 382, 688 11,311, 103 6, 900, 262 8, 838, 411 84, 903, 350 18, 296, 557 Connecticut _ Delaware - District of Columbia. Florida _ Georgia... - - 1, 563, 608 2, 175, 726 i 3, 035, 861 406, 346 4, 257,052 4, 478, 875 3, 552, 479 20, 664, 317 637,872 4, 588, 791 3, 867, 890 4, 401, 800 22, 227, 925 2, 813, 598 7, 624, 652 8, 753, 111 12, 211, 331 Idaho. .. Illinois.. Indiana. Iowa _ Kansas. 81,994 8, 081, 390 2, 006, 419 168, 750 2,397,452 186, 799 0 5, 956, 228 99, 451, 323 41,071,028 40, 778, 659 8, 435, 674 107, 719, 512 53, 969, 386 43,077,447 40, 947, 409 Kentucky _ Louisiana _ Maine _ Maryland _ Massachusetts. 5,272,032 4, 195, 129 2, 638, 786 3. 281, 564 6. 282, 735 4, 391, 276 11,030,990 4, 421, 654 6,602, 537 365, 205 6, 847, 566 7, 278, 996 61, 494, 887 16, 265, 845 15, 591, 324 9, 486, 352 14, 982, 214 67, 777, 622 Michigan.. Minnesota . Mississippi. Missouri. _. Montana... 11, 734, 349 8, 154, 193 3, 680,000 4, 185, 137 118, 133 2, 011,306 226, 746 4, 356, 897 50, 922, 643 35, 517, 443 3, 743, 817 42, 081, 992 5, 913, 376 62, 656, 992 43, 671, 636 9, 435, 123 46, 493, 875 10, 388, 406 Nebraska _ Nevada _ New Hampshire. New Jersey _ New Mexico _ 276,466 245, 965 690, 755 14, 646, 824 50, 300 1, 058, 896 ”230, *935* 19, 747, 571 395, 014 5, 233, 131 50, 357, 427 20, 024, 037 1, 699, 875 5, 923, 886 65, 235, 186 3, 698, 231 New York _ North Carolina. North Dakota. Ohio _ Oklahoma _ 39, 788, 788 1,535, 259 4, 262, 478 3, 323, 012 650,000 15,462,315 3 966, 141 27, 066, 371 3,209, 501 139, 177, 453 6,009, 365 3 12, 000, 000 67, 889, 538 19, 169, 281 178, 966, 241 23,006, 939 17, 228, 619 98, 278, 921 23, 028, 782 Oregon _ Pennsylvania.. Rhode Island. . South Carolina. South Dakota.. 2,060, 136 26,044, 267 391, 007 2, 842. 202 218,880 2, 933, 763 1, 541, 765 258,107 8,018, 830 105, 866, 861 7, 272, 450 5, 974, 175 13, 571, 836 13, 012, 729 131,911,128 7, 663, 457 10, 358. 142 14, 048, 823 Tennessee. Texas _ Utah _ Vermont.. Virginia... 3, 591, 860 16, 228, 480 3, 312, 664 556, 440 5, 257, 826 8,319,079 3, 201, 919 2, 821, 508 17, 149, 944 5, 588, 839 3, 586, 748 8, 251, 290 14.732,447 33, 378, 424 8,901,503 4, 143, 188 16, 711, 035 Washington - - - West Virginia _ Wisconsin _ Wyoming - - - Outlying possessions 6,358,627 1, 699, 310 3, 495, 655 1, 203, 142 3,929,357 4, 111, 160 742, 608 15, 803, 147 20, 006, 527 31, 489, 661 2, 762,784 26, 091, 131 21, 755, 837 39. 096, 476 4, 708, 534 American Samoa.. Canal Zone _ Guam.. _ _ Hawaii _ Philippine Islands. Porto Rico _ Virgin Islands _ 217,051 _ 54 248 970^625 2,571,820^ 7,325,434 1,231,816 I 2. 360, 534 15, 196 217, 051 54,248 3. 542, 445 10, 917, 784 4, 472, 344 Federal appropriation. 3 Included in column 4. 3 Distribution estimated. Table 19. — Income from Federal Government, from all other sources, and total revenue receipts, 1923-24 370 BIENNIAL SURVEY OF EDUCATION, 1922-1924 o.g:= a s Is las i i in ig i ii §s is i i ilSI or i if iff i i iff Si i if li is i i iiii ufef i : 0 I-'oJrfJ IsgaS Siis§ ***** ***** Ssssi ***** -o e -- lisia ins mm mt S3 ’s’ ** asISI SSSsl ***** ***** hV- -«f -r-r llilg § g IS II is; ;§ Ms ii i i i i i i i i i r i j*j M j j j * Ml; j > i ! ! : : : ■ ' • iiii i i i : : 5™’ S IS s‘ §¥ II tills gills S's‘8s'3' gssfsV illsS 8‘gS‘S‘Sf Sills Slls sWs ssgs Iiii llli zzzzz ZZ^OO Federal aid for vocational education, column 2. 1 Federal aid only, State revenue Table 20. — Nonrevenue receipts, total of all receipts, and balance on hand, 1923-24 372 BIENNIAL SURVEY OF EDUCATION, i922-1924 Balance on hand from school year 1923-24 O $488, 854, 303 883, 972 3, 462, 515 2, 066, 590 35, 616, 584 5, 068, 961 R90 340, 955 3, 238, 916 3, 528, 147 226, 534 28, 491, 124 27, 253, 566 13, 483, 550 1, 813, 081 4, 207, 092 364, 353 974, 284 14, 068, 084 11,761,272 860, 000 16, 407, 480 2, 323, 427 Total revenue and nonrevenue recoipts, excluding balance on hand Total, including undis¬ tributed items * $1,958,528,872 14, 408, 765 8, 478, 585 9, 958, 912 111,951, 654 22, 493, 275 25, 926, 988 3, 124, 613 7, 633, 230 13, 740, 474 16, 232, 518 10, 807, 362 125, 078, 750 72, 374, 269 44, 936, 417 42, 313, 395 21,703,203 21, 556, 530 10, 427, 278 21, 286, 531 68, 512, 048 103, 289, 297 58, 602, 179 10, 419, 064 46, 624, 170 12, 327, 276 G3 O O GO 2 3, 963, 441 4, 042, 763 7, 156,411 64, 474, 099 16, 617, 930 24, 190, 131 640, 569 4, 597, 369 3, 875, 522 4, 401,800 7, 547, 347 116,509,324 41,071,028 40, 778, 659 10, 293, 415 5, 981, 806 7, 735, 177 12, 336, 719 61, 774, 628 91, 068, 750 48, 616, 182 4, 593, 842 42, 081, 992 6, 920, 827 County O* $159,445,207 5, 379, 666 2, 500, 317 iss ! Ill ! is- i isS IS i \m is i j^CO ..... , . , . f . ! ! ! 1 s 1311 s i=is 13 ts 11s 1SS 4S8 Islgg is¥g'S ism Sills 11ISS III Sg'Si'f 111 MO-Tr-T-T rHOT a i tf s SI . Ill 11113 fc££;z;;z; 374 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 21. — Percentage analysis of revenue receipts , 1923-24 Total revenue receipts Receiving and distrib¬ uting body Source of revenue Receipts from taxation and appropriation State State County Local Permanent school funds and leases of school lands Taxation and appropria¬ tion Other sources State County Local 1 2 3 4 5 6 7 8 9 10 Continental U. S. 17.1 10.0 72.9 1.5 93.8 4.7 16.3 10.2 73.5 Alabama.. . . 38.0 37.8 24.2 1.3 84.9 13.8 41.9 35.7 22.4 Arizona _ 25.2 32.6 42.2 3.6 90.0 6.4 20.4 33.3 46.3 29.7 70.3 .7 13.8 5.5 30.2 69.8 California . . 21.6 31.7 46.7 .5 95.4 4. 1 21.9 33.3 44.8 Colorado _ 4.6 21.5 73.9 3.8 81.3 14.9 .8 28.4 72.8 7.4 92.6 .9 95.0 4.1 7.0 93.0 Delaware1 _ 77.7 22.3 1.6 96.3 2. 1 77.3 22.7 Dist. Columbia 39.8 60.2 99.9 .1 39.8 60.2 Florida _ _ 6.2 50.3 43.5 1.2 98.3 .5 4.6 51.2 44.2 Georgia 2 . . . 35.5 28.8 35.7 94.4 5.6 34.9 29. 1 36.0 Idaho . . . 8.7 24.3 67.0 7.7 85.4 6.9 1.0 28.4 70.6 Illinois _ _ 7.6 .2 92.2 1.4 97.7 .9 7.5 .2 92.3 Indiana 8 _ _ (*) (4) (9 .7 95.7 3.6 (4) (4) (4) Iowa 8 _ _ 4.8 95.2 96.5 3.5 4.7 95.3 1.7 1.9 96.4 1.2 96.8 2.0 .4 99.6 Kentucky _ 32.7 26.9 40.4 99.5 .5 32.4 27.0 40.6 Louisiana . 26.4 68.5 5.1 .9 96.5 2.6 26.9 70.8 2.3 Maine . . 27.4 72.6 .7 96.4 2.9 27.8 72.2 Maryland _ 22.0 29.8 48.2 98.8 1.2 21.9 29.5 48.6 Massachusetts _ 9.8 90.2 .5 98.9 .6 9.3 90.7 Michigan.. .. 17.5 82.5 .5 89.6 9.9 18.7 81.3 Minnesota.. . 20.0 80.0 3.5 87.6 8.9 18. 7 81.3 Mississippi . . . 36.6 19.3 44.1 2.2 90.6 7.2 39.0 21.3 39.7 Missouri _ _ 9.2 .5 90.3 (9 99.7 .3 9.0 .5 90.5 Montana. . . 9.0 37.6 53.4 7.8 89.5 2.7 1.1 42.0 56.9 Nebraska 6.5 93.5 5.0 92.6 2.4 1.4 98.6 Nevada 7 _ _ 22.5 56.4 21.1 8.6 88.5 2.9 14.5 62.3 23.2 New Hampshire _ 11.8 88.2 .5 98.5 1.0 11.7 88.3 New Jersey _ _ 23.0 .4 76.6 .7 98.7 .6 22.5 .3 77.2 New Mexico . . (9 (9 (9 12.1 85.5 2.4 (4) (4) (4) New York... _ 21.4 78.6 95.4 4.6 22.2 77.8 North Carolina _ 7.5 66.6 25.9 .2 95.4 4.4 6.7 67.2 26. 1 North Dakota _ 32.5 4.7 62.8 11.9 83.1 5.0 24.7 5.6 69.7 Ohio _ _ 3.6 26.2 70.2 .3 95.0 4.7 3.4 27.5 69.1 Oklahoma _ 10.1 12.3 77.6 7.3 87.7 5.0 2.8 13.9 83.3 Oregon . . 17.3 20.3 62.4 3.0 89.8 7.2 15.8 22.6 61.6 Pennsylvania 18.8 81.2 .2 93.8 6.0 19. 7 80.3 Rhode Island _ 5.5 94.5 .4 98.3 1.3 5.1 94.9 South Carolina _ 25.0 13.3 61.7 .2 89.0 10.8 27.4 14.9 57.7 South Dakota _ 11.5 1.5 87.0 10.1 82.0 7.9 1.6 1.8 96.6 Tennessee . . 22.5 60.5 17.0 .9 86.5 12.6 24.4 56.5 19.1 Texas . . 49.0 1.9 49. 1 8.5 77. 1 14.4 48.6 51.4 Utah.. _ _ 38.5 61.5 3.1 94.6 2.3 37.2 62.8 Vermont _ 14.8 85.2 1.8 96.3 1.9 13.4 86.6 Virginia . . 30.0 17.2 52.8 .9 89.9 9.2 31.4 19.2 49.4 Washington. _ 27.2 13.9 58.9 3.7 92.4 3.9 24.4 15.0 60.6 West Virginia _ 9.2 90.8 .3 98.5 1.2 7.8 92.2 Wisconsin. . . 9.4 10.1 80.5 .3 95.8 3.9 8.9 10.5 80.6 Wyoming _ 34.1 13.1 52.8 12.6 83.1 4.3 25.6 15.7 58.7 Outlying possessions American Samoa _ 100.0 Canal Zone.. 100.0 100. 0 100.0 Guam _ _ 100.0 97. 1 2.9 100. 0 Hawaii . 27.4 72.6 100.0 27.4 72.6 Philippine Islands. 29.4 70.6 94.8 5. 2 67. 1 11.3 21.6 Porto Rico _ 100.0 Virgin Islands _ 100.0 1 $44,804 not distributed to State, county, or local. 2 $612,975 not distributed to State, county, or local. 3 $56,267,330 not distributed. 8 No distribution available, 8 $1,788,441 not distributed to State, county, or local. 6 Included in column 6. 2 $45,272 not distributed to State, county, or local. STATE SCHOOL SYSTEMS, 1023-1924 Table 22. — Percentage analysis of expenditures, 1923— 2 4 375 Total expenditures, excluding payment of bonds Total expenditures, ex¬ cluding payments for outlays and of bonds State Instruction Miscel¬ laneous current ex¬ penses Outlays General control Instruc¬ tion Miscel¬ laneous current ex¬ penses General control Salaries Text¬ books and other supplies Instruc¬ tion in evening schools Total 1 2 3 4 5 6 7 8 9 10 11 Continental U. S.J 3.0 52.3 2.8 0.3 55.4 20.5 21.1 3.8 70.3 25.9 Alabama _ ... . 4.3 66.0 .9 .3 67.2 11.5 17.0 5.2 81.0 13.8 5.2 49.9 41 54.0 23.9 16.9 6.3 64 9 28.8 Arkansas _ 3.0 72.7 4.2 .2 77. 1 12.6 7.3 3.3 83.1 13.6 2.2 44.8 3.4 48.2 15.7 33.9 3.4 72.9 23.7 Colorado _ _ 1.6 52.2 52.2 30.5 15.7 1.9 61.9 36.2 3.7 56.2 5.5 61.7 19.6 15.0 43 72.6 23.1 Delaware _ _ 3.5 54,7 4.2 1.1 60.0 17.3 19.2 43 74 3 21.4 Dist. Columbia _ 1.5 67.0 3.0 1.0 71.0 16.4 11.1 1.7 79.9 18.4 Florida _ 11.0 44.2 3.0 47.2 18.1 23.7 14 4 61.8 23.8 2.8 59.0 1.5 60.5 14.9 21.8 3.7 77.3 19.0 Idaho _ 4.3 55.7 3.4 27.3 9.3 4.8 65.1 30.1 Illinois _ _ 3.4 55.2 2.9 .5 5& 6 20.2 17.8 41 71.3 24.6 Indiana _ 1.9 56.2 1.8 .2 58.2 31.9 8.0 2.0 63.3 34.7 Iowa _ 1.1 64.9 .7 65.6 33.3 1.1 65.6 33.3 Kansas _ 1.6 57.4 57.4 243 16.7 1.9 68.9 29.2 5.4 66.9 66.9 11.8 15.9 6.5 79.5 14.0 Louisiana _ 2.6 50.8 1.7 .3 52.8 18.5 26. 1 3.5 71.5 25.0 Maine _ _ 2.6 50.7 5.3 .3 56.3 25.6 15.5 3.1 66.6 30.3 Maryland _ _ 2.2 48.5 3.0 .4 51.9 15.2 30.7 3.1 74 9 22.0 Massachusetts - 3.0 57.0 42 .3 61.5 18.2 17.3 3.6 74 4 22.0 Michigan _ 1.1 47.6 47.6 27.1 24 2 1.5 62.8 35.7 Minnesota . . . 2.6 47.5 3.1 50.6 25.1 21.7 3.3 64.7 32.0 Mississippi _ 3.2 68.0 .1 68. 1 17.5 11.2 3.7 76.7 19.6 Missouri _ .6 53.3 53.3 22.0 24.1 ' .8 70.2 29.0 Montana _ _ 6. 1 58.8 43 63. 1 26.9 3.9 6.3 65.7 28.0 Nebraska.. _ _ 3.3 55.4 5.0 60.4 19.0 17.3 4.0 73.0 23.0 Nevada _ 5.0 51.4 5.3 .4 57. 1 17.5 20.4 6.3 71.8 21.9 New Hampshire - 6.2 54.1 5.2 59.3 25.7 8.8 6.8 65.0 28.2 New Jersey _ _ 2.4 47.8 3.3 .5 51.6 21.6 24.4 3.1 68.3 28.6 New Mexico _ 6.5 65.2 1.5 .1 66.8 21.6 5.1 6.8 70.4 22.8 New York - - ... 2.4 52.7 2.7 1.0 56.4 13.8 27.4 3.3 77.6 19.1 North Carolina _ 4.0 49.5 .5 50.0 13.4 32.6 6.0 74. 1 19.9 North Dakota.. ... 3.0 47.2 1.2 .1 48.5 38.3 10.2 3.4 54.0 42.6 Ohio _ 3.1 43.3 3.8 .2 47.3 25.8 23.8 4 0 62.2 33.8 Oklahoma _ _ .. 3.9 57.0 1.2 .1 58.3 248 13.0 4 5 67.0 28.5 Oregon _ . 2.4 54.7 2.4 .1 57.2 18.4 22.0 3.1 73.3 23.6 Pennsylvania _ 4.8 47.9 6.3 54.2 18.2 22.8 6.2 70.2 23.6 Rhode Island. _ 3.4 54.4 2.9 1.3 58.6 17.0 21.0 4 3 74.2 21.5 South Carolina _ 2.9 60.6 60.6 15.3 21.2 3.7 ' 76.9 19.4 South Dakota _ 3.4 49.4 1.4 .1 50.9 27.0 18.7 4.1 62.6 33.3 Tennessee _ _ . 5.6 64.4 1.4 65.8 12.0 16.6 6.8 78.9 14.3 Texas. _ _ _ _ 4. 6 50. 2 2.3 . l 52. 6 20. 5 22.3 5.9 67. 7 26.4 Utah _ 45 54. 7 5.5 60. 2 22. 0 13.3 5.2 69.4 25.4 Vermont _ 5.2 63.4 46 .0 68. 0 24.8 2.0 5.3 69. 4 25.3 Virginia _ 2.2 60.3 1. 1 .2 61.6 16.3 19.9 2.8 76.8 20.4 Washington _ 4.0 55.7 40 59. 7 24.9 11.4 4.5 67.4 28. 1 West Virginia. _ _ 3.9 62. 1 2.0 . l 64. 2 17. 8 14. 1 4.6 74. 7 20. 7 Wisconsin... . 2.8 57. 1 3. 1 . 4 60 6 22. 1 14. 5 3.3 70. 9 25.8 Wyoming _ 5.6 549 3.9 58.8 21.9 13.7 6.5 68.1 25.4 Outlying possessions Alaska _ _ 5.4 70.3 .2 70.5 16. 8 7.3 5.8 76. 1 18. 1 American Samoa ... 80.9 16.1 97. 0 3.0 97.0 3.0 Canal Zone . 2.4 76.9 6.6 83.5 IPS 2.3 2.5 85.4 12.1 Ouam... . 6. 1 50.4 1.8 52.2 8. 1 33. 6 9. 2 78. 7 12. 1 Hawaii . . . 1.6 72.8 5.1 77.9 6. 7 13.8 1.9 90.4 7.7 Porto Rico _ 3.2 88.5 4. 5 .4 93.4 2. 5 .9 3.3 94. 2 2.5 Virgin Islands . 10.1 68.0 7.6 75.6 6.2 8.1 11.0 82.4 6.6 Table 23. — Payments for general control and instruction, 1923-24 376 BIENNIAL SURVEY OF EDUCATION, 1022—1924 £ a co. 2 -ss a » N05WOO kO io io co oT ^ r-T oT to O O N lO N CO CO oT I ~ S28Ss3 (NCOCOrHlO 00 T* 05 OO© h* WN O 00 CO © Tf fH IgJSSJ “ S.s § g.s )»Oh(N >CGi£oO > r- 05 cc < (M co 05 COlOlOrH^ CONhOOO CO CO T-H rf GO of oo rf co co ✓-,00 h < CM 05 CO kO CO kO r-J o kO 00 05 CO co i | is i; j |s :Ss0 0 i 1 Ol w w 1 ^ co co kO CO GO kO t^co Sog wgg c3 a> § ^ 2 .Sl'Eftgl ,2 ft ft C8g3 ft fl *o CQ ® « c3 ° OOOkOHO CO CO lO N CO t-h 00 05 kO CO ci'o'r7(Nko' 05 oo co t-h r>- ^ 05 00 05 05 CO CO kO t-T kO T-H 'Tf CM CO C o CO N c O CO CO — < GO CO r-. co 05 CO lO^OHTf co t-T cf co co 05 00 co 00 co 05 oo co OOrHkONH 05 co Tf ^ 00 rH 05 05 05 00 c O^HXC ^ CO CO - WOlONCO NkO(MOOH kOQOHHN co" r-T ko 05 C^l 05 05 (M t-h 05 CO H (M N N H CO gf 2 8"g“8 cOOh^OO COCO M kOCO CO O O kO rH gg JO of kg kg CO 00 05 Tt< kO kO 05 CO C S83: O CQ CO CO c 05 kO (M ^ T O CO 05 kT © C? CO S' 1 1 1 CO CO O 1 1 kO 00 CO 1 1 1 1 i rt< kO CO i i 1 CO - kO (MkOkOOO CO 00 o CN o c4"i-T cfco* n ci'erT o-^toio o-T 10 r-T cf Cost of new equip¬ ment (not replace¬ ments) 2! $30, 634, 342 325, 968 53, 888 200,000 264, 804 42, 069 69, 142 328, 526 258, 785 132, 265 1, 604, 119 1, 101, 687 . 1050 : :s§s | Iff** : : • • | 1,115,8781 New build¬ ing and grounds, alterations (not re¬ pairs) CO $271, 760, 299 2, 127, 354 1, 290, 998 492, 227 3, 603, 376 3, 474, 369 573, 897 671, 056 2,611,860 4 3, 516, 069 704, 661 19, 026, 431 2, 999, 020 4, 570, 628 1,493,321 10, 978,027 Interest on indebt¬ edness e* $58, 962, 573 222, 961 469, 737 ill §1 i§§ !§I i ill isl i j O i-i jr-T CO in' j O 951, 496 312, 740 657. 082 Fixed uiia-i gea (pensions, rent, in¬ surance, contribu¬ tions, con¬ tingencies) - $35, 884, 731 143, 860 115, 512 §?£g : • CD ^ i *0 (M rt< OOH^ i ■ OoT i i>T io cxT cOi-Tt^T i , |OjO 1 CO lO OO O ^ rH T-j l. irH- j - T-Tco** i gill Auxiliary agencies Total for auxiliary agencies o $55, 638, 749 502, 263 335, 315 1° \$ i oo I CO 878, 451 140, 603 121, 024 414, 132 461, 218 327, 699 2, 904, 454 4, 207, 100 6, 598, 625 (6) (?) 1, 051, 020 711, 292 574, 074 2, 710, 209 Other auxiliary agencies $16, 804, 117 20, 468 178, 034 1 05 ! S \ef 111, 793 28, 529 81, 964 18,318 2, 020, 878 205, 211 4, 269, 360 (6) (6) 182, 945 179, 909 696, 080 Trans¬ portation of pupils QO CO © S3 05 i 423, 991 114, 984 js 524, 448 100, 778 2,850 403, 940 4 420, 364 238, 622 277, 957 3, 336, 407 1, 955, 982 (6) 1, 017, 595 461, 679 192, 074 1,291,703 Promo¬ tion of health i O £ 14, 061 0 192, 854 8, 651 36, 210 4 18, 968 13, 348 204, 546 163, 094 Ills £ £ isgg Libraries $6, 823, 408 43, 743 42, 297 1 lO ii ill 3111 1 is i5cf|gs ssf id 1 28, 678, Mainte- nance (upkeep charges, repairs, and replace¬ ments) WO $53, 549, 092 268, 713 506, 964 969, 089 3, 005, 740 1, 028, 782 114, 961 302, 799 300, 907 4 685, 232 211,587 5, 334, 742 2, 232, 294 (8) 459, 845 534, 090 598, 079 2,926, 652 Operation of school plant Total cost of opera¬ tion 1 - - $167, 401, 754 511, 846 480. 167 220, 812 6,325,008 2 5, 387, 200 2,239, 013 205, 181 613. 168 237, 051 555,913 980, 885 10, 279, 431 4, 331, 381 * 7, 448, 994 8, 582, 698 2, 027, 248 932, 372 960, 250 1, 080, 670 6, 770, 282 Fuel, light, power, janitors’ supplies, etc. CO $41, 762, 430 278, 646 182, 512 55,200 1, 144, 727 111,801 251, 214 46, 668 4 268, 472 595, 449 4, 712, 733 2, 250, 521 ; ; 1 ! l^TrH i i iSS ; Wages of janitors, engineers, etc. w $40, 739, 408 233,200 297, 655 165, 612 1, 094, 286 93, 380 361, 954 190, 383 4 287, 441 385, 436 5, 566, 698 2, 080, 860 I i ill ! ! IlOQO i i i^s • State - Continental U.S. Total for States re¬ porting distribu¬ tion . Alabama . . Arizona _ ArKHUSUS _ California _ . Connecticut _ Delaware . . Dist. Columbia. _. Florida . . Georgia _ Idaho _ _ Illinois Indiana, Iowa _ _ Kansas . . Kentucky . . Louisiana, Maine Maryland .. . Massachusetts _ STATE SCHOOL SYSTEMS, 1923-1924 379 Hill gUSi iilii iWW islii iiiif - 2 nils oeccsN eoVr-fofof g¥l«i -2- - s£§I §£§¥ S8S5E8 “5'2|SSflC § sis’ll OH H iisir s’lsfl isttt IIS His ig’iB isiir ms s s»‘-srf II SSI’s! eocfr-fcTef 52 ISlf ms *r cf grf ms -2S8 I HIM s’lSi’S CO op ef-T^ co- (Nefio III IT I i SIS iissr Mils ■tfVf cffff w m w §‘i IT" Me Sill rv Sslii MSI If eo : : TF S'S" mir ISIif MMS ifiir mSno"^ SIS I sill! 1SI3F sms IHIF ii'SM iMsr sms i a mm Vh fir m TiSIf is-s S* MIIF MMS imr S’S’Hg Hill’ I'M’SI ills coWo ?• iS|s§ S33KB I’SIS’S IW sf isg- iff Ml gs Fli 8'SSSfg MfT |g-fes‘ Will g§3S8 252“ ggSgg ggtf If 111 Sg£gf 11 § e£*etf I £2 1W1- TO — oo- So 32 ileS’s 1W Mil's' MMf mss IMI Ill’s S5IW 1'g’l’M 8- s- si§ II otto-,- a iri’Sl islga ISIS Mi’ll cn icT OOOt'O co-r^-oo-of Si'i’g'f ^-o- of ISIIF tim sSsS IS1I rn of-f^r 8 11F1F s sU i* i i i !8 MISS 3 i i i !1 Miss’ i i : : : ~ '» 4, 202, 247 1, 558, 451 1, 190, 365 5, 241, 473 341,893 654, 927 573,951 1, 189, 111 361, 001 265, 190 854, 360 742, 153 2, 225, 274 227, 326 7,035 100 15, 683 120 i i i iS 31818 S i i | is sms & J J j | CO 1 . . ill III! iii mm :^r uf 375, 697 1,008, 471 393, 650 180, 454 477, 402 915, 151 . 1, 781, 447 178, 388 9, 650 400 67, 033 I 1 Included in column 9. 8 Includes rent. * Includes $4,319,282 ex 2 Includes rent and insurance. 0 Included in column 4. 10 Under naval hospital 2 Rent and insurance included in column 4. 7 Included in Table 25, column 8. 11 Included in Table 25, 4 Distribution estimated on 1920 figures. 8 Included in column 6. 12 Figures for 1922. Table 25. — Recapitulation of expenditures, 1923-24 380 BIENNIAL SURVEY OF EDUCATION, 1922—1924 STATE SCHOOL SYSTEMS, 1923-1924 381 §1S IBSls 11 i iS sail! .Ill mm m i i? smm m I- « ToTo (NO ; j ef rH - - ' CO * 'CO OH * IH l**l# *CO * ■!> II III i Per cent of school term not attended eo 21.3 30.5 25.8 27.7 30.9 27.4 17.7 17.1 17.3 25.9 27.0 24.1 17.0 11.3 15.7 14.2 27.0 23.3 11.7 20.5 17.9 20.6 21.0 32.0 20.5 18.2 Per cent of total enrollment in high school N 14.0 CO M *0 - CO ^©oo- CO 1 l """ i r i i i i i i i 49 76 51 57 41 S88338 17.62 34.96 8.58 34.58 3.78 41. 46 17.66 11. 85 29.08 9.64 24. 21 22.81 20.23 8. 37 22.00 6. 25 12. 70 11.29 1.43 9.67 12. 57 10. 22 14. 14 19. 49 11.03 1.58 8.05 10.40 .43 .21 2.58 109. 75 36. 56 103. 96 93. 30 64. 39 85. 71 77.41 76. 17 31. 11 95. 94 31. 32 44. 34 73. 57 68.60 38.93 OOM» 139. 26 10.64 66.50 15. 87 64.89 11.62 24. 66 29. 12 [ 14. 23 27.04 6. 92 28.98 2. 75 34.54 12.72 9.78 24. 55 6.50 20.57 18.92 17. 06 5. 82 17.86 t-: 9.81 7. 94 12.00 15.50 8.70 hVo> • ‘cs 67.82 105. 19 71.52 89.86 51.04 91. 43 26.34 85.80 78. 76 43. 44 72.82 64.22 64. 21 21.62 77.91 21. 35 36.23 62.20 61.52 29. 25 76.53 48.27 70.74 97. 27 109.90 10 17 54.66 13. 97 60.56 9.82 20. 95 27. 95 19.91 27.28 12.99 22.94 12.66 22. 18 11.38 24.60 19.93 14. 84 19.64 16.28 13.60 7.28 23. 56 6.99 11. 10 19. 29 11.43 8. 38 18. 79 14.25 16.00 26. 91 8. 57 1.89 9.15 4. 21 12. 38 1.01 3. 23 3. 64 11111 Fffg 10, 974. 642 2, 722, 669 679,232 6, 219, 330 2, 200, 307 834, 665 9, 208, 986 633, 036 1, 761, 746 660, 956 2, 408, 846 5, 018, 602 484, 645 352, 428 2,423,942 1, 456, 106 1,576, 143 2, 770, 291 216, 853 55, 036 8, 056 24, 484 13, 275 288, 872 11,462, 324 1,393,437 26, 051 3. 29 10.39 .39 .72 5.90 .07 14. 10 .22 2.94 2.41 .02 .27 .07 10.64 3.28 . 18 . 18 13.79 i i 1 1 l 1 i i 1 1 1 1 19.2 22.7 19.4 16.2 27.4 r~©*o®«Q 15.1 17.1 15.7 30.5 18.8 0 00*0 00 05 21.9 22.3 15.1 20.5 -H^OOO©©»-<© 15.0 16.8 14.6 12.4 9. 1 15. 1 5. 1 13.6 18.2 12.0 00 © <35 © O 22^2 7. 1 14.8 17.9 18.4 8.9 19.4 7.6 20.8 16.7 11.7 ^CONNiOO t-: * co co co o4 * 384 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 27. — Statistics of elementary and secondary schools for 18 States, 1923-24 I.— ELEMENTARY DAY SCHOOLS i State Teachers, princi¬ pals, and super¬ visors Average daily at¬ tendance Salaries of teachers, principals, and super¬ visors Payments for current expenses 1 2 Payments for outlays Average annual salaries of teachers, princi¬ pals, and super¬ visors Cost per pupil attending For current ex¬ penses For out¬ lays 1 2 3 4 5 6 7 8 9 Alabama _ 12, 749 371, 479 6, 849, 844 7, 884, 789 1, 802, 641 $537 $21.23 $4.85 Arizona _ 2,099 47, 419 3, 074, 956 4, 297, 760 769, 729 1,465 90.63 16.23 Arkansas _ 10, 302 338, 332 5, 243, 544 6, 124, 354 519, 171 509 18. 10 15. 35 California _ 21, 259 564, 401 34, 357, 901 45, 033, 259 22, 378, 963 1, 616 79.79 39.65 Connecticut _ 7, 496 206, 962 11,107, 621 15, 751,407 1, 855, 563 1,482 76.11 8.96 Dist. Columbia _ 2,021 48, 667 3,057, 572 3, 946, 221 362, 891 1, 513 81.09 7. 46 Indiana _ 14, 457 446, 685 19, 314, 913 28, 004, 859 2, 172, 521 1,336 62. 69 4.86 Montana _ 4, 722 79, 544 4, 857, 787 6, 824, 696 332, 795 1,029 85.80 41.84 Nevada _ 591 10, 171 783, 120 1, 125, 916 264, 322 1,325 110. 70 25.99 New Jersey _ 17, 595 483,388 29, 609, 781 41, 720, 562 13, 807, 437 1,683 86. 31 28.56 Oklahoma _ 14, 234 380, 274 13, 076, 050 16, 802, 289 2, 326, 432 919 44. 18 6. 12 Oregon _ . 5,683 119, 321 6, 398, 294 8, 591, 890 2, 076, 955 1, 126 72. 01 17. 41 West Virginia _ 10,722 287, 710 10, 266, 422 13, 160, 747 2, 198, 274 958 45. 74 7.64 Total _ 123, 930 3, 384, 353 147, 997, 805 199, 268, 749 50, 867, 694 1,203 58.88 15.03 II— SECONDARY DAY SCHOOLS a Alabama - 2,198 46, 712 2, 642,294 3, 211, 750 650, 681 1, 202 68. 76 13.93 Arizona _ 514 7, 492 905, 874 1, 378, 204 575, 157 1,762 183.96 76. 77 Arkansas _ 1, 235 24, 506 1,618,411 2, 337, 080 173, 056 1,310 95. 37 70.62 California _ 9, 357 141, 778 21, 354, 670 29, 244, 398 19, 671, 547 2, 282 206. 27 138. 75 Connecticut _ 1,815 30, 786 2, 936, 663 4, 887, 619 2, 148, 414 1,618 158. 76 69. 79 Dist. Columbia _ 544 10, 862 1, 410, 243 1, 797, 361 377, 307 2,592 165. 47 34.74 Indiana _ 5, 773 106, 658 9, 447, 169 13, 717, 156 1, 928, 186 1,636 128. 61 18.08 Montana _ 1, 052 16,810 1, 468, 408 2, 149, 270 83, 003 1,396 127. 86 4.94 Nevada _ 168 2, 183 302, 407 448, 681 167, 526 1,800 205. 53 76. 74 New Jersey . 3, 537 73, 593 8, 127, 865 1L 216, 261 5, 450, 800 2,298 152. 41 74.07 Oklahoma - 4,111 60,761 5, 533, 216 7, 886, 651 1, 924, 136 1,346 129.80 31.67 Oregon . . . 1,664 29, 802 2, 578, 469 3, 424, 950 1, 533, 710 1,550 114. 92 51.46 West Virginia _ 1,728 22, 840 3, 654, 023 4, 635, 218 975, 000 2,116 202. 94 42.69 Total . . 33, 095 574, 783 61,979, 712 1 86, 334, 599 35, 658, 523 1,873 150. 20 62.04 1 Includes kindergartens. 2 Not including general control and interest on indebtedness. 2 Includes local normal and vocational schools of secondary grade. STATE SCHOOL SYSTEMS, 1923-1924 885 Table 28. — Distribution of pupils, enrolled in school in 25 States, according to the length of the school term, 1928-24 State 80 days or fewer 81-100 days 101-120 days 121-140 days 141-160 days 161-180 days 181-200 days Over 200 days Total en¬ rollment * 2 3 4 5 6 7 8 9 10 Total for 25 229, 717 167, 533 277, 357 285,900 1, 074, 897 3, 727, 204 1, 225, 982 63,904 7, 052, 494 79,804 75,888 39 61, 867 63,995 24 102, 867 102, 963 61 70, 746 58, 437 70 42,558 86, 001 8,685 242, 698 113, 872 282, 286 31,946 17,040 72, 573 79,950 614, 655 298, 618 113, 636 531 325, 503 76,420 12, 385 67, 865 65, 138 112, 652 411,571 120,400 73, 569 63, 813 164, 085 30, 122 » 287, 580 48,296 635 6,662 311,113 252, 683 6, 202 601, 175 511, 758 662, 213 284, 629 38. 573 72. 573 116, 819 614, 655 424, 501 160, 383 2, 413 726, 674 117, 793 15, 970 72, 270 88, 428 174, 797 703, 042 162, 060 130, 322 64, 213 315, 146 401, 344 538, 994 51, 749 3,940 59, 935 3,129 1,512 1,780 2, 760 6,150 Dist. Columbia _ Idaho _ 4, 014 1,244 1,768 7, 605 18, 798 3,440 Indiana _ Kansas 125,883 17, 614 143 89 8,366 1,091 Maine. _ _ 43 3 901 12 28,189 1,694 401,082 25,805 2,247 4,405 809 1,605 72 4,459 31,843 Maryland. . . 4 8 18 Massachusetts Montana . 1,410 3 655 4 1,954 83 3, 183 157 Nevada . . . New Hampshire _ New Mexico _ _ 6,898 24, 040 60, 956 444 3, 714 15, 583 29, 655 179, 679 36, 757 21, 093 400 7, 330 371, 222 94, 691 3, 109 North Dakota. _ 2,715 4,702 1,401 8,095 2,718 37, 967 11 Oklahoma . . South Dakota _ . . Utah _ _ _ 43 37 23 Vermont. . . . Washington ... . 40 35 357 601 142, 698 West Virginia _ Wisconsin.. . 57, 926 28,651 5 24, 770 45, 376 Wyoming. . 339 Outlying possessions Alaska . . . 13 19 16 71 3,573 283 3,112 3,975 3,112 Virgin Islands _ _ 161 days or more. 29. — Enrollment of pupils by grades, 1928-2 4 386 BIENNIAL SURVEY OP EDUCATION, 1922-1924 Grand total r* 23, 676, 820 601, 175 79, 042 501, 758 865, 121 247, 195 288, 927 38,564 70, 100 268, 218 743, 219 118, 563 1, 316, 038 623, 566 561, 873 298, 458 549, 058 390, 848 147, 996 244, 196 648, 655 799, 284 525, 983 572, 028 728, 814 120, 110 Total secondary ZD 3, 176, 074 57,913 8,603 27, 331 151, 568 48, 559 39, 891 5, 143 12, 177 25, 100 59, 403 19, 775 217, 740 112,936 100, 445 80, 600 39, 380 41, 623 26, 990 27, 275 111,006 115, 015 78, 359 30, 174 98, 094 19, 689 CO © g Fourth year US 459, 156 7,677 1, 461 4,377 | 21, 890 7, 264 5, 968 623 1, 627 3,104 6,320 l 3,030 32, 574 19, 541 10,245 1 14,925 6, 141 5, 812 4,842 4,069 18,579 17, 713 14, 120 4, 514 14,675 3,229 03 g Third year 610, 279 10, 968 1,815 5, 530 29, 293 9,344 7,676 917 2,142 6,212 ! 10, 730 4,034 41, 898 22, 866 17, 377 16, 847 7, 222 8,316 5, 867 5, 249 23, 777 22, 265 15, 819 5,806 18, 875 4, 235 CO a Second year eo 862, 038 15,881 2,310 7, 472 41, 174 13, 150 10,802 1,246 3, 411 6, 145 15, 761 5, 226 58, 996 30, 690 27, 834 21, 991 10,449 11,874 7, 191 7, 270 31, 436 31, 130 21, 196 8,171 26, 565 5, 489 First year N o CD 23, 387 3,017 9, 952 59, 211 18, 801 15, 445 2, 357 4,997 9,639 26, 592 7, 485 84, 302 39, 839 44, 989 26, 837 15, 568 15, 621 9, 090 10, 687 37, 214 43, 907 27, 224 11,683 37, 979 6, 736 Total of kinder¬ gartens and ele¬ mentary 3 20, 500, 746 543, 262 70, 439 474, 427 713, 553 198, 636 249, 036 33, 421 57, 923 243,118 683, 816 98, 788 1, 098, 298 510, 630 461, 428 217, 858 509, 678 349, 225 121, 006 216, 921 537, 649 684, 269 447, 624 541, 854 630, 720 100, 421 Eighth grade o 1, 346, 338 (2) 4, 055 32, 919 61, 747 16, 435 20, 605 2, 749 5, 187 13, 829 o 10, 228 90,873 49, 421 42, 127 21, 755 CO > & Sixth grade GO 2, 079, 720 48, 877 5, 682 47, 196 69, 036 20,783 26, 057 3,649 6, 014 21, 055 52, 273 11, 712 114, 915 58, 296 48, 400 23,888 56,280 28, 198 13, 344 24, 224 61, 257 66, 381 47, 167 56, 694 65, 992 11,504 a a & T3 a Fifth grade 2, 393, 681 59, 776 7,082 54, 310 78, 607 23, 364 t-h iO 03 O OCOHiOW 03 CO CO O co oT 03 03 U- 12, 732 129, 182 64, 541 52, 434 26, 040 57, 751 38, 791 13, 895 28, 782 65, 269 74, 002 52, 725 63, 733 74, 185 11, 929 «8 05 a ® 03 M Fourth grade ZD 2, 656, 548 72,342 8,158 62, 025 82, 013 25, 398 31, 842 4, 368 6,813 31, 435 89, 752 12, 768 140, 428 67, 372 57, 364 27, 245 76, 826 48, 974 15, 054 31, 475 68,446 82, 565 53, 331 69, 282 80, 644 13, 135 •o a 3 fl Third grade 2, 741, 771 77, 222 9, 063 63, 474 86, 166 25, 813 32, 362 4,693 7, 014 33, 537 104, 114 12, 798 142, 724 66, 068 60, 053 27, 579 75,479 52, 756 15, 269 30, 985 69, 614 84, 340 55, 007 70, 414 81, 962 12, 751 Second grade 2, 759, 123 77,623 9, 991 68, 238 83, 491 25, 509 31, 981 4, 452 6,848 32, 598 123, 846 12, 635 141, 043 63,001 61, 398 28, 006 68,573 54, 173 15, 264 30, 451 70, 381 84, 670 55, 234 69, 584 80, 997 12, 686 First grade e* 4, 103, 782 164, 816 19, 403 108, 516 135, 179 36, 104 38, 342 5,892 8.964 i 67, 712 198,520 15, 043 187, 453 77, 651 84,701 34, 035 97,405 101, 191 19, 213 39, 964 77, 879 102, 764 71, 866 116, 953 120, 906 17, 049 Kinder¬ gartens1 w 609, 659 744 2,142 58 52, 531 6,954 15,642 72 4,981 19 2,734 110 50, 626 10, 911 13, 272 6,049 3,830 3, 395 6, 567 4,241 26, 255 71, 779 22, 455 505 15, 815 1, 148 State - C ontinental U. S. . Alabama . . Arizona _ Arkansas . California. . . Colorado3 _ Connecticut3.. .. Delaware _ Dist. Columbia. .. Florida. . . Georgia.. . Idaho _ Illinois 3 . Indiana . Iowa . . Kansas 4 _ . Kentucky . . Louisiana. . Maine 5_. . . Maryland _ Massachusetts 7__. Michigan . . Minnesota _ Mississippi 3 _ Missouri 3_. . Montana . STATE SCHOOL SYSTEMS, 1923-1924 387 §§§§§ §§gsi snn ssasg sssa inssm $«S* SSRSg S'il'feS ggg3§ 2‘|‘|3 "■'-""'sg'f ,-r r* -r -r §S§g§ HIS! sllil liggg Ills SWsf' gssfsr: sJsa'ss ssssss sssr 3 | 284 9 3, 011 41,298 7, 424 62 illll IslIS IIIIS IslsS ISIS jior^-d roT ®'o«h«3 ©v.q-vr £ i « issg i : ” i sills bISSI ISSIr Hill $111 oT «Vh weg^TtCcj' r-VTcsao-f ooeg ^noT jH«fag%H s? • * iisr ! .ovr > HISS IIIIS HsSl SUSS SHI S “S^ R‘S‘»'S‘S‘ »-S-"2-=- £■»•£«• O I 3 : 75 774 10,700 2,125 16 I1I§§ Ills! sllil sills Sill 2 Sg”Rgf 2S^S» ssf^s f!“S” £ ! 133 9 1, 210 21, 339 3, 338 41 SSIii SIISI llisl isill 111= fiW SgSIS 'SgsfS' lsls’l ffi* r-T t—7 ^-T 3, 511 1,494 3,708 2, 645 47, 763 1, 091, 421 205, 326 3, 050 IssSi 1 11s SIS 1 I 11 isl! sr^'s'”' g-sss sg^sT s‘ss-£ 243 6 215 17 1,915 5,650 76 11181 sSsll S1S1S lilsi SSII Sf-'-’V-' 33S8S 2‘I“?SS‘ SSfS^ ss‘=- 309 7 263 11 2,692 37, 794 6, 377 133 §1511 IISII Ilssl !lef§ Ssll gr-Mg-rf g--s-|g s-|or»2- S3S"=“S tfS'SK 355 10 323 40 3, 668 49, 273 8,633 309 Ills! ISlIfS lisil SlSSi g||8 Sf-'*ftfoP SS2‘2‘S SgSSSS" BS‘2‘“S STsSiV’' 373 15 404 78 4,982 77, 239 12, 393 391 Sills llsSI 51111 ISIls =lg| g-v-g-o- |S-s-gS- e-2-s-»-8' s-g-8“>- 451 71 557 306 6, 107 138, 313 22, 863 403 §§181 iSIss S8§ls Silll Isis SC-'S'S' ||2gs S|2S=‘ g|S»R' SiSS* 492 188 604 446 6,812 190, 561 40, 265 555 35, 614 1,747 7, 493 70, 183 10, 321 195, 374 112, 517 19,500 123, 850 71, 196 16, 927 203,828 11,980 75, 872 17,021 84, 437 144, 854 13, 789 6, 721 80, 518 31, 818 51, 823 53, 265 5, 802 473 193 591 618 7, 670 241, 584 44, 490 506 lllil iSSIs ISIS! 11511 ills 8'““§‘S |'|S|2' ff|3|$S ggS’S'S SSS'-' 698 251 751 1, 129 13, 917 356,657 64, 655 677 1SISI ISsIS nils pglll llifi? "3 2 sf-* s‘"‘ 2- - «* s 117 753 i i i ! ! i Nebraska 3 . .. Nevada _ _ N. Hampshire _ New Jersey - New Mexico 3 . New York _ North Carolina. .. North Dakota _ Ohio _ _ Oklahoma _ Oregon _ _ Pennsylvania 3 _ Rhode Island 3 _ South Carolina _ South Dakota _ Tennessee Texas.. . _ Utah . Vermont 3_. . Virginia.. . . Washington . West Virginia . Wisconsin... . Wyoming _ Outlying possessions Alaska . . American Samoa.. jijfl 3oe££> 4 I oo a o 388 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 30. — Statistics of white and of colored school 'population , enrollment , and teachers in 16 States, 1923-24 State Population, 5 to 17 years of age (in¬ clusive) Per cent of school population Enrollment i n elementary and secondary schools Per cent of school population enrolled in public schools Number of teachers White Colored White Col¬ ored White Colored White Col¬ ored White Col¬ ored 1 2 3 4 5 6 7 8 9 10 11 Alabama _ _ 502,085 309, 037 61.9 38.1 417, 237 183, 938 83.1 59. 5 11, 813 3, 212 Arkansas _ 442, 104 153, 723 74.2 25.8 379, 656 122, 102 85.9 79. 4 9,624 2, 468 Delaware... .. . 46, 211 7, 460 86.1 13.9 32, 407 6, 166 70.1 82. 7 1, 156 209 Dist. Columbia _ 59, 271 23, 625 71.5 28.5 49, 153 22, 862 82.9 96. 8 1, 755 783 Florida _ 199,364 99,533 66.7 33.3 195,204 71, 114 97.9 71. 4 6, 201 1,511 Georgia _ 563, 318 416, 366 57.5 42.5 472, 020 275, 193 83.8 66. 1 12, 532 5, 155 Louisiana _ .. 354, 536 221, 010 61.6 38.4 258, 713 132, 135 73.0 59. 8 8, 406 2, 348 Maryland _ . . 306, 276 64,968 82.5 17.5 207, 282 49,020 67.7 75. 5 6,648 1,294 Mississippi _ 283, 320 310,642 47.7 52.3 272, 720 288,251 96.3 92. 8 9,395 5, 213 North Carolina _ 613, 136 285, 890 68.2 31.8 544, 142 248,904 88.7 87. 1 16,283 5,120 Oklahoma _ _ 624, 655 70, 952 89.8 10.2 607, 205 46, 495 97.2 65. 5 16, 997 1, 305 South Carolina _ 276, 431 323,203 46.1 53.9 238,909 228, 516 86.4 70. 7 7, 413 3, 677 Tennessee _ 600, 195 131, 750 82.0 18.0 538, 271 118,963 89.7 90. 3 13,923 2, 424 Texas _ 1, 259, 449 239, 895 84.0 16.0 952, 152 185, 043 75.6 77. 1 31,268 4,191 Virginia _ _ 498, 804 219, 934 69.4 30.6 398, 665 157, 413 79.9 71. 6 12, 918 3, 572 West Virginia . . 448, 034 23,085 95.1 4.9 376, 348 23, 062 84.0 99. 9 12,857 806 Total _ 7,077,189 2, 901, 073 70.9 29.1 5, 940, 084 2, 159, 177 83.9 74.4 179, 189 43, 288 Table 31. — School term and school attendance of white and of colored pupils in 16 States, 1923-24 State Length of school term (days) Average number of days attended by each pupil enrolled Per cent of school term wasted Per cent of pupils attending daily In white schools In colored schools In white schools In colored schools In white schools In colored schools In white schools In colored schools • 2 3 4 5 6 7 8 9 Alabama . 143 112 100 78 30 31 70 69 Arkansas. _ _ 137 130 101 89 26 31 73 69 Delaware _ 178 176 150 130 16 26 85 74 Dist. Columbia. . 180 180 148 151 18 16 82 84 Florida _ 154 114 114 84 26 26 74 74 Georgia _ _ 145 131 109 90 24 32 76 68 Louisiana ... - 171 113 133 84 22 25 78 75 Maryland _ 187 175 152 125 18 29 81 72 Mississippi _ 158 114 113 73 28 36 72 64 North Carolina. . 146 135 no 89 25 40 75 66 Oklahoma. _ 165 144 111 97 33 33 67 67 South Carolina _ 148 87 105 59 29 32 71 68 Tennessee 68 70 Texas _ 136 130 120 97 12 25 88 74 Virginia. .. . _ 170 144 131 92 23 34 77 70 West Virginia _ 170 160 129 113 24 30 76 70 389 STATE SCHOOL SYSTEMS, 1923-1924 Table 32. — Enrollment of white and of colored pupils in 16 States according to the year of advancement, 1928-24 White pupils Colored pupils Year of advancement Number Per cent of total Number Per cent of total 1 2 3 4 5 Kindergarten _ _ _ - - _ -- 42, 782 1, 221, 694 0 69 3, 556 618, 983 0. 19 First . . . . . . - -- 19! 75 32.96 Second _ - _ _ _ 772, 579 775, 189 760,884 12.49 314, 693 279, 357 232, 183 16. 76 Third - _ - _ _ 12.53 14.88 Fourth . . . . . - . _ 12.29 12.36 Fifth _ _ _ _ _ _ 673, 860 549, 177 484, 166 10.89 172, 838 112, 927 9.20 Sixth . . . . . . 8.88 6. 01 Seventh. . . . . . . . . 7.83 73,248 17,413 3.90 Eighth . . . . . . 178, 975 2.89 .93 First year high . . . . . . 296, 423 199, 822 4.79 25,508 14, 481 1. 36 Second year high. _ _ _ _ _ 3.23 .77 Third year high. . . . . . . 137,069 94, 334 2.22 8, 412 4, 350 .45 Fourth year high _ _ _ _ _ 1. 52 .23 Total. _ .. _ .. . . . 6, 186, 954 100.00 1, 877, 949 100. 00 Table 33. — Enrollment of colored pupils in 16 States, 1923-24 State Kindergarten and elementary Secondary Total Boys Girls Total Boys Girls Total Boys Girls Total > 2 3 4 5 6 7 8 9 10 Alabama _ 85, 547 95, 235 180, 782 1, 046 2,110 3, 156 86, 593 97, 345 183, 938 Arkansas _ ... 58, 340 61, 924 120, 264 699 1,139 1,838 59, 039 63,063 122, 102 Delaware _ 2, 848 3, 109 5, 957 71 138 209 2, 919 3, 247 6,166 Dist. Columbia. . 9,117 10, 081 19, 198 1, 288 2, 376 3, 664 10, 405 12, 457 22, 862 Florida 1 _ 32, 570 37, 633 70, 203 220 691 911 32, 790 38, 324 71, 114 Georgia . . 127, 217 145, 225 272, 442 1, 285 1,466 2, 751 128, 502 146, 691 275, 193 Louisiana _ 60, 582 68, 645 129, 227 1, 363 1,545 2, 908 61, 945 70, 190 132, 135 Maryland _ 23, 036 23, 831 46, 867 719 1,434 2, 153 23,755 25, 265 49,020 Mississippi _ 131, 638 150, 848 282, 486 2, 687 3,078 5, 765 134, 325 153, 926 288, 251 North Carolina.. 116, 918 127, 008 243, 926 2, 386 2, 592 4, 978 119, 304 129, 600 248,904 Oklahoma... .. 22, 137 22, 181 44, 318 785 1,392 2,177 22, 922 23, 573 46, 495 South Carolina. . 104, 497 122, 495 226, 992 510 1,014 1,524 105, 007 123, 509 228, 516 Tennessee _ 55, 654 59, 715 115, 369 1, 162 2, 432 3, 594 56, 816 62, 147 118, 963 Texas. . . 85, 630 88, 670 174. 300 3, 910 6, 833 10, 743 89, 540 95, 503 185, 043 Virginia _ 72, 941 80, 684 153, 625 1, 804 1,984 3, 788 74, 745 82, 668 157, 413 West Virginia _ 10,638 1L 456 22, 094 380 588 968 11, 018 12,044 23, 062 Total _ 999, 310 1, 108, 740 2, 108, 050 20, 315 30, 812 51, 127 1, 019, 625 1, 139, 552 2, 159, 177 Distribution estimated. Table 34. — Statistics of colored schools — Attendance and teachers in 16 States, 1 923-2 4 Teachers • Total Total 8 a L SURVEY OF EDUCATION, ssse sin e§is sses «Of rHUSCfrH ofnfco 1922 1 $ Women 2 §g§§ mss gin isii cs-r of 34,543 Men 2 |g“s 1181 SSIS 8181 HH 8,745 Secondary schools Total 2 90 92 14 157 g § g Women 2 46 47 8 85 £8 8 S3 * Men 2 44 45 6 72 s 9 gg § isg ' Elementary schools Total O 3, 122 2,376 195 626 IIS SI 1 iis -Teo of j go Women - 2,523 1,691 172 567 4, 483 1,915 1,007 11 i ill Of rH I Of Men GO i|ss 18§ sg i .Iis Aggregate days attended Total r» 14, 265, 753 10, 875, 993 803, 620 3, 445, 350 5, 984, 435 24, 694, 417 11 163,270 6,124, 611 21, 095, 472 22, 168, 351 4, 498, 126 13, 546, 444 17, 943, 458 14, 515, 056 2, 595, 200 173,719,556 Second¬ ary schools C© 405, 385 234, 300 33, 276 563, 077 i t i i 1 1 i s : i 8 : ; • ' ' Elemen¬ tary schools 13, 860, 368 10, 641, 693 770, 344 2, 882, 273 I t US ^ ! i fc i : si i tjT j j i « i i 1 Average daily attendance Total g|§3 llli Ills Sssl ss-'s s'g's's gas's’ ssgs's s rf rH Second¬ ary schools eo 2,402 1,562 194 3, 128 1 r-i i i i rH ! Of 1 1 i 1 Elemen¬ tary schools N 125, 395 82,293 4, 373 16, 013 sf s i § 8 ; tf i • i 1 State - Alabama Arkansas _ _ _ _ Delaware., . . . . District of Columbia . Florida _ 1 Louisiana Maryland _ _ _ Mississinni _ North Carolina __ _ __ _ i i i i i i i i i i i i i i i i i i i i i i i i i i i ! j j j 11 ll i i | West Virginia . . . Total _ Figures for 1923. * Total, not including 83,125 in Table 35. — Enrollment of colored pupils by grades in 16 States, 1928-24 391 STATE SCHOOL SYSTEMS, 1923-1924 Grand total r* 183, 938 122, 102 6,166 21, 986 71,114 275, 182 50, 658 132, 135 45, 560 247, 087 46, 495 191,519 118, 045 185, 043 157, 874 23, 045 1,877,949 In secondary grades Total second¬ ary CD 3,156 1,838 209 3,085 911 3, 110 2, 622 2, 908 2, 341 5, 653 2,177 4, 628 3,113 10, 743 5, 289 968 52, 751 Fourth year lO © CO OO OOt^CO© ©©©OO ©oocsco ©i>eo© iCNoOrn ©©©© ) 330, 127 3, 151, 547 515, 910 3, 101, 095 896, 489 3, 997, 584 174, 553 1, 486, 555 156, 706 4,191 32, 112 521 0) 178, 744 1, 518, 667 157, 227 . 1,817,814 36, 824 _ 1, 854, 638 ! 45, 812 401,909 28,022 8,200 4 93, 727 8,369 (») 54, 012 495,636 36,391 475, 743 * 110, 296 586, 039 7, 715, 849 4, 365, 928 4, 902, 000 8, 739, 740 5, 357, 834 2, 391, 381 4, 218, 000 3, 919, 378 $4, 007, 417 2, 445, 762 6, 013, 680 1, 757, 685 17, 081, 100 9, 203, 071 ] 5, 133,680 14, 416, 803 23, 467, 482 3, 177, 105 _ i 34,987,547 . 427,260 8,028,856 2, 410, 969 6, 634, 569 200,024 7, 900, 655 98, 414 5, 025, 848 151, 713 39, 396, 993 5, 686, 488 46, 647, 964 778, 997 75,337,878 24, 215, 661 18, 843, 318 118, 396, 857 622, 318 46,802 48, 748 1 243, 524 4; 494 13, 758 192,033 6, 513 9,079 1, 057, 875 57,809 71,585 . 43,710,471 11, 385, 484 9,027, 132 64, 123, 087 51, 276, 849 85.24 15, 959, 357 71.34 14, 046, 200 64.27 81, 282, 406 78.89 417, 694 138, 832 115, 556 672, 082 8.15 1, 177, 958 8.70 487, 707 8.23 461,083 8.27 2, 126, 748 VIII.— Distribution of expenses of instruction in ^ public day schools — Continued Special schools for the deaf, the blind, the feeble¬ minded, etc.: Salaries and expenses of supervisors and prin¬ cipals _ Salaries of teachers - Textbooks, supplies, and other expenses of instruction _ Total. Vocational schools (full time): Salaiies and expenses of supervisors and prin¬ cipals _ Salaries of teachers _ Textbooks, supplies, and other expenses of instruction _ Total. Normal schools under city boards of education: Salaries and expenses of supervisors and prin¬ cipals _ Salaries of teachers _ _ _ _ Textbooks, supplies, and other expenses of instruction _ / _ Total . Colleges under city boards of education: Salaries and expenses of supervisors and prin¬ cipals _ Salaries of teachers _ Textbooks, supplies, and other expenses of instruction _ _ _ Total. IX. — Expenses of debt service Redemption of bonds by payment from— Current funds . . . Sinking funds _ Issue of new bonds _ Payments to sinking funds _ Payments of interest from — Sinking funds _ Redemption of short-term loans _ Refunds and other expenses of debt service. Total 5 _ X. — Bonds and sinking funds (thousands of dollars ) School bonds outstanding _ Other forms of school debt _ Total amount in sinking funds . XI. — Taxation and values Assessed valuation of property taxed for school purpose (thousands of dollars) _ True valuation of property assessed for school purposes (thousands of dollars) _ Amount derived from tax on property (thousands of dollars) _ _ _ Average rate of taxation for all school purposes (mills).. _ _ Value of school properties (thousands of dollars) 1 The items of this class in Group III not tabulated in detail. 4 Does not include salaries of teachers in two junior colleges which did not report salaries. 5 Does not include payments from sinking funds and from receipts from new bonds issued to redeem old bonds. 27301°— 27 - 26 Table 2. — Combined summary of 'personnel and attendance in city public schools, 1923—24, for all cities of 2,500 population and more 398 BIENNIAL w o o Enroll¬ ment 16 355, 266 26 1, 149 71 28,411 5, 157 7,445 831 4,839 92 939 109 20, 578 14, 294 1, 665 3,785 2,141 484 141 4, 332 - 24,749 21,889 12, 977 1,336 17, 049 835 o CO <© a a | Super¬ visors, princi¬ pals, and teach¬ ers 15 11, 747 «j 6 946 148 CM T* cm o CM CO l'- »o CM COCO T-H CO CO C5 to ^ CM 050 698 409 66 842 28 3 CQ City school sys¬ tems 14 CO CO H»OH co oo NHHHCO cm co co ^ co 3 4 1 1 33 O 05 to CM CM 13 cm ^ pH to CO 05 2 CO CM 00 CM 00 05 CO CO CO 05 COOOh COOO»CH CM CO ih CO tO © CM tC rH CO 0) . CO Tt« GO 10 §8 5333 00 CM 00 CM H o CO *0 to CM CM rH CM CM 883 431 116 484 79 DQ ! > Q< oT Super- in- tend- ents • w 2,842 ON05 050 ^HCCOCO S10 co JO co O0 CO n®on8 CO to CO co to to CO to CM In. rH O 00 CO ONCOCOH City school sys¬ tems w 3 of OCOHMN CO H o 00 t>- co*o O CO CO Cl CM CM 05 00 CO 05 00 CO 05 ^cooh co CO 05 CM CO 05 to CO CO rH geo ^ s a S ?3 .Q S S.'s o .2 ®Q o d ^ fl .s«s •a 3 2^1 .11 g-issl gggaa gn* <T . -r-frf Ss-SS 101 231 2 285* 90 164 279 6 r-T i oo^ NSN s®Nr 33 3 3 2 2 15 1 11 7 10 12 1 CO Is! SHIS 1S1SI 960 429 527 735 613 Ills 00“ r ** •*$£ co“S“ t-‘ “•"'S' 1 sg- §gg£g 157 492 435 56 20 120 373 25 27 238 142 51 825 49 ,-T • $1, 970, 630 2,845 10, 852 450 133, 644 29, 488 31, 199 5,826 19,870 7,948 350 275, 543 113, 783 11, 018 26, 543 7,638 3, 659 600 19, 777 92, 570 185, 289 75, 269 4,116 137, 405 12, 012 360 1, 536 154, 532 3,093 Night school and Ameri¬ canization class expenses CD $7, 931, 233 7, 214 8, 151 731,018 57, 621 238, 243 7, 200 71, 964 9, 343 6, 142 302 483, 268 109, 368 21, 732 33, 484 15, 449 34) 030 79, 978 768, 199 368, 697 146, 557 250 178, 296 76, 057 26, 824 473, 053 1, 618 Salaries of supervisors, principals, and teachers in day schools M5 $568,697,665 2, 901, 816 1, 854, 875 1, 934, 611 37, 050, 805 6, 051, 899 12, 866, 231 892, 799 4, 556, 521 2, 329, 008 4, 580, 003 1,538,567 41, 745, 458 15, 078, 728 9, 799, 286 6, 940, 867 4, 035, 988 4, 604, 971 3, 085, 554 6, 066, 020 36, 434, 109 25, 191, 887 12, 613, 760 1, 401, 797 13, 677, 071 1, 897, 000 4, 975, 289 235, 668 1, 865, 457 30, 796, 394 716, 567 Value of school properties (thousands of dollars) 2, 664, 283 13, 523 9, 955 9,917 159, 476 23, 877 58, 534 3, 708 15, 242 12, 469 19, 494 6,864 192, 466 76, 482 55, 493 32, 803 17, 362 17, 114 14, 274 19, 903 161, 005 137, 943 71, 251 7, 423 66, 624 9, 355 31, 369 1,256 9, 987 139, 696 3,079 Number of school buildings CO 24, 459 264 171 239 1, 322 267 835 42 157 168 427 111 1, 342 701 551 454 311 257 694 232 2,241 928 497 145 608 122 237 14 251 813 52 Number of schools N 34, 315 05*0*00000 HICiOOJH OOOOOiOCO 10 05 10000 QIO^OOO 0^05001^ HONCH 0 C^J rf N eo CO > § = 9 a> ® © « ® CITY SCHOOL SYSTEMS, 1923-1924 401 is m liiil ilsn Ssiss mm mm mm mi -r.o of IgiSS sSlli ilsn 8228 OiOCiOO iiiii fills IIW fill lOjowefN .o-tC^r^Tco- Si§g§ ilifl S8S3 isw mm gsr 0 sc « mis isiis ill is §isi ;jHQi -*> £3 >> g §. A O O w .2 5) £ k SiS'’0 q o> g O O W-JS < o in co ro io os < < rH CO i-H .-H Tt< hh CO © CO *0 05 Tf< CO *o »o ^ ^ CO T *0 1C 00 CO 00 CO CO 00 00 CO COHHOOO ) lO CO ^ co ! 8 © © 8 NO Oi ^ iO 00 ^ Tf T*iOTf © CO © lO © CO CO CO CO CO f COCOCOMM r-H » N- CO t , _ _ _ _ - — . N- CO CO 100 CO »C00NH00 hC00< N- 00 CO CO Tt< 05 05 O CO 00 CO T*< i-h ^ H CO N- *0 N(Nt ' 05 CO Tf © N- ©*0©iOCO lOOWN^ ©CONhC - ' i 05 00 © © 00 •OCONNh r-H M lOCO M 1-H T3+S 03 <- 03 §>1 ^ Bis ◄-B Q) o W ft 8 a .5 « 3-r os p. co > p, © q “'O “ ft « a a « » co oo co oo ^ ^ c5 ^ N» N «0 . N W r-l e* *o o co eo 10010 s s ■ i— i o >o 8 8 X3 a | o S'© 2 go: a .§ E ' iHUlp«gpi Jalllllo ISwl |?P ffSfo Is ao © ~ ’§§ •© “ 8 -9 'O * w w «< o ou Qfio322WM ®P B ■n ©-o 9 a .., §11111 I I Baltimore. Table 6. — Personnel, number of day schools and school buildings , city public schools, 1923-24 — Continued GROUP I— CITIES OF 100,000 POPULATION AND MORE— Continued 408 BIENNIAL SURVEY OF EDUCATION, 1922-1924 §388832 23 £2 88 S5 38888 8§§fe38 .oS III I c8 111! Ill 8-i*S38 s-S |282§S3& 82 §§ §| 8 £§§§88 SSSiggg SI 28 II I 88 88 8 sills 388*52 SSS5SS 38|383 g§l8Sg3 si 1211118* & rHNWfTMCoV OCO B§ 11 1 II 11 1 ef®- oT® 81181 iliigg Is'lli ectCeJ^co mmn i2g|2ii 11 gar®®®ofjH 53 II 32 I 82 88 2 §1132 sWsfrf -£§822” Sslsgsl 38 222^228 83 s! Ss I 88” 8S: 2 SilSS 3S3”2- SSIS38 -”£§822” 3321883 Is P» t*T ii si I Cl r— T r-T cT r— T 82888 HH §issii -S" sssssss ga S§ 115 8 sagss CO 533883S 2S 82 S8 £ 2S883 8S3833 232322^ §2 5§5§ 22 2 22222 222222 ilsSasl IS 88 11 8 SSigS 1S1HSS s'fsssss is 11 is § ***** siiis's 409 CITY SCHOOL, SYSTEMS, 1923-1924 05 366 143 47 52 § o co ^ CO cooo* © t*— ^ c© Tji co 83 CO 00 CO a 40 24 25 113 168 316 90 92 114 83 s 8*** g §s 3SS2SS s 61 121 152 44 82 8 888 §i£gg§g I Sill § II iiii 1 li g| i IS § 889 aswsrsm s fssgf £ ss Sf as *S? 8 i>®- d S‘S‘5 lllllli s IIII co SI sill IS S3 r-< CO 8 ii § III §¥¥§¥§¥ s ill's 00 If §W£ §' i¥ Si S as §■ m 00- <© tjTw- ^TcoNfeo -flT co-^r ooco- r-r^r rH ,-f©fof llillll 1 Sgil 1 IS ilis i Is Is 40 S3 15 s IIS 2f CH dd os' CO JO- CO JO 32 S3 £ N co-oTjf IllSils § ISIS 1 11 slli 9 18 H Tj< So 00 1 % o Si § 111 sf S*“* 8f lOrH sddd 3S £2 S5 £ <1 j Hjteo- ® (-‘S’3 874 462 868 069 646 462 739 i 726 277 443 617 s 749 413 Ills co SS 717 783 II s HH £> Ph 248 194 i 341 431 575 ^“eo-r-T r-T r-T oof _T o PH nw»n?®3 2 906 314 59 43 3S8 888S § feg 201 100 i o E-< 23 8 38S $ s 64 51 54 62 s £8 83 8 Ph O 22 8 ««§« N^iOCOhNh CO 15 4 2 1 O SI g SS5 1 1 Si IIII o £S SS P3 O El g ill iWsfsls f i¥§¥ 1 S2 g-S-gS 00 ss i ss 5 888 Jj | j j; i ! i i : j ;j iiii ; M j; ; ! i Data of 1921-22. 410 BIENNIAL SURVEY OF EDUCATION, 1922-1024 411 CITY SCHOOL SYSTEMS, 1923-1924 55 ®'*8;S283a28 °°2a252585S 82523 2 00 88 22 53 58 853^88838 g 53°°:S88Sa82g 2S583258S 28388 82 §8 28 8 58 853583888 § isiiisissi iiiisisgg ssssi 85 ii ii 8 is iisgiiii o eoi-T lO-^jrusNTfo-^o? »o ejV^VH t> »o o *o2222822 NNrtHHHHHHH HHNNiHHHNN HnHHN -< r-1 r-l tH HH CO »-H N HHHHNHHM 2 §§22222222 §22125222 25225 §§ 55 §§ 5 §2 25§§2§22 8 1581511^2 §£§gillSg i§555 8 IS 58 g 88 33*38188 8 8 88888888 888888888 28885 8 85 85 8 538 88882588 i i * For entire parish. Table 6. — Personnel, number of day schools and school buildings, city public schools, 1923-24 — Continued 412 BIENNIAL SURVEY OF EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1023-1924 413 o> s £ 325222®3233& 6 15 25 13 20 9 20 17 34 25 £2 o S£88S228£32 883£9£floa88S 2SS& 21 19 S2gg2S$k 17 71 44 S3 1 8 SSSSSSglfSS SI§i8 m gglalls gig 18 «r o' oo «NVnoT^^HV»o o-^oTo-o-ao-T^ooro-o- !rf r»o I § 1 811SIS8ISS igllisiigsi iil§ SSS SSIIsSB 111 as o- oVr^oo~oco''eo‘o''*co «Tio I 1 1 315 439 260 437 341 183 160 356 212 163 193 167 420 207 235 286 146 238 307 156 567 64 206 425 181 286 193 259 448 156 304 221 202 209 267 216 666 544 £S £ s ■°<*538SS2SiS38 4 20 33 4 22 4 31 34 89 74 fes 00 §§ £ So£23S23£22 ®S£2 24 8 22 S°22223 238 732 CM CO (NHHHNWHHHHN HHWH CM CM CM 2 1 1 1 2 1 1 g g £ 180 193 184 189 190 182 192 191 189 193 190 190 182 187 188 187 187 184 191 191 185 / 185 l 185 189 188 173 180 175 2222222 174 175 179 2§ 5 1 £ gi?ss8Siigs glllsSislig §§£ 111 iimsi s§s s£ 3 s' £ s'sss'ssra's'ss' ssss'sss'g'ssw £ afs“ «sff SS'Ef . . — . . i o 414 BIENNIAL SURVEY OF EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1924 415 2 (SOONN 2 232 ©t- ^JSS32°52 ao® co 05005 82 2222 8 19 15 8 32222 2 SS2 OON0O5gN S2 2222 13 16 25 11 3 ilssl § 111 llllelS! Rising ll Isiii 2282 ^r^-'iood'o CO oocTco ^o^-nrod^co ofeo i-r«4'cd'^'af t*N*- co-co-co-rh .Q-^WCN 8 sSlel 8 si§ §1113111 1IIIIS8 3811 S5§§ ,4" g iiiis s in mmm IllSlil m ms mm r-T hh CO rHVTr-H ^ _r f— r -r r4~ 1 ISlil i IIS Isllsell illsSsi S3 8888 I§11 cceoco^co* o TjT iO'cO' HCSrHHC^W r-T co-co- CO‘of- oo ^ ^ ^ ^ C* ^ i-H wH i-H *H i-H ^H 1-1 i-H i-4 188 187 190 189 183 185 183 222 22§222§ 22 22 222l222222§2l22l22222 1 22 '-V-' slislil £822822 g§§ 2gS3 issisii 11 S5f . 11 S3' 1 gSilglllsIigiSglllssSlI 2* 832~2~2~2~2~£2"2l332~2~2~2~2~;:2'2'^22 ■•...• . r ! sfllll L UMhAii . *?B. HjSlISIiil!ll3 igf : iilit g-i cf<^ 2s;&,'o'«NNNrH-«NMCO«««‘NH Aggregate attendance (days) o H i!S5 SlSIllllllieillllggll SS31 mi mimmmmmmi mm Teachers Enrollment Girls 05 SiSl sSSSSlSSillsillislill 1111 cOr^r^r^C^r^r^^ t^oo^Hoooot^eoa>o»-jt'0>io 2O>00-CS 6 11 7 4 28 16 30 9 18 9 10 ^COOOjH © 00 as CO ^woONooccoo^oeoooocjH mooo^jo NHNN CO OO rH 03 N CO O iH Eisiiii VV- T* CDOHHXICN 00 CO CJ 1 1 1 1 1 1 1 NHHH HCOHH 58338 ££££ 184 191 183 184 12, 066 11,267 14, 423 15, 731 20, 065 16, 068 23, 003 11, 253 12, 630 10, 286 13, 452 10, 995 11,273 10, 693 23, 298 11,920 12, 456 16, 912 16, 028 18, 052 15, 085 14, 729 12, 169 29, 317 17, 424 24, 735 17, 510 21,782 13,088 12, 675 16, 985 14,114 25, 978 14, 731 18,008 10, 691 13, 351 11,214 29, 837 11,066 28, 064 12, 967 10,036 18, 665 19, 731 10, 749 420 BIENNIAL SURVEY OF EDUCATION, 1922-1924 1 1 I 5 • S o O '§ £ a o ^ £ •1 3 I I Ph ^ O 2 OD I a - & 1 i > a School build¬ ings CO iH 2223®023aaS‘c328300223222S2332t~£2 Num¬ ber of schools 0* H Average daily attend¬ ance SSI§ili§sigllSIIlfSg|glllslligS Aggregate attendance (days) o H illSISIlilllilllsiiSIlslIISslIl r-T Enrollment Girls 05 (N-T^-T -T _T CS ,-T r-T r-T ,-T i-T ^ ,-T ^ ,-T r-Trt ^-Teo^T .-Tr-T Om>0-ON>OCOMOS-«.0!OwOrH«l«t- Super¬ visors and princi¬ pals «5 Super¬ intend¬ ents and assist¬ ant super¬ intend¬ ents Average school term (days) eo Popula¬ tion, 1920 N sla§gsls3lslISSIsl§5§ls§liiSSii g[2^‘'d'2*d'^*'2?[2'2'22'2'2'2*'2'?[?f22'2''2'c^2*2f2'd'22’2' Cities tH Massachusetts— Continued. Beverly _ _ _ _ Braintree _ Clinton . . . . . Danvers . . . . . . . . Dedham . . Easthampton _ _ _ Framingham . . . . . . Gardner... . Gloucester . . . . Greenfield . . . Leominster . . . . . Marlboro . . . . . Melrose.. . . . . . Methuen . . . .. Milford . L. Natick _ _ _ _ _ N ew bury port _ North Adams.. _ _ Northampton.. .. . _ _ Northbridge . . . . . . . Norwood. . . Peabody _ _ _ _ Plymouth . . . . Revere . . . . Saugus (P. 0., Lynn) . . . Southbridge _ _ _ _ _ Wakefield... . . . Watertown . . . . . Webster . . . . . . Westfield . . . . . West Springfield _ _ _ _ 421 CITY SCHOOL SYSTEMS, 1923-1924 15 10 5 14 NOQOOOtOOCNNOONWOONOOON j 500000 'OJOiOiOO i i coooooooo^ooeo 15 13 5 14 1*^22283 ©050 I^JJhSS*0 2, 812 1,676 2,747 3, 042 gfi|gS§SSls§ll5il (NH«N«NNMNHrt“(NV(NHN iiiiisis ! rH“w ^r^-^eo-cf m iiissi -Ti Table 6. — Personnel , number of day schools and school buildings, city public schools, 1923-24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 422 BIENNIAL SURVEY OF EDUCATION, 1922-1924 School build¬ ings CO tH cofcjooso ® r- so eo oo cO ob eO Num¬ ber of schools N coaog505o © 00 c3 £2 2 °° S3 2 ® ""t Average daily attend¬ ance rH sSlgg ggi 1 IlsSgsl leSlSISegsi i-Teo ■«!? c4" cs of (N r>- 50 qo o COOCOCOt'- 05X0 i0 05^‘0^hn 05H(NN(0NX^^Oi0 Men CO IOIOOXW 0*0*0 O JO O rH ^ 05 Ol CO C* 050 00 c* O ^ 05 I> Super¬ visors and princi¬ pals COOOJO^J^ 00 O ^ rH CO rH lO T* CO 05 CO JO CO [ CO 05 r^» o* co r- Super¬ intend¬ ents and assist¬ ant super¬ intend¬ ents HHHHH HHH ,-1 HNHHHNH HHHHHHHHHHH Average school term (days) CO Popula¬ tion, 1920 N !§Ss! sSS s Sslllll lllls§§iSlg = 2SS‘S‘ SSS 3 s?!3daas 2‘2$f3 = 8^‘2'SfS3‘ Cities H Montana: Anaconda . . . Billings . Great Falls. .. . Helena . . . . Missoula . . . . . Nebraska: Grand Island . . . . . Hastings . . North Platte... . . . Nevada: Reno . . . . New Hampshire: Berlin . Concord . . . . Dover . . . Keene _ Laconia . . Nashua . . . . . . . Portsmouth . . . . . New Jersey: Asbury Park . . Belleville... . . Bloomfield . . . . Bridgeton . . . . . . . . . Clifton . . . . . . Englewood.. . . . .. . Garfield . . . Gloucester... . Hackensack . . Harrison . . . Sd2t'2lO200^O0C'° CITY SCHOOL SYSTEMS, 1923-1924 423 'J* CO CS os t^-cfOs ■>»< W >0 © CO CO »© W •»*< co t*i c© OS >« U5 CO OS OS O CO »C CO ©« »© 00 00 1> 2^2,-S00222t'22 i50^ 2 **-3 “5N255a02tS52‘odt't'2d®^®2OJ2O52t'00Q02d222 si§lllglsllg ^^wn'ohVnwn COt~-c lO CO -J* t> - i - , , rrrrrm IfPl o o i , , , w En o'S^' A i If !l gj! Ifipllii l! ||isi oowwwnd^Wt333S^oooooo(SSnH^ u Table 6. — Personnel, number of day schools and school buildings, city public schools, 1923-24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 424 BIENNIAL, SURVEY OF EDUCATION, 1922-1924 School build¬ ings « MONiOOOW © O © © HNO N^OCitOOOOQO Num¬ ber of schools Average daily attend¬ ance tH iiiiii mmmn §§§ isssssn ^-J'eo^'rHr-r^ir tjT eOiCCON»0 ^OOhOO^NtO »OHcDiCO»C NCOOiOO»OMOcONOO<0 ONh >0 WOJN»COONCO Men CO o«^.o-HS ^^^O^CO^QC^OCO ot-j* OH2OH2«s Super¬ visors and princi¬ pals «5 i'2®2®§ ^®!CSSwS®0<0 2t~rH Super¬ intend¬ ents and assist¬ ant super¬ intend¬ ents 1 1 1 1 1 2 1 2 1 1 2 1 1 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 2 Average school term (days) « *22222 22222222222 222 2222I22S Popula¬ tion, 1920 Ci iSsaisi §32 i!sil§s§ Stfsfsfcfs tfstfjfsWsfcfSsf 2 SSS SSSSSSSS Cities New York— Continued Rensselaer _ _ _ Rome _ _ _ Saratoga Springs _ Tonawanda _ _ _ Watervliet _ _ _ White Plains . . . . . North Carolina: Asheville 1 _ _ _ _ Durham Gastonia . . . . . Goldsboro _ _ _ Greensboro . . . . . .. High Point _ _ _ _ _ _ New Bern _ _ _ _ _ _ _ _ Raleigh _ _ _ _ Rocky Mount _ _ _ sausDury _ _ _ Wilson . . . North Dakota: Fargo _ _ . _ Grand Forks . . . . Minot . . . Ohio: Alliance Ashtabula _ _ _ _ _ Barberton . . . . . . Bellaire _ _ _ _ _ Bucyrus _ .. Cambridge _ _ _ _ _ Chillicothe _ _ _ Cleveland Heights _ :.. . 425 CITY SCHOOL SYSTEMS, 1923-1924 *- : : :aot-2SS^c’2^2'°‘*‘ooc «x»oo2a>oo«g®a cot-® «><»*. *>00^005 00 : i j*'*®®?® i00t'^^^t'2m^002^®'DCO ill | ! ! ! ! “SS "“SSS00^®^ cor- o co ® t- io co r- oo t- i § i i iSSSs lllllllllllllsls o»otooococcoF^oo«oo5oot^^H^^o^jos Num¬ ber of schools 5 ooo^-^0!>»oooooo5i^t»>oo^oooooot>tN.e^^]®oo®oooo^H»o3 oocoooc^iocrTjtTHt^gg SlllillSlIsIslSfiglsI §111111 1111 co-cotjTtjT SI CO © 00 CO CO CN 2! 00 22 13 22 CO ^ lOOWMOCOOCOHO^ hhhhhhhhhhhhhhhnnhhh 190 190 is 200 190 180 180 180 191 188 180 180 178 180 180 180 187 180 180 182 187 178 185 185 172 184 184 1 180 175 177 g£ 177 174 illlSIsigSIslllSISII SS"2S‘i:SS-SS'SS2‘°223a3Sa‘ 11, 375 24, 174 29, 407 10, 077 21, 793 13, 481 15,461 10, 570 10, 968 23, 127 22, 638 SI ss 18,860 12,442 10, 274 15, 494 11,791 12,820 10, 522 11,356 10, 589 17, 065 12,384 22, 710 14, 271 Table 6. — Personnel , number of day schools and school buildings-, city public schools, 1923-24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 428 BIENNIAL SURVEY OF EDUCATION, 1922-1924 School build¬ ings 00 50 OO OO OO ® 05 50 OOON ©lO Num¬ ber of schools w H 2 £h Eh 00 00 00 2 S3 00 50 oo®00 ®^®i° $3 2 2 03 Average daily attend¬ ance H lllsggfgi 1 IS! Ills Ssiisii ^-Too'»o'rH*i-roi'ef*»o el'e'fcl'co Aggregate attendance (days) o 1 H 337, 978 570, 648 980, 875 245, 688 294, 619 483, 881 403, 512 398, 286 485, 936 504, 674 430, 768 444, 725 362,415 490, 989 448, 051 3 547, 561 262, 229 572, 040 852, 285 1, 025, 715 363, 204 477, 252 537, 377 712, 438 -£3 Girls OS IggsSiill 1 181 ggn glgsgsg Boys GO IIlliSIl§ g S88 8318 8838838 1 Women r* 28 828 8823 gSSSSgS Men GO 000«05«52;05S^ JH IQglO 05 0I>^ Super¬ visors and princi¬ pals MS *-H CO CO O* CO 00 CO ® JO CO t^COO>»0 Super¬ intend¬ ents and assist¬ ant super¬ intend¬ ents T* Average school term (days) eo 2 2^2 &2S2 2§§5222 Popula¬ tion, 1920 llsilsili I ili fill §8I1§IS SSSf2SS'5 = 3" 2" 2SSS SSS‘S SSS2222 Cities Texas — C ontinued Palestine _ _ Paris _ Port Arthur _ _ Ranger _ _ _ - _ San Angelo Sherman Temple _ _ Texarkana _ Tyler - Utah: Provo _ _ _ _ Vermont: Barre _ _ Burlington. _ _ _ _ Rutland.. _ _ _ Virginia: Alexandria Charlottesville _ _ _ ... .. Danville _ _ _ Staunton _ . _ _ Washington : Aberdeen _ _ _ _ _ Bellingham Everett _ _ Hoquiam _ _ Vancouver _ . _ Walla Walla _ _ _ Y akima 429 CITY SCHOOL SYSTEMS, 1923-1924 3 WNOOt-J-jWJO O00N- — » 00 00 00 OS © 28 10 3,473 4, 172 1,778 2, 606 2, 165 3, 183 2,302 4,386 illllagllllS E slISsS; stlsllillisl IS ISSllWgs'sg IS 2,037 ISSS1I1 1,895 1,061 3, 176 2,077 2, 564 1,425 1,590 1,448 933 1,283 2,117 2,269 II »o*e>eot-ec 1 i l l l 1 2 2 1 s 176 170 180 183 178 176 185 175 184 183 172 190 190 188 186 185 181 175 190 180 181 •o | 27, 869 17, 851 12, 515 12, 127 10, 669 20, 050 SSiiSgllslis 11,447 13,829 : 27301°— 27 - 28 430 CO* l««» © © H! u 00 -si ©> e e e 8 © «o ft. <1 H BIENNIAL SURVEY OF EDUCATION, 1922-1924 High schools aouBpuoqjB £(t*P aSBJOAY Pi Pi 5,775 21, 079 5, 802 8, 528 5,350 2,985 3, 439 4,700 2,110 10, 256 4, 018 55, 391 8,210 4,389 2,006 4,997 3,964 quamnoaug ▼H 6, 625 26,554 6,793 9,925 6,173 3, 357 3,906 5,349 2,714 11,642 4,257 59, 731 10, 601 4,804 2,405 5,371 4.507 siaqonaj, O Pi 239 1, 152 297 400 245 133 178 183 91 492 161 2,193 419 145 94 219 162 sjedionud Pub sjosiAiodng o fH 050505 © »OCOW CO^^©©^^©^ »OH i-l Ol rH sjooqos jo jaqran>i GO tH © t^©© © CO OJ i i 05 05 i 05 Is** CO ll I © © i © 03 03 II 1 1— 1 rH 1 III 1 III 1 109 86 26 sjBdtouud pnB sjo'sia J9dng T* 05 t'- CO © III 1 © Tf< 1 03 rH till i CO CO 1 04 1 papnp -UI S9p B i p CO fH C5 05 05 05 05 i i i C5 05 i NNN is* 1^- i i i Is** i iii i 7-9 7-9 7-9 sjooqos jo J9qrati|ii n 03 © CO © rH 1 1 1 © ■'f l III 1 © CO 1 04 Elementary schools 90nBpU9JJB XjIBp 93BJ9AY fH 26, 949 97, 489 23, 441 42, 654 23,243 18, 502 16, 417 22, 141 10, 475 42,723 31, 461 326, 510 36,844 14, 618 13, 248 24, 262 34, 824 quaraqoiug O 35, 939 129, 210 29, 908 55, 358 29,701 20, 730 21, 059 25, 070 12, 517 50, 277 33, 421 348, 897 43, 654 17, 460 16, 120 31, 057 46, 502 SJ9qOB9X 05 745 3, 585 670 1,385 733 506 676 618 331 1, 555 995 8, 179 1, 125 549 384 718 1, 288 sjBdiouud pus sjo'siAigdng ao o 0*0301 o ooo ©t^oocoooc503t^04 CO rH Ci © ^03© CO©NNHCO«:00> sjooqos jo jgqtnn^ r* Tt4 ©©© rH O 405© ©©©©COrHOOOOa © CO Tt* OO © CO rH © CO^10^00*0*0©00 Kindergartens 90UBPU9JJB A [TOP 92BJ9AY CO 8,730 1,861 1, 308 2,559 894 1, 633 2,355 64 2,833 1, 500 21, 586 1,053 651 1,115 2,692 quaurnoiug «5 19, 348 3, 845 3, 203 4,863 1, 170 2,563 3, 048 72 4,981 1,588 42, 902 3,292 1, 014 2, 356 3,395 SJ9qOB9J, © is«* 05 03 ©Tf'O 03 © © © © ^ ^ © CO©© 05 ^ CO rH © 52 14 40 48 sjBdiouud pnB sJo‘stAJ9dng n H H l 1 1 rH 1 0s* 1 l III 1 II sjooqos jo jgqmnjq Pi gass s§ a05;? N § s g 44 24 40 49 City - Alabama: Birmingham _ _ California: Los Angeles . Oakland . . San Francisco _ Colorado: Denver . Connecticut: Bridgeport . . Hartford . New Haven . Delaware: Wilmington . . District of Columbia: Washington _ _ Georgia: Atlanta . Illinois: Chicago. . . . Indiana: IndianaDolis . _ Iowa: Des Moines . Kansas: Kansas City.— . Kentucky: Louisville . Louisiana: New Orleans . CITY SCHOOL SYSTEMS, 1923-1924 431 1 iliilsi is SI 1 sins ISSsIg sSSslsl 1 srSS 1 oo* ®*eo*^*-*^*FH* to*i>*«ftd‘^rcD*eo* oo* CO 1-H O* i 715 139 97 96 56 182 206 743 123 445 250 322 506 CO CO 85 219 273 135 54 83 478 3, 914 232 167 97 *229 304 613 209 149 228 125 O CO 1, 163 459 75 82 I co OC©COf*fHCOtK J-.TJ1 ON too rl rH 88 8 16 7 102 24 27 25 69 472 47 33 22 60 72 102 13 52 « Ttt 152 100 4 33 a i s j i ; ; i | ; ! i ; | | ; ; : ; ; ; • ! ! ? ! ! ; ; ! : 1 ! ! I • • ! ! ! ! * Data of 1921-22. * In 1920. 432 ?3s 8 3 © c o 05 ?5> e 8 8 W ■§ £ I ? <» '■ ^5 ■ »-h • S &H 4? P > g O K K O rQ BIENNIAL SURVEY OF EDUCATION, 1922-1924 High schools aouBpuajjB £{IBP 83BJ8AY N N 3,298 2,268 6,295 4, 520 3, 332 2, 513 2,501 2,157 3, 405 10,830 4,011 8, 428 GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION 1,636 1,051 1,434 1,931 1, 612 juamnorag; w 3,729 2,644 7,208 5, 542 4,079 3,238 2,745 2,741 4,287 12, 397 5,163 10,309 1,923 1, 226 1, 853 2,118 2,080 saaqocajj •$S O © O CC H lO 00 CO CO ^ rH rJJOO gj csi CO lO rH © CO ON CO CM CO CO Tti CM © ^ © 00 © SlBdlOUTJd puB sjo'sia iadng 05 CM 1000*0© ^ CM ^ CM CM t'- HH Tfi CO rH sjooqos jo jaqmnjq GC iH ^ CM ©OOCOCO CM CMCO GO CM * 2, 567 4,742 3, 786 2,093 2,794 2, 365 2,729 1,354 juamqojua 2, 854 5,113 6, 939 2,470 3, 417 1 1 l 2,898 3,272 5,821 saaqoBaj, »o l i CO © CM © © ' • i © CM © ©»-« • l i 1 1 1 f l » 1 CO © CO OO rH CO spsdiauud pan SJo’siAiadng iH • i © t'- GO ^ © • i i i 1 l l i i i 1 l • *C *0 kC^OOCO CONOCO H^QH OiCO c?5ot^^oo co io cm co co go rH *h o t>- cm cc 0‘0c00®0 CO CO CO OO'HCO ^ 00 00 C005i0t>- 00 Tf CO CM CM CM CM -T rH 00 CM lo 00 CO t- CO 00 lO SOrf CM 00 C5 iO rH LO ^OC5 iO tJ< C5 CM © CM ^ CM rH CM r^rH rH llilll I si S33S ^ CO CO CM CO rH~ r-T CO X — • CM CO ^ 00 00 CM *0 00 - 00 O 05 grs 'COOrHiO ©COOOuOjO I CM co CO 05 CO^^OG5 >COt^fHCM CO^OH CM CM rH CM CM CM i CCnOt^t^COCM CM CO *0 CC CO CO CM CO 30 05 GO 05 00 ^ cOCOOOt^ CO CM CO ^>0»0CM CO CO CO © CM *C Tf< Tt< CM CM CO rH CM rH CO 05 05 05 7-9 7-8 7-9 7-9 7-9 05 00 05 05 ? 7-8 co CM CM CM CO rH CM rH CO CM :33S3S § 22S gSss£ 8SS ss HN^iHiOO rH COCO OOCOt'-O COCOt- 00 t CM CO COCOCOrH NOCO(N(NO OOCOOrfiTf OON^ CM00(NOC0C0t^C0G5C0 00NC0CM05 00OOTf «0 CM'rHioco^oocooocor^ > CM rH -?i ) co *o o > rH C5 co 00 OC 00 lO 11SI3I 1 §g III! »o ao o' i-T ©tC io ec-^f Tjroood' iils NhiOOcOc gssq&gj CM rH 00 CO *C » CMC0C0t^C0O 05 05|>C0 O50000£-< lOrHOOrHCOCMCOCMt^O rH CO 05 C - 00 CO CO rH O CM CM CM CM O 00 C IO © co cm" CO* IOC5C5 010 SSisSS 3 SlaS S§! coo^c C0CMTf00 0500C0C0CCO CMC005005G5t-h^hCMCO 1-H hhhCMhcOhCS ^ io 00 co CO CO«OC5rf N rH CM CM CM rH CmShSmS^h*^ SS co CM CM C^ON CO CO OJ CJ CO H* CO CM CO 00 *QCMCOt^iOCMTj<©iOrH CM CO iO iO iQ ^ C5 O GO 00 rH 00COC5CM ©CO© t^COtO^f 00^40 co CO 05 -*« CO CO O H cm Ott 00 nocmcoo CM CM rH CM CM rH H rH H rH CO CM rH IQ H ^ H H H H CO CM rH rH CM rH CM H rH CM CM rH rH S° onwo oor-iOMNN £5 2 m is CO CM ®iC»OH00CM©H pTf N HC rt'OOCO CM TH CO CO CO HH ^ rH th o io th CM © CM C5 CO O rn cooo t>-r^co 1, 926 1, 487 1,238 1, 735 545 445 527 359 476 558 1,493 945 1, 101 546 601 225 195 OC0005«rH©N 05rHCMCMrH©©CO CONN^iOOhh 310 392 991 1,436 1,361 749 *- °°2 23 11 *7 4 ^aSSS10'” 00 CO iO©!>. © CM CM CM CM -3 © IS i r* ^ i i i j i | i 1 .rt | . ; 3 1 1 l l 1 to : : : : : y gsss05® s 0000 sssd OCO «N ■<*< » =3 |l P*?i 4iaa!l|ll J1 i. if dl iiiifi5!ii^iiift..?i!i| 3lllllp5 pzls|lle|0 CqtSio O j 3 O £ 1 MN c5c3 j 1 1 1 I 00 05 CO i CD (M CO sjBdpuud PUB SJOSIAjadUg T* tH HN rttL ! 1 i i ■ 05 05 00 sjooqos jo jaqum^q w rH CO (N |CO CO • CO H CM ©© © C0NC0»CNNrHa»O 05 co o coco o ^ - ~ - u - — - w QCC^ CM > cm Noo-rro^diowo t-Ti-Tcm' r-T t-T rH CM HH r-H »CNN^OO»0 00 05H ONOOHrtHCCiONiO NCCCXOJNCONNCD iCXOy:^NN000500Nr}- © t>- CO CM »C »C N »C CO ^ iO CO CO CO CM 05 © © © CM05^N^JCMO( OOt^^COCMCOCOCO I CM H H^HHhNCMh CM »-m CM CM CM CM CO CO CO CO CM COiOCOrHHCOi I CM H rH CM H rH rH r ' CM r-< r-1 CM rH rH CO © CM ihhhhCM- © © © CO CO CM 1,714 467 1,255 s co" L- CO © r-H © CM OO © NhOO 1,595 1,806 2, 409 1,261 1,146 2,544 089 ‘Z 1,122 CO 8 086 CM © CM oo co oo © © ^ © CO CO oo CO © £ So si 1,823 2, 032 2, 717 1,428 1,485 2,934 00 CM co" 1,403 CM CO 8 © | ©^H l> CM © CO ss® 61 52 120 CM © © © CO © Tf rH CM rH CM © h* CO - r-- © © © © © © t-- © tJ- © ©HN CO CM rH CM rH CM © CM rH CM © CM - - - - JiOCOCMOOOOrnO^ t'- ^ 00 rH CO 05 00 CO QONOOOO^NCOCO ) CO t''» O GO CO 00 CO !>CMcOOOCO^COr-ir* CM o Or-H o CO 05 OO^Tf ONCO^HO ODC0^0050rH»OOON^05iO^ Is- O CM t>- CM CO 05 CM t'- CO Cp © O© CO CO Tf ©©00©©©rH©rH© ©* t*T © OCT © CO* CM* co* to © r}T co' co* © r}T co"CM r-T of© N CD CO* © ©" 05s C*f rjT 00* f©©©OOCOod©CM © © t^^~© T^^tC© ©CO CM CM _ _ _ © © CM CM l>- © © © CM ©CM ©t^ CO CO CM CO ©h © rH00rH©THCMCM^HrHCMCM5£CM COOOOO©Tt<©CO©© r-i © © O “ Ud © © OO O N CM CM © 00 © © 00 © CM ©CM © rH © ) © © CO CM © r H ©" co ^ o" © © © © © © co co rH co © ^ ^ cm oo 00 CO CO ^ © CM © © CM rH © © 00 CO ^ © 00 © © © © I> H rH H CO CM H H CM H CM H rH H HHTfHHHHHH rH 00 rH © © CO © rH CM © © T*< © CO © CM © © CM Is'- CO rH CM CM rH CM CO rH CO CM © r-H © 00 ' CM CM CO rH H CM < i £h co 5< £h 2 cm 2 22 2 cm cm 2 S2cM0t^i2222 © °o oo ©gs S5 2 CMCM©t^©©t^©CMC © © © ^ © © 00 rH © co Is- 00 Tj< © GO © CO 00 00 © CM ^ CM © CO © CO CO CO CC . . I © © CM rH CM CO ^©©©©^©t^r^CM rH r-H CM © CM © > © CM r-H CO © t"" t ' *C Tf< © O © H r ) -^ © © © © C 00 © © © ’ 00 r-H CO © C CM 00 rH © I * CO 00 < ■CCrJ^C . Tj< N ' 00 CM © © Tt< © CM © r-H © CM© CM © rH 00 © CM © 00 ^ 00 CO < CO CM CM rH 1-H CM r-H r-H r-H i-H rH > © © r>- cm © © I © co CM © CM rH 00 © © ©©00 © 1 It | 111 ilil 1 m *i §3f-S lilt 1 1 1? p o<3 s da > ° ci 3 ® 3 5 g 11 ■32 B 1 H ri 1 2 ■° 2 a^ Iff III If ,!ld «1 II ii l!!l“ §155 P co zz ri o> u a; S ^ 2; ^ 2 K^OfL,dH^ 1 Estimated. • Includes one junior high school principal. Table 7 .—Personnel and number of kindergartens , elementary schools , junior hinh -schools } and high spools, 1928-24 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 436 BIENNIAL SURVEY OF EDUCATION, 1922-1924 High schools 90UBPU9JJB Aji«P 83bj8av 22 502 794 1,265 1,474 1, 341 1,431 812 1, 240 1,230 1,047 1, 722 270 830 1, 584 909 1,505 1,423 2,717 968 1,975 1,363 1,428 941 1, 301 * 2. 413 quamnoiua e* 633 987 1,509 1,883 1, 671 1,812 1, 044 1,466 1, 493 1, 177 2,021 343 884 1,850 1, 187 1, 813 1,659 3, 139 1,091 2,006 1,539 1,587 1, 142 1,502 3,037 sjaqocox § tO © CO © CO CO 00 GO CO i-H 00 © T* © ^ © sjedionud pun sJo'stAjadng 19 H H H CO 03 03 ^rHO^tOrHHrH CO sjooqos jo jaqmnjq ao HHHNNHHHrtrtN rHr-irHr-i 03 03 CO H 03 H 03 H CO Junior high schools OOUBpUOJJB AjIBp 02BJ8AY § i s i i i 03 i i i i i-H i i i C3 iiii tO i i i 0^ i i i i N i i i CO i i i i 860 1, 105 1,487 1,861 juamnojug CO i © i i i co i rf i • ■ 03 i co • < i i i i i i i i © i i i © i t i i 00 1 1 1 CO 1 i 1 • CO ’"H CO ' © i © © Tt< 1 00 1 00 © to < 03 > r-T r-T 03* ! i i SJ8q0B8X M5 i 05 • i i GO i i i © i i i i co • 1 I Tf< 1 1 1 1 CO ^03^ ' ^ i • © ' i i sjBdiouiJd pus sJosiAiadng r* i i i 00 i i i i 00 i i i © i i i i © 00 00 © i © » 1 1 1 1 1 1 in i 1 1 sjooqos jo aaqran^ 0* fH 03 03 rf 1 Tf< 1 Elementary schools 8DUBPU8JJB AjlBp 82BJ8AY fH CO to CO 05 03 03 coco iO COhi cm cm cowoo^co 05 oooo»oo5 i- a-T-^c HH H eo r-T OO CO 05 00 00 O 1— CO CO CO 00 £3 jo »o c 05rt< *-i CON O0 OCONOiCpHOOCl LO 0»CNhhhONNWN(N05' JS°«S &3$S ro O 1-H » COCO of of f-T t-T of of r-fr-Ti-f r-T CfrH rH HH CO N- COCM ONHiONh rHrH H d OHHH'tO *0 CM iOt^ NiOriWQOCO 8cmc5 | 40 »C »C Tti < co § fo O0CMO0 O 0OO^NiOOO^M050^ 05 05 05 0 0 QC O»0Ni0^C<^00(X)0005C5Hi0i0 000005 N- HrH O N- CO ^ 00 N- Tt< CO CO CO O CO O ^ » 00 00 05 of COCO 00 CO 55 ^ CO of TfO^OOHN 00 0 050r-NN CM (N^H05HO H ^ o' CO irf t}T IO ^ W W 00 CO *t rH CC OC H WCOO^H TfCOTjiCOOO CM OCOO rfcococoTtfNfioosoo*'TfrtCt>roococdTHioco II CO 00~ N- Mr-1 IO < 00*0 ioocmocoo ONOiOCO CO lO CM 05 CM OC Tt< CM 00 'tcic HCONCOOO O CMO5C0 ic *o co r>f co 0^050lipc0t^c005^0i000i005c0 OOON COCO OI0C 00 10 05 10C0 05 00 MNM10 05 r— 05t^^ (NoOOOWjpCMN^MONONMO O ^ CM 00 CM 05 CM CO CM CO CO 05 O CO COhONO 00 00 CM O NHHhNWh^hWhh(NmH HWh i-H i-H HCO HhCOHHH rH HHHriW CO r-i CM CM jCO O O »0 CO g CO CO O 00 g 05 CO OjOCM S’ »C CO O CC OJ CO t- ' I CO 00 00 © O < 288 ■'J4 05 5000003101-' O ‘O 00 00 03 CO lO ■& CC i-* 1,777 721 26 co 498 j 44 302 wo 8 eo 00 351 90 05 CM 188 103 20 2, 540 1, 274 32 222 1, 147 559 8 379 284 489 32 051 889 r-t CO io oo 231 191 56 88 ^ 8 8 CM 05 12 14 05 CO CO CO CO CM - l i I L\ SZz CM CM CM 05 CM CM 05 CO CO rH CO CM ■& i i ^ i : • 1 O^os^Sg, te c a § g :3«S2-2S'sS513^5Sat:HH'&&goS3|t3 0 -5^ i^mowwWW3 ££^£00 low jg- © ti m e e •c°-g > Efc M1 1S|I iril >» ® « o j£pl,p- jj§ m f3 03 O "or ° S S -5op2 g Je 0.5 (Kp^-C “fet)D C « Table 7. — Personnel and number of kindergartens, elementary schools , junior high schools, and high schools, 1923-24 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 438 BIENNIAL SURVEY OF EDUCATION, 1922-1924 High schools eouBpuaqjB AjiBp 03bj3av 22 -HOOOO^CO^^ cot^'<^cooooo*oco h 0(N05H 00 00*0 GROUP III— CITIES OF 10,000 TO 30,000 POPULATION TtJ CO CO 00 00 OHrtTflOlO CN CD CO CO 826 1, 618 239 i 160 551 1,251 1, 194 ^uamnojua 21 1, 177 834 1, 342 2,229 1, 399 1, 112 1,046 1, 745 CO 03 (M (N 00 03 987 1,902 407 225 580 1, 927 1, 582 saaqOBaj, © N (NWOCCINHIN^ iOCO»OOOCOT^TfiO 40 60 24 8 21 60 58 srediouud put? saosiAiedng 19 |C^(NH(NH rH ■ OC l'- i 7-9 03 03 © ill i i* -i spoqos jo jaqranjd 12 riCOHWHW 1 00 1 1 C 00 TfOOO 00 CO Kindergartens eouepuaqqB AjIBp 03BJ0AV © WOLCDfNINML OOMrH©^ClO(N 030003 1"- 00 CD ^ r-H iii N O CO III CO CO ’-H III CO CO t'* 1 1 1 sjaqOBax T)i ■’t O3O3G0C WOCO *H r-t HWIMINH 14 4 1 1 1 kONCO siBdiouud puB &josiAj0dng « III III spoqos jojeqmnN N III kOt^CQ i i i City Wisconsin: Green Bay . . Kenosha . . La Crosse _ Madison . Oshkosh _ Racine _ _ Sheboygan _ _ Superior . . Alabama: Anniston.. . . ig i,c ! c IP i c • p : & > C ) c ; a lx > c r. \h ,c !i 5 'T 5a Arizona: Phnanir Tucson. ... _ Arkansas: Fort, Smith Hot Springs . . North Little Rock _ Pine Bluff . California: Alameda . . Alhambra _ . Bakersfield _ _ CITY SCHOOL SYSTEMS, 1923-1924 439 I islffgllgl ! Ill llllilll ; "* : i iiSsBigisi I Hi ssaar- issi mi s iisigs ssi sisssaa i wmrmrjMMm aass'&sss ssass'^ss s'saass* rHrHCOCCd^i-fClH , - - C*1 IHHCIHHHHHH . rtrtrt rH 1-1 rH ,-1 1 1 1 1 i H 1 j i HHH NClrHNINNH 998 i 738 861 728 980 668 si i j9; . . R j . . 845 288 788 912 !S3 212 263 42 1,116 33 804 44 972 31 807 49 1, 134 27 894 SI i ii i H 1 ! : is? : j 9 275 . ■ ;I i :s : 11 320 34 1, 034 28 1, 147 is® ■ coc-4 IS t-00 N ico»ooo inion i m ( 03 CO I i ICOCON-CS ICO ih i CO 30 I03IN03 ICO! 03 30 CO i i lOCOCOCO 100 '03 1 O IC030-*C I 30 i _ HIOIO N- I O i 30 O CO 03 IH i 00 03 •>* jnguqiojug; £2 sieqonej, s[Bdioaud pun saosiAjedng siooqos jo joqxnnN 90UBpU9JJB AjlBp 98BJ9AY ia to -h of oTcooTrH 03 03 of 03 —T of i-T r-T of co ju9uqi0jua N- 03 03 30 ONOOION® _ _ _ _ _ _ _ COCO 30 03 !Offl®HO®OCfflXCOCOOOOOiOOON( CO 30 MH CO IM 3C5 Tt< 03 3C3 IN 30 03 CO 30 CO 03 O H 30 03 ' coco eoof rHofeoi-Hofi-H ofofcoeo r-T ofcococo i-f of of .-T r-T of co 30 03 03 CO OMON«Om3)i' IN 00*0 CO3O^HC0»O © 00 •*»< i-h Tt< Ttl CO CO 03 03 CO 00 Tfl CO 03 CO N®QO tch co o- oo o co t- 03 o- co -3C co 30 ^ co 00 cocoEco SJ9qOB9J, sjBdionud PUB SJ0SIAJ9dng 1-1 1 03 CO i CO 03 03 ICO CO I CO CO 03 ' CO I O- 1 I CO I-. sjooqos jo jgqxnnjsi CO N- COOO 03 30 0 1 ) 03 CO 03 C- CO 00 00 IN NsoN! 90UBPU9JJB AjIBp 9§BJ9Ay jugnqjojna; SI9qOB9J, * srediouud PUB SJQSlAjBdng sjooqos jo jgqninN * A bfi a ® gtn «!..gieong S <3 2< be a * s r £?D r a ® . gxiii a o Sr " 1 m g U 9 3 o te 00.^ o-§ 3 ® gHH 5 ® z -g-e a «.a a 5?® s b— ® 2^ o 3 -g g “s g •a 2 ®| § © cs-BsggBZv % gpqfio-djpqpq mmooooOHfcfcOCG^WWiJi-jS^SSOP-ioQ «3 -9 S 3 441 I ! ISsIl^lSIsSSSggiSiiSs gSlg!IS£ll§ SlISgRilSIisig g 8B8ia3i8sgg§|gggS§g3§ g§iliisgii§ g§gggiggggSg88 -r _r ^ »-r ^ & S528sasS2&8838c588?3822 27 45 32 36 17 30 22 41 41 29 50 21 17 16 21 16 33 25 30 26 31 29 27 32 26 CQ 2 6 2 1 2 1 5 — — -h(N-h 1 2 4 2 1 1 1 1 1 1 1 1 1 — M — -H-H- -hNh 1 2 1 1 1 1 1 1 1 1 1 1 go jii! ! ! ! | J J [00 ■ i 2 1,032 590 228 ! jsl ; j j j§ | ; gSIlllllllsIll § 1,088 447 307 872 441 . . . . — . : : : :$ Mi i i i i § 1,194 708 247 i • 05 « • i 1 t>- i i ; ;§S | | ; ;2 ; j SgSglli£BS§?sl 2 82 isgs : i i Sill © 282 >1 i 1 1 100 ■ ■ 1 1 • 1 1 1 ^ 1 • i i : i i : i t-H 1 2 1 2 1 : : : r ! ! ! i * i o* i— t i • i i i i i •H | TJ< N -H ; i-H CS IHHOiHrt s 22 122* i : : : :? i i i it>. ■ ' 2 7-9 7-9 6-8 1 ;22 ; | i i2 i ■ |HNH : ■ i . r~ 37 1 101 5SSS8 §8§ggS§8K;:2 t" 1 1 COiCr^iO^COODOcOCO^^Jf^SS^ 3 13 11 23 4 *2^222 I n cc co i-i »-i co j ■>* oo ® *-> -h iO © ej®«aoa>io-c®-ootMOO®oot-2;iOi>®t-Tt. t-^o»*c®oo»e222 NCC^CNCQNNPOt^Q} jl 2 i«2* j§9 j ;9883 287 224 166 159 MS§ m SS : : :S :S :8S : :g is !!!§!! i Hi H 1 1*22 sw: ZPZ ■fin 372 303 166 175 ! !!S ; i ®2 ; | ;© :§ ;22 ! |!j 1 1 1 t 1 1 1^ III 1 1 II i® ® 'NTjcW .TJ..O I i 10 3 3 j ® GO 00 ■'f i i oo cs j j rH i papnp -ui sapBa o W rH Cp op !>■ CO | op D- ' I>- i i 05 i i : 8 : : i i i 2 op 00 05 | 00 NN iN i sjooqDs jo jaqnitiN « CO j H . (M ' ' i i i >T 11 5 C \s. Waterville . . Maryland: A nnannlis Cumberland . ‘PYorlfirinlr C i J a !l > j i j i i i j i j l I l I I i H :!!!!: C* ' < > ; i i i j r i j 1 1 rHililirHiirHlirHrHO*! II : : : ; : : ; : : : : : • i i * i ii ii i ii S iS ! ! ;°p : i i !*• ; : : ::::::? i i i i i i 7- 9 8- 9 7-8 05 ' '00 l i i > tl 1 i III! 11 1 ' > 1 2 i j jS i |2 j jS£3> j S j i i • i i ■ i i • i ^ .eo . i ! ! 1 1 rH l I 1 i j j j 35 05 05 00^0 i i i i i 1 rH rH rH . ' offl«)T)t i ^ co cc t»( ^TT : ;s ; ;3& ; ; ; ; ; SI i 691 i? . i i * i i i ifs jS j i s issSssSSSSS^iSI sr : ;$ ; ,£3 : : : ; i iia j j :s : i ! ; iia is:i a :IS§8sf 3S£ISig| sr i • | j ; J i rH i 1 O* rH i i i I i ;s~ i I p | i i i i ;cot- ICO . 1 Tj. it^oooou505u5Hrcou5Tr coeoco 00 i ill 1 1 ii. 1 j j j j j j j j j j j j j i';| | | i • j j • |: | | | | | j : 1 ' ' 1 1 ' 1 . !!!!!!! II i i rH i i OJ rH 1 i I i I i ! 1 1 j j TjT j :2^ : : i ! | ! j j 1 CO ^ ICO 1 1 CO 1 tr CO 00 0 O CO CO CO 0* O C* 03 ' ' ' ' ' Table 7. — Personnel and number of kindergartens , elementary schools , junior high schools, and high schools, 1923—24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 444 BIENNIAL SURVEY OF EDUCATION, 1922-1924 High schools aouepuaqqB Aljep 83BJ8AY w ffi 471 328 650 581 497 240 457 276 450 457 720 400 200 606 599 751 385 639 380 1,235 483 779 477 756 1,037 523 sgg ^ ^ CO quaranojug N 530 431 721 619 530 270 476 281 803 503 856 475 264 729 688 829 410 744 425 1,300 582 977 511 918 1,209 595 ONh CO ^ ^ 40 »o CO saaqaeaj, o N 20 20 16 sfBdiouud puB sjosiAaadng 0> rH NNhNh hhCShWN i i-i hWhhWhNhW hh 0**0 i HC*H spoqos jo jaqran^ 00 th hhhhh »-h ,-h »-( h Junior high schools aouBpuaqjB ApBp 83bj8ay tH »oo « CO ^ o co iced ^ Tt< i 00 CO i 05 HOOthO 05 i ^ 05 05 *0 CM i CO CO ^ CS i 88 : CO Tt< 1 a CO CM CO jueraqojua CO - tL rL spoqos jo J9qran>i w tH CM IrHdHH CO fH . Elementary schools aouBpuaqjB Ajibp 83bj8a v tH tH 921 1,000 1,042 1,830 1,378 1, 621 1,409 2,192 3, 285 2,112 3,000 1, 400 1, 855 1,637 1, 612 1,546 2.317 1, 946 1,620 4,692 1, 715 3,094 1, 168 2, 391 2,892 1,252 2, 031 i 1, 959 1.318 1,278 quanqpjua O ▼H 1,108 1,419 1,226 2, 228 1, 660 1,821 2,257 2, 363 4,316 3,020 3, 719 1,530 2, 545 2, 257 1,967 1,890 3,062 2, 488 2, 050 6, 216 2, 366 3, 681 1,373 3,304 3, 489 1,647 2,508 2, 459 1,627 1,380 sjeqoeex 05 C0C0CM05CM NCON^OhhC5N oovoo^co ic^oo CO »0 *0 00 *0 ^ CO »0 00 CO 05 co 05 Tf< 05 t>- CO Tf< CM spdpnijd put? sjostAaadng 00 I CO ^ CO CO C0H05N»C»0 • (Nr-t»CC0WN»HH05 CMt^CMOOTt* CO !>• CM siooqos jo jaqranN rtHt^OrHOO >Oi0005CDri^»C COOOOONnNrH lO^HOOO *o »o rH f— 4 C<1 1-H r-* rH Kindergartens aouBpuaqqB A{iep aSejaAY CO N05005f ^ CO O ! rC ! « ! ® 1 1 l 1 i i : :§ I i 352 161 283 quauqpjug :s§ :22 ;So i i CM i i i i i i i I i § 1 1 *o s? 441 200 296 sjaqoeaj, ^ lO CM 1-4 00 1 W 1 1 Tf 1 1 1 1 1 CO c» CO Tf 'Tt* spdpuud put? sjosiAjadng w Mill i i i siooqos jojaqmnN w 1 CM « Tt^ . ^ 1 1 1 1 1 I 1 1 1 . . co i i CO C^OO-H City iH M innesota— Continued . Mankato _ _ Rochester . . St. Cloud _ _ Virginia . - Winona . - Mississippi: Columbus _ _ Greenville _ _ Jackson _ _ Laurel . . . Meridian . . - Natchez _ Missouri: Cano Girardpaii I i > l ! : 3 ■ - ,£ 1 £ >C .2 If 5 C >c Hannibal _ Independence _ Jefferson City _ > I 1C IS 5 : * !=i i'S iCC Montana: A naconda ! p Great Falls.. . . Hfilp.na £ 11 s Is Nebraska: Grand Island . . Hastings _ North Platte . . CITY SCHOOL, SYSTEMS, 1923-1924 4 4 5 I IlllSli IlllSsslSlflflSai IliliS ill 3 sis §ls33ISl IS §§§§1111 issisEHiapifiiirisEiorr _T r* ; rH~ ! S BUSKS nmssSisass asss-'ss32ss“ssa3ss ;sssks :§a a sasTsasasass i : INH .,-trt - 04 - ^Ci4=T : ; : 204 479 445 200 430 318 ;;;!*; 1,287 262 jS j j i § | | j I ; i j i 296 543 458 212 482 357 j j i jg j i r , , .f~-< i i . : : :s§ : : : : i : ; :^-r : : : 6HJ 861 ‘I f-ez; : -N®m ; r",r~l 1 i i i i CC ' j j j r j : i : : :£2 : : : : i j j ; : : ; >00 • • ■ CO > > > CO ,,,, i !!! i j i ~ ; i i j i i i ...... j i i j j i : : t i i i , , , , ,® . i i , i i : : j j j j j ‘ T-* 1 1 1 r^l III 1 1 1 1 1 i : : : i i : i i i : i • ill ill i ! ; i i i i : i i i i i i : :«p i i 7-8 7- 8 8- 9 7-8 : : :°P : : i : i i ; : : : : : : : ! i : i i i i i : i : i i i 1 : : , - CO-H-Hl-H , ax ; - , ■* 1“H , , , a®«ect-®04®o>®r- ' 1 ' ' ... 1— i 1 1 . 1 : i ! : | | • | j ; ; >to-Nr. (M -*• (M ® r- ® ro ■ r-r r-H-^r^r cf-r HnNHd^HVHiNHVMNcin --r c^f r* ISflgir ^Hi-r^r civ? BiBBBlSBSBBgBSSISSBBBBSiBS S oo'c4'c4'£o'»"^'*o'i—4oQ'C'f>o^*44‘c^c4'co'»“7iQ^c4'^j4^'a^‘,— cs Iff CO ^ r-T 1SS1SMII a“898ssa888 ssisss'ssgasggssssgsssesggs '§"s$2 sass^s 00 m I cocoon — oow^'co -.e»’ab®" ;o'«ow^ao^bor iNNCTf. "® - «D^^O®-00 - ® ® 00t> •'J'W US t> 00 CO 05 "05 do'o 00-• i i i i i i i i i i i i i i i 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 • 1 1 1 1 I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I iiiiiaiiiiiii.il • i i i i i t i i i i i i i i iiii iiiiiiaaiit juauqpiug; 16 i i i i i i i i i i i t i i i co i i i i i i i i i i i i i i i on i i i i i i i i i i i i i i i © 1 1 1 t 1 1 1 1 1 1 1 1 1 1 1 1 1 1 i 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 saaqOBSj, i i i i i i i i i i • i i i i co 1 1 1 1 1 1 t 1 1 1 1 1 1 1 1 1—1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 t 1 1 1 1 1 1 t spdpuud puB sjosiAaedng 14 i i i i i i « i . . . c* papnp -ui sapBJt) 13 i i i l l i l 1 i i 1 1 1 1 1 1 1 . 1 1 1 1 1 1 1 1 i i i i i i i i i i i i i i i N i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i spoqos jo jo q ran n 12 • i i i i i . . . I i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i t i i i i i i i i i i i i i Elementary schools 9OUBPU0JJB XjfBp 03BJ0AY - 1,429 1, 560 1,433 1, 113 1,832 1,346 2, 757 1,991 1,526 2, 290 1,960 1, 778 1, 413 2,998 1,022 1,337 1,394 1,924 1,809 760 3,094 1, 139 1,062 3,025 1, 342 1, 210 1, 438 3,089 4, 123 3, 469 2. 258 juanqpjuy; 10 1,697 1,782 1,733 1, 336 2, 143 1,511 3, 207 2, 435 1, 772 2, 811 2, 295 2, 108 . 1, 717 3, 496 1, 167 1, 737 1, 602j 2, 397] 2,099 1,002 3, 488 1,302 1,348 3, 453 1, 495 1,405 1,746 3, 613 5,279 4, 444 3. 303 sioqOBaj, © r-H CM ©© CO © CM © © © © 03 t'- © CM CM ^ 05 Tf< © CMCOOO 1-H CO © CO QO © © Tt< CO © © OO © ^ OO © © © 00 CO CO © © CM © ^ Tt< © CO © r-i spdpuud puB sjo’siAjadng 00 © »H © L- iCO©rt»eO©©t^ rH©0000 CO © GO 1 T— 1 HHH rH rH r— t rH 1 spoqos jo j 9 q ran n 00 >o CO C<5 r- »o 00 »o 05 OO t-- 00 O rf W5 50 <-l »o OO t-« 50 CO 05 CO »o C". C* CO i>- >o Kindergartens OOUBpUOJJB AjTBp 03BJ9AY. © 3 00 o © 2 2 235 180 235 991 CO ©OO H CO © »H 00 TT< CO © CO © © CO © rH © Tf © © • > • > • CO 1 3 1 1 4 2 i2 i :2 i ; ; , . , III ? : : i>- i « 7-9 7-5 7-8 7-8 7-9 7-8 7-9 7-9 7-8 iiiiii"! • i . . i . j? ; ooo?? • r i j" i i i l spoqos jo aoqranM CO CO CM CM CO H h Elementary schools OOUBpnOJJB AjiBp 8§BjOAy H 1, 747 2, 236 1,645 1,764 1, 690 2,063 1,675 2.634 2, 579 1, 775 1,595 2.635 2,424 2,889 1,514 1,786 863 1,962 i 1, 887 2,094 i 1, 838 1,307 i 1,864 1,970 2.636 2,134 3,851 3, 257 1 2, 698 juomqoiua 10 co conh OMi'0«coowaicoTiiONt"j<®»a)ONina>-i ^ cn co im wooooOoSaNMceaHNM'oiomHcoawMi'H af co hnn aT ai" af af of af af af co r-T r-T af af af af r-f af af in af co co sjoqoBaj, © rH© iO O CO QOt>»OGit^^f‘C5^0C5r-i»OOOTfCOrH©C4CO^OOO©COCS(M spdpuud puB sjosiAjodng 1 ! 00 ©CM © © 1 i«ON • co co 1 ) ^ CM CO CM © iCMCOri^N(N©TjH i spoqos jo joquiniq e* t-OS f-5D«D iO«®^>C®!C®aNMNOC'I IbMJI _ Butler . . Canonsburg _ >4 :: X3 fl c Xi O Carlisle... . 2 ‘3 Q Carrick _ . _ _ il 3 £5 S« 1 a o Charleroi _ Clairton . _ Columbia . . Connellsville . Dickson City _ Donora. Dubois _ _ Dunmore.. . Duquesne.. . Farrell . . . 449 CITY SCHOOL SYSTEMS, 1923-1924 sllsSsSIsISsSSISIssiilslllllIlellls 111S11I 673 618 827 776 il isilSSSlIlssllssIilllllSIlflllSIliS liills! ESSE II 8388 S3 rHCMC* * »— 4 CO . N rt ^ « rt N « N « « i Hill . CO co~. ! 1 1 1 1 i • 1 1 r i 1 1 : 2 : : : : s : iii! i ; i • ^ * * i i i i : : i ; : i ■ i • I j i ■ ■ j j j i i • • 1 1 1 : ^ ; ! i i :* 2 ? i j » o • » IX j ; ? : r- • i i i j 1 | f i 6-A 1 1 i i 1 1 : s : • L- • • • iii ;o* o, UD . ei'ei'^TeocrcTT-r ^Heo'ci'Tir^HcfefeCeCT-rcrei'eCM'^Hcfeoeo r-I'efrHC^'ei'r-I'po ^ co c^T -<* cosei‘eoe. e* of i-T e0MNNNMM eo lCOt^O>OOOt^COC4oOf^^H'^;f- TJ< > OO 00 00 03 05 00 ■'t' CO 00 I-I 03 CO 1-H CD t- U- O C4 O 03C0cX)Tf<00 03 00'4'-HC^C0cp03(N3;O05L-r-i^ ^JJ<^HCO»Oi05Q'^COC4CO>00>0'l,lO •^ t>- cs to saaqOBaj, sjedionud _ puB sjosiAjadng IM i 100 >OJ'.DO»OI»OI^C0 go ••so gf=3 §£l2«-2§>o'g.a »2m S'E S EJ 5-2c3 “ d '§’§** s iS a i! c! 3 ® ® ” I! i H H ^ _3 _££ < © xi £ a ~ o> |||'..SaS®SS®|£fe^'SSS|g^i§g>..2SS55-s^ CJ x c3 rh *~ qj qj -*-> 0) .E Eh H p > > 451 SSSSSgSJ lO OJON 2!t^SaO' lOSQNNO NNOOOWO^»h05iONN >C0O^03C0 ^•^C^O'.^OiOOOOrHXO J CO Tf 05 CO < © CO 00 00 00 CO 05 ^ CO 40 © Tt< >o»o © »— « CO 40 © ~ - I CO CO co ^ — CO -r ' »coh-cs»ot^ tj* t>. C5 ; 03 COC^eOH-^rH' ‘03 03cococoTt«03coo3Tj<< HCO(NHHHH T-H IHHHHCO INW r-< c* CO T-* T-i 03 »-h Ol 03 »-i i-i HHHC1. eo • i — i i oo o 03 I IH00 > Cl !N Tf lO 05 CO r- iO OO 00 eo lO 05 Tt^ O t»iONONOcCN«Tr»C05 OW 50005 (NCCTf ^C^rHO *£ CO CO 03 05 05 £- © lO 05 ^ LO o x »o CC CO X ^ 05 5 CO HIOWCOOHO 05 o CO 05 CO 05 0005iCC003©CCC0C5O03CO *-< CO 03 03 *-h 03 CO ^ ^ 03 CO 03 CO 03 *—< 03 ^(N(N ^ »-■ ^ -h 05 co oo r- — 03 03 03 ^ iO • sSSS HOOK f i-T of of of of of 88?32gS83i38£3 g2So ^ 03 GO 03 00 Tt< ^ ~4 »0 05 CO 03 of r-T CO of of i-f -f r-f -f ^ of of icof 05 CO CO 1C 40 c O 03 40 40 00 CO CO *-< 03 40 CO © (O3O3r^COCOrf03C0( COOOCO »-» ^ iO X oo 0^t^C00540CO 05 05 o 05 QO CO CO 05 C X01^40^XNOWCX r^ C000OC0 03 4O^c0C0t^03C0 CO CO h CO 03 Tf »— < 03 03 r— i-H CO CO CO C0X4OXrf^XC0WT^XN CO 03 40 ^ ' OC ^ GO 03 40 40030COC003C0 03 03 0340 40 C0 05COCOX^cOrfiOrf 03 00C0050305tJ'OCC^^5|>C a a 5 baa-s a >> is =52 <1RK C/3 CO oo 'S'- w*i 5 J2| >»-3 s« a "5tte S3:^,9 i.s tec QJ ^ ■c s £-3 8«.§ £fl^ooS^aa®.S § .-3 ■=3^ ^■3> 3* £>^pqO £ c3 o ^ w *3 .9 ^S-*J agosn S 5 5 > 3 3~ O/tZ'S 3 S O.oS.oS ®.03.s3 ® ■3 cS O O i n ST — -riSflsiCfflSsd £23S£8*3fiH£ u CD a p ZD Teachers Students m 'cS a a a TJ a 03 o co ’> 0> a 3 ZD Teachers Students >» 03 "3 05 a ^05 3 .£? *3 a o 3 o o > c3 P a M w "Si #o Is o o > >> £ +2 0 S H 2 o ’3 3 & bO c3 a a> g H Xi '£ o "a p Xi be s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 31 1, 674 23 468 51, 211 85 633 16 204 19,774 786 7,563 2 3 104 286 6,088 6 37 78 5,055 5,239 1 47 1, 506 2 19 31 754 1, 824 1 18 34 294 1, 477 2 16 7 422 161 9 64 10 37 1, 757 229 478 1,285 New Haven, Conn _ 6 7 23 10 249 1, 109 13 89 4, 271 1 21 948 23 11 556 275 Washington, D. C _ 13 35 90 29 1,937 4, 935 2,803 ’”2 112 58 2,555 2,284 Atlanta, Ga _ 59 58 3, 569 646 Chicago, Ill. . _ 30 392 733 24, 821 32, 515 16 107 374 5,088 8, 883 2 28 1, 042 2 36 975 Kansas City, Kans _ 2 81 2, 879 Louisville, Ky _ 6 38 6 1,907 112 5 16 20 855 1,209 New Orleans, La .. 20 146 27 12, 899 792 Baltimore, Md . 14 154 82 14, 324 2,781 10 59 6 24 2,632 313 1,387 Boston, Mass _ 27 284 137 39 11, 158 5,723 1, 136 14 271 35 11, 485 916 Cambridge, Mass.. 2 61 15 32 1,363 513 714 2 33 23 583 411 Fall River, Mass IP 83 24 72 2, 302 643 1,243 2 31 Lowell, Mass ... 9 27 43 74 1,014 1,482 2,442 6 8 250 251 New Bedford, Mass _ 6 76 19 1,654 865 8 318 Springfield, Mass. . . . 9 67 36 40 1, 404 1, 388 1,087 2 28 23 11 559 466 313 Worcester, Mass. H 16 33 25 336 1,252 820 1 36 1,063 Detroit, Mich.. 21 245 405 14, 111 19, 658 11 315 103 10, 637 3, 927 Grand Rapids, Mich _. 161 4, 987 Minneapolis, Minn _ 12 79 48 2,937 2,096 14 156 25 26 4,833 1,782 1, 373 St. Paul, Minn 2 23 18 850 500 Kansas City, Mo. _ 11 22 75 20 1, 060 3,291 822 8 49 1, 911 St. Louis, Mo _ 18 66 407 8, 488 11, 593 31 588 123 11, 096 3,289 Omaha, Nebr.. 12 43 39 28 1, 883 1,424 864 2 36 1, 149 Camden, N. J _ 1 4 10 83 228 Jersey City, N. J _ 10 68 61 5 2,655 2,564 133 15 211 10 7, 668 863 Newark, N. J _ 13 28 135 63 1, 351 5,661 2,777 27 385 7, 59 13, 360 156 1, 735 Paterson, N. J H 41 19 54 1, 349 523 1,549 1 20 9 427 190 Trenton, N. J _ 3 44 16 4 1, 356 491 138 2 38 """3 14 1, 111 55 425 Albany, N. Y _ 3 11 36 794 1, 163 Buffalo, N. Y 33 327 229 85 9,800 6,868 2, 132 28 437 37 10,066 968 New York, N. Y . 24 156 719 279 6, 991 46, 624 29, 386 67 602 140 21, 777 12, 627 Rochester, N. Y 17 3 74 105 40 1,985 2,592 Syracuse, N. Y._ _ 3 195 Yonkers, N. Y. . 2 15 24 596 1,091 Akron, Ohio 2 4 16 13 92 694 230 1 20 425 Cincinnati, Ohio _ 13 16 96 63 827 3, 403 2,621 1 40 44 1, 127 1, 153 Cleveland, Ohio. _ 57 157 208 7,800 5,203 35 219 114 188 6,291 3, 465 5,366 Columbus, Ohio ... 4 14 18 821 460 4 17 21 745 887 Dayton, Ohio.. 1 6 8 68 116 158 3, 853 1 20 5 786 476 Toledo, Ohio 6 10 34 83 395 701 1,875 2 11 372 Youngstown, Ohio 1 12 189 Portland, Oreg 6 32 30 44 973 1,479 2,488 Philadelphia, Pa, 28 179 464 H 9, 627 20, 905 346 14 263 169 6, 900 4, 972 Pittsburgh, Pa _ 62 60 157 29 1, 876 5, 653 781 2 48 1,414 Reading, Pa .. 2 12 15 328 407 1 18 16 430 265 Scranton, Pa 10 20 21 1,056 978 1 11 575 Providence, R. I 9 50 87 2, 355 2,980 Memphis, Tenn 2 61 2 2, 858 2 98 2 3, 702 Nashville, Tenn 25 24 575 379 Dallas, Tex. . 7 34 8 504 3, 894 278 2 20 18 321 355 Fort Worth, Tex 1 13 135 Houston, Tev 10 61 56 20 1, 386 2,917 359 San Antonio, Tex 26 600 2 94 23 4, 610 800 Salt Lake City, Utah. _ I 5 91 i Includes junior high schools, city normal schools, and city colleges. * Includes high and vocational schools. CITY SCHOOL SYSTEMS, 1923-1924 453 Table 8. — Night schools and summer schools in city school systems, 1923-24 — Continued GROUP I— CITIES OF 100,000 POPULATION AND MORE— Continued Chty Night schools Summer schools | Supervisors and principals Teachers Students | Supervisors and principals Teachers Students Elementary A .£P Vocational Elementary High Vocational Elementary | Junior high High Elementary Junior high High 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Norfolk, Va 2 6 74 200 2,431 2 39 10 27 869 215 1 404 Richmond, Va 9 27 55 892 2,407 6 70 I 32 2, 107 1,412 Seattle, Wash. _ 4 7 12 23 1. 025 2.788 1,583 3 30 17 644 648 Spokane, Wash 2 6 37 1.02fii 1.979 2 11 9 187 224 Milwaukee, Wis _ 13 50 41 99 2,351 | 1,729 j 14, 895 5 127 F 45 5, 496 1,424 Total _ 655 3, 674 5, 729 1 1, 820 181, 099 283, 439 94, 129 448'5, 342 III! ! | 221 2,110168,674 7,983 74, 298 GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION Berkeley, Calif _ 2 54 2,530 5, 231' Long Beach, Calif _ 64 Pasadena, Calif _ 4 _ (3) 12 7 450 1, 874 3,260 Sacramento, Calif _ 22 635 San Diego, Calif _ 1 66 5, 739 4, 935 2,632 282 San Jose, Calif _ 1 51 1 3 176 Stockton, Calif _ 1 17 — Pueblo, Colo.: District No. 1 _ 1 16 1 16 431 District No. 20 _ 1| 22 436 38 1, 304 292 Meriden, Conn _ 1 13 138 .... 9 New Britain, Conn _ Stamford, Conn _ 4 31 1, 385 1 22 1,054 5 24 6 943 205 i Water bur v, Conn _ 2 131 5, 486 402 i” Jacksonville, Fla _ 1 9 (3) 15 92 — Savannah, Ga . _ 1 2 1 12 48 32 2 22 6 413 329 136 Cicero, Ill. _ _ ' 1 28 751 Decatur, Ill _ . i 26 1,623 1 13 203 Evanston (Dist. No. 76) HI _ _ < 200 1 4 225 Peoria, Ill _ 2 8 176 2 9 5 157 115 Quincy, Ill .t _ 5 1 29 " " 735 Rockford, Ill _ _ _ 3 1 10 _ 25 10 374 629 261 1 12 5 256 117 Rock Island, Ill _ 1 5 132 East Chicago, Ind _ 58 1, 394 522 23 10 9 1,343 2,815 226 201 Evansville, Ind. _ 1 21 18 77 25 916 Fort Wayne, Ind _ 1 6 235 Gary, Ind.4 _ _ i 18 106 22 7, 169 678 Hammond, Ind _ (3) 13 48 Kokomo, Ind - _ 415 Muncie, Ind _ 21 1, 503 South Bend, Ind _ 7 25 15 920 460 963 Terre Haute, Ind. _ 2 18 2 1 16 18 396 Cedar Rapids, Iowa _ 1 15 1, 362 1 Davenport, Iowa.. ... 1 21 490 Dubuque, Iowa.. _ 1 1 3 3 25 142 44 15 487 Sioux City, Iowa . ... 1 8 4 185 85 Waterloo, Iowa: E astride _ _ 2 49 West side _ 1 33 Topeka, Kans _ _ 1 31 13 227 Wichita, Kans ... ... 2 27 33 1,424 1, 474 5 4 9 12 513 423 298 Covington, Ky _ 4 113 Lewiston, Me _ 2 30 741 Portland, Me _ 1 48 2,084 426 Brockton, Mass _ 1 27 28 499 12 6 8 274 81 198 Brookline, Mass _ 2 7 24 226 498 Chelsea, Mass . . 1 21 7 5 490 145 116 Chicopee, Mass. _ 3 ! 12 16 318 349 3 Not reported. 4 Night school activities reported under Americanization statistics. 454 BIENNIAL SURVEY OE EDUCATION, 1922-1024 Table 8. — Night schools and summer schools in city school systems 1923-24 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued City Night schools Summer schools CO ’S a '3 ft ”3 a 03 52 o Vi ’> 3 OQ Teachers Students CO "3 ft .3 ft a « ca C CO "> © ft 3 CO Teachers Students >> § a © a © 3 A tn a "3 fl .2 "3 o o > S 1 I 3 A be a 1 "(3 | o o > >> 3 1 a © w XI tL 2 t-> O -a 3 .3 be a a 3 © § s XI be 2 o ‘3 3 XI be a 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 3 11 24 118 327 597 4 13 8 224 240 1 7 202 6 4 6 126 69 275 8 25 24 40 574 651 1, 386 1 8 241 36 27 995 1, 018 1 10 40 337 1, 250 1 31 (3) (3) 442 131 88 2 37 5 932 172 Medford, Mass _ 1 3 9 3 68 194 91 1 6 4 151 71 2 8 7 18 178 261 377 1 5 222 Pittsfield, Mass... _ 1 7 197 1 5 182 11 22 321 879 3 16 3, 615 1 5 10 80 205 Somerville, Mass _ 2 5 17 317 925 Taunton, Mass . _ 1 11 8 7 125 145 172 Waltham, Mass _ _ 7 10 200 143 6 199 Battle Creek, Mich _ 1 25 1,373 —I (3) (3) 14 260 68 102 Flint, Mich.. . _ _ 1 14 170 2 6 8 196 175 Hamtramck, Mich ... 1 17 8 600 245 Highland Park, Mich.. 1 32 1,497 8 45 26 1,278 630 Jackson, Mich _ ... 2 8 46 8 1, 762 8 249 Kalamazoo, Mich _ 8 38 8 540 Lansing, Mich.. _ 1 63 2,522 3 4 14 5 129 420 170 Muskegon, Mich _ 5 17 12 200 173 20 527 Saginaw, Mich.: East side _ 9 194 6 143 West side _ 1 12 226 Duluth, Minn _ 6 28 9 7 892 358 225 Springfield, Mo _ 26 7 506 110 Lincoln, Nebr . _ 8 10 8 82 8 1, 743 1 3 3 96 81 Manchester, N. H. _ 83 2, 325 Atlantic City, N. J _ 11 40 165 1, 918 Bayonne, N. J. . _ _ 3 32 13 8 668 279 220 19 489 East Orange, N.J _ .... 14 3 337 78 Elizabeth, N.J _ 5 26 9 19 865 497 555 4 72 2,237 Hoboken, N. J... _ 14 10 338 120 New Brunswick, N. J.. 10 292 1 41 1,090 Orange, N.J _ _ 1 15 5 390 157 Passaic, N. J.. _ 1 4 11 6 136 696 265 2 17 11 713 369 Perth Amboy, N. J.... 1 9 369 West Hoboken, N.J... 1 2 13 31 358 Amsterdam, N. Y _ 1 7 213 Auburn, N. Y _ _ 11 264 Binghamton, N. Y _ 4 3 14 67 81 591 Elmira, N. Y _ 4 2 5 11 70 376 376 1 12 190 Jamestown, N. Y _ 1 5 3 33 216 154 2 11 3 220 j - 130 Mount Vernon, N. Y._ 1 7 9 187 314 1 10 451 Newburgh, N. Y . 2 95 2 23 2 328 11 New Rochelle, N. Y _ 2 17 8 587 132 9 421 Niagara Falls, N. Y _ 1 1 17 28 24 374 571 1 19 157 Poughkeepsie, N. Y _ 3 13 5 412 237 1 17 Schenectady, N. Y 1 34 29 775 555 .... 11 7 484 206 Troy (Union dist.),N.Y_ 1 8 28 13 293 647 7 7 289 151 Utica, N. Y _ 18 22 648 483 Watertown, N. Y _ 3 77 Charlotte. N. C _ 10 215 12 1 .... 442 Winston-Salem, N. C._ "i 1 5 122 119 Canton, Ohio . 5 2 8 52 8 1, 574 _____ Hamilton, Ohio . 1 10 340 Lakewood, Ohio _ ... 1 11 270 4 j 16 176 403 Lima. Ohio. . . ! 2 30 671 1 8 Not reported. 5 includes night schools of all types. CITY SCHOOL SYSTEMS, 1923-1924 455 Table 8. — Night schools and summer schools in city school systems, 1923-24 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued J2 p. Night schools Teachers Students Summer schools Teachers Students City a ■c a ■o a c3 to O 23 ’> t- & 3 03 Elementary £3 tc Vocational Elementary High Vocational .9 a a i/j o *> a 3 m Elementary | Junior high A Elementary | Junior high High 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 5 183 1 6 352 1 9 185 1 35 859 1 20 1,900 32 960 Tulsa, Okla 4 12 49 263 2,025 3 45 22 787 441 Allentown, Pa 1 5 5 43 224 126 6 312 Altoona, Pa 1 2 6 14 180 377 574 2 41 Bethlehem, Pa . 1 17 454 Chester, Pa 21 719 8 410 Easton, Pa. _ __ 1 2 3 40 112 1 23 3 594 51 Erie, Pa 1 25 23 1,054 734 28 15 772 325 Harrisburg, Pa 1 1 1 11 31 32 386 Johnstown, Pa _ 2 3 10 8 85 219 263 2 8 4 109 30 Lancaster, Pa 1 10 3 194 38 McKeesport, Pa 5 1 160 18 New Castle, Pa.. .. 2 10 13 240 305 Wilkes-Barre, Pa _ 3 6 33 150 1, 081 2 16 7 523 265 Williamsport, Pa . 1 2 8 72 268 Newport, R. I _ 3 4 1 72 126 20 Pawtucket, R. I . . 5 23 35 897 1,103 Woonsocket, R. I _ 7 37 11 866 506 6 214 Charleston, S. C._ _ 3 7 5 114 59 1 3 3 60 107 Columbia, S. C _ 7 2 149 27 Austin, Tex 17 626 Beaumont, Tex.. . 1 16 461 1 12 155 El Paso, Tex . . 40 37 4 1, 196 1,294 52 Galveston, Tex _ 2 17 540 Wichita Falls, Tex _ 1 1 6 41 . 24* Ogden, Utah _ .. 17 400 2 75 Lynchburg, Va _ _ 1 20 406 1 13 384 Petersburg, Va. _ 1 12 286 1 4 5 176 280 Roanoke, Va.. . 1 12 6 3 575 139 175 2 10 14 132 382 Charleston, W. Va _ 7 8 4 210 271 131 Huntington, W. Va _ 13 169 18 9 5 420 205 218 Wheeling, W. Va. . . . 20 676 19 669 Kenosha, Wis. ... 69 962 La Crosse, Wis . . 2 41 1,815 5 27 11 835 405 Madison, Wis _ . 56 1,631 Oshkosh, Wis . 3 33 675 Racine, Wis . . 87 1,488 9 13 262 329 Sheboygan, Wis _ _ _ 33 998 8 230 Superior, Wis . 1 24 769 Total . . 188 1,290 1,317 1,278 39, 055 62, 158 37, 695 125 1,202 144 357 42,986 4,336 9,734 GROUP III— CITIES OF 10,000 TO 30,000 POPULATION Tucson, Ariz... . [ 13 Fort Smith, Ark _ Alameda, Calif _ 1 Alhambra, Calif 1 Eureka, Calif 1 Pomona, Calif _ ... Richmond, Calif _ 1 9 San Bernardino, Calif. . 1 23 Santa Barbara, Calif. . . 1 13 Santa Cruz, Calif _ Santa Monica, Calif _ i i 426 1 5 71 1, 100 711 511 112 454 1,081 948 32 1,412 313 456 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 8. — Night schools and summer schools in city school systems, 1928—24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools 2* ‘3 _s ft 3 03 co O .22 "> Z ft P 02 Teachers Students CO *3 & *3 3 a 'O a c3 O CO t> ft 3 m Teachers Students C3 4-3 S S X c3 a .2 g3 o o > >» S3 a <0 a A 3 X3 61) s § .o 1 o > >» k 03 3 a 3 x: bp 2 c a 3 X >> S 3 a e 3 XI bp 2 o 'S 3 X by 1 2 3 4 5 5 7 8 9 10 11 12 13 14 15 1 8 197 1 5 1 160 40 1 3 110 4 80 1 6 321 1 329 1 2 71 East Hartford, Conn .. 3 75 1 6 226 18 290 Middletown, Conn _ 5 2 165 54 22 2 675 55 2 38 5 7 208 202 New London, Conn _ 1 12 145 .. 1 18 198 Norwalk, Conn _ 1 5 203 Norwich, Conn _ 4 119 Stonington, Conn.. _ 1 28 Stratford, Conn _ 4 3 84 44 14 5 242 75 Torrington, Conn _ 1 10 268 Wallingford, Conn _ 1 8 217 Windham, Conn _ 1 7 320 Albany, Ga. . . 1 18 Athens, Ga _ _ 5 273 Waycross, Ga.. _ 3 98 Boise, Idaho _ 2 39 3 80 Blue Island, Ill _ 1 3 95 1 25 Cairo, Ill _ 1 4 133 Elgin, Ill _ _ 1 7 209 Granite City, Ill _ _ 1 8 66 1 2 46 La Salle, Ill . . 3 92 Lincoln, Ill _ 2 34 Maywood, Ill . . 1 4 110 Melrose Park, Ill - / Streator, Til _ 1 35 Anderson, Ind 25 719 Elkhart, Ind _ _ 1 19 285 Huntington, Ind _ 10 335 La Porte, Ind . _ 11 117 Logansport, Ind 1 18 321 Marion, Ind.. _ 5 172 Mishawaka, Ind _ 1 22 675 New Albany, Ind . 1 15 Richmond, Ind 1 19 412 Vincennes, Ind-. _ 1 5 213 Whiting, Ind . . 1 26 1,225 2 7 4 4 311 107 100 Fort Dodge, Iowa _ 1 29 1,092 Marshalltown, Iowa _ 2 6 98 7 150 Muscatine, Iowa. _ 1 12 60 Chanute, Kans _ 10 221 1 24 Coffey ville, Kans _ 2 78 1 16 3 2 465 60 29 Hutchinson, Kans 1 3 3 125 168 Independence, Kans _ _ 5 5 4 380 74 100 Parsons, Kans.. _ 1 6 142 1 4 1 2 92 36 90 Pittsburg, Kans _ _ 2 17 4 3 132 94 Salina, Kans _ 1 12 215 1 8 3 1 118 72 47 Alexandria, La 1 3 69 5 7 89 217 Baton Rouge, La 3 58 Auburn, Me.. _ 1 5 64 Augusta, Me _ _ 12 110 Bangor, Me _ 1 38 767 Bath, Me _ 13 320 Biddeford, Me.... 17 503 Sanford. Me . 1 18 , . 1 . 299 457 Table 8. — Night schools and summer schools in city school systems, 1923- Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued Night schools Teachers Students City .3 ft 0 c n 3 Ut a d CG Elementary High Vocational j Elementary | High Vocational .5 a a c3 m o DO ’> © a d m Elementary | Junior high High Elementary Junior high High 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 3 99 1 1 _ 2 10 6 193 135 7 180 7 165 2 8 261 7 249 3 8 3 12 161 61 336 1 3 89 135 2 2 44 34 5 109 5 80 5 2 218 33 i 1 24 732 1 2 1 13 233 100 1 3 133 1 1 4 12 96 n:::: Melrose, Mass 5 72 Me.thiip.Ti, TYTtiss 2 5 7 102 94 Milford, Mass 5 94 Natick, Mass 2 39 North Adams M!ass _ 1 8 7 184 225 Northampton, Mass _ 1 8 147 10 220 N nrth hri d gp.( TVT ass 1 5 127 5 127 Norwood, Mass 1 8 229 4 1 I 88 27 Peabody, Mass 3 67 Plvmont.h, Mass 1 5 118 1 4 107 Revere, Mass 5 4 31 42 395 8 289 Southbridge, Mass 2 10 10 182 174 i :::: Wakefield, Mass 3 70 3 104 Watertown, Mass . 3 9 g 169 62 . Webster, Mass .. . . _ 1 2 5 6 77 105 140 _ 5 \— 1 119 36 Westfield, Mass 5 65 till West Springfield, Mass. 2 10 191 2 45 Winchester, Mass 2 2 24 41 2 44 Winthrop, Mass _ 1 2 3 48 46 :::: Woburn, Mass 1 6 115 4 i 51 Alpena, Mich 5 24 r:: Ann Arbor, Mich 8 233 4 22 11 594 _ 295 Benton Harbor, Mich 10 97 Calumet, Mich.. 1 21 477 1 3 13 159 390 Escanaba, Mich 2 31 Ironwood, Mich _ 1 15 422 Marquette, Mich _ 4 90 Port Huron, Mich. 10 200 6 225 Sault Ste. Marie, Mich. 1 1 6 106 2 80 Traverse City, Mich 4 57 Wvandotte, Mich _ 1 4 13 200 300 1 3 5 105 98 Faribault, Minn _ 1 16 Hibbing, Minn . . L . 2 26 6 489 136 Mankato, Minn 1 12 180 1 19 264 Rochester, Minn _ 5 100 1 _ St. Cloud, Minn _ 1 19 508 1 Virginia, Minn.. _ 1 41 1,230 6 2 2 3581 78 13 Winona, Minn _ 1 1 6 23 100 _ Greenville, Miss _ 1 3 21 1 7 2 196 1 41 Jackson, Miss. . . 4 4 4 100 100 100 Laurel, Miss _ .. 3 23 6 6 556 54 112 Natchez, Miss.. 3i 1 77 Joplin, Mo.. 4 5 59 57 Great Falls, Mont _ 2 10 7 5 281 244 177 Grand Island, Nebr _ 1 38 891 1 37 Hastings, Nebr . 1 30; Berlin, N. H . 1 ie 342 1 i Summer schools Teachers Students 458 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 8. — Night schools and summer schools in city school systems, 1923—24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools CO 'a g, '8 a ft X) a c3 12 o CO 3 02 Teachers Students £ a ’3 .5 £ 2 c3 c n u O u a) a m Teachers Students >> 3 a Oj 3 .2 S bC 3 a 0 "§ 0 0 > >> u a 3 si bo a *3 a .0 3 0 0 > c OJ s s A M A O ’3 3 A bO a 3 a ( V a s A bo A c ’3 3 JS tL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Concord, N. H . . 2 27 Dover, N. H . 5 89 Keenej N. H _ 2l 22 Laconia, N.H . 16 275 Nashua, N. H _ _ 23 616 7 171 Bloomfield, N. J _ 1 17 457 Bridgeton, N. J _ 1 2 49 Carteret, N. J _ 3 126 Clifton, N. J _ 7 384 3 120 4 113 Garfield, N. J 3 148 1 10 171 1 16 330 Harrison, N. J _ 7 221 Irvington. N. J _ 1 5 233 8 248 Kearny, N. J _ 16 386 25 623 Long Branch, N. J. _ 1 4 86 Montclair, N. J . 3 31 620 2 30 723 Morristown, N. J _ 1 45 North Bergen, N. J _ 7 250 Plainfield, N. J _ 1 8 316 Rahway, N. J. _ 8 209 Summit, N. J _ _ 2 43 3 96 Weehawken, N. J __ __ 1 65 West New York, N. J__ 1 24 862 West Orange, N. J ] 5 65 1 8 163 Albuquerque, N. Mex. 7 331 13 5 271 136 Batavia, N. Y . . 5 99 Beacon, N. Y _ _ 3 23 Cohoes, N .Y_ 3 104 Corning (district No. 13), N. Y 2 62 Cortland, N. Y 2 4 51 Dunkirk, N. Y 1 22 409 1 3 92 Fulton, N Y 1 2 40 Geneva, N. Y 11 126 Glens Falls, N. Y 1 2 1 37 45 56 Glnversville, N. Y 1 4 3 149 74 Herkimer, TY Y 6 85 Ilornell, N. Y _ 2 139 Hudson, N. Y 10 181 Ithaca, N. Y 2 1 17 13 22 591 220 2 18 i 276 Johnstown, N\ Y 2 1 79 19 Kingston, N. Y 4 2 102 31 Little Falls, N Y 18 227 Tyoekport. 1Y Y 1 3 2 8 33 136 223 Middletown TY Y 2 4 41 44 North Tonawanda, N Y 1 11 353 Olean, N Y 2 15 600 Oneida., TY Y 1 2 26 Ossiping 1Y Y 1 44 Oswego 1M Y 1 17 394 Peekshill N Y 2 73 Plat.t.shnrg, N Y 5 102 Port Chpistftr IV V 6 231 Port. Jervis TY Y • 3 81 Rome TV Y 1 9 242 Tonawanda., TY Y 2 34 White Plains, N. Y _ 1 9 9 419 217 1 15 9 322 170 Durham, N C 5 21 7 630 305 1 7 71 Greensboro, N. C . 7 67 CITY SCHOOL SYSTEMS, 1923-1924 459 Table 8. — Night schools and summer schools in city school systems, 1928-24- Continued GROUP HI— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools vn 3 a Teachers Students G n 33 S X 65 Teachers Students .5 a <= £ c X "> Z. — 00 c £ £ 3 o 5 > >> 2 § s : 3 o > >> C3 £ 1 32 2 *3 - Si 2 i* _o 2 1 2 3 4 5 6 7 8 9 10 ii 12 13 14 15 6 126 1 19 550 ... 9 307 6 41 187 65 1 5 139 1 lj 2 21 43 Chillicothe, Ohio _ 1 4 25 100 4 300 Cleveland Heights, 4 8 117 271 2 275 1 8 219 6 118 3 60 3 98 5 4 150 Marion, Ohio 1 2 40 1 5 182 Martins Ferry, Ohio. 5 129 Niles, Ohio 4 6 98 104 Norwood, Ohio 4 1 111 28 Piqua, Ohio. 1 6 54 2 1 41 23 Sanduskv, Ohio 8 84 9 4 471 97 Warren, Ohio 1 21 450 Zanesville, Ohio. 5 2 182 52 Guthrie, Okla 8 3 40 37 McAlester, Okla . _ 4 2 70 35 Okmulgee, Okla _ 1 4 69 Shawnee, Okla 1 3 190 Astoria, Oreg 2 268 Braddock, Pa _ 4 229 Bradford, Pa ... . _ _ 2 94 Butler, Pa . 1 3 165 Clairton, Pa . _ - 1 2 93 23 Coatesville, Pa 12 263 Greensburg, Pa _ - 4 70 4 4 209 158 Homestead, Pa 1 17 500 Lebanon, Pa. _ - _ i 46 Monessen, Pa _ __ 1 16 106 1 4 1 358 54 Nanticoke, Pa _ 1 16 535 2 3 58 80 North Braddock, Pa... 16 2 659 73 Old Forge, Pa _ 1 20 Pittston, Pa -. .. . 1 44 Shamokii), Pa.. . 10 178 Steelton, Pa _ . . 1 9 176 Warren, Pa _ _ ... 4 97 West Chester, Pa.. 1 11 191 2 4 3 129 43 Woodlawn, Pa _ _ .. 5 196 2 21 Bristol, R. I ------ 2 5 7 124 316 Central Falls, R. I. 5 34 30 720 1,021 2 12 . 342 Cranston, R. I... _ 3 6 7 149 207 Cumberland, R. I- ... 1 3 2 135 55 East Providence, R. I.. 1 4 142 Warwick, R. I. . _ _ 3 50 West Warwick, R. I _ 2 14 8 238 172 Anderson, S. C _ 1 4 106 Aberdeen, 'S. Dak _ 1 5 129 1 4 122 Sioux Falls/S. Dak _ 16 4 386 276 Johnson City, Tenn _ 1 4 100 Cleburne, Tex _ _ .. 1 5 136 Corsicana, Tex _ _ 1 3 2 62 55 Denison, Tex . 4 110 Paris, Tex _ _ 2 2 30 __ 40 Port Arthur, Tex . 1 2 187 1 5 3 80 46 Texarkana, Tex . 2 3 22! _ 57 Provo, Utah . 1 2 . 36 I . 460 BIENNIAL SURVEY OF EDUCATION, 1022-1924 Table 8. — Night schools and summer schools in city school systems, 1928-24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued City Night schools Summer schools Supervisors and principals Teachers Students Supervisors and principals Teachers Students Elementary High Vocational Elementary High Vocational Elementary Junior high High Elementary Junior high High 1 2 3 4 5 6 j 7 8 9 10 11 12 13 14 15 Barre, Vt 4 153 Burlington, Vt 1 14 444 Rutland, Vt 4 51 Alexandria, Va 2 _ 2 84 50 Charlottesville, Va 2 4 5 173 176 Aberdeen, Wash 1 6 192 Bellingham, Wash 1 11 280 Everett, Wash 1 7 11 197 367 Hoquiam, Wash 1 5 128 i 4 65 Yakima, Wash i 2 2 35 35 Bluefield, W. Va.. 1 1 41 8 2 5 6 60 98 Morgantown, W. Va... 1 201 Appleton, Wis 1 92 Beloit, Wis.. . . 1 I . 20 593 Eau Claire, Wis.. .. .. 1 ! 25 523 Fond du Lac, Wis. 1 19 553 J 142 Janesville, Wis 1 11 285 Manitowoc, Wis... 1 36 1, 153 4 -...41 Marinette, Wis 1 35 805 Stevens Point, Wis 1 3 53 Wausau, Wis _ 1 19 483 West Allis, Wis . 1 19 504 ] 1 20 36 Chevenne, Wyo 11 1 88 5 2 3 1 121 20 1. 547 403 318 41,911 12, 935 8,207 63 629 17. 152 1, 523 5,796 Total CITY SCHOOL SYSTEMS, 1923-1924 461 Table 9. — Americanization classes in city 'public school systems, 1923-24 GROUP I— CITIES OF 100,000 POPULATION AND MORE City Super¬ visors and princi¬ pals Teach¬ ers Stu¬ dents City ; Super¬ visors and princi¬ pals Teach¬ ers Stu¬ dents 1 41 3, 363 Albany, N. Y _ _. 1 27 655 6 802 Buffalo, N. Y _ 3 174 5,263 Bridgeport, Conn 2 48 1, 877 New York, N. Y 128 595 66, 199 Hartford, Conn 64 1, 751 Rochester, N. Y. . _ 107 4, 193 New Haven, Conn 1 24 1,090 Syracuse, N. Y 58 1,902 Wilmington, Del 1 55 1, 258 Yonkers, N. Y 9 606 Washington, D. O _ .. 1 28 2, 044 Akron, Ohio _ 1 57 2,828 Atlanta, Ga 3 263 Cincinnati, Ohio _ 2 45 1, 979 Chicago, Ill 1 37 2,990 Columbus, Ohio _ 3 23 939 Des Moines, Iowa 1 7 316 Dayton, Ohio _ 7 255 Baltimore, Md 2 5 124 Toledo, Ohio _ ... 1 34 1,639 Boston, Mass 85 2,023 Philadelphia, Pa._ 8 19 12, 929 Ca.mhrifige, Mass 1 85 1, 700 Pittsburgh, Pa 29 194 5, 105 Fall River, Mass . . 1 77 562 Reading, Pa _ 1 9 248 Lowell, Mass 1 14 363 Providence, R. I.. _ 28 196 New Bedford, Mass 1 164 2,618 Nashville, Tenn . . . . 2 23 Worcester, Mass 12 71 1,743 Dallas, Tex _ _ 6 357 Detroit, Mich 9 538 Houston, Tex. 1 91 Minneapolis, Minn 14 1, 115 Salt Lake City, Utah '5 109 St. Paul, Minn . _ 6 51 1,456 Norfolk, Va _ ... 7 171 Omaha, Nebr.. _ _ 5 17 467 Richmond, Va _ 7 183 Camden, N.J _ _ 8 305 Seattle, Wash ... 4 889 Newark, N. J- _ 5 84 3, 843 Milwaukee, Wis. .. 8 265 GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION Montgomery, Ala . 1 15 Duluth, Minn 2 37 1, 371 Pueblo (Dist. 20), Colo... 1 2 62 Bayonne, N. J 8 457 Stamford, Conn... . 2 13 670 Elizabeth, N. J . 2 62 Aurora, Ill.: Hoboken, N.J. .. _ 1 25 684 East side . . . 6 90 New Brunswick, N.J .. 16 784 West side _ 1 26 Orange, N. J.. _ 6 255 Moline, Ill _ _ _ 4 55 Passaic, N.J _ 1 16 777 Rock Island, Ill - i 2 44 West Hoboken, N.J _ 1 8 522 Fort Wayne, Ind .. . .. 6 230 Amsterdam, N. Y 1 17 381 Gary, Ind . . 13 73 12, 814 Binghamton, N. Y _ 27 777 Kokomo, Ind 1 28 Elmira, N. Y 38 286 South Bend, Ind . _ _ 13 390 Jamestown, N. Y _ _ 1 31 839 Terre Haute, Ind - 1 1 30 Mount Vernon, N. Y _ 1 12 658 Council Bluffs, Iowa. . 3 73 Newburgh, N. Y .. .. 5 115 Dubuque, Iowa _ _ 2 72 New Rochelle, N. Y... 1 112 Sioux City, Iowa _ _ 3 125 Niagara Falls, N. Y 1 26 1,083 Shreveport, La.. . . 2 32 Poughkeepsie, N. Y . . 1 9 386 Portland, Me ] 3 224 Schnectady, N. Y 56 1, 217 Brookline, Mass 4 89 Troy (Union dist.), N. Y 1 14 491 Chelsea, Mass. _ _ . 2 32 784 Utica, N. Y . . 80 1, 269 Chicopee, Mass.. _ _ 1 9 219 Canton, Ohio _ _ .. . 1 39 1, 157 Everett, Mass _ 1 21 287 Hamilton, Ohio _ 1 60 Fitchburg, Mass .. 2 13 270 Lakewood, Ohio . . 1 188 Haverhill, Mass 2 21 310 Lorain, Ohio . 1 5 395 Holyoke, Mass 1 48 992 Allentown, Pa 1 6 696 Lawrence, Mass 3 46 1,050 Easton, Pa 4 125 Lynn, Mass _ _ 1 38 657 Erie, Pa . . . 1 15 662 Malden, Mass _ 1 23 Harrisburg, Pa _ _ 4 139 Medford, Mass... _ . 1 4 766 Johnstown, Pa.. _ 1 9 452 Newton, Mass _ _ . 2 17 309 McKeesport, Pa _ 2 87 Pittsfield, Mass.. . 2 11 752 Norristown, Pa 3 84 Salem, Mass _ .. 5 15 330 Wilkes-Barre, Pa * 5 244 Somerville, Mass _ 3 15 554 Newport, R. I 3 44 Taunton, Mass _ 1 11 237 Charleston, S. C _ 3 47 Waltham, Mass _ 1 14 422 El Paso, Tex _ 2 20 Hamtramck, Mich. . 12 646 Ogden, Utah 5 139 Highland Park, Mich... 7 310 Tacoma, Wash. _ 10 824 Kalamazoo, Mich.. . 4 112 Charleston, W. Va . 3 68 Muskegon, Mich 3 108 Wheeling, W. Va 2 6 147 Saginaw, Mich.: Kenosha, Wis _ 46 504 East side _ .. 13 267 West side ... _ _ 1 3 54 27301°— 27 ;o GROUP I —CITIES OF 100,000 POPULATION AND MORE 462 BIENNIAL SURVEY OF EDUCATION, 1922-1924 +3 © 00 io co 442 813 069 CS CO CD U- CS ss o |Q 00 t> CD cs 8 1 | CO 05 05 © IQ 00 8 <4J |Q © 3d i w 2 5c c5 8 jf g "of CO IQ cs 8 |Q B cf ocf s 8 cs~ 00 s 1 '3 g o c I IO o> CO o CO © CO IQ K iQ ^d~ €/^ o 06 CO cf N CS oo CO CS IQ |Q* 8.3^., *0 o> CD CS 3! 8 00 CO |Q In- cs 0 cs OO O a s 8 IQ 05 a 8 8 s 8 S alan fron evio cho< yeai N N 1 Tf'*o'od' CO CO iQ r-i CO CD © s f 8 o CO cf CO 00 8 CD X <© 8 CO 00 Tjf 8 CS « a OfrHr-f CO cf *+ CO * , §2 i 1 Tf 1 i CO • • •> 1 8 CD X 1 I 1 1 1 1 1 1 1 CO X 8 .Sgg.9- O CO 1 CO Q fl > O O M ^ a- I N • • • i i t> CO 8 05 'o-g g o 8®o\ggSg a) 3r : d g CQ s. g-® a S> § e§ oS »0 03 05 S8S tC 8 2 i-l « cf 2 s § «o o §23 •S'® S CO t'- oo 1-H CO g s rH All other local revenue 00 1 N iX CS CD CD * iO CO 1 i si i 500,099 | 2, 313 19,094 1,094,844 54,607 48,007 73, 715 17, 740 2, 855 From taxation for debt service $1,948,623 409, 900 717, 813 183, 998 _ 248, 637 253, 623 1, 171, 970 General property taxes and city appro¬ priations 50 $729, 808 10,191,273 1,908,113 4, 044, 300 3, 931, 752 1, 789, 752 2, 583, 054 2, 457, 239 548, 988 4, 588, 791 1, 774, 592 42, 259, 495 5, 027, 865 2, 735, 830 1,454, 018 1, 926, 453 3, 136, 296 10, 063, 535 Other civil divi¬ sions for tuition *5 ^ i 00 • CO CD 00 v-H 1 1-1 l t>- HlQ ^ I'f ' CO CS CO S 1 1 rf cf* 4, 500 8,578 8,601 57,487 23,303 j 30, 863 2, 516 Soo a § |1 ’8 25 OcQ ^ CM CO I> C »oaco co o - CO CD lO -H O C of tjT |C tjT co < COrHTf lO 00 C S5S H'ai IM 05 50 >0 ✓ ©V 00 •- ell'5'3 « g d a| s g-s g's §1? a I sg'8||3 »a si §Q OfQaZ ^.oO 1 5 £ ts o § 5 .a 8 £ '-g < o uo ft Q a a S , s> ® S >>ot 03 "O a S S S.SS 5,3 « a 3 Baltimore. . I 14,551 I 1,073,287 CITY SCHOOL SYSTEMS, 1923-1924 aSSlsii §3 §6 §1 I IsSII HilsSs illSsls a §!§11 1 ill si's S’ si if 16 s' il'fi'l s'USSi I'sSilll I" Ills' s' aVn-VoV mV «.o 5 S sv* 5 i i i is i i 1 i 1 1 ; : i i i i S i S S i S i : ! ! ! ! ! ! i i is ii iiii § i i i i" i : i : : : : : : : : : : : : : : . j j j | | | | | | |||S 1 !$ i j | | i ig isSSS ii Si II 1 ISSSS sSIlll siillS s ISIS 6 is iss'ii m u n § mu g'i's'g'i's' ^'^'s g ms s' cf r^ef «“of^ eo -T §f§§in i is m \ il il i isliSI ill i isS i § 1 ii ofa-f®ao■11 i i 2,683 1, 442 4, 705 33, 859 67, 368 i ii * is' i I i 4,682 345 2,070 i i 3,443 2, 081 904 1, 852 II il il 1 ; 'S2S32S‘~ 3 113 ofeoiC II § SiSSS I 11 i SIIEII Oco «s oo rtTofco gf gf j oooVoo# illll M is i ii i n i i i i il 8 il i i i i 811 H if M i i iggSSS : : is j i : 3 : : : ; ; ; , , i . i ! i i is g ;$ i ; . i s i 88* iii® iiii iii iii! 8 liiiiggni ns gWiis'iiit mi s §§ IsSSsa s i Isis I ill ISISlIfg 8 II 888888 8 88888 8 888 88883888 1 isgllsSSs 311 S is sg i iss s. Ill i o 2°°^ K cc^ ; |i-H oo S cocC(xt ; « » • • • i 1 1 il SsSllisl £ a : > J J « ! e £ p i Included in following column. 3 Estimated; part of county school system. * Data of 1921-22. Table 10. — Receipts of city school systems , 1923-24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION 470 BIENNIAL SURVEY OF EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1023-1924 471 iiifggli SSSSiiiS^ls ISi SsS§31§ 33 11 SSSSSSSES sis m m *mmi$ M *183 §§ g I sill ar rf*sg s«IE Si *3 si ii i 1 . . . . . : :g : : :2 : : : : i 1,-t l l l«0 ' 1 1 ' i i ! isi is i i i M ii M Ml ! ii II od© ;■* ; ; j j i j§ j | | j ! | ! *ts r i i i : : :©- : ; ; ; is j ; j i ; ; jsf S j i-i-iii ii ■* (N -Tcdoo tjeo 2S Is -?%* si iggg i i S8S ligES Is i^i i: a* i^?f i j SS8 |Si S'“ jSsSf0* j! II CO* iisgisi § SS8S883 3 ill i §1 M i i i ■cog" ; Sf* i j ; ; i gislglll ll|Sllg58ii Isggggllsgllll §§ggg g-|Sg gsg IWSSSI SlilSSIllli SlSSaSSIlsSMSl l*«l «sss iisgiisi sisiiiiisii mm i l il 111 1 il 0 3 1 SI *»"£©. t-"co"«°fao" owusofco'jf^od'-f^rog" r-f of co* of jj-f 3%h*^" ef of 00* co*2f |SB |e 1 1 1 1 1 1 1 |§i 1 1 1 1 1 1 1 . il i > 1 1 I £- ■ >-f • co ■ . . acTad* ■ < • of> 5 loo ; -r & llllslll IsllSillils IlllslISisIlIg lllSr Isl IS1 ■ SSSS'Sfig'S '-•a‘SS'=r»'— 9‘= «f«f^rf--rf«Cor«f siCssJi S8‘S s's‘s‘ T 7-7-7 ■9 a tun [co tn Table 10. — Receipts of city school systems, 1923-24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 474 BIENNIAL SURVEY OF EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1924 475 ®isiisii!a!iiiiii §siiigs §1111111 mmmmmm mam mmm il :® j j i i _r ! ! 11 \i ! s* \ I 1U 82,918 1, 333 217, 235 139, 040 46, 627 18, 624 31,424 116,800 18, 608 4, 000 91,692 137, 574 9,892 lilii § sssgg 1 ' 50,283 14,280 li§ ■ ias • IS | | i i * 6,269 11,115 j j i § i i 1 la ' * 05 ! ! » ; ; i i ; ! i i i 1 • : j j i 8,680 1,463 ’ 8 j 1 Is |^r ■ ■ • • • • 1 2,251 1,163 2, 500 ! : i s j i : 1 1 j 8 j j • • || i ij 1 $ 1 1 j ; ; S | i 202, 500 555, 725 103, 071 147,312 927, 661 50, 700 58,031 143,000 50,000 | 5,000 50,012 21,600 400, 000 i j • 1 1 » i i i $|| 12 I ! II2 i: 321 150 72 801 217 8, 169 884 538 684 6, 846 4,990 1,207 8, 275 3,499 13, 647 1,598 5, 551 1,013 3,637 4,534 4, 525 14, 092 6, 484 1,935 3, 704 22, 236 744 18, 348 16, 020 562 941 2, 134 1,000 850 2 rJ • § il cff 1 1 < 31, 700 77, 645 j i il if I i: d :■ iO 1 s : * 1 ! 0 1 CO its : i: ;8‘S i il IS i ii £ 1 s ss m i i Igcff | ; sssssssssssssssss siiiiiiinssgiis §iiii§i iiiiiiii g | f 8" I' | S S g |‘ § g I' 1 1 g I §' 3 B g 8 § g g g 8 § 8‘| I § s fgg'g'ggg' s'ssfs'sss' llsl i IISSIIllSlISlIls 1 IS ! j jg B j jSSS j of nh : j hh eoeo cf j 2ccN»H,oc3«HM»<»x,oe« | J J J j [HCOH j • ‘ » ■ ' ' ' §§§ si 00 IS s- ggsli isslllllllll SSillglsSISsssll IlilllS IlsiiiSl ssgsa is^ass-ggsfaa s5ss$s;g§;s§'$3ss gstsfsssssr sass‘a§‘a‘G‘ 1; part of county school system. 476 BIENNIAL SURVEY OF EDUCATION, 1922-1924 *8 u ■? | ^ o GO E-1 <1 Oi _J ^ p « * S o £ Pm 1 1 5s> •8 'S' t 1 as ■S “ s ^ !3 o> CO §3 1-3 ’2“ alls g eS'O > ~ f-.'S 2 s 3 <3 a a-2 So|?.S3 H 3 IS f=H sllSS5l31 8S3IS SS3 I 3113113 ig psiigi^ asa sr mm* m lllit^is lllis sf&ftfsf 13 i g? Is «?* nToo-wwoT cw $3, 627 19, 125 984 S 1 1 1 j 1 1 1 1 j j 615 1, 734 ! <35 ! o : «Q : 1 ! i 004 731 64 099 86 555 m § ! ! | \&?o ssas ;s ! 1 ii i is S& i i ; 1 i i i s is 8 i i i III 05 O III i i i i ii || is i j*j i |i i ! ! N i« d ! I ! Ill rH 1 (M CO III ill >» — 1 i 1—1 ill Ml i Mi i i i i «fs : : : : i i i i i i S SI sS -TrH IO® g lislssl IS rHTHa6>Cf«rf‘TH <* 1131s llsll S ''"sss.-f “gsss" S’ ii g ill i i is SI joT 2 1 35-50 | i 2 SR SgsllSlls Sills ill I illslss SggSgR’g’S’g s’s’g’g’s I'S'S 3 g’g’S'gSS'S’ gf 8S 111 II i is ii 133 i IS i isi g M5 corn- ; ;^r 1 1 • 1 j« ivTsTth ; -■* i i i i iilll li 3 III Ill jesT i i^ils j ; is ; | 2,788 30 465 is ii ii i i ii ii ii i is i i ii i is i il i i is i i i i i iilii :is ; “S' is ii i ! ! i j.is ;s ; is j 1 1 r r ! I ! i is i is i is’ i | ii i j | i \ iifss's ;='§' i: !11sS1sE1S1ss8I!s§sS con «Or^ «o"i-7eoc4"r-7^Hafg|'ef joefo Sli g cc eo i-7 n Is NH 1S1SS11SI eo^%*«gr^Vo'-7 88ESS3S COCOrHSN N I P§! ill 3 ;gfS5^g ;ssf a? Sf3g s5S Igg § 6“ iiiiiSisiiiiiiiiiii-sisii i SIS SllllllillgglllillSi SIS =’sSlSSSgfi3’=SSSSSSgI‘ illlsSIBIlii!! ^8“^ eSS'^S signs joVioo Is ! Ilsl o‘ ' Ills t-7tjT l!Sll§glss8illlilgl81SII I ESS ESSSESiSSSgSSSSSiiSi sss'sgssasssss'sssssessgss “ s's's ss“RS§s'sss§s$¥K'isss's GROUP III —CITIES OF 10,000 TO 30,000 POPULATION— Continued 478 BIENNIAL SURVEY OF EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1924 479 §sig*siiiissisgsi§iiiiiiii§gs iissigsii m siisis SiilSSIlI M$ li'l'iSl « rJ --T 203, 376 45, 788 106, 889 73, 183 716 817, 828 45, 795 329, 339 655, 394 8, 521 7, 527 11,754 37, 157 10, 784 144, 620 781,611 429, 966 6, 184 14,513 280,016 I S 242, 521 88,463 904, 426 12, 737 3, 844 267 211,420 261,042 31, 517 • 4, 329 6, 646 i 8 ill!! §■ !•»«» # • 22, 382 ■1 !_r oo ! i i ill i joo w : 17, 631 1 ; ill : !«-«• j 1 « • « 3 ! jsf ! i • i i j | 1 1 227 630 1*1 il cc «-7 ; ;i Id . . i | i N » 130 ii 14, 239 3,475 II is ;Of 1 . §is » ~ i ii 1 | 1 il 174 ; | j ; ; III §22 51, 755 108, 872 68, 088 350, 000 81, 197 70, 304 . § i 3 ; 1 : £j 79, 566 30, 275 24, 484 203, 448 451,074 :5g ?i--: : ii i Ml i i i ii ! ji I I I il is’ 1 i i s j 15,018 20, 000 56, 000 20, 030 2,859 6,247 10, 174 1,311 1, 558 30, 770 IlSiBlgllSilsllggllli g ©®V7 ; 140, 341 4, 736 1,000 18, 969 4, 255 888 3,117 426 10, 633 500 3, 070 22, 746 1,422 10, 471 1 ii :^r ; III ssff 51, 393 83,092 | 101,923 98,500 34,000 il 1 is? g i P S" i 41,128 137, 039 78,960 47, 610 8 is is »• jsr is? SIslgsgillssSIsHsIggsSSsllliS §§§118111 ISg lllslg S'S'SWiiE SSI §'§!**§ Iggggf »-* oV« HI slSISSIllSisliil s= « ao *0 © t>T c7 t-~ *c V of 10 to to eo u» 00 coco SISISS §g SfgiSg aTaoofr-7 of .' -Too ^ooVda : i 152111111 HI II ls§ 111 mu iis slim 22S22 -“gfg S^SfK ; i ■ ; i| if i i. j ; ■ ; ; |g 111 llfiii j! j |! j|i jiili Jl jlliNI|f 1 A Mil il di, 4 ill! iflRR O • Data of 1921-22. « Tho bond issue of 1922 is excluded. 480 BIENNIAL SURVEY OF EDUCATION, 1922-1924 £ 2 >5 'I sl II 1 III i it m IIS ft! Iji ns Its U m M. »rz; a- is s § ll ES 1“ |SSl«gg iSllsgSSl§iIlSI§§Si§l3iSli2iSSi SSsEIllI ssHs”' sg si Si g-jj iiiiii gs’ggsfs II -T IlllagslS-sISisil a's"«'5='fg-r sss'- ilS Sf&'E: mi ggSSS Is H^* ISSi |gg§ oMrnV 5iS§2S! CO CO !DH ii i i i i ii ll 1 in i i i M i Isi is 1 ! I j ii |sl ! 1 ! !$ 1” 1 • • • : isg i j i i i i :s'2‘ j*5 j i i i i i>T i i i ^ iiisggiii ^N»eo>“ -Teo%-T is §§ cooo SssSIl sssssigsisissssiBSi co of ^1-o^rCr-To'o' OH«HH«V IlsSigllSillSSllllillllsSSilliS SSgsa-5S'5St;gS?g?S5SSSSSSSSgSKgS8' is si5 ^ 5 >-0=2 S -Htsi 8 SCSI'S iOUOOOOQOOOOf !| illlSlfls III 11! i Is CITY SCHOOL SYSTEMS,' 1923-1924 481 IIsilsIIIIs2gl§S|Sils |SglS5S |l|s g§ || ggSlSsIISS sgWfl ssis m ss siSglSIgilSIliBliSIll USslI sss'gs '-gs^s-ss’s^'-f s’sfggss' |g Is 1 ssH £s si “8‘ -S 2SS il is is : i i isi i i i i i i ii i i i i;i . MM l-is | is i i i in i i i i i : | » I i I i i i I IS 1 I i i i i i 1 i i Ml! |g 713 003 500 1 ii !!!!!!! !-t !! ! ; - 1 i i .««■ 1 1 1 • • 1 ' 1 ill: a i ! i S j j ill 1 ! issiiis §§ i n 11 ggsiisssgg ^SS5S^^3jftf^SftfS^Sf!S 33;**fc?rf SSSS gSf S3 $*$S?£sf??SJfcf * Included in column 6. 482 BIENNIAL SURVEY OF EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1924 483 grills §§9ii§isi§§i is m*m mmmm m iliiSi ill ig§£g£ §s I M 8 : : : s :s rm is sSi -2 I | ; : ; I I I I r-T i i i i gl I : : ill i **S i il i i iH m n 8211938 53882 §§ joao-o^g-o jcfcforg ~o r-T of of of of ill IS m is of s ! 1! I SSSSS Ills ;§ ililsli 1 iggg i li I ; 81 i siW Si’ll :1 8115311 a mm ! § IIS is si si “Is m m M o-^-r cc-r ofrH Sllill SHillls 6 ISIS I ss i ilsss -liri § s’sEii 1 1 gsW s is‘ rf _f NOH rH tjT^T of QCtt is! §1 s¥l ~¥ r-Tofof oof S 2 0 2 50 2 £ 51 IS tCco OOO eS 1 galls’ CO r-f tjT ao' of — T SSIsis slisssl ISllif ilSSISi r-fofgco-ofof co" >o co" of co of S glsl § 81 i sin 5 m CO" ofod^frH- CO' - 111 Si S’s? IS §1 81 I sills 111 S g’l 18 S’g’S’8 § siiii £ i’81’8’1 S 9881 I S s irs i’ K §§§ i -3'«f S i is §g s iggil il-s i i i IS 1888 i i gill : : : g* ’ “‘S’ “’ !«¥ ; ! , , , ! CO- CO ! i £■*•*« : : , Hi SI 333 §85 8s SI 32 853 1 llsli S' “'S'SSS mz 115 llslili aggssa Ssg'28‘8” I 188B I IS 8 Sg'-'S S 8* 318 11 § ! 31 ! iiisi mill isisiis i ilsl i i i ifsfe? SS' ® i SS : iasa'a sssssa ags'»'ss- i isW i i i ! : : : SsS si SI II 5 SiSgg fS’l si’ SS Is’ I sis’ll «-f of of Tf" of CO of «3V CO- ^-CQ-ofrf'r-r lililg gssSfgl iWlli llill’ll ^foo-otooiof oTVofco ofeo of 1 HIS a il i ills i m '« OOOrHVf Of r-f §38 IS 1! 11 § Illii 332 |§ SS || 3 gsfftfsf SSS833 SSSSlgS ssfgss sfgsfSf* I illl i II s |sss“ $ " Sig II Is §s i »§£§! sfcfc? fsf $?* * sfagsfe“ mil! §i§§§s§ I g3S§ i 88 S5 gg£3 Ss 82 III §1 II is 1 i«88i || gf iiilii iigggii 1 i§i§ l 2 |f *s 3 22 ■186 Grand total ex¬ penditures 13 $2, 756, 985 1, 616, 384 2, 250, 812 3, 717, 040 2, 405, 672 1,912,138 1, 949, 805 5, 867, 671 2, 163, 164 7, 873, 852 Debt service rH $76, 338 133, 186 74, 425 400, 560 80, 828 618,000 313, 074 Outlay- capital acquisition and con¬ struction tH rH $527, 742 40, 586 92, 865 1, 612, 626 168, 013 500, 881 190, 526 471, 855 141, 023 1, 116, 131 Total current expenses 10 $2, 152, 905 1, 442, 612 2, 083, 522 1, 703, 854 2, 156, 831 1,411,257 1, 759, 279 4, 777, 816 1, 709, 067 6, 757, 721 Interest on indebt¬ edness 05 S82S 2 ife fejS 8 T«'^co t^co^e^oT eo goo g tC 5^® afefoo u$- 22SS22Vh2®2 Ss is IsSllilll! il I Is S I ISIIlaSsag ElsIlSSISll jus- oooVrfoHtfHV oof^r £ H* or^-cc--r)To^-cooo- ^^nwOO-NOHOOM^ T I I . - : : : : :::::: 4 i - i - i - 1 . . < . . ' l , . ' . - ■■■■■■■■ : : : ; : : i : i : : : i : ; : : : : : i ; : : d. 20 Includes $3,958 paid from sinking funds. 22 Includes $2,733 paid from si: $115,000 paid from sinking funds. « Data of 1921-22. 22 Includes $105,878 paid from Table 11. — Expenses, outlays, and other payments, city school systems, 1923^24 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 490 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Grand total ex¬ penditures « $163, 543 855, 428 1,950,732 598, 798 669, 499 467, 078 1, 282, 376 1, 617, 504 752, 896 1, 780, 119 1, 149, 304 944, 863 650, 321 1, 103,283 611,077 3, 590, 786 1, 967, 437 1, 695, 812 1, 250, 637 1,363,298 1, 204, 894 991, 826 2, 377, 349 1, 620, 631 526, 664 1,461,395 876, 040 901, 723 Debt service tH ssil isl Sflglsl all i*§!i§ISS§§I u. 9 ill pi - Ills 111 Sggglgl SS3 98889813383 Total current expenses o Sill SIS 1393818 ill SSESiSSSiSS mi m mmm mi mmmm m r-T rX r-T NH rH rH*rH Interest on indebt¬ edness 05 eili HI 3189333 ISi HSIllsIilS ■*** iSgB'l'SS S‘gS~ g‘$'§'-r3g'S'I|'SS' I schools 00 108 ‘I 0 Lf ‘9$ ! ! is ji § ! -r ; j ii ! §3 l 1 J rH* i isi i is i i i i* Full-time uay schools LO 1311 HI lalliis SIS slSIIsiSsIS mm iw mmm m mmmmi ** r* rH j-4tX rfrf Auxiliary agencies $2, 500 46, 874 19, 782 5, 389 6,714 9,324 i SgSSSSS SSs SSlSiilSSH General control Educa¬ tional eo SS11 §13 Hsilll Sii £9313833133 goo-oSo- s-o---s-s-gf3ors-»s- Business w $2, 453 4, 158 10, 546 780 3,080 i ISSiiSIS Hi ISIi§lSllRl i sss=»-a"3ss‘a‘ss' * H New York— Continued. Troy— Lansingburgh district Union district . Utica. . . . . Watertown... . . North Carolina: Charlotte . W ilmington _ vv iuu-oa.it; m ; Ohio: Canton _ _ _ Hamilton . Lakewood . Lima . . . .L,oram . . Portsmouth sprmgneia . . . Oklahoma: Muskogee . . . Oklahoma City . Tulsa.... . . Pennsylvania: Allentown _ _ Altoona _ Chester . . . Easton . . . Erie _ _ Harrisburg . . . . Hazleton _ _ _ Johnstown.. . Lancaster - - McKeesport _ _ _ CITY SCHOOL SYSTEMS, 1923-1924 491 926. 486 566, 552 1, 484, 408 615,711 638. 487 392,409 779, 494 331, 884 528, 422 792, 333 718, 420 375. 833 373, 672 1, 092, 536 745, 708 522, 870 755, 864 660, 929 313, 892 677, 366 331,346 380, 288 1,191,992 3, 446, 730 950, 326 1, 120, 643 550, 107 1,115,940 1, 139,927 431,484 1,012,148 713, 004 870. 833 642, 939 778, 988 ggSIS 1 tfssfiW a 5, 172 73, 973 009 ILL ln II I is #■* j is si l 3'»‘ : 1, 559, 377 74, 346 75, 000 10, 000 219, 000 58, 666 IISSI 111 -' S' f i ISIISl 1 S131S i SS i SIsSSIIl : S’ g 2S i g| = fgs|‘2 sills 111 1 IS IISII3 i ISSiS 1 !!§ IISS1S1I Sills SSI 1" Ik slIssJ 1 SSSIs S' 1'1'f i'Slifl'Si _r ,-r ,-r saaii sss-s s i i § - Sf ” s 2,874 1,901 114, 855 is I ii is ii 1 s'sf j 85, 500 39, 179 75, 795 58, 116 5,175 45, 210 * 21, 280 94 i ii i i eo ;0- : ; 1 i j i ill : i is 1 1 ;' | o' od «f«ed‘ ed^t^'rd'dcfcT'tf New Castle . Norristown . . Wilkes-Barre . Williamsport . York - - Rhode Island: Newnort.. _ _ _ _ J, ili Woonsocket . South Carolina: Columbia . Tennessee: Chattanooga . . . XVULUA XI 1IU - Texas: Austin . Beaumont . El Paso . Galveston . ._ . . Waco . . Wichita Falls . Utah: Ogden . Virginia: Lynchburg . . . Petersburg . Portsmouth . jtoanoKe . Washington: Tacoma. . . . West Virginia: Charleston . Huntington . Wheeling *i__ . Wisconsin: Green Bay . Kenosha. . . La Crosse . jviaaison. . . Oshkosh . . . lRacine . Sheboygan . Superior.. . . sss 111! S2§| Ilia «!!l sea 3 £££ 5 'CtJ'O i III I ms I Ills Jill! Table 11. — Expenses , outlays, and other payments, city school systems, 1923-2 4 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION 492 BIENNIAL SURVEY OF EDUCATION, 1922-1924 «2| SSSS1S I! isiSs RllllSlsIglsgll ill m mu mmmmmm m CO- & II i 33 i g.tri§~ Pill I13i§S $SM * si Sg i ssssssssesseas si! 3S SISSi! II gfeSS llg|§IIIIISIISI ill &**** if sm mmmmmm m in £a'°°' SI ilil "3 ss'-s' SlSlgs sfsWfssf III s'-s' is! SfSfg Is esT-r §B II SS 11ISIS Is ISsI sSSISSIIIIsIIkI III g'&Wafss g£ ig-ss' gfilllg'lflllW 1'iS II I ©V sslsl§g|ggsSIIS 113 co-od'nTeg- odo-rf ujo-g-o oo-tCfo-jH *o ISslsI II illS IllasllillSIffl III oj-jh cDOMTtT *fi ^SfS'‘g'3 1 oTi iCg-w-oTtCccT to-® to* II I Si llll CO to- gisisgSi Hi h >coo o> co cq *— Tco^ § 11: ! 3 ! U >33.3,8 JOPh( >> CITY SCHOOL SYSTEMS, 1923-1924 493 IIsllllS sSsSISrSIISIS Isl Issssil §1 SI 11111=11 iWSlSS'f gfgSWls'sSs's'a IS§‘ s'f*s^ Si Is -WsIaS is Is j i 1 iiSl is ii ill !l ill ! i i i il if §1 i iilifg • t"- i N i » % ijfscsr is is‘ i"'s' is ie'E s i i i s’sf ss ; &«*»*■* SS38Sr § IS ilsaSSllliS 111 IlllSi Is si Slllli i od-^eoofwef 00 o© ! fco‘ ills ofriV© i i i i i ii i i is i is i i ii i i i i i i 1 1|| | i | 1 i | i | j.j i j i j : i : ice i i iT_r i r i i i i i ;|i • Kr.\ J ■ ■ 1 ’ LJ «-■ «-» 3 SliSisli ^eoPf ~r ©~ j joocfro j i i ‘ ‘ 1 »3' rerf jcoof-Tr-T ! ISISilll fiiilSSIISSgSl g§I IlSIlli g| 51 I1I511§ V^o^oeccsoT rfoo* nMNeom-tw ©©“ oTtjT coN^m©m© 27301°— 27- 12 8 Paid from sinking funds n Date of 1921-22. 494 BIENNIAL SURVEY OP EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1924 4 9 5 iSIIISsg lllSsSSSSSl §!iiiI§s3!i§SE Ilsli ssiS ssi mmm mmmmm mmmmmm mm mm m §11111 1 ! 111 !§ 13111 1 1838 i i ii issi ! S Is !l §1 ! ill SPSS'S i ; 2*3 i* <* istfs i i i® igsfsf i ^ is is tftf : : r ; : ; ; ; ; ; ; ; lsi§ ilsl SSsiSSiSsI IlllsSllsl ills IlSli ill $ i i • i g‘g=S ;§"s?s' S‘'-"-‘|r-‘S‘S'|g"g IssW S3'*' S'“ SVt'‘ Sf | : ISgsigls SlsilSIilss IglSlllllllSlI 1111! SSsB 111 mmm mmmmm mmmmmm m$$ mm mi 11 ,-r^r III §Sgi§§88 SsSilSgSisS IlSifeiiiiSIlSl Hill aum smmmm mmmmmm mm m sliesSISl 31888151885 i!8§si§S38 i i i i i ;i i i i i i iii | i i i ii i i ill i is!S i i i i i § : : : : : jest : : : i i i i i i j ; ;® ; : i^TcsT : : ^-rH-(N : : |j| CO IS sftf §§8 II CO 855 c3 02 sisi sEgsiSiisii 111! IgSlisBil tO^T ~ 002Tf ISIS IIS! ISilliSIfalSssIiSilislisS l‘S=‘S em isiis'fss'sisisisisi^sBsg'is SIS8S8 sS'-'sftf”* ISII I 8S3 2-3- is IIS Is! -of of si -of 8S!Il~gs8«ll -of to of of of SSI of - «T ; : 118 jj,-o 3EII1 CiM'tOC' Slsi BIS! ISSillglllSSISSsslIISgSig sii's *m mmmmmmmmmm ii s’-' sin iiigsissiiisissiiiiiisiii §§§§ ill IlllilllSlIIISsllllllllls of of of ^ofo‘tc.o<^^ror«»oc<3r or «®v tCco**©* «o“w*<»io“od'«5,«for^Qd‘r^®“tCtc^®“oo‘«9“ SSRlsgglllgSglllSISgg t § to .-®-®-lOOO-®-®->0-®- ®-®-®-tjT00-00-^-®-CO-®- ill essss IS a- 111 Of rH SS§I 1111 HO“ ®-CO--f §s§§ «o-r in mu CO-«SSS -f-'l S”'S g'^'S^'E'g'l'-' SlSlgglsISSlsIil llllsSSs ig'SSfSSl SllilSsfil 111 &&&&& m SSllSsSsIs SS «•» llllliis S'ffS'S'5'0?S III s's's 1111 11 i ! is i i j i is M i i : in is i is i i i i •a j i III I ! ! ! ! ! ! I I il ill i i i in i i .... . . . . . . . i i : !§ is il i i:!: ..... 1 . 1 . . 0-1 (III. Tf< . 1 i i IS1 i i i i i "'Usf lill SSI ss'a's ss*' SSSSSS18S oToTmnmmViN'o SSSISslllSgllSIs ^§Il¥ffS'3‘llSll¥ IlilsSIg sllllSssI sgg SliSlsilSS aimifi &&&*$; 5ii mmm* SI IOO 3S&SI “ uS'^Vh-HOO' rf -T IlllillllllllsiS *5 o>~ia.«r«o «d>“.o ® tC® 00 cTtjT s slilllgl 118111111 Sis IIIIIsIIrS usVcVt'VoV 'O'&cd t^'coec'oTiCio' c ® o' io «o n ” iSllllg-iSIlsSII c^o-coc-occ^ cdcoV NH^r s s: SSSSSSBS lilSlsssl §5| isisnsggs ^'cO^-Tcn o' CC- '‘ 2‘org'',r8‘SSS8 l oin o- sSm 0‘S i§ pi 9§S3SSiS8B33SES3EgaS8aS9!Sa Slllls ■O 3 w 5«C oho H 3 8- glliSSSislIsilsSISsliiSSSlSSIliSlis ) -C co fii o iflissii wwVrjo^of co slilSsSlsilllSlglsgligls il nHNcVenwMwVNWHffNnNc;) ocoooo jo So — o Sxj a o ®x] > o W ” o-2 § m lIlSeis§sllgSilSlllillllllllllS18ll SSS'S§SlgSlgigI§Sfl¥gS'15ilg|'§§‘S3‘lS'i?: cllllsSISllllisISIagllSIlsISsiSsill cow ef~ eo~co HHW ri>rc5®^'oro't>roro'- wV>om«Vco octC^r^r oo oT «f<«r 11ISII8 isssssa 000 387 749 382 550 000 450 300 280 500 11 i 334 400 400. ; : ss? I ill ill iili s s?; i“'g is^ Outlay- capital acquisition and con¬ struction tH i »o 1 ZO 1 IO 1 *o tr^ iC o? §B S »C if? 4, 485 10, 197 1,806 992 9, 018 15, 397 112,622 8,994 SHI ilSISSI sgs-'sas? Total current expenses O rH mils i in sin isiiiis linns S3S S‘s‘2 3 SSS 3§¥®‘ lWi¥i SslSSSS Oofl ■H wi 11 .11 a 2 > o w “ 0 o o 8c 2 'G >>2 V cs o s ° ‘S § 3 U> > u % e 6 S co O .S I Textbooks, supplies, and other expenses of instruction Total i 15 $36, 121 t 661, 597 140, 786 116, 111 123,790 72, 063 153, 718 79, 688 52, 155 200, 482 86, 040 1, 380, 409 111, 646 179, 944 21,418 57, 445 174, 957 275, 774 High schools $9,015 268, 552 63,097 34, 229 22, 415 5, 515 22, 582 284 22, 154 18, 492 2 10, 294 420, 759 25, 156 * 35, 620 10, 332 14, 552 20, 439 55,415 Junior high schools 13 $128, 719 19,456 3,068 27, 115 9,330 3 11, 185 * 22,000 6,620 5,000 35, 021 Elemen¬ tary schools 2 12 $27, 106 254, 595 53, 561 77, 107 64, 938 66,548 106, 013 75. 837 30, 001 158, 759 3 64, 461 909, 815 86, 490 * 121, 024 4,266 36. 837 3 146, 018 179, 708 Salaries of teachers Total ‘ - $1, 251, 193 10, 635, 429 2, 781, 162 3, 736, 083 2, 748, 281 1,191,722 1,610,227 1,483,517 724,433 4, 230, 612 1, 514, 097 26, 238, 387 3, 073, 270 1, 628, 640 945, 117 1, 529, 961 2, 418, 118 4, 759, 280 W IS JS W oa eo Oja’S c .Sf _§ dx: 0 •-a w 10 $388, 091 2, 626, 509 638, 842 885, 319 585, 988 264, 723 388, 576 369,241 181, 106 1, 076, 524 325, 542 6, 704, 293 1, 067, 293 317, 941 185, 301 378, 931 2 360, 035 805, 394 05 $1, 286, 908 556, 307 154, 336 477, 113 15, 150 224, 164 316, 368 215, 090 155, 010 3 42, 146 562, 555 Elemen¬ tary schools flO S3 CC c £ 6, 053, 154 1, 363, 310 2, 564, 932 1,569,235 844, 712 1,097,842 962, 176 540, 555 2, 480, 021 814, 155 17, 398, 290 2, 005, 977 982, 533 576, 419 1, 008, 753 1,892,812 3, 045, 208 ' Kinder¬ gartens — $495,343 92. 647 80, 262 42. 647 87, 635 90, 500 2,772 281,623 46, 350 1, 182, 496 96, 876 18, 864 52, 821 69, 350 148, 700 Salaries and expenses of supervisors and principals Total i CO CS O'. QC P P 1, 285, 507 281, 641 347, 723 326, 965 138, 071 104, 508 185, 155 78, 880 325, 909 157, 518 1, 840, 892 352, 447 156, 595 116, 767 172, 190 186, 549 428, 860 High schools «5 $28, 475 246, 036 77, 218 42,445 41,290 22, 952 23, 715 14, 450 13, 571 90,025 11, 568 243, 709 55, 813 2 19, 600 12, 317 35, 357 2 10, 315 22, 574 Junior high schools $131, 634 53, 487 10,549 34, 719 19, 530 11, 688 2 9, 150 9,746 2 5, 000 48, 673 Elemen¬ tary schools W $103, 417 861, 807 135, 648 286, 435 241, 536 115, 119 76, 553 159, 135 65, 309 188, 167 3 131, 340 1, 574, 554 296, 634 119, 645 2 94, 704 127, 038 3 168, 734 343, 321 Kinder¬ gartens 2 $5, 486 2,864 2,704 2,200 4, 980 3, 300 1,950 2,500 City - Alabama: Birmingham California: Los Angeles . . . Oakland . . . . San Francisco _ Colorado: Denver _ _ Connecticut: Bridgeport.. .. ... _ Hartford _ _ _ New Haven . . Delaware: Wilmington _ _ District of Columbia: Washington _ Georgia: Atlanta . . . Illinois: Chicago.. . . Indiana: Indianapolis . . Iowa: Des Moines . Kansas: Kansas City . Kentucky: Louisville . . Louisiana: New Orleans _ Maryland: Baltimore . CITY SCHOOL SYSTEMS, 1923-1924 507 SSSgSSS SI SS si s SISI8 3S33IS1 £ Isis fsftftfsg* |§ gsf g §W£ tfgggS* |ggWS S |^S§ CO gSSSISg Is 11 SI S Islll ggllli 1 sis! coo ss s?2 5 SSSS00' gNWWrHof 3 S'sSs i in is i li s ! 11 ! s is is i ilsi i liss ! ii i Sill i r'3' is i cdV sf i h»To- i ^ is is* ! i ! | | Kss i i- i sfg's'a §gsilil 18 si IS g lllsl 1SIBS8 sllllli a ISIS gssssss sfs' g's' §"2 s' sign's" s's'sls™ sfs's's's's's s' g's'sfs' _ _ ISSIggl 13 II el s lilSi gssSgl IsslsIS I Mrs Sifllil ft II ft S' sS’i'Ii effSSft ftg&ft t ftft l^-T-T -r-T cTrt CO'r-T C0~0 ' i r if; Isf i ig'3'S' i is'ga i is ; STsfSfrf ISiisIS IS SI 8§ s 11ISI slissS IISsllI 5 Isis I ■s I I Table 12. — Expenses of instruction in day schools , city public school systems , 1923-24 — Continued GROUP I— CITIES OF 100,000 POPULATION AND MORE— Continued 508 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Textbooks, supplies, and other expenses of instruction Total *0 iH $177, 824 63, 352 22, 098 12, 517 7,000 50, 523 54, 786 110, 483 70, 696 75, 994 174, 974 69, 609 314, 642 High schools 14 of cT io 1, 584 18, 241 10, 883 28, 090 8,605 37, 510 66, 859 25, 927 28,519 Junior high schools 13 § cs oo ! i GO ^ CO CO • INO t-T r-T CO 1 1 — < '^r^rr-r -r issgssss § ii saas §sg nag ig gai ssssi mmm s « *asr *» 82 SIS »‘8W sill il ills' il 8 il il i i 1 il Sf i a ilj ! S’ if? i i ill i i j j i i| i j j i ig’3 j i ! I ! :^T ! ! i . i ICO l l III II IllllisS 1 IS 5H§ HI ill* ssgsgB gggSIellH I'Sisi'i'ii i si llil $*s Ilfs sgiis'i'ii'ii' ISlilSgl 8 S3 IIS1 i i i Eg i i g§ i i i i 11 iilglS il 2a"£!s8‘22--‘ 2’ -a a'ssa'g i i i s'”' i i *r^r j j i 1 joT SlllSsIs 1 II iilit ISg 1133 lisSSgS IIEIlgilll BEgSSfS'S'8 B 88 S’ 3 SB SSS 2283 S3S3SS 3'»’2£83Sf?3S‘ 31193318 § II III! ill ISIS i§ lil il iiiiii g^’Sssa’^-' 2 ■da aTo-ufgj' t-’Vco' jQ i ; i® GO § s 1 o I £j •«* p-l *=> ° o g PS «B O Textbooks, supplies, and other expenses of instruction IS o M5 SlllssilS sills g SPSS'S 3 m i si ss§ as •* <*£ High schools $2 322 12, 327 6, 652 4, 917 9,326 2, 220 7,403 7, 234 1, 519 10,567 17,004 a 10, 533 3 2, 600 16,200 1,524 i IS si 3,630 15, 936 21,388 12,462 9,500 1 Junior high schools CO iH $2, 725 • • Ill 1 illl I ninh © IjoVTao *-T 5,074 224 4,085 j i ii | CO Elemen¬ tary schools N I8§SS§SS§ gill! I 19, 732 21, 738 3, 355 8, 614 3, 405 5, 489 22,604 26, 706 14, 680 11, 637 Salaries of teachers 1 Total i-i lllslllls sails SI 11 11 1 S3 IIS I'lii'fslEi fills' KS Si M K §1 KKK High schools o •H SsISSSSss IcEll li SS is 1 Is 111 ll'gss'gsgg SS'fBg sfs S?£ SS? 3 Sf| Kg'S? Junior high schools 05 $55, 560 IIS 3 isfl 1 ggSf 3 53 • 42,883 200,215 26, 350 44, 451 ii il Elemen¬ tary schools CO SSasSIsIs lilil 11 Is 11 § §1 Ssi ii'siSgiSs SssSS as §3 5 3s§ €/3- Kinder¬ gartens $11, 095 25,120 43, 219 38, 480 29, 309 i§i mu il si il i ii jSFst saa‘s‘§' s<- s's? ®‘s «*■ i< 1 s 1 i r-T i CO 1 Salaries and expenses of supervisors and principals Total 50 $42,983 67, 191 89, 767 84, 159 41, 895 41,719 52, 632 60,991 77, 048 47, 979 50, 765 64, 856 33, 357 122, 970 46,400 41, 500 80,604 98, 423 33, 152 27, 250 37, 535 20, 150 49, 750 29, 200 36, 283 32, 030 High schools SlllilsSi ESlii 11 SI 11 1 §1 111 ^Sd'eU*~SHJ22’'“3 d'd'°''or2' t~'°r 5® «« Junior high schools $4, 100 2,800 8,278 4,800 | 13, 062 1 13, 072 11,072 12, 150 8,1.50 11 li toV co io il Elemen¬ tary schools CO isslflslf mil II SS si 8 11 1SI |skss?ssss sfgsstssf sfcf SR as s? ss? s'tfsf Kinder¬ gartens 1 CS il i 1 is i i • » i il i i M i 1 j jrH | | | | | H ii i i i i • >> 5 - Indiana: East Chicago . Evansville . Fort Wayne . Gary... . . nammona. . | Kokomo . . Muncie . . South Bend _ _ Terre Haute . . Iowa: Cedar Rapids _ Council Bluffs. . . . Davenport _ Dubuque. . . Sioux City _ _ _ Waterloo- East side _ _ West side _ Kansas: Topeka.. . Wichita.. . . Kentucky: Covington _ _ _ Lexington . . Louisiana: Shrevenort Maine: Lewiston . roruana _ _ Massachusetts- Brockton _ _ Brookline _ Chelsea . . IlllsSslSSislIsI IsSISIISSI IS S II S I SSlgi S's'S'SSS'SsSs'SSS'SSS tftfggSKs'lfjf* “S' s' s's s' 5 Ss'ss's glsSlsillllBsIll giiiiisiiii §s i m oduotCo^-r^ooc^r ocd 00 -r.-r i I 00 tC 11 i ii is ls§ i is ii 11 i i issg i 1 1 CO 00 1 i li § ii § i i i ii i civ- : i o jco lodrH- j jo- j<: cw orf -r' -r~ «,* vS o n -r'-r' cT ofw g o> tfgVoV IS i is il ill i i is ii §i i i isss i i |g 1 il s i i i ii i j JoT jo j«Tuf j j jrH“ joT rf® j i l-'Ss j j oo-o- sf i?f o- ; i i i« i lisllllllillSIll 1111133111 1! 1 II S § islSs s's'Ssg'R's'srsi's'SSg's'a'”' Ss'Sa's't'Sssi's' s'S s' sfrf s' s' s'Ss's's' 511 Data of 1922-23. 6 Data of 1921-22 512 BIENNIAL ‘S 8 1 i o.a'o c.Sfg P-Ga a i a b' <— — 1 H « cuu O M’S O-c o fl.S?2 3J3*S a “ J^-g W “ T3 © !§' 1 Ho ssiss gggssgssgsii sis i§§g gsfcsrff* -ass' s' sff*?ra §§§i §g3g3ggig§£ *£«Te*e«f ec coeowWoV^V 111! I I §§ll tf-sf? n IsiS! lillSlSIgsg S'^'eSS'a' S'00'SS'S'S'O5'S'H'2'S' US! Ill COOO'G’P * Ills llsls SlilSIliSSI isSi S|| piii mmmm mi m fifg ssISI ISHISlslIi Ills 1 gages sssi»gsggs|‘ ?isge g IN! a i i is i I i il i Mil!! i in i i j | is? i i ;g i i i j8 i j | j £ i j ; ;£S s Ills rn§ SSISS 6111111111s 3831 Hi ISIS um Sl'ISSISSISg’ »'ll§' §11 si'll §!§!! Sills! gs‘sa‘3 s'sssss isssSisi 8SE8 i i i 511 i |WS5S “^Sfs? ; j j “‘""sf 1 ! : : isils slligillSlI !§sl 111 Ills gSKSS SWsWft'J'S' 2'SSS 823 SSSfS* Hill glSlSillslg liil 6 aJeoaTtcoT '»'S ass' sSs'fs'sSS^Sss's'Ss'SS £gg " ^ s's'a 2,816 1,010 7,342 8, 178 17, 314 22, 712 4 6, 600 13, 342 4 5,000 5, 974 12, 083 43, 288 23, 341 8, 333 3 6, 408 15, 108 8,747 6,710 14,605 10,546 10,407 10,046 8,175 5,976 2,220 937 4, 650 42, 600 4, 530 4,083 81 1 4 4, 500 3, 876 3, 012 1,026 21, 829 i ii ii i i in IBs i loo" ltd" ! j jo>T»r jode^'i'T®' ii i 1 1 i in i § 1 1 ! ! ! ! ! ! I ! I is ! > 81 i - or 135 sis §§£ll§g§a§S§§sl§ §11 S 5 «r«rS -ss? sssssa's‘>-‘ss‘ss‘s‘as‘3 -'s'-' rf 4 6,544 6,125 7,408 II I sms § r-Tc4 3“ MadeoN*-® CO II S S383g § Sis Sal ISSSiilllSialgii III I si Islsil S Issll § m* Ms mmmmmm mi s' si isssii * i tSt* 111 SIS lilllglllSsligSI SSI P II SISiil 5 iaill g ggg Sg| Sfa'SSgga'SSg'Sfe'SSs? ss's if iff ffifS'S'SSK' ff ifsssfs I ii is i i ill issS® i il i i i i i i i i 1 i 1 il ill § i ills i is' jtf i i te* igssfg i jsfjjjj i i i i s" i * is iej 8 ; 1 i if? i §1§ illglSSgSSllll8S ssl § IS SIISSl s ssISS 3 m §i¥ mmmmmmm mi s si sags* i sssss $ i is. i SW - ii i is i il i is il i i 81 i 1 is 3 ill i i ill! i i s r i is i IB* i 'I is i i -F i juT 'MVoawV«co • • oo < • > i II 1 . . io : ® j® j^ci 0 ! j j j «d" ' Hi Hi SSIlglSlSliilSIl isi 1 is SSI88S i 88888 1 s's'S Ss'f sSSSss'SsS^'Ss's's'a S S555 SSs'a's's' a 8'Sa's‘s' s Table 12. — Expenses of instruction in day schools, city public school systems, 1923-24 — Continued GROUP II— CITIES OF 30,000 TO 100,000 POPULATION— Continued 514 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Textbooks, supplies, and other expenses of instruction Total «5 $16, 389 19, 339 17, 254 15, 518 13, 133 24, 196 23, 414 18,. 078 30, 302 40, 862 24, 539 High schools 14 $5,363 3,595 8,043 6,019 2, 919 8,282 9,821 8, 876 5,440 11, 337 5,500 Junior high schools CO $1, 962 5,272 05 CO • I 1 *0 1 Q • i i i o H05 i ' i 05 i O i i i IO » 1C* Elemen¬ tary schools 0* H $9,064 10, 472 9,211 6,627 9,137 14, 737 11, 189 9,078 9,682 15, 169 14, 039 Salaries of teachers Total H tH $412, 569 614, 145 327, 618 260, 440 440, 158 249, 079 498, 249 269, 187 550,244 335, 674 383, 934 High schools 10 $87, 424 104, 377 - 85, 700 98, 588 97, 738 85,644 178, 317 112, 046 85,644 77, 405 92, 046 Junior high schools 05 $87,700 192, 538 12, 085 141, 894 22, 976 24,900 2, 250 130, 563 69, 148 T emen- tary schools QO $235,080 317, 230 241, 918 124, 360 165, 028 119,948 229, 471 120. 682 232, 877 187, 917 202, 440 Kinder¬ gartens r* $2, 365 13, 007 21,966 12, 522 22, 675 22,600 31, 258 22, 274 20,300 Salaries and expenses of supervisors and principals Total <0 $35, 149 54,151 42, 460 44, 067 58,463 27, 406 67, 970 36, 758 62, 105 35, 657 40,629 High schools 10 $6, 871 4.200 11, 580 13, 628 7,720 5,260 24, 658 5,613 11, 584 7,251 8.200 Junior high schools $7, 169 16,062 l i i HQIO i CO ' ' CD OO *0 i (N rf i • D CON i (N i-H ' ' r-ToTC'f ' T-i'of ' ' l 1 1 Elemen¬ tary schools « $21, 109 33,889 30,880 28, 478 41, 063 19, 391, 35, 409 25, 870 31, 378 23, 523 32, 429 Kinder¬ gartens 1 1 1 i 1 l l City H West Virginia: Charleston. . Huntington . Wheeling « Wisconsin: Green Bay . Kenosha.. . La Crosse _ _ Madison _ _ _ Oshkosh _ _ Racine _ Sheboygan _ - . . Superior 4 . 4 $224 492 834 201 825 4, 067 7,873 K £ 4 $4, 384 1,080 335 iSg 11 i i : : sss ujWr-T gg II 3 - tfsf s SiSSSS S3 1111 linn I 8SS8 gf sftfftf III tffa 3ils3i §1 3138 fsftfgissf || Isliii §g sill COOCOOOO*^* $3, 840 2,499 1,662 3,989 3,200 3 ilii «“ ^*Tco ' ' ' linn igisiim isi nggiisi ssssssbisssss is§ ss'W-ss i^sfiss's'ss- jfSsf 8'sa‘3^s'§' ^sfs* is ii ii ssiiiii in ninsis Sill I ilaSs 111 cooo“ jr*“ jeo i i ' Tjj" CT CO 00 TjT CO CO ^“eo“eo“ >0“ CO t)T (M* CO of -rf 00 oo“^“co“ co“ j * CO ■O’ joT(N“ .v : : i : : jof : : o i : : j : !tC^“ §§1111 SS8‘"'SS- llllslll §51 llllgggg ISIS SSWs£=S‘ 2'“'Sf »‘SrfS slllllss oV®N*oo'o«5 II S“‘ Niiiiiiiiiin in i j j j j j j j ii M M N I j i i i i i i » i i i i ! i ill . . . \~ j ! j i j j j j 6 Data of 1921-22. 7 Salaries of three teachers were paid by the State. 516 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Textbooks, supplies, and other expenses of instruction Total W5 tH slllllg 11 si SlslsslslSggSS 4,717 3,950 5,996 1,607 High schools tH §8110 la i : j i 16, 315 1, 734 913 1,400 i ii i * |oo ; 1 « 188 io-t i i i li j 9,350 j i i ! ! ! i ' ' ' 2,370 Salaries and expenses of supervisors and principals Total CO illlill §1 si |»VioV«N MOO N® 1 is i: COO j; 1 13, 910 8, 930 18, 185 4, 343 10, 450 31, 400 4,500 17,755 14, 100 14, 100 12, 600 6,455 High schools »0 il \s » 2,700 3,060 2, 400 2,000 5, 600 5, 705 4, 200 7, 160 7, 180 % ii i it ;^r j ill ^tioeo 2, 800 3, 000 3, 040 Junior high schools T* i i il ! ! !*h • • i^e- i i i i i i 2,018 ill i rgia: Albany . . Athens. _ _ ■ •ii jjj vv ay cross - - ho: Boise.. . . .Pocatello . . . . aois: Alton - Belleville-. . .1 Berwyn— District. Nn. 98 District No. 100 _ Bloomington . Blue Island _ uairo . . . . . Canton _ Centralia _ i J 1 IMI I 1 Chicago Heights.. . Elgin Forest Park . . Freeport-- . . . Galesburg . . . Granite City . . Jacksonville _ Kankakee.. Kewanee . . . La Salle- . CITY SCHOOL SYSTEMS, 1923-1924 517 g ! 1 lilsi 88S8ESSIS*Sg8gS5gS888 £SMS38gS8S ISilll 00 io H«:«(No oTeo* (Nod-H*^-®^ o®t-~®ccg^*.*t-*2 (NoTecoct » cC-h jh « gj wof^xiooT 1 i j i is i 894 226" 468 738 929 382 343 614 673 718 442 600 864 924 405 079 187 938 235 614 128 932 875 549 ill 800 387 740 992 603 800 576 448 996 664 755 -«r i i i i i i ■ i « i i . | rH*CO* r-H*CO* i ■ coefoo-rnuffH w«o‘w*co* efrfV h» co (NT-TaT •*” r-TeicCcf ! ii i i II Isbs i i 1 is i i i is |£gs ! ill i i I ii i i !§!SS§ , • ! : i *i i : : i i ; rHrt | rt* III » « » » ief j j j P ilNwof I |r^i‘io : : ill illWIllJflWItiilllllll flllMllI.JJllit isSlolSpIl^SooSSlnSJiS^lii^sSmS ymmgggJasSlo iS^Sol! 6 Data of 1921-22. GROUP III —CITIES OF 10,000 TO 30,000 POPULATION— Continued 518 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Textbooks, supplies, and other expenses of instruction Total $13, 555 56, 981- 16, 680 7,405 7,549 8,259 6,615 11,346 9,118 2, 546 2,416 1,348 3,976 4,862 4,212 a ElSill 18sl cd odcdocdcdxd ^“^{5 High schools 31111111 §1111 IS r-T - - - 1,235 3, 355 2, 900 6,828 2, 129 3,519 4 1,500 3,231 5,160 2, 015 4,600 Junior high schools CO H 88888338 S* rjtodWVT' r-TrHlN if ! 1 i i ~ i i Elemen¬ tary schools 2 38888888 388SS li 1,948 5, 417 3, 794 13,890 1,797 9, 821 4 4, 178 1,065 4,964 2, 257 13, 000 Salaries of teachers Total tH lllslsll IslsI Slli iliSSI §611 I'iSSS'SIi g's'sgg m* S's's'sce sWk [ High schools © i-i 1111131s 11111 Ills giSili I1S1 gsss'sssTs SSS'SSS S’SgS KS88Si~?5 SS5J Junior high schools © $17, 660 66, 390 34, 370 41, 535 13, 355 28, 305 26, 663 49, 738 18,285 8,000 i ii j ;V § sf 23,650 ! ! ! s ! 1 ® i i Elemen¬ tary schools 00 Issllsls §§Si§ §S«I Isslll mi gas’s'sssg ffiSs'RS ssss ss'asSSs? s'ssg Kinder¬ gartens i§ ill i is i i j i 1“”' i jsf j ; i ! ! ! 1 ! 3, 690 ii ii jrH jl IS i i j Salaries and expenses of supervisors and principals Total © 88818881 llils fill 8§SSi ooTfotCeq't-rod' Vwjood-T cdjogud i i 111! h- j ■d'ad«5'oT High schools 88181888 88888 8388 131 if egeoNjT^edcdcdcd eded E§ NH 18 eM"MONci Sli: SSlSllSsi liiiiii efef -«T §§ w-g .2 31 o §al S ^"3 H ^ O r oV«o“m h'(nmmVm(N m-#nnVn«5k«^ il i isss i j ill ill il ins i j i ill j i i i is j J (N of CO j 1 1 ;■•;■! > t^>-H i « i i i »-T isil! Ill s lliilll ills§sI§3iI§lligIiES§iiISI I usad-jJ't'T® ® •rfi'eT tt- cd assss m i asssssi gsg§ssss§£gi£isi£giiss§BS3 i *Ste“s Ss* i i ills i Sis I SSSSSSS lllillllilillliii «*?$ j «a $ fi&gftftfc'g g§s^«£5sssss‘sss?s|§‘ 1 i sag i II iiili i i i i 1 is i 1 i i i I i ill i ! i i ii i i i i i i SS2 : i : 28~ :2Ys2 : : ; : - : : i i i itf i i : i | i 5 | 5 i : ! i i i i i§2 ; i i S : : : : : i is* i i i ; p i i i * II I 8S 3 ; ;g i S& nigs in i sisgggi iigiiiiiiisSiiisiiiisiisii § sfsgsg *** ss sssssss s§ iiS ! !- 111 I cV‘d V 8 :1 ill I i§ 3 i* 13- or : ;* : III i§ «rf is II iiSsli tf* i£«w£ Hill 3*323 I8SIS ®2feS« ill I edaoao ed asaasas 83SS III! i ill I liiiiil I V^odeo j cd.c (N-^r® ed««V S8881 of f'" cd r^" ® II 1 SSTf ® 111 rdVTeC ii cs t-T 11 o ■ M j < 53 i -4 U- 1 n or ; Kinder¬ gartens « 1 i III n in i i ii i i i i ii> i i i i Mil ill MM i i i i ! ! ! LLU i i i III i i ii i i ■ i 1 ■ . 1 ! j . 1 1 : : : i j : 5 yH Ohio— Continued . Warren . Zanesville Oklahoma: Ardmore _ Bartlesville _ Chickasha _ Enid _ _ Guthrie. . XVlUAiUbtCl Okmulgee _ Sapulpa . . snawnee. . . Oregon: Astoria . Eugene . . . Salem . Pennsylvania: Ambridge _ Beaver Falls . . Berwick _ Braddock . . Bradford- . . . Bristol-.- . . Butler _ _ i uarricK _ _ Chambersburg . v uaneroi . . Clairton... . Coatesville. . CITY SCHOOL SYSTEMS, 1923-1924 525 liisiig T^d'S“3'0°°r^r IS§§S§ilg§SI8Sl§§ggl§8SSI TfcS<&'#rfv?yf'SaS>rs'#'#mc$Tf*#yfctc5aS'#-e<3 ofof 9SSS §§siisfcg§ii§ •o^eottS-eoTHujoroTio-ui-ef gi^iiii ^TeCrH (N^H : : : : : : : . . i i i i i . . §l§3slsRiillIlgl3slIl3lsBlllllIsill3RlslllS fg$Sl£g M®V^V‘«HoVoVNV‘o®VN>VfrNmVN«aVNV*^MorHU5^(»V‘oVV>Vo rot^j-j-nr^^-cc slISIaSlisrlllsIisSSSsSIlllllilsBllgglgSasli S|'g"28|‘|§‘g|'gS|3'SSfS'g|SgS|'S|2|SSSg§SsgSfg|S|‘| sSSSsls KSgSgSR lllii§Sig!§lIlillgillllgsl!is81lls!l!SIS5!§ llllSSs S'S"”‘SS‘S‘S'3S'§SSSa‘S‘SS'8SSgg‘R2‘2SSf3SSSS‘SSR‘3S‘a‘S‘S‘33S'ff 3SS2'SSS‘ 1 1 1 1 1 §§;;■!: i i 1 i is ii is i i Is I i ll i i ! 1 1 ! I iiliiiiiii 1 1 1 m M *® eo i i i i i j j | j jss 1* is i i is? i i is' i 1 i i i i i . . . ''Hill : : : ! : : i : i • i ! : : : : : j j |j| i i j ; : ! j i | i : | j ! i j IlSslBlglsSlSSRllisIsSlISalllslllIiSiSgglii ll§illl SSS$SgS^SSSS8>‘R$g'SS3SSa88Sg8SS28ggS8Y38SgSgg 88g‘SS88 • ■ • i : : : ii T«cS 1SS33ESSSS9 s" 3 -'a' » s a s' illlsli HNNWNMO? § illllllissgissilllgll Iglllll gj ! ^oTtC^or^io oo ® tco-ortr^rg'od^-^ro- of O-®-O-^-®-rH-rH ® ttS-^-^-OfufeO-rH-OlC t^Of^-Of © U> «5 27301°— 27 - 34 » Estimated. « Distribution estimated. 8 Data of 1921-22. 526 BIENNIAL SURVEY OP EDUCATION, 1922-1924 CITY SCHOOL, SYSTEMS, 1923-1924 527 §31 i si ssssas 1 !!§!§! alsll iSllgll 13 j ^V^uJoToT < ‘ I3S i 121 894 045 284 654 094 856 541 i isiisi mss iaassss is (OVCONCOM rHt-VTtfT CO IcjNrtCjV^ CO 00 §§S gill IlsilSl I lisilsl ssslsisallllg II w* ^ amm s &&*$&*&* & 111 Ills §§§§111 § 138131 RlSssll§ligl sfgfa gfs's's' s'isas'ssi sf sssssss e’sss'ssrs'as's'ss' |83 i | j | I ! oo't-r ! ! ! ! co i ' i i i i I : i : : ; : : II is : : |g !§ S3 i£ « : in iisiiii i iiEisi liiiliiiiili ii 38S? £SS‘?C S’ggsBgg g sesgs'g |SSS'|3S'SSfS‘S8‘ §'£ iiMi i i S is i i i i > i > 1*0 i ■ i i i ii i i i i illlSIlllSSS II i- i ! i ! ! ! ! 1 1 II 55 i i i i i i i i . . ,i > • • • i i” i i i i 2”2Ys2‘2”-‘“‘“a a‘s? ill Ills 1111111 I §§1111 IlllgllSIlSI Is is a a**-' ssftg'sss's s 5fs-s‘”s sssSsSss assess s?sT ill Sill bSIIIIS I Sallli SllllllSilsl |oV coVeoef mooonnVm hiononm nco com «■ eo 1 jjj|£|g I 528 a. e s <3 & § *4 .8 hh § ^ g & "e 2 e o 8 o © fc 8, © a, t* &q H PQ Capital outlay BIENNI "3 EH AE S URVEY OF EDUCATION, 1922-1924 2 2 m 53 cc ®2oo ISaoSSSSS® 00 CO CO b* *-« <00*10 O* O O O* !"• t-h CO b- 00 00 2" 9g?8 3 §» 5 <§ S o§ o 3 8 t> c§ ntpn co .-it-eo 5s[t-ooN(N5-Hweoeo mhh cf h High schools 16 $13, 357 2, 113, 123 822, 890 636,672 534, 332 899, 123 652, 898 3, 475 229,207 8 1 | tf of 3 1 § t e* Junior high schools 15 i j© ■ 23 i in i b*1 ad : is :s 2 i sf i :8 >•& 1 1 148, 100 1 1 1 1 1 1 1 1 1 I 1 1 1 i a Ele¬ men¬ tary schools 1 14 $6,453 8, 192, 761 597,738 765, 110 1, 559, 930 274. 543 138, 060 38, 605 360, 154 4, 949, 558 1, 198, 275 38,876 s of of Fixed charges (rent, insurance, etc.) Total 2 13 $26, 702 83, 847 31, 684 21, 509 67, 645 22, 105 21, 706 19,792 54, 726 28, 651 790,847 22, 217 94, 146 14, 401 7,754 203, 433 79, 546 High schools N $7, 925 15, 715 12, 466 300 33 4,625 160, 207 3,869 CO § o* ofcd 45,276 620, 129 18, 348 4,593 Maintenance of plant Total 1 > -£ ! c ! 3 tt ! a 1 1 M Kentucky: Louisville . Louisiana: Maryland: Baltimore . CITY SCHOOL SYSTEMS, 1923-1924 529 !!«!§!! is SI il g SSSgg §S83SI SlSSilg E ISIS S m**u ii m ii i mm mr% mms i mn s (NOr-T rf «OrH COrH ii -s CO 946, 481 269, 457 il i i iis is s i r»' -r « ! ! 1 1 j il i! is i: urns g isis i mm i mm ; rH rH*" | 489, 659 93, 124 |S is . i i g i i j 502, 925 5, 177 1 is . i\ ji 651, 103 i ii §§gg i is i| £-8$; i Is l rH ! ! 3, 039, 022 35, 598 480, 809 387, 459 1,443,113 265, 801 463, 283 Y, 4U9 216, 621 j 604, 632 1, 644, 200 1,678, 333 808, 655 77, 160 269, 507 1, 129, 890 430, 230 544, 591 | 8,761 636, 779 510, 189 2, 305, 559 360, 525 297, 962 1, 291, 136 156, 330 1, 297, 498 4, 672, 260 1, 089, 830 301, 306 20, 808 S : ij 6,129 845 il i • 50,824 16, 825 40, 735 13, 280 63, 700 § 11111 SksISs SSelSll 1 slis 8 §' -'K^-'S SSggsW gfg'gg'SS 8? f'g'Sg ” 35,203 1 i ; ; ii ; . 1, 560 8,310 20,378 § j Sii 1 ■ 21, 046 38, 799 29, 008 42, 371 8, 720 8, 540 1 i 5 ! 2,323 j j i i i : i i 6, 477 JO s ; j f 2,473 j • • i i i is! : : \sm ; ; J /■ ■ 8 i s : I i ,-r ! a ; H 7 . . 0 6, 136 8 4 13, 618 9 23, 300 6 13, 280 0 37, 741 9 _ ■ OC 8 i Th ; Ha&l SSI CO 00 JO y« >co 3 . - 3 . 4 75, 130 9 155,012 8 66, 657 6 85, 707 0 54, 248 * . . 7 20, 164 9 _ l i s' i ! S3 g“S5SSi£sfS? {£§? gg‘ af tfggsfSf SggS&S g gjtfsf g .O 150, 421 7, 677 7, 662 2, 505 21, 718 19, 327 55, 884 16, 335 77, 051 34, 432 106, 152 23, 474 1, 422 27, 053 3, 497 5,204 - 1 9,952 50,224 125, 543 10,289 30, 561 31, 335 2,300 31, 721 83, 045 57, 966 8,469 i 1 ii : g r i 56, 139 58,878! _ 233 11, 024 3, 105 337 11, 195 j i i i ■ ’ 14, 978 41, 824 15, 262 2, 356 13, 943 16, 765 6,861 3 834,025 4 30, 241 5 54, 405 5 _ 1 69, 098 2 68, 590 2 72, 880 7 197,840 6 71, 274 6 211,811 2 6 175,161 3 419,218 2 70, 551 1 72, 972 6 _ 138 i j .00*000 CO r -i oo c z _ 1 . . 9 _ 8 36, 353 4 213,101 0 290,859 2 40, 468 0 86, 463 4 118,826 0 21, 043 5 84, 158 3 534,233 1 461,685 2 41, 722 3 _ isiiiii' g¥ ii si i mm mmm &$&&* i‘ sm i schools, city colleges under city board of education, and special city schools for the blind, the deaf, etc, Table 13. — Expenses of operation and maintenance of plant, fixed charges, and capital outlay in city public schools, 1923-24 — Continued GROUP I —CITIES OF 100,000 POPULATION AND MORE— Continued Capital outlay BIENNI *3 © AL S tH URVEY OF EDUCATION, 192! (ON C<1©©© CO T-H © © CO — < CO ^ TJHGOC ON h GO 0-1 © CO U- CO t^©00© O O0 © OOO cfrjT NO'lNlN OO © © i-hVT © OOCO Nt^OJh CO OO TH CO © CO lOH ,-H 1-H I'w GROUP II— CITIES OF 30,000 TO 100,000 POPULATION i CD $22, 171 218,964 203,263 191, 640 189, 598 1, 827, 968 High schools 16 © © CO O • CO GO i U- HOO© O 1 © SW £ 47, 566 150,844 $19,906 1, 170 32,859 20, 215 516, 423 Junior high schools *0 H $6, 500 1, 125, 962 500 4, 140 4, 146 $69, 845 65, 595 (*) Ele¬ men¬ tary schools tH $34, 342 33, 441 76, 515 467, 182 150, 433 496, 741 160, 707 92, 690 760, 252 $22, 171 199, 058 202, 093 88,090 103, 788 1,311,545 Fixed charges (rent, insurance, etc.) Total CO rH $48, 803 9, 792 6, 215 3, 777 12, 181 6, 166 26, 664 15, 232 15, 278 u- © 1 1 ! Alabama; Montgomery _ _ Arkansas: Little Rock _ _ California: Berkeley . Fresno _ _ _ Long Beach . . . . CITY SCHOOL SYSTEMS, 1923-1924 58 Ssisl mm I 5s o-«r 111 liSl f'-"g |-‘“S 863988 §‘8'8‘§8‘S Ssllssllls s'“‘ga‘|s'8sss? Ilslll ISSW 52, 605 434, 218 67, 495 181, 239 76, 737 111, 620 6,918 8, 723 : : | i | j i i 171,263 66,255 ;g i S i S' i: 314, 220 1,274 1,699 8j! 1 ! 27, 927 2,780 4, 342 1, 785 163, 629 582, 639 42, 201 50, 101 6,311 i IS i i § a • i is i i 1 r 1 i 1 i | f | 1 € il i jos* j ■ ' ill i j i-To'r>ror«'«t>roo ^eogctfoTeC 7,647 4,432 1, 284 3,814 162 518 g i r-r ! J! 1, 960 il i 1 : > 111 i co- : 1, 605 | 9, 31? 3,057 650 548 1,543 9,973 21, 677 2,056 1,239 186 i i i i i i i i i : ; : : : : : : i : ! : : : : : : : ■ * * J » * » « « 2,372 1! 1 N ' il i il i i >| 2,185 — — 9,902 8, 679 62, 745 1,261 4, 916 3,313 6,030 8, 510 12,000 O 3 ■ il i l^r j §1111 sSlils ^NphcO ^ihOJCON Ill 881333 hoV oTeoVof^cs slsss 2 §1 sis! i lillll ISisSjiilis liiili j -^ssfcJsf gfSgtfSSsjfsfs? gISsi 1 88 1151 eoiCo-gj'eo' «T (NO N«0® i 1 i i i ■ ’ is i IrH- 1 4,416, 1,220 2, 345 4, 754 1 ' 9,033 1 3" 17, 817 4, 000 2,801 1,050 8, 609 18, 545 10, 522 14, 928 5,130 i is : 1 i i : : jus j j : | j 10, 395 i i • ' 1 il i H ! ill : lof(N j j j 1,542 8 190,047 1 16, 483 2 34, 948 8 10, 863 8 11,543 3 16, 648 6 6, 110 2 24, 126 2 25, 151 3 19, 710 1 18, 568 7 50, 985 3 j KOI 1 1 ; i i y _ 2 3,414 9 . . 5 3, 065 4 23, 057 7 9, 513 5 12, 705 6 16, 166 1 22, 824 5 10, 450 3 35, 392 7 24, 688 8 15, 341 8 33. 040 4 . . 7 56, 568 6 15, 940 3 30, 374 5 6, 366 7 17, 883 7 68, 498 1 48, 129 4 33, 907 7 11, 274 s'sg'SR s sss s'sssg a^s' s'sfsfs' sJsfs'SR's; s's'sssssgsg ga"g‘g'8‘s' 88338 1 II Ills i R'a'SS'S S' 2'S “'S'S'S' i ii § : i i l rH 78,917 | i 351, 538 18, 124 _ 1 i i 14, 785 ilSIIISS i s s il i jrf j i i 326 117, 152 340, 397 il is 1 © S il is 49, 641 2,605 i j il i s jsf ! I ■ 25, 131 375, 297 3, 022 127, 338 201, 700 6,780 15, 374 60,361 30, 838 17, 055 29, 072 25, 717 16, 315 23, 246 12, 019 61, 133 19, 516 16, 883 250 925 2,204 3,894 HOV 11 i IEISS 1 Sis gisiggiS «OtO rH- 1 ii © 53 1 i il 2, 160 1,640 2, 448 42 1,473 5,290 1,512 3, 519 2, 145 i i i i ■ 1 rH il 8 rH* § i ■ i i 895 2,781 • . . 1 ' 8 j j i 1 1 is - is i is i jsf I 2, 840 ii j 7,039 • *o j CO 36, 654 9, 626 16, 477 13, 119 11, 566 16, 378 31, 660 25, 474 14, 176 23, 237 4 :S : is j s s s : j|M j j 6,613 il ',^r i| j 11, 972 9, 853 27, 104 24,201 79, 019 51, 992 £ sii iss \ 42, 253 22, 623 ;s 5 i* 20, 873 • CO isf ■ 85,563 32, 332 48, 992 30, 827 67, 025 35, 906 50, 599 45, 015 47, 844 32, 493 i! ii U. M was Johnstown . Lancaster _ _ _ McKeesport. . New Castle. . . . . Norristown.. . Wilkes-Barre.. . . . . Williamsport... . York.... . Rhode Island: | ! \i Woonsocket . . South Carolina: rinlnmhin j j j fi > Sots Texas: Austin . 1 si j i ) i= a jps Utah: Ogden. . . . . . Virginia: Lynchburg . Mownnrf Mows 1 ! |jj 5 3 Q C i ! i i i I ! i ! : : : : ; ! Mi ! ! ij §§*!|lf| Wisconsin: Green Bay . Kenosha _ La Crosse . . . Madison _ Oshkosh.. . . . . Racine . . . Sheboygan . i j t 5 in fc Table 13. — Expenses of operation and maintenance of plant , fixed charges, and capital outlay in city public schools, 1928-24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION 536 BIENNIAL SURVEY OP EDUCATION, 1922-1924 Capital outlay Total tH $45, 586 196, 302 1,411 6,061 106 12, 324 6, 102 432, 855 1, 118 7,791 1 lllilSISeilsil all » s'sasf|as|§|gs'|'“' gsis High schools O •H $13,960 3 i°°i§ ii 1 ! 1 r • • 1 j j 2,500 110, 597 385, 472 S3 j* 20, 317 8, 304 163, 094 6,489 7, 000 435, 745 20, 579 122, 380 1,494 6,408 15, 102 20, 872 Junior high schools tH ! 1 : • • i i • •: ; i : : : : : : : : MM! I I I ■ > i i > I, i $6,000 ; ; § ill i i§3 SS i s* 'fi i ir a j Ele- men- tary schools H i s ii isS is i r i a isf i 1111 i 867 123,761 151, 122 131, 148 148, 329 297, 639 17, 144 237, 535 2, 555 8, 573 7, 127 5, 218 Fixed charges (rent, insurance, etc.) Total CO -H $915 1,393 1,708 660 757 360 3,037 1,740 4, 937 5,000 1,295 7,910 2, 850 3,785 4, 660 13, 245 46, 489 7,341 6, 150 4, 536 6, 836 6, 368 17,911 1, 717 2,001 1,755 2,007 I schools !|S |§S ji 1 : : ; 1,250 800 2,038 IS ■ CO 51SSS3SSS ii i M'W«Noo> ootSofoo rfr-Tief 1 schools 00 ■ $462 527 813 103 787 . 890 3,742 3,498 2,814 IN 1© |*r 1, 131 2, 969 1,923 2, 810 7, 310 1, 880 2, 288 3, 503 571 1,792 1, 939, 478; Junior nign schools i i i i i i i i i i 1 1 i i i i i i 1 is!! ill ii 1 i -T iwcf jrH j tary schools <0 sl=g$ !§ 8 i rH ! O j 1,500 14, 553 3, 193 8, 822 3, 287 IgiSsaill ill VOW* Operation of plant Total is sssg ss§isigssi§iii m 38? SS3“‘S' g‘ S 3 S S 8? S S ’£ 3 S S3? a sfs'sf 1 schools $2, 517 1,097 1,773 1, 895 2,422 4, 447 8,015 2,500 8,949 16, 810 ii ■ 15, 328 18, 855 12, 998 27,614 11, 375 7, 466 13,896 17, 696 4, 536 5, 971 4, 320 9, 505 Junior high schools 05 I I I I I I I I i $2,500 Jfisglilg |li isnionT 'D-'-'i5' | tary schools N ISIS! i§ 1 *-'-■** isf S? ' 5,000 20,998 21, 134 33, 163 14,828 12, 865 19, 381 22, 988 31,024 18, 218 16, 025 13, 327 21, 217 14, 690 16, 665 13, 389 14, 038 City tH Alabama: Anniston . Hill II 1 i j j j i j j j j i 1 p ?! Pine Bluff . . California: Alameda... . . . Alhambra _ naKersneid . . . Eureka _ Glendale iiiliiil j i ;J CITY SCHOOL SYSTEMS, 1923-1924 oo^eoaTeocf If 2 §S 2 §2 ISSISiillS 111 ililsl of Tj ® of MNMrtVM' of JO otT 00 tC OS «S §5 11 0-“g JO® slim W W s pi t-H S .© . . ■« j j j iii jjBjj ■ ,® i j . . till 1$/ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III i li III ii ll III ii li III li ll i i i j jsf € j j j j | §15111 FT * S' spisiissrT -f gT^cocfofjfe* of ITT no .© Ills U5» Iff 1-H if of of ssnsr eoi-fof !i-Tof ITT w 11111 IS Is •-Too I-T^-T «5V uaVf in TSP=I :^f mVT® SSf s|- rH ss TJ< —I I 111 of iff 58 of of 8S r-T^T IS 1 eoeo tjT II niiiiirisiipiffiiiiF joofr^^tCo ^■rf‘®-U3 00‘og®'cfu3««fO-rH §11 $188118 ® V efeoofeoeo ~ ww ®-.o ®->- iiisif ofoo"*ou3®-^r wwmm 88 I CO-T r-T uoof^Hof -r I 58888185 82188319 eowHo^oa jSodV*© ufaffotfej iliT ISI§ ofoo-^co iliisill 8315181581188 SSsSSSfSB 3SS'28fi'Sf«2f3S8S nr g's Ssf iss 8818888 MON CO 00 SOtClo'oOTjT IfflSTi -ofsfcfsgfsf 88318838 «5j5U3«O-^-0f®- 1111 il ! X«NO ; CO j 1 1 2, 155 8,086 4, 669 7,982 ! § il 1 rH . 698 18,077 8, 237 5,278 iii : i^-io i I i ; i i ii : ; ; ; | 1 lef 1 ! i S i ; is ; ;s :s : i i i S 114! ; , sliSslSi 31888815 SStfSSSSS 38«'2'as'as 18, 814 37, 724 16, 063 5,823 i § • CO I CO il 11 1 8's ?! 7, 146 14,413 25,009 12, 290 il ;S 3 I M® >o : >ja: _ _ _ Ml | Ill'll « : Tt« < is§ i ; iHurr CS! CO t- rH < SiSSS ^C0"^■■■ ill 18 of is i i -r j i i i i ■ i > « il 1 iSt ; \9 ; i i : j i ; i i • • | | 1 l ' ' j 1 • iiii ! i i i 1 1 1 1 1 1 1 1 ' ' |8| ■ ■ iiii j j | ■ i i i i ii i 1 j i i i i i i • ' ii \to | S : m l^of i : i i ; ; i 1 l i 1 1 1 1 1 — H 1 1 1 2 : i ; ; ! i 1 T* ! © 00 © © © 00 00 1 CON^IOOO’ Ci CM~ Of tH ^ ' !8$ CO Tft - ^co co ’ © © too CO 5! 00 CO CO CM CM © CO © © Tf< > Tf © © to CM CO 00©©1^©©»-H©© © © © 00 CO © © CO 00 Tt^ © © rf © cm © co © © © iCMrtCMHCOT ^ O 00 ® CO 05 -^1 05 IKS ■^NOO® 000-^000 co 10 <0 ci tC 88 eo ■ $0 ■S'3'2 n !fl S^aS visMh: N- © © S 3 8888S8 rr CO»H *HiH H to'© tr^Tj^co © CM CO cm"© co © 00 cm 00 - • co 00 . © CO co © cm co < •3 & mS 73 • r~ » fl Sr* 03 a ' ' “ S i-S'S § Sjga'-iS .. « I d o ^ © *3 S fp'l gsi If mi i S3 1||| sill iml 111 lj •S >h O CD O) S 2 S £ z * Portsmouth _ l.._ . I . J . I 22, 810‘ _ . I 4,030l CITY SCHOOL SYSTEMS, 1923-1924 543 lllsl§SSS§ a'sgsss' g'rfs lllglSlslssS s'§'8‘s5"‘a^s',rgs il s Sis? glSlsSElSIlsSilsl ft s IF* a r'"SSs's‘g§' s' ~s‘a' s‘ s'-'- : : gs§ if 4 r siiisisf od-rrt‘(N^r g ; s 2,129 3,649 5,780 1 ,io : is i i04 gsggsagssssssfcsasoss JO .O © of JO f-' «T JO JO r-' © j-T ce co e* of jr Table 13. — Expenses of operation and maintenance of plant , fixed charges , and capital outlay in city public schools, 1923-24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 544 CITY SCHOOL SYSTEMS, 1923-1924 545 II -T Cl" §IISI!ilslsl§ISs§i=I iSS ss’ss -sgsg|'»'sgss«s;|| i.-'s 11 sfs SiiSi iissi his ss§ ssfss :3”3 »g| T Mi rs is ¥H i : a? is Mf i IS Sf ®-^- ! YO f® nr sr s lfl~T gf-£ CO I i co* : : ; i i iiktj m sSi 1 Trof® t-T isiSj eo'cf cc o' co ® HWtftOMNMVcOH.d UJ-gS^- SS'co | I ^>r ! : if iiSi 1 : of~%* ~ SSlISflillllSilliSflfT ^■oco-^-r^ ««c^®(N^co''(N.o'®(»^-'® SiSfif ooTaoco-®® msimriis ocT® mmm I nr of :©- ill SI of ® of® w ill nr ill il mm § :s « loo iiiiiiiiiiiiiiiiKsiiiiiiii liimnnii ^gf^oofo--® oTcfjf S8S e Data of 1921-22. • Distribution of expenditures is estimated. 10 Data of 1919-20. 546 BIENNIAL SURVEY OF EDUCATION, 1922-1924 co m < H fin £> O 03 O Capital outlay 1 Total 17 GO COOOiO^-^ lO OOC!DO»OONCD g**'*g**ggg~ 922 44, 107 97, 703 169, 155 5,569 367 2,076 43, 875 3, 086 828 112 216, 513 16, 526 157, 779 1, 451 9, 555 212, 878 142, 157 88, 381 2, 967 124, 025 136, 920 2,694 High schools 16 $123, 834: 54, 542 2,100 319 68 7,113 156, 908 9, 555 2, 967 124,025 Junior high schools 15 $129, 227 Ele¬ men¬ tary schools 14 $1, 210 68 996 51, 535 43,788 97, 703 216, 445 9,413 871 88, 381 CO 1 © * co • rd ! Fixed charges (rent, insurance, etc.) Total 13 $3, 523 5, 036 5, 376 14, 142 4,607 21, 326 2,516 5,611 5, 092 2,720 3,919 5,291 3,943 7, 345 7, 394 6,315 5,663 3,948 4, 540 7,390 17, 055 12, 246 9, 254 5, 551 9,730 13, 515 5,647 12, 615 7,711 2, 168 9. 130 8,531 2, 977 High schools 12 $9, 307 1,800 6,430 1, 156 1, 349 1, 227 4,461 435 3,499 2,000 Junior high schools 11 ‘ 1 £: • 1 00 1 1 Tt< 1 1 CO 1 i€/3- 1 1 1 1 I t 1 1 1 1 Ele¬ men¬ tary schools 10 $4, 835 2,807 11, 409 40 Tt< CO © r-i O Of 11, 019 4,793 7,711 1,733 5,631 6, 531 Maintenance of plant Total a 0‘OiC^N005NCONiOCX)©NO'^00«ONWOO>^NCIt^»OCONCO»OWrHN co 040 of »-H oo ooco *£<£ »o oo of of cf »o co cd cd >-f of© cd 40 cdr^»d aoV'ef »© lH »H rH »-H High j schools GO i i O ^ • co i io oo 1 OO i Is* CO ! of ! co . i i cS CO 40 o 1, 351 655 5,813 649 1, 652 1, 150 531 Junior high schools 1 1 1 i l i Ele¬ men¬ tary schools o $9, 575 250 843 12, 558 T-H 05 rH CO CO 9,823 2, 136 4, 399 1 40 5,027 6,912 3,091 1, 615 Operation of plant Total $18, 00C 20, 988 21, 465 22, 860 22, 953 11,643 42, 706 12, 416 28,539 12, 482 26, 586 8,682 14, 724 17, 170 27, 991 16, 509 10, 532 29, 328 15, 730 18, 639 15, 428 39, 624 30, 498 27, 595 23, 308 31, 267 18, 039 29, 583 31, 310 21, 412 16, 137 21, 120 41, 077 17, 759 High schools T* l i $7, 470 6, 970 5,400 19, 657 II coco 11, 071 7,817 7,289 CO of 4, 100 3,210 8, 947 15,439 Junior high schools CO 1 1 1 i i 05 ! 1 oo ! Ele¬ men¬ tary schools a $15, 390 15, 983 6,243 18, 230 11, 169 10, 681 19, 427 19, 778 16, 019 § 40* 17, 312 12, 927 12, 173 25, 638 City Pennsylvania: A m hri ri p a Beaver Falls . . !ai * > - r Bradford . . . . . Bristol. . . Butler . . ?« i 5 !! I Carlisle . . . St - - JC Chambersburg. . . I P.hfirlArni | c } c is )C a j'S 1 !§ >C ) ! cc •2 i | \B > c >C a 5 > j| ! p > C )C > !c \l .s >P l ! c IP ! a !i ip a i- !i ! e 1 c IP Duquesne . . ... Farrell . . . . . OrfiensbiirET II II ; c Is 11 ! c il i c [1 !s jg i>S IX ip V % z tf • c/; > a l « il Mahanoy City . Meadville Monessen _ _ Mount Carmel . 547 8*8! COCO^QCfc^O'^Cit^Tt*' ^CSC*©&C^CfeC&C^©' oT »o* >c © cT CO 00 »C*»-r» *— « Tf N- aO ^ O 5 n- (M "cO CO XCOCN COOrHCOlO lOCWCOO §s oToT 3 r-l lO 38 nm«’ |WOOM$>O^^IOO :s ssis^sss Oi CO QO — »o 1C o5 e5 ®§8S^ ONOt> i £ :2 :s r>- © 3 3S i N- i ' £■ ' 1 00 i 1 • N- To 1 CO 1 i i O ‘05 1 *0 i if i i : : i i i i i i 00 • i^CO i 1 1 1 1 lTf« 1 © 1 1 C» NO IOO^CO»C ^Ot © COO N-hOI HO^^WfOONkONNWCOGCOOiOCCCWOiOCONW OOO^NOOO *-< CO »0 00 ^ < C^ *-h CO CS © : ^ 05 © O N- ^ N- 05 CO C* C^l N- CO N- N- o o CO © ^ CO CS ^ © t« £00*05^000 ©^0*00 COO O CO O* 1—1 * »cd cxTco cooo CS »-m O* N- 1-H COCO t^C^COt^O^ 8 ; :| o ^ lO Me ^ 5 X C 3 © 2*d o R : » oi & a p-tii Hill illH II il§l!ldl!l§1g! Igiii^-*si »si gi« £sfJifil sills If liJ! s=!"-S g I ll||2 c = E s°3 1 111 Ks II tl-3 .OOOPHDHdiPHaieL(ajaiOTt»o2oQE-->2^????noS!OG)OW??£ i|SB: iil * c o 8 ®> ° ® « ® ® 5 gfe..as III 1,008' 548 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 13. — Expenses of operation and maintenance of plant , fixed charges , and capital outlay in city public schools, 1923-24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued Capital outlay Total 17 000 ‘Lt 47, 226 iO 366, 220 s lO 15, 957 805 15, 649 4, 485 10, 197 1,806 992 9, 018 15, 397 112,622 8, 994 7,159 3, 532 2, 379 ! 11, 956 High schoois 16 $1,500 1 10, 479 15, 299 3, 730 4,045 459 2,128 Junior high schools 15 55 i i ssz Ele¬ men¬ tary schools H $5, 500 _ 1 CO CM CO 8 CO CO lO © ^ co CO o' CM CO co CM § c3 05 00 HO) Fixed charges (rent, insurance, etc.) Total 13 $3,500 1,000 93 1,150 801 4, 784 8, 325 3,743 4,588 1,350 493 3,400 1,018 2,703 554 2, 130 300 COCO ON CO i CO CO co OO IOCCO noo CO CO 05 N* 1 COO CO ! H(N High schools 12 $1, 500 902 009 . 794 § CM U- i CO rH 1 ^ CO rH i 1 r-T Junior high schools tH 1 1 Ele¬ men¬ tary schools 10 $2,000 18 1 224 Oj CO CO . t— N- i ^ i ! CM Maintenance of plant Total o> $4,000 4, 246 3,923 2, 750 3,093 1,186 19, 292 3,440 8. 692 2, 437! 1,433 4, 410 3,981 6,314 3,902 3,081 4, 528 4,297 2, 437 8.693 16, 151 8, 391 3, 526 3, 091 8,994 12. 137 High schools oo $2, 500 sss o O 986 000 ‘Z 2, 410 1 5, 901 2, 733 1, 717 si CO o Junior high schools b. £ 1 532 i Ele¬ men¬ tary schools CP $1,500 o lO t> rH CM 8? CO ^ COrH 2,000 CO co CM 10, 250 5, 658 1,277 gg io cd Operation of plant Total *0 $14, 491 8,140 7, 910 6,000 9,031 10, 070 33, 719 7,920 11,820 17, 263 9,800 6,690 8,149 17, 477 25, 115 29, 493 14, 810 14, 308 7, 833 11,298 6,084 23. 246 36, 920 45, 009 14, 631 17, 283 31, 960 21. 265 High schools $6,000 88 O 00 (Nh 000 ‘Z 000 ‘8 10, 258 03 s CO 13, 492 14, 602 7, 581 kO ^ CM Tfi I> CM~CO Junior high schools w £ 00 55 St CO T*< Ele¬ men¬ tary schools s CO & O T-< O CO o cm 88 CO co CO ^ 7, 219 S3 cm of 23,428 30, 407 5, 904 »o ^ City Texas— Continued. Denison . Larado _ _ _ _ Marshall Palestine . . . . Paris . Port Arthur ! 1 i§ .PS 6 S > a *< j a i£ Sherman ... ... _ ... !« 1 Texarkana . . . j Tvler ! ill -2 ® p > d e a £ T* H Iff Rutland . Virginia: Alexandria Charlottesville Danville.. ... _ Staunton ... _ Washington: Aberdeen _ Bellingham . . . J Everett, Hoquiam . . Vancouver __ _ Walla Walla . . Yakima . . CITY SCHOOL SYSTEMS, 1923-1924 549 lisssii sills :§ss§gg ss SSlil § JO COW® rH | g£3| I If" S” nr Sf 5 Mil" s’ss-s ft iiirt" 388’g’S 6 iSMl co of of r-f co rr 113 CO «5 mr •Q ! CO Of 927 73 3,098 :i 1 !h rh S i r-r ! 3.228 1,794 S| || .... . l l . is i Zf9 j i il i !r-r : : : i i 1 j i j i i i ill! r il § Teo rH 1 : rH ; ' ' 3,234 3, 129 1 co- : 1 i i i oo'io f-T co ,ojo M^^«f^’'coj-ro'eo*'Nco woo II lEIflT COVcOrHTjOO Miiir t^CO-r-fofcO-^ 5! ! CO ! If iiiiirr ^of^-^oonr « '3111131 ssssuniisns ssfsssss’ sSss'ggs'SSss® Ss ssISSl § ffiOCON^N j-f iSl i 22 17, 995 9i 160 10, 551 11,531 17, 749 ■ i ; | j ; : : il ; jl j ! j i i i ; is i ! r-T ! 1 1>T ! Zs 1 1 1 23, 330 20, 827 13, 872 19, 278 7,470 23, 650 27, 170 iss USsgS g ss’sisa S 550 BIENNIAL SURVEY OP EDUCATION, 1922-1924 Table 14. — Bonds, taxation , property values, and valuation, city school systems, 1923-24 GROUP I.— CITIES OF 100.000 POPULATION AND MORE Expenses of debt service Value of school prop¬ erties (thou¬ sands of dollars) c© 4, 405 47,332 10, 551 21,259 11, 682 4, 347 13, 224 5, 132 2, 847 8 15, 242 6, 090 98, 135 14, 482 7,504 3,865 5,619 Re¬ funds and other ex¬ penses of debt service IS rH $5, 577 73 1,303 10,061 Redemp¬ tion of short-term loans 14 1 1 t 1 Il 500 23, 100, 000 Payment to sinking funds 13 $2,391,940 2,822 S iC Redemption of bonds From new bond issue e* rH i i • i From sinking funds ■H $948, 550 From current funds 10 _ 1 iss 000*88 i i i • • 5,000 51, 410 61,000 Bonds and sinking funds (thousands of dollars) Total amount in sink¬ ing funds 05 144 2,132 8 53 Other forms of debt QO _ _ - School bonds out¬ standing r* 4, 051 32,610 5,113 11, 475 6, 750 2,813 6, 733 265 10, 102 4,380 315 Taxation Per cent as¬ sessed valua¬ tion is of true prop¬ erty value CO S SSS 8 8 ao 100 80 70 50 85 15 100 100 Property assessment (thousands of dollars) 145, 813 1, 089, 087 178, 175 644, 181 388, 610 236, 638 280, 326 242, 557 116,990 3 1, 175, 867 207, 975 1, 788, 665 621, 339 43, 512 126, 108 329,000 School-tax rate (mills) Total TJH 12.50 16.30 13. 50 7. 37 11. 64 i 9. 32 8. 30 i 10. 13 i 11. 17 i 6. 50 »8.53 27.80 8.23 64. 76 15.76 6.10 For other pur¬ poses « 2.70 2. 15 2.02 .69 3.30 8.10 .89 For mainte¬ nance ffi 13. 60 11.35 5.35 10. 95 . . 5.00 j 19.70 7.34 6. 10 City fH Alabama: Birmingham California: Los Angeles . Oakland San Francisco. . 1 Colorado: Denver ... Connecticut: Bridgeport . . . Hartioia . . i New Haven _ _ . .1 Delaware: Wilmington . Dist. Columbia: Washington . . Georgia: Atlanta Illinois: Chicago.. _ . Indiana: IndianaDolis ... Iowa: Des Moines .. > ! g a rr. § M Kentucky: Louisville . CITY SCHOOL SYSTEMS, 1923-1924 551 8 S SE8888S 88 >0 £ MconV**® jg*-* S8 IS S 1888! §52§gg l§8s§i§ § |g|g os' os' 00 to .ojo^aTV ^wofcfwco®* ~ gagtoto I 8 1 ss - . 1 . 1 i i i ! ! 1 i 1 1 i i j i i i Mi i ! ! il i 1 i : : i is i Mi 1 : i i i i i i sf i i ! i | | jjjaj mail i i i i if : j i : i j j i i i j j - i ; i ; j j !-; j j j 1 I i i i! S if ! i !* ! i SI I Se2BS 5‘| s ssrssfsf li ill 1 i I i | i [ 8* i j 1 i isjf 8- g i issf S i r i i i i \g j jj S * i ! 1 i a i 212,000 200,500 235, 500 § i I' : i § ; 287, 500 151, 000 118,000 171,390 558, 000 1,601,800 309, 940 220, 590 403, 584 272, 885 725, 000 100, 250 112,000 178, 500 i ii i i£ ' ' 6, 957 185 584 511 3,952 1, 870 3, 736 513 L 538 ; ISISI I -tadrHoo* «d-i 38 88 8 £58888 £88883 3822S38 8 8888 o> d°° 2 2 **■ d J3 Sj « « «> el ® *> ® 2 2 05 ;d 2 * Data of 1921-22. Table 14. — Bonds, taxation, 'property values, and valuation, city school systems, 19.23-24 — Continued GROUP I.— CITIES OF 100,000 POPULATION AND MORE— Continued 552 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Expenses of debt service Value of school prop¬ erties (thou¬ sands of dollars) to 8,732 4, 621 2, 292 ill i 11 si g ccoonT i> wo o Re¬ funds and other ex¬ penses of debt service fH I I ill * s' i Redemp¬ tion of short-term loans T* rH $253, 337 ii s' I I Payment to sinking funds CO H $2,000 68, 130 74, 175 80, 828 g CO Redemption of bonds From new bond issue W From sinking funds ▼H iH ill iss 1 1 1 «T From current funds o tH ... i CjC 1 r Bonds and sinking funds (thousands of dollars) Total amount in sink- 1 ing funds _ 35 2, 113 364 IIS 1 li Other forms of debt 00 374 600 So*' i 1 School bonds out¬ standing r* 6, 000 4, 533 1,044 — 1 oo«o o 3 (NeicO CO 8, 780 1,766 6, 238 Taxation Per cent as¬ sessed valua¬ tion is of true prop¬ erty value to 8 £8 60 60 75 100 50 50 100 Property assessment (thousands of dollars) . g £§ 2§§i i S3 gg 1 g & £ ££ gs? g School-tax rate (mills) Total 5. 97 2 6.00 5. 42 8.80 11.30 8. 60 8. 10 a 11. 01 7. 50 17. 16 24. 98 2 9. 33 For other pur¬ poses « is 8 rA 8 8 rH rH t? s ^ i : For mainte¬ nance 88 8 7.20 6.70 3 8 City - Rhode Island: Providence. Tennessee: Memphis Nashville. . ' _ Texas: Dallas _ Fort Worth _ Houston San Antonio _ Utah: Salt Lake Citv _ Virginia: Norfolk _ Richmond Washington: Seattle Wisconsin: Milwaukee . . GROUP II. — CITIES OF 30,000 TO 100,000 POPULATION CITY SCHOOL SYSTEMS, 1923-1924 553 siSSBl§S I § 8888 B8I ill! nun (N* r-T rH r-Tcf-Tcl 3I88SI r-T" NH«» r si IS ss i III i a's's' ii P ii si ii s'- i llli g'Sfg'S' §i S'S 11 S'g 1 1 s' s' ii 2'S' S'“35-8 S'-'S'S'S'S S3 ;SfSS S1 ! : : i i : : : i 8 s§ s s ; S“g : : -1 18 i § glgggisi a IS SI T-j* r-T § 111 8| i i Issell a^lile Of r-T I • r-t 83 8 28$88ggg 8 8 : K88K 388 8888 882888 888888 §§ 3 §8188888 § 83 sill 881 ggg§§g S3S888 $5? 8” SSS'S 338 $te‘S5gf 2-2S2«- 2-2222 88 8 88888888 £ 88 8838 888 8838 £88888 888888 2® 2 2 22 2222 388 2-”*^ 888£88 £££828 * Data of 1921-22. Table 14. — Bonds, taxation, property values, and valuation, city school systems, 1923-24 — Continued GROUP II.— CITIES OF 30,000 TO 100,000 POPULATION— Continued 554 BIENNIAL SURVEY OF EDUCATION, 1922-1924 City school systems, 1923-1024 555 §8 I II ISSSlsisSIlSliSlllS SIISIsSSII II i II 1 § -r-r co- of N-^-^- ■ i j |9 i i i i iiii i i ■ i i i ' ' i i • • js 3 is! 1 8 8 j 22 1 | i i 'll IN l I l l l 1 ; i i ! : : : 5 ; i j . ; : ®N 8 is j» i i i 1 ; | ' ' 363 97 2,437 100 2,335 g 385 1,004 709 186 1,793 2,028 754 614 1, 207 ii 405 2,370 4, 270 2,889 3, 477 758 2,251 825 1, 460 1,110 1,110 2,525 1,238 601 2,010 2,500 gg 8 88 §888888888888888888 £8£g8£8888 8| 8 88 8 8 §s I 11 33B333SSg3ES2l£SB88 SgSgBSSSH il g §3 S 3 $W 8" 88 82$ Sf§g^S?2|^ 88 fc“ Sf gf 88 8 £8 8g38c388888$88gS3S8S 8g£888S888 5 S§ 2 S oo cd i> cdt^ rn id c>i>: ® °° °° t> cd os oS oS 005 oo ca oi id ed c4^h eo >d 2 Data of 1921-22. 556 BIENNIAL SURVEY OP EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1924 557 881 gsi^ll 111 $83g2Si8£iSS828S BSS § II 188888 1 i— r rn or^t-‘«o“cr<» S 388 < o a ; : ■sJ iipiilli! £ o o 0 u c5 5 1 32 V 2 i 2 © -r g ® cl 2 3 ,S2t,o an nr. d P all |-sa a § « r2 te “ P-S H l.S-9 £.ss is« in WNiCHiO u- C 1C lO CO 00 00 _ 00 05 00 O CO o ^ ^ tO to (X) O O O O O » t>» l>- CO CO to O O 00 0 1^00 000050 4-3 W _ §§ cS gags a $ 3 0 2 O OH3 £ $5* O CO CO O O CO 05 !fe 8^ 11 mN>VH^io«caNVV®M ^ T«V5VVof g'g. ON-gooNtfg^wo^oo g ego 888288888888888888888 8 88888 882kcS88888g8888888888 g&&8gg^53£tig$£&£$3gg 8 SSi&iSs ^282222d2^22d222d22*^' J Data of 1921-22. Table 14. — Bonds, taxation, property values, and valuation, city school systems, 1928-24 — Continued GROUP III.— CITIES OF 10,000 TO 30,000 POPULATION— Continued 562 BIENNIAL SURVEY OF EDUCATION, 1922-1924 ill 4mt §• +3 o~ - of ~ -T r rl & ii 28 ii . gsi = 33 §iii i ssf-'= » ill ii S3 im ill 3§ Sg §IlsSiSg SI§lsilSg§|S21 4l»i 82888288282 82 § i 88 88 I! rs| SSSSSSSSiSSSBi rH«eo'V»-refcc O ^ >>3 nr v in f ®Ci< sa^ ■83* 05 CO *-t co V1 CO CO C >000CC5OC5COOOOOl-~COUo u- oo >o < odoiNNoodd' |COOO“)“)VN i © o ci cJ cjoi-H'^'cooO'-JcooSod ® 3 3§ >C 1 3 22 £ 8|?s ^PhPh om ; ^ ^ CO £ cG -£ g ® £ 5 3 3 O 3joa3fe'£?S+J3'g5-C^c<2Si=!-^ bj *5 3+-?3cotornciB,i:5c5'CXBla'3i33S o Conroe . ' . I . ' 9,36'* 15,250 CITY SCHOOL SYSTEMS, 1923-1924 565 EB8SS 9»iS8E Hrt ■ i ' 13 il§§8 i ii ill ii i | j j i i j i : : !«5 i i i i i » 1 1 1 1 1 1 1 **111111 i i i i i i i CO i i i i i i I I 1 I I 1 I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 of 00 j 0 00-0 CO 53 i“S is i • • * i . . §ii i ; i is Ml ; i iiin !:!!!!! i i i i illl i i rfatf j ' ' 1 [ i?f i is’ i i 1 ! ! ! ! ! ! ! ! 1 1 d ! j i jfSf-fjf i i i«S ! ! i Pi i i 5888 ;88 ^88 8 j j- j j Ira l§ i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i t i i i i i t i i i i i i i i i i i iiii i i i i i ii i iiii i i i i i i i > llll 1 1 1 1 1 II 1 IIII 1 1 1 1 1 11 1 j i j js i i i | h ; 1 lllllll Mill IIII 1 1 1 1 1 II 1 IIII 1 1 1 1 1 II IIII 1 1 1 1 1 II 1 issli §!33g r-T W s g^SISs* lllis^sas ^sggg iii i SE^SS* s g isg^ggg ggggfe gg g g K §§§ issgg iiiiisi liiiiii r-f©*OaOCN O'afcfoft'-f«faf l> 50 r-f gf od rC «o iiiiiiiis mil gn § iiinii 8253^ 22^ «T ^832288 88388 8883888 22222 8288828 8888288 i> od >ri oi oo Tti 88ggggSgg 28888 288 8 8828888 22323*223 *8828 228 04 S2?2?^ Data of 1921-22. Table 14. — Bonds, taxation, property values, and valuation, city school systems, 1923-24—* ^Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continuad 566 BIENNIAL SURVEY OF EDUCATION, 1<)22-1924 CITY SCHOOL SYSTEMS, 1923-1924 567 I sss sSlsslSslBlSsSSlIslliSSisISSllSgiill ?§lllll ~ r* rf ~ r* ~ ,-T ~ r-t $9,463 1 1 1 ^ j j lissi i00 Isis MM :*5©Tt<'v i jo^-Tjr : : ; : T-HiOC5l00llllllll« III C^if-HOiiOQiiiiiiiii iii CO i i 0^ i i i • • i i i i iii ^ i i i i i i i i i i i iii CO l l 1 l l l 1 l 1 l l iii r— 1 1 1 1 1 1 1 1 1 1 1 1 III i l l i i l l i l 1 l iii i i : : < ■ iiii S i 1 1 ll 1 liii i I 1 iiil : i i is i i i i i i i i i i i S8 : > i i i iO i i i i i i i i • i i CO O 1 ii i s i i i i i i i : : : : ■ ■ ; ; ; ;-s?- ; : : : : : : i : : : : : ; : : v®o ».>r : II l»— Ii— lC^‘l»C^lllllllllll rH l III 1 1 1 T— I 1 1 1 1 1 1 1 1 1 1 1 1 III III 1 1 1 1 1 1 1 1 1 1 1 1 III III 1 1 1 1 1 | 1 1 1 1 1 1 III III 1 1 1 1 1 1 1 1 1 1 1 1 iii 1 > • 8 1 1 1 ■ 1 1 l 1 1. I ii § i SJJ i i i i 1 i i i 1 lOO 1 • 1 1 1 1 1 1 1 Tfl 1 1 ■ i i i 00 1 1 1 1 i i i i i i i i i i i i i i i i i i Q i i i i i i i i i i i i i i i i i i c i i i i i i i i i i i i i i i i i i o | TT ! il | | H a '1 1 i i !;;;;!! i j MM 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ~ - 1 i i i i i i i i i i i i i i i i i i 04 C* ■ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 • ' ' 1 ' 1 1 1 1 1 ' » . . 1 i S i I i j | j i i j j j i i i ; ii 1 1 1 1 1 1 1 1 1 1 1 1 1 1 O ' ' w i i i i i i i i i i i i i i O O i i i i i i i i i i i i i i © i i © 1 rm ! II; i i i : : ■ ■ i i i i i i i i i i i i i i i i i i i i o ! : £3 : ; ; i i i i i i r 1 1 1 1 1 1 1 1 1 1 1 1 1 1 •> 1 1 i i i i i i i i i i i i i i iQ i i O i i i i i i i i i i i i i i i i iO 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 f—l 1 1 1 1 1 1 1 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 1 1 1 1 1 1 1 II 1 1 1 1 1 1 1 I 1 1 1 1 1 1 I I § Mi iiii 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 .1 1 1 1 1 III « 1 ! ! j i i i i ill » • i iii 1 1 1 1 1 1 1 -I 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III • I I 1 1 I II I 1 I . 1 . 1 ... 1 §i i li ill ilill i§ 11888 18838888 18888 111! i 1 1 iili n (NCO oV jcT^ccjt^ |i> j dgufcT j lo co~ CO jo coo jadtCjgV jeorC^T j j o jo©>~ j ii ii i i i iii ii s in in in hi • •■••Si'ii 1 1 1 1 1 1 1 1 1 1 1 j j i iii! ■ i i i 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 III 1 £ 5: i i i-i i : : : : : ii iii 1 1 1 1 1 1 1 1 CO i i i i O i i i i i j j j j i i i i i i i i i i i i i i i i III 1 1 1 1 1 1 1 1 1 1 1 II 1 1 1 Tf) 1 1 . IIII CO 1 1 1 1 1 Tt« 1 1 1 1 1 1 1 1 1 1 1 II 1 1 1 I— 1 1 1 1 1 1 1 1 1 1 1 1 II III 1 1 1 1 1 1 1 1 1 1 1 II III 1 1 1 1 1 1 1 1 1 1 1 II III 1 1 1 1 1 1 1 1 1 1 1 II IIII 1 1 1 1 1 1 1 1 1 1 1 II i 83 1 Ss lull !b!§§— !gs!!!=g” ISf SiSS il il i : i • i • _r i • r ! 8 8 i i 8E iggsg igggg; :8 ggggggggS i88 iEggSES is §{5 :88 is i i j S i E il i &SS18SSS38833Sg3388gS85S3&338S8SS18B S888831 jh «a ; ® ^oooT^oTjooTjo .g« § 28 i 838ggS£g8S888§3g£gkS88$;g:S8S;?2888£g££gg 882g£§g ited. » Data of 1921-22. 568 BIENNIAL SURVEY OS' EDUCATION, 1922-1924 CITY SCHOOL SYSTEMS, 1923-1&24 569 igiiisSsiiiiii iis§ii§sS igi iissssssgssgsggssgigs* ei-cf^r "

> a , © © •s's-a O « 3 I”!- © cd • rri — < ^Z5 O ^ *3.2 § ®w£,a K§ a 5 ®’§3 0 bC O w«0'» Sf5 s d :oh ^ ° ’_, w >» wr^H C 0.2 w '9 ® §w ^igfb.^s^ilw £>.2 t- 03 d otX3 © H w'-S^XS S'i e3d2 a d cShM d-3.®§d o O b,2 O OT+J OH O C CS c^h! JJ a g *>->►■> g]g»-»-c g^S §03 dfe u § 'C O .J X3 3 .J +J <3 8 c3 w^J d'g E^PMoQf^tcmZ-^ijQOSoQGQOHHj-^aiOa! ?B ®’55-gW •3 s » 3 8>|>£d'3.2 * §:o M 53 SfelsS a S a.2» So.2 oflH.S'gMaj'C -a 2 is 0'S © degAS; B0>T3.S -fltfS -'■ o3qrtrtHX,-v 02 S 3 I m’Ho >,§3 I §3^5o 3 >,d| |S||S|£g||“il||s2| aAQ i 2.3 O. «> ©t; O .X go o’4- '§'3 32 ,XJ+f _ja}.t2 §-gJh fl-SP3 &n%: jn'ft > bsS ; o o £ © si! :a”Pi-» OH M >» 2 2 >>fc rj -g •d T3 © be ^ „ > a '3® ©feS ■35*3 23 ass 3 23^.3^33^3 ^ 2 g oS«^ ^PQPQmn^HSfefeOOAiafcHl^ .2*2 !-s8 : : : : : : : i O o O O O I O O .OpQm £ P £> O' > lSc2 •-> o 5- w I I ^ O . 03 £2 ^Q.a g gas i ri rs m .2 d k^> a 5 ^ 2 ■g o£ssiffl5 WffiffipQOKW 85 ~ 3 d d o o o -SS-sQ'fifl «2 O d Table 14. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1923-24 — Continued 864 BIENNIAL SURVEY OF EDUCATION, 1022-1924 PRIVATE HIGH SCHOOLS AHD ACADEMIES 865 i OQOOOOc CM oo^oo»ot^«o hV iocoN^o ;i§§§; iOr-r^(N 8 :s s?8gg OCNN-nOOWhOO^NHOOOO CO^COCM^h CM — < (NtJ-hh CO©©©t^£f|»OCMOOOC*0©<0©©C oooooorto^ooooico^pn '^P^oocnonoo^oohqooh CM CO CO H i )NNO WH CM CM *— < CM© *-H hhCMhh 1-1 *~t 1 n^ooo»oh»oioo»ow^coo{00hnooooooo»ooooo5Nowconiooo ICMOH OOHOOOCOOOOOOOHCMCMCO«NNNHNMON © O o ><-> * . .a ; © ; s § §Q gooo COO Xln » Li! wO .g .OOOO . . . .Tj U .oo . . . •© • o 6* ^ M . _ . . . _ . . o © JQ “a fa © .£3 C W c3 C 3 *C S C c3 c3 g3 © *5 l2 t> © 2 pqpqfflpq OOQH COM „ _ ^ c£ O 3S o’§5i®*fa|-^-2ooooooooooc3o a g.s s s Si’S S saflQflfiQQQGOG-ga Table 14. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1923-24 — Continued 866 BIENNIAL SURVEY OF EDUCATION, 1922-1924 a S-a S? 88 :8 8 CM »0 CO CO CM < CMOOC 888< C? fl I +3^ i, O co SllSlIfa ,2§^aa«§o ba || §5-8 CM CM CM CM OOOOOiOCMCOOCKO^CMOONC CM CM r-i CO 00 CM CM r CO COTf o »oo > CO O H CO CO < I IQ Oi kO I !88‘ T3 o a 3 o R «»NMOOMiO®OOiOOOOOiO lOHMOOIBOOeiOO'COHON *a ©©t^coc* ONWffiWO 8 ig T3 njMMWWJWWW'WWWWWM C/2 WW 1 CO OT • c? © ® o a) o o W -§ H WJJW'WW'WM''WCOW 'W oocOa)a)CQ)cOOa)a}$oc) © c? o a> q o SS O fl o ; o » ; o o , . . odd So S Id 1 Ido 1 gdd« . . . O . O > . O O . . 0*2 • • uJ WpqO ago gm 3hh o ifS gCQ XI XI V u> CGS C'O s 2 O O 13 ,_] GQ ^ ^ jS W 233 0 w -c 2 -a 0,02 i jh X3 _C? 7? a> a: _^gq .9 8*3 go il I ® I GO j§ XI S ®3 , _ w§2« oMo|| SfQ 8h —I GQ ^ HH O rt O c oU co CO o O cQ rA !L_, — rD as ^ CJ o O n £ >>£ £ j - £& >> OT tel^&sisSS&s j -3 ^ o: .g g, C3 © 1 02 ^ 02 K 02 M O M 02 SS ^ rl w Ci ;^| 0202^ ■gq © •go § ®CG > 5 « gS flo,5s o.2 § u 3 filial ts°3£§B. CS« 03,5,2 .J WcadS^oQ b : : : a g 5 o o o o o ffdgggm sslllss iOOOOWfll '^oBOBOH *3 jr o A A fcxi K Ph Ph P* W PS Pfl 02 02 gq w !> !> I> § i 2 fs rt g’O odd Sg-SAAQ COON COMO oojHO^ow<}h:z> No.— Yes... Yes... o©®©d©©d©©©dd©d©ddd© SSdSdSS §dS ><%>< § d 3 3 8 Yes... Yes... No.... §SdSSSSSSSddSSSSSSS§ § s s s s s © SdS M. E.S . Nonsect . P. E . Nonsect . Bapt _ Menn.... R. C . . R. 0 . Nonsect _ Nonsect . Nonsect _ Nonsect _ Nonsect _ Nonsect _ Ch.ofChr.. Nonsect _ Nonsect _ Ch. of Chr. . Nonsect _ Nonsect _ Nazarene.... S.D.A _ M.E.. . M. E . Bant _ Nonsect . Nonsect _ | Presb _ Nonsect . Nonsect _ Mis. Bapt... S.D.A _ Nonsect . P. F. i Presb j Ii4« 3ISSS T) <£02 fllUtf siiiiiiiir "SS, wS§|l mull | ^h5oq III CO O CO COO 1 O 00 1.0 OSH rf ' O 00 -0 CO QOO^O»OMNOO *C Ci H HH HHH r-H H ^ H H H H IQ HH Secondary instructors Women QO TP © 00 05 00 © 05 to OOOOrHOO-^>OOOOOOOOcONOO Men eo Oi 05 © oj i-i eo rt< m >o o © ;o 03 jo © rH o> Years in course CO TP ■>* TP TP tP Tfl t* n< Tp CD TP -

£ Do . Woodberry Forest _ PRIVATE HIGH SCHOOLS AND ACADEMIES 869 Table 15. — Private high schools and academies for negroes , which enrolled 100 or more secondary pupils, 1923—24 870 « . ” £■ g Pi £ O > g-1 ,Q 2888 NiOOCM J ® 1 1 c3 3-£,S*§S§|fl!§ >oaga^l“ a-3* bs &8S*8 :??S8 ^co ll g'g o a t§ ii O W CQ sssg »OOH O O H Q) 5 ^ H fl 09 09 CO 03 © © © © xJ b W>03 & |-a|S 03 03 • G 0 © © O © I* 03 03 03 © © © 38 O o I§ P3^ «.s In1 ; ; i i !f4 ’; j • i ! : till ill' M. E. A. M. Cong. Bapt. M. E. M. E. Bapt. Bapt. Presb Bapt. Cong. a 08 PQ SSl ii 3g9« •sga-g ail| i^gS -sag3 £ 9 h-3 ’-H 03 OT B0 H ©,3 ofl °S « § Bra 3 § o 5 95 tb<< S 03 3S « O fipChO eieJV tjT =5 0 0 -rcivr NWNoOMc ON^f 0^00 NWNOON o »o o^ *-< o o> ^ooo»co»o t> CO ^ ^ 10 CO O CS rt< CO CO *0 CO t>» <><£ i1p §ar.M^ § H ^ i_J (3 Sn es © nc§ •pp *oP • c3 • liifii! !*32l2^ a g g^, ra Ph >< PP S w 2 Ora > ’3 £>£ wS o B © III m £ bM ssl o _ ri be °s <°3 0C = SO oO OQ fl&Ea c c _ao a © *_ |aa co ^ »H ©,C ® O “i^3 i?3§ O! “ © Ora flo |a 0|o ® Ca 3 £ >> CHAPTER XXVI STATISTICS OF KINDERGARTENS, 1923-24 This report contains statistics of public and of private kindergar¬ tens for the school year 1923-24. Increases appear in the number of kindergartens, number of teachers, and in the number of pupils enrolled, over those reported in 1922. The largest increase is in California, where the kindergarten enrollment increased 29 per cent during this two-year period, and the public school enrollment in¬ creased 22 per cent. Reports were received from 126 more private kindergartens in 1924 than in 1922, but 567 fewer pupils were enrolled. In villages having a population of fewer than 2,500, reports were received from 896 public kindergartens, a gain of 204 over 1922. In cities of 2,500 and over, reports were received from 7,619 public kindergartens, an increase of 615 over 1922. The total enrollment for all types of kindergartens in 1924 is 618,819, which is 12.8 per cent of all children in the United States of ages 4 and 5. A total of 12,992 teachers were employed in 9,834 schools. In the public kindergartens the average annual salary of a super¬ visor for 1924 is $2,472, and of a teacher $1,564, both salaries being slight increases over 1922. In the private kindergartens the average annual salary of a director is $1,720, of a teacher $914, and of an assistant teacher $648, all of which are decreases from 1922. In 1914 the bureau received reports from 1,571 private kinder¬ gartens, having 2,139 teachers, 74,725 pupils, and an average daily attendance of 51,684. In the same year 7,254 public kindergartens reported 8,430 teachers, 391,143 pupils, and an average daily attend¬ ance of 224,978. In 1924, 1,319 private kindergartens reported 1,390 teachers, 54,456 pupils, and an average daily attendance of 36,564. In 1924, 8,515 public kindergartens reported 10,852 teachers, 564,363 pupils, and an average daily attendance of 330,154. The loss in enrollment in the private kindergartens is due largely to the absorp¬ tion of the private kindergarten in some localities by the public school systems. The increase noted in the public kindergartens is due to several causes; namely: (1) Continuous healthy growth of kindergartens; (2) absorption of the private kindergartens; (3) in¬ crease in school attendance in general; (4) growth of cities; and (5) more complete returns. The urban population has increased from 47,021,513 in 1914 to 59,159,996 in 1924. The total number of children in kindergartens in 1914 is 465,868, which is less than 1 per cent of the urban popula¬ tion. For 1924 the number in kindergartens is 618,819, which is 873 874 BIENNIAL SURVEY OF EDUCATION, 192&-1924 1.04 per cent of the urban population. This is a gain of five hun¬ dredths of 1 per cent during the past decade. At present more than one-half of the population of the United States lives in cities. If the 4,848,902 children 4 and 5 years of age are about evenly divided between urban and rural, the public schools of the cities furnish 85 per cent of the children in kindergartens in 1924. The accompanying tables furnish statistical data by States. Table 1. — Summary of public and private kindergartens , 1923-24 States Kinder¬ gartens Super¬ visors Teachers Pupils Average daily attend¬ ance Children 4 and 5 years of age, estimated from 1910 and 1920 Federal censuses Per cent of chil¬ dren of kinder¬ garten age enrolled in kinder¬ gartens 1 2 3 4 5 6 7 8 Continental United States. 9,834 242 12, 992 618, 819 366, 718 4,848,902 12.8 Alabama _ _ .. 44 3 72 2,167 1,439 127, 783 1.7 Arizona . .... 46 3 49 1,965 1, 103 18,055 10.9 Arkansas _ 16 18 339 274 90, 733 . 4 California.. .. _ _ _ 912 21 969 54, 000 26,323 125, 877 42! 9 Colorado _ 103 3 116 7,222 3, 948 38, 135 18.9 Connecticut _ . _ . 274 4 398 17, 202 11, 229 64,773 26.6 9 11 349 235 9, 054 3. 8 District of Columbia _ 113 3 207 5,282 2,998 12' 331 42! 8 Florida _ _ 45 3 74 2,451 1,580 47, 060 5.2 Georgia _ _ 88 1 114 3, 629 2,836 152, 584 2.4 Idaho _ _ 3 4 153 99 23, 136 . 7 Illinois _ .. 553 20 919 54, 855 29,500 279, 316 19.6 Indiana _ _ . .. 212 9 296 13, 739 9,644 119, 196 11.5 Iowa. _ _ _ _ 370 3 347 14,044 9,249 101, 203 13.9 Kansas... _ _ i _ _ 163 3 117 6,211 4,077 73, 686 8.4 Kentucky.. . . 78 2 102 4,487 2,538 117, 870 3.8 Louisiana.. . . . . 66 2 76 4, 171 3, 299 88, 302 4.7 Maine _ . . . 53 76 1,881 1, 369 30, 077 6.3 Maryland . . . . . 82 1 143 5,116 3, 148 59, 729 8.6 Massachusetts . . . . 459 17 897 28, 655 18, 191 159, 982 17.9 Michigan . . . 816 22 825 48, 417 29, 038 171, 146 28.3 Minnesota _ _ ... _. 408 12 455 21, 648 12, 390 108, 827 19.9 Mississippi. _ . . .. 19 1 21 675 500 92, 474 .7 Missouri _ _ _ _ 306 4 393 16, 989 11, 792 134, 156 12.7 Montana . 33 27 1, 258 767 29, 674 4. 2 Nebraska... .. . . . 267 6 293 9,671 6,931 57, 718 16.8 Nevada ... _ 12 11 382 267 2,885 13. 2 New Hampshire. ... _ 51 1 74 2,123 1, 339 16, 945 12.5 New Jersey _ 617 3 780 41, 563 23, 852 145, 959 28.5 New Mexico _ _ _ 15 1 18 519 397 19,300 2.7 New York.. _. _?___ 1,418 30 2,281 122, 140 64, 963 424,623 28.8 North Carolina . 12 16 461 288 149, 197 .3 North Dakota _ ... 17 17 685 360 37, 595 1. 8 Ohio _ 502 13 691 35, 121 23, 519 246, 710 14.2 Oklahoma... _ _ ... . 30 1 93 4,778 3,223 105,375 4.5 Oregon. . . . 11 1 19 702 385 31, 253 2.2 Pennsylvania _ _ .. 516 14 703 28, 795 19, 343 421, 335 6.8 Rhode Island _ 102 1 118 5, 758 3, 376 24,818 23.2 South Carolina. . 28 2 41 1, 211 677 97, 528 1.2 South Dakota _ 25 1 26 1,087 754 32,044 3.4 Tennessee _ _ _ .. 34 2 39 1,258 672 114, 450 1.1 Texas _ _ ... 150 7 155 8, 326 4, 497 226, 937 3.7 Utah _ _ _ 28 1 46 1,906 1, 174 24, 877 7.7 Vermont. . _ 20 21 635 447 13, 783 4.6 Virginia . . . . . 68 2 84 2,620 1, 775 113, 591 2.3 Washington.. _ _ 85 4 67 3,117 1,734 54, 717 5.7 West Virginia. . . 32 1 34 1,051 926 81, 772 1.3 Wisconsin. _ _ ... 511 14 626 27, 430 17, 801 120, 691 22.7 Wyoming _ _ _ . _ 12 13 575 452 9, 550 6.0 Outlying possessions Alaska . . . 3 2 58 28 Hawaii _ 19 5 84 2,025 1,483 Porto Rico _ _ 4 1 6 300 200 KINDERGARTENS 875 Table 2. — Public school kindergartens in cities , towns, and villages, 1928-24 States Sys¬ tems report¬ ing Kin¬ dergar¬ tens Super¬ visors Teach¬ ers Pupils Average daily attend¬ ance Expended for salaries of— Super¬ visors Teachers 1 2 3 4 5 6 7 8 9 Continental United States _ 1,479 8,515 89 10, 852 564, 363 330, 154 $220, 537 $16, 966, 558 Alabama . . . . . . 7 14 25 744 480 17,953 13 38 37 1,677 877 44,973 2 3 3 58 41 1, 197 California . ---- - .. 161 875 15 910 52, 531 25, 492 37, 314 1, 391, 186 Colorado _ _ _ 12 96 1 102 6, 954 3, 776 2, 977 50, 181 Connecticut _ _ 32 232 2 335 15,642 10, 131 4, 100 476, 464 1 2 2 72 64 2,772 District of Columbia _ _ 1 107 2 195 4,981 2,833 4, 980 281, 623 Florida _ 10 19 33 1, 338 905 24,801 3 62 79 2,734 2,274 79, 873 Idaho _ _ _ 1 1 2 110 60 2,400 Illinois-- . . . 39 465 4 713 50, 626 26, 801 8, 170 | 1, 364, 246 Indiana. _ _ _ _ 26 156 3 192 9,053 6,216 4, 860 254,683 Iowa... . _ _ ... 93 351 2 320 13, 272 8,685 5,050 403, 665 34 154 105 5,968 3,888 135, 812 Kentucky,. . . . 7 55 1 71 3, 830 2,081 1,950 85, 422 Louisiana _ _ _ _ _ _ 5 56 1 58 3,699 2,938 2,500 78, 680 Maine . _ . . ... 10 46 69 1,761 1,267 65, 208 Maryland .. . .... 1 56 101 4,161 2,500 148, 700 Massachusetts- ... . _ ... 43 383 7 755 26, 255 16, 535 17,477 1, 048, 992 Michigan . . . . 210 795 14 787 47, 641 28,511 28, 885 1, 079, 927 Minnesota . . . 53 380 2 408 20, 379 11, 656 4,200 574, 136 Mississippi 5 12 13 505 375 13, 325 Missouri _ _ _______ . 10 278 2 347 15, 815 11, 002 7,518 536, 959 Montana .. . . _ . ... 4 30 21 1, 148 681 30,999 Nebraska. . . . 104 251 1 266 9, 238 6,596 2,707 357, 498 Nevada... . ... 5 8 7 290 178 10, 894 New Hampshire 10 45 64 1,884 1, 171 73, 747 New Jersey . _ _ _ _ _ 123 583 2 725 40, 338 22, 996 6,300 1, 197, 006 New Mexico. . . . . 6 9 8 345 243 8,944 New York... . . 156 1, 161 11 1,880 110, 387 57, 254 28,925 3,847,311 North Carolina. _ ... 2 4 4 110 97 3,003 North Dakota.. . .. ._ 3 13 10 528 244 13,200 Ohio _ .. 33 441 7 604 32, 408 21,904 19,829 968, 360 Oklahoma. . . 13 15 1 76 4, 456 2,977 3,433 107, 542 Oregon . . . . 2 5 9 524 241 13, 162 Pennsylvania . 37 400 5 513 24, 707 16, 330 17,603 865, 868 Rhode Island _ _ _ _ 11 93 1 105 5, 343 3,002 2,659 139, 961 South Carolina _ _ _ 4 8 8 303 156 7, 100 South Dakota _ _ 4 19 18 761 558 22, 452 Tennessee. . _ . . . 2 21 1 20 739 372 1, 350 16, 705 Texas... _ _ _ _ 23 123 1 111 6,926 3, 717 1,800 131, 892 Utah _ 1 25 1 42 1,831 1, 107 2,850 44,675 Vermont _ _ 5 12 11 444 296 12, 300 Virginia _ _ 5 40 1 44 1, 664 1,169 1,200 53,946 Washington.. _ 7 56 31 2,260 1, 195 49,442 West Virginia. _ _ _ 3 23 22 823 744 26,407 Wisconsin . . . 133 483 1 580 26, 545 17, 106 1,900 785, 196 Wyoming . . . . 4 11 11 555 432 15, 770 Outlying possession Alaska.. . . . 2 3 2 58 28 3,000 1 876 BIENNIAL SUEVEY OF EDUCATION, 1922-1924 Table 3. — Public school kindergartens in cities having a population of 2,500 or more, 1923-24 States Sys¬ tems report¬ ing Kin¬ dergar¬ tens Super¬ visors Teach¬ ers Pupils Average daily attend¬ ance Expended for salaries of— Super¬ visors Teachers * 2 3 4 5 6 7 8 9 Continental United States _ 861 7,619 89 10, 093 538, 223 311, 652 $220, 537 $16, 118, 095 Alabama . . . . 3 10 18 519 330 13, 878 12 37 36 1, 647 855 43, 673 Arkansas. .... . ... _ 1 1 2 18 11 567 California _ 79 770 15 811 48, 347 23, 050 37, 314 1, 255, 870 Colorado _ _ _ 9 93 1 99 6,816 3,705 2, 977 46, 731 Connecticut _ _ 28 225 2 330 15, 402 10, 016 4, 100 471, 094 1 2 2 72 64 2, 772 District of Columbia _ 1 107 2 195 4,981 2,833 4,980 281, 623 Florida _ .... _ _ . 5 11 19 1, 011 640 13, 061 Georgia _ _ ... ... _ 3 62 79 2,734 2,274 79, 873 Idaho. .. . . . . _ ... 1 1 2 110 60 2, 400 Illinois . . . . . 33 458 4 707 50, 422 26, 668 8,170 1, 357, 246 Indiana.. _ _ 25 155 3 191 9,031 6, 196 4, 860 253, 558 Iowa _ _ _ _ _ _ . ... 38 279 2 261 11, 527 7,296 5, 050 342, 014 Kansas . . 20 134 88 5, 459 3, 510 119, 029 Kentucky . . . . 6 54 1 70 3, 810 2,066 1,950 84, 422 Louisiana _ _ _ 4 55 1 57 3, 639 2,887 2,500 77, 780 Maine 10 46 69 1,761 1,267 65, 208 Maryland.. 1 56 101 4,161 2, 500 148, 700 Massachusetts _ ... _ ... 42 382 7 754 26, 225 16, 508 17, 477 1, 047, 492 Michigan. . . 73 599 14 625 42, 574 24, 684 28, 885 910, 650 Minnesota _ ... ... . . _ 29 335 2 372 19, 246 10, 794 4, 200 527, 953 Mississippi 4 11 12 483 357 11, 825 Missouri.. . _ _ ....... 8 276 2 345 15, 780 10, 978 7, 518 535, 159 Montana . . . . . 4 30 21 1,148 681 30, 999 Nebraska . . 21 149 1 177 6, 960 4,897 2,707 271, 675 Nevada 2 4 4 159 84 6, 394 New Hampshire 7 42 61 1, 827 1, 130 71, 497 New Jersey _ . _ . 74 498 2 658 37, 409 21, 007 6,300 1, 110, 017 New Mexico 3 4 4 160 108 5,019 New York _ ... . .. ... .. 115 1, 100 11 1,832 108, 650 56, 022 28, 925 3, 790, 731 North Carolina 1 1 1 15 7 900 North Dakota 3 13 10 528 244 13, 200 Ohio _ 32 440 7 603 32, 369 21, 870 19, 829 967, 360 Oklahoma .... . . . 7 9 1 70 4, 293 2,853 3,433 101, 357 Oregon 2 5 9 524 241 13, 162 Pennyslvania... .... ....... 25 370 5 490 23, 864 15, 709 17, 603 838, 297 Rhode Island . . _ _ 10 92 1 104 5, 313 2,978 2,659 138, 961 South Carolina 3 7 7 293 148 6,700 South Dakota 3 18 17 728 532 21, 327 Tennessee.. . . . ... 2 21 1 . 20 739 372 1, 350 16, 705 Texas . . . ... 18 116 1 103 6,594 3,459 1,800 124, 332 Utah _ . 1 25 1 42 1, 831 1,107 2, 850 44,675 Vermont 4 11 10 410 266 11,500 Virginia . . . .. . - 5 40 1 44 1,664 1, 169 1,200 53, 946 W ashington 6 55 30 2,213 1, 164 48,042 West Virginia 2 6 5 178 124 6,007 Wisconsin _ _. . ... ... . . 73 396 1 517 24, 107 15, 552 1,900 719, 824 Wyoming 2 8 9 472 379 12, 890 KINDERGARTENS 877 Table 4. — Public-school kindergartens in towns and villages having a 'population less than 2,500 in 1923-24 States Villages reporting Kinder¬ gartens Teachers Pupils Average daily attend¬ ance Total salaries of teachers * 2 3 4 5 6 7 Continental United States _ 618 896 759 26, 140 18,502 $848, 463 Alabama. . . . 4 4 7 225 150 4,075 Arizona.. . .......... _. .. 1 1 1 30 22 1,300 Arkansas _ ------ . . . 1 2 1 40 30 630 California _ _ _ _ _ _ . 82 105 99 4, 184 2,442 135, 316 Colorado _ _ . _ ... .. _. . 3 3 3 138 71 3,450 Connecticut _ _ ... 4 7 5 240 115 5, 370 Florida . . . . 5 8 14 327 265 11, 740 Illinois _ ... . . . . .. 6 7 6 204 133 7,000 Indiana _ _ _ 1 1 1 22 20 1,125 Iowa . . . . . 55 72 59 1,745 1,389 61, 651 Kansas _ _ _ _ _ _ 14 20 17 509 378 16,783 Kentucky _ _ _ . _ 1 1 1 20 15 1,000 Louisiana _ _ ... _ _ _ . 1 1 1 60 51 900 Massachusetts... _ .. 1 1 1 30 27 1,500 Michigan - 137 196 162 5,067 3, 827 169, 277 Minnesota . . .... . _ 24 45 36 1, 133 862 46, 183 Mississippi _ _ _ 1 1 1 22 18 1,500 Missouri _ _ _ _ _ _ 2 2 2 35 24 1,800 Nebraska ... . . . . C3 102 89 2,278 1,699 85,823 Nevada _ 3 4 3 131 94 4,500 New Hampshire _ _ _ 3 3 3 57 41 2,250 New Jersey _ 49 85 67 2,929 1,989 86,989 New Mexico _ _ 3 5 4 185 135 3,925 New York . . . . 41 61 48 1,737 1, 232 56, 580 North Carolina _ _ 1 3 3 95 90 2,103 Ohio. - - 1 1 1 39 34 1,000 Oklahoma _ _ _ _ _ 6 6 6 163 124 6, 185 Pennsylvania _ _ _ 12 30 23 843 621 27,571 Rhode Island _ _ 1 1 1 30 24 1,000 South Carolina _ _ _ 1 1 1 10 8 400 South Dakota _ _ _ 1 1 1 33 26 1, 125 Texas _ 5 7 8 332 258 7,560 Vermont _ _ _ _ ... 1 1 1 34 30 800 Washington _ _ _ 1 1 1 47 31 1,400 West Virginia _ 1 17 17 645 620 20,400 Wisconsin . . . . 60 87 63 2,438 1,554 65, 372 Wyoming _ _ _ _ _ 2 3 2 83 53 2,880 Outlying possession Alaska . 2 3 2 58 28 3,000 27301°— 27- >6 878 BIENNIAL SURVEY OF EDUCATION, 1922r-1924 Table 5. — Kindergartens other than city public-school , 1928-24. States Kinder¬ garten systems re¬ ported Num¬ ber of kinder¬ gartens Direc¬ tors Teach¬ ers Assist¬ ant teach¬ ers Pupils en¬ rolled Aver¬ age daily attend¬ ance Monthly tuition Num¬ ber of days in ses¬ sion Num¬ ber of systems report¬ ing tuition charge Aver¬ age charge 1 2 3 4 5 6 7 ' 8 9 10 11 Continental United States... 1, 055 1, 319 153 1, 390 750 54, 456 36, 564 547 $8. 05 180 Alabama. ... _ 25 30 3 32 15 1, 423 959 10 2.69 175 Arizona _ _ 6 8 3 7 5 288 226 1 11.00 192 11 13 14 1 281 233 8 6. 06 174 California _ 36 37 6 39 20 1,469 831 24 12. 41 189 Colorado _ 7 7 2 4 10 268 172 5 6. 02 176 Connecticut _ _ 30 42 2 46 17 1, 560 1, 098 14 12.49 176 7 7 7 2 277 171 7 3.70 171 District of Columbia.. 6 6 1 7 5 301 165 4 6. 50 214 Florida _ _ _ 23 26 3 29 12 1,113 675 18 6. 30 171 Georgia.. _ _ _ 20 26 1 28 7 895 562 11 4. 62 180 Idaho . . . 2 2 2 43 39 1 8.00 188 Illinois _ _ _ 75 83 16 85 121 4,229 2,699 35 8.00 187 Indiana.. . . . 12 56 6 97 7 4,686 3, 428 3 5.25 192 Iowa.. ... _ ... 18 19 1 25 2 772 564 5 3.02 182 Kansas . . . .. . 7 9 3 4 8 243 189 4 2.21 197 Kentucky _ 23 23 1 26 5 657 457 18 7.86 175 Louisiana _ ... 7 10 1 11 7 472 361 3 2. 13 197 Maine 6 7 7 120 102 3 7. 33 168 Maryland _ _ _ 24 26 1 28 14 955 648 12 8. 22 177 Massachusetts 71 76 10 83 59 2,400 1, 656 39 10. 17 173 Michigan... . 18 21 8 23 15 776 527 6 13. 61 188 Minnesota . . 24 28 10 23 24 1,269 734 10 7. 69 179 Mississippi _ 7 7 1 6 2 170 125 6 3.51 177 Missouri. ... 27 28 2 34 12 1, 174 790 13 8.71 195 Montana . 3 3 3 3 110 86 1 1.00 180 Nebraska _ .. . . 14 16 5 11 16 433 335 3 5. 67 180 N evada 2 4 4 92 89 190 New Hampshire. .. 6 6 1 8 2 239 168 3 6. 35 172 New Jersey . 34 34 1 38 17 1, 225 856 19 10. 37 177 New Mexico .. _ _ 6 6 1 6 4 174 154 4 4. 53 181 New York _ 148 257 19 251 150 11, 753 7, 709 66 11. 16 182 North Carolina 8 8 8 4 351 191 3 4. 50 156 North Dakota 4 4 5 2 157 116 1 .50 213 Ohio _ _ . 49 61 6 58 29 2,713 1, 615 23 7.60 178 Oklahoma . 14 15 15 2 322 246 12 7. 39 174 Oregon _ .. . 6 6 1 6 4 178 144 4 5.75 172 Pennsylvania . 106 116 9 137 53 4,088 3,013 61 8.44 182 Rhode Island 9 9 12 1 415 374 3 2.53 170 South Carolina . 15 20 2 19 14 908 521 6 4.66 169 South Dakota.. _ _ 6 6 1 6 2 326 196 1 .50 188 Tennessee _ _ 12 13 1 14 5 519 300 7 10.05 180 Texas.. _ _ 24 27 6 22 22 1,400 780 9 3. 65 180 Utah 2 3 4 75 67 1 1.00 208 Vermont _ _ 8 8 9 1 191 151 5 6.60 175 Virginia . 26 28 1 32 8 956 606 18 4.94 164 Washington . . 28 29 4 25 11 857 539 22 5.55 176 West Virginia... . 9 9 1 9 3 228 182 8 10.03 167 Wisconsin . . 23 28 13 20 26 885 695 7 9. 38. 184 Wyoming 1 1 1 1 20 20 0 262 Outlying possessions 1 ■ — Hawaii . 9 19 5 20 64 2,025 1, 483 4 3.01 180 Porto Rico . 1 4 1 4 2 300 200 1 .20 246 KINDERGARTENS 879 Table 6. — Kindergartens other than public-school, according to type, 1928-24 . Kin- der- gar- ten sys¬ tems re¬ ported Kin- der- gar- tens re¬ ported Monthly tui¬ tion charge Num¬ ber of days in ses¬ sion Types Direc¬ tors Teach¬ ers Assist¬ ant teach¬ ers Pupils en¬ rolled Aver¬ age daily attend ance Num¬ ber of sys¬ tems re¬ port¬ ing Aver¬ age tui¬ tion charge 1 2 3 4 5 6 7 8 9 10 11 Continental United States and outlying posses¬ sions _ _ 1, 065 1, 342 159 1, 414 816 56, 781 38, 247 552 $8.02 180 Association _ _ 28 167 14 195 124 11, 077 1,837 361 7,092 1,592 9 2. 05 177 Backward children . 45 61 4 66 14 4 29.06 208 Blind . 17 17 20 322 2 10.90 193 Deaf _ _ _ 18 26 1 28 2 477 406 2 25.00 187 Dependent or neglected chil¬ dren _ _ 8 11 3 22 1 1, 172 714 188 Hospital _ 7 11 238 141 186 Indian _ _ 13 17 1 19 564 539 206 Mill or factory _ _ 35 46 5 54 34 3,074 5,871 3, 769 1,899 3,642 2,896 5, 547 3, 294 3, 552 3 2. 25 178 Mission _ _ 66 102 15 93 100 26 1. 57 184 Orphanage _ 94 98 112 13 5 .88 187 Parochial . _ _ 135 141 5 173 46 7,354 4,828 4,931 62 3. 97 179 Individual private _ 201 205 214 54 189 6. 92 172 In private grade schools.. 196 202 17 199 104 189 12. 94 172 Settlement _ 104 118 20 122 119 6, 077 5,151 3, 345 3,391 30 2. 33 190 Normal and training schools . 98 - 123 67 76 199 31 1. 71 178 ' * . . ■ INDEX A Academies. See High schools, private. Accrediting associations, regional and national, 6-8. Administration, city school systems, 31-34. Administrative officers, State school systems, 361. Adult education, 273; Federal leadership, 245-246; foreign-born and native illiterates, 235-246; State programs, national survey, 239-242. Aggregate days attendance, State school systems, 358. See also Attendance; Average daily attend¬ ance. Agricultural education, 185-213. Alabama, child care, high schools, 205; supervision of rural schools, 69-70. Alaska, education, 335-339, 343-344; medical relief of natives, 336; reindeer service, 337-338. All-year schools, 41-44. American Association of Dental Schools, 104. American Association of Teachers Colleges, stand¬ ards for accrediting teachers colleges and normal schools, 7. American Bar Association, activities, 132-133, 135- 138, 140-141, 145-148; standards for law schools, 8. American Council of Education, standards for colleges, 7. American Dental Association, activities, 96-97. American Field Service Fellowships for French Universities, activities, 331. American Home Economics Association, activities, 211-212. American Institute of Dental Teachers, activities, 98-99, 102. American Law Institute, establishment, 141. American Pharmaceutical Association, standards for pharmaceutical work, 8. American-Scandinavian Foundation, activities, 331. Americanization work, 235-238, 461. Apprenticeship, skilled trades, 174-177. Arkansas, school support, 57. Art appreciation, 156-157. Art education, 153-168. Association of American Law Schools, activities, 125-126, 132-133, 138, 144-148. Association of American Universities, standards for colleges, 7. Association of Land-Grant Colleges, resolutions, 194-195. Attendance, legislation, 318-319; State school sys¬ tems, percentage, 382-383; white and colored pu¬ pils, 16 States, 388. Attendance and personnel, city school systems, 398-399, 402-403. Average daily attendance, elementary and sec¬ ondary school, State school systems, 359. Average daily attendance and aggregate days attended, State school systems, 358. B Baltimore College of Dental Surgery, first session, 110-111. Bar admission requirements, standards, 135-138. Baron de Hirsch Fund, activities, 330. Benefactions, universities, colleges, and professional schools, 580-582. Better Homes in America, activities, 211-212. Birmingham, Ala., platoon schools, 37-38. Blind, schools, enrollment, 343-344. Bonds, city school systems, 550-573. Boys’ and girls’ club work, agricultural education, 190-191. Briggs, Thomas, on exploratory courses, 49-50. Brookline, Mass., child care, high schools, 207. Business, home economics in, 210-211. C California, county supervision, 71. Capital outlay, State school systems, 378-379. Carnegie Corporation of New York, activities, 325-326; art education, 168. Carnegie Foundation for the Advancement of Teaching, dental education, 104-105, 119; general activities, 326-327; medical education, 133-134; standards for colleges, 7, 8. Catholic Education Association, standards for colleges, 7. Certification of teachers, rural schools, 60-63. Character scoring, colleges and universities, 8-9. Child care and welfare, status in various States, 205-207. Churches, and parent-teacher associations, 296-297. City normal schools. See Normal schools, city. City school systems, administration, 31-34; all-year school, 41-44; elementary school curriculum, 46- 48; improvement of teachers in service, 44-46; junior high schools, 48-52; platoon schools, 37-39; research and tests, 39-41; statistical survey, 393- 573; teachers’ salaries, 34-36. See also State school systems. Classics, elective, College of the City of New York, 15. Cleveland, Ohio, garment-making project, public schools, 202. Coffman, President, on intelligence tests, 12. College Entrance Examination Board, work, 6. College entrance examinations, 6-8. College health, 259-260. College of the City of New York, revision of curric¬ ulum, 15. Colleges and universities. See Universities and colleges. Colleges (under city board of education), compara¬ tive statistics, 394, 397. 881 882 INDEX Colorado State College, standards of admission, 7. Colwell, N. P., Medical education, 81-94. Commercial and business schools, enrollment, 343, 346. Commission for Relief in Belgium Foundation, activities, 332. Commonwealth Fund, activities, 333. Consolidation of schools, legislation, 311; State school systems, 364. See also Transportation of pupils. Continuation schools, city school systems, compara¬ tive statistics, 395. Cook, Katherine M., Constructive tendencies in rural education, 53-79. Corporation schools, factory workers, 183-184. Correspondence courses, universities, colleges, and professional schools, students, 268-271, 588. Cost of education, 344; city school systems, 405; State school systems, 382-383. County normal schools. See Normal schools, county. County school organization, legislation, 308-310. County superintendent, legislation, 310-311. Courses of study, private high schools and acade¬ mies, students enrolled, 848-849; public high schools, enrollment of pupils, 831-834. See also Curriculum. Curriculum, colleges and universities, revision. 14-17; dental schools, 113-116; elementary schools, 46-48; medical schools, 90; unification of the kindergarten and primary, 231-222. See also Courses of study. D Day schools, city school systems, comparative statistics, 395. Deaf, schools, enrollment, 343-344. Defective children, legislation, 321-322. Deffenbaugh, W. S., Some recent movements in city school systems, 31-52. Degrees, universities, colleges, and professional schools, 18-19, 576, 579-580, 589-594; teachers’ colleges, 761-763. Delaware, child care and welfare, high schools, 205; rural school supervision, 72; school support, 57. Demonstration lessons, Oakland, Calif., 45. Denominational schools, private high and acade¬ mies, 838. Dental education, progress, 95-103. Dental Educational Council of America, activities, 100-104. Dental Faculties Association of American Univer¬ sities, activities, 99-100. Dental schools, curriculum, 113-116. Dental work, schools, 251-252. Denver, Colo., teachers’ salaries, 36. Des Moines, Iowa, clothing course, public schools, 202. Detroit, Mich., child care, high schools, 207; depart¬ ment of instructional research, 40; home economics, public schools, 201. District of Columbia, teachers’ salaries, 36. E Eaton, T. H., Agricultural instruction in elementary schools, 187-189. Educational boards and foundations, 323-339. Educational legislation, 301-322; health work in schools, 261-262; kindergarten, 226-227. Educational statistics, 341-348. Educational surveys, legislation, 304-305. Educational tests, home economics, 209-210. Elementary and secondary schools, agricultural in¬ struction, 185-190; curriculum, 46-48; general statistical summary, 343-344, 346-347, 350-353, 356, 384, 393, 430-451; home economics courses, 204-209. See also City school systems; State school systems. Elementary education, adults, 243-244. Elementary schools, private, enrollment, 346-347. Engineering courses, students in universities, colleges, and professional schools, 587. Engineering-Economics Foundation, activities, 333. Enrollment, city school systems, 407-439; elemen¬ tary and kindergarten schools, 352-353; elemen¬ tary and secondary schools, 356; general school, 343-344; junior high schools, 814-819; junior- senior high schools, 818-819; medical schools, 92-93; private and parochial schools, 355; public high schools, 352-353 , 797-798, 806-813 , 821-823, 831-834; senior high schools, 819-820; State school systems, 352-353, 385-387; white and colored pupils in 16 States. See also Negroes; Univer¬ sities, colleges, and professional schools. Entrance examinations. See College entrance examinations. Entrance requirements, city normal schools, 787-788; private normal schools, 789-790; State normal schools 773-775. Evans, Henry R., Educational boards and founda¬ tions, activities, 323-334. Evening schools, trade, 174. Expenditures, city normal schools, 755; city school systems, 396, 400-401, 404, 484-549; county normal schools, 756; private normal schools, 760, 794-796; State normal schools, 752-753, 783-786; State school systems, 375-381 ; teachers colleges, 770-771, 746-747. Exploratory courses, value, 49-50. Extension courses, universities, colleges, and pro¬ fessional schools, 588. F Farnum, Royal B., Art education in the United States, 153-168. Federal aid, vocational education, 370-371. Federal Board for Vocational Education, titles of courses offered in full-time day and part-time trade extension schools, 173. Federated Council on Art Education, activities, 167-168. Feeble-minded, schools, enrollment, 343-344. Fees, colleges and universities, increase, 5-6. Florida, school support, 57. Foreign-born, adult education, 235-246. Freshman problems, colleges and universities, 9-10. Funds, school. See School funds. G Gearhart, May, on art appreciation, 156-157. General Education Board, activities, 323-324. General shop, junior high schools, mechanic arts, 182-183. Gifts and bequests to education. See Benefactions . Glass, J. M., on junior and senior high schools, 52. INDEX 883 Graduate work, colleges and universities, 20-22; private high schools and academies, 841, 844- 846; private normal schools, 756, 789-790; pri¬ vately controlled universities, colleges, and professional schools, 640-699; public high schools 799, 824-830; publicly controlled universities, col¬ leges, and professional schools, 608-634; State normal schools, 748, 773-775; teachers colleges, 742, 761-763. Greek, reduced to status of elective, College of the City of New York, 15. H Hamilton, William, Work of the Bureau of Educa¬ tion for the natives of Alaska, 335-339. Harvard Dental School, organization and history, 111-113. Harvard University, law school, 126. Health and physique of school children, 247-262. Health education, 255-256. Herlihy, Charles M., Adult education for foreign- horn and native illiterates, 235-246. High schools, art instruction, 160-161, 165-166; child care and welfare instruction, 205; city school systems, 394, 430-451; parent-teacher asso¬ ciations, 293-294; rural, 78-79; students in teacher¬ training courses, 740. High schools (private), enrollment, 343-344, 346-347; general review and statistics, 835-870. High schools (public), enrollment, 343-344, 346-347; general review and statistics, 797-834. Higher education, 1-29; cost, 1-4; selective processes, 4-9. See also Universities, colleges, and profes¬ sional schools. Home economics education, progress, 197-213. Home education, conference, 297. Home mechanics, 181. Honors courses, colleges and universities, 19-20. Hood, William R.,, Review of educational legis¬ lation, 301-322. Hospitals, relation to medical education, 85-88. I Idaho, child welfare, 206; rural school supervision, 70. Illinois, kindergarten legislation, 226; school support 58; school survey, 304. Illiterates, foreign-born and native, education, 235-246. Immigration education problem, 237-238. Income, State normal schools, 780-782; State school systems, 369-371; teachers colleges, 767-769. Indebtedness, State school systems, 367. Indian schools, private, enrollment, *343-344; public, enrollment, 343-344. Indiana, child care, high schools, 206; home eco¬ nomics, public schools, 201; rural school super¬ vision, 70-71; school support, 58. Industrial education, 169-184; Alaska, 337. See also Trade schools. Industrial schools for delinquents, public, enroll¬ ment, 343-344. Instruction, expense in day schools, city school sys¬ tems, 506-527. Instructors, private high schools and academies, 838-840, 844; private normal schools, 756, 790-791; State normal schools, 748, 776; teachers colleges, 742, 764-765, 772. Intelligence tests. See Mental tests. Iowa, nutrition, rural children, 205. J Jeanes Fund, activities, 327-328. John F. Slater Fund, activities, 328-329. Juillard Musical Foundation, activities, 331-332. Julius Rosenwald Fund, activities, 334. Junior colleges, review, 28-29. Junior high schools, city school systems, 48-52, 393, 430-451; colored pupils, enrollment, 815; general statistics, 814-815. Junior-senior high schools, enrollment, 816-819. K Kahn Foundation for the Foreign Travel of Amer¬ ican Teachers, activities, 332. Kansas, child care, vocational schools, 206. Kentucky, child care, high schools, 205; county school programs, 72; school support, 58. Kindergarten education, progress, 215-234. Kindergarten-primary supervision, 217-218. Kindergartens, city school systems, comparative statistics, 393, 430-451; general review and sta¬ tistics, 873-879; other than city public school, 878- 879; private, enrollment, 343; public, enrollment, 343, 875-877; public and private, summary, 346, 874. Klein, Arthur J., Higher education, 1-29. L Land-grant colleges, agricultural education, 194- 195. Lands, school. See School lands. Latin, reduced to status of elective. College of the City of New York, 15. Law schools, diversified requirements, 128-132; evenings, 143-148; part-time instruction, 148-152; requirements, 138-141. Legal education, progress, 123-152. Legislation. See Educational legislation. Libraries, public high schools, 830. Lombard, Ellen C., Parent-teacher associations at work, 285-299. Long Beach, Calif., child care, junior high schools, 207. Los Angeles, Calif., all-year school, 43-44; public school nurseries. Louisiana, child care, high schools, 206. M McMurry, Charles, on revision of elementary cur¬ riculum, 46-47. Maine, school support, 58. Manual arts, 179-180. Maryland, program of rural education, 56-57; school support, 58; state-wide rural supervision, 68-69. Massachusetts, school support, 58. Massachusetts Department of Education, adult education work, 273; extension work, 271. 884 INDEX Medical education, quarter century’s progress and newer problems, 81-94. Medical inspection of schools, 249-251. Medical schools and law schools, classification, 131. Mental tests, 39-41; colleges and universities, 9, 11- 12. See also Educational tests. Merchants’ institutes, 273-274. Michigan, county supervision, 71; home economics, Merrill Palmer School, 206; school support, 58. Military drill, private high schools and academies, 839-840; public high schools, 798. Milwaukee Vocational School, activities, 173. Minnesota, child care, high schools, 207. Mississippi, child care, high schools, 206; new school code, 304-305. Missouri, rural school supervision, 70. Montana, child care and welfare, high schools, 205. N Nashville, Tenn., all-year school, 43. National Association of Dental Examiners, stand¬ ards of scholarship, 119-120. National Association of Dental Faculties, activities, 97-98, 100, 105-108, 111. National University Extension Association, stand¬ ardization work, 281-284. Nebraska, child care, vocational schools, 206. Negroes, junior high schools, 814-815; junior-senior high schools, 818-819; public high schools, 808-809, 812-813; private high schools and academies, 846-847, 870-878; school population, 388; school term, 388; statistics in 16 States, 388-391; teachers, 388,803,805. New Hampshire, child care, public schools, 205; . rural school supervision 72. New Mexico, kindergarten legislation, 226; new school code, 303-304. New York City, art center, 166; clothing course, public schools, 202; junior high schools, 51-52. New York State, boys’ and girls’ clubs, agricultural education, 190-191; child care, high schools, 206; rural school supervision, 72. New York State College of Agriculture, courses, 195. Newark, N. J., all-year school, 41-42. Newton, Mass., child care, junior and senior high schools, 207. Night schools, city school systems, 396, 452-460. Normal schools, city school systems, 394, 397, 754-755, 787-788; county, 755-756; general statis¬ tics of enrollment, 343-344; private, 343-344, 756-760; State, 748-753, 773-786. See also Teach¬ ers colleges and normal schools; Teacher training courses. Normal schools and teachers colleges, public and private, enrollment, 346-347. North Carolina, home economics, 206; new school code, 303. North Dakota, child care, high schools, 206; school survey, 304-305. Nursery-school movement, 232-234. Nutrition, public schools, 252. O Oakland, Calif., demonstration lessons, 45. Oklahoma, equalization fund, act appropriating, 57; home economics, public schools, 201; school support, 58. Omaha, Nebr., all-year school, 43. Open-air schools and open-window rooms, 252-254. Open-window rooms, 252-254. Operation and maintenance of plant, city school systems, 528-549. Oregon Agricultural College, child care course, 266. Orientation courses, colleges and universities, 12-14. P “Package library service,” 276, 280-281. Parent-teacher associations, activities, 261, 285-299 Parochial and private schools, enrollment, 355. Parochial schools, enrollment, 355. Part-time and continuation schools, city school systems, comparative statistics, 395. Part-time education, legal provisions, 177-179- Payments for school purposes. See Expendi¬ tures. Pennsylvania, child care find welfare, high schools, 205; school support, 58. Pennsylvania State College, extension work, 272. Personnel, city school systems, 407, 430-451. See also Attendance and personnel. Phelps-Stokes Fund, activities, 329-330. Philadelphia, Pa., elementary clothing course, 202-203. Phillips, Frank M, Statistical summary of edu¬ cation, 341-348. Physical education, legislation, 319-321. Physical training, 256-258. Pittsburgh, Pa., platoon schools, 38. Platoon schools. See Work-study-play or platoon schools. Playgrounds, 248-249. Population, per cent of total, enrolled in schools, and ratio of enrollment to school enrollment at different dates, 357. Population (total), cities of 100,000 and more, 407- 439; State school systems, per cent enrolled, 357. Portland, Oreg., home-economics education, seventh and eighth grades, 200-201. Preschool study circles, 294-295. Preschool work, 258-259. Principals, State school systems, 361. See also Administrative officers. Private and parochial schools, enrollment, 355. Private high schools. See High schools, private. Private normal schools. See Normal schools, private. Private schools, enrollment, 355; industrial arts, 183-184. Professors and instructors, privately controlled universities, colleges, and professional schools, 603, 640-699; publicly controlled universities, colleges, and professional schools, 598, 608-634; universities, colleges, and professional schools, 575, 583. See also Teachers. Proffitt, Maris M., Industrial education, 169-184. Property (public), value for school purposes. State school systems, 365. See also School property. Psychological tests, colleges and universities, 9. Public high schools. See High schools, public; junior high schools; junior-senior high schools; senior high schools. Public school kindergartens, cities, towns, and villages, 875-877. INDEX 885 Public-school support, legislation, 311-314. Public schools, distribution of pupils by grades, 354. See also City school systems; State school systems. Pupils, public high schools, distribution in several grades, 801; public schools, distribution by grades, 354. See also Enrollment; Students. R Radio courses, university, 276-277. Reading circles, organization, 295-296. Receipts, city normal schools, 755; city school systems, 395-396, 462-483; county normal schools, 756; private normal schools, 758-759, 794-796; privately controlled universities, colleges, and professional schools, 606-607, 714-735; publicly controlled universities, colleges, and professional schools, 601-602, 627-639; State normal schools, 751; State school systems, 368, 372-374; teachers colleges, 745; universities, colleges, and pro¬ fessional schools, 576-577, 596-597. See also School funds. Reed, Alfred Z., Recent progress in legal education, 123-152. Reindeer service, Alaska, 338. Religious denominations, high schools and acade¬ mies, 838. Research and tests, city school systems, 39-41. Rhode Island, school support, 58. Rhode Island State College, play school, 206. Rockefeller Foundation, activities, 324-325. Rogers, James F., Health and physique of school children, 247-262. Rural education, 53-79; administrative organiza¬ tion, centralizing tendencies, 73-78; certification of teachers, 60-63; consolidated, kindergartens, 230-232; high schools, 78-79; improvement of teaching staff, 59; Maryland, program, 56-57; Oklahoma, equalization fund, 57; school consoli¬ dation, and transportation, 74-78; State program in Maryland; supervision, 67-73; teachers’ sala¬ ries, 65-67; tendencies to equitable school sup¬ port, 54-56. S Sabbatical leave, city school systems, 45. Safety and first aid, instruction, 258. St. Paul, Minn., platoon schools, 38. Scholarship foundations, parent-teachers associa¬ tions, 289-290. School attendance. See Attendance; Average daily attendance. School buildings, city school systems, number, 400-401, 404, 407; State school systems, 364. School children, health and physique, 247-262. School codes, new, 302-304. School enrollment. See Enrollment. School funds, State school systems, 366-368, 382-383. School health, 319-321. Schoolhouses. See School buildings. School housing, 247-248. School-improvement associations, 297-299. School lands, State school systems, 366, 368. School population, white and colored, enrollment in 16 States, 388. School property, city normal schools, 754; city school systems, 400-401, 404, 550-573; private high schools and academies, 839-840; private normal schools, 758-759, 796; privately controlled univer¬ sities, colleges, and professional schools, 605, 699-713; public high schools, 830; publicly con¬ trolled universities, colleges, and professional schools, 600, 635-636; State normal schools, 750, 780-782; State school systems, 365; teachers colleges, 744, 767-769; universities, colleges, and professional schools, 576, 595; value, 342-343. School supervision. See Supervision. School support, rural education, 54-58. School term, average length, and school attendance, State school systems, 360; legislation, 314-315; white and colored pupils in 16 States, 388. Seattle, Wash., high schools, art courses, 165. Secondary and elementary schools, State school systems, enrollment, 356; statistical summary, 350-351. Secondary schools, agricultural instruction, 192-195; home economics, 204-209; public and private, enrollment, 343-344; State school systems, 352-353, 384. See also Elementary and secondary schools; High schools; Junior high schools; Junior-senior high schools; Senior high schools. Senior high schools, enrollment, 819-820. Shelby, Thomas H., General university extension, 263-284. Silke, Lucy S., on schoolroom decoration, 157. Social and college life, 22-27. South Carolina, school support, 59. Special schools, city school systems, comparative statistics, 394, 397. Springfield, Mass., child care, high schools, 207. State College of Washington, extension work, 272. State departments of education, legislation, 305-308. State normal schools. See Normal schools (State). State school systems, general review and statistics, 349-391. See also City school systems. Student loan funds, parent-teacher associations, 289-290. Students, city normal schools, 787; correspondence courses, universities, colleges, and professional schools, 588; county normal schools, 755; private high schools and academies, 837-840, 842-849, 850- 871; private normal schools, 757, 793; privately controlled universities, colleges, and professional schools, 604, 640-699; publicly controlled univer¬ sities, colleges, and professional schools, 599, 608- 634; State normal schools, 750, 778-780; teacher- training courses, 739-740; teachers colleges, 743, 765-766. Students (universities, colleges, and professional schools), engineering courses, 587; general sta¬ tistics, 575-576, 584; professional courses, 585-586; summer schools, extension, and correspondence courses, 588. See also Pupils. Students (colored), private high schools and acad¬ emies, 846-847, 870-871. Summer camps, 254. Summer schools, city school systems, comparative statistics, 395, 452-460; universities, colleges, and professional schools, students, 588. Superintendents and assistant superintendents, city school systems, 407-439. 886 INDEX Supervision, county-unit States, 68-70; noncounty- unit States, 70-72; rural and State education de¬ partments, 72-73. Supervisors and principals, city school systems, 407-451. Supervisors of instruction, State school systems, 361. See also Administrative officers. T Taxation for schools, city school systems, 550-573; State school systems, 369. Teacher training, hygiene and physical work, 260- 261; legislation, 317. Teacher-training institutions, home economics, 203-204. Teachers, colored, statistics in 16 States, 390-391; county normal schools, 755; distribution (1890- 1924), statistics, 345; distribution for five periods, 345; health, 260; kindergarten, progress in train¬ ing, 222-226; legislation, 315-318; public high schools, 798, 802-805; qualifications, legislation, 317-318; rural schools, preparation, 60-65; State school systems, number and sex, 362; State school systems, percentage of men, 363. See also Pro¬ fessors and instructors. Teachers and students, city normal schools, 754, 787. Teachers’ certificates. See Certification of teachers. Teachers College, Columbia University, standards of admission for school of practical arts, 8. Teachers colleges, general statistics, 738-739, 741- 747, 761-773; private, enrollment, 343-344; public, enrollment, 343-344. See also Normal schools. Teachers colleges and normal schools, general re¬ view and statistics, 737-796. Teachers’ salaries, city school systems, 34-36, 405; rural schools, 65-67; State school systems, 363. Teaching methods, colleges and universities, 17-18. Tennessee, school support, 59. Term, school. See School term. Tests. See Mental tests. Texas, school support, 59; school survey, 305. Total population, cities of 100,000 and more, 407- 439; day schools, city school systems, 395; per cent enrolled, State school systems, 357. Trade schools, all-day, 171-172; full-time, 172-173. Transportation of pupils, rural schools, 78. U United States Bureau of Education, contributions to home economics education, 209, 212. Universities and colleges, agricultural instruction, 193-195; character scoring, 8-9; correspondence courses, 268-271; curriculum revision, 14-17; degrees, 18-19; freshman problems, 9-10; grade limitations, 8; graduate work, 20-22; honors courses, 19-20; orientation courses, 12-14; outside contacts, 27-28; psychological tests, 9; sectioning classes, 11-12; social life, 22-27; standards of ad¬ mission and institutional accrediting, 6-8; stu¬ dents in teacher-training courses, 740; teacher¬ training courses, number of students, 740; teach¬ ing method, 17-18. See also Higher education. Universities, colleges, and professional schools, enrollment, 343, 346-347; general review and statistics, 575-735; privately controlled, 603-607. University extension, 263-284; cooperation with public schools, 278-281; practices and efforts at standardization, 281-284. University of Alabama, extension work, 272-273, 371. University of Arkansas, extension work, 371. University of Colorado, extension work, 275. University of Indiana, extension work, 271. University of Kansas, extension work, 274-275. University of Kentucky, extension work, 271, 276. University of Michigan, standards for law school, 8, 271, 275-276. University of North Carolina, extension work, 272, 278. University of Oklahoma, extension work, 272; tests and measurements conducted in public schools, 280. University of Oregon, correspondence study, 276; extension work, 272. University of South Carolina, extension work, 276. University of South Dakota, correspondence study, 276; extension work, 272. University of Southern California, extension work, 272, 277-278. University of Texas, cooperation with public schools, 278-280; correspondence study, 276. University of Virginia, cooperation with public schools, 278; extension work, 272. University of Washington, extension work, 278. Utah, mother craft, high schools, 205. V Vandewalker, Nina C., Progress in kindergarten education, 215-234. Vermont, home economics instruction, dependent children, 206. Virginia, home economics, John Marshall High School, 205. Visual instruction, 272. Vocational education, Federal aid, 370-371; Wis¬ consin, 173. Vocational schools, city school systems, compara¬ tive statistics, 394, 397. . W Waite, Frederick C., Progress of dental education, 95-121. West Virginia, child case, high schools, 206; school survey, 305. Whitford, W. G., on industrial art, 161. Windes, E. E., agricultural instruction in elemen¬ tary schools, 187-188, 189-190. Winslow, Leon L., art education, 159-160; art education in junior high schools, 161. Wisconsin, vocational education, 173. Women, degrees conferred, universities, colleges, and professional schools, 591. Work, George A., Agricultural education, 185- 213. Work-study-play or platoon schools, city systems, 37-39. Wyoming, school support, 59. A (Hi/O'io) a

>*^or^oV^^M®®«ecN ££g$8 :S3SS3KSK gggggggSg SSg gggggggggggggggggggggg oi^cvad jo*oo6oodcdr-jo ce^t^^oo jorf^gq m>oco wwcotogiajco^ojiaooaDgioe^ogiooo * Data of 1921-22. Table 14. — Bonds, taxation, property values, and valuation, city school systems, 1928-24 — Continued GROUP III— CITIES OF 10,000 TO 30,000 POPULATION— Continued 570 BIENNIAL SURVEY OP EDUCATION, 1922-1924 571 CITY SCHOOL SYSTEMS, 1923-1924 lliiilsilil mmi feill 11 11 §S ilisiiStlialSiSisi r-7 C ss ii ! | | | i i IIIII | i'll | I |8 -* HCOH rH © CO 03 t^HHH HH 03 (M rH rH co ! fs 03 naniOM 2,097 Neo igS 22 i 0 lo NO® . s a © CO Tf< 1,602 156 157 70 634 35 568 740 70 398 03 i (N i © • Sni^jod -aj s'poqog N 165 03 M 1 c ! B ! g I W "Louisiana Maine _ _ T3 A it 1 cC ig Massachusetts _ .. . . Michigan . . . . M,nr so^a ... . . ... . . '• "3 - 1 1 3 Missouri . . Montana . Table 7. — Students pursuing certain professional courses in universities , colleges , and professional schools in 1928-24 — Continued 586 BIENNIAL* SURVEY OF EDUCATION, 1922-1924 Veterinary medi¬ cine naniOM N N o O CM O O © 0 © napj; N o 0 85 CM O CO CM © CM - SnU-rod -9i siooqog © o O -I 1-1 Osteopathy uauiOAi © o o ! CM © n9p\[ QO o o ! 251 3ni}iod -9J siooqog - o o ! Pharmacy naniOM © © O O COHNN^ oo TH CM H cm ^ ^ iH CO CM rH iH rH rH 5 67 3 7 CO U9JAJ © 8° 0 2,271 107 44 658 104 187 1, 076 229 43 56 127 144 90 218 27 97 CM © Sni^jod -9i siooqog CM O O CM CO H H H CM CM rH CM rH rH Dentistry u9moAV CO rH O 0 34 1-4 05 CO 00 u- © U9J\[ CM 301 0 0 1, 321 489 521 1,937 553 261 GO © 25 Snyi.iod -9j siooqog CM O O CO rH CO CO CMr Medicine natno^ © oo o L- O OlOO^N CO CM CO CO H CD CO TH T* © © C© CM tH uoj^; © 05 O CM 0 2, 130 121 34 831 147 180 1, 625 © 00 © T'- © © CM ^ CO © CO Tf CM GO rH © Tf4 r-« t}4 *H CO 3m?Jod -9J siooqog GO 1 CM O h O GO CM 1—1 ^ rH rH CO rH rH CO CM rH rH CM rH CM Law uorao^v O CD O 00 CM *-< CO © © © 05 00 T-H ^ © 4 0 16 11 2 O © rH rH © H CM CO U9JV © 501 0 851 0 6,839 286 51 1,137 207 199 1,248 © 5! SSo rH ©^H © 1^05 © © © © © © rH ^ HH© u- © Suyjiod -9i siooqog © COO rH O 05 CO rH CO rH CO © CM rH CM rH CM 1H CM rH Theology I nouiOAl t-H O §° r CM rH CM •^00 GO tH © 00 © © © © U9K co 05 O •** S° ®o Tf CO »H ID GO CM CO 05 O CO ^ © rH HN § 154 541 | CM © © CM CM 8 3m^J0d -9i siooqog w coo © O L- Tf CM i-H CM © © © ^ H State - c 0 i X i Nevada - - - - Maw Hamnchira > h : i 4 fl r B ) c 5 52 New Mexico . . . . New York _ q o )(= 3X 3 c 5* Ohio _ _ --- ni'l a Vi am a 3 ^ § : 6 > c fl r^ fl C fl c- > V ?§] c c * ^7 1 ~ u. u M M \ x \ r \b. 3 ) 3 § i l \ l \ 1 Texas . . - . TTfnh C 3 £ > c >> j 0 ] l <’5 > -i •> c c i | • $ 7 it CD j> 1 1/ : a ’■ £ 3 3 J c < ’c? . C * c. - V 3 ■ c !C 18 :jS Outlying possession : > : ; 1 UNIVERSITIES AND COLLEGES 587 Table 8. — Students in engineering courses in universities, colleges, and professional schools in 1928-24 State General engi¬ neering "Eb a ® bO — .5 || ;CJ o Civil engineer¬ ing Electrical engi¬ neering Mechanical en¬ gineering Mining engi¬ neering Metallurgical engineering I Architectural 1 engineering I Ceramic engi¬ neering I Agricultural en- 1 gineering I Industrial en¬ gineering 1 Textile engi¬ neering Total engineer¬ ing students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 12, 360 4,141 10, 024 14, 002 10, 637 2, 771 187 738 317 180 427 494 57,699 91 168 403 76 146 32 24 864 43 45 62 226 137 6 15 21 8 2 189 122 112 440 276 913 229 2,092 1,491 214 49 232 377 126 493 2 18 55 4 79 19 33 50 20 122 92 139 150 108 489 114 10 46 35 10 215 243 80 282 438 275 17 5 121 1,461 233 16 21 32 91 28 26 8 643 195 387 559 848 55 138 88 3, 090 2,438 1,616 1,284 417 71 237 617 786 700 17 10 375 97 295 453 202 12 107 25 50 364 68 184 362 132 64 41 54 278 75 19 Louisiana 1 2 3 4 — _ 174 59 87 129 72 599 Maine _ _ 74 115 173 103 465 Maryland _ _ - 1 427 ' 25 23 18 493 M assachusetts 5 _ 342 443 774 1,253 871 94 26 68 4,443 2, 611 1,480 407 Michigan 6 629 236 489 459 470 1 ! 220 22 Minnesota _ _ . 468 148 222 277 135 107 123 Mississippi- - _ _ - 261 95 33 17 1 Missouri .. _ _ - _ 303 109 243 311 146 ! 147 29 8 9 1,305 404 Montana _ _ 43 39 129 38 108 25 22 Nebraska . .. _ _ _ ! 14 40 153 283 113 37 14 654 Nevada - .. _ 42 97 43 48 230 New Hampshire _ 23 37 12 106 51 28 42 299 New Jersey _ _ 179 38 40 561 20 838 New Mexico 7 .. _ _ 90 3 20 36 5 32 198 New York _ _ - North Carolina 3,223 441 1,200 231 1, 411 243 1,467 70 31 11 "II" 113 — 77 141." 7,974 696 North Dakota 8 _ 84 49 68 44 59 13 4 522 Ohio — _ _ _ _ _ 225 345 673 906 680 109 ’54" 68 71 17 3, 148 642 Oklahoma _ - - _ 243 38 102 148 49 29 32 "T Oregon _ _ - _ __ 9 78 146 315 161 47 756 Pennsylvania 9 _ _ _ _ 875 320 614 938 720 371 60 68 189 4,363 370 Rhode Island _ _ _ _ 258 • 16 23 48 25 South Carolina _ . _ 329 10 134 22 17 I 95 607 South Dakota _ _ 21 133 163 11 I 44 25 397 Tennessee _ _ 109 21 87 104 31 352 Texas _ _ _ 56 215 435 628 364 97 28 69 1,892 311 Utah _ _ _ 311 1 Vermont _ 6 28 107 165 41 347 Virginia _ 394 93 199 342 161 43 32 1,264 1,178 394 Washington 10 _ 708 64 162 66 87 30 West Virginia _ 37 94 148 61 54 Wisconsin _ 160 383 748 320 43 1,654 Wyoming. _ 43 17 23 17 100 Outlying possessions Alaska _ 15 15 Hawaii 11 . _ 46 72 Porto Rico 12 _ 16 2 6 39 1 Geology, 11. 2 Engin.: Municipal and sanitary, 15; railway, 59; fire protection, 103. 3 Flour-mill engin., 15. 4 Petroleum engin., 7; sugar technology, 71. 6 Engin.: Administration, 417; sanitary, 8; naval arch, and marine, 62; electrochem., 74, geology, 11. 6 Marine eng., 31; aeronautical eng., 53; geodesy and surveying, 2. 7 Geological engineering, 12. 3 Commercial engin., 200; geological eng., 1. 8 Engin.: Sanitary, 9; electrochemical, 51; milling, 7; railway mechanical, 15; marine, 20; adminis¬ trative, 13; commercial, 93. 10 Engin.: Hydroelec., 34; commercial, 22; auto¬ mobile, 5. 11 Sugar technology, 26. 12 Sugar technology, 15. 588 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 9. — Students in summer schools, short winter courses, extension courses, and correspondence courses in universities, colleges, and professional schools in 1923-24 State Summer school (1923) Short winter courses Extension 'courses Correspondence courses Men Women Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 Continental United States . 76, 155 113, 788 3,179 833 33, 524 63, 541 19, 852 23,929 1, 510 2,735 407 1, 135 85 160 63 111 36 97 122 145 322 450 550 257 388 380 California _ 5,723 8,585 103 41 2,067 6, 109 186 468 Colorado _ _ _ _ 1, 569 2,720 935 1, 757 488 387 113 18 78 633 28 297 1 14 27 59 District of Columbia _ 1,029 1, 166 103 2 '312 1,301 101 0 534 1, 154 Georgia . . . . 1,571 3,393 541 237 29 124 61 86 148 494 32 0 50 43 6,734 6,758 819 2, 319 98 384 Indiana . . . 2; 281 3, 328 62 13 1,541 4, 994 385 559 Iowa . . 2, 901 4, 199 171 80 36 224 293 559 Kansas . . . . 1, 472 2,625 100 13 223 890 1, 052 1,599 Kentucky - - 662 680 12 0 65 44 107 163 Louisiana _ _ _ 1, 306 3, 109 87 398 5 35 Maine _ _ - 221 179 Maryland _ _ 567 982 14 0 130 265 Massachusetts - 3, 012 2,442 69 16 133 975 15 5 Michigan _ 2,627 1, 363 161 7 287 850 Minnesota _ _ _ _ 2,943 2,083 186 139 2, 474 1,823 854 806 Mississippi _ 535 171 34 4 Missouri _ _ _ _ 855 1, 340 1, 443 906 463 734 Montana _ 249 273 189 22 125 292 Nebraska - - 1,217 3,423 152 19 384 443 481 1, 252 Nevada _ 16 85 34 30 New Hampshire . . . . 90 53 New Jersey _ _ _ _ 411 735 108 8 62 465 New Mexico _ 41 179 5 0 164 177 New York - - - - 9,849 14, 102 224 16 7,953 13, 173 547 280 North Carolina _ ... 1,401 3,790 304 1, 286 182 368 North Dakota _ _ 218 568 79 20 0 7 228 358 Ohio - - - 4, 382 8, 133 74 2 1,284 3, 488 26 90 Oklahoma - - - 1,585 3, 050 81 0 287 1,092 1,099 1, 607 Oregon . . . . 460 992 66 >12 801 1, 122 782 1,131 Pennsylvania - - 4,805 6,601 70 0 6,624 9, 163 3, 535 332 Rhode Island _ _ _ _ _ _ 700 852 South Carolina _ . 766 2,313 123 56 South Dakota _ _ _ _ 422 666 44 9 26 24 Tennessee. - - - 613 998 28 16 7 140 58 91 Texas - - - - 4,004 6,235 53 0 209 407 1, 403 2,242 Utah _ _ _ 979 1,057 1, 211 2,308 562 689 Vermont _ _ 159 895 4 9 Virginia.! _ _ 1, 471 2, 536 356 1, 192 Washington . . 1,076 1,460 129 29 1, 153 2,549 308 411 West Virginia _ _ 853 1,413 43 100 101 125 Wisconsin _ _ _ _ _ 2,287 2,884 257 0 492 1,683 4, 864 6,103 Wyoming . 297 818 231 821 Outlying possessions Alaska . 29 7 Hawaii _ _ 32 231 15 53 Porto Rico _ 54 43 UNIVERSITIES AND COLLEGES 589 Table 10. — First degrees conferred on men by universities and colleges , 1923-24 "p O fcC p ^ £ t X ® tc O tf ~ 60 S6£ P 0 tao State s and ences P o "S 1 O a a o i 77: G yi p 3 W © £ 0 0 .5§ « O w s ~ ‘Ex ii a§ v i 1 c ineerin 5 ® 63 © ~.a O ^0 ning ineerin c — . 0 — • 0 < Ex < £ o O w o 3 O P S w 0 £ is “ O tx O ® a 2® tx s Ch 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Continental U. S - 19, 550 2,206 231 4,573 1,183 187 188 55 102 78 835 1,748 2, 047 2, 055 501 95 185 24 2 24 41 2 8 13 46 19 5 32 18 — 12 14 3 7 3 86 10 9 2 9 9 1 1,047 271 97 5 266 10 3 15 14 66 40 179 53 37 71 6 14 32 47 20 51 611 27 4 5 3 3 5 11 6 4 3 8 5 325 5 18 24 9 15 20 9 35 16 6 1 8 7 4 244 59 8 129 3 4 18 5 63 53 47 4 20 49 26 19 ”4 1 5 4 2 1 Illinois 6 _ 1,022 121 17 530 98 9 12 12 14 44 79 88 116 10 660 95 5 106 3 *3 1 42 80 105 108 6 648 127 117 19 4 4 1 6 15 16 65 69 46 2 535 85 13 12 4 4 6 41 44 26 7 Kentucky . _ - _ 242 26 5 13 29 12 Louisiana 9 - _ _ _ 112 29 1 23 15 16 8 6 20 Maine _ - _ - 229 21 9 15 16 19 26 30 Maryland.. - _ - 255 27 19 29 10 15 22 17 Massachusetts 10 -- _ _ 1,265 81 7 378 25 25 5 105 114 175 125 19 29 Michigan 1 11 _ _ _ - 825 77 29 23 36 31 1 40 147 89 142 67 Minnesota _ 526 63 85 283 17 12 11 43 70 40 16 Mississippi _ _ 156 36 28 73 1 23 12 9 Missouri 12 _ _ 461 65 "II 147 13 58 "’ll 32 33 22 17 Montana 13 _ -- 35 25 16 ”16 7 2 9 7 12 5 10 N ebraska 14 _ 339 45 89 20 4 2 4 21 23 10 Nevada _ _ 30 3 5 10 1 1 New Hampshire 15 _ -- 388 14 i 28 2 5 8 15 6 New Jersey 16- _ _ _ 526 17 2 20 8 120 New Mexico 17 _ _ _ 12 4 3 2 6 2 8 New York 18. _ 1, 879 398 153 29 743 67 59 26 3 144 213 181 350 4 North Carolina _ - 23 52 9 6 26 34 10 ”25 North Dakota _ _ . 100 18 I 13 1 8 7 6 "5 Ohio 19 _ - _ _ 1, 289 282 113 6 170 21 8 2 7 79 99 116 118 21 Oklahoma 29 _ _ 34 48 33 3 5 7 14 11 4 5 Oregon 21 - - _ - 137 78 7 62 15 11 10 1 7 22 39 29 10 Pennsylvania 22 1, 517 57 114 833 60 10 8 6 77 121 196 164 99 Rhode Island _ _ 9 5 1 11 4 South Carolina _ _ 295 40 7 10 6 2 28 22 13 17 South Dakota 23 _ 97 11 6 2 25 13 1 7 Tennessee _ _ _ 273 18 19 3 18 3 11 4 1 Texas 24 _ 526 97 “l7 76 25 2 36 56 46 37 8 15 4 Utah 25 _ 101 45 67 28 1 10 16 10 Vermont _ _ 92 11 14 5 26 32 6 Virginia 26 _ 382 12 1 55 24 23 44 62 22 7 Washington 27 _ 230 30 2 121 64 12 11 5 6 24 54 21 9 WTest Virginia _ _ 179 24 7 9 18 8 1 Wisconsin _ _ 544 92 166 27 1 32 50 131 84 12 W yoming _ 10 3 3 4 2 1 Outlying possessions Hawaii 28 _ 9 4 4 3 9 Porto Rico 29 7 7 1 1 Fine arts, 4. 2 Metallurgy, 3; engin. geol., 4, petroleum 6. 3 Fine arts, 10. 4 Foreign service, 44. 8 Geology, 1; metallurgy, 1. 6 Engin.: Fire protec., 20; munic. and sanitary, 4; railway, 17; speech, 1; ceramics, 16; soc. service admin., 2. 7 Landscape arch., 4; agric. engin., 12; ceramics, 6. 8 Engin.: Indust., 6; agric., 3; flour mill, 3; fine arts, 2. 9 Sugar technology, 18. 10 Engin.: Admin., 73; sanitary, 1; naval arch, and marine, 10; electroehem., 17. 11 Aeronautical engin., 10: geodesy and survey¬ ing, 2; naval arch, and marine engin., 8. 12 Agric. engin., 1; metallurgy, 12. 13 Secretarial science, 2; metallurgical engin., 3. 14 Agric. engin., 6. 18 Indus, engin., 7. 16 Ceramics, 8. 17 Geolog. engin., 3. 18 Ceramics, 13; met. engin., 1; indus. engin., 13; library science, 3. 19 Ceramics, 4; metallurg. engin., 10; applied optics, 8; commer. engin., 14. 20 Agric. engin., 1. 21 Physical ed., 1; indus. arts, 12; mil. science, L 22 Engin.: Sanitary, 3; electroehem., 10; indus., 44; milling, 1; railway mech. 2; met., 8; marine 3; commer., 19; fine arts, 13; metallurgy, 11. 23 Metallurgical engin., 6. 24 Agric. engin., 10. 25 Engin., automotive, 3; geol.. 3; agric., 18. 26 Agric. engin. , 9. 27 Commer. engin., 7; fisheries, 5; libr. science, 2; hydroelec, engin., 8; phys. ed., 2; fine arts, 6. 29 Sugar technology, 3. 29 Sugar chemistry, 6. 27301°— 27 - 38 590 BIENNIAL SURVEY OF EDUCATION, 1922-1024 Table 11. — Graduate degrees conferred on men by universities, colleges , and pro¬ fessional schools in 1923-24 State A. M. ◄ PQ s' 1 M. C. S. pel s' M. S. 1 M. S. in Agri. M. Educa- | tion I M. S. in En¬ gineering ,d Eh S S' § O p4 o' H p4 s' p4 Mech. E. A Pq J. D. S. T. M. ‘ 3 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Continental TJ. S_. 2,989 243 21 33 1,202 111 74 102 90 174 17 54 48 26 60 914 24 39 Alabama _ _ 10 1 2 4 1 7 1 1 2 Arizona. _ 6 3 ~ 2 1 1 Arkansas .. 5 6 California i... . 160 1 33 23 3 1 11 8 3 55 2 Colorado 1 2 _ _ 26 1 8 1 1 1 3 Connecticut _ 32 16 14 1 3 9 1 1 4 41 11 2 Delaware _ 2 2 District of Columbia 3. 92 18 1 90 1 20 Florida _ 2 3 4 1 Georgia 4 5 * _ 25 7 1 Idaho _ _ 1 2 3 1 3 1 Illinois _ 252 18 158 13 1 11 2 2 4 149 10 Indiana _ 47 16 5 1 ’3 5 4 ""3 3 10 Iowa 8 * _ 54 139 3 4 41 Kansas _ _ 23 30 3 6 2 3 1 Kentucky _ 8 6 ’3 13 4 2 Louisiana.. 22 8 12 1 1 Maine _ _ 3 7 1 1 Maryland 8 _ 99 9 21 1 48 Massachusetts 7 _ 247 171 3 153 4 50 17 1 11 1 3 1 93 8 1 Michigan 8 . 99 13 4 46 1 28 18 1 1 1 22 Minnesota 9. . . 37 46 9 24 Mississippi . . . 8 3 Missouri 10 _ 119 15 12 1 1 5 4 3 7 7 Montana _ 1 Nebraska. . _ 44 11 2 2 1 6 Nevada . 1 1 1 New Hampshire 5 6 New Jersey11. . . 82 17 37 2 1 36 New Mexico. . 1 1 New York 12 _ 699 34 8 7 118 13 3 7 2 27 3 7 1 10 201 4 11 North Carolina 13 _ 52 25 4 North Dakota 6 4 4 Ohio 14_ 125 44 6 2 1 1 5 1 5 28 1 Oklahoma _ 32 14 1 Oregon 15_. 16 3 6 Pennsylvania 18 209 6 77 6 7 3 15 2 3 1 6 47 5 Rhode Island . . 20 1 6 3 South Carolina 22 South Dakota 10 1 1 Tennessee 29 4 1 2 Texas 17 _ 54 5 4 6 18 1 3 Utah . 20 8 Vermont ... 1 2 Virginia 34 30 2 1 2 5 Washington 18 60 4 2 6 1 2 1 3 2 West Virginia.. _ 8 2 2 1 1 Wisconsin 19_ 80 81 2 6 1 5 63 Wyoming 2 1 _ _ _ 1 _ _ _ _ _ _ _ Outlying possession Hawaii . . . 2 2 1 Doctor of ed., 1; master of literature, 4; graduate in arch., 1. 2 Doctor of ophthalmology, 1. 3 Doctor of civil law, 4; in canon law, 6; of science, 1; of sacred theol., 1; licentiate in sacred theol., 7; in canon law, 8; master of patent law, 48. 4 Doctor of public health, 2. 5 Agric. engineer, 1. 8 Doctor of public health, 13; of science in hy¬ giene, 6. 7 Doctor of public health, 6; of science, 6; science in engin., 1; education, 7; theology, 1; master of religious ed., 12; of arch., 18; landscape arch., 7; public health, 4; pharm. chemist, 6. 8 Doctor of public health, 2; of science, 4. 9 Master of science in medicine, 14. 10 Master of arch., 3; met. engin., 2. 11 Master of fine arts, 4. 12 Doctor of theology, 1; of public health, 1; science, 1; master of science in music, 4; of arch., 2; landscape arch., 3. 13 Doctor of pedagogy, 2; pharm. chemist, 2. 14 Master of arts in med., 11; of music, 1. 15 Doctor of divinity, 1. 18 Doctor of med. science, 2; master of med. science, 25; of arch., 5; engin., 4. 17 Doctor of theology, 4. 18 Master of fisheries, 1. 19 Master of philosophy, 11. UNIVERSITIES AND COLLEGES 591 Table 12. — Degrees conferred on women by universities, colleges, and professional schools in 1923-24 First degrees in — Graduate de¬ grees State Arts and sci¬ ences Agriculture Architec¬ ture Commerce Education | Engineering | Fine arts Home eco- | nomics j Journalism 1 Library sci¬ ence Music Physical education Secretarial studies m % Q .d Ph 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Continental U. S _ 19, 449 121 17 375 2,524 9 182 1,426 m ~ 35 t 45 137 2,313 235 150 262 3 2 I.!1 2 3 4 5 6 8 3 34 1 1 42 1 5 84 9 14 6 1, 35T 6 40 14 27 26 23 169 12 264 3 46 3 1 __ 44 2 Connecticut 1 88 13 2 1 2 2 5 6 10 1 10 265 _! 82 5 7 46 1 5 82 13 10 3 2 290 4 9 20 2 11 7 2 Idaho 3 _ 54 21 7 1 2 1 1.429 6 37 194 60 11 9 58 3 206 52 3 ”30 ' 661 10 3 55 11 22 ! 2 Iowa 3 _ 702 _ 6 19 1 144 14 50 18 2 Kansas _ 612 1 1 2 8 “22 72 11 16 25 7 1 Kentucky _ 225 1 10 .... 18 2 Louisiana 8__ . 96 1 94 7 5 15 3 Maine _. _ 127 1 3 6 4 Maryland 7 378 1 13 6 1 13 1 5 Massachusetts 8 _ 1,574 5 1 28 109 1 105 138 33 11 Michigan 9 10__ _ 599 5 4 72 72 83 6 5 Minnesota 18 _ 530 12 57 1 67 3 22 1 3 Mississippi _ 352 182 2 9 2 Missouri 11 _ 396 1 18 147 7 45 45 5 2 Montana _ 69 12 13 6 3 1 1 Nebraska _ 336 1' 10 90 9 38 5 11 37 2 .... Nevada _ 29 1 New Hampshire _ 38 16 2 New Jersey 12. . __ 93 15 3 1 New Mexico. _ 17 1 New York 13 _ 1, 939 428 80 5 64 520 2 51 17 3 32 8 909 35 42 North Carolina _ 8 10 37 15 1 2 North Dakota _ .. 75 :::: 19 1 Ohio14... _ 1, 342 5 3 24 360 1 79 5 47 67 4 4 Oklahoma 13 . 323 1 4 50 16 34 17 9 1 Oregon .. _ ... 193 2 28 52 5 78 4 15 12 7 1 Pennsylvania 16 ... 983 2 .... 5 182 32 28 5 25 ”20 124 8 “12 Rhode Island ... 2 10 23 3 1 South Carolina 317 133 2 16 25 1 9 South Dakota . . .. 121 3 16 5 Tennessee 17 _ 205 1 1 6 15 1 8 Texas18... _ _ 866 .... 10 5 17 43 Utah _ 90 1 7 70 n 23 9 2 Vermont _ _ _ 112 9 17 8 Virginia.. . . .. .. . 334 5 12 3 Washington 19 _ 310 1 ; 18 80 ; 1 61 16 9 18 42 3 22 10 West Virginia _ 146 1 25 8 Wisconsin 20.. 600 2 22 .... 1 82 57 12 21 1 83 18 3 Wyoming.. . . .. 16 3 5 2 2 Outlying possessions Hawaii _ .. 9 5 1 1 Porto Rico _ .. 4 6 _ i 1 1 1 Master of pedagogy, 1. 2 Master of science in chem., 2; of com. science, 2; of law, 2; of patent law, 3. 3 Master of science in educ., 2. 4 Speech, 29; social service admin., 6. 5 Landscape architecture, 3. 6 Bachelor of design, 11. 7 Doctor of science in hygiene, 3. 8 Doctor of educ., 1; master of educ., 43; of reli¬ gious educ., 4; social science, 2; bus. admin., 1: pharm. chemist, 2. 9 Doctor of science, 1; master of law, 7. 10 Master of science in med., 1; of arts in educ., 1. 11 Master of law, 2. 12 Master of theology, 2. 13 Doctor of public health, 1; of law, 2; master of law, 2; pharm. chemist, 1. 14 Master of science in educ., 1; of arts in educ., 2; of science in social admin., 13. 13 Master of science in education, 1. 28 Doctor of med. science, 1; social work, 8. 17 Bachelor of public speaking, 1. 15 Master of theology, 1. 19 Master of arts in educ., 2; of fine arts, 1; of forestry, 1. 20 Master of philosophy, 5. 592 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 13. — Degrees conferred on men and on women in certain 'professional courses by universities, colleges, and professional schools in 1923-24 State Theology Law Medicine Dentistry Pharmacy Osteop¬ athy Veterinary medi¬ cine, men Men Women Men Women Men Women Men 1 Women Men | Women Men Women 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental United States... . 1, 293 26 6, 447 395 3,458 184 3, 311 45 2,600 239 153 51 95 1 0 23 0 6 0 6 20 0 6 0 10 0 California. . . 251 0 215 23 104 22 241 13 167 14 17 6 11 0 78 2 14 4 34 1 25 3 12 Connecticut _ 69 2 72 6 33 1 Delaware . . 0 0 0 0 0 0 0 0 0 0 0 0 0 District of Columbia .... 66 0 685 29 126 4 66 1 24 7 Florida _ 44 2 29 0 100 2 84 0 87 0 79 5 4 Idaho _ 7 0 144 3 328 9 379 15 363 2 114 6 31 9 4 0 154 3 68 2 84 0 143 4 Iowa . . . . 8 0 68 1 50 0 68 0 57 10 36 6 16 2 0 • 48 3 23 0 14 7 10 Kentucky _ _ 103 o 58 1 48 2 28 0 81 7 Louisiana. . _ 77 3 80 4 42 0 65 7 Maine _ _ 3 0 Maryland _ 4 0 90 9 142 15 99 0 61 4 Massachusetts _ 152 15 626 78 302 9 195 2 69 9 Michigan _ 11 0 441 17 154 10 120 1 19 5 Minnesota. _ 78 o 165 14 146 10 76 2 14 2 Mississippi _ _ 26 0 27 2 Missouri _ _ _ 30 0 254 21 216 6 184 0 98 4 49 18 Montana _ 6 0 10 1 Nebraska _ 8 o 81 4 87 3 53 0 65 6 Nevada _ _ _ 0 0 0 0 0 0 0 0 0 0 0 0 0 New Hampshire - 0 0 0 0 0 0 0 0 0 0 0 0 0 New Jersey _ 66 0 97 8 New Mexico . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 New York _ 132 o 1,344 101 395 44 478 9 634 39 15 North Carolina. . . 9 o 28 o 42 1 North Dakota. . . 11 0 11 3 Ohio _ 75 0 281 25 171 8 152 3 117 18 21 Oklahoma _ 20 6 43 0 21 0 39 5 Oregon _ _ 10 o 51 5 40 1 132 1 15 5 Pennsylvania - 92 0 242 7 362 11 428 5 438 46 20 12 5 Rhode Island _ 0 0 0 0 0 0 0 0 0 0 0 0 0 South Carolina _ _ 24 o 48 1 28 o 23 0 South Dakota . . 15 0 6 2 Tennessee _ _ _ 7 0 246 11 132 2 153 4 29 2 Texas. _ 48 0 73 2 85 4 33 1 46 6 2 Utah . . . . . 10 1 Vermont-.. _ 32 1 Virginia _ 53 0 113 1 98 6 37 0 20 1 Washington _ 1 o 54 1 23 8 4 West Virginia _ 17 1 12 0 Wisconsin _ 2 0 106 4 28 0 158 0 7 0 Wyoming _ 2 0 Outlying possession f 1 Porto Rico _ 16 1 6 1 UNIVERSITIES AND COLLEGES 593 Table 14. — Honorary degrees conferred by universities, colleges, and 'professional schools in 1923-24 1 Bachelor of science in agric., 1. 2 Engineer of mines, 1. 3 Master of music, 2. 4 Bachelor of pedagogy, 1. 5 Doctor of theol., 1; doctor of bus. admin., 1. 8 Doctor of jurisprudence, 3; theology, 1; of agri¬ culture, 2. 7 Civil engineer, 5; elec, engineer, 5; master of humane literature, 1; doctor of bus. admin., 1; mechan. engineer, 3. . 8 Master of educ., 1; doctor of Hebrew law, 2; doc¬ tor of educ., 2. e Doctor of com. science, 1; of jurisprudence, 1; master of phar., 5; of military science, 1; bachelor of arts, 1. 10 Elec, engineer, 1; bachelor of science, 1. 11 Master of architecture, 1. 594 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 15. — Summary of degrees conferred by universities, colleges , and 'professional schools in 1923-24 State Baccalaureate degrees Professional degrees 1 Graduate degrees Honorary de¬ grees Men Women Total Men Women Total Men Women Total * 2 3 4 5 6 1 8 9 10 11 Continental United States _ _ 36,258 25, 027 61, 285 17, 357 940 18, 297 6,447 2,814 9,261 1, 096 Alabama . . - .. . 369 283 652 36 0 36 28 11 39 9 Arizona _ - . . - 96 • 79 175 20 0 20 13 5 18 2 Arkansas .. _ . . 126 113 239 16 0 16 11 0 11 8 California- - _ 1, 799 1,487 3, 286 769 78 847 306 181 487 25 Colorado - - - 562 316 878 174 10 184 42 46 88 8 Connecticut _ _ _ 668 109 777 174 9 183 133 14 147 34 Delaware _ ... _ 37 21 58 4 0 4 1 District of Columbia. _ 469 360 829 967 41 1, 008 297 61 358 15 Florida _ _ _ 77 108 185 44 2 46 10 2 12 4 Georgia . . ... . 657 336 993 383 7 390 38 9 47 28 Idaho _ — . . . 120 83 203 7 0 7 11 5 16 2 Illinois - 2, 232 1,842 4, 074 1, 359 44 1, 403 620 288 908 44 Indiana. ... - 1, 214 740 1,954 453 9 462 104 27 131 29 Iowa . . . . . 1, 161 889 2,050 303 17 320 242 70 312 27 Kansas . . 798 745 1,543 97 10 107 68 33 101 21 Kentucky _ _ 327 255 582 318 10 328 36 2 38 25 Louisiana. . . . 248 214 462 264 14 278 44 18 62 9 Maine _ 365 137 502 3 0 3 12 4 16 24 Maryland.. - - 394 399 793 396 28 424 197 22 219 22 Massachusetts . . 2,454 1,822 4,276 1, 344 113 1,457 833 235 1, 068 55 Michigan _ _ _ 1,527 753 2,280 745 33 778 239 102 341 39 Minnesota. _ _ 1, 166 670 1,836 479 28 507 130 28 158 5 Mississippi. .. - 338 545 883 53 2 55 11 2 13 2 Missouri . . . 889 619 1,508 831 49 880 179 54 233 14 Montana 143 104 247 16 1 17 1 1 2 Nebraska. . . . 563 500 1,063 294 13 307 66 40 106 11 Nevada . . 50 30 80 3 0 3 4 New Hampshire _ _ 474 54 528 11 2 13 15 New Jersey. . . . . 701 111 812 163 8 171 179 4 183 22 New Mexico _ 40 18 58 2 0 2 1 New York. . . . 3,881 2,721 6, 602 2,998 193 3,191 1, 167 992 2,159 130 North Carolina . . 583 483 1, 066 79 1 80 85 18 103 24 North Dakota.. _ 159 94 253 22 3 25 14 1 15 Ohio . . . 2,154 1,866 4, 020 817 54 871 218 91 309 108 Oklahoma . . . 447 445 892 123 11 134 47 11 58 9 Oregon . . . . 442 389 831 248 12 260 26 8 34 5 Pennsylvania - - 3, 372 1, 291 4,663 1,587 81 1,668 358 145 503 139 Rhode Island. _ _ _ 87 12 99 30 27 57 6 South Carolina - - 440 492 932 123 1 124 23 9 32 11 South Dakota. ... _ 168 141 309 21 2 23 12 5 17 3 Tennessee . . . . 350 230 580 567 19 586 36 8 44 31 Texas.. . . . . . 947 899 1,846 287 13 300 89 44 133 52 Utah _ _ _ 310 191 501 10 1 11 30 11 41 Vermont _ . 186 138 324 32 1 33 3 8 11 23 Virginia . . . 641 339 980 321 8 329 72 15 87 29 Washington _ _ 619 559 1, 178 82 9 91 100 36 136 3 West Virginia _ 246 172 418 29 1 30 15 8 23 2 Wisconsin . . . 1, 139 797 1,936 301 4 305 249 109 358 16 Wyoming.. . . 23 26 49 2 0 2 3 2 5 Outlying possessions Hawaii _ 32 15 47 4 1 5 2 Porto Rico 22 10 32 22 2 24 1 First degrees in theology, law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. UNIVERSITIES AND COLLEGES Table 16. — Property of universities, colleges, and professional schools in 1923-24 State Number of volumes in libraries Value of libraries, scientific apparatus, machinery, and furniture Value of grounds Value of buildings, including dormitories Value of dormitories Productive funds • 2 3 4 5 6 7 Continental United States . . 33, 025,478 $175, 323, 131 $168, 257, 572 $713,348, 357 $137, 417, 736 $814, 718,813 Alabama . . 211, 733 1, 087, 814 1, 357, 918 4, 998, 570 1, 704, 750 3, 424, 526 Arizona . . . 55, 000 410, 190 432, 000 1, 187, 844 475, 500 485, 111 Arkansas . . . . 122, 100 887, 000 404, 577 3,416,258 1, 299, 958 1, 553, 845 California . . 1, 454, 507 409, 141 10, 523, 587 6, 705, 153 32, 628, 466 5, 074, 453 51,015, 404 Colorado . 2, 518, 301 1, 520, 165 8, 240, 775 435, 700 3, 183, 661 Connecticut _ 1, 919, 500 6, 142, 303 835, 777 34, 644, 881 12, 766, 072 48, 180, 627 Delaware ... . . 30, 000 359, 700 304, 550 1, 240, 984 390, 894 480, 568 District of Columbia _ 597, 358 1, 405, 390 1, 812, 474 7, 655, 516 1, 069, 714 4, 455, 251 Florida . . . 87, 915 686, 454 706,695 3, 020, 902 828, 622 1, 828, 450 Georgia . . . 359, 652 2, 095, 008 3,217,468 12, 188, 556 3, 169, 650 6, 823, 871 Idaho . . . 102, 000 631,760 266, 500 1, 577, 181 276, 000 4, 640, 616 Illinois _ 2, 369, 964 10, 269, 926 12, 778, 030 38, 795, 194 5, 185, 549 61, 362, 981 Indiana... . 750, 851 4, 271, 375 2, 328, 132 15, 337, 581 1, 719, 944 14, 080, 476 Iowa . . 848, 679 6, 278, 706 4, 766, 866 18,044,364 3, 379, 188 14, 233, 765 Kansas . . 542, 959 4, 235, 195 2, 492, 866 10, 600, 399 1, 230, 538 6, 699, 708 Kentucky . . 356, 513 2, 004, 726 2, 160, 864 6,973,291 2, 081, 594 8, 300,413 Louisiana _ 232, 869 340, 860 2, 340, 606 1, 923, 094 5, 672, 555 998, 614 7, 874, 728 7, 166, 585 Maine . . 961, 717 234, 506 4, 176, 830 615, 928 Maryland . . . 607, 851 4, 957, 217 2, 092, 992 33, 391, 072 11, 152, 761 13, 056, 035 22, 996, 678 Massachusetts. _ . . . 3, 762, 335 10, 038, 609 12,452,212 55, 856,866 128, 015,424 Michigan . . 924, 060 7, 806, 061 5, 952, 363 18,062,288 1,378, 501 6,666,419 Minnesota _ 821, 758 6, 474, 190 5, 183, 095 19, 911, 252 3, 446, 418 13, 116,426 Mississippi _ _ _ 166, 025 1, 868, 923 623, 855 6, 439, 773 1, 900, 509 2, 536, 562 Missouri... . . 930, 358 5, 246, 541 3, 788, 843 18, 922, 227 3, 270, 043 23, 221, 465 Montana . . . 111,610 765, 771 439, 306 4, 458, 505 876, 000 1, 933, 107 Nebraska _ 324, 271 2,496,263 2, 691, 177 7, 625, 245 281,974 5, 396, 578 Nevada . . . . 39, 900 261, 063 110, 000 526, 268 72, 516 330, 076 New Hampshire. _ * 242,000 1, 387, 800 1, 121, 190 1, 802, 386 6, 885, 300 2, 722, 700 711,282 8, 030, 000 New Jersey. _ _ 1, 014, 575 801, 681 9, 394, 186 24, 685, 750 New Mexico. _ 62, 303 543, 952 238, 000 852, 782 142, 500 954, 386 New York. _ 3, 875, 441 17, 082, 105 31, 915, 112 92,814,781 9, 012, 337 113, 468, 000 North Carolina _ 443, 164 2, 894, 901 3, 550, 175 14, 852, 664 5, 709, 338 9, 735, 884 North Dakota. _ _ 130, 810 1, 263, 985 369, 056 3, 001, 367 499, 157 3, 697, 996 Ohio _ _ _ 1, 880, 685 9, 714, 643 9, 913, 269 38, 708, 672 7, 664, 801 33, 768, 635 Oklahoma _ 146, 272 1, 616, 978 600, 521 5, 214, 239 1, 007, 800 6, 397, 618 Oregon _ _ _ 335, 415 1, 945, 545 1, 538, 005 6, 293, 590 1,158,060 4, 197, 828 Pennsylvania. _ 2, 356, 539 15, 617, 043 14, 658, 932 61, 165, 705 8, 968, 830 60, 866, 726 Rhode Island.. _ 353,800 397,000 985, 208 3, 692, 681 579, 139 9, 039, 553 South Carolina _ 343, 259 2, 541, 782 3, 809, 926 11,101,848 3, 561,373 3, 048, 518 South Dakota _ 143, 410 841,418 654, 719 3, 555, 073 807, 090 3, 745, 428 Tennessee _ 375,491 2, 154, 134 3, 480, 972 8, 982, 338 2, 786, 431 12, 888, 059 Texas.. _ _ _ 677, 154 6, 847, 566 5,706,857 22, 036, 444 5, 051, 444 30, 021, 508 Utah . . . 167,460 1, 008, 212 214, 100 3, 131, 233 85, 000 619, 381 Vermont _ _ 193, 090 621, 175 173, 079 2, 973, 231 861,808 4, 333, 768 Virginia.. . . . 571, 128 2, 778, 443 2, 642, 011 16, 375, 300 4, 028, 493 12, 239, 409 Washington.. . . . 337, 986 2, 074, 229 1, 816, 140 6, 704, 234 466, 992 9, 931, 492 West Virginia . 149, 605 907, 948 881, 736 4, 343, 698 1, 124, 878 2, 380, 726 Wisconsin. . . 690, 113 4, 947, 750 4, 474, 700 13,925,348 2, 110, 858 9, 138, 902 Wyoming... . 56, 009 310, 445 130, 000 1,750,000 220, 000 1, 525, 925 Outlying possessions 5, 134 35, 256 21,500 68, 194 260, 149 171,000 1,770 824, 982 56, 000 98, 571 387, 257 220, 500 43, 315 9,000 Alaska _ Hawaii _ Porto Rico. Table 17. — Receipts of universities, colleges, and professional schools in 1923-24 §96 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Total receipts exclusive of additions to endow¬ ments 2 $341, 515,910 2,822,817 1,005,802 1, 814, 809 ; 19,163,981 | 3, 268, 739 7, 535, 931 463, 757 2, 450, 149 1, 700, 470 5,001,387 1, 316,633 22, 555, 668 8, 978, 785 13, 269, 956 6,006,969 3, 855, 768 4, 537, 938 1,726,439 7, 217, 068 24, 548, 288 13, 325, 861 11, 537, 558 2,654,925 8,063,867 1, 745, 768 Total receipts S3 8 ! 2, 972, 817 1,005,802 2, 316, 734 21, 338, 439 3, 342, 842 11, 293, 861 463, 757 2, 562, 994 1, 717, 920 5, 749, 703 1, 353, 267 27, 682, 048 9, 996, 605 13, 577, 337 6,394,903 4, 694, 214 4, 860, 586 2, 299, 583 8, 807, 954 34, 023, 090 13, 517,407 11, 662, 755 2, 718, 925 9,213,829 1, 827, 768 From all other sources 2 3 226, 374 63, 108 229, 905 3, 536, 335 280. 689 326, 282 19, 618 494. 689 109, 355 464, 569 125,034 1, 617, 626 1,092, 735 2, 480, 408 903, 310 514,968 267, 697 94, 379 456, 998 1,890, 808 3, 004, 355 697, 629 577, 143 540, 196 67, 724 From private benefactions For current expenses 2 S S' 1 ill! 3183* §lss! S51S2 sssss s isffs f-sW gglg'S : * : For endow¬ ment S g 1 i ill! 1 ! 1 1*** g 1 : 2 3 4 5 6 7 8 9 19 11 12 Continental United States _ 144 759 376 11, 872 3, 223 3, 262 140 179 61 15, 478 3,667 Alabama _ 3 7 8 160 48 20 0 5 0 188 48 2 88 19 6 0 94 19 Arkansas . . 1 6 6 74 11 42 0 4 1 126 18 California _ 11 67 18 765 241 259 34 3 1 1,094 294 3 32 18 256 61 78 8 333 81 1 17 0 45 6 45 6 1 5 1 44 14 47 15 1 12 5 12 5 12 5 Florida . . . 2 13 14 91 45 9 0 0 13 105 58 Georgia . . 5 32 6 235 66 61 0 77 0 366 69 Idaho . . . . 2 20 6 99 29 5 0 4 2 113 37 4 7 10 540 127 262 23 709 155 2 392 55 64 0 8 2 460 55 Iowa - - 4 50 28 526 179 102 4 2 1 675 208 4 24 5 362 137 78 1 464 143 Kentucky _ 2 2 3 181 32 149 1 321 36 Louisiana . . 2 4 2 104 44 4 0 13 9 112 53 Maine _ 1 109 13 109 13 Maryland _ 2 14 0 354 21 256 1 624 22 Massachusetts.... 2 38 2 100 6 131 8 Michigan _ 8 767 96 233 7 994 103 Minnesota _ __ 6 74 41 532 223 344 17 878 266 Mississippi _ _ 1 3 10 1 114 72 22 0 135 73 Missouri _ 3 36 6 293 87 25 4 318 91 Montana _ _ 3 137 34 7 0 144 34 Nebraska _ _ 1 19 15 145 67 133 4 17 22 297 101 Nevada. _ _ _ . 1 50 14 50 14 New Hampshire _ 1 80 9 80 9 New Jersey . 0 0 0 0 0 0 0 0 0 0 0 New Mexico _ 3 13 3 58 14 71 17 New York . . . 5 56 64 482 139 538 203 North Carolina _ 3 11 0 256 89 32 0 299 89 North Dakota _ 3 41 27 108 48 27 3 4 2 164 61 Ohio _ 6 2 3 889 213 271 5 31 0 1, 165 221 Oklahoma _ 5 17 12 212 113 90 5 309 120 Oregon _ _ 2 306 98 42 1 348 99 Pennsylvania _ 2 306 24 306 24 Rhode Island _ _ 1 7 0 34 10 34 10 South Carolina. _ 6 4 0 197 79 61 0 258 79 South Dakota . . 3 9 7 143 35 19 1 3 3 165 45 Tennessee _ 1 25 1 94 20 108 0 197 21 Texas _ „ 8 22 15 474 202 58 9 8 5 541 218 Utah _ 2 18 1 153 56 19 0 163 56 Vermont 1 109 15 45 0 139 15 Virginia _ 5 6 0 316 10 220 4 536 14 Washington _ _ 2 14 8 348 119 21 2 377 128 West Virginia _ 3 7 16 130 38 21 0 155 43 Wisconsin. _ 1 12 15 557 114 64 6 633 135 Wyoming .. 1 6 9 45 26 5 0 56 35 Outlying possessions Alaska _ 1 8 2 8 2 Hawaii. _ _ 1 35 5 35 5 Porto Rico _ _ _ 1 14 28 43 22 15 0 67 41 1 Including engineering. 2 Includes law, medicine, dentistry, pharmacy, osteopathy, and veterinary medicine. UNIVERSITIES AND COLLEGES 599 Tablb 19. — Students in 'publicly controlled universities, colleges, and professional schools in 1923-24 State Preparatory depart¬ ments 1 Collegiate depart¬ ments 2 Graduate depart¬ ments Professional depart¬ ments 3 All other depart¬ ments 4 Total num¬ ber, excluding duplicates Men Wom¬ en Men Wom¬ en Men Wom¬ en Men Wom¬ en Men Wom¬ en Men Wom¬ en 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental U. S. 9,713 4,652 122, 725 72,490 7,480 3, 638 18,838 953 11, 561 8,912 166, 860 88, 770 Alabama. - 137 64 2, 706 1, 108 37 13 335 5 125 84 3,241 1, 192 097 S38 62 34 86 3 89 73 1, 089 644 Arkansas _ 225 90 781 472 11 6 113 1 22 47 l’, 152 552 California _ 187 216 6, 847 7, 949 1,063 815 1, 161 110 264 305 9, 522 9, 395 Colorado _ 216 43 2,449 1, 125 69 76 296 32 42 39 3, 032 1,295 Connecticut- - 71 o 290 99 4 1 44 15 374 110 Delaware _ 70 0 313 223 11 0 383 223 Dist. of Columbia. . 26 23 51 25 77 48 Florida _ 170 31 985 873 21 0 231 0 133 91 1,358 995 Georgia ... _ 860 1 3,016 1, 133 32 5 293 9 979 25 4, 758 1, 173 Idaho - 152 110 980 653 41 15 73 4 130 255 1,360 643 Illinois _ 96 83 6,770 2, 800 523 153 1, 130 47 111 • 85 8, 491 3,079 Indiana. . . . 4 408 9 661 262 134 639 26 88 97 5, 290 2, 891 Iowa _ _ 483 75 4, 706 2, 834 590 235 1,007 26 130 311 6,782 3^ 462 Kansas . . - 179 31 3, 796 2,313 265 142 390 22 87 74 4, 715 2, 582 Kentucky .. _ 40 28 1,515 835 40 14 537 13 38 72 2,111 962 Louisiana - - 45 62 1,034 670 62 10 54 2 67 99 1,262 843 Maine _ _ 14 0 942 245 44 18 24 7 1, 020 270 Maryland . ... 113 0 3, 618 245 71 6 1, 527 39 264 119 5, 263 407 Massachusetts _ 262 17 523 49 61 6 15 3 858 75 Michigan _ _ 8, 321 3,245 560 223 1,733 59 10, 604 3,521 Minnesota _ 792 354 4, 721 3’ 617 712 235 1,248 91 427 448 7, 473 4,297 Mississippi _ _ 128 1 1,673 1,322 15 5 264 6 37 39 2,044 1,373 Missouri . . 341 58 3,034 1,760 144 82 187 4 144 45 3, 840 1,949 Montana _ 1, 164 799 42 17 82 14 78 64 1, 366 894 Nebraska. _ 480 428 2,810 2,787 292 243 750 86 231 556 4,421 3,901 Nevada . . 479 276 8 7 52 33 539 316 New Hampshire _ 868 251 9 6 28 16 905 283 New Jersey _ _ 0 0 0 0 0 0 0 0 0 0 0 0 New Mexico ... .. 156 8 438 270 8 2 44 17 646 291 New York 1, 590 1, 736 6,630 2,638 70 0 4,705 2,533 12, 995 6,907 North Carolina _ 256 0 2,371 1,352 167 20 339 4 75 146 3, 197 1, 522 North Dakota _ 321 166 1, 221 854 39 6 131 9 61 74 1, 649 1,017 Ohio _ _ _ 68 64 8, 616 5,922 521 293 1, 536 66 1, 546 1, 837 11, 950 7, 929 Oklahoma _ 320 174 2,786 2, 450 93 47 458 27 107 144 3, 666 2,705 Oregon . . _ 16 2 3,143 2,116 85 53 378 51 188 91 3, 679 2, 309 Pennsylvania . ... 108 1 3, 046 342 124 12 42 14 3, 320 369 Rhode Island _ 10 o 367 85 3 0 9 5 376 86 South Carolina... 125 0 1,723 1,427 61 27 335 6 48 324 2, 292 1,738 South Dakota _ 316 58 990 620 21 9 135 13 90 138 1, 535 761 Tennessee _. _ 319 0 906 459 29 6 423 7 108 50 1,668 472 Texas.. _ _ 193 146 5, 010 3,870 158 118 706 35 170 151 6, 141 4, 290 Utah _ 288 106 1,456 1, 143 83 35 153 2 274 111 2, 254 1,397 Vermont _ _ _ 574 466 0 2 120 6 2 6 691 489 Virginia.. . _ 50 0 3, 217 438 1 115 | 20 901 26 212 52 4,453 523 Washington _ 103 36 4,749 3, 115 230 177 382 72 19 13 5,483 3,397 West Virginia. . 187 262 1,382 915 83 57 241 6 35 26 1,907 1.262 Wisconsin _ ..... 156 114 3,990 2,827 530 246 448 24 67 81 5, 135 3,211 Wyoming ... 44 64 323 274 9 7 16 1 0 110 97 493 440 Outlying possessions Alaska _ 24 24 6 15 24 24 Hawaii _ _ 283 109 9 5 90 218 382 292 Porto Rico _ 401 591 164 284 149 16 11 4 725 890 1 Including secondary schools. 2 Includes also engineering schools. 3 Includes students in law, medicine, dentistry, pharmacy and veterinary medicine. 4 Includes students in music, art, oratory, business, etc., unless enrolled in 4-year courses leading to a collegiate degree. 600 BIENNIAL SURVEY OP EDUCATION, 1922-1924 Table 20. — Property of publicly controlled universities , colleges, and professional schools in 1928-24 State Number of volumes in libraries Value of libraries, scientific apparatus, machinery, and furni¬ ture Value of grounds Value of buildings, including dormitories Value of dormitories Produc¬ tive funds * 2 3 4 5 6 7 Continental United States 8, 365, 363 $76, 583, 295 $54, 383, 288 $229, 416, 141 $32, 868, 685 $89,659,881 Alabama _ _ 98,000 570, 534 371,368 2, 549, 700 849, 000 1, 932, 056 Arizona . . 55,000 410, 190 432,000 1, 187, 844 475, 500 485, 111 Arkansas . . 48,000 422,000 84,500 608, 500 160, 000 132, 667 California _ _ _ 635, 000 5, 736, 940 3, 398, 942 12, 152, 469 104,271 9, 593, 355 217, 796 1, 767, 568 922, 262 5,698,741 399, 525 Connecticut... . . 35,000 434, 825 106, 375 1, 846, 830 676, 550 287,000 Delaware... . . 30,000 359, 700 304, 550 1, 240, 984 390,894 480, 568 District of Columbia _ 7,000 15,000 400,000 700,000 400,000 13,000 Florida. . . . 48, 470 516, 095 685,000 2, 551, 000 780,000 291, 000 Georgia . . . 94, 676 993, 709 1, 384, 830 3, 448, 520 881, 120 659,058 Idaho . . . 93,000 600,489 235,000 1, 357, 681 118,000 4,269,523 Illinois.. . . . . . 582, 194 3, 861, 484 1, 484, 291 7, 606, 101 209, 039 895, 703 232, 418 1, 962, 238 786, 687 6, 054, 304 1, 966, 528 Iowa - - - 347, 324 4, 125, 386 2, 475, 865 8, 203, 175 914,288 979, 842 Kansas . . 238,406 2, 798, 536 1, 082, 584 4, 806, 954 175, 000 713, 373 Kentucky . . . 73, 536 661, 739 538, 305 1, 771,256 270,000 184, 075 Louisiana . . . 63. 711 581, 270 587,848 1, 278, 650 200,000 318, 963 Maine . . . . 65, 526 339, 057 14, 006 733, 116 163, 487 643, 992 Maryland . . . 98, 660 2, 641, 990 799, 759 17, 876, 538 7, 832, 126 117,644 Massachusetts _ _ 72, 905 1, 227, 006 287, 263 1, 611, 155 194,315 240, 667 Michigan . . 645,821 6,808,657 3, 234, 167 14, 690, 940 800, 712 3,304,221 Minnesota . . . . 420, 908 4, 817, 454 3, 575, 342 9, 980, 354 861, 046 5, 736, 560 Mississippi . 101, 425 1, 527, 621 322, 520 4, 062, 204 1, 237, 135 1, 095, 530 Missouri - - 270, 567 1, 947, 762 1, 140, 860 3, 575, 172 34, 000 2, 227, 310 Montana _ _ 99,000 659,771 377, 806 3, 541, 267 476, 000 1,417,054 Nebraska. - - 180,000 1, 657, 054 1, 997, 540 3, 367, 200 23,000 1,082,094 Nevada _ _ _ 39,900 261, 063 110, 000 526, 268 72, 516 330, 076 New Hampshire.. _ _ 50,000 387, 800 121, 190 1,885,300 722, 700 1,030,000 New Jersey. . . 0 0 0 0 0 0 New Mexico.. . . 62, 303 543,952 238,000 852, 782 142,500 954, 386 New York 215, 834 1, 414, 803 7, 351, 225 25, 861, 844 10,000 North Carolina . . . 183, 482 1, 874, 498 1, 127, 597 8, 544, 851 3, 648, 131 1, 509, 031 North Dakota _ _ 122,810 1, 196, 005 322, 056 2, 649, 667 401, 157 3, 194, 117 Ohio . . 554, 952 4, 156, 495 4, 308, 965 11, 499, 176 1, 488, 855 6, 220, 888 Oklahoma - - 104, 253 1, 371, 716 263, 898 4,052,314 492, 000 5, 502, 622 Oregon . . 219, 769 1, 495, 667 706,948 4, 153, 529 532, 928 369, 184 Pennsylvania - 89, 429 829, 965 415, 786 2, 816, 193 602, 481 517, 000 Rhode Island _ 24,500 282,000 10,000 700, 000 55, 766 South Carolina _ 170, 967 1, 937, 650 2, 512, 992 5, 563, 879 1,902,000 461, 730 South Dakota... . . 89, 340 679, 000 188,000 1, 635, 800 515, 000 2, 059, 348 Tennessee _ 65, 052 706, 027 1,343,157 1, 651, 033 75,000 425,000 Texas.. - - 306, 401 4, 179, 156 2, 388, 729 7, 847, 735 996, 106 11,351,029 Utah 109, 062 658, 516 56, 100 2, 171, 900 355,418 Vermont _ 114,000 359,200 100,000 1, 670,000 303,000 1, 203, 927 Virginia _ _ _ 232,850 1,177,016 1, 110, 569 6, 505, 776 1, 226, 836 3, 915, 880 Washington - - 272, 547 1, 720, 020 1, 292, 842 4,443,704 271, 992 8, 326, 641 West Virginia _ _ _ 92,560 729,980 640,000 2, 694, 600 520,000 114,900 Wisconsin _ _ _ 335,000 2, 868, 246 2, 615, 564 7, 439, 135 500,000 770, 594 Wyoming . . . 56, 009 310, 445 130,000 1, 750, 000 220,000 1, 525, 925 Outlying possessions Alaska 5, 134 68,194 1,770 98, 571 Hawaii 35,256 260,149 824, 982 387, 257 43, 315 Porto Rieo 21,500 171,000 56,000 220,500 9,000 Table 21. — Receipts of publicly controlled universities , colleges, and professional schools in 1923-24 UNIVERSITIES AND COLLEGES 601 Total receipts, exclusive of addi¬ tions to endow¬ ments a $151, 781, 079 1,726,445 1, 005, 802 1, 079, 004 9, 067, 025 2, 662, 572 824, 124 463, 757 143, 957 1, 415, 444 2, 355, 053 1, 218, 522 5, 774, 772 5, 606, 068 9, 258, 549 3, 907, 336 1, 714, 785 2, 733, 209 1, 081, 957 3, 482, 212 1, 580, 191 11, 662, 822 8, 395, 023 2,031,691 3, 333, 187 1,582,799 Total receipts s $153, 228, 195 1, 726,445 1,005,802 1, 079, 004 9, 799, 214 2, 662, 572 824, 124 463, 757 143, 957 1, 415, 444 2, 355, 053 1, 218, 522 5, 774, 772 5, 606, 068 9, 258, 549 3, 907, 336 1, 767, 485 2, 733, 209 1, 081, 957 3, 482, 212 1, 580, 191 11, 711, 707 8, 395, 023 2, 031, 691 3, 346,357 1, 582, 799 From all other sources 2 $19, 012, 103 llgll HISS llsll ssSSI Sing s'sgll iiiH gill's rH ~ iO i GO CO CO i O « lO’ic' i ^ i CO ^ CO 1 ^ 1 CO CO ^ ICO 1 !?ol 2-ajsfs CG co s •i s' i O > i i i O CO i • i iii i iO • i i iii i iO i i i iii i 05 i • co iiii! CO CO i i i i i From productive funds $36, 717, 960 104, 034 0 48, 114 1,^44, 590 159, 215 2, 796, 231 0 203, 607 97, 849 344, 820 13, 942 3, 184, 674 345, 839 540, 902 201, 227 328, 242 441, 738 249, 637 1, 107, 244 6, 543, 931 254, 073 363, 665 36, 762 1, 285, 787 31,900 From student fees For board and other nonedu- cational services $21,077,418 284, 442 0 201, 341 858, 663 63,542 109, 779 0 215, 984 76, 984 815, 006 1, 238, 492 546, 949 674, 196 237, 288 363,258 184, 552 32,209 492, 421 2, 803, 447 196, 082 739, 046 222, 924 857, 013 57,600 For room rent e* $7, 742, 843 96, 467 0 35, 577 324, 203 23, 788 400, 631 0 97, 246 20, 594 85, 087 3, 870 405, 515 274, 606 168, 494 71,706 112, 306 50, 498 89,000 152, 839 1, 015, 245 76, 774 201, 170 36, 485 150, 000 10, 750 For tui¬ tion and other edu¬ cational services w 00 s 1 3? 349, 960 0 260, 695 2, 851, 259 295, 229 1, 480, 049 0 995, 595 68, 446 763, 411 34, 186 5,851,114 1, 788, 597 1, 418, 692 764, 821 404, 766 468, 773 257, 113 991, 312 8, 377, 591 641, 472 841, 436 270, 608 1, 709, 907 26, 060 State - Continental United States . Alabama.. . . . . Arizona . Arkansas . . . . . . California . . . . Colorado . . . . Connecticut . . . . ... Delaware _ _ _ District of Columbia _ _ _ _ Florida. . . . Georgia . . ... ... _ _ Idaho . Illinois. . . . Indiana _ _ _ _ _ _ _ Iowa . Kansas . Kentucky... . . . Louisiana . . . . Maine _ Maryland. . . . . Massachusetts... . . . Michigan . . . Minnesota _ _ _ Mississippi . . . Missouri . . . . Montana . UNIVERSITIES AND COLLEGES §°ir S & * r-r^r iim igsii i mi mm ^ a" iiiii sir sSsii III ed«3 eo eo rer s' g§' Sslss Slsii lll'ig IflWi g” J Jgfcfrf iiiis gsgss g's’sgs ssgss gfil! isl° I'gSiS III eoo -4V §§iii nr ***** **i !°§I' * ** Sill! IISI1 il'"'i§ ***** sr'ii *** - .O cf Of 6°1I° §§§11 HIS ES3S* §81° ! S5 ss ***** ills ***** «§B ^ ; lilt III IIS III no 608 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1923-24 p © p. o Professors and instructors Students First degrees Gradu¬ ate de¬ grees CO 1 © Location Institution b bO § a a a £ 03 a a o a 1 a 1 d 1 O P © £ i £ 3 i £ O w 1 2 3 4 5 6 7 8 9 10 11 n ALABAMA Auburn _ Alabama Polytechnic In¬ stitute. 1872 107 7 1, 347 267 122 155 10 7 3 o 36 2 29 14 5 Graduate _ 21 4 1 3 5 0 106 20 Agriculture _ _ 20 0 158 1 24 0 4 0 Architecture _ _ 5 2 36 2 2 0 Architectural engineer¬ ing. Chemical engineering ... 5 0 24 0 2 0 8 0 57 0 5 0 Civil engineering. . _ 4 0 126 0 9 0 6 0 331 0 41 0 1 0 Mechanical engineering . Education ... _ _ 8 0 113 0 16 0 1 0 3 0 127 17 30 3 Home economics _ 0 3 0 67 0 2 2 0 70 2 6 0 Veterinary medicine . 6 0 17 0 6 0 Summer school (1923) _ 40 12 518 345 Extension courses .. 16 7 28 161 Military drill _ 988 0 Monte vallo _ Alabama College .. 1896 9 36 30 626 0 30 o High school _ ... 0 8 30 64 Arts and sciences 7 12 0 137 0 11 Special . . . . 0 39 Education _ 1 7 0 262 Home economics _ 0 8 0 196 0 14 Fine arts _ .. 0 2 0 5 Music.. -. 1 8 0 45 0 5 Physical education. . . . 0 3 0 13 Summer school (1923) _ 12 16 0 252 Extension courses 5 1 0 236 University University of Alabama . . . 1831 72 5 1, 864 107 444 143 69 18 6 0 Noncollegiate _ _ 7 0 0 Arts and sciences _ 49 5 750 328 66 69 Graduate _ 16 9 15 6 Special 19 25 Chemical engineering . i 10 0 33 1 3 0 1 0 Civil engineering 42 0 4 0 Electrical engineering 72 0 5 0 Mechanical engineering . Mining engineering _ 33 0 3 0 1 0 32 0 5 0 Industrial management. Commerce . . 23 0 2 0 22 0 381 6 21 0 Education _ 6 0 97 34 11 0 1 0 Fine arts _ 0 1 8 66 Music _ _ 0 3 11 38 Law .. 5 0 176 2 23 0 Medicine 8 0 72 1 Slimmer school (1923) _ 42 13 534 1,076 Extension courses 355 661 Correspondence courses . Military drill 85 160 971 0 ALASKA Fairbanks Alaska Agricultural College, and School of Mines. Arts and sciences 1922 8 2 24 24 8 0 4 6 Special . 6 15 A gricnltiire 1 0 1 0 Commerce 1 1 4 12 Mining engineering 2 0 15 0 Home economics. 0 1 0 6 Military drill . 13 0 1 Engineering faculty. UNIVERSITIES AND COLLEGE^ 609 Table 26. — -Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923-24 — Continued a n o Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1 bfi Location Institution 2 3 4 5 6 7 8 9 JO 11 12 ILLINOIS— contd. Urbana - - University of Illinois— Con. 189 10 413 18 70 1 Dentistry.. _ _ 52 10 146 7 62 1 13 3 369 17 114 6 Summer school (1923) _ 139 19 1, 365 699 3, 046 0 INDIANA Bloomington _ Indiana University _ 1824 232 36 2,768 2,437 291 230 50 20 2 Arts and sciences _ 159 36 1,891 2, 057 156 220 184 126 50 20 Special _ 12 8 Commerce _ 9 1 134 27 35 8 10 3 0 8 0 130 Fine arts _ 2 0 2 5 6 2 7 57 7 0 126 5 32 0 Medicine _ _ 53 0 402 19 68 2 Summer school (1923) _ 86 24 876 991 Extension courses _ 103 15 1,080 4, 326 Correspondence courses 44 11 356 559 Military drill . _ 836 0 La Fayette _ Purdue University _ 1874 228 19 2, 522 454 397 83 36 3 0 General science 103 9 195 268 15 30 Graduate _ _ 78 8 17 3 Special _ _ 67 25 Agriculture _ 50 0 428 0 92 0 7 0 Chemical engineering _ 1 70 0 170 0 30 0 1 0 Civil engineering 416 0 63 0 4 0 Electrical engineering 562 0 76 0 4 0 Mechanical engineering. 544 0 90 0 3 0 Forestry _ _ _ 1 0 18 0 3 0 Home economics _ 0 10 0 176 0 52 Pharmacy _ 4 0 111 2 28 1 Summer school (1923) 31 8 232 113 Military drill 1,379 0 IOWA Ames . . Iowa State College of Agri¬ 1869 377 110 3,144 1, 176 362 176 101 13 0 culture andMechanic Arts. Secondary 42 14 382 0 General science _ 159 36 185 110 21 28 Graduate _ 287 45 101 13 Special 57 53 Agriculture _ 60 0 745 0 127 0 Landscape architecture 3 1 34 6 4 3 Education _ _ 7 8 63 0 12 0 Agricultural engineering. 9 0 50 0 12 0 Architectural engineer¬ • 6 1 99 1 15 1 ing. Chemical engineering 4 0 94 0 12 0 Civil engineering 21 0 285 0 46 0 Electrical engineering. . 10 0 429 0 45 0 Mechanical engineering. 24 0 190 0 34 0 Mining engineering _ 1 0 12 0 2 0 Ceramics _ . . .. 2 1 25 0 6 0 Trades and industries 3 0 14 0 2 0 Unclassified engineering 17 6 Forestry 5 0 93 0 4 0 Home economics. 0 48 0 947 0 144 Journalism 3 0 34 0 4 0 Music _ 2 1 20 30 1 Veterinary medicine _ 16 0 81 0 16 0 Summer school (1923) 141 58 1, 025 449 1 Military drill . 987 0 1 i Engineering faculty UNIVERSITIES AND COLLEGES 615 Table 26. — Publicly controlled universities , colleges , and 'professional schools — Instructors , students , and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees § 3 Women Men Women Men Women g § [ Women | * 2 3 4 5 6 7 8 9 10 11 12 iowa— contd. 1920 2 1 25 36 sciences). Iowa City . State University of Iowa - 1855 292 95 3,550 2,190 524 236 128 52 0 8 14 101 75 191 81 1, 724 1, 671 168 213 303 190 123 52 68 2 351 1 58 0 25 2 226 18 102 6 53 228 0 7 10 0 208 5 41 1 51 4 376 9 50 0 22 0 223 1 68 0 3 0 119 11 37 9 1, 172 1,447 371 449 1, 307 0 1918 4 2 63 60 sciences). KANSAS CofFeyvh l Junior College (arts and 2 o 16 22 sciences) . Garden City dn 1919 2 5 23 56 Lawrence . University of Kansas _ 1866 244 60 2,498 1,486 322 243 43 24 0 TTigh school 17 17 Arts and sciences 119 47 1,587 1, 216 180 205 Graduate _ _ 138 98 43 24 Chemical engineering 12 1 68 0 6 0 Engineering 3 14 0 364 0 46 0 Mining engineering 2 o 64 0 7 0 Industrial engineering 2 o 53 1 6 0 Architecture. 3 o 52 3 4 1 Education _ 10 3 259 389 4 8 Fine arts 13 8 110 352 2 22 Law 7 0 128 0 30 0 Medicine 57 1 130 9 23 0 Pharmacy 5 0 77 13 14 7 Summer school (1923) 94 15 697 798 Extension courses 111 266 Correspondence courses . 650 1, 151 Military drill 195 0 Manhattan . Kansas State Agricultural 1863 216 78 2,178 1, 018 221 118 24 7 0 College. 'NTonenllegiate 24 5 162 14 Arts and sciences 95 42 292 227 28 28 Graduate. . _ 127 44 24 7 Special 87 74 Agriculture 47 0 411 4 85 1 Commerce 3 0 229 21 11 2 Agricultural engineering- 35 0 41 0 3 0 Civil pn gin ftpring 25 0 184 0 19 0 Electrical engineering 362 0 30 0 Mechanical engineering . 33 0 132 0 16 0 Flour-mill engineering 30 0 15 0 3 0 TTnme. economies 0 24 0 521 0 72 Journalism 5 0 77 81 7 11 Music 8 12 14 102 0 4 Veterinary medicine 9 0 55 0 10 0 Architecture 11 0 77 4 9 0 Summer school (1923) 108 30 471 507 Extension courses 0 38 Correspondence courses. 5 3 380 415 Military drill _ . 1,098 0 * Includes civil, electrical, and mechanical engineering. 616 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities , colleges , and professional schools — Instructors, students , and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees J g s (4 a o £ 0 i Pi Q a o £ g s a £ go Location Institution 2 M a d a d o3 a d I a 1 d I d 1 O a £ £ i £ i $ i $ o M • 2 3 4 5 6 7 8 9 10 11 12 MICHIGAN — COn. # Bay City . Junior College (arts and SPIPTIPPO College of the City of De¬ troit (arts and sciences) . Summer school (1923) .. 1922 10 7 59 42 Detroit . . 1917 46 34 1, 215 460 13 1 177 66 15 2 500 300 Do.. . Detroit College of Medicine and Surgery. Michigan Agricultural Col- 1868 117 3 212 1 4 24 1 1 0 0 East Lansing _ 1857 169 28 1, 233 455 181 78 22 3 2 95 14 210 48 10 5 68 7 9 3 ' 35 0 412 5 77 1 9 0 Unclassified engineering. Chemical engineering 195 1 5 0 33 0 12 0 7 0 93 0 27 0 1 0 5 0 80 0 20 0 1 0 Mechanical engineering. 13 0 55 0 13 0 1 0 3 0 63 0 22 0 1 o Home economics . . 0 14 0 398 0 72 Veterinary medicine. . . 6 0 35 0 Summer school (1923) _ 55 9 285 139 Short winter courses. .. 161 7 Military drill. _ 530 0 Grand Rapids. .. Junior College. . . 1914 21 14 251 323 Arts and sciences _ 13 11 173 268 General engineering _ 3 0 50 0 Commerce . . 2 1 13 8 Education . . 1 1 3 10 Fine arts . . . 0 1 10 24 Music _ _ _ _ 2 0 2 13 Highland Park.. Houghton . . _ Junior College (arts and sciences) . Michigan College of Mines (engineering) . 10 5 87 57 1886 27 0 220 0 67 0 0 MINNESOTA Coleraine . . Itasca Junior College . 1922 7 6 31 14 Arts and sciences _ 6 6 27 14 General engineering.... 1 0 4 0 Eveleth . . Junior College . 1918 11 6 70 43 Arts and sciences _ 7 6 61 43 Electrical engineering.. 4 0 9 0 Hibbing _ _ Junior College . . 1916 13 9 134 89 Arts and sciences. . 8 9 50 78 General engineering _ 15 0 Chemical engineering. 2 0 5 0 Electrical engineering 1 0 19 0 Mining engineering _ 1 0 4 0 Commerce _ 1 0 41 1 Home economics _ 0 10 Minneapolis . University of Minnesota _ Noncollegiate . . 1869 843 74 234 41 7, 128 792 4,039 354 1, 166 326 128 28 0 Arts and sciences . 236 2,288 712 1, 771 223 174 Graduate . _ 235 54 25 Special 427 448 Agriculture.. _ 133 39 275 6 63 0 30 1 Commerce 36 10 249 35 82 12 Education _ 30 53 234 1, 177 4 283 57 12 1 Unclassified engineering 424 Architectural engineer¬ ing. Chemical engineering 11 0 111 12 12 0 3 0 135 8 11 1 5 0 Civil engineering _ 10 0 201 2 43 0 1 0 Electrical engineering 13 0 268 135 0 70 0 Mechanical engineering. Mining engineering _ 18 0 0 44 0 3 0 103 0 16 0 UNIVERSITIES AND COLLEGES 619 Table 26. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923-24 — Continued Location MINNESOTA — Con. Minneapolis. Rochester. Virginia. . . MISSISSIPPI Agriculturi College. Columbus. University. Columbia. Institution University of Minnesota- Continued. Forestry _ Home economics _ Law _ Medicine _ Dentistry _ Pharmacy _ _ _ Summer school (1923)... Extension courses _ Correspondence courses. Military drill. _ _ Junior College _ Arts and sciences _ Engineering _ Junior College (arts and sciences). Mississippi Agricultural and Mechanical College. Noncollegiate _ Arts and sciences _ Graduate _ Special _ _ _ Agriculture.. _ Commerce _ Education _ Architectural engineer- | ing. Civil engineering _ J Electrical engineering _ I Mechanical engineering _ Unclassified engineering.! Summer school (1923).. Short winter courses _ Military drill _ _ Mississippi State College for Women. Arts and sciences _ Special _ _ Physical education _ Home economics _ Music _ University of Mississippi.. Arts and sciences _ Graduate _ Special _ Civil engineering _ J Commerce _ j Education _ Law _ Medicine _ Pharmacy . . J 1916 1921 1848 University of Missouri _ Noncollegiate _ Arts and sciences _ Special _ Graduate _ _ Agriculture _ Commerce _ Education _ Agricultural engineering. Chemical engineering . . . 1847 Professors and instructors 1 12 225 371 90 30 287 36 120 70 28 Students 116 0 266 474 397 111 2,943 2,474 834 1, 708 59 50 1,338 128 95 9 30 393 225 127 1 33 17 261 362 34 0 0 0 0 0 706 319 6 7 59 103 4 118 67 79 341 1, 164 144 144 348 125 17 9 0 401 14 40 30 1, 787 1, 823 806 0 56 56 0 56 1 0 0 3 0 0 0 0 0 0 0 0 11 4 0 1,225 1,034 33 39 119 186 144 124 5 3 0 6 0 2 0 4 1,280 58 785 45 82 35 5 276 0 0 First degrees 182 110 43 26 116 100 Gradu¬ ate de- 10 11 12 60 i Engineering faculty. Honorary degrees 620 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1923-2 4 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees Men Women Men Women Men 1 Women s a | Women 1 2 3 4 5 6 7 8 9 10 11 12 MISSOURI— con. Columbia _ University of Missouri — Con. H 0 196 0 28 0 1 0 7 0 234 0 24 0 4 0 6 o Mechanical engineering _ 6 0 84 0 7 0 3 0 2 0 147 0 17 0 4 o 4 0 29 0 12 0 2 0 36 0 0 10 0 325 0 7 0 5 11 2 139 90 58 45 7 0 112 2 27 0 18 4 75 2 70 15 633 530 26 23 34 5 463 734 1,355 0 Kansas City _ 1915 28 14 609 582 18 14 457 582 10 0 152 0 1915 3 13 65 87 sciences) . MONTANA Bozeman . Montana State College of 1893 66 18 494 234 66 25 0 1 0 Agriculture and Mechanic Arts Arts and sciences _ 24 9 43 46 4 5 Graduate 25 6 0 1 Agriculture 25 0 136 0 25 0 Architectural engineering 3 0 25 0 2 0 Chemical engineering 2 0 41 2 9 0 Civil engineering 2 0 39 0 7 0 Electrical engineering 2 0 129 0 12 0 Mechanical engineering 5 0 38 0 5 0 Industrial engipeering 22 0 Home economics . 0 6 0 88 0 13 Music _ _ 1 0 2 21 Applied art _ 0 2 0 39 0 6 Secretarial work . 2 1 24 55 2 1 Summer school (1923) 10 1 68 14 Short courses 189 22 Military drill 270 0 Butte _ Montana State School of 1900 12 0 102 6 13 0 o Mines (engineering) Missoula. . State U n i versity of Montana. 1895 66 16 770 654 72 69 I 0 0 Arts and sciences 46 14 387 454 23 49 Graduate 17 11 1 0 Special 78 64 Forestry _ 5 0 83 1 10 0 Commerce 3 0 61 29 16 12 Journalism _ 2 0 61 51 7 6 Music _ 3 2 1 30 0 1 Law _ 5 0 45 2 6 0 Pharmacy 2 0 37 12 10 1 Summer school (1923) 26 5 181 259 Correspondence courses 125 292 Military drill. _ 350 0 NEBRASKA Lincoln _ University of Nebraska. ... 1871 297 101 4,421 3,901 564 316 61 23 1 Noncollegiate _ 19 15 480 428 Arts and sciences 134 51 1, 046 1, 052 175 144 Graduate _ 292 243 58 23 Special . _ 231 556 Agriculture .... 52 16 247 0 45 1 > Commerce. 47 6 858 93 ' 89 10 Education 26 13 152 1,613 20 90 Agricultural engineering 7 0 14 0 6 0 Architectural engineer¬ ing . 5 0 37 0 2 0 UNIVERSITIES AND COLLEGES 621 Table 26. — Publicly controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923-24 — Continued 0 CD ft O Professors and instructors Students First degrees Gradu¬ ate de¬ grees > c3 i* g s I o £ 0 § a o £ g s i o £ 0 * i i s i $ i $ o * 2 3 4 5 6 7 8 9 10 11 12 Ohio— continued Columbus _ Ohio State University— Con. Metallurgical engineer¬ ing. Unclassified engineering. Home economics. _ 42 0 6 0 35 1 0 352 0 68 Law _ _ _ 5 0 301 10 48 4 83 5 290 10 42 4 15 0 151 4 62 2 Pharmacy _ 5 0 282 19 1 0 2 0 44 5 8 0 10 0 70 0 21 0 Summer school (1923) . . 151 15 1, 370 74 1, 089 2 Military drill.. _ 3,021 778 0 Oxford . . 1824 70 40 910 77 65 7 High school _ . . . . 2 3 68 64 50 5 626 205 65 33 Education ... ... . 18 32 84 641 12 32 Summer school (1923) 39 21 198 709 Extension courses 7 3 114 446 Toledo _ . University of the City of Toledo. Arts and sciences _ 1872 37 11 780 798 16 24 3 5 0 33 10 370 237 14 16 3 5 Education _ ... 4 3 4 75 2 8 Special . . 358 452 Summer school (1923) . 73 199 OKLAHOMA Chickasha _ Oklahoma College for Women. Preparatory _ 1909 5 30 0 577 0 39 o 0 3 0 51 Arts and sciences _ 5 19 0 526 0 34 Music... _ 0 8 0 63 0 5 Claremore . Oklahoma Military Acad- emy.2 Preparatory _ 1921 9 0 159 0 5 0 124 0 Arts and sciences ... 4 0 35 0 Military drill _ 159 0 Miami . . Northeastern Oklahoma 1920 4 4 60 85 _ Junior College. Agriculture _ ... 2 0 25 40 Education _ _ 2 2 40 60 Home economics 0 2 0 35 Norman _ Universitv of Oklahoma 1892 196 4 55 2, 313 1, 491 70 377 253 29 9 o High school. .. 2 50 Arts and sciences _ 67 26 1,205 1,044 37 206 188 Graduate. . . 70 28 8 Special . 34 51 Unclassified engineering. Chemical engineering 172 0 16 0 4 0 1 0 Civil engineering. _ . 3 0 65 0 9 0 Electrical engineering _ 3 0 71 0 0 Mechanical engineering. Mining engineering _ 10 0 28 0 2 0 28 1 5 0 Architectural engineer¬ ing. Commerce _ 2 0 9 1 95 5 18 2 Journalism ..... 3 2 21 16 94 83 Education 7 2 76 0 21 33 0 1 Home economics. . . . . 0 6 Fine arts _ 12 14 22 200 2 25 Law .. _ _ _ .. 5 0 207 6 43 0 Medicine _ . 71 2 147 7 21 0 Pharmacy . . ... .. 14 3 104 14 39 5 Summer school (1923) . . . 748 1, 413 519 Extension courses _ 77 Correspondence courses. 740 1, 118 0 Military drill. . 892 * Junior college. 626 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923-24 — Continued Location OKLAHOMA— con Stillwater.. . OREGON Corvallis _ Eugene. Institution Oklahoma Agricultural and Mechanical College. Noncollegiate _ Arts and sciences _ Graduate. . . . . Special. - - Agriculture _ Commerce . . Education . . . Agricultural engineering Architectural engineer¬ ing. Chemical engineering.. Civil engineering _ Electrical engineering. . Mechanical engineering. Industrial art . . Home economics _ Unclassified engineering. Summer school (1923) Short winter courses. Correspondence courses. Military drill . Oregon State Agricultural College. Noncollegiate- . . . Graduate . . . . Special _ Agriculture _ Commerce _ Education _ Chemical engineering... Civil engineering . . Electrical engineering. . Mechanical engineering . Mining engineering _ Industrial arts. . . . Forestry _ Home economics _ Music _ Pharmacy _ _ _ Military science and tac tics. Summer school (1923) . . . Short winter courses _ Military drill _ University of Oregon _ Arts and sciences - Graduate _ Special _ Architecture _ Commerce _ _ Journalism _ _ Education . . . Physical education _ Fine arts _ Music _ _ _ Sociology _ Law . . . . Medicine . . . Summer school (1923) . . . Extension courses _ Correspondence courses. Military drill . 1870 1876 Professors and instructors 95 32 63 Students First 1, 134 146 83 23 73 192 268 90 1 30 22 37 77 21 0 0 71 550 81 328 857 2, 154 16 23 129 426 577 40 77 146 315 161 47 67 112 0 1 149 190 66 1,030 1,525 617 62 59 34 359 94 19 180 231 801 662 542 552 53 80 10 93 1 31 128 0 0 0 0 0 0 5 151 0 762 0 451 0 2 11 56 12 336 180 1 0 0 0 0 0 0 468 16 36 0 276 112 0 1, 211 511 42 35 3 61 109 126 85 100 89 35 2 13 599 1,122 1,117 0 103 270 Gradu¬ ate de¬ grees Honorary degrees UNIVERSITIES AND COLLEGES C>27 Table 26. — Publicly controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 19 23-2 4 — Continued Location Institution Professors and instructors Students First degrees Gradu¬ ate de- 12 PENNSYLVANIA Mount Alto - State College - Pennsylvania State Forest School (forestry). Summer school (1923) _ Pennsylvania State College. Noneollegiate _ Arts and sciences _ Graduate _ Special _ Agriculture _ Architecture _ Commerce _ Education _ * . Architectural engineer¬ ing. Civil engineering _ Electrical engineering... Mechanical engineering. Mining engineering _ Sanitary engineering - Electrochemical e n g i - neering. Industrial engineering.. Milling engineering _ Railway mechanical en¬ gineering. Home economics _ _ Summer school (1923) ... Short winter courses _ Correspondence courses. Military drill . . . 1903 1855 PORTO RICO Rio Piedras - University of Porto Rico _ Noneollegiate _ Arts and sciences _ Special _ Agriculture _ Architecture _ Education _ Civil engineering _ Electrical engineering... Mechanical engineering . Sugar engineering _ Home economics _ Law _ Pharmacy _ Summer school (1923)... Military drill _ 1903 RHODE ISLAND Kingston. Rhode Island State College Noneollegiate _ Applied science _ Graduate _ ... Special _ Agriculture _ Commerce _ Education _ Chemical engineering- . Civil engineering _ Electrical engineering. . Mechanical engineering . Unclassified engineering Home economics _ Military drill _ 6 299 0 109 7 1 13 376 10 252 108 | 544 124 42 537 21 423 141 208 387 232 174 9 51 161 7 15 0 640 70 3, 352 1,408 725 401 69 11 35 6 16 16 1 6 15 0 97 52 54 311 154 0 0 0 0 0 0 0 1 0 0 64 1, 348 0 253 0 591 62 4 1 1 197 0 1 0 0 22 3 13 43 0 10 369 511 110 I 77 12 ! _ 14 j _ 4 0 114 40 12 __l _ 10 2 Engineering faculty. 628 BIENNIAL SUBVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities , colleges, and professional schools — Instructors, students , and graduates in 1923-24 — Continued Location Institution a © a o 2 bo Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1 bfl rS .9 o c3 © Men Women Men Women Men Women a | Women P*> 1 a o M > 2 3 4 5 6 7 8 9 10 11 12 SOUTH CAROLINA 1790 13 0 112 82 15 9 0 Arts and sciences _ 13 0 104 77 15 9 2 0 6 5 Summer school (1923) . . 6 0 123 56 Do . . Medical College of the State of South Carolina. Medicine _ 1823 56 0 189 4 51 0 0 52 0 146 3 28 0 11 o 43 1 23 0 Do.. . The Citadel, the Military College of South Carolina (arts and sciences) . Clemson Agricultural Col¬ lege. 1842 21 0 217 0 40 0 0 Clemson College. 1893 79 4 1 0 1, 057 125 0 0 128 0 1 0 0 16 0 24 0 1 0 23 1 316 0 40 0 1 0 3 0 31 0 7 0 Education . _ _ _ 3 0 19 0 6 0 Chemical engineering _ i 30 0 10 0 2 0 Civil engineering _ _ 69 0 20 0 Electrical engineering . • 22 0 22 0 Mechanical engineering. Textile engineering.. . . 17 0 13 0 95 0 17 0 Unclassified engineering. Summer school (1923) . . 329 0 24 9 315 276 Military drill _ 998 0 Columbia _ University of South Carolina Arts and sciences _ 1805 74 3 717 192 104 9 19 6 3 64 3 349 163 41 9 Graduate 59 24 19 6 Special _ 42 ' 49 Civil engineering 64 1 8 0 Commerce 4 0 108 2 10 0 Journalism _ 1 0 14 9 Education _ _ 4 0 92 32 Law 5 0 146 195 2 45 0 Summer school (1923) _ 33 4 237 Rock Hill _ Winthrop College _ _ 1886 15 75 0 1, 460 0 173 0 3 0 Arts and sciences 10 31 0 75 0 16 Graduate _ 0 3 0 3 Special _ 0 270 Education 12 75 0 930 0 133 Home economics. 0 7 0 127 0 15 Music . . . 0 17 0 48 0 9 Summer school (1923) _ 21 31 148 1, 472 • SOUTH DAKOTA Brookings . . South Dakota State College of Agriculture and Me¬ chanic Arts. N oncollegiate _ 1884 78 23 767 319 61 36 1 0 0 7 4 295 28 Arts and sciences 30 10 94 88 24 15 Graduate _ 11 1 1 0 Special . _ 19 46 Agriculture _ 26 0 123 0 11 0 Commerce 2 1 62 38 6 3 Civil engineering 2 0 52 0 10 0 Electrical engineering- 2 0 55 0 4 0 Mechanical engineering. Home economics 4 0 6 0 0 5 0 109 0 16 Music 3 3 0 7 Pharmacy. . 4 0 56 12 6 2 Summer school (1923) 27 17 224 166 Short winter courses . 44 9 Military drill . 406 0 1 Engineering faculty. UNIVERSITIES AND COLLEGES 629 Table 26. — Publicly controlled universities , colleges , and 'professional schooh Instructors, students, and graduates in 1923-24 — Continued Location Institution Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees Men Women 8 s | Women 8 9 10 11 12 28 0 l 0 0 2 7 6 7 6 45 0 0 0 0 0 56 l 10 0 5 0 18 55 10 5 .... 8 3 1 0 15 0 0 0 1 0 178 72 3 3 0 39 48 3 3 .... 18 14 3 3 11 4 1 0 13 46 16 10 1 1 6 0 0 0 0 15 0 1 0 0 | SOUTH DAKOTA- continued Rapid City _ Vermilion . TENNESSEE Knoxville . TEXAS Arlington- South Dakota State School of Mines. Special _ Chemical engineering _ Civil engineering _ Electrical engineering. .. Mining engineering _ Metallurgical engineer¬ ing. University of South Dakota. High school.. . . Arts and sciences _ Graduate . Special _ Chemical engineering. _. Civil engineering _ Electrical engineering... Mechanical engineering . Music . . Law _ _ _ Medicine _ Summer school (1923) Extension courses _ Military drill _ 1885 1882 University of Tennessee _ Noncollegiate _ Arts and sciences _ Graduate _ Special _ Agriculture . . . Commerce _ Education _ Chemical engineering. _ . Civil engineering _ Electrical engineering. .. Mechanical engineering . Home economics _ Law _ _ Medicine _ Dentistry . . Pharmacy _ _ _ Summer school (1923)... Short winter course _ Correspondence courses. Military drill . . 1794 North Texas Agricultural College.2 Preparatory— . Arts and sciences _ Special _ General engineering _ Civil engineering _ Electrical engineering... Mechanical engineering. Agriculture _ _ Commerce _ _ Home economics _ Summer school (1923)... Military drill _ 1917 197 25 63 124 42 23 208 0 20 53 66 44 25 10 71 1 28 42 5 25 41 38 84 26 274 319 289 29 108 112 249 13 21 87 104 31 0 58 205 118 42 315 28 58 220 56 45 59 28 2 6 1 18 5 0 62 ISO 12 0 0 0 0 0 430 30 301 8 73 0 0 0 0 80 0 1 140 24 0 472 0 298 6 50 6 2 40 0 0 0 0 113 0 3 3 1 704 16 91 0 Engineering faculty. Junior college. 630 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923-2 If. — Continued Location Texas — con. Austin . Beaumont . College Station. Denton. El Paso _ Stephenville. Wichita Falls. UTAH Logan.. . Institution University of Texas . . Arts and sciences . . Graduate _ Chemical engineering . . . Civil engineering _ Electrical engineering... Mechanical engineering. Mining engineering - Architecture . . Commerce - Education _ Law _ _ Medicine.. . . Pharmacy _ Summer school (1923)... Extension courses _ Correspondence courses. South Park Junior College (arts and sciences) . Agricultural and Mechani¬ cal College of Texas. Noncollegiate . . General science _ Graduate . . . Special _ Agriculture _ Architecture . . Education _ Agricultural engineering. Chemical engineering _ Civil engineering _ Electrical engineering. .. Mechanical engineering . Textile engineering _ Veterinary medicine _ Summer school (1923) ... Short winter courses _ Military drill _ College of Industrial Arts _ High school - Arts and sciences _ Special _ Summer school (1923) ... Junior College of the City of El Paso (arts and sciences) . Summer school (1923) John Tarleton Agricultural College.2 Preparatory _ _ _ Arts and sciences _ Special _ Summer school (1923) . . . Correspondence courses . Military drill _ Junior College (arts and sciences) . Agricultural College of Utah. Noncollegiate - Arts and sciences. . . Graduate _ _ _ Special _ Agriculture _ Commerce. . . Mechanic arts. . . Home economics - 1883 1923 1876 1903 1920 1917 1922 Professors and instructors 264 156 9 174 85 85 Students 3, 256 1,566 119 62 148 186 99 85 48 252 306 354 246 83 1,210 118 1,134 78 2,114 43 95 39 76 685 140 117 254 350 222 69 23 1,491 53 1,700 0 0 0 0 0 77 6 359 230 35 124 30 321 37 722 162 127 37 9 172 131 84 0 1, 906 1, 622 118 0 0 0 0 12 3 31 942 11 17 7 1,933 68 1, 487 75 20 0 20 0 0 0 0 0 0 0 0 0 0 0 0 491 0 0 1,625 76 1,504 45 732 227 110 268 63 171 64 350 74 0 284 33 135 5 First degrees 507 185 32 246 Gradu¬ ate de- 12 3 Junior college. Honorary degrees UNIVERSITIES AND COLLEGES 631 Tab jE 26. — Publicly controlled universities , colleges, and professional schools- Instructors, students, and graduates in 1923-2 4. — Continued Location Institution Professors and instructors Students First degrees Gradu¬ ate de¬ grees JS | Honorary degrees j § s a a o £ S 2 a © a o £ 11 8 9 10 l 181 112 li 9 0 59 39 li 9 .... 51 45 16 10 0 6 66 1 111 24 73 46 l 1 9 l 1 .... 11 14 0 9 9 15 6 0 0 0 0 32 17 1 113 0 li 0 0 4 0 9 0 .... 12 6 19 9 7 8 28 13 7 0 0 0 0 0 0 0 0 0 2 0 .... 233 92 7 1 49 9 0 49 9 .... 6 10 12 9 0 0 0 0 utah —continued Logan . Salt Lake City... Burlington. Blacksburg. Charlottesville. Agricultural College of U tah— C ontinued . Suihmer school (1923) ... Extension courses . . Correspondence courses . Military drill . . . University of Utah - Noncollegiate _ _ Arts and sciences. . . Graduate _ Special _ Engineering _ Commerce _ Education . . . Law. . . Medicine _ Summer school (1923) . .. Correspondence courses. Extension courses _ Military drill _ 1850 University of Vermont and State Agricultural College. Arts and sciences _ Graduate - Special _ Agriculture _ Commerce _ _ _ Education _ Civil engineering _ Electrical engineering- .. Mechanical engineering. Unclassified engineering. Home economics _ Medicine _ Summer school (1923) . . . Military drill. . . Virginia Agricultural and Mechanical College and Polytechnic Institute _ Noncollegiate _ Arts and sciences - Graduate - Special _ _ _ Agriculture _ Commerce _ Education _ Agricultural engineering Chemical engineering. . . Civil engineering _ Electrical engineering. .. Mechanical engineering . Mining engineering _ Summer school (1923) . . Military drill... . . University of Virginia _ Arts and sciences _ Graduate _ Special _ General engineering _ Chemical engineering. . Civil engineering _ Electrical engineering.. Mechanical engineering 1872 1825 57 139 58 80 40 10 333 146 230 284 1, 532 126 210 46 265 311 319 102 107 46 447 208 418 292 210 0 2 54 133 0 42 83 41 6 0 120 48 513 1,076 50 30 99 111 62 83 32 43 95 246 127 39 187 850 1, 810 879 85 84 9 24 48 50 34 119 129 175 0 1,113 73 265 30 108 0 36 599 2 0 664 418 836 0 225 2 6 0 50 111 0 0 0 0 80 6 479 0 1 Engineering faculty. 632 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923-2 4 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees | Men Women Men Women Men Women Men Women * 2 3 1 5 6 7 8 9 10 11 12 VIRGINIA — contd. Charlottesville- . University of Virginia— Con. 4 0 2 0 43 0 1 0 2 0 18 0 13 0 41 31 5 5 2 0 69 0 2 0 30 0 7 0 245 3 69 0 40 o 189 6 29 1 Summer school (1923) . . 81 29 799 1, 792 10 5 50 450 1839 47 0 594 0 95 0 0 5 0 82 0 39 0 35 0 385 0 4 0 26 0 10 0 4 0 55 0 24 ■ 0 5 o 46 0 22 0 10 0 69 0 Military drill. ... 594 0 Richmond _ _ Medical College of Virginia _ 1832 173 4 467 17 126 6 0 Medicine. . _ 138 3 293 12 69 5 Dentistry 38 2 84 0 37 0 Pharmacy _ . .. . .. 15 1 90 5 20 1 Williamsburg— . College of William and Mary 1693 44 10 506 398 45 55 5 5 3 Arts and sciences _ 44 10 477 391 45 55 5 5 Special 29 7 Summer school (1923) _ 31 19 212 501 Extension courses _ 33 3 231 516 WASHINGTON Pullman _ State College of Washington 1892 144 49 1,739 967 162 106 20 4 0 NAn pnllp.giai.fi 14 8 103 36 Arts and sciences 48 15 634 433 51 52 Graduate. _ _ 39 16 18 4 Special 19 13 A gri culture 24 0 217 5 30 1 Education _ _ 6 3 100 131 25 19 Architectural engineer¬ 2 0 28 2 ing. Civil engineering 4 0 64 0 6 0 2 0 Electrical engineering 13 0 162 0 12 0 Hydroelectrical engi¬ 34 0 8 0 neering. Mechanical engineering . 13 0 66 0 8 0 TN/Tining pngnnppring 4 0 34 0 5 0 Commercial electrical 15 0 4 0 engineering. Commercial mechanical 7 0 2 0 engineering. Automobile engineering 5 0 Unclassified engineering 16 0 — Fine arts 2 2 8 30 0 3 Horn p fionnomios 0 11 0 140 0 16 Music 5 6 14 98 2 12 Pharmacy _ _ _ 2 1 124 28 3 0 Veterinary medicine 5 0 26 0 4 0 Physical education 5 3 24 35 2 3 Summer school (1923) 29 5 184 172 Short winter courses 129 29 "Extension ennrses 634 1,266 Correspondence courses 100 135 Military drill. . 818 0 UNIVERSITIES AND COLLEGES 633 Table 26. — Publicly controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1928-2 4 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees S s a o £ g )§ a § o £ g s g B O £ g § fl B o £ 1 2 3 4 5 6 7 8 9 10 11 12 WASHINGTON — continued Seattle.. . . University of Washington... 1861 233 79 3,744 2,430 454 406 46 32 0 116 55 1,011 1, 481 103 206 73 2 191 161 34 30 31 0 691 1 80 1 4 0 Mining engineering _ _ 7 0 53 0 4 0 1 0 Fisheries . . . . 5 0 51 1 5 0 1 0 3 2 2 18 2 18 Forestry _ _ 5 0 147 1 12 0 2 i 29 2 1,177 168 121 18 4 0 5 1 22 20 11 9 Education . . 8 0 58 110 39 61 Fine arts _ _ _ 15 16 109 441 11 84 0 i 6 0 138 5 46 1 Pharmacy _ _ _ _ 8 1 94 39 20 8 Summer school (1923) . . 126 16 870 1, 239 482 1,242 208 276 Military drill _ 2, 549 0 WEST VIRGINIA Keyser _ Potomac State School2 _ 1902 8 9 148 129 Preparatory . . 5 8 75 81 Arts and sciences _ 4 5 69 28 Special _ 4 20 Agriculture _ 1 0 8 0 Education . _ 0 1 8 20 Home economics _ 0 1 0 14 Music 0 2 6 33 Summer school (1923) . .. 7 3 39 123 Montgomery _ New River State School 2 _ 1907 11 14 195 470 Preparatorv _ 2 8 112 181 Arts and sciences _ ... 9 6 83 289 Summer school (1923) . 7 9 140 346 Extension courses.. _ 2 2 41 89 Correspondence courses . 1 2 101 125 Morgantown _ West Virginia University. .. 1868 136 20 1,564 663 193 104 15 7 0 Arts and sciences _ 64 15 726 473 97 77 Graduate _ _ 83 57 10 7 Special _ 31 6 Agriculture- . ... 34 9 110 41 24 1 2 0 Chemical engineering _ 2 0 37 0 7 0 1 0 Civil engineering 4 0 94 0 9 0 1 0 Electrical engineering . 3 0 148 0 18 0 1 0 Mechanical engineering. 10 0 61 0 8 0 Mining engineering _ 2 0 54 0 1 0 Home economics _ 0 84 0 25 Music _ _ _ 2 7 16 180 Law _ _ _ _ 6 0 109 1 17 1 Medicine _ 12 0 105 2 Pharmacy.. . . 3 0 27 3 12 0 Summer school (1923) . . 69 29 485 394 Military drill . . 687 0 WISCONSIN Madison . University of Wisconsin 1848 633 135 5, 135 3, 211 810 581 235 106 4 Noncollegiate _ 12 15 156 114 Arts and sciences . 342 77 1,584 1, 523 283 411 Graduate _ 530 246 221 106 Special.. _ 67 81 Agriculture- . . 91 4 334 7 92 2 Commerce. _ 12 3 716 80 130 22 Education. _ 16 1 74 457 Chemical engineering . 7 0 135 0 32 0 2 0 Civil engineering _ 12 0 285 0 33 0 6 0 Electrical engineering- .. 17 0 412 0 79 0 2 Junior college. 634 BTENNIAL SURVEY OF EDUCATION, 1922-1924 Table 26. — Publicly controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923-24 — Continued a a o 1“ Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1/1 Location Institution to .Q o 1 0 0 1 0 S 1 a O ® | 0 0 OJ |' U c3 h O P £ i $ s £ i £ i $ w * 2 3 4 5 6 7 8 9 10 11 12 WISCONSIN— con. Madison _ University of Wisconsin- Continued. Mechanical engineering . Mining engineering. . .. 1 24 0 223 0 69 0 5 o 4 0 41 2 12 0 1 o Home economics _ 0 20 0 313 0 82 Journalism _ _ 4 1 161 163 17 34 Law _ 11 0 231 8 56 2 Medicine _ _ _ 48 5 120 9 Pharmacy _ _ 5 1 97 7 7 0 Music.. . _ 10 6 11 116 0 7 Library science _ 1 5 0 34 Physical education.. ... 17 12 25 132 0 21 Summer school (1923)... 227 54 2,068 473 2,642 Extension courses... ... 1, 174 6,103 Correspondence courses. 88 30 4,864 257 Short winter courses _ 0 Military drill. . . 2,402 0 WYOMING Laramie. . . University of Wyoming. .. 1867 56 35 493 440 26 26 3 2 0 High school . 6 9 44 64 Arts and sciences _ 21 11 115 110 10 16 Graduate . 9 7 3 2 Special _ 110 97 Agriculture _ _ 10 0 32 0 3 0 Commerce . . . 2 1 62 31 3 0 Education . . 3 7 14 89 4 3 Civil engineering _ 2 17 0 2 0 Electrical and mechani¬ cal engineering _ 4 0 23 0 1 Mining engineering _ 1 0 17 0 1 0 Unclassified engineering. Home economics _ ... 43 0 0 3 0 44 0 5 Law _ _ 5 0 16 0 2 0 Music _ 2 4 0 5 0 2 Summer school (1923) . 23 24 297 818 Correspondence courses. Military drill . . 331 821 231 0 1 UNIVERSITIES AND COLLEGES 635 Table 27. — Publicly controlled universities , colleges , and professional schools — Property , 1 923-2 ^ Institutions 1 Alabama Polytechnic Institute - Alabama College - University of Alabama - Alaska Agricultural College and and School of Mines — . . University of Arizona _ University of Arkansas - University of California. . . University of Colorado. - - Colorado Agricultural College - Colorado School of Mines - - Connecticut Agricultural College — University of Delaware . . . Gallaudet College (D. C.) - University of Florida... - - Florida State College for Women - University of Georgia - - - Georgia School of Technology . . Medical College of Georgia - North Georgia Agricultural College. _ Georgia State College for Women — University of Hawaii. . . . University of Idaho _ Idaho Technical Institute . . University of Illinois _ _ _ Indiana University - - - Purdue University (Ind.) - Iowa State College of Agriculture and Mechanic Arts _ State University of Iowa _ University of Kansas _ Kansas State Agricultural College... University of Kentucky - - - University of Louisville (Ky.) - Louisiana State University and Agricultural and Mechanical Col¬ lege - - - Southwestern Louisiana Institute.. . University of Maine _ _ _ United States Naval Academy (Md.) _ University of Maryland _ Massachusetts Agricultural College.. Lowell Textile School (Mass.) _ University of Michigan _ Detroit College of Medicine and Surgery (Mich.) _ Michigan Agricultural College _ Michigan College of Mines _ University of Minnesota _ Mississippi Agricultural and Me¬ chanical College.. _ _ Mississippi State College for Women Univexsity of Mississippi _ University of Missouri _ Montana State College of Agricul¬ ture and Mechanic Arts _ Montana State School of Mines _ State University of Montana. . . University of Nebraska _ University of Nevada _ University of New Hampshire. . State University of New Mexico _ New Mexico School of Mines _ New Mexico College of Agriculture and Mechanic Arts _ College of the City of New York _ Hunter College of. the City of New York _ _ _ New York State College of Forestry. United States Military Academy (NY.) . Bound volumes in libraries Value of libraries, scientific apparatus, machinery, and furniture Value of grounds (including farm) Value of buildings (including dormi¬ tories) Value of dormi¬ tories (in¬ cluded in column 5) Produc¬ tive funds 2 3 4 5 6 7 35,000 $315,000 $80,000 $964, 000 $161,000 $282, 500 8,000 127, 800 16,000 695, 000 425,000 357, 116 55, 000 127, 734 275, 368 890, 700 263,000 1,292,440 5, 134 68, 194 1,770 98, 571 55, 000 410, 190 432, 000 1, 187, 844 475, 500 485, 111 48,000 422,000 84,500 608, 500 160,000 132, 667 635,000 5, 736, 940 3, 398, 942 12, 152, 469 104, 271 9, 593,355 148, 600 735, 775 425,000 4, 100, 000 75, 000 51,885 641, 361 391, 650 1, 130, 000 324, 525 17,311 390, 432 105, 612 468, 741 35; 000 434, 825 106, 375 1, 846, 830 676, 550 287,000 30,000 359, 700 304, 550 1, 240, 984 390, 894 480, 568 7,000 15,000 400,000 700,000 400,000 13,000 30, 470 308, 095 600,000 1,278,000 150,000 291,000 18,000 208,000 85,000 1, 273, 000 630,000 58, 350 305, 385 898,000 1, 849, 000 450,000 434, 058 16,026 514, 324 291, 830 849, 520 66,120 200, 000 4,300 62,000 75,000 50,000 25,000 5,000 12,000 10,000 110,000 25,000 11,000 100,000 110,000 590,000 340,000 35, 256 260, 149 824, 982 387, 257 43, 315 85,000 486, 500 85,000 1, 070, 000 60,000 3, 909, 523 8,000 113, 989 150, 000 287, 681 58,000 360,000 582, 194 3, 861, 484 1, 484, 291 7, 606, 101 209, 039 895, 703 161, 000 850,000 327, 258 3, 647, 787 1, 626, 528 71, 418 1, 112, 238 459, 429 2, 406, 517 0 340,000 112, 824 1, 927, 418 625, 855 4, 263, 223 521, 399 694, 953 234,500 2, 197, 968 1, 850, 010 3, 939, 952 392, 889 284, 889 16P.000 1, 543, 750 411,000 2, 602, 300 175,000 151,000 78, 406 1, 254, 786 671, 584 2, 204, 654 562, 373 59, 856 526, 971 276, 305 1, 338, 684 270,000 184, 075 13,680 134, 768 262,000 432, 572 56,488 506, 270 492, 848 648,000 100,000 318, 963 7,223 75,000 95,000 630,650 100,000 65, 526 339, 057 14, 006 733, 116 163, 487 643,992 61, 670 2, 000, 000 461, 659 16, 315, 677 7, 466, 626 36, 990 641, 990 338, 100 1, 560, 861 365, 500 117,644 71, 349 872,006 177, 624 1, 280, 305 194, 315 240, 667 1, 556 355, 000 109, 639 330, 850 550,806 5, 488, 292 2, 680, 142 11, 795, 083 639, 712 2, 300, 726 15, 000 48,000 1, 013, 000 450,000 2, 450, 000 161,000 1, 003, 495 32, 015 307, 365 104, 025 445, 857 420, 908 4, 817, 454 3, 575, 342 9, 980, 354 861, 046 5, 736, 560 44, 925 923, 621 157, 520 1, 652, 704 321, 135 239,788 16,500 154,000 150,000 1, 209, 500 596, 000 156,489 40,000 450,000 15,000 1, 200, 000 320,000 699, 253 270, 567 1, 947, 762 1, 140, 860 3, 575, 172 34,000 2, 227, 310 27,200 304, 771 205, 306 1, 206, 617 65,000 774, 354 5, 800 70, 000 541, 650 66,000 285,000 172, 500 1, 793, 000 411,000 642,700 180,000 1, 657, 054 1, 997, 540 3, 367, 200 23,000 1, 082, 094 39, 900 261,063 110,000 526, 268 72, 516 330, 076 50,000 387, 800 121, 190 1, 885, 300 722, 700 1, 030, 000 36,000 230, 135 185,000 378, 500 62, 500 112,000 5,000 67, 178 12,000 155, 575 30,000 330,000 21, 303 246, 639 41,000 318, 707 50,000 512, 386 77,000 885, 003 2, 560, 400 4, 082, 444 25, 615 30,000 3, 140, 000 5,219 199, 800 50,000 275,000 10,000 108,000 300,000 4,740,825 18,364,400 636 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 27. — Publicly controlled universities , colleges , and professional schools — Property, 1923-24 — Continued Institutions University of North Carolina _ North Carolina College for Women.. North Carolina College of Agricul¬ ture and Engineering _ North Dakota Agricultural College.. University of North Dakota _ North Dakota State School of Science _ Municipal University of Akron (Ohio) _ Ohio University _ _ _ University of Cincinnati (Ohio) _ Ohio State University _ Miami University (Ohio) _ University of the City of Toledo (Ohio) _ Oklahoma College for Women _ Oklahoma Military Academy _ Northeastern Oklahoma Junior College _ _ _ _ _ University of Oklahoma _ Oklahoma Agricultural and Mech¬ anical College _ Oregon Agricultural College _ University of Oregon _ Pennsylvania State Forest School _ Pennsylvania State College _ University of Porto Rico. _ _ Rhode Island State College _ College of Charleston (S. C.) _ Medical College of the State of South Carolina _ The Citadel, the Military College of South Carolina _ Clemson Agricultural College (S. C.) University of South Carolina _ Winthrop College (S. C.) _ South Dakota State College of Agri¬ culture and Mechanic Arts _ South Dakota State School of Mines . University of South Dakota _ :. University of Tennessee _ North Texas Agricultural College _ University of Texas _ Agricultural and Mechanical College of Texas _ College of Industrial Arts (Tex.) _ John Tarleton Agricultural College (Tex.) - Agricultural College of Utah _ University of Utah _ University of Vermont and State Agricultural College _ Virginia Agricultural and Mechani¬ cal College and Polytechnic Insti¬ tute _ University of Virginia . . Virginia Military Institute _ Medical College of Virginia _ College of William and Mary (Va.)._ State College of Washington _ University of Washington. . . Potomac State School (W. Va.) _ New River State School (W. Va.).__ West Virginia University _ University of Wisconsin _ University of Wyoming . . . Bound volumes in libraries Value of libraries, scientific apparatus, machinery, and furniture Value of grounds (including farm) Value of buildings (including dormi¬ tories) Value of dormi¬ tories (in¬ cluded in column 5) 3 3 4 5 6 137, 982 $764, 146 $252, 021 $3, 578, 572 $1, 328, 022 27,000 470, 398 762, 345 3, 010, 320 1, 694, 829 18,500 639, 954 113, 231 1, 955, 959 625, 280 36, 810 505, 534 143, 710 915, 271 114, 125 81,000 606, 845 153, 346 1, 436, 960 187, 479 5,000 83,626 25,000 297, 436 99,553 20,000 153,292 336,000 450, 950 86,000 335, 197 401, 646 1, 010, 723 2, 039, 010 175,000 110,000 877, 396 712, 860 209,639 247, 952 2, 304, 480 391, 130 2,464,811 5, 901, 876 264, 059 76,000 143,648 1, 646, 617 840, 157 15,000 95,000 250, 000 450,000 10,000 115, 544 41, 783 779, 515 280,000 1,000 10,000 10,000 215,000 125,000 1,000 6,000 5,000 100,000 60,000 691, 005 79, 201 1, 819, 972 32, 253 549, 167 127, 914 1, 137, 827 2, 236, 939 87,000 62, 947 854, 444 562, 870 338, 486 156, 822 641,223 144, 078 1, 916, 590 194,442 1,578 18, 466 230,000 128, 473 87, 851 811, 499 185, 786 2, 687, 720 602, 481 21,500 171,000 56,000 220, 500 24,500 282,000 10,000 700,000 23, 185 75,000 100,000 175,000 15,000 5,800 107, 766 * 40,000 201,800 6,000 162, 772 900,000 1, 217, 187 1, 371, 492 590,000 30,400 633, 416 362, 329 298,000 80,000 411, 660 645,000 812, 400 352,000 25, 582 547, 036 465,663 1, 786, 000 647,000 30,000 267,000 96,000 795, 800 235,000 9,340 172,000 42,000 240,000 50,000 240,000 50,000 600,000 280,000 65, 052 706, 027 1, 343, 157 1, 651, 033 75,000 2,965 66, 181 42, 161 237, 805 21,560 255, 011 2, 550, 803 1, 893, 054 2,905,215 28,425 1, 118, 611 160, 041 3,061,382 481, 475 15,000 341, 501 179, 177 1,293, 043 446,445 5,000 102, 060 114, 296 350,290 46,626 35,700 73, 362 113, 803 208, 516 450,000 359,200 56, 100 1, 179, 600 992,300 100,000 1,670,000 303,000 36, 150 431, 089 206,650 1, 661, 510 290,700 130,000 445,900 600,000 2, 178, 558 96,500 24,000 33, 785 133, 684 999, 708 353, 636 7,700 161, 242 70, 235 832,000 834,000 35,000 105,000 100,000 486,000 90,000 583, 805 231, 592 1, 491, 187 224, 845 182, 547 1, 136, 215 1, 061, 250 2,952,517 300,000 47, 147 150,000 3,000 20,000 85,000 8,560 75,000 125,000 400,000 150,000 81,000 634, 980 430,000 1, 994, 600 7, 439, 135 220,000 335,000 2, 868, 246 2, 615, 564 500,000 56,009 310, 445 130, 000 1, 750, 000 220,000 Produc¬ tive funds 7 $1,384,031 125, 007 1, 043, 000 1, 700, 000 451, 110 70, 970 4, 904, 301 1, 086, 517 148,000 11, 100 3, 200, 000 2, 302, 622 211, 184 158,000 517,000 9,000 55, 766 307, 300 154, 430 2, 059, 348 425,000 II,' 067,' 029 209,000 75,000 288,918 66,500 1, 203, 927 344, 312 3,351,402 60,000 160, 186 1, 939, 364 6, 387, 257 114,900 770, 594 1, 525, 925 Table 28. — Publicly controlled universities , colleges , and professional schools — Receipts from all sources in 1923-24 UNIVERSITIES AND COLLEGES 637 iffliii III gilllSS3g|S§Il|K|i|seis l|S|g| II pi mmmmmmmmm mm is 111 ps l!isl5iSgSSlIl!B3gisgil siifiiSiisiiiis^igiisis ^rj-or^r^r iiiiii si ills!! iS «5“eC“< N 00“ i-T ,-TrH (N“rH giiiiKiii mm sgigsssg iiiiiis smgi isiissw gfif 1‘5‘gwif mmi HNrTrt oT(N“ 00“ rH -T^ ;gsfs 1 Big * : i : 351 lit g* sf 1 1 ^ i — ~7 g i ^."•3 Ilil sags Is i ii i r i § § s SS3 1 si cf oT» GJ o a o a ' 2 3 4 5 I ® 7 8 9 10 11 12 ARKANSAS— COn. Little Rock _ Litt le Rock Baptist College J_ 1886 7 8 185 114 5 2 4 Preparatory _ _ _ 2 3 145 104 Arts and sciences .. . 4 2 35 10 5 2 Special. _ . . .. . 1 2 15 24 Education . . ... 1 1 52 34 Theology _ . .. 1 0 18 0 Do Little Rock College _ 1908 18 0 200 0 11 0 2 1 ° 1 Preparatory... _ 6 0 90 0 Arts and sciences _ _ 12 0 110 0 11 0 2 j 0 Military drill . . 105 0 Do.. . St. John’s Ecclesiastical Sem- 10 0 60 0 6 0 0 Searcy . . inary. Galloway Woman’s College. 1889 0 25 0 196 0 24 1 0 Preparatory.. .. .. 0 5 0 75 Arts and sciences _ 0 9 0 190 0 24 Home economics.. . . 0 1 0 21 Fine arts _ _ 0 1 0 19 Music . . . 0 8 0 151 CALIFORNIA Belmont _ _ College of Notre Dame _ 1851 1 17 0 92 0 1 o Preparatory.. _ 1 9 0 75 Arts and sciences _ 0 8 0 17 0 1 Berkeley. _ _ Berkeley Baptist Divinity School (theology). Pacific School of Religion (theology). Pacific Unitarian School for 1905 7 0 26 8 3 0 1 0 1 Do 10 0 57 12 0 3 1 3 Do _ 5 1 10 5 1 0 0 Claremont the Ministry (theology). Pomona College. „ . _ 1888 56 13 395 487 61 111 5 4 3 Arts and sciences . _ 50 9 362 420 61 111 Graduate . 16 3 14 23 5 4 Special . . 6 4 19 44 Summer school (1923) 44 56 Military drill . . _ 199 0 La Jota . . Pacific Union College _ 1888 13 9 208 156 26 6 0 Preparatory.. .... 3 5 59 59 Arts and sciences _ 12 4 104 39 24 6 * Special _ _ ... 10 13 Commerce. _ _ _ 8 16 Education. . 2 22 Music _ . 1 6 .... Theology _ ..... 2 2 25 1 2 0 Lomo Linda __ College of Medical Evange¬ lists (medicine). California Christian College (arts and sciences). College of Osteopathic Phy¬ sicians and Surgeons. College science course 1909 136 10 203 20 52 6 0 Los Angeles 1920 8 2 66 100 5 5 0 Do _ 1905 37 3 106 34 17 6 0 29 11 Osteopathy 77 23 17 6 Summer school (1923) _ 20 0 Do Loyola College . . _ 1911 46 0 667 0 17 0 0 Preparatory 21 0 439 0 Arts and sciences 10 0 93 0 8 0 \ Law 15 0 135 0 9 0 Military drill 305 0 Do... Occidental College _ _ 1887 45 7 280 264 27 52 2 | 3 3 Arts and sciences _ _ 45 7 267 249 27 52 .... Graduate _ 6 12 2 I 3 Special 7 3 Do Southwestern University _ \ rehit.ect.nre 1911 39 2 700 60 48 2 0 1 0 15 0 Commerce 18 2 450 50 37 0 Law.. . . . . 20 0 240 10 11 2 1 Colored. 642 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1928-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees s a Women s a Women a a Women S a Women > 2 3 4 5 6 7 8 9 10 11 13 CALIFORNIA— COn . Los Angeles _ University of Southern Cali- 1880 223 96 3,118 1,765 434 230 35 39 3 fomia. 15 28 89 86 92 40 1, 169 914 108 211 110 182 34 39 14 13 298 412 3 0 13 0 2 0 Civil engineering..- _ 2 0 65 0 4 0 Electrical engineering _ 3 0 66 0 12 0 Mechanical engineering. 2 0 7 0 4 0 2 0 5 o Architecture _ _ 2 0 65 0 5 0 21 4 242 22 47 0 1 0 Music _ _ 2 24 0 1 Theology. . _ _ 6 4 24 0 2 0 27 0 400 45 55 7 58 0 568 12 111 4 Pharmacy.. _ 8 3 215 23 84 7 3 4 7 45 Summer school (1923) _ 63 13 1,174 5691 Extension courses.. . . 47 5 1,225 1,568 Menlo Park _ St. Patrick’s Seminary (the¬ 8 0 84 0 0 ology). Mills College _ Mills College. . . 1865 19 58 0 546 0 90 0 7 4 Arts and sciences _ _ 19 58 0 525 0 90 Graduate _ 0 17 0 7 Special _ _ 0 4 Education __ _ 1 1 0 30 Home economics _ 0 4 0 27 Fine arts. _ 3 3 0 41 Music _ _ 8 5 0 56 Oakland. . . St. Mary’s College . . 1863 36 0 482 0 15 0 0 Preparatory _ 10 0 325 0 Arts and sciences _ 14 0 65 0 12 0 Graduate _ _ _ 8 0 Special. _ 2 0 11 0 Commerce _ 6 0 70 0 3 0 Education. _ 3 0 12 0 Music _ _ _ 1 0 15 0 Pasadena . California Institute of Tech¬ 1891 104 0 559 0 78 0 12 0 0 nology. General engineering- ... 86 0 21 0 Chemical engineering _ 54 0 99 0 12 0 Civil engineering. _ 34 o 84 o 9 0 Electrical engineering _ 38 o 180 o 22 0 Mechanical engineering. 41 0 67 0 14 0 Graduate. _ _ _ 35 o 43 0 12 0 Military drill. . 310 o Redlands University of Redlands 1909 21 8 191 217 15 23 0 (arts and sciences). San Anselmo.... San Francisco Theological 1871 12 0 72 23 17 0 1 0 0 Seminary. San Francisco _ Church Divinity School of 1893 6 o 7 0 0 the Pacific. Do . College of Physicians and 1896 50 2 320 3 46 2 0 Surgeons (dental). Do . Golden Gate College — Y. M. 12 0 165 0 9 0 0 C. A. (law). Do.... St. Ignatius College . . 1855 44 0 846 0 32 0 0 Preparatory . 26 0 585 0 Arts and sciences . . 14 0 86 0 14 0 Law . . . 12 0 180 0 18 0 San Rafael _ Dominican College... _ 1891 11 29 0 309 0 10 0 Preparatory . . . 0 12 0 159 Arts and sciences _ _ 11 17 0 150 0 10 Summer school (1923) . . . 2 8 0 60 UNIVERSITIES AND COLLEGES 643 Table 29. — Privately controlled universities, colleges, and professional schools Instructors, students, and graduates in 1928-24 — Continued Location Institution a I Is Professors and instructors Students First degrees Gradu¬ ate de- 10 CALIFORNIA— COn. Santa Clara. Stanford Univer¬ sity. Stockton. Whittier College. COLORADO Colorado Springs Denver. Do. Do. Do. Do- University of Santa Clara... Preparatory . . . Arts and sciences... . General engineering . Civil engineering... . Electrical engineering... Mechanical engineering. Commerce . Law _ _ _ Leland Stanford Junior Uni¬ versity. Arts and sciences . Graduate . . Special... . . . Civil engineering _ Electrical engineering. . . Mechanical engineering. Mining engineering _ Education... _ _ Law . . . Medicine . . . . Summer school (1923)... Military drill _ _ College of the Pacific. . Preparatory _ Arts and sciences . Music _ Whittier College (arts and sciences). Colorado College . Arts and sciences _ Graduate _ Special _ _ Chemical engineering . . . Civil engineering _ Electrical engineering... Forestry _ _ Colorado Woman’s College- Preparatory _ Arts and sciences . . Education _ Home economics _ Fine arts _ _ Music _ Iliff School of Theology _ Theology _ _ Religious education _ Summer school (1923)... Regis College _ Preparatory _ Arts and sciences _ University of Denver. . . Arts and sciences _ Graduate _ Special _ Chemical and electrical engineering. Commerce _ _ Law.. . . . . . Dentistry . . Pharmacy. _ _ Summer school (1923) ... Extension courses _ Westminster Law School _ 1851 1891 1851 1901 1874 1892 1864 1912 45 16 21 3 11 265 135 1 1 1 2 2 0 2 0 0 0 0 16 6 10 13 25 12 16 133 34 16 418 184 72 36 10 14 8 39 55 2,590 1,391 427 47 66 16 159 47 56 255 126 691 147 242 27 189 26 110 367 287 4 20 19 5 0 0 0 0 0 0 0 83 55 68 64 299 213 86 1,574 410 25 27 111 620 168 175 38 225 87 0 0 0 0 0 0 0 0 0 590 395 127 0 1 0 0 0 39 7 21 311 0 271 19 136 116 329 258 3 66 0 0 1 118 52 66 7 10 19 22 70 1 69 13 0 0 0 839 572 35 34 1 184 4 0 9 544 779 5 343 19 4 212 56 55 110 38 3 Engineering faculty. 644 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923-2 4 — Continued Location Institution fl « a o e % Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1 bfl o C3 CD Men Women Men Women Men Women § s Women >> lx g3 Ih O § w 1 2 3 4 5 6 7 8 9 10 11 12 COLORADO— COn. Loretto Heights College _ 1891 6 16 0 113 0 8 0 0 4 0 63 6 11 0 50 0 8 0 1 0 16 0 1 0 10 0 4 0 45 CONNECTICUT Hartford _ Hartford Seminary Founda- 1834 27 5 91 80 11 6 6 1 0 tion. 16 0 59 12 7 2 3 0 13 5 42 68 4 4 3 1 Do 1824 31 0 255 0 44 0 3 0 ”16 31 0 245 0 44 0 10 0 3 0 Berkeley Divinity School (theology) . 1854 8 0 20 0 1 0 ”2 4 1 0 18 Do 1831 58 0 560 0 96 0 11 0 7 Arts and sciences . .. 58 0 541 0 96 0 Graduate _ 16 0 11 0 Special _ 3 0 New TTa.ven Yale University _ 1701 453 12 3,906 2,689 350 257 659 11 113 13 15 Arts and sciences _ 282 0 0 471 0 Graduate 220 6 104 71 13 Special _ 51 53 Civil engineering _ 2 0 Electrical engineering. . 18 0 3 0 Mechanical engineering. Mining engineering _ 15 0 10 0 4 0 2 0 Architecture 18 0 36 0 4 0 Forestry _ 15 0 30 0 3 0 16 0 Education 32 14 Fine arts 12 0 54 13 10 2 Music _ 11 0 28 63 3 2 Theology 50 0 178 0 54 0 Law _ 15 0 309 14 72 6 11 0 Medicine _ _ 79 6 181 9 42 1 Summer school (1923) . 113 0 Extension courses 4 78 4 633 Military drill 299 0 New London _ DISTRICT OF COLUMBIA Connecticut College for Women (arts and sciences). 1915 18 25 0 438 0 88 0 Washington American University (grad¬ uate). Summer (1923) 1914 40 0 200 75 21 7 0 8 0 26 5 Do Catholic Sisters College _ 1911 26 1 0 130 0 44 0 14 0 Arts and sciences 24 0 0 122 0 39 0 14 Music 2 1 0 8 0 5 Summer school (1923) 34 2 0 0 430 Do . Catholic University of 1889 99 0 680 7 192 0 92 4 0 America. Arts find scicnpps 78 0 351 0 73 0 Graduate 160 7 69 4 Special 162 0 Chemical en^m^eidng 6 0 28 0 5 0 rUvil pnginfip.ring 5 0 28 0 5 0 Electrical engineering 3 0 48 0 15 0 1 0 Mechanical engineering. A rchitecture 5 0 16 0 3 0 3 0 15 0 4 0 Commerce 6 0 76 0 12 0 Education 5 0 59 0 Theology 15 0 89 0 62 0 22 0 Law . . 6 0 28 0 13 0 4 Courses under the department of education of the graduate school open to Connecticut school-teachers. UNIVERSITIES AND COLLEGES 645 Table 29. — Privately controlled universities , colleges, and 'professional schools — Instructors , students, and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees J Men Women Men Women Men Women Men Women • 2 3 4 5 G 7 8 9 10 11 12 DISTRICT OF CO- LTJMBIA — COn. Washington . Georgetown University - 1789 315 0 2,609 0 542 0 58 0 0 48 0 538 0 88 0 16 0 38 0 11 0 25 0 54 6 419 0 44 0 38 0 1,238 0 315 0 47 0 104 0 195 0 68 0 55 o 219 0 27 0 275 0 Do . George Washington Uni- 1821 280 7 3, 155 2, 126 310 177 49 21 0 versity. 55 4 862 754 83 91 47 1 180 188 37 21 500 584 3 36 0 64 0 4 0 106 0 9 0 91 0 4 0 Mechanical engineering 88 0 6 0 Architecture . . . . . . 60 2 1 0 Education _ _ .. 37 1 60 408 21 60 Law 25 0 S05 160 149 24 12 0 Medicine . . 117 3 207 30 33 2 Pharmacy 5 0 32 0 Summer school (1923) 46 2 894 551 Do . Howard University 2. _ 1867 153 14 1, 570 511 189 79 1 0 6 Arts and sciences. .. .. 30 5 766 334 56 37 Graduate 19 16 1 0 Special.. .. ... _ 138 41 Civil engineering.. . - 2 0 5 0 1 0 Electrical engineering 1 0 11 0 1 0 Mechanical engineering . 2 0 4 0 Architecture 2 0 14 0 Commerce _ 3 0 21 1 6 1 Education _ _ 8 1 13 36 3 22 Home economics _ 0 2 0 18 0 5 Music _ _ . 3 5 18 44 0 2 Theology _ 7 0 30 2 4 0 Law _ -- 10 0 145 3 30 2 Medicine _ _ - .. -- 51 1 218 10 25 2 Dentistry _ 28 0 139 8 39 1 Pharmacy 7 0 66 16 24 7 Summer school (1923) 53 87 Correspondence courses . 103 2 Military drill 583 0 Do . National University Law 1869 55 0 669 51 152 12 64 3 0 School. Law 34 0 628 41 144 10 64 3 Commerce- 24 0 41 10 8 2 Do. . Trinity College (arts and 1900 17 36 0 380 0 91 0 8 0 sciences) . Do... . Washington College of Law. 1896 27 8 102 70 34 15 9 2 0 Summer school (1923) 3 1 26 29 Washington (Ta- Washington Missionary 1904 13 10 160 165 10 3 0 koma Park). College. Preparatory 4 6 65 70 Arts and sciences 9 4 80 70 10 3 Special 15 25 Summer school (1923) 6 5 30 64 FLORIDA De Land . John B. Stetson University. . 1887 25 9 221 262 24 23 1 2 2 Preparatory 3 5 47 27 Arts and sciences 18 4 97 155 8 21 Graduate 15 23 1 2 Special 14 50 Law.. . 4 6 48 7 16 2 a Colored. 8 Engineering faculty. 646 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and 'professional schools — Nj Instructors, students , and graduates in 1923-24 — Continued g a o Professors and instructors Students First degrees Gradu¬ ate de¬ grees CO -O Location Institution 52 >, tfl.S a g g a 03 g 1 a 1 a | a B O a >* S ii i £ i $ i £ W 1 2 3 i 5 6 7 8 9 10 ll 13 Florida— con. Winter Park . Rollins College _ 1885 14 18 174 214 7 11 1 0 2 10 6 63 68 7 9 1 0 1 0 17 12 2 1 60 25 2 11 33 109 0 2 GEORGIA Atlanta _ Atlanta College of Phar¬ macy. Atlanta Law School _ _ 1891 6 0 63 2 30 2 0 Do . 1908 16 0 128 13 50 1 0 Do . Atlanta-Southern Dental 1887 37 1 342 0 87 0 0 College. 7 1 31 0 Do . Atlanta Theological Semi¬ nary. Atlanta University 2 _ _ 6 1 23 3 3 0 1 Do... 1869 10 16 199 424 7 7 0 3 10 129 282 7 2 70 59 7 7 Education . . 6 4 0 83 Do . Clark University 2 _ 1870 9 9 140 329 1 7 0 Preparatory 3 5 99 253 Arts and sciences 9 4 41 76 i 7 Do.... Gammon O'heological Semi¬ nary.2 Morehouse College 2 . 1883 7 0 95 2 l 0 2 Do . 1879 30 2 471 0 18 0 0 Preparatory _ 11 1 272 0 Arts and sciences _ .. 16 1 178 0 18 0 Theology.. _ _ _ 3 0 21 0 Summer school (1023) 20 5 23 357 Do . Morris Brown University 2. Preparatory... _ 1885 13 10 257 362 13 2 0 7 6 178 319 Arts and sciences _ 8 4 55 43 13 2 Theology . 3 0 24 0 Do . Southern School of Phar¬ 1904 6 0 78 2 46 3 0 Augusta _ macy. Paine College 2 _ 1884 6 10 96 95 3 1 1 Preparatory . 3 6 76 84 Arts and sciences . 3 4 20 11 3 1 Cuthbert . . Andrew College 1 _ 1854 3 9 0 131 Preparatory . . . 1 1 0 30 Arts and sciences... _ 2 8 0 80 Special . . 0 21 Decatur _ Agnes Scott College (arts and sciences). Piedmont College _ ... . 1890 9 36 0 503 0 57 0 Demorest.. . 1897 15 15 115 140 5 7 1 Preparatory.. _ ... 5 3 55 54 Arts and sciences _ 10 12 57 73 5 7 Special.. 3 13 Emory Univer¬ sity. Emory University 1836 211 0 1, 188 49 181 1 17 7 2 Arts and sciences _ 67 0 716 0 95 0 Graduate . 27 0 77 47 17 7 Theology. . 11 0 112 0 18 6 Law _ 9 0 58 2 15 1 Medicine . 116 0 225 0 53 0 Summer school (1923) _ 31 3 325 258 Extension courses 8 1 29 124 Correspondence courses . Military drill _ _ 13 0 25 22 411 0 Forsyth Bessie Tift College (arts and sciences). Brp.nfl.li Collfigp 1849 13 14 0 313 0 35 0 Gainesville 1878 17 29 0 473 0 36 0 Arts a/nri sr.ipncps 6 15 0 461 0 21 Home economics _ 0 2 0 55 Fine arts 1 1 0 40 Music 10 5 0 210 0 6 Oratory 0 6 0 125 0 9 Summer school (1923) . .. 6 4 0 41 i Junior college. 2 Colored. UNIVERSITIES AND COLLEGES 647 Table 29. — Privately controlled universities , colleges, and 'professional schools — Instructors , students, and graduates in 1928-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students Men Women Men Women 1 2 3 4 5 6 7 GEORGIA— COn. 1883 2 14 0 165 Arts and sciences _ 2 14 0 165 0 1 0 15 Fine arts . . . . 0 1 0 35 Music _ _ 0 4 0 90 1839 63 2 811 15 Arts and sciences _ 45 2 352 2 Graduate _ - _ 23 1 32 1 172 0 3 2 18 0 6 0 6 8 Music _ _ _ 1 0 21 0 15 0 155 3 10 0 64 1 Summer school (1923) _ 20 2 175 118 Do . 1839 14 35 0 690 11 21 0 471 Journalism . . 0 2 0 28 Education 0 3 0 156 Home economics. _ _ 0 2 0 57 Music . . . . 3 9 0 221 Oglethorpe Uni¬ Oglethorpe University.. .. 1916 17 2 303 75 versity. Arts and sciences _ _ 17 2 300 75 Graduate _ _ 3 0 Summer school (1923) . . 5 0 30 10 Rome . Shorter College _ .. 1877 6 16 0 205 Arts and sciences... . 4 13 0 194 Special _ _ _ 2 3 0 11 IDAHO Caldwell . - College of Idaho (arts and 1891 14 6 153 210 sciences) . Gooding . Gooding College (arts and 1917 8 4 50 94 sciences). Military drill 21 0 ILLINOIS Alton . . Shurtleff College _ 1827 12 6 108 109 Arts and sciences 10 4 98 83 Special. . . 2 2 10 26 Aurora _ _ Aurora College _ 1893 11 7 68 58 Preparatorv 1 5 14 7 Arts and sciences _ _ 10 2 52 39 Special . . 2 12 Theology . . . 20 5 Bloomington _ Illinois Wesleyan University 1850 36 21 482 680 Arts and sciences 20 11 298 276 Music _ _ _ 6 10 76 459 Theology _ _ 10 0 133 0 Bourbonnais - St. Viator College _ 1868 33 0 354 2 Preparatory _ 21 0 247 0 Arts and sciences 12 0 107 2 Carlinville _ Blackburn College 1 _ 1859 6 5 116 93 Preparatory . . 2 3 27 21 Arts and sciences _ 4 2 89 72 Carthage _ Carthage College.. . 1872 15 10 147 165 Preparatory 2 2 9 16 Arts and sciences _ 12 6 134 124 Special . _ _ 1 2 4 25 Summer school (1923) . . 3 0 8 16 Extension courses 1 0 1 31 Chicago . Armour Institute of Tech¬ 1893 *71 0 782 1 nology. Graduate _ 2 0 Chemical engineering _ 7 0 102 0 Civil engineering .. .. 7 0 131 0 Electrical engineering... 6 0 185 0 First degrees Gradu¬ ate de¬ grees Honorary degrees a Q 3 a a o £ a 1 a a o £ 9 a a> s 10 d a o £ 11 8 33 20 8 0 0 0 4 0 3 3 2 2 1 1 0 0 0 31 9 0 31 120 32 9 5 0 10 0 0 0 19 5 0 0 1 88 50 1 19 0 13 44 1 19 18 0 57 6 42 40 53 2 1 28 0 0 0 29 24 28 0 207 35 3 10 3 47 22 23 115 35 0 0 0 3 10 .... 30 0 0 10 0 0 0 10 ' 496 494 295 171 0 291 358 295 171 .... 95 | 8 23 119 2 | 6 5 1 UNIVERSITIES AND COLLEGES G49 Table 29. — Privately controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees | S § Women d a> Women a S’ Women d ® § Women | 1 2 3 4 5 6 7 8 9 10 11 12 ILLINOIS— con. Chicago . University of Chicago — Con. Law. . _ 9 0 454 12 80 2 Medicine _ _ _ 31 3 327 48 Summer school (1923) _ 3. 078 3. 286 <■1471 (6.9121 Military drill 180 0 Do 1843 223 21 467 66 117 12 0 Decatur . James Millikin University 1903 27 30 431 690 18 34 0 21 17 308 274 18 34 13 33 Music.. . 6 13 110 383 5 28 Elmhurst. . Elmhurst College 1 1871 22 0 201 0 12 0 120 0 10 0 81 0 Eureka _ Eureka College. 1848 18 9 161 169 19 18 1 6 2 Arts and sciences 13 8 124 126 19 18 Special 1 3 15 14 Music . 4 1 40 60 Evanston . Garrett Biblical Institute 1854 25 0 343 49 41 0 15 2 4 Do . . (theology). Northwestern University. .. 1855 494 36 5,681 2,458 558 274 82 32 6 Arts and sciences 152 18 870 1, 156 92 194 Graduate. 34 0 610 279 63 32 Special .. 2,972 989 General engineering 16 0 168 1 8 0 Commerce.. _ 82 0 322 20 102 4 18 0 Journalism 11 1 36 29 9 11 Music _ _ 20 1 18 26 183 9 35 Speech _ 8 25 137 1 29 Law.. . . 46 0 191 7 43 0 1 0 Medicine ... 157 0 511 0 108 0 Dentistry 65 0 373 2 186 1 Summer school (1923) — 114 23 802 811 Military drill 300 0 Do Norwegian-Danish Theo¬ 1885 2 0 26 0 0 logical Seminary. Do Swedish Theological Semi¬ 1885 3 1 14 0 7 0 0 nary. Ewing Ewing College . . . 1867 7 4 57 62 2 1 0 Preparatory 2 3 32 39 Arts and sciences 5 1 25 23 2 1 Education 1 0 17 18 Music. . 0 2 8 18 Summer school (1923) 8 5 29 35 Galesburg Knox College . . 1836 38 21 412 472 42 44 6 Arts and sciences 35 13 348 231 42 34 Special 9 13 Music 3 8 55 228 0 10 Military drill 179 0 Do Lombard College 1852 17 12 147 146 13 14 2 Arts and sciences 14 l 10 130 103 13 14 Music 1 i 2 7 40 Theology 2 1 0 10 3 Godfrey Monticello Seminary 1 1838 0 1 21 0 182 Preparatory 0 18 0 50 Arts and sciences 0 19 0 90 Special 0 46 Greenville Greenville College . 1893 11 14 153 237 11 21 0 Preparatory 0 4 26 28 Arts and sciences 10 6 87 105 11 21 Music . 1 4 65 138 1 Junior college. 650 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1928-24 — Continued Location Institution a 1 £ bo Professors and instructors Students First degrees Gradu¬ ate de¬ grees C/3 I © M o p a P P >» a u* 03 a B a § p 1 p 1 o g © i £ i i £ 1 £ o w > 2 3 4 5 6 7 8 9 10 11 12 ILLINOIS — con. Jacksonville. Illinois College _ 1829 19 8 270 244 20 17 3 Arts and sciences _ 14 4 219 115 20 17 Expression.. _ _ 0 1 2 2 Music... .... 5 3 70 148 Do . . Illinois Woman’s College _ Arts and sciences _ 1846 5 34 0 558 0 27 0 2 23 0 295 0 27 Music ..... . 3 11 0 272 La Grange.. Broadview College.. 1910 19 11 128 122 5 3 0 Preparatory.. _ _ 15 10 74 80 Arts and sciences _ 9 4 42 35 5 3 Special _ 12 7 Lake Forest _ Lake* Forest College (arts and sciences) . McKendree College _ 1858 20 4 150 90 16 8 3 Lebanon ... 1828 17 10 139 74 9 7 4 Arts and sciences _ 16 9 139 74 9 7 Music _ _ 1 1 12 25 Lincoln _ Lincoln College _ _ 1866 14 8 84 168 7 8 0 1 0 Arts and sciences. .. .. 12 6 57 120 7 8 0 1 Special.. . ... _ 2 4 27 103 Summer school (1923) 4 1 2 35 Lisle . St. Procopius College . 1890 34 0 192 0 4 0 0 Preparatory... _ _ 20 0 144 0 Arts and sciences _ 13 0 34 0 4 0 Theology 6 0 14 0 Summer school (1923) 2 0 3 32 Maywood . . Theological Seminary of the 1870 7 0 38 4 9 0 6 0 0 Monmouth.. . Evangelical Lutheran Church. Monmouth College _ 1856 19 12 260 328 28 44 0 Arts and sciences _ 17 7 221 187 28 44 Music... 2 5 60 171 Mount Carroll... Francis Shimer School 1 . 1853 1 20 0 210 Preparatory _ 0 16 0 84 Arts and sciences... 1 14 0 99 Special _ _ _ 0 24 Mount Morris... Mount Morris College _ 1840 9 7 80 120 11 8 0 Preparatory. .. 4 4 Arts and sciences.. 8 4 76 82 11 8 Music 1 3 7 34 Naperville.... Evangelical Theological Seminary. Summer school (1923) 1887 5 0 66 15 28 0 1 0 0 17 12 Do _ Northwestern College _ 1861 24 16 331 297 37 49 0 Preparatory. . . 3 3 47 18 Arts and sciences 18 10 268 242 37 49 Music 3 3 16 37 Military drill _ 140 0 Oak Park . Rosary College _ 1852 2 25 0 167 0 18 0 Arts and sciences 2 19 0 138 0 16 Home economics 0 2 0 16 Music. .. _ 0 6 0 16 0 2 Peoria.. . Bradley Polytechnic Insti¬ tute. Arts and sciences. .. ... 1897 30 22 525 514 27 34 0 24 19 327 221 27 34 General engineering 6 3 80 0 Architecture . 14 0 Commerce _ 76 5 Education _ 115 155 Home economics 0 86 Fine arts 80 47 Music 77 283 Summer school (1923) 23 7 194 145 Evening courses 19 2 609 59 Rockford . Rockford College . . 1849 11 31 20 463 0 52 0 Arts and sciences 9 31 0 385 0 52 Music 2 0 20 73 Extension courses . 5 9 12 118 1 1 Junior college. UNIVERSITIES AND COLLEGES 651 Table 29. — Privately controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923-24 — Continued Location Institution a a o 2 sc to o o Professors and instructors Students First degrees Gradu¬ ate de¬ grees 8 CD So © 0 0 a a o3 g n 1 o 1 a a cl I O a i £ i £ I £ i £ o H * 2 3 4 5 6 7 8 9 10 11 12 Illinois— con. Augustana College _ 1860 47 22 522 578 47 15 2 0 4 Preparatory _ 12 9 54 52 Arts and sciences _ 27 5 239 181 31 15 Special _ 16 13 230 432 6 0 99 0 16 0 2 0 Summer school (1923)... 5 0 24 84 Wheaton College . _ _ 1860 16 12 161 196 20 28 0 Preparatory . . 2 5 27 36 Arts and sciences. _ _ 10 4 134 157 18 24 Special _ . 0 3 Music. . _• 4 3 40 80 2 4 INDIANA Wabash College (arts and sciences). Earlham College (arts and sciences). Extension courses _ 1832 27 0 503 0 60 0 1 0 2 1847 25 15 225 310 20 45 1 0 0 2 0 20 29 "Evansville Evansville College. _ 1919 - 23 14 156 201 6 13 2 Arts and sciences _ 12 7 76 6 12 Engineering . . 7 0 71 0 Commerce _ 1 0 26 0 Education . . 5 8 16 85 0 1 Music _ _ 4 3 20 97 Summer school (1923) . . 15 5 77 183 Extension courses . . 7 2 75 233 Franklin - _ _ Franklin College... _ 1834 18 10 206 241 29 24 2 Arts and sciences. _ _ 17 8 201 197 29 24 Music _ _ _ 1 2 5 44 Slimmer school (1923) 13 11 172 204 Extension courses . 1 1 17 36 Greencastle De Pauw University ... 1837 55 27 725 588 100 104 1 1 5 Arts and sciences. . 46 20 720 583 100 95 Graduate . _ 3 1 1 1 Special _ _ 2 4 Music . 9 7 36 230 0 9 Military drill. . . 411 0 Hanover . _ _ Hanover College (arts and sciences) . Extension courses.. 1827 17 4 210 292 20 15 0 37 80 Huntington Huntington College 1897 12 10 79 39 7 5 3 Preparatory 2 0 15 10 Arts and sciences . _ _ g 9 52 28 7 5 Theology. 3 1 12 1 Indianapolis Benjamin Harrison Law School. Butler College (arts and sci¬ ences). Indiana Central College 1914 17 0 97 12 22 1 0 Do . 1855 30 20 695 744 46 106 1 1 0 Do 1905 19 9 189 264 15 13 0 Preparatory 6 3 27 32 Arts and sciences 13 6 141 173 15 13 Special 21 59 Extension courses . 49 63 Do Indiana Dental College _ 1879 40 0 356 3 84 0 6 Do Indiana Law School _ _ IT 1894 11 0 95 6 26 2 0 Do Indianapolis College of Pharmacy. Marion College . . . 1904 10 0 156 4 61 1 0 Marion . 1919 12 11 209 261 8 6 1 1 0 Preparatory 3 3 24 29 Arts and sciences 7 6 112 150 7 6 Special 1 5 54 72 Theology.. ... ... _ 2 0 19 14 1 0 1 1 Summer school (1923) 3 1 42 92 Extension courses . 0 28 75 BIENNIAL SURVEY OE EDUCATION, 1922-1924 052 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees j Honorary degrees | Men Women Men Women Men Women Men Women | * 2 3 4 5 6 7 8 9 10 11 12 INDIANA — COn. North Manches- Manchester College . - 1889 24 10 280 303 36 27 0 1 2 Arts and sciences . 15 3 238 182 36 27 5 1 o 1 Special. _ _ - .. 6 3 37 120 Education . _ .. 3 4 47 149 Summer school (1923) _ 149 349 St. Mary’s College and 1855 4 44 0 360 0 28 0 Academy. 0 11 0 156 Arts and sciences . _ 4 30 0 188 0 28 0 16 1 1 0 24 0 8 0 40 0 2 0 44 0 2 0 51 1 8 0 149 Do . University of Notre Dame.. 1842 116 0 1,850 0 248 0 8 0 6 Arts and sciences _ _ 63 0 484 0 76 0 8 0 Chemical engineering 5 0 41 0 5 0 Civil engineering _ 4 0 82 0 5 0 Electrical engineering. . 2 0 119 0 18 0 Mechanical engineering. 7 0 96 0 7 0 Mining engineering _ 1 0 17 0 6 0 Agriculture _ _ 3 0 41 0 3 0 Architecture . 3 0 42 0 5 0 Commerce _ 11 0 536 0 62 0 Journalism. _ 2 o 108 0 Education _ 3 0 6 0 Fine arts . . . 1 0 2 0 Music _ _ 5 o 5 0 Law . . 5 0 251 0 57 0 Pharmacy _ _ 1 0 20 0 4 0 Summer school (1923)... 81 6 362 366 Oakland City _ Oakland City College.. _ 1891 23 10 403 311 26 7 0 Preparatory . . . 3 1 33 32 Arts and sciences . 17 7 220 263 23 7 Agriculture . . . 124 0 Music _ 0 2 5 12 Theology . . 3 0 21 4 3 0 Summer school (1923) . . . 227 169 Extension courses... ... 117 116 St. Mary-of-the- St. Mary-of-the-Woods Col¬ 1841 4 40 0 298 0 28 0 Woods. lege. Preparatory. . 0 14 0 113 Arts and sciences _ 4 26 0 162 0 25 Graduate _ _ 0 8 Special _ _ 0 15 Commerce.. . . . 0 10 Education _ _ 0 47 H om e eeon om ins 0 12 0 3 Fine arts _ 0 27 Music _ 0 92 Summer school _ 3 32 0 809 St. Meinrad . St. Meinrad Theological 1857 12 0 104 0 Seminary. Terre Haute . Rose Polytechnic Institute.. 1883 « 17 0 253 0 37 0 6 0 1 Chemical engineering . . . 2 0 26 0 7 0 4 0 Civil engineering.. _ 2 0 52 0 7 0 1 0 Electrical engineering. 2 0 105 0 11 0 1 0 Mechanical engineering 2 0 60 0 11 0 Architectural engineer¬ 1 0 10 0 1 0 ing. Military drill 186 0 Upland _ Taylor University (arts and 1846 10 10 147 122 21 13 5 sciences) . ® Includes 8 men not listed by subject. UNIVERSITIES AND COLLEGES 653 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1923-2 4 — Continued Location Institution Y ear of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees J Honorary degrees g s g a o £ fl i 0 QJ a o is g 2 fl a o is fl a> 2, g a o is 1 2 3 4 5 6 7 8 9 10 ii 12 INDIANA— COn. Valparaiso University.. _ 1907 34 17 759 244 97 9 2 Noncollegiate. _ 9 6 279 38 Arts and sciences. . . 8 5 101 39 13 3 Special... . . . . . 75 41 Civil engineering.. .. 2 0 67 0 5 0 Commerce. . . . 3 1 77 31 9 2 Education _ 4 1 29 71 3 2 Music _ 3 4 9 13 Law _ _ _ _ 2 0 55 3 17 0 Pharmacy . . 3 0 77 8 50 2 IOWA Cedar Rapids... Coe College. _ _ 1881 41 27 500 730 48 67 1 0 2 Arts and sciences. . 37 20 462 495 48 67 Graduate _ 1 0 1 0 Special . . . . 4 7 37 235 Summer school (1923) . . 12 8 j 94 301 Extension courses . . 7 5 9 148 Military drill. . 1 325 0 Clinton _ Wartburg College . 1868 10 0 1 97 0 9 0 0 Preparatory . . 7 0 46 0 Arts and sciences.. . 7 0 51 0 9 0 Davenport _ St. Ambrose College _ 1882 27 0 363 o 2 0 0 Preparatory _ 19 0 273 0 Arts and sciences . . . 16* 0 90 0 2 0 Decorah . Luther College _ .. 1861 26 0 347 0 48 0 1 Preparatory.. ... _ 9 0 65 0 Arts and sciences _ 22 0 280 0 48 0 Special _ _ 2 0 Education.... _ 3 0 100 0 Des Moines . . Des Moines University _ 1865 25 19 465 530 41 18 0 Preparatory.. . . _ _ 1 0 30 5 Arts and sciences _ 12 11 181 207 11 15 Special . . . . 1 4 Chemical engineering _ 2 0 3 0 1 0 Civil engineering _ .. 2 0 10 0 1 0 Electrical engineering _ 2 0 i 24 0 2 0 Mechanical engineering. 2 o t 12 0 3 0 Architectural engineer¬ 1 o ! 7 0 ing. Education _ 2 2 72 218 3 2 Fine arts _ _ _ 3 6 28 91 Pharmacy _ _ 2 0 | 97 5 20 1 Summer school (1923) .. 78 334 Correspondence courses. 67 129 Do . Des Moines Still College of 1898 22 2 187 28 36 6 o Osteopathy. Do . Drake University _ 1881 42 33 883 1, 579 72 67 3 5 o Arts and sciences _ 22 6 287 321 21 47 Graduate _ _ 8 16 3 5 Commerce _ 6 0 233 11 13 0 Education _ _ 3 4 31 642 4 17 Fine arts _ 7 23 114 562 0 3 Theology _ _ 77 25 7 0 Law . .. . ... ... 4 0 133 2 27 0 Summer School (1923)... 26 8 141 397 Do . Grand View College .. . .. 8 2 38 30 o Preparatory _ _ _ 4 2 20 19 Arts and sciences _ _ _ 4 0 12 11 Theology . . . 2 0 6 0 i Dubuque _ Columbia College . 1873 30 0 591 38 28 12 o Preparatory. . 16 0 326 0 Arts and sciences _ 14 0 265 38 28 12 Summer school (1923) . . . 22 0 12 411 Do . Mount St. Joseph College... 1843 3 30 0 257 0 21 o Preparatory _ _ 0 8 0 Arts and sciences . 3 22 0 188 0 21 Correspondence . 0 90 27301°— 27 - 12 654 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and professional schools— Instructors , students , and graduates in 1923-24 — Continued Location a 8. O Professors and instructors Students First degrees Gradu¬ ate de¬ grees § tL g a Women g a Women g a Women g a Women 1-4 o3 C I w 1 2 3 4 5 6 7 8 9 10 11 12 iowa— continued Dubuque . . 1864 28 6 169 68 18 13 7 0 1 Preparatory _ .'. . 3 4 36 16 Arts and sciences . . 15 2 106 51 17 13 Theology _ 11 0 27 1 1 0 7 0 Summer school (1923) . . 3 5 13 33 Do... . Wartburg Theological Semi¬ nary. Correspondence courses. Parsons College.. . . 1854 6 0 44 0 1 6 0 15 0 Fairfield.. . . 1875 20 12 227 251 18 16 2 Arts and sciences _ 18 10 200 205 18 16 Special _ _ _ 6 0 Music.. . . . ... 2 2 21 46 Summer school (1923) . . 12 8 49 131 Extension courses _ 7 41 Fayette _ Upper Iowa University _ 1857 12 12 164 256 18 12 4 Preparatory. _ _ _ 1 0 3 2 Arts and sciences . . 9 7 94 116 18 12 Special _ .. 2 4 12 27 Music _ 1 3 23 76 Oratory. _ _ 0 1 19 24 Commerce . . 1 0 13 11 Summer school (1923) . . . 10 6 62 203 Extension courses. .. ... 8 4 20 35 Grinnell. .. Grinnell College . . 1847 43 24 342 410 57 54 2 Arts and sciences . .• _ 40 16 329 369 57 54 Music 6 8 30 126 Hopkinton _ Lenox College 1 (arts and sci¬ ences) . Simpson College _ 1856 1 2 10 17 Indianola _ 1860 25 14 339 441 25 32 2 Preparatory _ _ ... 0 2 22 23 Arts and sciences _ 19 11 315 409 24 32 Special . 2 9 Commerce. _ 1 1 66 30 Music... _ _ _ 5 2 53 134 1 0 Summer school (1923) _ 9 4 47 129 Iowa Falls.. . Ellsworth College _ _ _ 1890 14 9 154 236 11 13 0 Preparatory _ 2 2 8 18 Arts and sciences _ 7 4 72 125 11 12 Commerce _ _ _ 2 1 32 17 Home economics _ 1 1 0 26 Music. .. 3 2 42 170 0 1 Summer school (1923)... 7 6 25 150 Lamoni _ Graceland College . 1895 14 17 173 157 0 Preparatory _ 2 2 46 13 Arts and sciences... 12 8 100 88 Agriculture _ 1 0 40 0 Education _ _ 4 2 80 60 Home economics... . 0 1 0 50 Fine arts. . 0 1 0 30 Music 1 3 60 90 Correspondence courses. Western Union College . 2 5 211 340 Le Mars 1890 14 5 74 77 12 5 Preparatory 7 4 8 3 Arts and sciences 10 4 58 41 12 5 Special 3 2 19 56 * Mount Pleasant. Iowa Wesleyan College 1842 17 10 128 209 13 17 2 Preparatory 0 1 5 2 Arts and sciences 17 9 123 207 13 17 Music 1 2 23 63 Summer school (1923) 28 120 Mount Vernon .. Cornell College _ _ 1853 34 17 335 401 52 58 2 0 4 Arts and sciences 30 13 334 377 51 56 Graduate 1 5 2 0 Special 0 19 Music 4 4 16 118 1 2 Summer school (1923) ... 35 58 1 Junior college. UNIVERSITIES AND COLLEGES 655 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors , students, and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees ! 8 1 © >> g s g a o £ d 2 3 4 5 6 7 8 9 10 11 13 KANSAS — Con. McPherson _ 1889 19 6 254 412 33 30 1 0 0 Preparatory _ 3 3 26 25 15 3 132 150 33 29 2 1 1 0 Special _ 5 1 36 74 3 2 29 71 0 1 Summer school (1923) _ 3 0 29 91 Newton _ Bethel College. . . 1893 16 5 157 209 9 8 0 3 2 47 41 11 3 88 88 9 8 Music _ 2 0 45 78 6 1 17 65 Ottawa. . . 1865 16 13 217 261 19 35 2 2 4 18 16 12 7 156 170 19 31 1 2 2 86 197 0 4 3 0 12 30 St. Marys _ 1848 32 0 467 0 13 0 i o 21 0 335 0 14 o 132 0 13 0 Salina .. Kansas Wesleyan University 1886 22 14 383 476 20 31 5 Arts and sciences _ 13 10 161 180 19 31 Commerce 8 3 228 256 1 0 Music _ . .. 3 2 45 99 Summer school (1923) . 9 3 39 146 Sterling _ Sterling College . . 1886 9 7 127 147 12 14 1 Preparatory _ _ 3 1 Arts and sciences 5 3 99 97 12 14 Special _ _ _ _ 7 32 Education _ 1 0 90 85 Home economics _ 0 1 0 45 Fine arts _ 1 1 88 80 Music 2 2 50 61 Extension courses 8 10 Topeka _ Washburn College _ 1865 33 20 553 766 93 56 0 1 2 Arts and sciences .. 31 13 509 608 75 53 Graduate _ 2 8 0 1 Special _ .. 6 15 Fine arts 0 4 13 95 Music _ 4 6 81 303 Law 12 0 86 10 18 3 Summer school (1923) 65 183 Extension courses 82 167 Correspondence courses. 22 23 Wichita _ Fairmount College - 1895 16 14 243 336 17 30 0 Arts and sciences 15 13 230 207 17 30 Music . 2 2 18 178 Summer school (1923) 7 8 18 105 Extension courses 9 6 16 152 Military drill . . _ _ 140 0 Do . Friends University 1898 14 12 196 208 12 21 0 Arts and sciences 13 10 193 191 12 21 Special 1 2 23 102 Summer school (1923) 6 3 22 82 Extension courses 0 1 0 23 Winfield _ Southwestern College. _ _ 1886 25 16 379 585 37 71 0 Arts and sriencps 25 16 353 452 37 71 Fine arts 5 7 50 164 Summer school (1923) - _ 43 171 KENTUCKY Barbourville Union College _ 6 6 146 145 2 2 .... 0 Praparatory 6 6 123 121 ' Arts and sr.ipnr.ps 6 6 23 24 2 . ... .. . 2 Bp.rp.a Berea College 1855 41 37 1, 461 1,037 9 17 .... l Preparatory 28 31 1,273 891 Arts and sciences 13 6 188 146 9 17 .... Summer school (1923). .. 18 9 145 179 UNIVERSITIES AND COLLEGES 657 Table 29. — Privately controlled universities , colleges, and 'professional, schools — Instructors, students, and graduates in 1923-24 — Continued a a o Professors and instructors Students First degrees Gradu¬ ate de¬ grees 8 a> bo TJ Location Institution e «> >> «.s d d d d u d i d 1 d 1 d 1 o d * a a> S 0 o £ « 2 3 4 5 MASSACHUSETTS— continued Boston . . Northeastern University _ Preparatory _ _ 1896 151 0 41 0 38 0 Mechanical engineering . 35 o 15 0 Evening polytechnic school. 44 o 16 o Do . - 1909 13 3 Do .. St. John’s Ecclesiastical 1884 12 0 Do Seminary. 1902 35 85 Arts and sciences _ 35 85 Graduate. _ _ Summer school (1923) .. 5 17 0 8 Do Suffolk Law School _ 1906 28 0 Bradford _ Bradford Academy 1 _ 1803 3 23 Preparatory.. _ 0 14 Arts and sciences _ 3 19 Cambridge _ Episcopal Theological Semi¬ nary. Harvard University.. . 1867 14 1 Do . 1638 862 1 Arts and sciences _ 265 0 Graduate. . . Special . . ... Unclassified engineering. Industrial chemistry. . 3 0 3 0 Civil engineering _ 10 0 Electrical engineering _ 10 0 Electric communication engineering. Mechanical engineering. Mining engineering and 5 0 6 0 metallurgy. Sanitary and municipal engineering. Applied biology _ _ 6 0 Architecture . . . 17 0 Landscape architecture . Forestry .. ... . _ 1 0 Business administration. 34 0 Education.. _ 28 0 Theology _ 19 0 Law . . . 18 0 Medicine ... _ 305 0 Public health... . . ... 50 1 Dentistry _ _ _ 125 0 Summer school (1923) _ 95 0 Military drill _ Do . Massachusetts Institute of 1865 329 4 Technology. General science _ 109 3 Graduate _ _ Special.. _ Architecture . . 20 1 Chemical engineering _ 35 0 Civil engineering _ 21 0 Electrical engineering . . 36 0 General engineering _ 30 0 Engineering administra¬ tion. Mechanical engineering. Mining engineering and metallurgy. 53 0 13 0 Students First degrees Gradu¬ ate de¬ grees 10 4, 714 1,257 150 0 288 2 0 137 0 19 0 270 0 26 0 362 0 30 0 234 0 28 0 662 6 96 1 522 40 89 1 276 0 994 104 0 338 0 62 0 156 0 0 0 1, 378 0 226 0 31 0 0 1,282 0 226 0 0 96 0 31 7 282 0 81 1,737 0 123 0 2 0 143 0 75 0 68 38 0 11 0 0 6,646 185 1,096 0 545 30 14 2,931 0 593 0 670 0 252 0 49 0 34 0 26 0 4 0 46 0 7 0 2 0 67 0 18 0 2 0 21 0 2 0 11 0 _ 49 0 8 0 15 0 1 0 1 0 .... 3 0 1 0 2 0 — - 11 0 5 0 49 0 10 0 44 0 7 0 3 0 3 0 539 0 169 0 195 182 57 30 86 0 6 0 2 0 1,097 0 262 0 12 0 494 0 122 0 1 0 _ 26 3 1 0 9 0 _ 191 0 71 o 1, 123 1, 169 398 0 2,906 43 455 2 173 4 0 130 16 20 1 273 7 53 4 15 3 137 11 12 1 8 0 227 1 62 0 49 0 315 1 63 0 5 0 577 1 89 0 35 0 115 0 25 0 416 1 73 0 419 0 63 0 8 0 78 1 19 0 2 0 .... Junior college. Honorary degrees 662 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and 'professional schools — Instructors , students, and graduates in 1923-24 — Continued Location Institution Professors and instructors Students First degrees Gradu¬ ate de¬ ll 12 MASSACHU- setts— con. Cambridge. Do. Do. Chestnut Hill.. Newton Center.. Northampton- Norton . . South Hadley... South Lancaster. Tufts College _ Wellesley. Williamstown... Worcester _ Do. Massachusetts Institute of Technology— Continued. Sanitary engineering - Geology . . . Naval architecture and marine engineering. Electrochemical engi¬ neering. Summer school (1923) _ Military drill . . . New Church Theological School. Correspondence courses. Radcliffe College. _ _ Arts and sciences _ Graduate _ Special. _ _ _ Boston College _ Arts and sciences - Graduate . . . Special _ _ _ Education . . Newton Theological Insti¬ tution. Smith College (arts and sci¬ ences.) Summer school (1923) . . . Wheaton College (arts and sciences) . Mount Holyoke College _ Arts and sciences - Graduate... _ _ Special _ _ Atlantic Union College 1 _ Preparatory . . Arts and sciences _ Special . . Theology _ _ Summer school (1923)... Tufts College . . Arts and sciences _ Graduate. . . General engineering . Chemical engineering _ Civil engineering _ Electrical engineering... Mechanical engineering. Theology _ Medicine _ _ _ Dentistry . W ellesley College . . Arts and sciences . Graduate . . Special . . Williams College . . Arts and sciences.. . Graduate. . . . Clark University . . Arts and sciences . . Graduate _ _ Special . . Summer school (1923)... College of the Holy Cross. . (Arts and sciences). » Junior college. 1866 1879 1864 1825 1875 1834 1837 1882 1854 1875 1793 1889 1843 148 148 7 370 103 3 40 8 11 62 73 1,413 1, 354 13 15 .0 0 0 0 973 939 22 34 47 79 0 0 0 0 0 0 100 60 25 5 15 14 1, 830 741 12 4 47 85 89 90 23 474 265 0 0 0 0 693 690 3 264 184 61 19 46 940 5 907 572 242 93 0 0 0 0 0 14 2,157 16 4 97 76 15 19 6 36 264 235 1 0 0 0 0 0 1 25 2 1,630 1,555 40 35 1 0 1 33 0 366 47 12 17 21 14 2 129 124 0 0 110 110 31 2 Engineering faculty. Honorary degrees UNIVERSITIES AND COLLEGES 663 Table 29. — Privately controlled universities, colleges, and 'professional schools — Instructors, students, and graduates in 1923—24 — Continued a ® P, O Professors and instructors Students First degrees Gradu¬ ate de¬ grees s th © Location Institution E ho o 1 ** Men Women Men Women Men Women S s j Women g o a o M > 2 3 4 5 6 7 8 9 10 11 12 MASSACHU- 8ETTS— contd. Worchester _ _ Worcester Polytechnic In¬ stitute. 1868 64 0 521 0 75 0 4 0 0 11 0 4 0 0 Unclassified engineering. 64 0 189 0 9 0 31 0 12 0 4 0 54 0 8 0 Electrical engineering . 8 0 157 0 35 0 Mechanical engineering. 17 0 79 0 20 0 MICHIGAN Adrian College _ 1859 10 9 104 113 5 3 3 Arts and sciences... . 9 8 82 54 5 3 1 1 25 70 Albion College. _ _ _ 1861 25 16 434 293 59 35 1 23 12 412 252 58 35 0 3 2 4 28 50 1 0 Alma College _ _ _ 1887 15 8 178 131 12 11 1 Arts and sciences _ 15 8 172 116 12 11 Music.. . . _ _ _ 6 15 Berrien Springs.. Emmanuel Missionary Col¬ lege. Preparatory _ _ _ 1875 28 20 232 241 19 13 0 2 4 79 66 Arts and sciences _ 17 9 75 82 15 13 Special. _ _ _ 1 2 22 23 Agriculture _ _ 1 0 17 0 Commerce _ _ 2 0 4 11 Education . _ 1 1 2 26 Home economics. _ 0 2 0 16 Music . _ _ 1 2 3 13 Theology. .. . . .. 3 0 30 4 4 0 Summer school (1923) . . 11 12 25 150 Detroit _ _ Detroit College of Law (Y. M. C.A.). University of Detroit _ 1891 26 0 591 12 155 12 3 Do . . 1877 169 1 1,914 494 122 129 8 31 7 0 Preparatory. _ 19 0 0 Arts and sciences _ 15 0 169 0 14 0 Graduate _ 33 9 2 0 Special _ _ _ 40 3 Chemical engineering _ 3 17 0 27 0 2 0 Civil engineering . 50 0 9 0 Electrical engineering.. 102 0 8 0 Mechanical engineering. Architectural engineer¬ ing. Aeronautical engineer¬ ing. Commerce _ 82 0 10 0 22 0 9 0 76 0 562 84 23 4 13 0 Journalism .. _ 13 3 Commercial art _ 1 1 13 8 Foreign trade . . 9 0 54 2 Law _ 34 0 244 13 63 4 16 7 Hancock . . Suomi College and Theolog¬ ical Seminary. Preparatory . . 1896 9 2 51 53 "6 6 1 44 50 Arts and sciences _ 3 1 7 3 Theology 3 0 6 0 Hillsdale.. . Hillsdale College .. 1856 20 11 195 305 20 24 4 Arts and sciences... 20 11 167 217 20 24 Music . . . 2 3 28 88 Holland . Hope College . 1866 22 9 324 271 34 21 3 Preparatory . . 11 4 50 51 Arts and sciences . 17 7 253 170 34 21 Music . .. _ _ .. 5 2 21 50 Do.. . Western Theological Semi- nary. 1866 6 0 34 0 7 0 0 1 * Engineering faculty. 004 BIENNIAL SURVEY 0 E EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and 'professional schools — Instructors , students , and graduates in 1923-24 — Continued Location Institution a o a o 2 M Professors and instructors Students First degrees Gradu¬ ate de¬ grees be o> 'V to a o JH a> g s a » 03 o g w • 2 3 4 5 6 7 8 0 10 11 12 MICHIGAN— COn. Kalamazoo College (arts and sciences) . Extension courses . . 1833 19 8 200 172 20 27 l 0 4 6 1 57 105 St. Mary’s College and Acad¬ emy. 1845 0 44 0 339 0 11 0 0 15 0 236 0 29 0 103 0 11 Olivet _ Olivet College . . . 1844 13 18 218 313 20 16 3 Arts ancf sciences _ 10 13 167 178 20 16 Special _ _ 3 5 51 135 MINNESOTA CollegeviUe _ St. John’s University _ 1857 40 0 377 0 9 0 0 37 0 221 0 Arts and sciences . . 24 0 117 0 9 0 Theology _ 11 0 39 0 Duluth . . College of St. Scholastica _ Preparatory. .. 1912 1 14 0 94 0 0 7 0 64 1 7 0 30 Faribault. _ . .. Seabury Divinity School _ Correspondence courses. Augsburg Seminary 1858 7 0 19 0 4 0 1 6 0 20 0 Minneapolis 1869 20 5 157 48 11 2 0 Preparatory 8 3 66 0 Arts and sciences . . 11 2 71 34 5 2 Music... ... 2 2 22 19 Theology _ .. 4 0 20 0 6 0 Do . Minnesota College of Law. . Concordia College 1913 20 0 406 27 49 4 0 Moorhead . . 1891 18 6 167 152 11 11 0 Preparatory _ _ ... 0 4 39 46 Arts and sciences 16 2 128 106 11 11 Northfield _ Carleton College . . 1867 44 19 437 414 65 65 l 0 2 Arts and sciences 41 14 432 374 65 64 Graduate . . 2 2 l 0 Music _ J _ 3 5 3 38 0 1 Do.. . St. Olaf College 1874 42 15 484 430 86 80 0 Arts and sciences . 42 11 479 405 86 80 Special _ 1 3 Music.. . . . 5 4 4 22 St. Joseph _ St. Benedict’s College 1 1887 0 15 0 242 Preparatory.. 0 13 0 176 Arts and sciences... 0 15 0 66 St. Paul.. . Bethel Institute.. 14 9 171 205 9 0 0 Preparatory. 9 8 134 188 Theology. . . . 5 1 37 17 9 0 Do . College of St. Catherine 1905 12 40 0 433 0 50 0 Preparatory _ . 0 10 0 108 Arts and sciences 12 24 0 325 0 48 Home economics 0 15 Fine arts. . 0 25 Music _ 0 6 0 175 0 2 Do . College of St. Thomas 1885 53 0 788 0 36 0 0 Preparatory. . . 25 0 420 0 Arts and sciences 28 0 368 0 33 0 Commerce _ 5 0 80 0 3 0 Education _ 4 0 20 0 Military drill 430 0 Do... . Concordia College 1 . 1893 15 0 221 0 Preparatory . 10 0 181 0 Arts and sciences _ 5 0 40 0 Do... . Hamline University 1864 30 9 342 238 32 41 i 0 0 Arts and sciences. . 30 9 340 237 32 41 Graduate . . 2 1 i 0 Do . . Luther Theological Semi¬ nary. Macalester College... 1890 9 0 97 0 36 0 "6 Do . . 1885 21 22 287 347 41 66 2 Arts and sciences. ... 17 15 254 256 41 66 Music . . . 4 8 34 156 1 Junior college. UNIVERSITIES AND COLLEGES 665 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1923-24 — Continued Location Institution Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1 S 3 4 5 6 9 12 MINNESOTA— continued St. Paul. Do.. St. Peter. Winona. Do MISSISSIPPI St. Paul College of Law _ 1900 St. Paul Theological Semi- 1894 27 0 13 0 nary. Gustavus Adolphus College- Preparatory _ Arts and sciences _ Special _ Music _ College of St. Teresa _ Arts and sciences _ Education _ Music _ _ _ St. Mary’s College 1 _ Preparatory _ Arts and sciences _ General engineering _ 1862 1910 1912 18 6 4 5 14 1 3 1 11 37 8 35 311 186 221 17 197 0 31 0 0 0 0 144 66 66 12 7 0 225 24 133 19 92 451 343 67 41 0 0 0 0 50 1 27 0 21 19 21 19 0 0 0 0 21 _ 0 0 21 _ Blue Mountain. . Blue Mountain College Preparatory _ 1873 6 0 16 4 Arts and sciences _ 6 12 Music.. ... Summer school (1923) ... 4 9 Brookhaven...^. Whitworth College 1859 0 11 Preparatory _ 0 4 Arts and sciences _ _ 0 7 Special . _ _ Clinton _ ... Hillman College 1. .. 1853 3 10 Preparatory ... . _ _ 1 6 Arts and sciences _ _ 2 6 Special.. . . 0 4 Do _ Mississippi College (arts and sciences) . Summer school (1923)... 1826 21 0 11 0 Grenada. . . Grenada College .. ... 1852 2 6 Arts and sciences. . 2 6 Special. Hattiesburg . Mississippi Woman’s Col¬ lege. Arts and sciences. ... 1912 6 6 26 26 Special . . . ... Holly Springs _ Mississippi Synodical Col¬ lege.! Preparatory. . . 1883 1 0 13 3 Arts and sciences. . _ 1 5 Education.. _ _ 0 1 Home economics ... 0. 0 1 Fine arts. . 1 Music _ _ 0 2 Do _ _ Rust College 2_. 1872 14 9 Preparatory _ 7 3 Arts and sciences 5 2 Commerce .. .. _ 1 0 Education.. _ ..!.. 0 1 Home economics. _ 0 2 Music 3 2 Jackson _ Belhaven College 1893 6 19 Prenar2torv 0 3 Arts and sciences _ J _ 3 9 Snecial 3 7 Do . . Millsaps College 1 1892 15 1 Arts and sciences 15 1 Graduate _ Tougaloo . Tougaloo College 2 _ _ .. 1869 4 12 Prenaratorv _ 4 12 1 Arts and sciences.. . . 4 12 i 1 0 230 72 0 22 0 1 148 0 20 0 10 0 2 21 106 4 242 0 28 0 0 75 4 121 0 28 0 46 0 128 0 31 0 83 0 14 401 15 65 7 2 0 0 152 54 0 177 0 18 0 0 150 0 18 0 27 0 296 0 34 0 0 246 0 34 0 50 0 120 0 58 0 62 1 0 44 0 38 : 0 2 ! 0 44 87 138 4 2 0 56 82 20 16 4 2 4 31 1 37 0 161 19 80 ' - 0 242 0 12 0 0 19 0 139 0 12 0 84 271 160 30 14 4 0 0 267 160 30 14 4 0 4 0 64 128 ’6 53 112 11 16 1 Junior college. 2 Colored. Honorary degrees 666 BIENNIAL SURVEY OE EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and 'professional schools — Instructors , students , and graduates in 1923-24 — Continued First degrees Gradu¬ ate de¬ grees Honorary degrees Men Women a a> Women 8 9 10 11 12 9 13 1 0 1 9 13 1 0 .... 13 7 2 30 14 1 0 0 16 0 0 17 31 45 69 20 86 2 0 6 1 13 1 0 0 0 0 0 0 0 0 0 2 6 Location Institution I Professors and instructors Students First degrees Gradu¬ ate de¬ grees 8 g S3 X> o ca >* a a> <5 a a o £ a 3 o is g a a ® a o is g a P <& a o is >> 2 o a o W * 2 3 4 5 6 7 8 9 10 11 12 MISSOURI — con. Kansas City _ St. Teresa College 1 . . 4 17 0 292 2 15 0 165 Arts and sciences . 2 15 0 70 Fine arts _ _ 0 2 0 27 0 4 0 102 Summer school (1923) _ 2 6 0 45 Kirksville _ Andrew T. Still College of Osteopathy and Surgery. Arts and sciences _ 1892 30 1 264 84 32 17 0 8 0 42 20 14 5 Osteopathy . . 22 1 223 66 18 12 Summer school (1923) _ 2 0 16 8 1858 7 6 73 82 6 2 35 38 4 32 32 Special _ ... _ 0 2 6 12 Summer school (1923) _ 7 3 42 130 Central College for Women A Preparatory _ 1869 2 13 0 93 1 13 0 16 Arts and sciences _ 1 13 0 62 Special. . _ 1 10 0 15 Liberty _ William Jewell College . 1849 19 0 368 76 27 12 0 Preparatory.. _ 4 0 24 0 Arts and sciences _ 15 0 344 76 27 12 Marble Hill _ Will Mayfield College 1 _ 1878 5 5 101 76 Preparatory _ _ 5 5 85 55 Arts and sciences . . 5 5 16 21 Marshall . . Missouri Valley College (arts and sciences) . Summer school (1923) _ 1889 10 2 121 183 12 21 0 6 1 23 85 Mexico _ Hardin College 1 . 1873 6 21 0 280 Preparatory. _ _ 1 5 0 45 Arts and sciences . . 4 6 0 146 Special. _ _ _ 1 10 0 89 Nevada . Cottey College A _ _ _ 1884 0 18 0 234 Preparatory _ 0 4 0 58 Arts and sciences.. _ 0 7 0 86 Special _ _ 0 7 0 90 Parkville _ Park College _ 1875 15 11 234 221 24 39 0 Preparatory. . . . 0 4 60 38 Arts and sciences _ 15 7 174 183 24 39 St. Charles.. ... Lindenwood College. . . 1831 7 33 0 410 0 28 0 Preparatory. . . 0 3 0 22 Arts and sciences _ 7 30 0 354 0 26 Music _ _ _ 0 38 0 2 St. Louis _ City College of Law and Finance. Preparatory . . 1908 50 0 393 20 24 3 12 2 0 12 0 65 5 Commerce _ _ 12 0 162 6 Law.. . . .. .. 26 0 166 9 24 3 12 2 Do . . College of the Sacred Heart . Preparatory . . 1826 2 18 0 107 '”6 0 10 0 65 Arts and sciences ... ... 2 8 0 42 Do . . Concordia Theological Sem¬ inary. Eden Theological Seminary. St. Louis College of Phar¬ macy. St. Louis College of Physi¬ cians and Surgeons. St. Louis University 1839 13 0 375 0 8 0 7 0 0 Do . 1850 7 0 70 0 0 Do . 1863 10 o 233 12 53 3 0 Do _ 1879 23 o 91 3 28 1 0 Do . 1818 277 o 2,536 589 119 399 4 37 10 0 Arts and sciences . 42 0 0 121 0 Graduate . . . 13 0 50 0 37 10 Commerce _ 38 0 602 21 26 2 Theology . . . . 9 0 139 0 22 0 Law _ 30 0 340 18 85 2 Medicine _ 139 0 466 80 78 0 Dentistry . . . _ 19 0 350 0 67 0 Summer school (1923)... 9 0 8 290 1 Junior college. BIENNIAL SURVEY OF EDUCATION, 1922-1924 668 Table 29. — Privately controlled universities , colleges , and 'professional schools- Instructors, students, and graduates in i923-24 — Continued First degrees Gradu¬ ate de¬ grees Honorary degrees Men a B o £ § a a a 8 9 10 ii 12 306 29 132 111 34 23 0 30 23 .... 10 4 9 15 0 0 0 0 1 0 .... 11 75 1 13 3 0 .... 49 73 31 3 4 0 21 21 23 23 0 14 13 5 14 11 0 13 2 9 1 13 9 0 6 0 0 0 6 5 1 11 0 6 0 2 9 2 0 0 2 12 0 12 0 12 12 0 1 5 0 1 5 Location Institution / Professors and instructors Students Missouri— con. St. Louis . . Do _ Springfield. Tarkio. Warrenton. Webster Groves. MONTANA Helena _ The Principal (arts and sciences) . Washington University _ Arts and sciences _ - Graduate _ _ Special _ Unclassified engineering. Chemical engineering.. Civil engineering _ Electrical engineering.. Mechanical engineering Architectural engineer¬ ing. Architecture . . Commerce _ Fine arts _ _ Law _ Medicine... . Dentistry _ Extension courses - Military drill _ Drury College _ Arts and sciences _ Special _ Education _ Home economics _ Music _ _ Tarkio College _ Preparatory _ Arts and sciences _ Graduate . . Special . . Music _ Central Wesleyan College... Preparatory _ Arts and sciences . Special _ Theology _ _ Webster College _ Preparatory... . . Arts and sciences _ Music _ _ _ 1857 1873 1883 1864 1916 Do. Intermountain Union Col¬ lege. Preparatory _ Arts and sciences. . Music _ Mount St. Charles College.. Preparatory _ Arts and sciences _ 1910 NEBRASKA Bethany _ Blair. Central City. Cotner College _ Preparatory _ Arts and sciences _ Special.. . . Correspondence courses. Dana College and Trinity Seminary. Preparatory... . Arts and sciences . . Theology _ Nebraska Central College.. Preparatory . . Arts and sciences _ Special . . 1884 360 108 71 3 79 49 2, 216 631 162 273 42 126 120 182 278 50 1,417 142 216 199 17 78 0 30 87 5 68 1 7 16 190 54 75 24 38 0 0 0 0 101 77 1, 125 637 60 112 0 0 0 0 0 0 4 20 264 13 13 2 883 0 195 183 12 80 101 62 147 4 88 0 25 87 80 1 20 213 125 88 70 115 27 80 29 0 0 0 243 3 158 142 57 76 36 40 0 66 43 23 Junior college. 3 Engineering faculty. UNIVERSITIES AND COLLEGES 669 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors , students, and graduates in 1923 — 24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees § s Women Men Women Men Women Cl © 2 Women 1 2 3 4 S 6 7 8 9 10 11 12 NEBRASKA— COn. l College View - Union College _ _ _ 1891 19 7 169 179 19 13 0 6 1 26 47 13 6 143 132 19 13 Summer school (1923) _ 5 4 35 96 Crete . 1872 13 9 107 126 8 10 i 0 0 11 6 92 82 8 10 l 0 15 37 Music _ _ 3 3 0 7 Fremont . Midland College _ 1887 19 8 148 217 20 13 3 0 1 5 5 11 3 67 79 17 13 1 4 Commerce _ _ 2 1 36 40 Fine arts _ _ _ 0 1 4 14 Music _ 2 2 25 75 Theology _ _ 4 0 10 0 3 0 15 143 Grand Island _ 1892 9 8 101 66 8 7 0 1 3 8 10 Arts and sciences _ _ 8 5 92 54 8 7 Special _ 1 2 Summer school (1923). . 6 1 6 48 Extension courses _ 4 1 18 55 Hastings . Hastings College . 1882 16 13 225 393 14 20 0 Preparatory 0 2 31 23 Arts and sciences. _ _ 14 7 165 287 14 20 Music .. .. _ 2 4 29 83 Omaha _ _ Creighton University 1878 178 0 1,657 12 158 45 2 17 2 Preparatory _ _ 38 0 401 0 Aits and sciences _ 35 0 488 0 44 41 2 17 Commerce _ _ 6 0 45 4 Law 14 0 230 4 24 2 Medicine _ 47 0 160 3 38 0 Dentistry _ 24 0 209 0 20 0 Pharmacy . 14 0 125 5 32 2 Slimmer school (1923) 26 4 80 480 Extension courses _ 9 1 60 149 Military drill.. _ 332 0 Do . . Duchesne College 1915 4 14 0 115 0 6 0 Preparatory 3 7 0 55 Arts and sciences.. .. .. 2 10 0 60 0 6 Education 0 2 0 30 Home economics 0 2 0 55 Music 2 2 0 40 Extension courses 0 4 0 30 Do. _ Presbyterian Theological 1891 8 0 27 1 5 0 Seminary. Do . University of Omaha 1909 37 16 176 463 14 13 2 0 0 Arts and sciences _ 14 13 66 213 7 13 Special 3 3 42 247 Law . . . . 20 0 68 3 7 0 2 0 Summer school (1923) 8 11 36 293 University Place Nebraska Wesleyan Uni¬ 1887 35 26 362 473 25 47 3 versity. Preparatory 2 2 21 13 Arts and sciences . 32 16 306 370 25 46 Education 82 377 Music 3 6 61 160 0 1 Expression. . 0 2 5 49 Summer school (1923) 10 8 76 334 York . York College.. . ... 1890 10 10 149 286 9 6 2 Preparatory . 6 3 24 28 Arts and sciences 8 3 41 54 9 6 Commerce 2 2 45 36 Fine arts 0 1 1 24 Music 1 3 38 144 Summer school (1923)... 6 3 19 112 i 27301°— 27 - 43 670 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1928-24 — Continued Location Institution d a> 5 o 2 ao Professors and instructors Students First degrees Gradu¬ ate de¬ grees CO D 2 be f[~j 0 a d d d g 03 d g o d 1 d 1 d 1 O a o> i £ i £ i £ i £ W 1 2 3 4 5 6 7 8 9 10 u 12 NEBRASKA — COn. York _ St. Ursula’s Junior College.. 1890 1 4 0 57 1 4 0 36 Arts and sciences _ 1 4 0 21 NEW HAMPSHIRE 1769 180 0 2, 175 0 385 0 8 0 10 155 0 2,032 12 0 349 0 8 0 4 0 o 8 0 11 0 89 0 28 0 10 0 42 o 1893 28 o 250 o 8 0 0 Preparatory _ 12 0 140 0 16 0 110 0 8 0 NEW JERSEY Bloomfield Theological Sem¬ inary. 1869 15 o 74 o 1 0 0 40 0 3 0 1 0 Special _ 14 0 Theology . _ 17 0 Convent Station. Hoboken College of St. Elizabeth (arts and sciences). Stevens Institute of Tech¬ 1899 4 32 0 248 0 38 0 1871 55 0 529 0 108 0 0 Kenilworth . _ . nology (mechanical engi¬ neering). Upsala College _ _ 1893 14 1 79 32 5 2 0 Preparatory _ 3 0 30 8 Arts and sciences 8 0 34 14 5 2 Special 3 1 15 10 Madison _ Drew Theological Seminary. Summer school (1923) 1867 33 5 194 56 26 0 8 2 0 15 0 167 0 Newark New Jersey Law School. 1908 12 0 851 56 97 8 0 New Brunswick . Rutgers University _ 1766 125 17 895 419 133 57 25 2 11 Preparatory _ _ _ 8 0 107 0 Arts and sciences _ 83 12 441 333 83 42 Graduate _ 43 0 22 2 Special _ _ 9 0 Agriculture _ . 22 0 90 0 17 0 Civil Engineering- .. ... 4 0 38 0 7 0 2 0 Electrical engineering- . 2 0 40 0 6 0 Mechanical engineering. Unclassified engineering. Ceramics 3 0 32 0 12 0 1 0 75 0 3 0 20 0 8 0 Home economics 0 5 0 86 0 15 Summer school (1923) 41 15 244 595 Shnrt winter courses 108 8 Extension courses 42 380 Military drill 474 0 Do . Theological Seminary of the Reformed Church in America. Extension courses 1784 8 0 26 0 8 6 0 0 17 0 Plainfield Mount St. Mary’s College (arts and sciences). Summer school (1923) 1908 8 12 0 108 0 13 0 3 H 0 140 Princeton _ Princeton Theological Sem¬ inary. Princeton University _ _ 1812 17 0 215 0 40 0 29 0 0 Do _ 1746 242 0 2,448 2,127 217 0 435 0 109 0 8 Arts and sciences 242 0 0 418 0 Graduate _ _ _ _ 0 109 0 General engineering 104 0 17 0 Military drill 365 0 South Orange _ Seton Hall College _ 1856 26 0 449 0 18 0 8 0 3 Preparatory 18 0 288 0 Arts and sciences _ 11 0 119 0 18 0 8 0 Theology . . 5 0 42 0 8 Conferred by Rutgers University. UNIVERSITIES AND COLLEGES 671 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1923-24 — Continued a a o Professors and instructors Students First degrees Gradu¬ ate de¬ grees CO § Location Institution “ fcD >> .g a a a a c3 a 1 a 1 g 1 a 1 C 0 > i i a £ i O M 1 2 3 4 5 6 7 8 9 10 li 12 NEW JERSEY— continued Alma College 1912 4 7 22 46 1 1 1 Preparatory . . 1 6 18 32 Arts and sciences. .. 4 3 4 14 1 1 NEW YORK Alfred _ 1836 38 14 301 274 30 30 3 Arts and sciences _ 18 7 108 120 16 30 Special^ _ _ _ 1 1 32 40 4 2 76 37 13 0 14 4 66 68 Theology 2 0 19 9 1 0 Summer school (1923) . . 14 8 41 123 Extension courses ... . 1 0 14 3 A nna.n dale _ St. Stephen’s College (arts and sciences). Auburn Theological Sem¬ inary. Summer school (1923) . 1860 16 1 116 0 14 0 2 Auburn . _ 1819 11 0 52 0 12 0 1 o 0 19 7 77 114 Aurora _ Wells College _ 1868 11 26 0 236 0 65 0 Arts and sciences 10 22 0 235 0 63 Special. .. 0 1 Music . 1 4 0 35 0 2 Brooklyn _ Adelphi College _ _ 1896 20 25 119 613 0 91 0 i 0 Preparatory. _ 8 12 119 186 Arts and sciences 12 13 0 425 0 91 Graduate 0 2 0 i Summer school (1923) . . 6 1 0 97 Extension courses. ... . 6 1 0 90 Do . Brooklyn College of Phar¬ macy. Long Island College Hos¬ pital (medicine). Polytechnic Institute o f Brooklyn. Unclassified engineering. Chemical engineering 1891 18 0 475 28 194 9 0 Do _ 1859 146 1 350 7 44 2 0 Do _ 1854 40 0 1, 456 328 0 98 0 o 9 0 0 9 0 144 0 35 0 Civil engineering. 6 0 289 0 11 0 Electrical engineering . '6 0 370 0 16 0 Mechanical engineering. St. Francis College (arts and sciences) . St. John’s College 10 0 325 0 36 0 Do. _ 1859 17 0 91 0 19 0 4 Do.. . . 1870 24 0 274 0 16 18 2 Arts and sciences _ 15 0 184 0 16 18 Special. _ _ 5 0 Theology _ 9 0 85 0 Extension courses. 31 217 Do . St. Joseph’s College for Women (arts and sci¬ ences). Canisius College 1916 5 17 0 155 0 16 0 Buffalo . 1870 47 0 409 183 29 23 2 22 4 Arts and sciences _ 47 0 333 60 29 23 Graduate ... 7 28 2 22 Special. . . 69 95 Summer school (1923) 26 0 71 230 Do. . De Lancey Divinity School. D-’Youville College (arts and sciences) . Martin Luther Theological Seminary. University of Buffalo _ 1856 7 0 9 0 i 0 Do. . 1908 11 13 o 175 0 23 0 3 0 Do _ 1854 4 0 20 0 4 0 0 Do . 1846 313 8 1,778 922 290 86 2 5 0 Arts and sciences _ _ . 34 5 231 192 40 65 Graduate .... _ 17 11 2 5 Special. . _ _ 69 199 Evening session.. . 57 3 587 484 Law. 22 0 .228 21 41 6 Medicine... . . . . 142 3 225 19 54 7 Dentistry . . . . 54 1 182 1 53 1 672 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and 'professional schools — Instructors, students, and graduates in 1928-24 — Continued Location Institution Professors and instructors Students First degrees Gradu¬ ate de¬ grees NEW YORK— COn. Buffalo. Canton. Clinton.. . Elmira... Esopus... Geneva... Hamilton Hartwick Semi¬ nary. Houghton. Ithaca. Keuka Park... New Rochelle. New York. Do.... Do. University of Buffalo— Con. Pharmacy . Summer school . Military drill _ _ St. Lawrence University _ Arts and sciences _ Agriculture.. . . Home economics _ Theology . . . Law _ Summer school (1923) .. Extension courses _ Hamilton College (arts and sciences) . Elmira College (arts and sci- 1858 Mount St. Alphonsus The¬ ological Seminary. Hobart College (arts and sciences) . Colgate University _ Arts and sciences _ Graduate _ _ _ Theology _ _ _ Hartwick Seminary.. . Preparatory _ Theology _ Houghton College . . Preparatory.. . . . Arts and sciences _ Special _ Cornell University... . Arts and sciences _ Graduate _ Special _ _ _ Civil engineering _ Electrical engineering... Mechanical engineering. Agriculture _ Architecture . . Home economics _ 1812 1853 1867 1822 1819 1797 1883' 1868 Medicine _ Veterinary medicine _ Summer school (1923) . . . Short winter courses _ Military drill _ Keuka College (arts and sciences) . College of New Rochelle _ Arts and sciences . . Special _ Commerce _ •. _ Music _ Summer school (1923) . . . Barnard College (arts and sciences) . Biblical Seminary in New York. Religious education . Theology . . . Special _ _ _ Summer school (1923) . . . Extension courses . . . Correspondence courses . College of Mount St. Vin¬ cent (arts and sciences) . 1904 1901 1847 676 284 28 22 58 152 15 1 7 158 22 165 239 71 69 1,884 295 51 0 17 1,533 17 15 350 145 209 798 726 11 61 42 40 2 128 56 52 20 4, 305 1,274 446 46 348 353 651 743 155 0 107 229 85 1, 060 224 2,086 0 0 0 0 0 0 0 0 158 16 127 0 423 209 0 56 1 162 132 0 0 0 0 31 31 0 147 75 49 23 1,283 645 98 37 2 1 0 139 26 339 6 45 2 1, 169 16 0 504 413 1 80 10 69 946 (1, 207) (41) 0 I 278 10 12 4 245 703 209 42 177 Honorary degrees UNIVERSITIES AND COLLEGES 673 Table 29. — Privately controlled universities , colleges, and professional schools — Instructors , students, and graduates in 1923-24 — Continued a a o Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1 & X 4 * T 4*1 i • >» a a a B h s M & a 1 a 1 a 1 a 1 o a i £ 1 i i i i W 1 2 3 4 5 6 7 8 9 10 11 12 NEW YORK — COn. New York . College of the Sacred Heart . 1847 0 36 0 189 0 20 0 0 12 0 65 0 24 0 124 0 20 Do . Columbia University _ 1754 957 144 7,023 2,106 982 5, 221 7 1,030 407 531 760 837 8 Arts and sciences _ ... 314 9 3 Graduate _ 923 757 837 ’ Special . . 100 81 390 0 43 0 17 0 23 0 7 0 62 0 7 o Industrial engineering... 11 0 Mechanical engineering. Metallurgical engineer¬ ing. 47 0 8 0 11 0 1 0 31 0 4 0 16 0 70 13 9 2 33 1 288 53 83 13 Journalism . . 10 1 95 77 26 17 Education (including practical arts) . Law . . . 103 122 834 3,939 0 34 476 22 0 693 175 0 3 0 Medicine 298 8 340 46 77 11 Dentistry 45 1 509 33 165 8 Pharmacy . _ 26 2 778 49 10 1 Summer school (1923) .. 393 194 4,122 8, 553 4, 821 280 Extension courses _ __ 413 59 5,036 547 Home study course _ 6 2 Do . Cooper Union . 1859 67 5 2,226 2,226 0 474 109 0 13 Engineering . 40 1 4 109 0 Special 27 4 470 Do . Fordham University _ 1841 193 7 3, 616 486 914 655 51 16 27 3 Preparatory . . 25 0 0 Arts and sciences . . 36 0 683 0 94 14 Graduate _ _ 30 4 94 190 16 27 Special _ _ 13 1 133 80 Commerce _ _ 10 0 138 46 Education. 38 2 178 455 Law . 25 0 1,349 555 113 334 23 Pharmacy 16 0 30 227 14 Summer school (1923) _ 67 5 113 847 Extension courses. _ 178 457 Do . General Theological Semi¬ nary of the Protestant Episcopal Church. Jewish Theological Semi¬ nary of America. Theology _ 1817 16 0 124 0 3 0 1 0 3 Do . 1886 10, 10 0 108 1 7 0 0 0 72 0 7 0 Special 8 1 Graduate 28 0 Do . Manhattan College (arts and sciences) . Summer school (1923) _ 1853 18 0 372 0 24 0 3 4* 0 52 0 Do New York College of Den¬ tistry. New York Homeopathic Medical College and Flower Hospital. New Y ork Law School . 1866 61 o 630 0 260 0 Do . . 1860 88 1 159 10 27 2 0 Do. . 18*91 10 0 983 0 158 0 0 Do . New York University 1832 757 24 11,504 2,783 755 1,032 146 106 24 8 Arts and sciences 358 2 2, 625 154 103 34 Graduate . . 98 50 18 I Chemical engineering. 380 0 42 0 5 0 3 0 Civil engineering _ 86 0 15 0 2 0 Mechanical engineering . Industrial engineering... 167 0 22 0 3 0 66 0 13 0 Commerce . . . 263 5 5, 397 232 903 512 47 37 0 Education . . 27 5 640 ; 10 18 ....! > Engineering faculty. 674 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1 923-2 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees Men Women Men Women Men Women § s Women • 2 3 4 5 6 7 8 9 10 11 12 NEW YORK — COn. New York _ New York University— Con. Law . . . . 29 3 1, 451 266 257 41 7 2 Medicine . . . 191 6 573 27 95 6 1 1 School of retailing. _ 27 3 564 209 3 3 Evening engineering. . . 147 0 Summer school (1923)... 127 31 1, 391 749 Extension courses. . 62 20 1,483 1, 682 • Military drill _ ... 498 0 Do _ Union Theological Seminary 1836 33 0 220 169 33 0 11 1 0 Niagara Univer- Niagara University _ 1856 27 0 236 0 22 0 5 0 4 sity. Arts and sciences _ 20 0 195 0 22 0 5 0 Theology . . . 7 0 41 0 North Chili _ A.M.Chesbrough Seminary 1 1855 6 8 46 64 3 5 30 40 3 3 16 24 Potsdam . . Clarkson College of Tech- 1896 18 0 251 0 48 0 2 0 0 nology. 9 0 105 0 Chemical engineering. . 3 0 13 0 8 0 Civil engineering. . 2 0 44 0 10 0 Electrical engineering.. 2 0 48 0 17 0 Mechanical engineering. 2 0 41 0 13 0 2 0 Poughkeepsie _ Vassar College (arts and 1865 19 136 0 1, 146 0 255 0 5 ”‘6 sciences) . Rochester . _. St. Bernard’s Seminary 1893 14 0 172 0 24 0 o (theology). Do . Rochester Theological Sem¬ 1850 9 0 88 3 31 0 3 0 0 inary. Do... University of Rochester _ 1850 86 17 457 557 73 81 2 5 6 Arts and sciences _ 64 10 401 385 73 81 Graduate _ 10 10 2 5 Special _ 8 11 Music 22 7 38 151 Summer school (1923) _ 29 4 102 230 Extension courses _ 42 3 358 795 St. Bonaventure. St. Bonaventure’s College... 1859 28 0 455 0 33 0 14 ' 0 2 Preparatory . 27 0 109 0 Arts and sciences . . 27 0 155 0 33 0 14 0 Theology.. . . . 11 0 191 0 Summer school (1923). 9 0 13 46 Extension courses 6 0 6 18 Saratoga Springs. Skidmore College (arts and 1911 12 32 0 419 0 44 0 sciences). Extension courses _ 0 10 Schenectady Union University. . . 1795 159 0 1, 364 47 292 14 8 1 13 Arts and sciences _ 34 0 377 0 67 0 Graduate . . 6 0 39 0 1 0 Chemical engineering 3 44 0 30 0 4 0 Civil engineering 119 0 20 0 Electrical engineering . 163 0 20 0 5 0 Law _ _ 17 0 326 24 64 4 Medicine _ 69 0 86 3 16 2 Pharmacy _ 10 0 224 20 101 8 2 1 Extension courses 10 0 160 18 Syracuse _ Syracuse University _ 1871 416 62 2,772 2,129 485 348 24 24 23 Arts and sciences 183 20 677 698 155 236 Graduate _ 148 85 22 24 Engineering- . . 30 0 331 0 62 0 2 0 Agriculture . . 23 0 86 1 19 2 Commerce ' 77 10 911 235 136 3 Education 9 14 40 124 20 24 Home economics 0 13 0 280 0 51 Fine arts 27 13 229 535 9 22 Dramatic art 4 2 12 105 T.ihra.ry science 3 3 1 48 0 8 Law 18 0 169 6 48 0 Medicine . . 125 1 168 12 36 2 1 Junior college. 3 Engineering faculty. UNIVERSITIES AND COLLEGES 675 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923—24 — Continued Location Institution a a o ot bD Professors and instructors Students «.s a a a a 1 a 1 © i i $ > 2 3 4 5 6 7 NEW YORK— COn. Syracuse _ Syracuse University— Con. Summer school (1923) _ 474 429 672 441 430 0 Marymount College _ _ 1918 10 23 0 206 0 12 0 102 Arts and sciences _ 10 11 0 104 Troy . . Rensselaer Polytechnic In¬ stitute. 1824 96 1 1, 147 0 8 0 3 0 28 0 Chemical engineering _ . . 169 0 Civil engineering. _ 289 0 Electrical engineering _ 414 0 Mechanical engineering. Summer school (1923) .. 236 0 24 0 348 0 Do . . Russell Sage College (arts and sciences). 1917 1 31 0 310 NORTH CAROLINA Asheville _ College of St. Genevieve of the Pines. Preparatory 1909 7 40 0 268 2 24 0 200 Arts and sciences _ 4 12 0 45 Graduate .. _ _ 5 4 0 12 Special _ 0 11 Education _ _ 0 4 0 22 Home economics _ 0 3 0 14 Fine arts . . . . . 0 1 0 3 Music _ 0 3 0 15 Belmont _ Belmont Abbey College (arts and sciences). Johnson C. Smith University2 Preparatory _ _ 1878 7 0 20 0 Charlotte . 1868 19 0 250 0 7 0 154 0 Arts and sciences _ 9 0 87 0 Theology _ ... . 3 0 9 0 Do. . . Queens College (arts and sciences). Davidson College . . 1867 2 25 0 274 Davidson . . 1837 30 0 566 9 Arte and sciences .. _ 30 0 557 0 Graduate ... _ _ . 4 0 Special.. _ 5 9 Military drill. . . 400 0 Durham _ Trinity College 1859 61 2 741 317 Arts and sciences. . . 56 2 687 277 Graduate . 25 10 Special _ ... .. _ 6 30 Law .. ... .. _ _ 5 0 23 0 Summer school (1923) .. 30 8 128 243 Elon College _ Elon College... _ _ 1890 19 9 149 167 Arte and sciences. . 18 3 132 131 Commerce . . 1 0 10 40 Education. 3 0 50 100 Home economics _ ... 0 1 0 45 Fine arts.. . . 0 1 2 12 Music. .. 2 4 8 50 Theology . . . 4 0 20 0 Greensboro _ Greensboro College ... _ 1846 8 16 0 371 Arts and sciences _ 5 9 0 287 Special _ _ 0 6 Home economics _ 0 1 0 21 Fine arts.. . 0 3 0 65 Music . . 3 3 0 148 Extension courses . 3 2 0 20 First degrees Gradu¬ ate de¬ grees 12 12 * Colored. Honorary degrees 676 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and 'professional schools — Instructors , students, and graduates in 1923-2 4 — Continued Location Institution Year of first open¬ ing Professors and instructors Students a 4) a fl © a o * a i a B o £ ‘ 2 3 4 5 6 7 NORTH CARO- lina — con. Guilford College. Guilford College . . 1837 13 7 116 136 Preparatory.. _ _ 23 11 Arts and sciences .. ... 13 7 93 125 Education _ . .. . . 1 0 50 76 Home economics _ 0 1 0 46 Music _ _ _ 1 2 5 42 Hickory _ Lenoir-Rhyne College 1891 17 6 153 156 Arts and sciences _ 16 2 134 128 Special _ 1 4 19 28 Summer school (1923) . . 5 5 26 157 Lenoir . 1858 3 15 0 150 Preparatory . . 0 8 0 50 Arts and sciences _ 3 7 0 100 Louisburg . . Louisburg College 1 _ _ _ 1802 2 13 0 286 Preparatory . . 0 2 0 48 Arts and sciences _ 2 6 0 85 Education _ . ..... 0 1 0 40 Home economics... .. . 0 1 0 30 Fine arts . . 0 2 0 22 Music... _ _ _ 0 5 0 194 Mars Hill. . Mars Hill College i__ . 1866 7 10 292 220 Preparatory _ _ 5 5 171 135 Arts and sciences _ . . 2 5 56 58 Special. . . . 65 27 Mount Pleasant. Collegiate Institute 1 _ _ 1866 6 0 173 0 Preparatory _ _ _ 3 0 95 0 Arts and sciences... .. . 3 0 78 0 Military drill . . . _ 140 0 Raleigh . Meredith College 1899 7 40 0 465 Arts and sciences... 6 30 0 265 Special. . . _ _ 0 56 Home economics _ . 0 2 0 51 Fine arts... .... 0 2 0 14 Music _ _ 1 9 0 79 Do . Peace Institute 1 1858 1 15 0 161 Preparatory _ _ . . 0 9 0 82 Arts and sciences _ 1 7 0 57 Special. . ..... 0 22 Home economics 0 10 Fine arts.. _ _ 0 5 Music.. _ _ . 0 45 Do . St. Mary’s School 1 _ 1842 3 21 0 275 Preparatory _ 0 14 0 200 Arts and sciences 3 4 0 50 Home economics . 0 1 0 26 Music.. . . . . 1 4 0 75 Do . Shaw University 2 . 1865 15 13 212 231 Preparatory _ 5 7 71 131 Arts and sciences _ 9 4 105 57 Education. _ 1 0 20 55 Home economics _ _ 0 2 0 128 Music. _ _ _ _ 0 1 7 39 Theology... . 4 1 52 1 Red Springs . Flora Macdonald College _ 1896 1 24 0 276 Arts and sciences 1 15 0 216 Music 0 8 0 140 Commerce . 0 1 0 17 Rutherford . . Rutherford College 1 _ _ 1871 15 1 166 29 Preparatory _ . . 8 1 128 21 Arts and sciences _ 7 0 38 8 Salisbury.... Livingstone College 2 _ 1880 13 5 162 141 Preparatory 3 4 75 117 Arts and sciences _ 5 1 61 26 Theology 5 0 26 1 Summer school (1923)... 2 4 25 118 First degrees Gradu¬ ate de¬ grees Honorary degrees Men Women | Men Women 8 9 10 11 12 0 12 10 12 10 18 18 OO 00 2 0 0 49 38 0 0 11 10 8 1 10 8 0 0 24 24 0 23 4 0 18 5 4 0 i Juni or college. 2 Colored. UNIVERSITIES AND COLLEGES 677 Table 29. — Privately controlled universities , colleges , and professional schools — • Instructors , students , and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students Men Women Men Women * Z 3 4 5 6 7 NOBTH CABO- una— con. Wake Forest _ Wake Forest College. . 1834 40 0 674 1 32 0 518 0 Graduate _ _ _ 4 0 Law.. . . 3 0 102 1 5 0 50 0 Summer school (1923) . . 18 0 122 143 Weaver ville _ Weaver College 1 _ ... 1872 7 8 85 67 47 21 Arts and sciences _ 7 8 33 40 Special _ 0 2 18 7 0 1 0 15 Music.. . . _ 1 0 12 25 Wilson _ Atlantic Christian College. . 1902 6 6 66 77 Preparatory _ _ 0 3 19 12 Arts and sciences _ 6 3 47 65 Winston-Salem.. Salem College _ 1772 11 23 0 363 Preparatory _ _ _ 0 10 0 91 Arts and sciences _ 9 12 0 272 Music . . . . 2 10 0 125 Summer school (1923)... 3 5 45 60 Extension courses _ 4 7 4 125 NOBTH DAKOTA Jamestown _ Jamestown College _ 1883 20 11 164 248 Preparatory _ 2 3 9 16 Arts and sciences. 18 8 132 161 Music . . . 3 3 23 71 Summer school (1923) _ 6 5 12 49 OHIO Ada . Ohio Northern University. . 1871 31 8 712 208 Preparatory _ _ _ 4 2 32 5 Arts and sciences _ 13 2 123 38 Special . . . _ _ 6 1 Chemical engineering _ - 3 10 0 22 0 Civil engineering _ 84 0 Electrical engineering. 72 0 Mechanical engineering. 41 0 Commerce _ _ 4 2 21 16 Education _ 14 3 42 125 Music _ 2 2 2 18 Law _ _ _ 5 0 142 3 Pharmacy. . _ 5 0 125 2 Summer school (1923) . 14 3 150 534 Alliance _ _ Mount Union College 1846 24 8 342 265 Arts and sciences _ 24 6 313 220 Special. _ . 7 6 Music _ 3 4 31 77 Summer school (1923) .. 11 2 62 75 Ashland . Ashland College (arts and 1876 10 3 152 150 Berea . sciences) . Baldwin- Wallace College _ 1864 43 8 642 253 Arts and sciences _ _ 18 5 181 123 Music _ _ _ 6 3 33 82 Theology. 6 0 11 5 Law . _ 18 0 417 43 Bluff ton . Bluffton College _ 1900 23 6 170 194 Preparatory _ 3 1 8 3 Arts and sciences. . . 17 4 113 108 Special _ _ _ 3 1 42 69 Music _ _ _ _ 5 3 60 81 Summer school (1923) . . . 1 1 26 34 First degrees Gradu¬ ate de¬ grees a a a a o £ o 2 o £ 8 » 10 11 12 85 0 19 0 7 11 0 7 0 11 26 0 0 26 11 12 0 11 12 169 24 11 31 20 22 15 12 11 0 0 0 0 25 53 2 2 30 30 36 34 2 0 2 16 142 18 0 8 30 13 3 1 0 1 1 124 12 14 17 0 12 17 i Junior college. 3 Engineering faculty. Honorary degrees 678 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1923-24 — Continued Location Institution a 03 O' o +» S2 60 Professors and instructors Students First degrees Gradu¬ ate de¬ grees © © © "O <0.2 o 03 * 0 i Women § Women © S a 1 o £ g 2 Women 1 o a o w 1 2 3 4 5 6 7 8 9 10 11 12 Ohio — continued 1894 g 10 63 76 3 7 2 Preparatory! _ 2 6 4 5 5 4 50 43 3 7 Special _ 1 2 5 37 Education. . . . 0 1 1 16 Theology . . 1 0 3 0 Cincinnati Cincinnati College of Dental Surgery. Cincinnati College of Phar¬ macy. College of the Sacred Heart.. 1893 12 0 28 0 13 0 0 Do _ _ 1850 13 0 125 12 32 10 0 Do . . 1869 5 25 0 92 0 8 0 1 0 0 9 0 54 4 14 0 38 0 8 o 1 0 1 0 3 Music _ _ _ 2 3 0 30 Do . Eclectic Medical College - Hebrew Union College _ 1845 52 0 127 0 27 0 0 Do . 1875 18 1 169 113 12 4 3 Theology _ _ _ 16 1 87 2 9 0 Education _ 2 0 82 111 3 4 Do . Lane Theological Seminary . Mount St. Mary’s Seminary of the West (theology). St. Xavier College. _ 1832 6 0 41 0 1 0 1 Do.. . 11 0 182 0 0 Do... 1840 85 0 1,087 620 133 34 24 3 Preparatory _ 24 0 0 Arts and sciences _ 14 0 188 0 20 22 Commerce _ 22 0 229 125 Law 21 0 50 8 14 2 Summer school (1923) _ 12 0 23 350 Extension courses _ 10 o 12 290 Correspondence courses. Case School of Applied 0 15 Cleveland.. . 1880 61 0 563 0 97 0 9 0 2 Science. General science _ 5 0 14 0 3 0 Chemical engineering . 7 0 35 0 12 0 1 0 Civil engineering. . 3 o 70 o 11 o Electrical engineering. . 5 0 84 0 25 0 5 0 Mechanical engineering. Mining engineering _ 8 0 116 0 30 0 2 0 * 4 0 57 0 16 0 1 0 Unclassified engineering. Summer school (1923) _ 29 0 187 0 17 0 140 0 Do John Carroll University _ 1886 33 0 760 0 26 0 0 Preparatory.. . 18 0 482 0 Arts and sciences 15 o 278 0 26 o Do . St. Mary’s Seminiary (arts and sciences). Western Reserve University- 8 0 60 0 0 Do . 1826 272 68 1,268 287 158 5 17 3 Arts and sciences. _ 56 60 692 812 122 147 Graduate 10 9 4 4 Applied social sciences 23 7 3 68 0 13 Library science 0 42 Law 16 0 106 7 49 2 Medicine. _ 156 0 184 7 39 3 1 0 Dentistry 24 o 147 0 46 0 Pharmacy 13 2 126 14 31 6 Summer school (1923) 38 20 200 1,042 2) 0 Extension courses 21 2 (81 151 Military drill .. _ _ Columbus . Capital University _ 1850 31 7 370 168 44 2 0 Preparatory 5 0 46 7 Arts and sciences 20 2 185 34 24 2 Music 5 5 100 145 Theology 4 0 61 0 20 0 Correspondence courses. 13 0 UNIVERSITIES AND COLLEGES G79 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1928-24 — Continued Location Institution a 5 A o e M Professors and instructors Students First degrees Gradu¬ ate de¬ grees in O o fcb Men Women Men Women Men Women a o E Women C3 O fl O w 1 2 3 4 5 6 7 8 9 10 11 12 ohio— continued Dayton _ Bonebrake Theological Semi¬ nary. Central Theological Semi¬ nary of the Reformed Church in United States. Extension courses _ 1871 10 0 52 25 12 0 0 Do _ 1848 9 0 36 3 10 0 0 3 56 Correspondence courses. University of Dayton _ 4 0 Do . 1850 66 o 774 6 33 0 8 0 o Preparatory. . . 35 0 546 0 Arts and sciences _ 12 o 52 0 9 0 6 0 Chemical engineering _ 13 0 35 0 8 0 Civil engineering _ 11 0 25 0 3 0 1 o Electrical engineering. . 12 0 40 0 9 0 Mechanical engineering. Commerce . . 11 0 28 0 4 0 1 0 5 0 61 0 Education _ 5 0 26 0 Law. . . 5 0 40 6 Summer school (1923) ... 11 0 64 48 Extension courses _ 8 0 12 174 Military drill . . . 540 0 Defiance _ _ _ Defiance College _ 1885 15 10 153 166 30 19 0 Arts and sciences _ 14 6 143 140 30 19 Graduate . . 3 0 Special _ 1 4 7 26 Summer school (1923) _ 12 6 54 178 Delaware _ Ohio Wesleyan University. . Arts and sciences _ 1844 80 36 813 984 120 185 4 1 11 70 27 795 903 120 176 Graduate . . . . 11 10 4 1 Special. _ 5 5 Fine arts _ 0 5 0 21 Music. .. _ 10 4 2 45 0 9 Findlay . . . Findlay College _ 1882 15 6 288 282 13 5 2 0 0 Preparatory _ 2 1 24 13 Arts and sciences _ 8 2 91 58 12 5 2 0 Commerce _ 1 1 43 69 1 0 Education _ _ 2 0 2 18 Music. _ 3 2 130 132 Theology.. _ 2 0 12 4 Gambier _ . Kenyon College 1824 27 o 264 0 38 0 7 o 14 Arts and sciences _ 23 o 250 0 30 0 7 0 Theology _ 5 0 19 0 8 0 Glendale .. . _ Glendale College 1 _ _ 1854 0 12 0 47 Preparatory _ o 6 0 29 Arts and sciences _ 0 6 0 17 Special _ 0 11 Granville _ _ Denison University _ ... 1831 49 17 584 472 69 52 1 1 3 Preparatory ..... .. 3 2 104 22 Arts and sciences _ 42 9 480 400 69 52 Graduate. . . 2 1 1 1 Music. . 4 6 71 178 Military drill. ... 183 0 Hiram _ Hiram College (arts and sciences). Marietta College . . 1850 17 11 172 212 30 34 0 Marietta... 1800 20 3 196 115 32 28 2 1 1 Arts and sciences _ 20 3 192 108 32 28 Graduate. . . 3 4 2 1 Special. _ 1 3 Extension courses _ 1 1 6 8 New Concord... Muskingum College _ 1836 38 35 510 924 39 55 4 Preparatory _ 4 7 97 111 Arts and sciences _ 30 24 312 405 39 55 , Music... _ _ 4 4 101 408 Summer school (1923)... 20 40 224 663 i Junior college. BIENNIAL SURVEY OF EDUCATION, 1922-1924 680 Table 29. — Privately controlled universities, colleges, and professional schools — - Instructors, students, and graduates in 1923—24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees Honorary degrees fl O § a B o £ a a> 2 a B o £ § a a> B o £ a B o j£ 1 2 3 4 5 6 7 8 9 10 11 1* ohio— continued Oberlin College . 1833 82 38 631 1,054 99 179 14 5 8 Arts and sciences . . 52 25 524 670 89 151 Graduate _ _ 15 9 12 5 Special . . . . J 4 18 Music _ . __ 24 13 52 352 4 28 1 0 Theology _ . . . 6 0 36 5 6 0 1 0 Summer school (1923)... 18 1 77 118 Oxford _ Oxford College for Women . 1890 2 22 0 161 0 20 0 Arts and sciences _ 1 15 0 102 0 10 Home economics. _ 0 3 0 26 0 6 Music . . . 1 4 0 33 0 4 Do _ Western College for W'omen 1855 4 30 0 318 0 46 1 (arts and sciences) . Painesville _ Lake Erie College (arts and 1859 2 25 0 186 0 22 0 sciences) . Rio Grande _ Rio Grande College . . 1876 9 4 77 94 18 0 2 Preparatory./ . ... 4 2 30 14 Arts and sciences _ 5 2 47 53 18 0 Summer school (1923) ... 11 4 192 314 Extension courses _ _ 2 0 12 13 Correspondence courses. 3 0 9 2 Springfield.... Wittenberg College . . 1845 54 11 604 457 70 64 8 6 8 Preparatory. _ _ 7 2 47 28 Arts and sciences . 38 8 454 278 60 63 Graduate .. ... ... _ 1 2 8 6 Special.. ... _ _ 2 64 Music... _ _ .. 4 1 45 85 1 1 Theology. . 5 0 55 0 9 0 Summer school (1923)... 21 14 126 407 Extension courses . 14 5 52 156 Tiffin... Heidelberg University _ 1850 25 5 232 204 25 20 0 Arts and sciences _ 20 4 205 140 25 20 Music. _ _ _ 5 1 37 105 Toledo . . St. John’s University . . 1898 31 5 100 36 7 4 0 1 0 Arts and sciences _ 11 5 68 35 4 4 0 1 Law .. 20 0 32 1 3 0 Summer school (1923) _ 11 0 0 172 Extension courses _ _ 10 0 0 253 Correspondence courses . 5 0 0 73 Westerville.. _ Otterbein College _ 1847 24 14 278 306 38 44 0 Preparatory . . . 1 2 21 13 Arts and sciences _ .. 21 5 257 293 38 42 Education _ _ 35 102 Fine arts. _ 0 2 1 38 Music . . 2 5 34 107 0 2 Wilber force.. Wilber force University 2 _ 1856 17 8 325 319 23 22 9 Preparatory _ 4 4 119 123 Arts and sciences _ 10 1 187 115 23 22 Commerce . 3 2 19 56 Home economics 0 1 0 25 Summer school (1923)... 90 81 Extension courses.. _ 150 150 Militay drill 125 0 Wilmington . Wilmington College (arts 1870 14 9 150 115 30 13 2 and sciences) . Summer school (1923) _ 21 13 326 614 Wooster _ College of Wooster. . 1868 42 14 367 471 45 77 8 Arts and sciences... 38 10 362 446 45 77 Music _ 4 4 27 68 Summer school (1923) 9 0 25 32 Yellow Springs.. Antioch College 1853 35 10 378 139 10 6 0 Arts and sciences _ . 32 7 344 129 10 6 Special. 3 3 32 10 ■ Graduate . 2 0 * Colored. UNIVERSITIES AND COLLEGES 681 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1923-2 4 — Continued Location . Institution Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees | Men Women Men Women 8 9 19 11 12 56 30 11 1 0 36 24 11 1 .... 20 6 0 3 0 0 3 16 15 31 30 1 _ 6 1 1 15 29 0 13 2 0 26 1 2 3 3 00 3 4 4 2 2 0 8 3 6 6 1 0 2 5 0 1 0 .... 9 9 20 17 0 1 0 0 1 .... 6 3 Durant. Enid. Guthrie. Oklahoma City.. Shawnee . Tulsa. Oklahoma Presbyterian Col¬ lege for Girls. 1 Preparatory. . Arts and sciences . . Fine arts . . . Phillips University - Preparatory.. . . . Arts and sciences _ Graduate _ Special . . Theology... . . Summer school (1923) ... Extension courses . Correspondence courses. Military drill . . Catholic College of Okla¬ homa for Women. Preparatory . . Arts and sciences _ Special _ _ Education . . Home economics _ Fine arts _ _ Music _ Summer school (1923) ... Extension courses _ Oklahoma City University.. Arts and sciences _ Special - - - Music _ Summer school (1923) ... Extension courses . . Oklahoma Baptist Univer¬ sity. Preparatory . . Arts and sciences _ Education _ _ Fine arts _ Summer school (1923) ... Extension courses _ Correspondence courses. University of Tulsa. . . Arts and sciences _ Special _ _ Fine arts _ _ Summer school (1923) ... Extension courses.. . 1910 1911 Albany. Eugene. Forest Grove.... 1 Junior college. Albany College - Arts and sciences _ Music . . Graduate _ Eugene Bible University _ Arts and sciences _ Graduate _ Fine arts . . Music . . . . Theology... . Correspondence courses. Pacific University _ Arts and sciences _ Graduate _ _ Music... . 1867 1895 1854 10 0 0 0 401 27 278 17 4 108 126 6 4 45 0 0 0 0 0 0 0 0 0 0 283 250 33 18 34 165 402 51 175 90 48 105 14 27 161 116 15 30 22 25 73 47 29 0 257 49 12 80 100 114 120 105 73 12 29 712 40 562 8 12 82 0 102 35 40 20 20 30 20 30 55 30 266 252 14 56 200 400 432 35 198 117 158 140 60 30 321 136 20 165 92 39 87 24 62 1 227 42 3 67 151 79 14 189 74 31 104 682 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors, students, and graduates in 1928-24- — Continued Location Institution a ® P. O >2 sso Professors and instructors Students First degrees Gradu¬ ate de¬ grees c n Q 9 So 'S >> w.S o 03 © >* Men Women Men Women Men Women d © Women c3 o d o M 1 g 3 4 5 6 7 8 9 10 11 12 OREGON— COn. McMinnville _ Linfield College. . . . 1857 13 8 116 154 16 21 1 4 2 13 7 13 6 102 138 16 21 Music _ 0 2 6 56 Pacific College . _ . 1885 9 8 81 107 2 4 0 1 6 46 43 Arts and sciences _ _ 7 1 27 38 2 4 Special _ ... 1 1 14 46 Columbia University 1 _ 1901 18 0 228 0 18 0 193 0 Arts and sciences _ . . 8 0 35 0 9 0 Do. _ North Pacific College. 1893 68 4 559 3 134 1 0 51 2 521 1 132 1 Pharmacy.. _ _ 17 2 38 2 2 0 Do ... Northwestern College of Law. Reed College (arts and sciences) . St. Mary’s College 1 _ 22 0 105 10 24 2 0 Do _ 1911 22 7 158 166 17 17 0 Do 8 22 0 273 Preparatory 6 16 0 238 Arts and sciences . . _ 2 6 0 35 Summer school (1923) _ 1 6 0 70 Salem.. _ _ Kimball School of Theology. Willamette University _ 1908 4 0 18 2 5 0 0 Do _ 1844 29 10 275 330 42 46 0 Arts and sciences _ _ 19 10 228 306 26 43 Graduate _ 4 3 Special 10 19 Law . _ _ 11 0 45 3 16 3 Summer school (1923) _ 39 47 PENNSYLVANIA Allentown.. Cedar Crest College _ 1866 5 13 0 193 0 8 0 Preparatory . . . 0 6 0 65 Arts and sciences _ 5 13 0 128 0 8 Commerce 1 2 0 35 Home economics _ 0 2 0 31 Music. . . 0 9 Do Muhlenberg College _ .. 1867 36 0 488 0 64 7 4 Preparatory .. 15 0 171 0 Arts and sciences _ ... 21 0 317 0 64 7 Summer school (1923) . _ 19 3 176 203 Extension courses _ _ 16 0 291 803 Annville _ Lebanon Valley College _ 1866 19 5 191 219 32 24 1 2 6 Arts and sciences 15 3 175 126 32 24 Graduate .. 2 2 1 2 Music . . 4 2 29 109 Summer school (1923) _ 9 2 40 57 Extension courses 6 0 47 130 Beatty _ St. Vincent College and Ecclesiastical Seminary. Preparatory 1846 57 0 570 0 5 0 2 0 1 37 0 339 0 Arts and sciences.. . 16 0 117 0 5 0 2 0 Theology. 12 0 114 0 Beaver _ Beaver College . 1853 6 15 45 244 0 4 0 2 0 Arts and sciences _ 3 8 0 96 0 2 Special. . 3 7 45 136 Music . 0 12 0 2 0 2 Extension courses 1 2 11 27 Bftavp.r Falls Geneva College. .... .. 1848 14 7 198 257 24 29 5 1 Arts and sciences 11 5 180 125 24 29 Special _ _ _ _ 3 2 18 132 Summer school (1923) 11 10 26 258 Extension courses . 1 11 11 94 1 360 Junior college. UNIVERSITIES AND COLLEGES 683 Table 29. — Privately controlled universities , colleges, and professional schools — Instructors, students, and graduates in 1923-2 4- — Continued a p. o Professors and instructors Students First degrees Gradu¬ ate de¬ grees C 0 o o bfl o Location Institution (3.2 a a 0 a a 3 a 1 a 1 a a O fl o> >< i £ s $ i $ i o w 1 2 3 4 5 6 7 8 9 10 ii 12 PENNSYLVANIA— continued Bethlehem. _ Lehigh University. . . 1866 112 0 1, 120 5 179 0 8 2 0 Arts and sciences . . 61 0 183 0 36 0 Graduate _ _ _ 38 5 8 2 Special. . . _ 11 0 Chemical engineering.. 15 0 109 0 11 0 Civil engineering. . . 5 0 117 0 18 0 Electrical engineering... 8 0 160 0 22 0 Mechanical engineering. Mining engineering _ 6 0 154 0 26 0 3 0 83 0 27 0 Metallurgy _ 4 0 39 0 11 0 Marine engineering. .. 2 0 20 0 3 0 Commerce... _ _ 8 0 206 0 25 0 Summer school (1923) . . 15 0 141 41 Extension courses. 101 74 Military drill . 619 0 Do . Moravian College and Theo¬ logical Seminary. Arts and sciences _ 1807 9 0 90 0 15 0 0 9 0 74 0 11 0 Special.. . 3 0 Theology. .. . . .. 4 0 13 0 4 0 Do . Moravian Seminary and College for Women. Preparatory _ 1742 6 19 0 138 0 8 0 0 17 0 75 Arts and sciences _ 6 2 0 63 6 8 Bryn Mawr _ Bryn Mawr College.. _ 1885 34 41 0 489 0 72 0 19 0 Arts and sciences _ _ 34 41 0 391 0 72 Graduate 0 98 0 19 Education _ ... 1 1 0 .22 38 Music _ _ 2 0 0 Carlisle . Dickinson College ... 1783 35 3 619 179 112 42 16 1 6 Arts and sciences. . 27 3 359 170 53 40 16 1 Law.. . .... 8 0 260 9 59 2 Chambersburg. _ Wilson College _ _ 1870 3 35 0 396 0 88 0 Arts and sciences _ 3 35 0 380 0 88 Music... 1 4 0 16 Chester . . Crozer Theological Semi¬ nary. Extension courses _ 1868 11 0 75 0 12 0 1 0 0 2 0 700 0 Do . Pennsylvania Military Col¬ lege. Preparatory . 1862 22 0 169 0 10 0 5 18 0 97 0 Arts and sciences . 12 0 72 0 7 0 Civil engineering. 23 0 3 0 Military drill 169 0 Collegeville _ Ursinus College (arts and sciences) . Lafayette College 1870 18 4 155 127 28 28 6 Easton . 1832 79 0 990 0 169 0 14 0 0 Arts and sciences .. 54 0 645 0 122 0 Graduate 9 0 37 0 14 0 Unclassified engineering. Chemical engineering. _ 3 40 0 110 0 27 0 7 0 Civil engineering.. 42 0 10 0 Electrical engineering . 40 0 9 0 Mechanical engineering. Mining engineering 54 0 14 0 22 0 7 0 Administrative engi¬ neering. Summer school (1923)... 13 0 6 0 14 116 Military drill . . 252 0 Elizabethtown. . Elizabethtown College.. , 1900 15 7 88 196 12 8 0 Preparatory _ 3 2 25 36 Arts and sciences . 12 5 46 46 12 8 3 Engineering faculty. 684 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923-24 — Continued C3 & o Professors and instructors Students First degrees Gradu¬ ate de¬ grees 1 Location Institution sc > 03 CO a 1 a 1 a 1 a 1 O P IV >* 1 i $ i £ i il o n 1 J 3 4 5 6 7 8 9 10 11 12 PENNSYLVANIA— continued Elizabethtown.. Elizabethtown College— Con. Special. _ _ _ 3 2 17 114 Summer school (1923)... 8 1 33 57 Extension courses _ 3 1 19 48 Gettysburg College. . . . 1827 51 0 681 85 75 9 15 0 8 Preparatory — . . 10 0 134 4 Arts and sciences _ 41 0 372 77 75 9 Graduate _ _ _ 47 2 15 0 32 2 Industrial engineering... 10 0 33 0 Electrical engineering _ 35 0 Mechanical engineering. Military drill . . 18 0 132 0 Do... . Theological Seminary of the General Synod of Evan¬ gelical Lutheran Church in the United States. Seton Hill College _ 1826 8 0 41 0 0 Qreensburg _ 1883 17 54 0 367 0 25 0 Preparatory . . 2 14 0 186 Arts and sciences _ 11 24 0 181 0 23 Home economics. . . 1 4 0 33 Fine arts . . . 1 2 0 24 Music. . . 2 10 0 99 0 2 Greenville _ Thiel College _ 1870 16 6 143 182 16 17 0 Arts and sciences.. _ _ 15 3 135 112 16 17 Special.. _ _ _ 1 3 8 70 Summer school (1923) _ 9 5 21 64 Extension courses . . 7 2 15 59 Grove C'ty _ Grove City College _ _ . 1876 20 6 327 307 46 31 1 1 6 Arts and sciences _ 15 3 185 146 30 27 Graduate ... 5 7 1 1 Special . . . 28 120 Commerce . . 3 1 109 18 16 4 Music _ _ . 2 2 0 16 Summer school (1923) . . . 19 6 76 193 Haverford Haverford College 1833 27 0 226 3 48 0 5 1 1 Arts and sciences . . 27 0 218 0 48 0 Graduate _ _ 8 3 5 1 Huntingdon _ Juniata College. . . . 1876 22 10 209 244 23 20 ”3 Preparatory _ 4 2 49 57 Arts and sciences _ 14 8 116 130 19 20 Special . . 40 57 Theology __ . 2 0 4 0 4 0 Summer school (1923) _ 10 5 87 287 Correspondence courses. Franklin and Marshall Col¬ 26 74 Lancaster. . . 1836 26 0 531 0 69 0 7 0 5 Do ... lege (arts and sciences) . Theological Seminary of the Reformed Church in the United States. Bucknell University _ 1825 7 0 38 0 15 0 0 Lewisburg _ _ 1846 46 16 674 348 96 72 9 2 10 Arts and sciences . 42 10 663 296 96 72 Graduate _ 2 2 9 2 Special _ _ _ 4 6 9 50 Summer school (1923) 12 1 61 65 Extension courses _ 8 3 53 102 Lincoln Univer¬ Lincoln University 2 _ 1857 24 0 268 0 59 0 4 sity. Arts and sciences _ 18 0 250 0 53 0 Theology _ _ 6 0 18 0 6 0 Loretto . . St. Francis College (arts and sciences). 1845 13 0 85 0 8 0 2 0 0 2 Colored UNIVERSITIES AND COLLEGES 685 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors, students, and graduates in 1923-24 — Continued a ® u o Professors and instructors Students First degrees Gradu¬ ate de¬ grees CO a> th -o Location Institution S2 bo § a a 0 0 q S-i a 1 a 1 a l a 1 a ® i* i £ i £ i £ I £ W * 2 3 4 5 6 i 8 9 10 11 12 PENNSYLVANIA— continued Allegheny College . . 1815 29 9 318 242 48 44 3 3 5 Arts and sciences . . 29 9 316 240 48 44 2 2 3 3 Summer school (1923) _ 11 0 36 66 Do . . Meadville Theological Semi¬ nary. 1844 5 0 25 1 3 0 2 Mechanicsburg.. 1856 4 14 0 125 0 4 0 Arts an S a a o 2 3 4 5 Daniel Baker College . 1889 8 10 6 7 Fine arts _ 0 1 2 3 Howard Payne College _ 1889 20 14 Preparatory _ . . 4 2 12 6 1 1 4 5 Summer school (1923) . . 8 4 Clarendon College1. . 1897 6 7 5 |3 4 2 1 4 3 2 Southern Methodist Univer- 1913 75 25 sity. Arts and sciences _ 48 21 Music . . . 8 4 Theology . . . 19 0 Summer school (1923) _ 48 15 Extension courses . . 21 4 Correspondence courses. . University of Dallas _ _ 1906 18 0 Preparatory . . . 10 0 Arts and sciences 8 0 . Decatur Baptist College 1 . . . 1898 6 3 . Texas Christian University . 1873 36 16 Arts and sciences. . . 30 15 Graduate _ Special _ Commerce .. 2 0 Journalism.. 1 0 Education _ 2 1 Home economics . 0 1 Fine arts _ _ 0 2 Music .. 1 3 Theology _ 4 0 Summer school (1923) _ 11 3 . Texas Woman’s College _ 1891 11 18 Preparatory _ _ 0 2 Arts and sciences _ 8 11 Fine arts... . _ 3 5 Summer school (1923) 5 3 Extension courses 2 1 . Southwestern University _ 1873 23 16 Arts and sciences _ . 19 9 Expression . . 0 2 Music _ 0 5 Theology _ ... _ 14 0 Summer school (1923) _ 12 1 Correspondence courses. 12 1 . Burleson College 1 . 1895 9 11 Preparatory _ 5 5 Arts and sciences . . 7 3 Education . . 0 1 Fine arts.. _ 0 2 Music. . . . 0 4 Summer school (1923) . . . 5 3 . Wesley College 1 _ _ .. . 1905 4 9 Preparatory _ _ _ 3 5 Arts and sciences _ 4 8 Special _ _ _ 0 4 Education. 1 0 Home economics . 0 1 Fine arts . . 0 4 Music . . 0 2 Summer school (1923) . . . 2 5 Students First degrees Gradu¬ ate de¬ grees | Honorary degrees j Men Women S s Women 8 9 10 11 12 4 4 13 13 2 17 19 3 17 19 43 28 65 60 3 0 15 5 0 3 0 0 3 0 25 23 21 19 l 1 0 l 1 .... 0 2 2 0 0 26 0 oo 25 1 23 23 23 23 i l 1 1 0 Texas — contd. Brownwood _ Do. Clarendon. Dallas. Do. Decatur _ Fort Worth. Do. Georgetown. Greenville. Do. 78 75 0 3 331 57 207 19 48 103 31 151 61 86 4 51 982 671 38 115 14 167 320 64 57 157 127 30 92 416 361 17 16 124 14 71 0 10 2 18 92 7 0 0 7 4 4 380 305 1 11 63 114 72 253 93 160 35 8 10 56 182 56 68 15 42 0 15 27 42 213 126 10 77 403 17 192 11 183 208 95 150 40 102 8 124 803 663 27 19 135 52 258 152 104 0 0 0 60 8 61 28 26 202 19 175 94 6 140 488 42 350 158 108 20 321 250 16 48 7 126 106 208 75 133 33 110 40 50 239 28 76 66 51 28 66 8 til Junior college. UNIVERSITIES AND COLLEGES 693 Table 29. — Privately controlled universities, colleges, and 'professional schools — • Instructors, students, and graduates in 1923-24 — Continued Professors and instructors Students a 0 a a a a o o s £ a £ 4 5 6 7 58 1 701 350 58 1 425 342 14 7 36 0 31 0 86 0 42 0 28 0 39 1 16 0 77 2 7 10 126 164 1 3 30 41 6 4 64 57 1 1 10 16 1 1 63 28 0 1 0 10 0 5 6 39 2 4 20 54 9 16 8 11 161 206 3 3 90 108 3 4 66 99 1 3 13 101 1 1 39 0 6 5 60 125 4 4 28 36 5 4 32 40 1 0 30 40 1 0 0 8 1 1 6 18 5 6 75 50 4 4 25 25 4 4 50 25 0 1 32 27 1 1 15 12 4 2 12 138 3 23 0 165 0 5 0 35 3 5 0 120 0 8 0 60 0 1 0 12 0 4 0 60 8 7 155 141 2 3 29 19 6 4 127 122 8 10 104 59 4 8 47 25 4 2 57 34 3 18 0 333 0 8 0 135 3 17 0 173 0 16 6 1 0 9 8 33 0 338 3 19 0 281 0 6 0 85 2 6 0 175 1 7 0 21 18 7 333 316 7 3 36 216 6 4 64 91 14 0 233 9 (9 60) First degrees Gradu¬ ate de¬ grees | Honorary degrees Men Women g a Women 8 9 19 11 12 62 42 34 34 2 0 0 2 0 .... 9 5 1 4 0 0 0 0 1 19 O O 0 6 16 0 6 16 0 8 0 0 8 0 19 0 0 17 0 2 37 6 2 29 11 10 1 0 22 1 0 22 1 — - Location Institution Texas— con td. Houston _ Do _ Jacksonville. Marshall. Do. Meridian. Milford. Plainview... Rusk . . San Antonio Do . Seminary Hill. Rice Institute. . . Arts and sciences . . Graduate _ _ Chemical engineering. . . Civil engineering _ Electrical engineering. .. Mechanical engineering. Unclassified engineering. Architecture _ Texas Dental College _ Lon Morris College1 _ Preparatory... . . Arts and sciences _ Commerce. . . Education _ Home economics _ Fine arts _ Summer school (1923)... Extension courses _ Bishop College2 _ Preparatory _ _ _ Arts and sciences. . Music _ Theology _ College of Marshall 1 _ Preparatory.. . . Arts and sciences _ Education _ Home economics _ Fine arts _ Meridian College 1 . . Preparatory _ Arts and sciences _ Education _ _ Fine arts _ Extension courses _ Texas Presbyterian College.. Preparatory. _ _ Arts and sciences _ Special _ _ Home economics _ Music _ Wayland Baptist College l.. Preparatory _ Arts and sciences _ Rusk College 1 . . . Preparatory... . Arts and sciences _ Our Lady of the Lake Col¬ lege. Preparatory _ Arts and sciences _ Graduate _ _ _ Music _ _ Summer school (1923)... Westmoorland College 1 _ Preparatory.. . Arts and sciences... . Special _ _ Southwestern Baptist Theo¬ logical Seminary. Religious education _ Music.. . Theology . . Correspondence courses. 1 Junior college. 1912 1905 1873 1917 1902 1910 1908 i Colored. 694 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges, and professional schools — - Instructors, students, and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students Men Women Men Women > 2 3 4 5 6 7 TEXAS— contd. Sherman . _. Austin College (arts and 1849 16 0 232 93 sciences). Summer school (1923) _ 39 105 Extension courses.. _ 1 o 2 13 Do.. . Carr-Burdette College 1 _ 1894 2 9 0 98 Preparatory _ 1 5 0 19 2 4 0 19 0 5 0 83 Do Kidd- Key College 1 _ _ _ 1871 4 20 0 365 Preparatory _ 0 4 0 49 Arts and sciences _ 1 4 0 102 Special. _ 3 12 0 214 Westminster College 1 _ 1896 6 7 46 63 1 2 18 17 Arts and sciences . . ... 4 2 24 34 1 3 4 12 Thorp Spring _ Thorp Spring Christian Col¬ 1910 7 5 87 85 lege. 1 Preparatory _ 4 4 35 35 Arts and sciences... . 6 5 50 40 Special. _ _ 2 10 Summer school (1923) _ 3 3 15 40 Baylor University _ 1 1845 164 15 1,412 879 Arts and sciences _ 1 47 12 864 806 Graduate _ . i 35 13 Music _ j 4 3 5 40 Law . . . 4 0 72 0 Medicine . _ 66 2 191 10 Dentistry _ _ 36 1 184 5 Pharmacy . _ 7 0 61 5 Summer school (1923) _ 21 5 216 308 Correspondence courses. 56 146 W axahachie _ Trinity University _ 1869 15 11 217 305 Arts and sciences _ 13 7 203 228 Special _ 2 4 14 77 Music. . _ 1 4 16 82 Summer school (1923) _ 7 3 19 61 W eatherford Weatherford College 1 _ _ 1889 5 2 55 71 Preparatory - 2 1 15 19 Arts and sciences _ _ .. 3 1 40 52 UTAH Ephraim _ _ Snow College 1 (arts and 1888 8 3 71 91 Logan . . sciences) . Brigham Y oung College 1 . . . 1878 14 6 162 245 Preparatory . _ _ 10 6 103 145 Arts and sciences . _ _ 11 6 28 7 Special . . _ _ 1 2 Education _ 2 0 30 91 Summer school (1923) _ 1 0 8 13 Extension courses 1 0 4 5 Correspondence courses 1 0 14 36 Ogdfin Weber College 1 _ _ 1889 18 14 270 457 Preparatory . . 16 8 212 355 Arts and sciences .. 2 6 58 102 Commerce 1 0 6 4 Education _ 1 1 30 60 Home economics 0 2 0 100 Music . .. _ _ _ 1 0 10 9 Extension courses _ 2 0 4 2 First degrees Gradu¬ ate de¬ grees Honorary degrees j a i Women S § Women 8 9 10 11 12 13 13 39 .... 132 81 104 99 6 2 2 6 2 .... 17 20 14 2 2 1 45 45 32 31 3 0 1 1 Junior college. UNIVERSITIES AND COLLEGES 695 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors , students, and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees | Honorary degrees | § 3 PI 05 a o £ 3 a a ® a o £ pi © a PI a o £ d o § a o a o £ • 2 3 4 5 6 7 8 9 10 11 12 utah — continued Provo.. . Brigham Young University. 1875 51 23 583 541 46 23 2 1 0 6 4 101 105 19 6 190 115 24 13 10 8 2 1 10 20 4 0 85 0 4 3 108 26 10 0 Education _ 13 8 79 275 12 4 0 4 0 50 0 6 1 1 0 17 14 8 191 261 2 1 13 82 2 0 110 60 Salt Lake City.. 1875 6 11 92 112 5 9 65 73 1 2 22 21 0 2 5 18 ! - VERMONT Middlebury _ Middlebury College (arts 1800 37 14 278 254 47 66 2 7 8 and sciences) . Summer school (1923) 26 22 83 416 Correspondence courses. 1 0 4 9 Northfield Norwich University. ... . 1819 33 0 281 0 51 0 4 Arts and sciences _ .. 23 0 106 0 15 0 Chemical engineering _ 4 o 28 0 5 0 Civil engineering 4 0 65 0 14 0 Electrical engineering . 2 0 82 0 17 0 Summer school (1923) _ 3 0 28 0 Military drill 1 281 0 Winooski St. Michael’s College... 1914 13 0 155 7 6 0 0 Preparatory.. _ _ 8 0 90 0 Arts and sciences _ _ 10 0 65 7 6 0 Military drill 120 0 VIRGINIA Abingdon. . . Martha Washington Col¬ 1859 3 11 0 130 lege.1 Preparatory _ _ 0 14 Arts and sciences _ 2 5 0 76 Special ... . 1 6 0 40 Do . . Stonewall Jackson College *_ 2 18 0 150 Preparatory .. .. 0 2 0 40 Arts and sciences.. . 2 15 0 60 Special 0 50 Home economics. _ _ 0 1 0 28 Fine arts . . 0 1 0 14 Music _ .. . .. 1 3 0 52 Ashland _ Randolph-Macon College 1832 23 0 197 0 31 0 3 (arts and sciences) . Blackstone . . . Blackstone College for 1894 1 12 0 267 Girls.1 Preparatory 1 12 0 230 Arts and sciences.. .. 1 12 0 37 Bridgewater _ Bridgewater College. . _ 1880 18 4 102 86 16 9 0 Preparatory _ 4 2 31 23 Arts and sciences 14 2 69 57 16 9 Bristol . Sullins College 1 . . 1870 5 33 0 362 Preparatory 0 8 0 90 Arts and sciences _ 3 14 0 252 Special _ . . . .. 0 10 Education... 0 25 Home economics 0 3 0 60 Fine arts .. 0 2 0 50 Music _ _ . 2 6 0 180 1 Junior college. BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — Privately controlled universities , colleges , and professional schools — Instructors , students , and graduates in 1923-2 4 — Continued Location Institution a & O > S3 Cl a a a 03 a 1 a 1 a 1 s 1 o g © * i s i il i S s $ o H * 3 4 5 6 7 8 9 10 11 13 VIRGINIA — COn. Bristol _ _ Virginia Intermont College l. Preparatory _ _ 1883 3 20 0 310 0 4 0 67 Arts and sciences. 1 6 0 93 Special _ 2 9 0 150 Education _ 1 0 0 40 Home economics _ 0 1 0 20 Fine arts ... 0 1 0 18 Music _ 2 4 0 110 Averett College 1 _ 1859 2 17 9 234 Preparatory.. _ _ 0 6 0 55 Arts and sciences _ 1 5 0 45 Special _ _ 1 10 9 134 Emory . . Emory and Henry College (arts and sciences). Summer school (1923) . . 1838 26 0 210 36 21 15 i 10 0 49 54 Hampden-Sidney Hollins.. . Hampden-Sidney College (arts and sciences). Hollins College _ 1776 12 0 211 0 15 0 0 1842 8 24 0 338 0 48 0 Arts and sciences. . 8 24 0 322 0 48 Special.. 0 16 Lexington . Washington and Lee Uni¬ versity. Arts and sciences _ 1749 51 0 833 0 107 0 3 0 7 45 0 470 0 37 0 3 0 Special _ _ _ 20 0 Commerce . 242 0 35 0 Law _ 6 0 101 0 35 0 Lynchburg. Lynchburg College. . 1903 10 11 126 118 17 7 0 Preparatory 1 2 11 5 Arts and sciences _ 7 5 110 107 17 7 Special _ 2 4 23 92 Do . Randolph-Macon Woman’s College. Arts and sciences. . 1893 16 37 0 772 0 112 0 1 0 12 32 0 757 0 112 Graduate . 0 2 0 1 Special. . 0 13 Education _ 0 170 Fine arts . 0 1 0 81 Music _ 4 4 0 205 Do... Virginia Theological Semi¬ nary and College.2 Preparatory _ _ 1908 16 7 185 160 10 1 3 7 3 138 101 Arts and sciences. . 11 1 34 18 2 1 Education _ 4 6 0 41 Music 1 2 29 12 Theology _ 3 0 13 0 8 0 Marion Marion Junior College 1874 0 16 0 167 Preparatory 0 3 0 47 Arts and sciences 0 0 67 Home economics 0 1 0 18 Music 0 5 0 109 Petersburg Southern College 1 2 8 0 50 Preparatory 2 8 0 21 Arts and sciences 2 8 0 21 Special.. 0 8 Richmond _ Union Theological Seminary 1812 10 0 133 0 26 0 2 0 0 Do _ University of Richmond _ 1832 31 14 588 280 45 35 1 0 3 Arts and sciences 24 14 451 272 36 34 Graduate _ 2 2 1 0 Law 7 6 135 6 9 1 Summer school (1923) 19 1 102 51 Do... . Virginia Union University 2. Preparatory 1865 24 4 449 65 22 3 1 0 2 4 3 189 0 Arts and sciences 14 1 200 50 18 3 Graduate 2 0 4 0 Special 6 14 Theology 6 0 36 0 4 0 Law 3 0 14 1 Summer school (1923) 6 8 17 90 Extension courses . 3 0 33 87 i Junior college. 2 Colored. UNIVERSITIES AND COLLEGES 697 Table 29. — Privately controlled universities, colleges, and professional schools — Instructors , students , and graduates in 1923-24 — Continued Location Institution Year of first open¬ ing Professors and instructors Students First degrees Gradu¬ ate de¬ grees © rS P* © S a a o £ a © S a , 2 _ Meharry Medical College 1 _ Vanderbilt University. . . Ward-Belmont School _ Martin College... _ _ University of the South _ Bound volumes in libra¬ ries Value of libraries, scientific appara¬ tus, ma¬ chinery, and fur¬ niture Value of grounds (includ¬ ing farm) Value of buildings (including dormi¬ tories) Value of dormi¬ tories (included in col¬ umn 5) Endow¬ ment funds 2 3 4 5 C 7 320, 000 $855, 208 $2, 412, 681 $579, 139 $8, 905, 787 8,500 $75, 000 100,000 480, 000 78,000 800 40,000 20,000 100,000 3,100 32, 319 32,000 196, 624 60,000 1, 511 6,000 62, 785 91, 127 400, 737 128, 835 276, 404 7, 900 20,000 100,000 300, 000 150,000 133,000 5, 000 6, 000 597, 770 32; 000 33,264 54,500 98, 313 50,000 279,028 5,500 8,000 10,000 75,000 20,000 73,000 10, 000 20, 303 28,000 169, 159 44, 538 197, 108 10,000 69,500 6, 000 45, 226 25,000 167, 736 108,000 29, 722 6, 400 85,000 50,000 385, 000 155,000 15, 500 65, 502 245, 763 879, 996 343,000 243, 902 6, 000 125, 000 527, 000 7,250 29, 997 55, 544 174, 359 19, 020 8,000 50,000 100,000 700, 000 500,000 440, 786 15,000 105, 336 180, 000 508, 275 536, 303 22, 642 46,400 200, 000 358,000 100,000 287, 504 11, 840 28, 100 126,000 243, 197 35,000 579, 842 18, 130 49, 562 41, 903 411, 484 92,090 342, 193 3, 600 30,000 170,000 800,000 2,700 4,500 10,000 40, 000 150, 000 35,000 222,000 4,000 12,000 5,050 100,000 13,000 12,000 32, 756 83, 766 214, 592 130, 000 526, 345 5,000 10,000 20,000 150,000 100,000 116, 688 11,000 11,000 26,000 249, 888 316, 004 501, 386 17,000 52,200 35,000 220,000 40,000 359,783 3,000 60,000 25,000 150, 000 10,000 49, 021 52,200 284, 912 147, 100 654, 686 10,000 29, 100 142, 563 257, 610 137, 036 713, 381 3,000 7,000 13, 500 235,000 105,000 31,500 12, 000 55, 000 47,000 511, 400 210,000 140, 000 9,000 35,000 40,000 241, 080 75, 672 290, 723 5,000 25,000 25,000 310,000 100,000 80, 000 5, 400 26, 719 53, 669 477, 141 250,000 300,000 15, 000 50,000 53,000 190,000 65,000 100,000 2,000 14, 039 5,000 88,474 32,000 25, 608 60, 750 84, 522 529, 500 165,000 1, 073, 103 2,500 10,000 20,000 290, 000 190,000 6,050 80,000 145, 000 70,000 275,000 5,000 34, 484 101, 582 214, 085 164,000 19,000 13,000 94, 521 77, 851 343, 903 230,000 260, 333 796 80,000 20,000 300,000 32,000 605, 712 90,000 414, 503 390, 715 1, 007, 817 279, 856 5, 543, 125 7, 500 25,000 460,000 390,000 1, 150 15,000 20,000 90, 000 80.000 30,000 40, 435 274, 770 121, 325 589, 379 238, 767 1, 368, 639 i Colored. 2 Statistics of 1922. 712 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 30.— Privately controlled universities, colleges, and professional schools — Property, 1923-2 /+ — Continued Institution Bound volumes in libra¬ ries Value of libraries, scientific tus, ma¬ chinery, and fur¬ niture Value of grounds (includ¬ ing farm) Value of buildings (including dormi¬ tories) Value of dormi¬ tories (included in col¬ umn 5) Endow¬ ment funds Abilene Christian College.. . . McMurry College _ Simmons College _ Austin Presbyterian Theological Seminary _ St. Edward’s College _ Baylor College for Women _ Daniel Baker College _ Howard Payne College _ Clarendon College _ Southern Methodist University. .. University of Dallas _ Decatur Baptist College _ Texas Christian University _ Texas Woman’s College _ Southwestern University _ Burleson College _ Wesley College _ Rice Institute _ Texas Dental College _ Lon Morris College _ Bishop College 1 _ College of Marshall _ Meridian College _ Texas Presbyterian College _ Wayland Baptist College _ Rusk College _ Our Lady of the Lake College _ Westmoorland College _ Southwestern Baptist Theological Seminary _ Austin College _ Carr-Burdette College _ Kidd-Key College _ Westminister College _ Thorp Spring Christian College... Baylor University _ Trinity University _ Weatherford College... _ _ UTAH Snow College _ Brigham Young College _ Weber College _ Brigham Young University. Westminster College _ VERMONT Middlebury College.. . Norwich University.. . St. Michael’s College.. Martha Washington College . Stonewall Jackson College. . . Randolph-Macon College _ Blackstone College for Girls.. Bridgewater College _ Sullins College _ Virginia Intermont College.. Averett College . . . Emory and Henry College. . . Hampden-Sidney College _ Hollins College . . 8,000 2.500 10,000 2,000 9.500 15,000 8, 000 8,800 3,200 36,000 8. 550 2.500 31,533 10, 350 28,000 4, 750 2,000 35, 000 4,000 5,000 3, 500 3, 000 7,000 3.500 2,839 12. 090 3, OCO 8,000 13, 000 4,000 2, 941 4,000 3, 500 54,000 8.500 3, 200 3,642 9, 775 4,500 32, 481 8,000 50,000 21,090 8,000 1,500 1,500 15,000 1,000 12,000 4,000 4, 525 1,850 12,000 15, 000 11,000 $35,000 19, 639 63,983 8,000 75, 221 193, 412 31,512 77,128 11, 143 180, 588 26, 700 145, 581 69, 486 179, 500 18,000 640,000 18,000 17,000 42,000 225, 000 12,000 7,000 12,000 6,000 101, 361 26,000 22,200 16,000 17, 000 5,000 327, 222 34, 734 5,000 40, 500 42,318 11,656 243, 456 11, 766 193, 975 38,000 30,000 28, 881 28,000 31,000 20,000 71, 572 50,000 30, 000 25, 500 44, 942 52, 910 100,000 $50,000 30,000 46,383 25,000 105, 000 72, 220 52,000 136, 000 25,000 700, 631 600,000 89, 457 151, 038 120, 343 17,000 15, 150 550, 000 15,000 100,000 106,000 30,000 32,000 15,000 21, 482 6,000 40,000 116, 000 29, 995 24,084 19,000 30,000 26,000 35,000 80,000 36, 880 30,000 50,000 25,000 $350,000 171, 046 790, 000 100, 000 688, 000 999, 073 164,423 322, 984 283,000 721, 563 300,000 150,000 440, 666 266, 854 391,000 160, 000 129,000 1, 900, 000 22, 081 100,000 125, 000 200,000 169, 000 125, 000 100,000 200,000 122, 000 800,000 143, 000 1, 180, 572 750, 000 100, 000 239, 290 85,000 150,000 1, 180, 238 225,000 110, 000 160,000 194, 183 125, 650 300,000 179, 500 711,700 358,046 233,485 162, 500 800,000 382. 350 300,000 131,000 200,000 400,000 130,000 321,408 440. 350 400,000 $125, 000 25,000 250,000 $200,000 176,778 250,000 709,073 35,000 100,000 125, 000 246, 837 162,000 250,000 20,000 1, 553, 014 173,000 97,150 185,000 140, 000 60,000 575, 000 4, 050, 000 167, 687 1,000 10, 000, 000 40,000 70,000 60,000 43, 000 250,000 13,000 135,000 75,000 385, 780 200,000 7,000 75,000 206, 278 10,000 75, 000 23,000 449, 220 542,000 85, 000 162,000 2, 035 165,000 96, 928 2, 621.503 .508, 338 85,000 312,300 150,000 96, 508 145,000 121,000 10, 000 490, 575 36,000 150, 000 373, 964 50,000 220, 000 159, 000 182,027 1 Colored. UNIVERSITIES AND COLLEGES 713 Table 30. — Privately controlled universities , colleges , and 'professional schools — Property, 1923-24 — Continued Institution Bound volumes in libra¬ ries Value of libraries, scientific appara¬ tus, ma¬ chinery, and fur¬ niture Value of grounds (includ¬ ing farm) Value of buildings (including dormi¬ tories) Value of dormi¬ tories (included in col¬ umn 5) Endow¬ ment funds * 2 3 4 5 6 7 Virginia— continued Washington and Lee University.. 55,000 $248, 206 $50,000 $1,169,171 $199,000 $1,310,017 Lynchburg College _ _ _ 6, 961 34, 122 116,000 320, 730 140,000 167, 332 Randolph-Macon Woman’s Col- lege _ _ 26,000 247,350 100,000 1,005,000 675,000 490,000 Virginia Theological Seminary and College 1 _ _ _ 6, 000 35,000 20,000 266,000 140,000 54,000 2, .500 25,000 25,000 150, 000 Southern College _ _ _ 6! 000 10,000 25,000 65,000 Union Theological Seminary _ 30, 866 64,649 48, 681 544, 811 735, 759 University of Richmond... . 4o;ooo 94,000 200,000 1,432,286 211, 130 1,981,837 Virginia Union University 1 _ 11,000 29,500 250,000 250, 000 100, 000 400,000 Virginia College. . . . 3,500 40,000 150,000 250,000 Roanoke College _ _ _ 18, 261 104, 795 30,000 323,446 122, 500 187,045 Mary Baldwin College. ... _ _ 7,000 Sweet Briar College. .. .. _ 10, 815 121,000 56,800 775,472 355,000 354,000 Protestant Episcopal Theological Seminary . . . . 35,000 65,000 25,000 300,000 75,000 1,340,000 WASHINGTON Walla Walla College . . 6,500 54,000 18,000 124,000 35,000 300,000 St. Martin’s College . 6,250 12,500 350,000 14,000 Gonzaga University _ 10,000 129,000 85,000 1, 250, 000 College of Puget Sound. . . 7,689 25, 947 195, 298 211, 530 5,000 406, 269 Whitman College _ 35,000 132, 762 225,000 325,000 155,000 884, 582 WEST VIRGINIA Bethany College. . . 16,000 50,000 107,000 415,000 68,000 1,481,853 West Virginia Wesleyan College.. 12,000 66,468 74, 736 191,098 26, 878 561,503 Davis and Elkins College _ 12, 795 8,000 30,000 225, 000 200,000 108,000 Storer College 1 . . 8,000 17,500 200,000 60,000 Broaddus College . . 3,000 25,000 15,000 450,000 250,000 15,000 Salem College .. 5,250 11,000 15,000 168,000 99,470 WISCONSIN Lawrence College . . 43,684 193,596 115, 157 975,728 353, 122 1,532,371 Northland College . _ 9,000 23,065 22, 636 73,940 35, 374 113,062 Beloit College _ 70,500 210,500 94,416 460, 360 141, 650 1, 922, 784 Milton College _ _ _ 11,344 30,000 8,000 96,000 10,000 268, 798 College of Electrical Engineering.. 1,000 50, 000 Marquette University. _ _ 35,000 632,753 519,417 1, 581, 314 1,314,352 Milwaukee- Downer College _ 19,400 102, 153 334, 878 465, 501 205, 653 1,029,975 St. Lawrence College ... _ _ 5,200 10, 000 3,000 160,000 60,000 Nashotah House _ 20,000 20,000 33,856 172, 000 55,000 784,808 Mission House _ 18,000 29,900 15, 100 235, 000 150,000 16, 350 Campion College _ _ _ 24,000 150,000 40,000 400,000 200,000 320,000 St. Mary’s College.. 5,500 267, 703 50,000 300,000 Ripon College. _ 27,467 130, 734 62, 626 281, 370 130, 059 410, 239 St. Francis Seminary _ _ 35,000 104,000 175,000 440,000 50,000 Northwestern College _ 11,918 51,600 300,000 280,000 125, 000 98,800 Carroll College . 12,000 53,500 40,000 470,000 75,000 506, 769 Evangelical Lutheran Theological Seminary _ 6,100 20,000 45,000 95,000 70,000 1 Colored. Table 31. — Privately controlled universities , colleges , and 'professional schools — Receipts from all sources in 1923-24 BIENNIAL SURVEY OF EDUCATION, 1922-1924 714 UNIVERSITIES AND COLLEGES 715 l§slsslS§Ils!sii!il lllsil s's|$WB¥SsV='s'1s'I1¥ i”'s‘lrf- sslll fall! •6 lllslilS s‘g||s‘|s| ISlIaallSsIslsIllI! 1II5II s§13s ilsllsIS 3 ills il iiii iglsll il 1 jgS ii i ill! ills isS i a ;s-| jo jss^s :s-s»g- is cT ; *55 a 4 2 From United States Govt Table 31. — Privately controlled universities, colleges, and professional schools — Receipts from all sources in 1928-24 — Continued BIENNIAL SURVEY OF EDUCATION, 1922-1924 716 universities and colleges 71 ll!ll§lsilil§ililliill§sllS3gSll3S5s gsllllsSSli sgss2S||-|fg|- il!llsllsli§SlllllSilSSlllSS!3i!slss SIsIlssSSIl §w^i‘ii¥5‘ j i 1, 05 / 14, 704 47,417 33, 038 703 3, 214 jj 15, 127 51, 798 324, 580 112, 122 3, 014 140, 761 285, 418 2,244 i! !r 1 ill is: J i^s is': I i 1 3" i 1 23, 243 4, 539 35, 099 40 11, 192 500 i ** j is is i i 8,817 6, 259 36,000 6,010 12, 503 159, 000 18, 156 » 1 7, 175 9,315 1 iS”!I ill iff S3 iSN 1 il|i i f ; tCoo-tC j m‘u 82 ^ a5 st», la; ivi arietta college . . Muskingum College Oberlin College _ _ _ _ vaiuiu wuncgu iui umcii - Western College for Women . . Lake Erie College . . . . Jtvio cranae college . . . Wittenberg College _ _ _ xaexaeioerg university _ _ _ St. John’s University . . Otterbein College . . . w ii Deriorce university »... . . Wilmington College _ College of W ooster . . Antioch College . . . . OKLAHOMA Oklahoma Presbyterian College for Girls. . Phillips University . UNIVERSITIES AND COLLEGES 729 ills IslHalsglf S§3 ills i saSISilEl sills! Sags' ssss8S3g“gs-g- gsg |¥'s'| s s|gg's'g|gg' ag's's's's" ills IsliialRlii 8IS ills I ssallSIEl IllSil s'S'S'g' «25i«s‘§“S'2‘|' fl'l' gSSgg s 8‘ggssSg‘g'ss Bg'S'S'gf 8 From city for library. Table 31. — Privately controlled universities, colleges, and professional schools — Receipts from all sources in 1923-24 — Continued 730 BIENNIAL SURVEY OF EDUCATION, 1922-1924 2*3 s ilsllS§5S!Sll S IlSgsEllli Isa g SfSRg‘S'S‘S'S‘SS'|S' R |‘^3'§|‘Sf|'RS' It £§ggg£§SiS Isg STILUS ise SftftfSf ef88“5' UNIVERSITIES AND COLLEGES 731 lllisl SI 1 llslll IIIIISSlsII SSSIS9 2§sW Sf »H 8f g£§22S 2§-2gS^S2§S sgssss' llllsl II i mils snii§gsg|| mils ssgfss' §§' sf S|8SSS «8"g3SS'382gS sssssg i is ill II i2i i i i is i i i ilsieg II i ill j j«V S'? ; :c-ss-_- ! ! ! ! ! ! ! ! ! cf-r : :*-©- 11 i ill ill ilS III111SII il §11121 O ; j^-es Ipooo r- © ooONNiNd'oi'c-<‘ ! co SSS'g‘«‘S Its rH-US § s 00 ■* «! occo S8 o- ii •*<=>- mill sTsss-s®- gl ir i nisi! gill* 2 a s? m ii gfa SI ssgsigss siiias 3S53S£$8S£ ^'^°2 ;ll :§ i o ! CO i i is i i : ! jgj§;§j ii ;S inns lua^F jo- j s' i i j 00- j j j 1 co • o' i j^- iiiisi SSggsftf gg tf §1 I IsilS g222£ ii2iiiii min Table 31. — Privately controlled universities, colleges, and 'professional schools — Receipts from all sources in 1 923-2 4 — Continued 732 BIENNIAL SURVEY OF EDUCATION, 1922-1924 *!«!!! ISfiggflggsgligglSSSSiillS leg I £ SS8Sgiag§Sial8i8*Slsslii 1SS 5 isS in i iiiii ii i i %m iig ill i i S' : ° ! j i"3§ i-'s i”'8' ! I ° * * g P fill «sas SS sfsf Si jf* IlSil lOOt^MOO- §i§ eVo §§§ 88 si i 28 « II I $£ * 181 ^8“ iiiisi l>, Blj iiili s?sf-«W 83821: 5^535 !!!§• ii r illil mu Si -2 SilisilsS §63 rfgfe? 22 IS -TV SliSSliBSS >0 t-'"' t'-' 00 COOf i“S?fS»K“S=‘'SSSg'S-'S gsfsf UNIVERSITIES AND COLLEGES 733 igiisiis§5isiiiiisiiiiiiisiiiig usii ill s'ssgsf |g$ isiisiis§ii3iiiiiaiiiiiiisn§ig iisii sis i|s'as§'fss||gwgsfas3ssggs"ssa2s'|| ss’sgs' §gs' 1§1 rf«f ms siig a'-’V-' II a‘a‘ !1 III coeoVT III L-'oTrH i sii ilisl astss's SI 1 - : - 11 as- : : II n I? 11k! «‘w«h II sra \ $55 II 28 §li*§g£lSg§S8§l iiSIIPIS ilil ««f3££ isi ialigli liilii ;§s§ ! '; ialis : i H § i jcfef isds'-'s'a i !eou5Vr ! i : : i S3 i 8 - sf §SSS iiiiiiiiisigiliiliiiigii s|2e‘a|‘a‘da8‘s‘aaE'ssss»a's>-'2's illlSI IlSlg IN -'S“6 = SftsSf |||£g5i, ______ _____ ililllilliiiili: 27301°— 27 - 47 Table 31. — Privately controlled universities , colleges , and professional schools — Receipts from all sources in 1923-24 — Continued 734 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Total receipts, exclusive of addi¬ tions to endow¬ ments 2 slsllillSSsSss liilllls- § ills gssfsgsfSafg £ a'Sgg Total receipts 2 SlsailllsSsSil lilllllls § il§S From all other sources o jl 23, 660 1,284 30,000 20,000 6,150 22,000 22, 521 27, 596 1 1 M =f j j j i, ! i : : : 21, 213 4, 909 3,800 ill i 12,200 45,000 2,235 557 From private benefactions , j tom For cur¬ rent expenses - • o \ci is III i |£ef ; i \m i is : i «“«“ i i; sill si s' ; . i ii is' » • ;cO P 12,000 p j For en¬ dowment GO 1 1 I I C : i : :! i . i . c i i i MM ! ii 5 is ; j i i; ii ££ >18 I ifi£ i j ~ j i§§ i : ho «r : a : ill is" For in- plant if |s ...I i . i i m jsSVs 1 i 11 s : s's ii juf i i 1 «©~ i£ i M i From united States Govern¬ ment, State, or city CD . ! II! 1 From pro¬ ductive funds IS § ii li sf M j' j i 5 ill isi - i“‘s‘ \& 24, 246 3, 180 ill! iss § i s : 1 I isi \££ From student fees For board and other noneduca- tional services is S' - 1 37,883 20, 554 130, 000 39, 621 22, 185 28, 098 164, 096 sg § ii *!' s' |i . 3 M » H 82,932 35,410 isi 1 Si il is's' S 2 S' jjf For room rent CD s illsili IS- go l^OOOOOOH jiO. . 1 i i i 38,490 ill i»'S 4, 627 2,250 197 16, 646 For tui¬ tion and other edu¬ cational services w SsilllSlliilSs SlIlSlllS |a's2'a's'8ss'a»'gs'g sss SsShe 40,000 16, 500 28, 790 81, 226 Institution - VIRGINIA Martha Washington College . . Stonewall Jackson College _ liandolph-Macon College . . Blackstone College for Girls . . Bridgewater College... . . . . Sullins College . . !i im 3§!| III! Hollins College _ _ Washington and Lee University . . jLi.y jauu uui g _ _| Randolph-Macon Woman’s College _ Virginia Theological Seminary and Col¬ lege i _ _ Marion Junior College . . . ouutiiuiii _ Union Theological Seminary... university oi nienmono. . . Virginia Union University i . . . Virginia nnlWo * 05 i 8l Protestant Episcopal Theological Semi¬ nary . . . . . . WASHINGTON Walla Walla College _ College of Puget Sound _ Whitman College . . . . . . IIISIS SS‘gS'8'8' UNIVERSITIES AND COLLEGES seigiisiingiss g l§|W2'|‘g's‘s‘8S5K§ S SllSIg S£sii§81is§gfsS g SgSSSSSS |S|^|SS‘S'S8'9'5S‘§‘ S' . i! . ; . .•••■ ' - ■ : =?y: ^ - CHAPTER XXIII STATISTICS OF TEACHERS COLLEGES AND NORMAL SCHOOLS, 1923-24 Contents.— Review of the statistics— Statistical summaries (Tables 1-21)— Teachers colleges* Sessions, graduates, degrees conferred; instructors; students; property and income; expenditures (Tables 22-26)— State normal schools (Tables 27-31)— City normal schools (Tables 32-33)— Private normal schools (Tables 34-37). This report contains statistics from 382 institutions engaged prima¬ rily in training teachers. It is supplemented by data from secondary schools showing the number of pupils in teacher-training courses, and from colleges and universities with a department of education, show¬ ing the number of college students preparing for the profession of teaching. Table 1 gives a summary by States of the number in teacher preparation in each type of school, and of the number of public-school teaching positions in each State. In a few States the number of teaching positions is for 1922. The total number of these teaching positions is 742,172, and the number preparing to teach in the types of schools mentioned is reported as 418,533. Of this number, 253,747, or about 61 per cent, are enrolled in the regular sessions, and 191,311 in the summer ses¬ sions, both enrollments including 26,525 duplicates. If the regular students in these colleges attend the full four years, those in normal schools two years, and those in high schools one year, these institu¬ tions would be turning out 107,488 prospective teachers each year, or about one for every seven teaching positions. Taking the average training period as two years, 126,874 annual recruits would take care of all these teaching positions in six years. Many do not teach, even after preparation, and some teach with¬ out formal training. There are always teachers to be found whose training was in some of the 212 colleges not included in this report, some from the better type of commercial and business schools, and some from other schools. There are also in the United States about 150,000 teaching positions in colleges and schools other than public schools. The work of supplying recruits for all these positions, and of improving those already employed is of vital importance. The summer-school enrollment is composed of those already teach¬ ing who desire to improve their positions, those who wish to shorten the period of training by attending both regular sessions and summer sessions, and those who wish to use the summer school as a short course in the preparation of teaching. 737 738 BIENNIAL SUBVEY OF EDUCATION, 1922-1924 It is difficult to analyze the situation with respect to each State, since so many students prepare in one State and later teach in another. Most States provide ample training facilities for those wishing to follow the profession of teaching. A study of columns 7 and 13 of Table 1 shows the following States with more than one-half as many students in teacher-training institutions preparing to teach as there are public-school teaching positions in those States: Oklahoma, Nebraska, Wisconsin, North Dakota, Kansas, Washington, Missouri, Michigan, Colorado, Alabama, South Dakota, Virginia, and Idaho. It is also possible to make comparisons between columns 11 or 12, and 13, but it must be kept in mind that column 11 includes those in institutions under private control, and 12 excludes students in sum¬ mer sessions only, while 13 does not include teaching positions in schools other than public schools. Table 2 gives a sex distribution of those preparing to teach and taking training in secondary schools and colleges. A study of this table and of Table 3 shows 81,718 men and 336,815 women in teacher training. Of the public-school teaching positions, 16.3 per cent are filled by men, and 19.5 per cent of those in teacher training are men. Better salaries are no doubt attracting more men toward the teaching profession, and the openings in other fields of work are perhaps taking women from the work of teaching. Of the 382 institutions included in Table 3, 88 are teachers colleges, 108 State normal schools, 67 private normal schools, 29 city normals, and 90 county normals. Since 1922 there has been an increase of 40,963 students in these schools. The increase in number taking teacher-training courses is 51,115. This is an increase of 25.5 per cent for women, and 30.1 per cent for men. The list of teachers colleges has been changed since 1922, the following 1 1 schools having been added : State Teachers College, Chico, Calif. State Teachers College, San Diego, Calif. State Teachers College, San Francisco, Calif. Western Kentucky State Normal School and Teachers College, Bowling Green, Ky. Eastern Kentucky State Normal School and Teachers College, Richmond, Ky. Eastern State Teachers College, Madison, S. Dak. State Normal School, Spearfish, S. Dak. Sul Ross State Normal School, Alpine, Tex. Stephen F. Austin Teachers College, Nacogdoches, Tex. Concord State Normal School, Athens, W. Va. State Normal School, Fairmont, W. Va. The following schools formerly on the teachers college list now appear elsewhere: Chicago Teachers College, Chicago, Ill. Tri-State College, Angola, Ind. State Normal School, Buffalo, N. Y. TEACHERS COLLEGES AND NORMAL SCHOOLS 739 Table 1. — Number of students in teacher-training courses, 1928-2 4 o State In institutions under public control 1 In institutions under private control 2 Total in all institutions Total in regular session; Number of public-scho teaching positions U niversities and colleges 3 Teachers col¬ leges State normal schools City normal schools High schools Total U niversities and colleges 4 Normal schools High schools 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental U. S. 53,222 134,431 79, 877 13, 065 35, 521 316, 116 82, 450 10,074 1, 691 418, 533 301, 619 741, 109 Alabama . . 1,052 0 6,461 0 110 7,623 1, 101 460 11 9,195 5, 332 13, 849 Arizona.. . . 0 0 907 0 0 907 0 0 0 907 571 2,373 Arkansas _ 882 1, 625 114 0 406 3, 027 355 0 81 3, 463 2, 650 9, 200 California.. _ _ 2,000 5,153 181 0 1, 320 8, 654 1, 553 151 5 10, 363 8, 674 27, 421 Colorado.. . . 899 4,432 0 0 151 5,482 177 95 0 5, 734 2,950 8, 934 Connecticut _ _ 79 0 1,038 0 586 1, 703 53 172 44 1, 972 1, 972 8,049 Delaware . 460 0 0 0 0 460 0 0 0 460 460 1, 323 District of Columbia.. 0 0 0 527 0 527 1, 974 70 4 2,575 2,575 2,493 Florida . . . . 1.042 0 0 0 59 1, 101 69 0 0 1, 170 1, 170 6, 742 Georgia _ _ 1,643 1,054 138 112 190 3, 137 545 0 67 3, 749 3,534 17,687 Idaho _ _ _ 775 0 1, 355 0 17 2,147 157 265 0 2,569 1, 762 4,249 Illinois _ _ 515 10, 339 0 2,828 1, 101 14, 783 5,813 1, 018 56 22, 174 15, 979 41, 904 Indiana _ _ _ 1, 307 4, 653 0 0 11 5, 971 5, 018 438 0 13, 841 10,642 18, 874 Iowa _ 475 7, 337 0 78 4,255 12, 145 2, 374 18 46 14, 583 10, 179 25, 479 Kansas . . . 1,601 8,616 0 0 3, 762 13, 979 2,557 0 45 16, 581 10, 989 18, 186 Kentucky _ 988 2,914 1, 324 249 73 5,548 964 0 75 6,587 5,367 12, 455 Louisiana _ 869 1, 930 0 181 370 3, 350 300 0 31 3, 681 2, 902 10,754 Maine _ 265 0 2,073 18 41 2,397 359 0 160 2, 916 2, 177 6,172 Maryland . . .. 79 0 1, 233 727 0 2,039 758 38 0 2, 835 2,323 7, 430 Massachusetts.. . 45 2,334 1,989 21 1,828 6,217 3, 526 1, 585 4 11, 332 10,421 22,007 Michigan . 301 14, 034 0 0 81 14, 416 1, 034 0 17 15, 976 9,370 23,811 Minnesota . . 2, 148 0 7,057 0 696 9,901 852 116 66 10, 935 7, 661 20, 018 Mississippi— _ 1, 079 1,432 0 0 403 2, 914 560 0 0 3, 474 2, 633 14, 608 Missouri .. _ _ 501 12, 649 0 217 2,064 15, 431 2,786 5 62 18,284 11, 295 22, 393 Montana . . . 637 0 906 0 582 2, 125 17 0 0 2, 142 1, 673 5,699 Nebraska . . 2,082 5,011 0 0 5,069 12, 162 1, 950 38 301 14, 451 11, 216 13,995 Nevada _ _ 211 0 0 o! 0 211 0 0 0 211 211 774 New Hampshire _ 100 0 1, 145 10 0 1, 255 35 0 0 1, 290 770 2,861 New Jersey - 0 0 2,845 158 2,352 5, 355 1, 071 144 90 6, 660 6,660 19, 902 New Mexico _ 183 1,044 66 0 ; 31 1, 324 0 0 5 1, 329 468 2,818 New York . 2, 950 1, 952 6,972 3, 240 2,187 17, 301 13,588 844 99 31, 832 27, 122 63, 492 North Carolina _ 2, 343 868 1, 161 0 113 4,485 1,156 1, 704 113 7, 458 4,792 21, 434 North Dakota _ 759 1,863 2,695 0 1, 470 6, 787 165 0 7 6, 959 5, 559 8, 264 Ohio _ _ 6, 336 4,792 0 3, 345 362 14, 835 7, 104 521 40 23, 104 18, 826 37, 841 Oklahoma . 2,500 12, 520 778 0 698 16, 496 1,369 0 0 17, 865 10, 348 18, 033 Oregon . 490 0 1,644 0 217 2,351 102 258 36 2, 747 1, 734 7, 192 Pennsylvania.. . 2,028 . 0 14, 510 1, 245 233 18, 016 8,243 213 0 26, 472 18, 344 51, 961 Rhode Island . 112 955 0 0 93 1, 160 0 0 0 1, 160 802 3, 013 South Carolina. . 2,985 543 0 0 15 3, 543 1,179 22 10 4, 754 4, 408 11, 090 South Dakota . 897 3,790 0 0 : 1,209 5,896 487 147 73 6,603 4,602 10,861 Tennessee . . 50 0 5,633 0 1, 347 7, 030 1,953 613 31 12, 307 6, 756 14,841 Texas . . . 2,613 13,094 0 0 218 15, 925 6, 741 42 29 22, 737 1 16, 158 35, 459 Utah _ _ _ 1,024 0 0 0 24 1,048 | 864 27 0 1, 939 1,939 4, 163 Vermont _ 774 0 79 0 255 1, 108 107 0 35 1, 250 1,250 2,838 Virginia . . 2,078 5,499 709 109 28 8,423 611 929 0 9,963 5, 151 16, 490 Washington _ _ 1, 901 0 4, 761 0 142 6, 804 585 141 0 7,530 5,591 9,576 West Virginia . 104 3, 145 1, 221 0 304 4, 774 1,814 0 5 6, 593 3,906 11, 860 Wisconsin _ _ 944 853 10,882 0 882 13, 561 424 0 43 15, 539 9,463 17,500 Wyoming _ _ 116 0 0 0 166 282 0 0 0 282 282 2,741 1 Students in county normal schools as follows: 509 in Michigan, 604 in Ohio, 1,511 in Wisconsin, included in column 11. 3 Students in private teachers colleges as follows: 504 in Illinois, 2,414 in Indiana, 2,680 in Tennessee, included in column 11. 3 Number of students registered in education, used for 12 institutions out of 87. 4 Out of 481 institutions, 66 not reporting. 740 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 2. — Students in teacher-training courses in universities and colleges and in high schools, 1923-24 State In universities and colleges under public control In universities and colleges under private control In public high schools In private high schools Men Women Men Women Boys Girls Boys Girls 1 2 3 4 5 6 7 8 9 Continental United States . 12, 181 41, 041 .22, 102 60,348 4,593 30, 928 310 1,381 Alabama _ _ . 127 925 338 763 42 68 0 11 Arizona _ 0 0 0 0 Arkansas . . . . 288 594 124 231 111 295 34 47 California . _ . . . . . 515 1,485 400 1, 153 145 1, 175 2 3 Colorado . 301 598 47 130 6 145 0 0 Connecticut . . . 12 67 37 16 7 579 0 44 Delaware . . . . 37 423 0 0 0 0 0 0 District of Columbia . 0 0 137 1, 837 0 0 0 4 Florida . . . 149 893 9 60 15 44 0 0 Georgia . . 29 1, 614 64 481 34 156 28 39 Idaho. . 150 625 62 95 3 14 0 0 Illinois . . . . 355 160 1, 423 4, 390 177 924 11 45 Indiana... . . . . 399 908 1,649 3, 369 11 0 0 0 Iowa . . . . . 164 311 710 1,664 296 3,959 10 36 Kansas . 560 1,041 762 1, 795 545 3, 217 6 39 Kentucky . . 401 587 447 517 7 66 19 56 Louisiana _ 118 751 94 206 2 368 31 Maine . . . . 122 143 131 228 23 18 10 150 Maryland _ _ _ _ _ _ 29 50 147 611 0 0 0 0 Massachusetts . . 39 6 993 2, 533 168 1,660 0 4 Michigan . . 106 195 388 646 15 66 0 17 Minnesota . 550 1,598 320 532 59 637 23 43 Mississippi . . . . 264 815 175 385 150 253 0 0 Missouri.. . . . 67 434 701 2,085 339 1, 725 16 46 Montana . 138 499 7 10 15 567 0 0 Nebraska. . . . 181 1, 901 416 1,534 708 4,361 24 277 Nevada . . . 28 183 0 0 0 0 0 0 New Hampshire . . . . 35 65 35 0 0 0 0 0 New Jersey . . . 0 0 166 905 40 2, 312 0 90 New Mexico . 44 139 0 0 6 25 0 5 New York _ _ _ _ 664 2,286 3, 450 10, 138 68 2,119 46 53 North Carolina - - - 31 2,312 353 803 24 89 32 81 North Dakota _ _ 191 568 51 114 333 1, 137 1 6 Ohio . . . . . . 1, 151 5,185 1, 928 5, 176 95 267 4 36 Oklahoma . . 1, 100 1, 400 346 1,023 110 588 0 0 Oregon . . . . . 140 350 34 68 11 206 16 20 Pennsylvania . . . 482 1, 546 2,387 5,856 16 217 0 0 Rhode Island _ 73 39 0 0 93 0 0 South Carolina . 335 2,650 203 976 2 13 0 10 South Dakota . 347 550 135 352. 197 1, 012 13 60 Tennessee . . . . 10 40 555 1,398 435 912 2 29 Texas. . . . . . 856 1,757 1, 672 5, 069 75 143 13 16 Utah . . 246 778 304 560 9 15 0 0 Vermont _ _ _ _ 66 708 35 72 80 175 0 35 Virginia . 448 1,630 212 399 4 24 0 0 Washington.. . . . . 604 1, 297 146 439 72 70 0 0 West Virginia - - - - 24 80 268 1, 546 48 256 0 5 Wisconsin . . . 189 755 241 183 68 814 0 43 Wyoming . 16 100 0 0 22 144 0 0 TEACHERS COLLEGES AND NORMAL SCHOOLS 741 Table 3. — Review of statistics of all teachers colleges and normal schools, 1900-1924 Items 1899-1900 1904-5 1909-10 1914-15 1910-20 1923-24 1 2 3 4 5 6 7 Schools reporting . . . 305 268 264 273 371 382 Instructors: a . Total in all courses — Men _ -- _ _ 1, 856 1, 920 2, 195 2,506 3,560 4, 949 Women . . . 2,511 3,131 3, 719 4,370 6,027 7,568 Total . . 4, 367 5,051 5,914 6, 876 9,587 12, 517 b. In normal courses— Men ... . . _ .. 1,466 1,540 1, 360 1,740 0) 4,257 Women. . . . . 1, 617 2,111 2,400 3, 165 (*) 6,717 Total. - - - - 3,083 3,651 3,760 4,905 0) 10, 974 Students enrolled: a. Total in all courses— Men .. . . . . 47, 906 47,889 37, 823 27, 370 29, 149 53, 351 Women . . . . 68, 778 83,496 94, 615 91, 590 133, 647 219, 756 Total . . . . 116,684 131,385 132, 438 118,960 162, 796 273, 107 6. In normal courses— Men . . . . . . .. 24, 157 15, 954 19, 746 19,978 19, 110 42, 477 Women . . . 45, 394 49, 346 68,815 80,347 116, 325 203, 192 Total _ _ 69, 551 65,300 88,561 100, 325 135, 435 245, 669 Graduates from normal courses: Men.. .... _ . . 2,989 1, 713 2,151 2,772 2,151 5,749 Women . . . . . 8, 370 8, 647 13, 279 19, 172 18, 861 34, 735 Total - 11, 359 10, 360 15, 430 21,944 21, 012 40, 484 Enrollment in model schools. . . . ... 35, 397 51, 310 66, 180 52,605 92, 146 85, 585 Volumes in libraries... ... ... . 807, 963 1, 156, 715 1, 521, 528 1, 672, 462 2, 385, 238 2, 926, 023 Receipts for the year: a. From State, city, and county for improvements... . .. ... $718, 507 $1, 684, 789 $2, 635, 838 $1, 957, 199 $4, 245, 667 $7, 573, 406 6. From State, city, and county for current expenses - - ... $2, 782, 123 $4, 149, 908 $6, 675, 152 $8, 769, 258 $15, 424, 586 $26, 337, 388 c. Total receipts from State, city, i and county _ _ _ |$3, 500, 630 $5, 834, 697 $9, 310, 990 $10, 737, 325 $19, 670, 253 '$33, 910, 794 Total receipts, all sources... $5, 231, 856 $7, 962, 299 $14, 688, 220 $15, 875, 438 $31,395,389 $48,948,518 Average receipts per school 2 . $17, 154 $37, 382 $55, 637 $67,844 $91, 532 $128, 137 Average number of students per school 2 . . . . _ . . 382 490 502 436 439 715 Average number of students in normal courses per school 2... . . . 228 243 335 367 365 643 Average number of students per in¬ structor 2 _ ... - 26.7 26.0 22.4 17.3 17.0 21.8 Percentage of all students who were in normal courses - - - - 59.7 49.7 66.9 84.3 83.2 89.9 1 No data. 3 These averages include only the schools which report both items. 742 BIENNIAL SURVEY OP EDUCATION, 1922-1924 Table 4.— Teachers colleges — Instructors and graduates , 1 923-2 4 [Including teacher-training institutions offering four years’ work above the secondary school and granting degrees] Instructors In normal courses Graduates Degrees State to .9 o o. courses, excluding duplicates In regular session In summer session Total for the year, excluding duplicates in 1924 conferred O o & o m Men Women Men Women Men Women Men Women Men Women Men Women • 2 3 4 0 6 7 8 9 10 11 12 13 14 Continental United States. 88 2, 741 3,281 1,678 2,249 2,144 2,211 2,534 3,073 3,648 15,498 1,293 1, 908 Arkansas.. . . 1 27 19 17 18 23 17 27 19 47 116 11 7 California _ 6 129 217 54 139 60 77 90 188 110 819 8 28 Colorado. . . 2 137 94 72 78 99 78 137 94 81 582 51 152 Georgia _ _ 2 15 64 15 62 3 7 15 64 1 279 0 15 Illinois . . . . 6 165 227 117 156 147 183 158 205 220 995 63 80 4 102 130 76 92 102 130 102 130 152 628 138 117 Iowa . . . ... 1 128 175 81 90 115 163 128 175 111 689 39 89 Kansas _ 3 166 167 123 104 166 147 166 167 229 468 147 181 Kentucky _ 2 62 53 55 37 44 32 59 49 328 707 i 54 i 22 Louisiana . . 1 34 42 30 42 34 34 34 42 64 413 20 15 Massachusetts 6 62 130 45 123 0 0 45 123 19 726 9 85 Michigan... . . 5 217 336 146 250 176 246 213 332 595 2,058 99 115 Mississippi _ 1 12. 26 10 20 12 26 12 26 16 31 12 7 Missouri _ 7 244 239 172 163 213 204 229 225 353 1, 507 166 285 Nebraska . 4 82 109 58 86 74 95 76 106 93 344 24 35 New Mexico . . 2 35 53 10 17 24 30 25 35 53 143 14 15 New York . . .. 1 58 64 34 37 24 27 58 64 17 54 17 54 North Carolina _ 1 15 31 9 24 11 11 15 31 0 141 0 6 North Dakota _ ... 1 22 57 15 39 22 43 22 57 50 538 10 15 Ohio. . . 2 63 71 38 48 58 66 63 71 57 497 29 24 Oklahoma _ 6 238 138 100 87 159 61 220 124 378 1,096 149 170 Rhode Island _ 1 20 31 9 24 11 7 20 31 5 21 3 6 South Carolina _ 1 53 27 12 12 27 9 • 29 21 32 55 1 2 South Dakota _ _ 4 88 115 55 77 63 67 77 96 58 546 2 16 3 16 Tennessee . . . . 1 85 46 30 19 85 ' 46 85 46 89 145 89 145 Texas . . . . . 8 309 314 175 191 249 219 268 276 309 730 3 83 3 99 Virginia . . . 4 52 182 30 113 44 97 52 158 0 722 0 57 West Virginia _ _ 4 101 96 72 74 79 64 89 90 49 332 20 49 Wisconsin. . . 1 20 28 18 27 20 25 20 28 132 116 21 17 Private teachers colleges only ( included above ) Illinois _ 1 6 22 2 13 3 13 3 13 0 182 0 8 Indiana _ 2 28 53 12 42 28 53 28 53 37 297 35 8 Tennessee _ 1 85 46 30 19 85 46 85 46 89 145 89 145 United States _ 4 119 121 44 74 116 112 116 112 126 624 124 161 Colored only ( included above ) Missouri _ 1 22 16 3 4 10 6 11 8 8 43 4 0 South Carolina _ 1 53 27 12 12 27 9 29 21 31 267 12 14 Texas _ _ 1 46 27 17 8 18 8 18 8 14 17 14 17 West Virginia _ 1 28 12 17 7 19 6 18 18 9 26 5 7 United States _ 4 149 82 49 3! 74 29 | 76 1 55 62 353 35 38 1 One granting degrees in 1925. 2 Two granting degrees in 1926. 3 One granting degrees in 1927. TEACHERS COLLEGES AND NORMAL SCHOOLS 743 Table 5. — Teachers colleges — Students, 1923-24 Resident students In normal courses Stu¬ dents in ex¬ ten¬ sion and corre¬ spond¬ ence courses En¬ roll¬ ment State ■III till UOUlOCOj excluding du¬ plicates In regular session In summer session Total for the year, exclud¬ ing duplicates in model and prac¬ tice Men Wo¬ men Men Wo¬ men Men Wo¬ men Men Wo¬ men schools 1 2 3 4 5 6 7 8 9 10 11 Continental United States... . . 33, 097 118, 465 15, 434 51, 488 16,890 69, 530 28,717 111, 312 32, 362 34, 907 Arkansas . . . 453 1, 172 331 571 178 601 453 1, 172 4,565 1, 246 170 California _ _ _ 1,185 5, 179 4, 035 391 3, 132 229 1, 667 588 906 1, 709 Colorado _ _ _ 633 205 1, 423 378 2,911 563 3, 869 2,875 1, 177 Georgia . . . . 33 1, 053 6 893 27 240 33 1, 021 0 452 Illinois . . . . 2, 512 8,858 1, 310 3, 538 1,389 5,841 2,288 8,555 828 2,436 Indiana . . 2,088 5, 029 1,113 2,982 1, 139 2,532 2,068 4, 999 i 2,466 811 Iowa . . 965 6, 372 566 2, 367 488 4, 094 965 6, 372 632 1,554 Kansas _ _ _ _ _ 2,230 7, 427 1,035 1, 989 1, 052 5,420 1, 788 6, 828 2,704 1, 665 Kentucky . . 1, 321 2,066 776 1, 341 499 1, 051 946 848 2, 066 1, 798 430 Louisiana... . . . 282 1, 648 154 997 197 282 1,648 367 439 Massachusetts . 183 2,383 95 2,239 0 0 95 2,239 0 2,274 Michigan _ _ _ 2,692 11, 633 1, 711 6,226 1,317 6,452 2,562 11, 472 5,054 6,698 Mississippi... . . 309 1, 273 55 536 204 673 259 1, 173 160 44 Missouri _ _ 3, 329 10, 338 1, 439 4, 221 1, 636 6, 377 2,919 9, 730 2,509 1, 612 Nebraska . 1, 298 4,338 603 1, 173 587 2,848 1, 138 ' 3, 873 972 738 New Mexico _ 497 1,498 72 137 173 662 245 799 440 348 New York _ 333 1,690 862 102 828 215 807 317 1, 635 862 210 North Carolina _ 6 1 515 5 431 6 0 North Dakota _ _ 186 1, 677 186 1, 677 127 1, 152 186 1, 677 189 246 Ohio . . . . 691 4,101 196 1, 018 527 3,264 691 4, 101 1,311 1,310 Oklahoma . . 4,277 10, 186 1,691 3, 564 2,721 5,420 3,985 8,535 5, 385 ‘ 1, 674 Rhode Island. 26 939 14 583 12 346 26 929 525 South Carolina.. . . 396 491 128 123 223 192 351 204 South Dakota . . . 825 3,252 446 1, 343 333 1, 890 709 3,081 2 330 1, 506 Tennessee _ 728 1, 952 268 341 460 1, 611 728 1, 952 452 478 Texas . . . 4,088 10, 171 2,125 4,390 2,151 6,595 3,654 9,440 377 1, 619 Virginia.. . . . . . . . 150 5, 349 0 2,077 150 3, 364 150 5, 349 1333 2,625 West Virginia _ _ _ 918 3, 103 206 958 331 1, 961 516 2,629 1, 028 785 Wisconsin _ ... 463 390 268 301 242 151 463 390 0 1, 168 Private teachers colleges only (included above ) Illinois _ 0 504 0 380 0 124 0 504 5 Indiana. _ _ 540 1,924 180 1, 189 373 1,025 520 1, 894 0 518 Tennessee _ 728 1, 952 268 341 460 1, 611 728 1, 952 452 478 United States . . 1,268 4,380 448 1, 910 833 2,760 1,248 4, 350 457 996 Colored only (included above ) Missouri _ _ _ _ 215 303 59 65 18 84 77 149 13 40 South Carolina _ 396 491 69 128 123 223 192 351 204 Texas _ 613 1, 236 122 204 76 321 198 525 0 65 West Virginia _ _ _ 201 555 60 101 28 274 80 364 32 343 United States . . 1,425 2,585 310 498 245 902 547 1,389 45 652 i One school reports this number; no report on this item from other schools of State. 1 Two schools only report this number. 744 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 6. — Teachers colleges — Property , 1923-24 Value of property State Schools report¬ ing Bound volumes in library Library, apparatus, machinery, furniture Grounds and buildings Endow¬ ment funds Total, in¬ cluding en¬ dowments • 2 3 4 5 6 7 Continental United States.. 88 1, 556, 118 $7, 998, 448 $55, 586, 419 $3, 272, 696 $66, 857, 563 1 6,500 37, 581 481, 371 391, 260 85,000 545, 178 681, 986 366, 494 0 404, 075 2, 997, 777 2, 040, 533 925, 125 4, 248, 152 3, 815, 986 1, 620, 424 4, 759, 550 1, 673, 871 936, 995 3, 902, 443 4, 562, 469 756, 649 5, 350, 363 3, 148, 500 659, 589 458,000 864, 163 725,000 2, 276, 362 1, 778, 246 1,000,000 726, 844 2, 356, 053 4, 819, 543 4, 3&5, 851 2, 810, 000 2, 105, 000 740, 000 6 145, 373 2, 516, 406 2 69,750 17, 990 153, 872 1, 649, 273 840, 125 3, 702, 974 3, 120, 000 1, 301, 600 4, 166, 000 1, 415, 706 694, 850 0 2 0 6 0 4 121, 956 1 14,000 0 1 75,000 318, 824 343, 550 3 78, 174 27,000 i 250,000 0 2 258, 165 242, 145 1 21, 819 6 54,690 144, 165 209, 820 693, 671 3, 692,623 3, 868, 798 677, 997 0 Michigan _ _ _ 5 Mississippi- _ _ _ 1 6,000 78, 652 615, 100 Missouri 7 146, 503 74, 400 4, 735, 263 0 Nebraska _ _ 4 333, 500 120,639 48,000 2, 815, 000 0 New Mexico _ .. 2 21, 963 538, 950 410,000 0 New York _ 1 6, 960 0 North Carolina 1 2, 460 864, 163 0 North Dakota . . . 1 20,000 150,000 260,000 284, 755 575,000 0 Ohio . . . . - 2 39,000 2, 016, 362 Oklahoma. _ _ _ . 6 63, 579 1, 493, 491 0 Rhode Island _ _ _ 1 20,000 1, 000, 000 619, 500 1, 690, 000 0 South Carolina _ .. .. 1 5, 473 107, 344 286, 688 0 South Dakota _ 4 43, 454 38,000 89, 790 3 379, 365 2, 629, 331 Tennessee.. _ _ 1 i 180,000 750, 219 300,000 155, 000 40,000 2, 010, 212 3, 645, 632 Texas . . . . 8 Virginia . _ .. _ 4 33, 347 2, 510, 000 1, 950, 000 700,000 0 West Virginia. . . . . 4 26, 650 2,250 0 W isconsin 1 Private teachers colleges only ( in¬ cluded above ) Illinois . . 3,275 13,005 38, 000 21,036 46, 986 180,000 114, 301 420, 000 2, 010, 212 135, 337 480, 986 4, 819, 543 Indiana _ _ _ _ _ _ 2 14,000 2, 629, 331 Tennessee. . . . . 1 United States . . 4 54, 280 248, 022 2, 544, 513 2, 643, 331 5, 435, 866 Colored only ( included above) Missouri . . . 1 1 4,000 5, 473 4,500 2,250 5, 500 107, 344 145, 583 40,000 264,500 619, 500 525, 459 700,000 270,000 726, 844 671, 042 South Carolina 1 0 Texas _ _ _ _ 1 1 0 West Virginia _ 1 740,000 United States _ _ 4 16,223 298, 427 2, 109, 459 0 2, 407, 886 1 One school only reporting. 2 Lands. 3 All report lands; one reports money endowment. TEACHERS COLLEGES AND NORMAL SCHOOLS 745 Table 7. — Teachers colleges — Receipts , 1923-2 4 Schools report¬ ing From From public funds From students’ fees From all other sources State pro¬ ductive funds For increase of plant For current expenses Tuition, etc. Board, room, etc. Total receipts 1 2 3 4 5 6 7 8 9 Continental U. S. 88 $220, 219 $4, 233, 957 $14, 034, 495 $2, 535, 555 $2, 260, 953 $1, 226, 416 $24, 511, 595 Arkansas. . . 1 0 0 ioo,oool 11,266 27, 354 0 138,620 California. .. . - 6 0 323, 315 866, 741 27, 312 > 2, 862 0 1, 220, 230 Colorado. . _ - 2 0 137, 724 453, 171 122,600 136,904 17,785 40,613 4,265 786, 197 Georgia _ . . 2 0 0 22, 040 49,608 198, 513 Illinois - - 6 0 556, 537 1, 039, 738 135, 218 246, 670 50,691 2, 028, 854 Indiana . . 4 1700 0 348, 925 218, 216 43,239 36,906 647, 986 Iowa . . . 1 0 150,000 683,000 215,000 45, 645 119, 958 1, 213, 603 Kansas . . 3 i 12,000 161, 013 792, 337 232, 795 90, 097 0 1, 288,242 Kentucky _ . 2 0 0 317, 279 217,000 128, 132 124,508 96, 446 666, 365 Louisiana... . 1 0 0 21, 441 233, 874 14,400 486, 715 Massachusetts- - 6 0 i 17,500 757, 304 2,250 193, 661 9,776 980, 491 Michigan.. . 5 0 404, 750 1, 588, 678 80, 789 0 5,570 2, 079, 787 Mississippi . . . 1 0 1, 130 81, 575 18, 405 98,344 0 199, 454 Missouri . . . ... 7 0 491, 125 2 1, 245, 527 331, 535 125, 140 16,357 2,209,684 Nebraska - 4 0 i 4,500 591, 000 58,569 35, 040 1,500 690,609 New Mexico _ 2 0 19,000 131, 296 39, 166 27,812 2,946 210,220 New York _ 1 0 0 222, 312 15, 913 0 0 238,225 North Carolina - 1 0 85,500 125,000 3, 830 102, 288 2,202 318, 820 North Dakota . . 1 20,783 17, 478 174, 657 32,996 10,728 69, 240 325, 882 Ohio. . . . 2 0 320,780 431, 805 63, 311 45, 561 7, 069 868,526 Oklahoma _ . 6 0 280,000 695, 431 75,088 0 0 1, 050, 519 Rhode Island - 1 0 0 117,200 0 0 16,343 133, 543 South Carolina. . 1 0 0 3 135, 478 9,284 0 2, 011 146, 773 South Dakota. . . 4 41, 736 49,150 475, 920 75,250 22,971 7,224 672, 251 Tennessee . . 1 145,000 150,000 0 145, 674 13, 638 94,758 549, 070 Texas _ 8 0 666,500 99,000 1, 534, 248 286,663 147, 122 82, 878 2, 717, 411 Virginia.. . . . . 4 0 326, 119 62, 345 425, 430 322, 579 1, 235, 473 West Virginia _ 4 0 256, 685 276,500 44,262 124, 455 222,684 924, 586 Wisconsin . . . 1 0 52, 270 183,654 41,901 7,121 0 284,946 Private teachers colleges only ( included above) Illinois _ _ _ 1 0 151, 012 0 75,793 104, 024 4,313 335, 142 Indiana . . . . 2 700 0 0 130,904 43, 239 10, 666 185,509 Tennessee _ _ _ 1 145,000 150,000 0 145, 674 13,638 94,758 549, 070 United States - 4 145, 700 301, 012 0 352, 371 160,901 109, 737 1, 069, 721 Colored only ( included above) Missouri . 1 0 0 2 117, 898 6,426 36,777 0 161, 101 South Carolina _ 1 0 0 3 135, 478 9,284 0 2,011 146, 773 Texas _ 1 0 0 216, 070 20,937 146, 353 52, 677 436,037 West Virginia . . 1 0 150,000 45,000 1,439 40,911 37,683 275,033 United States _ 4 0 150,000 514,446 38,086 224,041 92,371 1, 018, 944 1 One school reports this amount; no report on this item for the other schools of the State. 2 Includes $3,125 from Federal funds. 3 Includes $34,328 from Federal funds Table 8. — Teachers colleges — Expenditures, 1923-2 4 746 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Outlays (capital ac¬ quisition and con¬ struction) eo $4, 267, 729 0 301, 781 151, 131 6, 365 243, 421 85, 596 194, 184 109, 500 163, 028 41, 125 13, 963 434, 576 3, 791 562, 586 14, 999 3, 741 5, 191 50,000 36, 868 202, 422 132, 442 37, 820 44, 417 45, 393 Total current expenditures w $18, 112, 656 127, 705 785, 427 624, 660 169, 307 1, 331, 332 517, 067 867, 600 1, 067, 180 371, 393 461, 363 958, 107 1, 577, 692 194, 985 1, 638, 742 619, 929 203, 786 223, 035 110, 522 295, 349 449, 501 766, 797 133, 089 129, 510 612, 580 260, 064 Fixed charges (rents, in¬ surance, etc.) - $309,354 0 420 3,076 0 30,377 2,545 0 0 2, 875 6, 470 1,288 2,653 0 148, 224 0 3, 222 1, 684 0 4, 977 8,672 654 0 3, 999 6,076 27, 481 Auxiliary agencies and sun¬ dry activi¬ ties o $1, 464, 493 0 1, 700 50,000 18, 409 141, 044 45, 549 171, 600 72, 000 18, 175 240, 469 199, 324 2,475 97, 684 37, 318 0 27, 471 5, 626 0 51, 774 26, 484 50, 919 13, 408 9,273 1, 237 12,000 Mainte¬ nance « $1, 559, 577 14, 834 41, 524 34, 490 0 74, 075 9,006 80,000 263, 770 19, 616 17, 087 146, 621 56, 560 5,620 181, 125 82, 499 8,514 18, 903 0 39, 169 42, 399 45, 648 3,410 5, 524 45, 790 8,588 Operation of school plant ao $2, 348, 567 38, 558 64, 929 45, 138 32, 548 160, 221 65, 098 60,000 74, 000 50, 997 24, 225 94, 105 169, 139 8,358 210, 863 59, 779 20, 508 19, 596 0 52, 846 49, 108 66, 284 20, 206 31, 154 100, 973 12, 757 Instruction Text¬ books, supplies, etc. - $629, 159 0 36, 157 72, 038 1,032 21, 459 8,486 16, 000 3, 000 11, 350 15, 193 37, 558 17, 328 257 55, 055 73, 000 10, 019 7, 923 7, 373 7,079 17, 654 11, 252 6, 342 10, 847 22, 402 1 0 Salaries of deans and teachers $10, 294, 356 63, 968 560, 905 367, 369 99, 830 769, 083 321, 256 490, 000 588, 108 191, 878 138, 513 436, 631 1, 208, 202 65, 894 843, 239 359, 571 114, 528 151, 296 76, 969 125, 762 275, 147 513, 745 79, 668 61, 159 366, 135 167, 937 Administration Educational Other ex¬ pendi¬ tures $702, 352 6, 595 25, 739 28, 016 7, 488 64, 902 8, 109 10,000 48, 302 28, 866 2,000 10,909 95, 335 7, 472 78,405 25, 080 6, 100 11,007 19, 680 8, 742 8,312 32, 251 3,000 3, 580 24,753 26,301 Salary of principal - $456, 650 3, 750 36. 100 12, 347 10,000 36, 000 13. 100 8,000 18, 000 11, 000 6, 000 28, 716 26,000 4, 800 40, 450 20,000 9,000 7, 000 6,500 5, 000 13,000 29, 867 5,000 3,000 21, 500 5,000 Business eo $348, 148 0 17, 953 12, 186 0 34, 171 43, 918 32, 000 0 36, 636 11, 406 2,955 0 4, 900 44, 063 0 4, 424 0 (0 0 8, 725 16, 177 2,055 974 23, 714 0 Schools re¬ porting i N 87 rHCOC^C^CO CO H CO (N H COlOHNTji (NHHHCS i i i i i i i i i i i i i i l l i i i i i l i i i i 1 i i t i i i i i i i i i i i l l l i i i i i i i l 1 i i i i i i i i i i i i i i i i i i i i l l i l l State - Continental United States _ Arkansas . . California . . Colorado _ _ _ _ _ Georgia . . . . Illinois _ _ _ _ Indiana _ _ _ _ Iowa . . . .. .. .. _ Kansas . . . . . ... _ _ Kentucky . Louisiana . . . . . Massachusetts . . . . Michigan . . . . Mississippi.. . . . . . Missouri _ _ Nebraska.. . . . . New Mexico . . . . New York . . . . . North Carolina _ _ _ _ North Dakota . . . . Ohio . . . . . Oklahoma.. . . . . Rhode Island _ _ _ _ South Carolina . . South Dakota . . . Tennessee . . . TEACHERS COLLEGES AND NORMAL SCHOOLS 747 llsl 11,087 17, 228 45, 393 i 8? 37, 820 98, 248 125, 000 261, 068 gill tm Sli ISf i S Ills mi i g 34, 562 20, 054 55 0 s°» s' a 1 s* oooo 8S 1 8? 111° 858 III 1 8 1,765 9, 273 63, 166 0 1 3f 178,698 87, 201 41,464 7, 442 III •o'oToo S o 62, 333 5, 624 34, 763 25, 775 1 i ISIS ss§ a5‘ Business w $251,052 ll°!° 1S1°S ili°§ S1SI1 1I°1I rCw ww -T cf eocoVWw coxT Schools report- S ot § t- e 1 1 cm 1 1 CO 232, 190 1, 486, 026 125, 791 68, 166 53, 223 38, 877 36, 295 188, 584 107, 352 82, 182 90, 746 149, 664 51, 750 992, 630 127, 200 100,000 1,050 14, 078 1,397 0 0 0 420 500 0 7, 045 5, 819 5,780 0 20,961 oo 14, 700 63, 139 35, 373 0 28,045 0 0 29, 850 0 3,102 0 0 12,000 o CO | 13, 200 0 16, 500 35, 735 4, 002 28, 921 7, 140 0 23, 522 2,896 7, 490 9, 143 40, 010 24, 673 6, 000 S3 2,500 0 34,000 143, 372 20, 550 0 0 0 0 53, 601 30, 136 25, 259 1,082 19,011 7,000 156,639 ©o CO 2, 300 47, 308 4, 259 0 0 0 2,382 4, 883 1,307 1, 994 545 7,032 0 22, 402 3, 200 20,000 141, 870 1, 067, 155 42, 877 34, 075 14, 500 32, 217 7, 971 77, 489 57, 170 22, 741 36. 870 77, 730 21. 870 O 3 UO* CM 91, 600 75, 500 5, 720 49, 503 7,644 1, 920 0 1,860 0 8,568 5, 629 4,205 1,140 2, 570 1,080 CO CO 3 6,000 1,500 16, 050 45, 833 i 5, 400 3, 250 3, 000 3, 600 2,000 10, 000 4,000 5, 000 3, 600 3, 600 3, 800 47, 250 4, 200 3,000 0 19, 903 4,289 0 538 1, 200 0 797 1, 620 3, 693 1, 680 9,268 0 23,085 3, 000 0 ”1 . . West Virginia . - . 1 Wisconsin _ . . . - Colored only ( included above) Alabama . - . Arkansas - - - - - Georgia . - . - . Kentucky . Maryland . - . North Carolina... - - Oklahoma . . . Pennsylvania . . . - . . Tennessee.. . . . Virginia... . West Virginia . United States . . . . . Outlying possessions Hawaii . . . . . Philippine Islands . . . 754 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 14. — City normal schools — Personnel and property , 1923-24 State Teachers and students Property Schools reporting Number of teach¬ ers, in¬ cluding princi¬ pal Normal students Graduates from normal courses Schools reporting Bound vol¬ umes in the library Value of library, appa¬ ratus, machin¬ ery, and furni¬ ture Value of grounds and buildings Total value of property reported a i | Women a Women Men Women 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental United J States . . 29 140 505 913 12, 152 208 3,000 27 119, 086 $413, 182 $6, 614, 745 $7, 027, 927 District of Columbia. . 2 3 33 16 511 3 210 2 16, 632 70,000 490,000 560,000 Georgia . . . 1 0 10 0 112 0 49 1 1, 200 1, 500 250,000 251, 500 Illinois _ _ _ 1 41 39 133 2,695 10 430 1 31, 000 85, 545 1,037, 532 1, 123, 077 Iowa - - - 1 1 5 0 78 0 17 1 2,800 6,000 160,000 166,000 Kentucky . . 1 1 9 0 249 1 9,204 14, 410 71, 781 86, 191 Louisiana . . 1 1 16 1 180 1 81 1 2, 791 3,000 40,000 43,000 Maine . . . . 1 0 1 0 18 0 4 1 1,500 6, 875 60,000 66, 875 Maryland . . 2 3 26 65 662 31 282 2 9,000 40,000 190,000 230,000 Massachusetts . . 1 1 0 21 0 13 0 1 400 1,875 1, 875 Missouri . . 1 2 8 0 217 0 87 1 2,100 800 500,000 500,800 New Hampshire _ 1 0 1 0 10 0 3 New Jersey _ _ 1 2 7 0 158 0 41 New York.. . . 7 33 173 192 3,048 103 1, 170 7 27, 047 105, 077 2, 534, 180 2, 639, 257 Ohio _ _ _ 5 42 113 329 3,016 4 317 5 13,412 3, 100 293, 776 296, 876 Pennsylvania _ 2 8 59 156 1,089 43 273 2 0 75,000 987, 476 1, 062, 476 Virginia _ 1 2 5 0 109 0 36 1 2,000 Colored only ( included above ) District of Columbia . 1 3 12 16 279 3 115 1 6, 632 20,000 240,000 260,000 Maryland . . . 1 1 8 42 169 25 67 1 0 0 80,000 80,000 United States . . 2 4 20 58 448 28 182 2 6,632 20,000 320,000 340,000 TEACHERS COLLEGES AND NORMAL SCHOOLS 755 Table 15. — City normal schools — Receipts and expenditures, 1923—24 State Receipts Expenditures Schools reporting Student fees for edu¬ cational services For current expendi¬ tures [ Schools reporting Salaries of principals Salaries of other in¬ structors Other expenses of in- | struction and ad¬ ministration Operation and main¬ tenance, sundry and fixed charges Total current expendi¬ tures Outlays for sites, buildings, etc. * 2 3 4 5 6 7 8 9 10 11 Continental United States . . 29 $53, 603 $1, 851, 710 29 $106, 351 $1, 247, 096 $82, 228 $225, 761 $1, 661, 436 $338, 583 Dist. Columbia . 2 90,029 2 6, 100 76, 515 6, 120 1,294 90,029 Georgia _ _ 1 14, 604 1 2, 922 11, 682 0 0 14, 604 Illinois.... 1 297, 845 1 6, 500 194, 432 23, 340 73, 573 297,845 4, 681 Iowa _ _ 1 20, 170 1 2,500 13, 120 1, 100 3, 450 20, 170 Kentucky . 1 35, 210 1 3, 575 26, 454 1,998 74 32, 101 3, 109 Louisiana . 1 24, 278 1 3,000 17,270 2, 690 1,318 24, 278 44,000 Maine _ 1 1, 700 1 1,700 0 0 0 1, 700 Maryland . . . 2 78, 835 2 6,880 56, 410 6, 080 8,237 77, 607 1, 228 Massachusetts . 1 1,968 4, 008 1 3, 191 0 502 315 4, 008 200 Missouri... . 1 3, 506 29, 443 1 4,200 21,841 3, 402 0 29,443 New Hampshire _ 1 1,700 1 1,700 0 0 0 1,700 New Jersey _ 1 47,000 816, 745 1 7,000 38,000 2,000 0 47,000 New York.. . . 7 7 30, 775 486, 099 1,713 74, 727 593, 314 223, 431 Ohio _ 5 48, 129 112, 150 5 15, 308 123, 825 16, 221 6,225 161, 579 50. 000 Pennsylvania _ 2 242, 587 2 8,000 171, 438 13, 019 47, 453 239, 910 2, 676 Virginia _ _ 1 35, 406 1 3,000 » 10,010 4, 043 9, 095 26, 148 9, 258 Colored only ( included above ) Dist. Columbia _ (i) Maryland . 1 0 20, 968 1 2,880 15, 862 1,887 339 20, 968 1 Not given separately from other schools in District of Columbia. Table 16. — County normal schools — Personnel and property, 1923-24 Teachers and students Property State a o a Number of teach¬ ers, in¬ cluding director Normal students Gradu¬ ates from normal courses a 5 o a Bound vol¬ umes in Value of li¬ brary, appa¬ ratus, ma¬ Value of grounds and build¬ ings Total value of property |H $733,047 199, 962 0 0 0 0 0 0 15, 370 0 0 0 125, 000 0 0 112, 192 271 7,000 5,000 0 4,640 122, 526 2,000 133, 086 6,000 Public funds for current expendi¬ tures GO O 00 $ 29, 193 0 OO OOOOO OOOfNO OOOOO OO Tt< 3,235 1, 200 0 Schools report¬ ing HN CO rH HCOHHN ^ OCOOO « »C M 00 N SSSSj? o'd'ooV^ Tt« *0 760 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 21. — Private normal schools — Expenditures , 1923-24 State Schools report¬ ing Salaries of principals and directors Salaries of other instruc¬ tors Other expendi¬ tures for instruc¬ tion and adminis¬ tration Operation, mainte¬ nance, sundry and fixed charges Total current expendi¬ tures Outlays for sites, build¬ ings, etc. i 2 3 4 5 6 7 8 Continental United States . . 51 $140, 827 $1, 075, 709 $310, 080 $1, 305, 160 $2, 970, 207 $569, 211 Alabama . 1 5, 926 182, 270 72, 742 237, 359 498, 297 55,400 California _ __ . ... .. 2 7,200 7, 834 2,500 5,998 38, 532 Connecticut . . 2 7, 500 29, 105 8,500 121, 222 166, 327 2, 500 District of Columbia _ _ 1 1, 315 1,800 0 1,500 4, 615 Idaho. . . . 1 3,000 28,064 3, 123 8,237 42,424 645 Illinois . . 6 18, 400 115, 677 56, 844 150, 377 410, 195 189, 127 Indiana _ _ _ 1 4,800 9, 550 3,800 40, 664 58, 814 Iowa _ _ _ _ 1 2,000 26, 590 3,240 21, 549 53, 379 3,089 Maryland. . . 1 1,000 28, 500 Massachusetts . . . 4 9,450 46, 756 17, 159 33, 349 106, 714 2,658 Minnesota . . . 2 4,900 35, 100 400 28, 643 69, 043 Nebraska . . 1 2, 340 20, 000 0 35,000 57, 340 125, 000 New Jersey _ . 2 9, 500 68, 890 18, 272 38, 364 135, 026 New York _ _ _ 5 20, 183 52, 049 20, 210 38, 340 116,068 North Carolina _ _ 2 1 5,400 45, 848 13, 075 105, 025 169, 348 18, 226 Ohio. _ _ 4 9, 100 34, 517 8,202 74, 632 123, 151 1,220 Oregon _ _ _ _ 1 9,800 8,100 17, 900 Pennsylvania.. . . 3 6, 450 15, 146 3, 345 5, 432 30, 373 South Carolina _ ... 1 1, 655 8,890 0 2, 388 12, 933 South Dakota _ _ 2 2,500 56, 384 12, 502 65, 168 136,554. 4,640 Tennessee . . . . . 3 7,000 43, 444 4, 919 19,925 75, 288 122, 397 Texas . _ . _ 1 2, 000 2, 500 4, 500 Utah . . . . . 1 2, 750 20, 521 1, 276 9, 326 33, 873 1, 146 Virginia . . . 1 7,458 224, 774 46, 571 189, 962 468, 765 41, 463 Washington... . . 2 2,600 64,600 112, 248 1, 700 Colored only ( included above ) Alabama.. . ... _ 1 5, 926 182, 270 72, 742 237, 359 498, 297 55,400 North Carolina. . 1 12, 400 17, 998 6,475 43, 975 70,848 18, 226 South Carolina _ _ _ 1 1,655 8,890 0 2, 388 12, 933 Tennessee... .. .. . .. 2 4,000 30, 278 3, 134 8,440 45, 852 122, 397 Virginia _ ... . .. .. 1 7, 458 224, 774 46, 571 189, 962 468, 765 41, 463 United States _ 6 21, 439 464, 210 128, 922 482, 124 1, 096, 695 237,486 Plus house. TEACHERS COLLEGES AND NORMAL SCHOOLS 761 |Q i A, maintained by this institution; B, public school. Table 22. — Teachers colleges — Sessions, graduates, degrees conferred, etc., 1923-24 — Continued 762 BIENNIAL SUKVEY OF EDUCATION, 1922-1924 lal Sch< TEACHERS COLLEGES AND NORMAL SCHOOLS O »0 lOONNNOONOOOOOOOONiO 10 CD < 1 O 00^ 00C* IHCC- OCiCC©N»C( O* ^H^NO^MOOOOOHOiiO’ >OOcO*- j? i on j^H © ' ®.s ; C3 *Sd po ;Jgs SL® ©c* O a*> 11 m ss^t-sl^ 2 § si S o |_|'g g b SCaj^W^CQOQfeoQCC! s; ©,_ rt g !m ,!|i« ia|2|i i’Sg-ag.g O «^;® 3 OgqS^oq WCQ L«^=3 e © s * fci 5 « a 3»® 764 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 23. — Teachers colleges — Instructors, 1923-24 [Including teacher-training institutions offering four years’ work above the secondary school and granting degrees] In normal courses In all courses, Location (for name of institution, see Table 22) excluding duplicates Regular ses¬ sion Summer ses¬ sion Total, excluding duplicates Men Women Men Women Men Women Men Women * 2 3 4 5 6 7 8 9 Conway, Ark... . . . . . 27 19 17 . 18 23 17 27 19 Chico, Calif _ _ _ 12 17 11 13 8 16 12 17 Fresno, Calif.. _ _ _ _ . . 28 28 12 17 10 3 13 18 San Diego, Calif .. .. .. . . 23 33 6 16 7 11 9 19 San Francisco, Calif _ _ _ 11 55 7 35 4 20 11 55 San Jose, Calif. _ _ _ _ _ 29 61 5 40 14 16 19 56 Santa Barbara, Calif . . . 26 23 13 18 17 11 26 23 Greeley, Colo.. _ . . .... 95 58 55 53 60 49 95 58 Gunnison, Colo. . . . . . 42 36 17 25 39 29 42 36 Athens, Ga _ _ 11 40 11 40 0 0 11 40 Valdosta, Ga... ... _ 4 24 4 22 3 7 4 24 Carbondale, Ill . . 25 26 25 26 22 21 25 26 Charleston, Ill . . . . 25 42 15 16 24 30 24 32 Chicago, Ill.1 _ 6 22 2 13 3 13 3 13 De Kalb, Ill _ _ _ 22 33 22 33 22 33 22 33 25 24 20 22 23 23 23 23 Normal, Ill. . . . . 62 80 33 46 53 63 61 78 Danville, Ind.1 . . . Indianapolis, Ind.1 . . 26 11 12 9 26 11 26 11 2 42 0 33 2 42 2 42 Muncie, Ind . . . . . . 27 29 19 18 27 29 27 29 Terre Haute, Ind - 2 47 348 2 45 2 32 2 47 348 247 2 48 Cedar Falls, Iowa _ _ 128 175 81 90 115 163 128 175 Emporia, Kans. _ _ 55 95 40 54 55 75 55 95 Hays, Kans _ _ _ 33 25 23 13 33 25 33 25 Pittsburg, Kans _ _ 78 47 60 37 78 47 78 47 Bowling Green, Ky - - 34 18 31 12 27 12 31 14 Richmond, Ky. .. _ 28 35 24 25 17 20 28 35 Natchitoches, La _ _ _ 34 42 30 42 34 34 34 42 Boston, Mass _ _ 21 9 4 2 0 0 4 2 Do _ 7 19 7 19 0 0 7 19 Bridgewater, Mass _ 9 28 9 28 0 0 9 28 Framingham, Mass - - 8 35 8 35 0 0 8 35 Salem, Mass _ _ 10 26 10 26 0 0 10 26 Worcester, Mass . . . . 7 13 7 13 0 0 7 13 Detroit, Mich _ _ _ _ 13 58 5 43 9 25 12 55 Kalamazoo, Mich _ _ 66 92 53 70 54 70 66 92 Marquette, Mich ... _ 25 28 20 26 25 28 25 28 Mount Pleasant, Mich . . 45 46 21 28 42 45 42 45 Ypsilanti, Mich _ _ 68 112 47 83 46 78 68 112 Hattiesburg, Miss _ 12 26 10 20 12 26 12 26 Cape Girardeau, Mo _ 33 31 25 21 32 25 32 31 Jefferson City, Mo.3 _ 22 16 3 4 10 6 11 8 Kirksville, Mo . . . . . Maryville, Mo.. . . 35 27 28 27 35 27 35 27 34 45 26 22 31 39 31 39 St. Louis, Mo _ _ . ... .. Springfield, Mo _ _ _ 30 22 27 18 15 9 30 22 46 48 39 45 46 48 46 48 Warrensburg, Mo _ _ 44 50 24 26 44 50 44 50 Chadron, Nebr. _ _ _ _ _ 15 20 13 20 15 16 15 20 Kearney, Nebr _ _ _ _ 32 48 15 26 24 38 26 45 Peru, Nebr. _ _ _ _ _ 16 24 14 23 16 24 16 24 Wayne, Nebr _ ... ... _ 19 17 16 17 19 17 19 17 East Las Vegas, N. Mex _ 17 27 9 12 16 26 16 26 Silver City, N. Mex _ _ 18 26 1 5 8 4 9 9 Albany, N. Y._ . . . . 58 64 34 37 24 27 58 64 Greenville, N. C _ _ 15 31 9 24 11 11 15 31 Valley City, N. Dak . . 22 57 15 39 22 43 22 57 Bowling Green, Ohio. _ _ 28 24 22 24 24 20 28 24 Kent, Ohio.. . _ _ _ 35 47 16 24 34 46 35 47 Ada, Okla. _ 50 35 19 16 21 11 40 27 Alva, Okla . . . . _ _ 44 19 20 13 44 19 44 19 Durant, Okla _ _ 34 19 17 13 18 4 30 17 Edmond, Okla... . . . 41 26 19 21 22 5 41 26 Tahlequah, Okla . . .. . 31 15 14 11 31 15 31 15 Weatherford, Okla . . . 38 24 11 13 23 7 34 20 Providence, R. I . . . 20 31 9 24 11 7 20 31 Orangeburg, S. C.3. . . 53 27 12 12 27 9 29 21 Aberdeen, S. Dak . . 36 34 30 | 28 32 30 36 34 1 Private. 2 Estimated as to sex. 3 For colored persons. TEACHERS COLLEGES AND NORMAL SCHOOLS 765 Table 23 — Teachers colleges — Instructors, 1923-24 — Continued Location (for name of institution, see Table 22) In all courses, excluding duplicates Regular ses¬ sion tn normal courses Summer ses¬ sion Total, excluding duplicates Men Women Men Women Men Women Men Women > 2 3 4 5 6 7 8 9 Madison, S. Dak _ _ _ 16 28 11 20 6 13 15 28 Spearfish, S. Dak . . . 19 35 8 21 13 17 14 25 Springfield, S. Dak.. _ 18 18 6 8 12 7 12 9 Nashville, Term.1 _ _ . 85 46 30 19 85 46 85 46 Alpine, Tex _ _ 13 16 10 13 12 14 12 14 Canyon, Tex _ 42 61 22 33 33 39 37 52 Commerce, Tex _ _ _ _ 42 32 26 29 39 28 39 31 Denton, Tex.. . .. ... . . _ 77 72 46 45 64 45 73 65 Huntsville, Tex _ 41 49 26 29 41 49 41 49 Nacogdoches, Tex... ... _ 17 22 10 12 17 20 17 22 Prairie View, Tex.3.. . . . 46 27 17 8 18 8 18 8 San Marcos, Tex . . . . 31 35 18 22 25 16 31 35 East Radford, Va... _ 20 44 8 16 19 35 20 44 Farmville, Va ... . .. . . 12 64 9 37 6 21 12 40 Fredericksburg, Va _ 7 29 4 29 7 17 7 29 Harrisonburg, Va... . . 13 45 9 31 12 24 13 45 Athens, W. Va . . . 14 13 7 9 13 11 13 11 Fairmont, W. Va - - 14 12 11 10 11 10 13 12 Huntington, W. Va _ _ _ 25 31 19 21 16 13 25 31 Institute, W. Va.3 _ _ ... ... 28 12 17 7 19 6 18 8 Menomonie, Wis . . . 20 28 18 27 20 25 20 28 1 Private 3 For colored persons. Table 24. — Teachers colleges — Students, 1923-24 [Including teacher-training institutions offering four years’ work above the secondary school and granting degrees] Location (for name of in¬ stitution see Table 22). Resident students in all courses, ex¬ cluding duplicates Resident s Regular session tudents in nor] Summer session nal courses Total, ex¬ cluding duplicates Stu¬ dents in ex¬ tension and corre¬ spond¬ ence courses Attend¬ ance weeks of resi- dent- stu- dents in j teacher¬ training courses Men Wom¬ en Men Wom¬ en Men Wom¬ en Men Wom¬ en > 3 3 4 5 6 7 8 9 10 11 Conway, Ark. . . . . 453 1, 172 331 571 178 601 453 1, 172 1,246 30,384 Chico, Calif... . 123 504 92 323 31 181 123 504 101 Fresno, Calif. 336 842 51 414 17 211 64 605 638 San Diego, Calif 229 969 43 479 28 342 71 821 San Francisco, Calif . 12 1,014 3 801 9 213 12 1,014 San Jose, Calif . . 192 1, 309 75 864 45 575 109 1,241 167 32, 077 Santa Barbara, Calif 293 541 127 251 99 145 209 380 Greeley, Colo _ _ 457 175 1,195 282 2,276 457 3, 169 2, 458 38,554 Gunnison, Colo _ . ... 176 ’866 30 228 96 635 106 700 417 17, 329 Athens, Ga _ 6 655 6 655 0 0 6 655 Valdosta, Ga _ 27 398 0 138 27 240 27 366 0 6, 334 Carbondale, HI . . 1,033 1,575 700 1,080 354 806 1,008 1, 539 0 47, 592 Charleston, HI. . 350 1,283 135 420 164 907 240 1, 142 0 Chicago, HI.1.. - - 0 504 0 380 0 124 0 504 5 13, 250 De Kalb, HI.... . 154 1,109 121 411 42 703 154 1, 109 0 28, 092 Macomb, Ill _ _ 363 1,010 126 398 189 630 294 901 792 24, 456 Normal, Ill . . . 612 3,377 228 849 640 2, 671 592 3, 360 31 57, 552 Danville, Ind.1 . . 540 810 180 285 373 550 520 780 0 19,596 Indianapolis, Ind.1.. . 0 1, 114 0 904 0 475 0 1,114 0 Muncie, Ind.. 494 1,233 294 658 351 770 494 1, 233 Terre Haute, Ind _ _ 2 1,054 2 1,872 2 639 2 1,135 2415 2 737 2 1,054 2 1,872 2,466 87, 612 Cedar Falls, Iowa . 965 6, 372 566 2,367 488 4,094 965 6, 372 632 1 Private. 2 Estimate. 27301°— 27 - 49 766 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 24. — Teachers colleges — Students, 1923-2 4 — Continued Location (for name of in¬ stitution see Table 22). Resident students in all courses, ex¬ cluding duplicates Resident si Regular session tudents in nori Summer session nal courses Total, ex¬ cluding duplicates Stu¬ dents in ex¬ tension and corre¬ Attend¬ ance weeks of resi- dent- stu- dents in teacher¬ training courses Men Wom¬ en Men Wom¬ en Men Wom¬ en Men Wom¬ en spond¬ ence courses « 2 3 4 5 6 7 8 9 10 11 Emporia, Kans . . . . 708 3,310 354 985 394 2,463 654 3,177 816 64, 569 Hays, Kans _ _ . .. 333 1,478 171 286 157 1, 222 308 1,478 934 28, 863 Pittsburg, Kans . __ .. 1,189 2, 639 510 718 501 1, 735 826 2, 273 954 53, 756 Bowling Green, Ky _ 2915 2 657 2 453 2 495 2 394 2 414 2 642 2 657 1,065 38, 968 Richmond, Ky.. . . . 406 2 1, 409 323 846 105 637 406 2 1,409 733 Natchitoches, 'La - 282 1, 648 154 997 197 946 282 1,648 367 45,424 95 225 7 51 0 0 7 51 2, 088 Do. _ _ _ 6 481 6 481 0 0 6 481 0 19, 480 Bridgewater, Mass.. . . 38 480 38 480 0 0 38 480 18, 200 Framingham, Mass.. _ 0 520 0 520 0 0 0 520 0 19, 114 Salem, Mass _ 44 438 44 438 0 0 44 438 0 16, 521 Worcester, Mass _ _ _ 0 239 0 239 0 0 0 239 0 8, 676 Detroit, Mich - 111 1,684 37 818 74 906 111 1, 684 1,581 36, 660 1,078 2, 886 671 1,457 342 1, 466 948 2, 725 1, 106 Marquette, Mich ... . . 2 339 2 1,198 164 538 275 790 2 339 2 1,198 140 25, 272 523 1, 782 416 1, 222 365 1,124 523 1, 782 767 Ypsilanti, Mich - 641 4, 083 423 2, 191 261 2, 166 641 4, 083 1,460 10Q, 326 309 1,273 55 536 204 673 259 1, 173 160 Cape Girardeau, Mo . . 374 998 184 424 239 ' 720 349 939 317 25,864 Jefferson City, Mo.3 _ 215 303 59 65 18 84 77 149 13 5,328 Kirksville, Mo _ 510 2, 196 266 659 377 1,244 510 2, 196 513 41, 085 Maryville, Mo _ _ _ 570 1, 630 292 584 221 958 513 1,542 936 20, 292 St. Louis, Mo.. . 48 1, 660 25 1, 177 26 497 48 1,660 45, 522 Springfield, Mo 817 1, 957 378 623 419 1,362 627 1, 650 730 Warrensburg, Mo. 795 1, 594 235 689 326 1,512 795 1, 594 Chardon, Nebr _ _ 146 696 18 119 35 380 53 499 73 5,744 Kearney, Nebr - - - 319 1,943 1.78 514 162 1, 444 307 1, 840 460 33, 032 Peru. Nebr.. . . . 267 679 152 225 115 454 267 679 290 16, 625 Wayne, Nebr 566 920 255 315 275 570 511 855 149 East Las Vegas, N. Mex _ 344 1, 073 57 81 151 507 208 588 248 10, 232 Silver City, N. Mex 153 425 15 56 22 155 37 211 192 Albany, N. Y. 333 1, 690 102 828 215 807 317 1, 635 37, 684 Greenville, N. C . . 6 862 1 515 5 431 6 862 0 0 Vallp.y City N. Dak 2 186 2 1,677 2 186 2 1,677 2 127 21,152 2 186 2 1,677 189 Bowling Green, Ohio. ... . 289 1, 393 96 479 193 914 289 1, 393 313 29, 304 Kent, Ohio 402 2,708 2, 372 100 539 334 2, 350 402 2,708 998 Ada, Okla _ _ 761 295 848 402 1, 289 697 2, 137 735 51, 915 Alva, Okla _ _ . .. 618 932 281 507 402 620 520 818 216 37, 466 Durant, Okla - - 1,040 2, 230 403 761 841 1, 609 1,040 2, 230 507 58, 237 Edmond, Okla 733 2, 118 295 706 368 110 603 816 2,261 Tahlequah, Okla _ _ 643 1, 225 265 438 378 787 643 1,225 1, 151 32, 373 Weatherford, Okla 482 1, 309 152 304 330 1, 005 482 1, 309 515 Providence, R. T 26 939 14 583 12 346 26 929 Orangeburg, S. C.3 396 491 69 128 123 223 192 351 9, 168 Aberdeen, S. Dak . . 416 1, 507 224 680 . 196 845 379 1, 444 289 32, 892 Madison, S. Dak 118 641 65 174 33 402 93 550 Spearfish, S. Dak 201 742 137 304 78 473 201 742 0 Springfield, S. Dak _ 90 362 20 185 26 170 36 345 41 8,046 Nashville, Tenn.1 . 728 1, 952 268 341 460 1, 611 728 1, 952 452 Alpine, Tex _ _ 89 223 60 113 20 140 70 203 7 7, 170 Canyon, Tex 300 1, 101 187 364 222 839 300 1, 101 82 Commerce, Tex _ 835 1, 668 439 857 396 811 835 1, 668 95 58, 962 Denton, Tex . . . 910 2,208 598 1, 115 620 2, 050 910 2, 208 0 78, 992 Huntsville, Tex.. . . 556 1, 472 289 698 392 1,029 556 1,472 132 40, 730 Nacogdoches, Tex — . 288 748 194 415 164 514 288 748 0 21, 826 Prairie View, Tex.3 - 613 1, 236 122 204 76 321 198 525 0 15,309 San Marcos, Tex _ _ 497 1, 515 236 624 261 891 497 1, 515 61 37,212 East Radford, Va _ 103 1,934 0 397 103 1, 573 103 1,934 333 30, 931 Farmville, Va.. 3 1, 254 0 745 3 551 3 1, 254 31, 937 Fredericksburg, Va _ 4 680 0 354 4 340 4 680 0 16, 016 Harrisonburg, Va . . 40 1, 481 0 581 40 900 40 1, 481 0 26, 664 Athens, W. Va . . . . 196 495 47 63 125 368 159 452 389 8,177 Fairmont, W. Va 195 644 47 340 81 489 128 529 369 Huntington, W. Va _ 326 1,409 52 454 97 830 149 1, 284 238 25, 710 Institute, W. Va.3. 201 555 60 101 28 274 80 364 32 Menomonie, Wis . . 463 390 268 301 242 151 463 390 0 22,581 i Private. 2 Estimated. 3 For colored persons. ins offering four years’ work above the secondary school and granting degrees] TEACHERS COLLEGES AND NORMAL SCHOOLS 767 if t, ;i ii® III; Hip Wi llsslslsi mmtm OOOOOOOCCC IlSSlSlsi ipmm ’iiiisisi s-'ss'grf§8 ooooooooo ||00000|8 cToo ilsigSSl Sill IlliWS'sSSlI islilsl ocfoo ii°ii§00 IS SSI ilsi0!00 I's'sss s' §§' ss ill! mm ■111 S'S” ooooooooooooo §iiSsi°§ ggs^sssf ssr illllSSi ■«s i; ■Sai'S iiii III! s'sgg nil oooooo 1‘ |!ll! 13333 IlllallsillSIglSIlilllil (mmmmmmmmmrn slllSlISIliilliiSlllllil gSSSRS'S'gg'S^ 8SSSSaSgl8SS§S8SiiB§i§SS sa: ^ i Hill Hi sssss II Jill ii siSiisistaai ilJIiil oooco; Table 25. — Teachers colleges — Property and income , 1923-24 — Continued 768 BIENNIAL SURVEY OE EDUCATION, 1922-1924 Total receipts 2 Sg|ggSISIIsiisl3§ssil5IlgllSl§lll Receipts all other sources a 0 $9, 073 87, 373 14, 400 0 0 0 9,270 0 506 0 0 0 0 5,570 0 16, 357 0 0 0 0 0 0 0 0 1,500 0 2,946 0 0 2,202 69, 240 7, 069 1 Current expenses ® siiigsiisigsisiBsisgissiiiisisiii !f 2 2 Increase of plant ©s $57, 513 0 0 0 0 0 0 0 17,500 0 0 251, 500 0 135, 000 18, 250 1, 130 15, 129 0 287, 000 19, 374 0 119, 622 50,000 0 0 0 4, 500 9,000 0 0 85, 500 17, 478 173, 015 1) tive funds i 00 OO.OOOO.OOOO.OOOOOOOCOOCOOCOOOO.O s ?! Board, room, etc. l'- isis°0ii0i0000°iSR0i°§0ig§iirigi S'Sgg SS“ rf ST U Ut \g |I Tuition, etc. - Endow- ment funds i i° : i ;° i°° i i i : i i i :®°° i i i i i i° i°° ® !! !!! ! !!!!!!!! !!!!!! ! e Value of 3 | |1| *** iiiiiiisiiiiiisiiiiiiiiiiiiiiiiii mmmmimmimmmmmrnmi rH t-T rH 2 Value of library, appa¬ ratus, ma¬ chinery, and furni¬ ture iss*is„iiiiisisiiiiiiiiiiiiin in Bound in library I o 1 I . TEACHERS COLLEGES AND NORMAL SCHOOLS iillillSglllllSillsISgslilalill ooooooo sl0°SiSi°0il0glS§ll00si° S" S' S?»'S‘g»‘S‘ g's sllsllll§llll0illillllSHSi!ilI isisssissiw 2 = £ S gill5 sss's' ooooooooo Sii°iiiii000 gsT 31331 ooooooooooooooooo sssss ■ oooooooo 111S1 HcowVw ooooo gl°illlilsia 5? SS3S--S-S-- sliilsg°s§lglsllslll§iSglilll|g sKsf a'8'S ooooo joo : ; ! !o !o !© !©© !© 1 !o i ! MS ! i : i s of ; ! i illliilllllllslsllllllilillllla mmmmmmmmmmmsmmi r-7 rH ^ © «Vo‘ ©£© oo cjwooi «VnnV 769 Table 26. — Teachers colleges — Expenditures, 1923-24 770 BIENNIAL SURVEY OF EDUCATION, 1922-1024 TEACHERS COLLEGES AND NORMAL SCHOOLS 771 nsss I gsrf§‘ Is ill gs ;§'e llg isiimri0? S''*”' i"8'g3S'2'g' S s'sfef 2«'8'sg' SllgilSIlllillgiEllllislllillllsIlsIsIllIII §’sWi¥Hl2l¥s¥s¥sWsI8=¥§¥fS'sS’5’§’Sil2ss’fs'l’PI ooogoogoooggogooooogggogggooogooogoooggoooo s' Of rf ^TpW !isgoooiigfrroooosirsr°°iisifroogrr sS"-'- 3 ^8'“" 38 =S'2S»' -s' S' Is0l§l!ls8isllsllllsil0sllllllllfllllllllll o*>“ (N-'rldoVgVo^c^iNVmciNV® ^ofcftCrt-‘^rtC^rCcccio'« o ~ o oo^sojo'o'' - " - - ■- | ii0siigiiiigisiiisiiii0iiiiiisisi2ii0iB°sii 5 of of wNOcoVoVrcocVNV-V^VcoV gc*com»ffiVco-VV oof oo« ®3 ! !rsoo3§sir°ie§si§si§si§£ii!oris§§iros!i g oo cf O ® io-oo-o" hmooooo‘wnVVn«mnV oo'efefo’'^ «Vo iiiiisiiiiiiiiiiisiiiiiliiiiiiiiisiiiisgiii f sVggs's'gs's'sgs's's's's^ SllllisSllllllg|lllllllgs5l§liSglllils§ISIi ”r “«^»^eooo“Noioi>r®r^T4-^®oo~ef«ocf^t-“o'oefeoec«5^ro'ofoeoo'‘t;r®' 000000 1111 S*'o^ 00000000 §1° °!if§r°i!ggrs co,-T ^ coio'cfoTco ^r0r-0(NO Business 1 $2, 617 0 5, 700 14, 000 0 4,200 4,630 7, 529 0 2, 905 390 2, 600 0 Location (for name of institution, see Table 22) ! Huntsville, Tex.. . . ... . . . - --- .. Nacogdoches, Tex . . . . . . Prairie View, Tex.6 . . . San Marcos, Tex . . . . . . - . . East Radford, Va . . . . . - . Farmville, Va . . . . . . . . Fredericksburg, Va. . . . Harrisonburg, Va _ _ _ _ _ Athens, W. Va.... . . . . . Fairmont, W. Va _ _ _ _ _ Huntington, W. Va. . . . . . . Institute, W. Va. 8 _ _ _ _ _ Menomonie, Wis . . . . . . . 6 For colored persons. TEACHERS COLLEGES AND NORMAL SCHOOLS 773 Table 27. — State normal schools — Sessions, entrance requirements, graduates, etc., 1923-24 Location Institution Weeks in year g la 0 C P CO © > Years in teachers’ training course Gradu- atesfrom teachers’ training course Model school 1 Practice school 1 Hours of practice re¬ quired fn teachers training course Enrollment in model and practice schools a S) s Women ■ 2 3 4 5 6 7 8 9 10 11 Alabama: Daphne . . 36 12 2 2 15 B B 144 95 36 11 2 11 98 A, B A, B 180 505 Jacksonville _ 35 12 2 23 57 A A 180 327 Livingstone. . . _ do . . . . . . 36 12 2 7 58 A, B A, B 144 227 Montgomery.. . ..do. . . . . _ . . ... 36 10 2 2 25 A A 180 ! 636 Normal _ ... State Agricultural and Meehan- 32 6 2 3 2 A A 160 162 ical Institute.2 Troy _ 36 11 2 35 141 A A 144 Arizona: Flagstaff.. ... Northern Arizona Normal School 36 10 2 8 45 A A 240 392 38 0 2 24 118 A A 142 503 Arkansas: Pine Bluff _ Agricultural, Mechanical, and 36 6 2 11 12 A A 90 159 Normal School.2 California: Areata - Humboldt State Teachers Col- 36 6 2'A 5 42 A, B A, B 180 90 lege. Connecticut: Danburv _ State Normal School _ 40 0 2 0 170 B B 500 968 New Britain _ do __ _ _ _ _ 40 0 2 A, B A, B 500 1, 050 New Haven. do _ _ _ _ 40 0 2 0 188 B B 500 Willimantic _ .do _ _ _ _ 40 0 2 B B 500 767 Georgia: Albany _ Georgia Normal and Agricul¬ 36 6 2 3 3 A A 72 38 tural School.2-3 Bowdon _ ... State Normal and Industrial 36 0 2 2 23 B B 36 310 College. ' Hawaii: Honolulu _ Territorial Normal and Train¬ 37 6 2 6 93 A 450 609 ing School. Idaho: Albion _ State Normal School _ _ _ 36 9 2 18 65 A A 140 166 Lewiston _ do 36 9 2 9 154 A A 144 135 Kentucky: Frankfort _ Kentucky Normal and Indus¬ 40 6 2 0 1 A A 60 352 trial Institute.2 Morehead State Normal School _ 36 9 2 0 1 B B 100 Murray _ _ do... _ _ _ _ 36 12 2 1 14 B B 90 111 Maine: Castine... . Eastern State Normal School - 38 6 2 1 52 A, B A, B 180 168 Farmington. . State Normal School _ _ 38 6 2 5 129 A, B A, B 300 175 Fort Kent _ Madawaska Training School 4— 38 0 2 9 22 A, B A, B 180 232 Gorham _ State Normal School .. _ 36 6 2 14 133 A A, B 245 540 Machias.. .. . Washington State Normal School 38 6 2 17 45 A, B A, B 180 160 Presque Isle . Aroostook State Normal School . 38 6 2 1 52 A, B A, B 180 446 Maryland: Bowie _ _ AT aryl and Normal School 2__ 36 6 2 2 25 B B 216 40 Frost burg _ State Normal School 36 6 2 2 63 A, B A, B 90 221 Towson. . Alary land State Normal School . 36 6 2 20 220 AB ; A, B 180 235 Massachusetts: Fitchburg . State Normal School . 39 6 2-4 33 129 B E 325 667 Hyannis . _ do . . . 38 9 2 4 24 B B 325 Lowell. . 38 0 2-3 1 141 B B 180 764 North Adams. .. . do . 38 5 2 0 63 B B 408 700 Westfield . . do . 37 0 2 0 93 A ' A 360 513 Minnesota: Bemidji . State Teachers College . 36 6 2 0 36 A j A 180 205 Duluth . . do . . . 36 6 2 0 104 A 1 A 135 212 Mankato . . do . 86 6 2 6 299 A 180 372 Moorhead . _ .do . . .. 36 6 2 14 198 A , A 120 203 St. Cloud . . do . 36 6 2-3 46 344 A, B A, B 110 1, 337 Winona . . do . 36 6 2-3 8 148 A; B A, B 180 435 Montana: Dillon . Montana State Normal College . 36 9 2 12 120 B 1 B 120 660 1 A, maintained by this institution; B, public schools. 2 For colored persons. 3 Two years of high school required for entrance to teachers training course. 4 Completion of eighth grade required for entrance to teachers training course. 774 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 27. — State normal schools — Sessions , entrance requirements, graduates, etc., 1 923-24 — Continued 8 *CO Gradu¬ CO © training § gag P w Location Institution £ £3 P CO -pH pi ^ ^ bL a. 5 course 'o o pp pP O CO s. _ c aca « 60 4-» ^ g'i M & £ M CO M £ - P CO P © a 3 o > CO *3 O a o o3 £ °?-a III w la £^3 a 5 W 1:3 > 2 3 4 5 G 7 8 9 10 11 New Hampshire: Keene _ 36 6 2-3 1 in B B 450 414 Plymouth . _ do _ _ _ 36 2-3 0 97 B B 270 235 New Jersey: Glassboro __ .. . ..do _ _ 40 0 2 2 53 B B 500 0 Montclair _ _ . do _ ... . . _ 40 0 2 6 268 A, B A. B 400 106 Newark., _ _ _ do _ 40 0 2 35 494 B B 500 Paterson. _ _ do ... _ 38 0 2 1 61 A, B A A, B 500 742 Trenton _ .. . do 40 0 2 20 296 A, B 262 269 New Mexico: El Rito . . Spanish-American Normal School.4 36 8 4 6 1 A A 120 93 New York: Brockport _ State Normal School _ 40 0 3 3 28 A A 300 598 Buffalo do.8 40 6 2-4 58 120 A, B A A, B 200 309 Cortland. _ _ do _ _ _ 38 6 3 0 18 A 200 546 Fredonia _ _ do _ _ _ . _ 40 6 3 2 17 A A 300 311 Geneseo _ _ do _ _ _ _ — . . 38 6 3 4 110 A A, B 180 757 New Paltz _ . . do . . . . 39 6 3 5 56 A, B A 180 570 Oneonta _ do ... . . . . 40 6 3 0 200 A, B A,B 600 1, 153 Oswego. . State Normal and Training School. 39 6 3 42 32 A A 460 372 380 Plattsburg.. .... State Normal School _ 38 6 3 1 23 A A 229 Potsdam _ .... do. . . 40 6 3 4 56 A A 500 634 North Carolina: A, B Cullowhee _ _ Cullowhee Normal and Indus¬ 36 12 2 2 6 A, B 120 258 trial School. B 180 Durham State Normal School 2 _ 36 6 2 0 4 B Elizabeth City .. do.2 . . . . 36 12 2 2 12 A A 90 172 Fayetteville _ do.2 _ 36 12 2 0 1 A A 180 286 Winston-Salem . Slater State Normal School 2 - 36 12 2 1 *7 B B 120 North Dakota: B Dickinson _ _ State Normal School . . . 36 12 1-2 10 117 B 120 0 Ellendale _ State Normal and Industrial 36 12 2 16 56 A, B B 180 205 School. B 120 Maryville State Normal School 36 12 1-2 25 283 B Minot _ do . . . . . 36 12 2 15 300 A A 180 344 Oklahoma: Langston.. _ _ Colored Agricultural and Nor¬ mal University.2 36 10 2 8 31 A A 180 118 Oregon: 459 Monmouth State Normal School . . 36 12 2 11 284 A A 180 Pennsylvania: A, B 270 Bloomsburg— State Normal School . . . .. 36 9 2-3 43 243 A, B 300 California _ Southwestern State Normal 36 9 2-3 14 153 A A 270 487 School. A, B 270 Cheyney . Training School for Teachers 2 . . . State Normal School . 36 0 2-3 1 16 A, B 64 Clarion. . 36 9 2 12 85 A, B A, B 180 375 East Strouds¬ _ do . 36 9 2-3 32 146 A A 180 632 burg. Edinboro. _ . ....do.. . 36 9 2-3 13 160 B B 270 609 Indiana , ..do . . . 36 9 2-3 5 301 A, B A, B 180 933 Kutztown. _ Keystone State Normal School. . Central State Normal School - 36 9 2-3 20 124 A, B A, B 180 116 Lock Haven.... 36 9 2-3 4 91 A, B A, B 180 559 M amsfleld State Normal School . 36 9 2-3 15 152 A A 270 475 Millersville do.. . 36 9 2-3 32 185 A A 180 351 Cumberland Valley State Nor¬ 36 9 2-3 29 153 A, B 120 257 ompp&uouuig -- . mal School. A,B A,B 270 248 Slippery Rock. . State Normal School . 36 9 2-3 10 137 West Chester do . . . . . 86 9 2-3 19 356 B B 280 Philippine Islands: Manila . Philippine Normal School 4 . 40 0 fi 55 75 A, B A, B 200 827 1 A, maintained by this institution; B, public school. 2 For colored persons. ‘ Completion of eighth grade required for entrance to teachers training course. 8 Grants degrees in home economics. TEACHERS COLLEGES AND NORMAL SCHOOLS 775 Table 27 — State normal schools — Sessions, entrance etc., 1928-24 — Continued requirements, graduates, Location Institution | Weeks in year Weeks in summer ses¬ sion Years in teachers’ training course Gradu¬ ates from teachers’ training course Model school 1 Practice school 1 Hours of practice re¬ quired in teachers’ training course Enrollment in model and practice schools 0 i Women > 2 3 4 5 6 7 8 9 10 11 Tennessee: Johnson City — East Tennessee State Normal 36 10 1-3 15 143 A A 45 274 School. Murfreesboro ... Middle Tennessee State Normal 36 12 1-3 13 25 A A 6 60 107 School. Nashville _ Tennessee Agricultural and In¬ 36 6 2-4 14 28 A A 180 344 dustrial State Normal School.2 Normal . West Tennessee State Normal 36 10 3 9 61 A A 6 184 229 School. Vermont: Castleton _ State Normal Training School... 37 0 2 0 24 A, B A, B 240 400 Virginia: Ettricks - Virginia Normal and Industrial 36 12 2-4 4 48 A A 200 679 Institute.2 Washington: Bellingham _ State Normal School. . _ _ 36 11 2-4 47 463 A, B A, B 96 237 Cheney. _ do _ _ ... 36 12 2-4 29 299 A, B A, B 180 386 Ellensburg _ . do__ _ _ _ 34 12 1-4 26 209 A, B A, B 60 521 West Virginia: Bluefield... _ Bluefield Institute 2 _ 38 9 2 0 10 A, B A 190 46 Glenville . _ State Normal School. . 36 9 2 30 48 B B 90 222 Shepherdstown . Shepherd College, State Normal 36 9 2 40 52 B B 90 310 West Liberty. .. OtllUUl. State Normal School _ 36 9 2 j 12 36 B B 270 0 Wisconsin: Eau Claire _ State Normal School. . . 36 6 1-4 A, B A, B 150 0 La Crosse _ _ do . -. _ 36 6 1-3 51 141 A, B A, B 180 2,006 Milwaukee _ _ do . . _ .... _ 36 6 2-4 25 536 A A, B 270 397 Oshkosh _ . do ... _ . . 36 6 1-4 74 201 A A, B 180 241 Platte ville _ do . . ‘ . .. . 36 6 1-3 99 150 A A, B 354 245 River Falls . _ do . ... _ 36 6 2-3 50 100 A, B A, B 180 211 Stevens Point. _ do .. _ 38 6 2-3 25 329 A, B A, B 72 390 Superior _ _ do. . . . 36 6 1-4 22 304 A, B A, B 180 356 Whitewater _ _ do _ 36 6 1-4 31 201 A A 180 354 A, maintained by this institution; B, public school. 2 For colored persons. 6 Figures for 1921-22. 776 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 28. — State normal schools — Instructors , 1923-24 In all courses, In normal courses Location (for name of institution see Table 27) excluding duplicates Regular session Summer session Total, exclud¬ ing duplicates Men Women Men Women Men Women Men Women > 2 3 4 5 6 7 8 9 Alabama: Daphne _ 2 7 1 5 2 4 2 7 Florence _ 25 51 9 20 16 31 25 51 Jacksonville.. _ ... 14 14 10 11 14 14 14 14 Livingstone _ _ 7 16 7 15 6 12 7 16 Montgomery 1 _ _ 19 22 2 6 10 11 10 11 Normal 1 _ 11 10 2 2 3 4 3 5 Troy _ _ 12 21 8 15 12 20 12 21 Arizona: Flagstaff.. _ 17 24 8 15 17 19 17 24 Tempe . . . . . . 15 17 15 17 0 0 15 17 Arkansas: Pine BlufE 1 _ _ _ 9 3 3 4 2 3 2 3 3 4 California: Areata . . . . 11 12 7 8 4 4 11 12 Connecticut: Danbury . . . . . 3 9 3 9 0 0 3 9 New Britain . . 3 15 3 15 0 0 3 15 New Haven _ _ _ _ 4 7 4 7 0 0 4 7 Willimantic . . . 4 7 4 7 0 0 4 7 Georgia: Albany 1 _ 8 12 3 4 4 6 4 6 Bow don _ ... _ _ 3 4 1 1 0 0 1 1 Hawaii: Honolulu . . .. .. . . 7 45 5 30 5 12 5 37 Idaho: Albion _ _ _ _ _ . _. 13 19 9 15 11 14 13 19 Lewiston _ ... ._ ... .. 13 30 8 21 10 21 10 21 Kentucky: Frankfort 1 _ 17 15 3 4 8 4 8 7 Morehead _ _ _ _ _ _ 6 10 6 9 6 10 6 10 Murray _ _ _ 8 10 7 5 8 10 8 10 Maine: Castine _ _ _ _ _ 2 17 2 11 0 6 2 17 Farmington _ _ 5 19 4 16 3 7 5 19 Fort Kent _ _ _ 5 14 5 14 0 0 5 14 Gorham _ _ .. _ 6 21 5 16 3 7 6 21 Machias _ _ _ 5 16 3 10 2 6 5 16 Presque Isle . . . 3 23 2 16 1 7 3 23 Maryland: Bowie1 . . . . 4 7 1 1 3 4 3 4 Frostburg _ _ _ _ 2 15 2 11 2 7 2 15 Towson . . ... . . . 8 61 4 20 4 17 8 37 Massachusetts: Fitchburg - - - - - 15 24 14 23 9 9 15 24 Hyannis _ _ _ _ 12 20 3 13 10 10 12 20 Lowell . . . . . 5 37 5 37 0 0 5 37 N orth Adams. . . . . 10 34 5 26 7 8 10 34 Westfield.. . . . . 5 20 4 19 0 0 4 19 Minnesota: 23 Bemidji _ _ _ _ _ 9 23 4 19 7 18 9 Duluth _ 9 22 7 14 9 13 9 22 Mankato _ _ ... ... ... 11 35 11 29 9 20 11 35 Moorhead _ _ _ _ 19 33 10 27 19 21 19 33 St. Cloud _ 21 40 11 30 20 22 21 40 Winona . . . . 18 32 14 27 11 11 18 32 Montana: Dillon . . . 21 42 11 33 16 13 21 36 New Hampshire: 21 Keene _ _ _ _ _ 9 21 7 21 7 11 9 Plymouth . . . . . . 8 11 7 8 1 3 8 11 New Jersey: 14 Glassboro _ 4 14 4 14 0 0 4 Montclair _ _ 3 28 2 27 0 0 2 27 Newark _ _ — 6 38 6 38 0 0 6 38 Paterson . . . . . 1 11 1 11 0 0 1 11 Trenton _ _ _ . 8 37 8 37 0 0 8 37 New Mexico: El Rito . . . 7 , 11 3 3 1 4 3 1 3 1 For colored persons. 2 Estimated. TEACHERS COLLEGES AND NORMAL SCHOOLS 777 Table 28 — State normal schools — Instructors , 1923-2 4 — Continued Location (for name of institution see Table 27) excluding duplicates Regular session Summer session Total, exclud¬ ing duplicates Men Women Men Women Men Women Men Women i « 3 4 5 6 7 8 9 New York: Brockport _ _ _ 6 22 6 16 0 0 6 16 Buffalo _ 22 40 10 34 15 13 22 40 Cortland _ 17 36 4 24 12 8 16 32 Fredonia _ 11 24 7 20 7 7 8 22 Geneseo _ 15 61 8 45 7 16 15 61 New Paitz - 9 21 6 17 6 5 7 19 Oneonta _ 8 44 7 34 7 23 8 44 Oswego _ 29 29 13 20 27 15 29 29 Plattsburg _ 13 19 10 17 10 8 13 19 Potsdam.. _ _ 11 43 4 20 5 13 6 24 North Carolina: Cullowhee _ 10 14 6 5 7 9 8 12 Durham L _ _ 6 8 1 1 3 4 3 5 Elizabeth City 1 _ 10 16 2 2 6 7 7 7 Fayetteville1. . _ _ 9 17 2 2 8 11 10 13 Winston-Salem1 _ _ _ 22 24 8 7 4 7 12 14 North Dakota: Dickinson _ ... _ . .. 15 20 6 16 15 15 15 19 Ellendale. _ 15 14 4 4 7 5 7 8 Mayville _ _ _ 18 18 5 10 13 11 13 13 Minot . . - - _ _ _ _ 17 21 9 19 17 21 17 21 Oklahoma: Langston 1 _ _ 37 21 19 12 18 9 37 21 Oregon: Monmouth _ _ . . . _ 13 59 10 40 13 59 13 59 Pennsylvania: Bloomsburg _ _ _ _ _ 22 48 17 26 14 26 21 41 California. _ _ __ . _ 35 66 12 28 23 38 35 66 Cheyney 1 - 4 10 2 7 0 0 2 7 Clarion.. . . . 17 25 8 15 8 15 8 15 East Stroudsburg . . 20 30 17 27 14 18 20 30 Edinboro . . . . 17 43 15 33 15 28 17 43 Indiana _ _ . 18 77 17 54 18 33 18 59 Kutztown - 14 19 12 18 13 12 13 18 Lock Haven. _ _ _ _ 18 43 8 23 10 20 18 43 Mansfield _ _ 21 34 15 25 15 19 21 34 Millers ville _ _ 13 27 11 20 12 15 12 27 Shippensburg _ 18 30 10 21 15 21 17 26 Slippery Rock _ West Chester _ 24 24 11 16 15 17 19 20 3 17 2 47 12 34 10 12 2 17 2 47 Philippine Islands: Manila - 26 45 25 45 0 0 25 45 Tennessee: Johnson City _ 18 19 11 15 2 18 2 19 18 19 Murfreesboro _ 11 15 11 15 11 15 11 15 Nashville 1 _ 24 19 18 17 23 17 23 17 Normal _ _ 18 20 14 18 18 20 18 20 Vermont: Castleton.. _ _ _ _ 0 8 0 8 0 0 0 8 Virginia: Ettricks 1 _ ... . . _ 36 55 6 20 8 12 8 20 Washington: Bellingham _ 39 61 17 43 20 46 36 60 Cheney _ _ _ 29 28 24 19 28 24 28 24 Ellensburg _ _ ... _ _ 18 28 6 13 8 13 8 13 West Virginia: Bluefield 1 _ 11 10 3 2 10 4 10 5 Glenville _ _ _ 11 10 9 9 6 5 11 10 Shepherdstown. . _ 6 10 5 9 6 10 6 10 West Liberty _ . 8 8 2 2 3 3 4 6 Wisconsin: Eau Claire _ 10 22 9 21 7 16 9 21 La Crosse _ _ 21 24 21 21 2 14 2 17 21 21 Milwaukee _ _ . 39 43 34 40 27 31 38 43 Oshkosh _ _ 24 30 21 28 19 30 23 30 Platte ville. _ _ 17 15 17 15 9 8 17 15 River Falls _ 22 20 22 20 22 20 22 20 Stevens Point _ 22 22 22 22 14 15 22 22 Superior . . _ 16 28 16 28 10 20 16 28 Whitewater _ _ 21 24 21 24 10 16 21 24 In normal courses 1 For colored persons. 2 Estimated. 778 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 29. — State normal schools — Students, 1923-24 Location (for name of insti¬ tution see Table 27) Resident stu¬ dents in all courses, excluding duplicates Resident students in normal courses Stu¬ dents in exten¬ sion and corre¬ spond¬ ence •courses Attend¬ ance weeks of resi¬ dent stu¬ dents in teacher training courses Regular session Summer session Total, exclud¬ ing duplicates Men W omen Men Women Men Women Men Women 1 2 3 4 5 6 7 8 9 10 11 Alabama: 23 113 4 66 6 49 10 105 1,900 Florence ... . ... 442 1,464 141 690 301 774 442 1,464 896 27, 119 412 1, 169 193 522 219 647 412 1, 169 846 Livingstone.. . ... 47 591 27 357 26 331 46 578 433 12, 453 290 1, 112 57 219 90 600 147 819 829 Normal1 _ ... 62 136 4 4 4 44 8 48 0 544 Troy. _ _ 219 994 114 615 107 624 219 994 788 34, 285 Arizona: Flagstaff . 114 419 19 106 82 316 92 369 33 78 385 70 376 0 0 70 376 13, 216 Arkansas*: Pine Bluff 1 . 92 164 10 14 20 77 30 84 1,446 California: 24 172 12 139 5 85 12 169 Connecticut: Danbury . . 0 253 0 253 0 0 0 253 0 9,118 0 317 0 317 0 0 0 317 0 330 0 330 o 0 0 330 0 138 0 138 0 o o 138 Georgia: Albany 1 _ 143 332 8 22 14 124 14 124 1,904 Bowdon _ _ 45 91 6 42 0 0 6 42 Hawaii: Honolulu.. .... _ 48 436 37 208 15 219 47 362 438 10,469 Idaho: Albion . . . 105 492 59 210 61 362 105 492 0 10,647 Lewiston ...... ... 65 751 35 407 27 395 57 701 0 14, 970 Kentucky: Frankfort 1 _ _ 141 392 30 123 6 117 36 240 12 6, 858 Morehead.. . 123 249 103 169 20 80 123 249 0 Murray _ ... 181 495 137 339 74 268 181 495 0 20, 074 Maine: Castine 30 162 30 102 0 60 30 162 0 Farmington 26 642 19 369 7 277 26 642 0 Fort Kent _ 50 125 50 125 0 0 5 125 0 6, 536 Gorham 37 468 33 331 4 137 37 468 13, 313 Machias 75 186 45 56 30 130 75 186 0 Presque Isle _ _ 17 300 7 167 10 133 17 300 0 4,750 Maryland: Bowie1 . . . . 27 146 2 25 3 43 5 68 0 1,242 Frosfhnrg 16 297 6 119 10 191 16 297 5, 706 Towson. 60 787 46 523 14 264 60 787 Massachusetts: Fitchburg 78 350 76 276 51 80 78 350 Hyannis 53 637 7 87 46 550 53 637 Lowell 1 296 1 296 0 0 1 296 10, 215 North Adams.. _ . 10 378 0 149 10 229 10 378 195 6, 857 Westfield _ 0 186 0 186 0 0 0 186 0 6, 882 Minnesota: Bemidji. 55 714 32 299 43 475 52 707 11 Duluth 19 889 3 411 16 589 19 889 Mankato 47 1, 350 40 793 26 662 47 1, 350 34, 088 Moorhead _ _ _ _ 99 1, 173 52 486 41 686 88 1,088 65 22,800 St. Cloud 212 1, 714 153 928 97 1, 014 212 1,714 45, 582 Winona _ 96 811 70 516 25 389 84 807 0 20, 556 Montana: Dillon . . . . 72 1,067 33 404 33 564 40 866 1, 647 16, 631 New Hampshire: Keene 21 631 6 369 15 262 21 631 14, 456 Plymouth... . . _ 10 483 0 250 10 233 10 483 0 9,720 New Jersey: Glassbnrn H 250 11 250 0 0 11 250 175 Montclair 13 516 13 516 0 0 13 516 N p.wa.rlr 75 1, 125 75 1, 125 0 0 75 1,125 Paterson 8 253 8 253 0 0 8 253 0 Trenton 39 555 39 555 0 0 39 555 23,760 New Mexico: El Rito . 53 21 25 15 20 7 45 21 1 For colored persons. TEACHERS COLLEGES AND NORMAL SCHOOLS 779 Table 29. — State normal schools — Students, 1923-24 — Continued Resident stu- Resident students in normal courses Stu¬ dents in exten¬ sion and Attend¬ dents in all ance courses, excluding weeks Regular Summer Total, exclud¬ of resi¬ Location (for name of insti- duplicates session session ing duplicates dent tution see Table 27) stu¬ spond- dents in teacher Men Women Men Women Men Women Men Women courses training courses 1 2 3 4 5 6 7 8 9 10 11 New York: 130 295 10 120 0 0 10 120 4,920 Buffalo-. _ . _ 175 1,225 320 105 778 100 750 175 1, 225 320 1,000 o 101 18 253 85 77 101 o 30 311 16 191 19 178 30 311 8,133 14, 634 106 870 7 290 43 515 50 805 10 New Paltz _ _ . .. 16 511 5 292 15 239 16 511 118 Oneonta . . . .. 58 1, 146 673 0 420 58 751 58 1, 146 673 18, 134 14, 523 7, 861 13, 596 301 85 230 216 443 301 Plattsburg-. ----- _ 32 390 20 170 12 230 32 390 Potsdam." _ . ... 148 848 2 292 25 379 27 671 North Carolina: Cullowhee _ 90 298 12 77 24 157 36 234 3, 466 1,530 79 271 2 18 11 124 13 142 Elizabeth City L.. ... . 83 407 3 32 16 156 19 188 Fayetteville1. _ _ 171 854 1 15 32 193 33 208 0 4,122 Winston-Salem 1 _ 23 567 2 33 15 238 17 271 175 North Dakota: 142 455 67 192 107 321 132 425 76 12, 300 6, 981 150 397 43 143 40 224 71 209 32 Mayville . 102 565 37 292 54 345 82 561 100 13, 104 Minot.. _ _ 2 165 2 1, 050 2 71 2450 2 115 J727 2 165 2 1, 050 53 Oklahoma: Langston 1 . . 185 611 154 372 27 225 181 597 85 6,703 Oregon: Monmouth.. _ _ 85 1, 559 48 765 40 710 85 1,559 Pennsylvania: Bloomsburg _ 217 1, 012 1, 552 86 89 480 119 491 196 943 652 25, 974 26, 083 1, 908 11, 129 19,600 21, 127 45, 549 15, 312 12, 726 17, 559 California _ 274 74 383 163 914 237 1,297 561 Cheyney _ 17 3 50 0 0 3 50 0 Clarion. . 158 757 39 145 80 489 113 608 111 East Stroudsburg 200 794 131 369 94 440 200 794 1,059 949 Edinboro _ 127 892 66 384 71 534 127 892 Indiana 194 2,213 577 60 862 85 1,283 279 145 2,145 561 2,758 543 Kutztown. . . 163 75 282 85 160 Lock Haven _ _ 67 735 16 188 51 547 67 735 78 Mansfield. . 163 725 67 380 91 334 142 692 63 Millersville 229 785 77 320 161 485 220 772 125 19, 487 22,001 Shipnensburg 340 891 105 322 218 519 297 804 213 Slippery Rock _ 207 1, 043 51 329 76 670 111 916 299 19, 758 40, 063 West Chester _ 113 1, 172 95 940 36 316 113 1, 170 41 Philippine Islands: Manila _ 1,002 1,387 555 1,007 0 0 555 1,007 62, 480 Tennessee: Johnson City. _ _ 198 1,040 1,290 3 110 3 440 3 162 3 700 198 1,040 1,290 1, 254 1,094 Murfreesboro . . . 209 169 457 165 1, 015 209 Nashville 1 . 396 1, 254 196 339 210 946 396 0 22, 826 26, 834 Normal . 162 1,094 102 447 60 647 162 Vermont: Castleton . . . 0 79 0 79 0 0 0 79 0 Virginia: Ettricks 1 . . 323 1, 139 6 167 43 493 49 660 66 Washington: Bellingham. ... 289 2, 024 1, 573 827 144 1, 063 961 128 1,113 225 1, 870 1,540 790 313 46, 527 Cheney _ _ . 235 173 138 921 228 190 Ellensburg . 134 61 455 59 435 108 106 19, 943 2,436 West Virginia: Bluefleld 1 . 112 360 1 20 21 161 22 181 28 Glenville . 171 280 100 150 49 142 149 240 183 Shepherdstown . 121 303 80 100 110 183 111 283 220 9, 127 4,456 West Liberty . 73 180 12 52 60 166 57 178 150 Wisconsin: Eau Claire . 240 635 189 406 65 446 228 634 0 21, 285 25, 312 54,963 25, 220 20, 466 21, 864 La Crosse . 307 770 259 502 67 373 307 770 0 Milwaukee . . 318 2,139 899 234 1, 198 84 941 318 2, 139 875 115 Oshkosh . . 350 253 449 107 512 325 0 Platteville. . 312 619 205 289 105 330 310 619 147 River Falls . . 304 489 227 309 115 313 302 487 0 Stevens Point.... 2 208 2 1, 100 1, 092 102 525 112 591 2 208 2 1, 100 1, 026 721 0 Superior. . . 363 221 624 35 627 341 70 Whitewater.. . . 213 755 144 465 43 368 172 0 For colored persons. 2 Estimated. * Distribution as to sex is estimated. 780 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 30. — State normal schools — Property and income, 1928-24 Bound Value of library, Value Receipts from students Public funds for — Re¬ ceipts from afi other sources Location (for name of institution see Table 27) vol¬ umes in library appa¬ ratus, machin¬ ery, furni¬ ture grounds and build¬ ings Tuition, etc. Board, room, etc. In¬ crease of plant Current expendi¬ tures Total receipts 1 2 3 4 5 6 7 8 9 10 Alabama: Daphne . 1, 500 $15,000 $30, 000 $1, 659 0 0 $14, 000 $1, 305 $16, 964 Florence. . 6, 750 29,500 396, 550 39, 803 $48, 957 0 40, 000 41, 353 170, 113 Jacksonville _ 3, 300 25,000 242, 250 16, 391 19, 781 0 41, 500 10, 399 88, 071 Livingstone _ 3,400 9, 200 17, 000 230, 000 12, 992 48, 492 0 48, 070 9, 854 119, 408 Montgomery L. 3, 127 224, 000 24, 367 27, 734 0 2 29, 400 5, 966 87, 467 Normal 1 _ 10, 000 31, 000 443, 300 1, 677 350 0 3 34, 850 26, 823 63, 700 Troy _ _ 6,207 20, 000 194, 650 46, 228 427 $3^000 41, 500 30,003 148, 158 Arizona: Flagstaff _ 7,500 106, 030 616, 015 6, 750 42, 500 6,800 122, 000 4,500 182, 550 Tempe _ 15,500 182, 000 700, 000 2,255 62,289 0 140, 500 0 205, 044 Arkansas: Pine Bluff 1 _ 1, 409 5,000 129, 875 3,003 74 0 4 88, 820 0 91, 897 California: Areata. _ 6, 188 46, 699 264, 228 0 0 5, 900 41,270 0 47, 170 Connecticut: Danbury - 10,000 15,000 160, 000 0 0 0 45, 111 39, 821 84, 932 New Britain _ 10,000 19, 167 244, 566 0 0 238, 382 50, 980 70, 215 359, 577 New Haven _ 13, 000 50, 000 325, 000 0 0 0 43, 645 38, 139 81, 784 Willimantic _ 20,000 10, 000 595, 000 0 0 0 44, 930 43, 957 88,887 Georgia: Albany *_ . 500 751 s 101, 300 661 0 6 7, 500 7 31, 988 0 40, 149 Bowdon - ... 2,400 6,000 65, 000 1, 500 0 0 15, 000 0 16, 500 Hawaii: Honolulu _ 6, 000 27, 164 133, 797 3,200 0 0 124, 000 0 127, 200 Idaho: Albion _ 7,300 55,000 * 205, 000 16, 733 38, 837 3,200 42,400 0 » 122, 122 Lewiston _ 8,500 109, 233 355, 432 7,931 6,700 9,028 40 142, 278 1, 847 167, 784 Kentucky: Frankfort 1 _ 400 750 250, 000 0 0 0 ii 48, 505 0 48, 505 Morehead - 1,200 4, 500 147, 000 1,831 8, 546 0 30, 000 0 40, 377 Murray. _ 2, 150 3, 600 116, 000 4, 234 0 116,000 30, 000 5,272 155, 506 Maine: Castine - 1, 500 17,500 175, 000 0 2,700 0 26, 585 0 29, 285 Farmington _ 6,000 35, 000 365, 000 0 6, 500 140, 000 42, 466 20, 000 0 188, 966 Fort Kent . . 0 4,000 112, 500 0 22, 000 0 0 42,000 Gorham .. __ 2,500 27, 000 375, 000 0 7, 000 3, 500 0 45, 241 0 52, 241 Machias. . 2,500 13, 000 210, 000 0 3,000 31, 672 0 38, 172 Presque Isle _ 2,500 22,000 315,000 0 3, 500 100, 000 37, 892 0 141, 392 Maryland: 62,100 Bowie 1 . . 150 3,580 69, 130 0 8, 100 10, 000 44, 000 0 Frostburg _ 3, 000 7,200 150, 000 1,785 1,800 95, 000 37, 500 120 136, 205 Towson _ 7,265 27, 315 778, 991 5,690 53, 989 150, 000 149, 500 35, 043 394, 222 Massachusetts: Fitchburg _ _ 12,000 (12) 597, 500 169 42, 147 17, 573 188, 872 0 248, 761 Hyannis _ 3, 400 34,000 162, 500 0 0 0 48, 800 0 48. 800 61, 956 Lowell . .. .. 2,891 27, 500 265, 000 200 0 0 61, 683 73 North Adams.. 10, 569 22, 500 337, 000 1, 147 29, 295 0 68, 565 537 99,544 Westfield _ 9,000 0 242, 000 150 25, 493 0 84, 723 581 110, 947 Minnesota: Bemidji . 2,507 20, 074 223, 021 7,598 0 0 79, 000 0 86, 598 Duluth - 10, 000 20, 116 361, 378 1,291 0 13, 000 81, 750 9, 558 105, 599 Mankato. . 6, 090 79, 500 989, 078 18, 600 0 422, 000 170, 940 9, 318 620, 858 Moorhead _ 15, 116 2,500 424, 855 18, 034 42, 452 0 139, 500 2,877 202, 863 St. Cloud . . 19, 321 60, 000 379, 200 20, 830 0 42, 800 152, 899 0 216, 529 Winona.. . 10, 000 25, 000 1, 002, 000 1, 800 0 654, 439 140, 500 2,721 799, 460 1 Colored. 2 Includes $900 from Federal funds and $7,000 from private benefactions. 3 Includes $19,850 from Morrill -Nelson fund. * Includes $20,654 from Federal funds. * There is also an endowment fund of $5,000. « From private benefactions. 1 1ncludes $12,888 from private benefactions, s Also an endowment fund of $524,000. « Includes $20,952 from productive funds. Includes $22,448 from Federal funds. 11 Includes $8,505 from Federal funds. 12 Value of books included in column 4. TEACHERS COLLEGES AND NORMAL SCHOOLS 781 Table 30 — State normal schools — Property and income, 1923-2 4 — Continued Bound Value of library, Value of grounds and build¬ ings Receipts from students Public funds for — Re¬ ceipts from all other sources Location (for name of institution see Table 27) vol¬ umes in library appa¬ ratus, machin¬ ery, furni¬ ture Tuition, etc. Board, room, etc. In¬ crease of plant Current expendi¬ tures Total receipts 1 2 3 4 5 6 7 8 9 10 Montana: Dillon _ _ 16,000 $45, 251 $452, 124 $26, 000 $110, 000 $260, 000 $104, 249 $8, 700 $508, 949 New Hampshire: Keene _ 2,500 3, 500 185, 000 24, 447 56, 909 0 74,000 0 155. 356 Plymouth . 6, 000 10, 000 275, 000 750 0 0 60, 000 0 60, 750 New Jersey: Glassboro— . 4,000 75,000 1, 000, 000 0 0 1, 000 125, 900 0 126, 900 Montclair . . 12, 688 15, 953 86, 596 344. 682 0 0 13, 000 168, 595 0 181, 595 Newark . .. 106, 000 750, 000 0 0 0 200, 000 0 200,000 Paterson - 1, 621 37, 000 450, 000 0 0 0 38, 528 0 38, 528 Trenton . 6, 000 200, 600 808, 223 0 92, 888 28,500 211,240 0 332, 628 New Mexico: El Rito . 458 10,000 88 85, 000 100 250 2,700 12,300 375 88 17, 525 New York: Brockport _ 15, 955 25, 000 500, 000 0 0 0 101, 600 0 101, 600 Buffalo _ 9, 200 120, 000 675, 000 1,117 0 0 88 179, 288 0 180, 405 Cortland. . 5,000 170, 000 1, 100, 000 0 0 0 152, 260 382 152, 642 Fredonia . . 8,000 25, 000 325, 000 1, 796 0 0 105, 060 0 106, 856 Geneseo . 16, 750 62, 500 292, 186 5, 256 0 67, 984 175, 902 0 249, 142 New Paltz . 8, 500 50,000 400, 000 0 0 700 90, 070 4,025 94, 795 Oneonta _ _ 7,000 95, 883 750, 000 0 0 0 137, 510 0 137, 510 Oswego . . 25, 000 50, 000 375, 000 2,203 0 0 139, 888 0 142, 091 Plattsburg - 12, 000 3, 570 78,500 210, 000 0 0 0 97, 500 0 97, 500 Potsdam _ 6, 750 780, 500 0 0 8,400 182, 118 0 190, 518 North Carolina: Cullowhee _ _ 2,875 4,500 500, 000 2, 965 3,280 250, 000 50, 000 1, 600 307, 345 Durham 8 _ 1, 500 5, 000 125, 000 5,717 15, 110 0 17, 000 2, 130 39, 957 Elizabeth City8. 1, 712 6, 600 399, 920 2,614 3, 331 86, 500 88 38, 435 0 130, 880 Fayetteville 8.. . 1, 100 55, 000 330, 000 2,240 25, 920 153, 000 87 36, 000 0 217, 160 Winston-Salem8 800 45, 689 322, 450 10, 085 0 55,000 43, 325 0 108, 410 North Dakota: Dickinson _ 1,000 63,000 455, 000 6, 907 7,344 62, 025 64, 350 0 140, 626 Ellendale . . 5,000 68, 653 88 218, 060 7, 527 1,716 0 57, 933 63, 570 0 89 82, 027 Mayville . . 10, 426 14, 580 88 615, 662 5, 912 7,937 0 0 28 90, 473 Minot. . . 6, 096 16,882 624, 150 18, 497 21, 500 104,000 198, 650 0 342, 647 Oklahoma: Langston 1 . 500 84, 701 214, 100 6,495 50, 089 10,000 28 90, 900 0 157, 484 Oregon: Monmouth _ 10,000 21,000 520,000 20,000 0 0 114, 241 0 134, 241 Pennsylvania: Bloomsburg _ 11,000 51, 000 510, 100 55, 819 0 0 169, 312 18, 082 243, 213 California . 8, 150 40, 620 374, 750 60, 682 14,724 19, 670 83, 250 5,000 183, 326' Cheyney 1 . 4, 403 36, 000 288, 282 4, 751 6,074 0 22 68, 358 8, 358 87, 541 Clarion. _ 5,000 150, 000 728, 160 14, 810 22, 474 13, 353 78, 074 19, 137 147, 848 East Strouds¬ burg. .. . 5,372 5,397 251, 379 17, 517 0 18,000 107, 500 51, 150 194, 167 Edinboro _ 12, 963 13, 500 42, 159 548, 530 29, 125 76,907 13, 033 97, 524 0 216, 589 Indiana . 137, 890 732, 064 119, 430 289, 130 12, 288 126, 900 0 547, 748 Kutztown. ... 12, 159 260, 000 524, 500 28,055 26, 946 0 92, 250 20, 464 167, 715 Lock Haven _ 10,000 84, 125 85, 000 12, 330 65, 350 0 90, 454 38, 428 206, 582 Mansfield _ 8, 210 50, 000 1, 500, 000 30, 681 29, 981 0 133, 077 13, 421 207, 160 Millersville _ 19, 689 105, 800 581, 945 22, 096 124, 306 34, 617 92, 249 18, 212 291, 480 Shippensburg. _ 7, 463 73, 351 577, 665 47, 403 118, 000 11, 576 107, 645 0 284, 624 Slippery Roek.. 9, 110 46, 500 715, 000 25, 641 44, 481 0 139, 183 32, 387 241, 692 West Chester. .. Philippine Islands: 24, 500 73, 700 949, 877 46,044 201, 074 9, 284 117, 900 41, 511 415, 813 Manila . 8,000 20,000 300,000 0 0 0 100,000 0 100,000 i Colored. 18 There is an endowment in lands. 81 Includes $1,800 from productive funds. 88 Includes $54,303 from Smith-Hughes fund. 88 Includes $500 from Smith-Hughes fund and $833 from private benefactions. 87 Includes $600 from private benefactions. 88 Also an endowment fund of $400,000. 89 Includes $14,851 from productive funds. 90 Includes $13,054 from productive funds. 81 Includes $5,000 from Federal funds. 82 Includes $2,125 from private benefactions. 782 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 30. — State normal school — Property and income, 1923—24 — Continued Bound Value of library, Value of grounds and build¬ ings Receipts from students Public funds for— Re¬ ceipts from all other sources Location (for name of institution see Table 27) vol¬ umes in library appa¬ ratus, machin¬ ery, furni¬ ture Tuition, etc. Board, room, etc. In¬ crease of plant Current expendi¬ tures Total receipts 1 2 3 4 5 6 7 8 9 10 Tennessee: Johnson City... 3, 500 $25, 000 $510, 000 $7,892 $38, 642 0 $70,000 0 $116, 534 Murfreesboro—. 6,000 40, 000 290, 000 11, 721 49, 181 0 70, 000 $38, 343 169, 245 Nashville 1 2 _ 2, 300 30, 987 418,627 9, 214 46, 501 $14, 244 23 54, 405 3, 870 128, 234 Normal - 5,109 50,000 775,000 10, 975 10, 083 50,000 80,000 0 151, 058 Vermont: Castleton _ 3,600 8,000 150, 000 0 12,000 90,000 0 10,000 112,000 Virginia: Ettricks i _ 4, 670 137, 527 542,630 12, 807 30, 733 24 48, 069 26 75, 152 13, 059 179, 820 Washington: Bellingham . 31, 600 114, 588 444, 564 81, 255 63, 707 0 238, 771 0 383, 733 Cheney _ 26, 000 130, 000 131,112,300 3, 756 13, 784 0 200,000 8, 500 26 238, 540 Ellensburg _ 15, 385 59, 563 313, 009 5, 993 0 0 151, 035 0 157, 028 West Virginia: Bluefield i _ 2,500 15, 000 250, 000 2,312 12, 565 54,000 22 34, 379 0 103, 256 Glenville ... 6, 500 25, 000 450, 000 8,000 0 75,000 65.000 0 148, 000 Shepherdstown. 6, 300 20, 000 500, 000 4,000 10,000 20,000 55,000 0 89,000 West Liberty... 7,000 25,000 275, 000 1, 500 10,000 10, 000 40,000 0 61, 500 Wisconsin: Eau Clair _ 5,500 100,000 400, 000 0 0 0 102, 000 0 102, 000 La Crosse _ 15, 085 205, 000 682, 500 0 0 8,562 154, 224 0 162, 786 Milwaukee _ 86, 229 175, 763 678, 250 0 0 16, 128 13, 397 261, 283 0 277,411 Oshkosh _ 12, 413 297, 500 757, 950 0 0 178, 406 0 191, 803 Platte ville _ 13, 230 150, 000 456, 359 0 0 13, 641 117, 830 0 131, 471 River Falls - 25, 000 61, 000 340, 000 0 0 6,885 141, 000 0 147, 885 Stevens Point . . 16, 619 122, 200 297, 581 12, 000 35, 000 29, 648 154, 050 0 230, 698 Superior. . . . 32, 700 50, 000 1 500,000 13, 915 23, 768 11, 640 148, 986 136, 112 0 198, 309 Whitewater _ 17, 786 88, 000 368,500 0 0 3,234 0 139, 346 i Colored. is There is an endowment in lands. 23 Includes $12,000 from Federal funds and $1,650 from private benefaction. Includes $9,586 from private benefactions. 25 Includes $26,996 from Federal funds. 26 Includes $12,500 from productive funds. 2i Includes $629 from Federal funds. Table 31. — State normal schools — Expenditures, 1 923-2 4- TEACHERS COLLEGES AND NORMAL SCHOOLS 783 Hi' 3,-^ H a m 2 §18 *Veo“ ' O :s :s gi 8 § il i i il i 1 i °° i \fS is ©oo" 3' » jtfj j :©- j CO j j SSS3SSS Si s ssr $ I Ill§ si i SS g !i Slg S3 Ill! CsfrH r4“ ^T O O OOCSO OO O S3 °82 00® wo r-T =.2 ^1:1 s 2 lisSSSs sss'-'s^s 11 s O O OO L- ISIS il 1 S' 3 ° °s§ 4g 3 3 piisii **©©"£ eoi-T II § -- 00 B3S8 HOff^r SI I t-" r-r^Tcs 'o'S >..2* t- o c3 S3 3-C m ft ^"^NjTco"CO" Is ° CO 8 ooo© 11 1 CO" si II' (N^r rH S| I I 3 •aenoq srqj Table 31. — State normal schools — Expenditures, 1923-24 — Continued 784 MaSjs °i° ill ■11 1° • :i i il ill 1 ° 25 1 if j j* 1 is fi $ Total current expendi¬ tures 3 SSSSSS ill SS1IS SeiESi 1 Si gSSfS'SS 2?3'f s'ss’ss 8‘3gg§S § ss r iacu charges (rent, insur¬ ance, etc.) a SISSSi §1° 00000 00000S 1 00 rH r-T OT •>- «r«r»o» a Business N 0 0 0 0 0 0 0 0 $1,516 2,428 0 6, 120 19, 137 0 2,734 300 3,750 2,175 525 0 5,000 0 0 TEACHERS COLLEGES AND NORMAL SCHOOLS 785 §8 ! ■! j :» • ' 861 ‘6 0 m 257, 500 872 126, 583 137, 200 30, 643 1° is tf is ■ 2,976 3,000 SaSllill ilaSS i “»s‘a'-*‘g‘s‘ jssss' i j igg§! sllilgsgis lilll alls I 1 11819111881991 1 s'sfsfg | s |^S2WS-g|§| s‘ 0 0 0 453 2,000 43 720 0 300 490 120 0 100 0 238 r§°° 1111 «o*eo**§ of o* r-Tef -T ^•Wio rH r-T 00*1000- ®o «* Veo*Tiror®*®s*S^*or®“»*orw- Hill 8881181118 mu 1111 l 1 Slillililllill 1 WTtroowuJ-uffwioTjr nT a> o *<5 3 o o ® co i! & j| § ® S la® O g ll'g I g So ® T3 M . & Is SI- l«lgS 2 fl-n ® d - 32^3 | C3 O a fl > >&!*.§ § & a S SS legale t>S 03 So 3 H8 S to OO h o o o O CO o O !!: a > I H'a’SS goal OOOPh • 0 “.a a -3S ® a « is 3 • 0^3 JQQ H ; «2 :g3 ^'§Q 2Eh>s ,s '.’S g’2 a • g- §g.»liIsSla Sa^m3 M©eisMr oMob®!8>3"odPo’S31 §55*^8 1.P.S-S (For footnotes see page 60.) TEACHERS COLLEGES AND NORMAL SCHOOLS 795 Table 37. — Private normal schools — Property, receipts, and expenditures, 1923-24 — Continued 796 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Expenditures Outlays and pay¬ ment of debt »*S $122, 397 1, 146 41, 463 : 1, 700 Total current expendi¬ tures $18, 925 26, 927 33, 873 468, 765 67,200 45,048 Other current expendi¬ tures e* $4, 375 4, 065 9, 326 189, 962 64,600 ) Administration and instruction Other ex¬ pendi¬ tures N $1,510 1, 624 1, 276 46, 571 2,600 Total salaries of other instruc¬ tors 3 $11,240 19, 038 20, 521 224, 774 0 Salary of prin¬ cipal ® $1, 800 2, 200 2, 750 7, 458 0 Receipts All other sources S» $9, 225 0 735 21,130 Private benefactions for— Current expendi¬ tures QO °§ss i iO c3 b 3-2 ® ® .» 0 .2 53 SB" g & | 3,§ 3 | o o q3 a I s o a ® s'g feolllj ©o>o ooo rHCOfOTf-HCO W M W W W W © o fl) Q) 0) ® 'O 73 73 73 73 73 d d 3333 'S'S’S'S'S'S 3333 33 W T3 fl 73 r-j pj 3 a a a a«2 § 3 s5,M2d'“ s ^ +5 2 "S ® - wt: o fl +* d a> d ^ a rS5§as|a ®oja^afe& as l^la^ § g’B a^ 2 a s_ c: a ® 3=3 ® 3C 4 84, 515 | 3 791, 343 3 989, 989 3 1,781, 332 95.9 100.0 3 71.4 52.9 42.0 1918 654, 935 39.8 441, 868 26.9 309, 208 18.8 239, 160 14.5 10, 638 76.3 25, 283 50, 021 75, 304 671, 774 892, 378 1, 564, 152 95.1 © ©T^ © ©9-5 CM © © xt4 1916 590, 110 40.5 391, 301 26.9 268, 762 18.5 205, 888 14. 1 8,906 74.2 25, 749 36, 894 ' 62, 643 | 618, 851 743, 663 1,362,514 93.6 « 100. 0 e 72. 1 54. 1 44.3 1915 OOOiONOiOMOO CO cm . © .00 . r- . ^ © © © CO 00 00 rt< TT CM F.”^ F.CS F.1-H 1 ^ t"» co «£ © © 00 s i 3 2 23, 487 33, 383 56,870 561, 573 674, 526 1, 236, 099 93.0 100.0 71.4 52.8 40.3 1914 497, no 40.8 325, 960 26.7 226, 999 18.6 168, 735 13.9 8, 275 71.9 21, 619 30, 872 52,492 501, 841 624, 615 1, 126, 456 92.4 100.0 70. 1 49.2 40. 1 1913 *0 © 00 0> (N CO CO U5 Oi 10 C5 . r~ . 10 . .—1 . 00 CO 1-1 CD CO CO 00 h CO 00 05 -T-H ».-l .. CO S 2 H « N CO O "H 10 CO >>» >>xj+»-e isg» .slgj §350^ " u O 8 2 g® 5 O 2 43 C <-T 0 43 o M43 JO ^ *g c3 'f a “S.23 £ © ° 43 'P u® ^ ^5^2 ‘^x: I- io 00 0^*5 © OPO^’V >-• to >2 A 18 50 AT - - Sill^s || j- © g on o> a> g g 43^43tJ4J>»>»o® 5 ^ 73 ®t3h3 © ® -w*-:>+j©42rt2©S ! P5.il Hi 2 ©2-3^3 M 54:55 c 2 o 2 o bC4^ bC n} c3 <*-<<*-* «2 **-« O “3 43 m ® © aJ© cs^csa©®3®3®313 ^437: m OriHNN i2 50 ®3 2 S 2 1 o o o .0 §§§§-«' W O . COCOOTCO ~ £ © <1> © Q .2 fcX) &JD &D b0 pj c3 ^ c3 ^ MSflflPfl bflX3 bo £‘ tsc-js © ] ’52’C " ' ’3 -2 ‘3 ® ’2 © © © © « a © r. A2 aaftft cc © co — ___ §,.>>££ sss-sslHI rCr^,d dxJ ^ ^ 3 ^ g 5 5.3 h w m w w — -23 jn -jj © © © © O © O o V Xc*jZs2 802 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 3. — White teachers in all types of public high schools, 1923-24 State In regular high schools In junior high schools In junior-senior high schools In senior high schools Total white teach¬ ers Men Wo¬ men Total Men Wo¬ men Total Men Wo¬ men Total Men Wo¬ men Total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental United States . . 36, 813 58, 081 94, 894 3,248 11, 595 14, 843 5,524 10, 658 16, 182 2,026 3,752 5,778 131, 697 338 641 979 11 21 32 79 114 193 1,204 Arizona . . 122 205 327 13 29 42 48 98 146 7 15 22 537 Arkansas . . 288 329 617 15 79 94 118 227 345 14 38 52 1, 108 California _ ... 2,215 3,513 5,728 304 967 1, 271 154 337 491 234 396 630 8,120 Colorado . 391 615 1,006 53 245 298 165 303 468 15 44 59 1,831 Connecticut _ _ 404 896 1, 300 35 135 170 37 70 107 16 63 79 1, 656 81 123 204 4 9 13 217 108 267 375 18 105 123 498 Florida _ _ 140 248 388 6 71 77 59 177 236 13 28 41 742 Georgia... . 434 666 1, 100 74 159 233 27 25 52 76 20 96 1,481 Idaho _ _ 249 285 534 2 25 27 46 118 164 7 14 21 746 Illinois . . 2,992 4, 777 7, 769 48 171 219 39 94 133 25 68 93 8,214 Indiana . . 1,627 2, 104 3,731 142 363 505 530 652 1, 182 47 71 118 5,536 Iowa _ _ 1, 260 2,255 3, 515 64 313 377 273 640 913 79 181 260 5, 065 Kansas . . . 1, 089 1,645 2,734 125 499 624 141 278 419 118 263 381 4,158 531 712 1, 243 4 41 45 45 113 158 1,446 420 753 1, 173 8 26 34 2 16 18 1, 225 Maine _ _ ... _ 278 481 '759 9 53 62 24 52 76 15 33 48 945 Maryland 391 487 878 37 253 290 4 10 14 1, 182 Massachusetts . 1, 324 2,341 3,665 231 1, 189 1,420 129 240 369 154 353 507 5,961 Michigan.. . . .. 1, 133 1, 756 2,889 230 603 833 448 886 1, 334 143 268 411 5,467 Minnesota... . 919 1, 704 2, 623 77 304 381 244 717 961 52 107 159 4,124 Mississippi 274 407 681 0 16 16 81 187 268 965 Missouri . . . 1, 142 1, 724 2,866 77 257 334 107 213 320 100 193 293 3, 813 Montana . . . . 273 498 771 3 35 38 32 61 93 2 2 4 906 Nebraska _ _ 776 1, 463 2,239 25 108 133 67 176 243 14 35 49 2,664 Nevada 34 53 87 12 17 29 116 New Hampshire _ _ 138 270 408 18 93 111 67 126 193 17 18 35 747 New Jersey _ 1,009 1, 748 2,757 99 321 420 48 131 179 38 86 124 3,480 New Mexico 98 162 260 3 21 24 14 12 26 310 New York _ _ 3, 302 5,932 9,234 322 1, 283 1, 605 320 829 1, 149 41 61 102 12,090 North Carolina 595 1, 017 1, 612 6 29 35 36 127 163 1, 810 North Dakota 431 495 926 9 33 42 48 90 138 1, 106 Ohio _ _ 2,310 2,906 5,216 353 1, 126 1, 479 582 1, 012 1, 594 257 336 593 8,882 Oklahoma . . . 674 928 1,602 56 163 219 284 501 785 69 146 215 2,821 Oregon _ _ 499 853 1, 352 8 40 48 19 19 38 7 35 42 1, 480 Pennsylvania . . 2,959 3,530 6,489 402 966 1, 368 486 802 1,288 183 221 404 9,549 Rhode Island 159 339 498 1 2 3 3 6 9 510 South Carolina 249 425 674 674 South Dakota . . 432 615 1, 047 6 35 41 29 51 80 5 14 19 1, 187 Tennessee 469 718 1, 187 21 91 112 33 58 91 1, 390 Texas _ _ 1, 189 1, 946 3, 135 90 345 435 6 9 15 62 195 257 3,842 Utah . . 136 105 241 47 136 183 103 84 187 57 115 172 783 Vermont 71 151 222 9 35 44 81 167 248 514 Virginia . 478 988 1, 466 41 255 296 30 69 99 38 70 108 1, 969 Washington 883 1, 329 2,212 7 23 30 73 179 252 2,494 West Virginia . . 391 568 959 53 172 225 152 227 379 46 67 113 1, 676 Wisconsin... . . . 1,002 1,944 2,946 82 341 423 159 269 428 73 180 253 4,050 Wyoming 106 164 270 4 18 22 38 76 114 406 Outlying possessions Alaska . 13 21 34 1 2 3 37 Canal Zone 4 13 17 17 Hawaii . . 27 70 97 4 10 14 2 5 7 3 12 15 133 Philippine Islands 368 196 564 564 Porto Rico 58 103 161 161 PUBLIC HIGH SCHOOLS 803 Table 4. — Colored teachers in all types of public high schools for colored , 1928-24 State Schools for colored pupils only In regular high schools In junior high schools In junior-senior high schools In senior high schools Total colored teachers Men Women Total Men Women Total a © Women Total Men Women Total 1 2 3 4 5 # 6 7 8 9 19 11 12 13 14 15 Continental United States . . 271 546 644 1, 190 51 102 153 137 193 330 14 11 25 1,698 Alabama _ 13 14 25 39 2 8 10 12 18 30 79 Arkansas ... 5 8 17 25 14 27 41 66 Delaware 1 6 4 10 10 District of Columbia _ 4 62 60 122 10 31 41 163 Florida _ _ _ .. 4 3 2 5 2 2 4 3 9 12 21 Georgia _ _ _ 13 16 18 34 5 16 21 55 Illinois _ _ 9 25 46 71 71 Indiana . . . 4 9 4 13 4 6 10 23 Kansas _ _ 2 6 14 20 9 6 15 35 Kentucky . . 26 31 46 77 18 34 52 129 Louisiana. _ ._ .. 1 2 0 2 2 Maryland .. 11 40 43 83 83 Mississippi _ .. 11 12 13 25 3 4 7 2 5 7 39 Missouri _ _ 11 73 59 132 3 4 7 139 North Carolina _ _ 18 33 26 59 1 1 2 61 Ohio _ _ 1 2 3 5 5 Oklahoma.. _ _ 18 7 12 19 47 55 102 121 Pennsylvania _ _ 2 6 8 14 14 South Carolina _ 13 18 30 48 48 Tennessee _ 13 40 52 92 7 8 15 107 Texas ... _ 67 109 120 229 8 8 16 5 5 10 255 Virginia _ 11 30 59 89 1 2 3 92 West Virginia _ 13 6 5 11 34 35 69 80 804 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 5. — White teachers in public high schools, classified according to population of district, 1923-24 State In cities having popu¬ lation of 2,600 or more In places having popu¬ lation of less than 2,500 Total Schools report¬ ing Men Women Schools report¬ ing Men Women Schools report¬ ing Men Women 1 2 3 4 5 6 7 8 9 10 Continental United States... 3,082 27, 162 56, 069 11,474 20, 449 28, 017 14, 556 47, 611 84,086 Alabama . . . . 27 144 394 144 284 382 171 428 776 Arizona . . . 16 119 253 26 71 94 42 190 347 Arkansas . . . 38 155 371 166 280 302 204 435 673 California _ _ _ 164 2, 257 4, 229 172 650 984 326 2,907 5,213 Colorado . 39 338 794 122 286 413 161 624 1,207 Connecticut _ _ 59 452 1,088 21 40 76 80 492 1,164 Delaware _ _ .. 4 43 77 16 42 55 20 85 132 District of Columbia 9 126 372 9 126 372 Florida _ _ 22 88 319 77 130 205 99 218 524 Georgia . . 50 ■832 505 198 279 365 248 611 870 Idaho. _ _ 16 104 200 102 200 242 118 304 442 Illinois . . . . . 167 1,922 3, 551 628 1,182 1,559 795 3, 104 5,110 Indiana _ _ _ 113 1,033 1,893 543 1,313 1,297 656 2, 346 3,190 Iowa . . . 89 586 1,511 654 1,090 1,878 743 1,676 3, 389 Kansas . . . . . 87 467 1,254 523 1,006 1,431 610 1,473 2,685 Kentucky _ _ 45 214 436 305 366 430 350 580 866 Louisiana . . . 25 109 334 200 321 461 225 430 795 Maine . . . . . 40 170 429 122 156 190 162 326 619 Maryland _ _ _ 26 274 513 100 158 237 126 432 750 Massachusetts . . . 225 1,711 3, 919 69 127 204 294 1,838 4, 123 Michigan _ 115 1,248 2,528 390 706 985 505 1,954 3,513 Minnesota _ _ 74 619 1,757 374 673 1,075 448 1.292 2, 832 Mississippi _ • _ 19 51 213 190 304 397 209 355 610 Missouri . . . _ _ 72 613 1,324 521 813 1,063 593 1,426 2, 387 Montana _ _ _ 16 81 298 146 229 298 162 310 596 Nebraska . . 37 249 683 431 633 1,099 468 882 1,782 Nevada . . ... .. 2 8 16 18 38 54 20 46 70 New Hampshire _ _ 35 152 327 61 88 180 96 240 507 New Jersey . . . . . 104 1,074 2,029 47 120 257 151 1,194 2,286 New Mexico . 8 24 66 53 91 129 61 115 195 New York _ _ _ 217 3, 346 6, 564 484 639 1, 541 701 3,985 8, 105 North Carolina . . 40 176 513 283 461 660 323 637 1,173 North Dakota _ _ 9 54 120 327 434 498 336 488 618 Ohio _ _ _ _ 212 2,086 3,902 748 1,416 1,478 960 3, 502 5, 380 Oklahoma . . 52 403 913 378 680 825 430 1,083 1,738 Oregon _ _ _ 30 245 550 190 288 397 220 533 947 Pennsylvania . . 316 2,840 4, 382 615 1, 190 1, 137 931 4,030 5,519 Rhode Island.. _ 19 160 341 3 3 6 22 163 347 South Carolina . . . 21 76 172 111 173 253 132 249 425 South Dakota . . 13 78 187 249 394 528 262 472 715 Tennessee . . 38 207 502 180 316 365 218 523 867 Texas . . . . 103 649 1,693 389 698 802 492 1,347 2,495 Utah . . . . . 18 172 310 26 171 130 44 343 440 Vermont . . 23 83 211 53 78 142 76 161 353 Virginia . . 39 217 671 310 370 711 349 587 1,382 Washington... .. . . . 45 532 920 220 431 611 265 963 1, 531 West Virginia . . 43 287 574 138 355 460 181 642 1,034 Wisconsin . . . 103 749 1,758 305 567 976 408 1, 316 2,734 Wyoming . . . 8 39 103 46 109 155 54 148 258 Outlying possessions Alaska _ 2 4 6 9 10 17 11 14 23 Canal zone . 2 4 13 2 4 13 Hawaii . . 2 20 62 7 16 35 9 36 97 Philippine Islands 34 368 196 34 368 196 Porto Rico . . 11 58 103 11 58 103 PUBLIC HIGH SCHOOLS 805 Table 6. — Colored teachers in 'public high schools for colored , classified according " to population of district, 1928-24 State In cities having popu¬ lation of 2,500 or more In places having popu¬ lation of less than 2,500 Total Schools report¬ ing Men Women Schools report¬ ing Men Women Schools report¬ ing Men Women 1 2 3 4 5 6 7 8 9 10 Continental United States... 202 651 863 69 97 87 271 748 950 .Alabama... ... ... _ 11 24 46 2 4 5 13 28 51 Arkansas. .. . . _ 5 22 44 5 22 44 Delaware 1 6 4 1 6 4 District of Columbia _ 4 72 91 4 72 91 Florida . 4 8 13 4 8 13 Georgia . . . . 7 13 26 6 8 8 13 21 34 Illinois _ _ _ 9 25 46 9 25 46 Indiana 4 13 10 4 13 10 Kansas 2 15 20 2 15 20 Kentucky _ 21 43 78 5 6 2 26 49 80 Louisiana. ... _ _ 1 2 0 1 2 0 Maryland _ 8 35 39 3 5 4 11 40 43 Mississippi. _ _ _. 1 8 12 18 3 5 4 11 17 22 Missouri 11 76 63 11 76 63 North Carolina . . 7 19 15 11 15 12 18 34 27 Ohio. . . . . 1 2 3 1 2 3 Oklahoma _ 13 48 55 5 6 12 18 54 67 Pennsylvania 2 6 8 2 6 8 South Carolina . 13 18 30 13 18 30 Tennessee _ _ _ _ _ 12 45 60 1 2 0 13 47 60 Texas. _ _ . 42 94 111 25 28 22 67 122 133 Virginia. . _ _ 9 29 59 2 2 2 11 31 61 West Virginia _ _ 1 8 26 24 5 14 16 13 40 40 White and colored pupils enrolled in public high schools, 1928-24 806 BIENNIAL SURVEY OF EDUCATION, 1922-1024 © 00 38236 ISfgg ISESs sllis Illll 31ESS 3 3 o a© ! 55^8? own®'® “SBSS S'SSS'R $***«=■ S Eh 00 mil Illll Sails assss IkrII >> o n r» 8 CO 3^252 '-■g'SSS'S ss»ss S'S‘r-''5''‘ co- to-ofof ©^ go TJ ® os a Girls CD 5,071 19 23 33 731 70 81 5! i 112 5 473 51 116 161 8 35 23 0 408 137 382 10 50 106 feb“ S8 Boys 3,421 27 9 55 653 40 . 88 1 0 70 oto-^g 117 53 7 25 31 © W u SSSil 204 327 934 122 754 sSii! siiss nils .a o s (M of t-T J-T I of co- «ef t-feoaood'tcf of of i-T of of OON H N r-l to- T*Ui © CO t>» co CO s 504 922 391 635 238 597 479 189 427 591 12886 Slsll liKii 004 165 264 212 495 bC 5 co- CO >» co glssl 185 380 053 106 933 sggsa Illll sllsl 539 117 094 835 422 O W m CO rH- -ST rft£? © CO £ » Tt< esass SSIsE slSsi glial lilis 776 207 170 488 010 fc « aT ^-r-rco-oto- WrH'efof^r of of to cf o »o eoof'tji'cf to-fofcocf of of torn- © *o CO N *o »o 716 337 673 121 386 882 21 691 152 717 mil 734 181 439 245 187 874 497 794 784 409 008 49 703 029 175 a3 &b 5 CO ! 2 rftoof T-f r-f rf^ofco- rftf to CO rf rf Of rC | to t>i 8 484 326 504 255 305 894 28 627 997 517 517 082 605 758 501 635 171 427 298 863 708 367 649 707 352 955 60 735 930 163 s « oT 05 h»n* r-T ,-r^r of co" —f to «CO“ rf © ■g Til 05 IQ 05 741 428 885 923 375 125 40 576 311 887 900 28 397 928 895 760 452 811 444 400 140 43 701 929 167 fe b © l-fl^of rf r-TrH* r-TVofV r-Tto- icco- of rf t-T 1 CO ~ eo o'tNtC 33 14 201 577 210 15,159 2,403 1, 141 11,908 3,569 2, 258 13,310 613 984 1, 456 1,862 5,969 1, 128 556 2,225 4, 216 1, 979 6,027 400 36 12 265 1,760 232 §ISSg §§ssl 83838 SSsS eo gHr-TefoT eo©.-r 45 35 255 1,041 388 88838 Hill 81883 Sill NCOHJOV cot- rHrH (NNH CO U5*nV 47 15 320 2,847 362 sllSI ISIIS Iglsg IsSl S'“"S5” ^-3- 39 47 397 2, 186 439 18888 82859 SS5S9 mm 45 28 539 4,306 420 88883 88318 ssaSi 8388 ^Vmoo >0 tjj'oi'eoeo' oVnhV o-«o“eg^- 74 66 529 4,489 648 13888 88338 18881 1111 j£o-> c a i i : 10 1-1 ° 10 | j ; ; ; ° | ; j r-t to i-H 1— 1 C* © — Dl I-H 1^ Tf GO © © CO i-H © CO CO CO r- 00 00 ©rHCO CO © ICO t-H 00 ' CQ 81 49 l t> © COCO©©© ©OQCO 'CO ©©,-htH ©00 © © COCO I®0010 445 280 2 460 284 8 595 24 299 2 490 1,009 1 0 443 41 143 10 2 — < O 00 © Tf<©©©CO OCOCOH^ © rj< ©CO OHH © © © COCO rH t-H COH CO rH CO —c >ON s co i^i ss ;s : i i 86 74 t-H © © © 03 C* t-H ?r © (M icO' © r-n ' © ' Tti - rH©^i-H ^ 55^ 167 4 ra <3 53 s u.2. "IliJ F©5§"1 o^-S^n 2® > 2 a m 2 « 2 2 2 £-2 S’So £ 60fl fcfi fcc.2 a S> go Table 9. — White pupils enrolled in regular high schools , by years, 1923-24 810 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Total | Girls L 2 1, 077, 123 13,441 2,988 6, 966 57, 528 10, 972' 15, 897 2, 334 4, 485 4, 347 14, 361 5, 980 84, 476 37, 369 34, 559 25,157 15, 975 12, 819 8, 542 10, 902 43, 791 33,048 30, 145 5, 998 33, 136 8,070 23, 773 ' 590 4, 365 33, 694 2,588 1 Boys eo 945, 629 11,293 2, 928 5,911 54, 845 9,411 14, 251 2,030 4, 090 3, 253 10, 412 5, 128 80,315 34, 263 28, 549 21, 164 11, 599 9, 577 7, 421 9,177 39, 854 28, 613 22, 115 4, 829 28, 286 6, 508 18, 751 476 3, 664 33, 493 2,207 Postgraduate and • special Girls w LLZ ‘f 1 05 05NHO 05 10 1HC? ©Tf*Wt^CO 00 © CO © © CO T-H iO 1— < CO CO©©CO© r-4 0C© L- 1 r-4 © © CO COW T* ©CO CO© W T-H W © CO W t-H t-H Boys - 2,786 o8"" i is « © ' 1 (M CO I II Fourth year Girls 178, 468 2,367 502 923 9, 033 2,205 2,882 273 737 650 2,522 957 13, 055 6, 870 6, 729 5, 081 2,457 2,048 1, 585 1,931 7,881 5, 549 5,386 982 5, 588 1,328 4,482 122 821 4, 971 425 Boys « 143, 099 ©00©©© © © O CO © H H © © © NNN©N CO © © © L- tF O CO t-h W ©©©WOO © t-h © CO CO © 00 © CO CO © © © W © CO © © i-H©t^©Tt< t^rM^OO© 1-HW©^© I>r^I>©O0 ©^ W COCO ©©t^Tf<© t-h ©©CO r-T r-T W* 1-T r-T© rjTco' r-T r-H* r-T t-h' © ^ CO r-4 CO Tf4* Third year Girls QO 222, 973 2,990 674 1,448 12,041 2,281 3,239 415 900 845 3, 309 1,232 15, 704 7, 718 7, 681 5, 610 3, 022 2,623 1,908 2, 337 9, 823 6, 820 6, 264 1,351 7, 212 1,758 5, 308 128 925 6, 215 482 Boys - CO © 00 2,431 614 1,143 10, 900 2,023 2,863 348 865 655 2,259 984 15, 069 7,049 6,054 4, 492 2,131 1,880 1,605 1, 713 8, 246 5, 619 4, 660 1,009 6, 074 1,362 3,995 96 774 6,000 394 Second year Girls 50 296, 561 W © © © © © © w W WCO©T^N h©NhW HHM©^ CO r-H © Q t'- © CO©©©© © © r-< © L- t'- © CO 00 OOTfiW©© OONOWH CO © CO © © © r-H W W^WCOCC ©Tt«©QOW Wi-hW»-h© co* csTcoco ^ i -Tr-TTjT ^-Tco©*©© t^cow^cow* ©ocTr-Toow* © r-T© Boys © ■ 259,436 3, 108 783 1, 746 15, 349 2, 730 3,881 474 1,168 850 2,856 1,371 22, 337 9,272 7,676 5,741 2,978 2,580 1,950 2,771 11, 331 7,953 6, 068 1,308 7, 443 1, 768 4,949 118 988 8,908 563 First year Girls 374, 844 4,253 1,034 2, 584 19, 594 3,286 5,363 1,046 1,482 1,699 4, 416 2,194 31, 300 12, 623 10, 838 7, 556 6,217 4, 654 2,749 3,303 13, 359 11, 512 9,793 1, 967 11, 406 2, 634 7,577 184 1,379 13, 331 935 Boys CO 350, 991 3.937 1,059 2, 267 20, 259 2. 937 5,259 992 1,367 1,282 3, 691 2,009 30, 920 12, 155 9,795 7,042 4, 858 3,704 2, 524 3, 293 13, 558 10, 379 7, 713 1,706 10, 276 2,300 6,628 155 1,323 14, 054 902 Schools report¬ ing N 12, 416 HOOW^W © © © Tf COOOt^©^t< 00 00©©© © © CO CO O N O N CO COW©©© © t-h w ©©COi-tW Nh-^hOO ©OON^t- COtH©W© t-H T-H w rH W hNt}!©© CO W T-H H H CO CO H © H ^ rH State - Continental United States . . Alabama . . . Arizona . . Arkansas . . . . California . Colorado . Connecticut _ _ _ _ _ Delaware . . . . . . . District of Columbia . . . . Florida . . Georgia . . . Idaho . . . . Illinois . Indiana . Iowa _ _ ... Kansas . Kentucky . Louisiana . . . . . Maine . . . . . Maryland . . . . Massachusetts . . Michigan . . Minnesota... . . . . Mississippi . . . . Missouri.. . . . . . . . Montana . Nebraska . . . . Nevada . . . New Hampshire . New Jersey . . . . . New Mexico... . . . . . v PUBLIC HIGH SCHOOLS 811 111,388 19, 435 9, 334 57, 769 17, 939 15, 358 81, 840 6,310 8,516 10, 637 15, 259 39, 174 3, 093 2,538 16, 752 27, 147 10, 829 32, 779 2,730 185 171 1, 143 8,293 1,364 111,032 15, 586 6,431 53, 550 14, 384 14, 510 71.445 5, 745 6,200 7,625 12, 115 32. 445 2,798 2, 242 11,973 24, 214 8, 646 28, 093 2,182 210 126 1, 508 16, 874 1,281 §3® £8 ■ ©OOCMCM© O CD © © © ON CO © CO GO © CM ^ CO rH H rH CO© rH © H CO H© rH © Postgraduate and special Girls c* GO ©rH CM 1 ! * ' © CM l i © 00 • rH l Boys a 1 1 © © © 1 1 1 1 i i ill i i i CM © © rH 1 CM Fourth year Girls o 3, 148 120 5 r-H © © © N- I - CM Tf © © r-H ©I> 00 CM CO rH © rH CO rH CM rH rH CO t''- rH CM © ^ rH © © CO -H CM © rH H © j Boys os 1, 574 00 © CM P- CM © © © rH rH r-H 2 3 rH GO CO © 00 © © H © CO CO © rH © © ! © « Third year Girls GO 4,726 OOT^^^iO r-H © © © GO rH © CO CM © CM CO © © © CO © rH © r-H .CM 00 • © ©4-1 CO ^ GO © £^©CM© CO © © © 1-H Tti © CM © | Boys 2,435 © CM -rf © © ^©00©CM © © © t>« 00 rH CM CM © ^ © © © CM N- © CM CO • © © CM CM 00 CO CO © r-H CO © h CM © CM GO r-H 00 j Second year Girls © 7, 659 © CM CO © © COrH-^CMN- © © 00 © CO CM CM © © © t'- CO © iOH ©CM © ^* © t— i © CM © CO 00 © ^ ©r-H©© CO CM r-H Tt< ©CM CM CO rH rH rH ^ i 259 Boys © 4, 357 GO CO rH tJI © Q0 h © © CM rHH©TfCM © © CO ^ r-H ^ © rH GO CM © CO r-H th CM CO CM N- © CM © Tfi © © ©I-HT^© CM rH rH CO CO H rHCM CO rH CD • First year Girls - 11,335 OOOOOOCO 00000“5 HIOPOON Q CO «5 >0 00 05 O CS 00 CS SJNOMH co t— t i oo co coeooo t> ocrauooo ^ coco 00 ^ Boys eo 6,943 177 19 3 151 40 40 18 496 9 75 0 641 328 43 57 251 1 2 314 62 151 20 59 442 0 54 0 1 327 2 Schools report¬ ing c^ CO CO T*< © t-H 00 © rH rH CM CM r-H CM Is- © © ^ O rH Tf rH 00 © CO 00 © © CM CM CO CM ^ ^ N- C^c-* « c* ~ r-H © CO © CM ^ r-H© CO H „ H rH 00 State Continental United States _ Alabama. _ .. . . . . Arizona _ _ _ . ... Arkansas. California _ _ _ Colorado _ _ .. . Connecticut- _ . _ Delaware _ _ _ . _ District of Columbia _ . _ Florida. Georgia. _ _ .. _ _ Idaho _ _ .... _ _ ... Illinois.. _ _ Indiana.. _ _ ... ... . Iowa _ ... ... _ _ _ _ Kansas - - - - Kentucky _ _ Louisiana^. Maine. _ _ _ . Maryland. _ _ _ . . _ Massachusetts^. . _ _ .. Michigan _ III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 III 1 ill 1 III 1 III 1 III 1 III 1 III 1 1 1 1 1 1 III I 1*3, i ! J ! CL-rJ C<3 $ Hil 1| laa§ II New Hampshire. _ _ New Jersey _ _ _ New Mexico _ . . .... _ _ _ 813 814 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 11. — White pupils enrolled in junior high schools, 1923-24 State Schools report¬ ing Seventh grade Eighth grade Ninth grade Tenth grade Total Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls * 2 3 4 5 6 7 8 9 10 11 12 Continental United States . . 688 67, 062 66, 664 65, 252 66,158 51, 832 55, 147 626 1,059 184, 772 189, 028 Alabama . 9 90 108 94 122 70 106 17 17 271 353 Arizona . . ... 4 129 134 103 85 118 112 4 6 354 337 4 481 573 424 413 389 385 1,294 1, 371 California . 40 5, 237 4, 917 5,263 5, 071 4, 279 4, 552 14, 779 14, 540 Colorado _ . 12 1,348 1, 333 1,311 1, 314 1, 032 877 7 8 3,698 3,532 10 875 860 670 675 592 585 2,137 2,120 4 478 384 456 525 281 299 1,215 1,208 Florida .. . 6 511 577 368 405 313 348 1,192 1,330 9 1,544 1, 593 1,368 1,491 275 322 3, 187 3, 406 Idaho _ _ _ 2 ' 135 111 136 112 98 124 369 347 Illinois _ _ _ _ 15 892 892 889 956 890 871 1 3 2,672 2,722 27 2, 219 2, 214 2, 296 2,201 1, 142 1, 202 5, 657 5, 617 20 l' 345 l' 415 1, 508 1,484 1, 145 1,294 3, 998 4, 193 40 3' 067 3, 217 2,695 3, 008 2, 339 2, 466 8,101 8,691 Kentucky. . . 5 246 '317 233 228 145 145 3 3 627 693 Louisiana . _ 6 19 28 171 181 150 163 2 3 342 375 Maine _ _ 6 234 224 301 303 261 292 796 819 Maryland 9 1,947 1,887 1,263 1,200 630 1,091 3,840 4,178 M assaehiiset.ts 69 5,984 6, 260 6, 229 6,509 4, 728 5,004 16, 941 17, 773 Michigan.. . . 33 3,179 3, 131 3,219 3,349 3,325 3,663 22 28 9,745 10, 171 Minnesota 14 1, 442 1, 659 1, 622 1,733 1,429 1,847 4,493 5, 239 Mississippi 1 141 159 120 134 261 293 Missouri 16 1,504 1, 670 1,059 1, 157 2, 339 2,563 4,902 5, 390 Montana 3 201 210 185 207 36 35 422 452 "Nebraska 10 647 705 597 604 572 593 1, 816 1, 902 New Hampshire.. ... 19 282 307 391 361 473 533 19 35 1, 165 1,236 New Jersey 14 1, 714 1,589 1, 634 1, 685 1,692 1, 753 5,040 5, 027 New Mexico 4 116 116 110 114 50 76 276 306 New York 36 9,368 7,803 7, 957 6, 873 6, 844 6,143 24, 169 20, 819 North Carolina 2 172 193 152 153 106 110 430 456 North Dakota . 3 172 193 198 193 97 106 2 1 469 493 Ohio 56 6, 656 6, 628 6, 776 6,697 4,802 4,876 18, 234 18, 201 Oklahoma . . 12 1, 061 1,148 1,179 1,395 1, 001 1,073 86 98 3, 327 3, 714 Oregon 5 267 240 197 234 96 93 560 567 Pennsylvania . . 48 7, 107 7,288 5,936 6,271 4,495 4, 619 117 169 17, 655 18, 347 Rhode Island _ 1 10 9 8 6 8 8 2 4 28 27 South Dakota 4 134 156 144 144 151 146 429 446 Tennessee _ _ 7 719 727 642 622 64 65 13 8 1,438 1,422 Texas ... . . . . 17 1, 122 1, 174 2,103 2,242 1,893 2,021 260 299 5, 378 5,736 Utah . . 8 440 410 906 909 823 813 42 58 2,211 2,190 Vermont . . 7 210 225 212 218 24 30 17 25 463 498 Virginia 26 938 968 1,542 1, 660 909 1, 218 3, 389 3,846 W sh j n gt-OTl 5 175 103 157 154 39 39 371 296 West. Virginia 13 1, 105 1,265 1, 042 1, 046 402 458 2, 549 2, 769 Wisconsin . . 22 1,290 1, 418 1, 254 1, 577 1, 263 2,014 5 279 3, 812 5,288 Wyoming . 5 109 126 132 137 22 14 7 15 270 292 Outlying possession Hawaii . 2 43 32 33 29 42 37 22 8 140 106 PUBLIC HIGH SCHOOLS 815 Table 12. — Colored pupils enrolled in junior high schools, 1923-2 ^ State Schools report¬ ing Seventh grade Eighth grade N inth grade Tenth grade Total Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls 1 2 3 4 5 6 7 8 » 10 11 12 Continental United States _ _ i 286 1,786 2, 157 1, 329 1, 756 976 1, 517 37 59 4,128 5,489 Alabama.-. . . 2 3 38 80 23 42 27 74 6 15 94 211 2 1 0 3 1 4 1 23 95 136 71 121 80 72 246 329 4 6 5 7 4 6 4 19 13 Connecticut . 5 5 6 5 8 7 10 — . 17 24 District of Columbia. 2 2 178 192 171 166 90 143 439 501 Florida - - 2 1 6 20 7 29 4 13 3 4 20 66 Georgia _ _ 2 2 127 190 36 89 50 113 15 30 228 422 Trla.hn 1 1 1 1 1 Illinois _ 5 14 9 8 10 10 8 32 27 Indiana __ _ 12 28 35 36 26 16 34 80 95 Iowa _ _ _ 11 39 42 19 20 15 9 73 71 Kansas 3 25 194 213 132 161 125 202 451 576 Massachusetts _ 28 50 34 56 55 28 35 134 124 Michigan _ 18 36 30 28 24 16 28 80 82 Minnesota _ _ 4 1 3 3 6 4 4 8 13 Mississippi... _ 2 2 15 21 15 23 12 26 12 10 54 80 Montana 3 1 0 0 2 1 0 2 2 Nebraska _ _ _ 4 6 3 7 8 6 6 19 17 New Hampshire _ 2 1 0 1 0 0 1 2 1 New Jersey _ 10 40 43 38 60 25 34 103 137 New Mexico _ 2 4 6 4 3 1 2 9 11 New York _ 23 156 262 115 228 69 158 340 648 North Carolina _ _ 2 1 4 10 3 7 3 2 10 19 Ohio _ 46 443 442 317 373 195 270 955 1,085 Oregon . . 1 1 0 1 0 Pennsylvania 4 29 209 248 152 198 112 151 473 597 Texas. _ _ 2 1 69 95 65 74 61 101 195 270 Utah 3 3 2 1 0 4 2 Vermont . 2 1 0 0 1 1 1 Virginia _ _ 2 1 7 17 3 5 4 5 14 27 Washington 1 0 1 0 1 Wisconsin _ 8 10 14 5 11 3 9 18 34 Wyoming . . . 1 2 0 0 1 2 1 1 Schools for colored only, 16. 2 For colored only. 3 Includes one school for colored only. 4 Includes two schools for colored only. Table 13. — White 'pupils enrolled in junior-senior high schools, 1928-24 816 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Total Girls a 188, 923 sllss !§§§! s§il§ Sills nils (Nr-r^-.o- eo 0 H O H 05 CO 50^ 1 CS t> rH rH • t-«5 r-tO500 CD CO 00 Tt» HHCDrJHH rH Boys s 298 TfHlOHO O^OOt}< CO 05 1 rH CO rH CO • - l>- CO CD CD CO rH lO 00 rH CO Boys 774 NHIOCOH rH CD CO 05 GO 00 50 • (M 05 rH rH H »C l roTtj« t>. CO a. ;5z New Jersey . . . New York. . Ohio. . Oklahoma . Pennsylvania . Tennessee . TTlah _ Vermont . PUBLIC HIGH SCHOOLS 'V .2 J & j a iC sj Illinois _ _ Indiana . . . Iowa _ _ Kansas _ _ _ I Is Is Massachusetts | 819 1 No colored pupils aro reported as doing postgraduate or special work in these schools. 2 Schools for colored only, 2. 3 Includes one school for colored only. Table 15. — Pupils enrolled in three-year senior high schools , 1923-84 — Continued 820 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Colored Total Girls 19 4 tO ICHgO 2 131 141 5 ! 40 Boys § CM ^ CM NON H tO O CO 78 7 [CO Twelfth grade Girls C5 OH tO CO ^ i <00 1 CM i to CM ' CM [ Boys GO COO 1 0 24 is T*< * M N'JMSt' t-4 CS *4 U} 'tfi CStTCS tH I - Michigan _ _. _ Minnesota _ _ _ Missouri A !! li i t :! i! ij ! \ 1 & ! 1 ; 1 New Jersey _ ... . . . New York _ _ _ . Ohio _ _ Oregon _ _ Pennsylvania _ Texas _ _ _ . Utah... _ _ _ _ Virginia _ _ l 1 i 1 1 1 i 1 1 1 1 1 1 I i 1 1 1 i 1 1 1 1 1 1 1 1 I 1 1 ? g :1 Outlying possession, TTawnii i : 1 * For colored only. PUBLIC HIGH SCHOOLS 821 Table 16. — Enrollment of white and of colored pupils according to population of district, in schools having a term of 160 days or less, 1923-24 State In cities of 2,500 or more In places under 2,500 Total Schools Boys Girls Schools Boys Girls Schools Boys Girls > 2 3 4 5 6 7 8 9 10 Continental United States... 31 3,990 4,244 1,534 38, 588 44,961 1, 565 42,578 49,205 Alabama. . 2 21 64 15 280 393 17 301 457 Arkansas. - - 1 22 21 68 1,166 1, 368 69 1, 188 1, 389 1 210 201 1 210 201 1 23 22 1 23 22 Florida . . . 6 163 356 45 868 1, 289 51 1,031 1, 645 Georgia . . 3 118 177 35 492 626 38 610 803 5 254 288 5 254 288 Illinois . . . 1 1, 444 1, 628 7 78 96 8 1,522 1,724 Indiana . 2 203 239 427 15, 367 16, 464 429 15, 570 16, 703 Iowa. _ 2 71 63 2 71 63 Kentucky . . . . 1 6 17 32 288 402 33 294 419 Louisiana. . . . . 2 12 18 2 12 18 Maryland _ _ 2 14 64 1 19 11 3 33 75 Minnesota _ _ _ 3 29 62 3 29 62 Mississippi . 94 2,099 2,635 94 2,099 2, 635 Missouri 55 569 701 55 569 701 Montana . . 1 13 8 1 13 8 Nebraska . . . . 2 104 85 2 104 85 New York 1 55 57 1 55 57 North Carolina... . 2 124 145 215 6,921 8,690 217 7,045 8,835 North Dakota _ _ 3 40 58 3 40 58 Ohio _ 3 1, 420 964 202 3,968 4,296 205 5,388 5,260 Oklahoma . . . 40 630 851 40 630 851 Pennsylvania . 129 1, 850 2,474 129 1, 850 2,474 South Carolina... . . 2 30 72 5 63 73 7 93 145 Tennessee _ _ 9 106 134 9 106 134 Texas . . . 4 60 139 107 1, 949 2,390 111 2,009 2,529 Utah... . . . . 2 365 358 8 857 885 10 1. 222 1,243 Virginia . 15 121 194 15 121 194 Washington. 3 78 109 3 78 109 Wisconsin . 1 8 18 1 8 18 Outlying possession Alaska . 1 7 5 1 7 5 822 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 17. — Enrollment of white and of colored pupils, according to population of district in schools having a term of 161 to 180 days, 1923-2J+ State In cities of 2,500 or more In places under 2,500 Total Schools Boys Girls Schools Boys Girls Schools Boys Girls • 2 3 4 5 6 7 8 9 10 Continental United States . . 1,748 352, 389 410, 396 8,736 291, 466 361, 157 10, 484 643, 855 771, 553 Alabama _ _ _ 36 6, 851 8,998 131 6,928 8,058 167 13, 779 17, 056 Arizona . . 8 2, 479 2, 586 22 924 966 30 3,403 3, 552 Arkansas . . . ._ 42 7, 954 9,089 96 3, 641 4, 377 138 11, 595 13, 466 California. _ 63 20, 838 22, 095 113 7,440 7,946 176 28, 278 30, 041 Colorado . . 19 4,359 4,994 114 5,116 6,031 133 9,475 11, 025 Connecticut . . . 12 1,543 2,153 2 69 106 14 1,612 2,259 Delaware _ 2 122 144 11 349 458 13 471 602 District of Columbia _ 13 6, 867 7, 960 13 6,867 7,960 Florida . . . 20 5, 289 6, 101 32 1, 549 1,994 52 6, 838 8,095 Georgia . . 45 7, 410 6, 813 167 4,933 6,434 212 12, 343 13,247 Idaho . . 14 2,998 3,436 96 3, 571 4,245 110 6, 569 7,681 Illinois _ _ _ 61 10, 961 12, 621 398 12, 782 14, 831 459 23, 743 27, 452 Indiana _ _ 89 22, 710 24, 304 115 5, 413 6, 225 204 28, 123 30, 529 Iowa _ _ _ . 68 14, 671 17, 197 648 21, 041 25, 661 716 35, 712 42, 858 Kansas _ _ 88 20, 120 23, 197 524 17, 641 20, 610 612 37, 761 43, 807 Kentucky - 35 2, 793 3, 812 271 5,889 8, 513’ 306 8, 682 12, 325 Louisiana . . . 25 4, 617 6,424 198 5, 397 6,879 223 10, 014 13, 303 Maine . ... . 35 5,035 5, 418 116 2, 553 3, 217 151 7, 588 8, 635 Maryland _ . ... 3 50 83 21 604 889 24 654 972 Massachusetts . . . 63 16, 593 17, 250 16 470 485 79 17, 063 17, 735 Michigan . . . 154 3,958 4,757 154 3,958 4,757 Minnesota . .. _ _ 43 7, J84 10, 580 364 11, 743 16, 596 407 19, 727 27, 176 Mississippi _ 26 2,855 3, 829 98 2, 712 3, 224 124 5, 567 7,053 Missouri _ _ _ 60 10, 730 12, 870 463 15, 416 18, 962 523 26, 146 31, 832 Montana . . . 10 2,478 3,058 142 3, 524 4,131 152 6,002 7, 189 Nebraska . 33 6, 908 8,204 429 12, 792 16, 966 462 19, 700 25, 170 Nevada . . . . 2 217 185 14 432 536 16 649 721 New Hampshire _ 26 2, 828 3, 136 57 1,928 2,115 83 4. 756 5,251 New Jersey . . 11 1,470 1,620 6 505 610 17 1, 975 2, 230 New Mexico . 8 1,004 1, 131 53 1, 711 2,014 61 2,715 3, 145 New York . . 17 2,746 3,115 104 2, 996 3,741 121 5,742 6,856 North Carolina . 42 6, 700 8, 477 79 3, 283 4, 346 121 9,983 12,823 North Dakota... . . 5 717 1,030 322 6,240 9,060 327 6, 957 10, 090 Ohio _ 82 16, 509 18, 514 527 18, 984 21, 743 609 35, 493 40, 257 Oklahoma . . 65 16, 867 19, 472 342 12, 799 15, 870 407 29, 666 35, 342 Oregon.. . . 17 3, 184 3,820 189 5, 383 6,110 206 8, 567 9,930 Pennsylvania . 177 32, 530 36, 709 447 15, 696 19,484 624 48, 226 56, 193 Rhode Island . . 7 2,314 3, 596 7 2,314 3, 596 South Carolina . . . 30 2, 947 4,629 105 3, 415 4, 394 135 6, 362 9,023 South Dakota . . . 8 1, 373 1,757 248 6,052 8,725 256 7, 425 10, 482 Tennessee . . 47 7,851 10, 272 172 5, 809 7,176 219 13, 660 17,448 Texas . 140 29, 205 34, 817 303 11, 458 14, 529 443 40, 663 49, 346 Utah . . 9 3, 425 3, 666 18 2, 693 2,942 27 6,118 6,608 Vermont . . . 10 1, 257 1,480 50 1, 384 1,788 60 2,641 3, 268 Virginia . 33 6,128 7,895 293 7,039 10,304 326 13, 167 18, 199 Washington. . . . 13 2, 604 3,008 194 7, 122 8,052 207 9,726 11,060 West Virginia. _ 45 7, 630 9,510 143 6,960 8,818 188 14, 590 18, 328 Wisconsin . 35 6,626 8,047 284 11, 224 13, 996 319 17, 850 22,043 Wyoming.. . 6 1,042 1,294 45 1,898 2,243 51 2,940 3,537 Outlying possessions Alaska . 2 66 66 8 142 125 10 208 191 Canal Zone . . 2 126 171 2 126 171 Hawaii . 1 203 171 i _ 3 177 131 4 380 302 PUBLIC HIGH SCHOOLS 823 Table 18. — Enrollment of white and of colored pupils , according to population of district , in schools having a term of 181 days or more, 1928-24 State In cities of 2,500 or more In places under 2,500 Total Schools Boys Girls Schools Boys Girls Schools Boys | Girls 1 2 3 4 5 6 7 8 9 10 Continental United States _ _ _ 1,507 646,663 679, 476 1, 271 53, 482 63,596 2,778 700, 145 743, 072 Arizona _ 8 1,260 1,370 4 167 162 12 1,427 1,532 2 185 190 2 185 190 California . - 91 48, 555 49, 701 58 4,062 4,376 149 52, 617 54,077 Colorado _ _ _ _ 21 8,891 9, 393 6 269 338 27 9,160 9,731 Connecticut . . - 47 15, 673 16, 671 19 995 1,098 66 16,668 17, 769 Delaware . . 3 1,431 1,596 5 358 443 8 1, 789 2,039 Georgia _ _ _ 9 3, 415 5, 658 2 37 57 11 3, 452 5, 715 Idaho . . . - 2 858 856 1 47 63 3 905 919 Illinois _ ... _ 115 53, 655 53, 654 222 7,601 8,880 337 61, 256 62, 534 Indiana . . . 26 9, 874 10,500 1 40 40 27 9,914 10,540 Iowa. . . . 21 7, 295 8,079 4 184 241 25 7,479 8, 320 Kentucky . . 30 5,662 7, 332 7 190 197 37 5,852 7,529 Louisiana _ _ ... 1 43 55 1 43 55 Maine . . . . . 6 1, 711 2,028 5 184 257 11 1, 895 2,285 Maryland _ _ _ 29 10,660 12,229 81 2,539 3,385 110 13, 199 15, 614 Massachusetts.. . . 162 46,993 51, 719 53 1, 922 2,103 215 48,915 53, 822 Michigan _ _ 115 42, 598 46, 477 236 10,127 12, 596 351 | 52, 725 59, 073 Minnesota _ 31 17, 335 20,403 7 682 779 38 18, 017 21, 182 Mississippi- _ 1 6 4 1 73 43 2 79 47 Missouri. _ _ 23 14, 812 15,993 3 174 175 26 14,986 16,168 Montana. .. _ _ 6 1,741 2,255 3 88 112 9 1,829 2,367 Nebraska... _ 4 3,700 4,187 4 3,700 4, 187 Nevada _ 4 88 105 4 88 105 New Hampshire.. 9 1,999 2,281 4 198 245 13 2,197 2,526 New Jersey _ 93 37, 593 37, 786 41 2,977 3,575 134 40,570 41, 361 New York _ ... .. 200 131, 436 128, 149 379 12,049 14, 993 579 143,485 143, 142 North Carolina. _ 3 1,087 1,246 3 1,087 1, 246 North Dakota _ 4 993 1, 146 2 11 23 6 1,004 1, 169 Ohio _ 128 59, 380 60,517 19 1,079 1, 146 147 60,459 61,663 Oklahoma _ 1 13 29 1 13 29 Oregon . . 13 7,420 7, 012 1 24 16 14 7,444 7, 028 Pennsylvania . . 141 56,183 61,225 39 3,942 4,224 180 60, 125 65,449 Rhode Island _ 12 3,547 2,869 3 49 56 15 3,596 2,925 South Carolina _ 2 78 225 1 7 5 3 85 230 South Dakota.. . . 5 1,369 1, 539 . 1 69 94 6 1,438 1,633 Tennessee _ 3 1,665 2,169 3 1,665 2, 169 Texas . . 1 43 60 4 107 172 5 150 232 Utah _ _ 7 2, 171 2,247 7 2,171 2, 247 Vermont _ 13 1, 862 1,931 3 191 252 16 2,053 2, 183 Virginia _ _ _ 15 5,107 6,636 4 127 183 19 5,234 6,819 Washington _ 32 16,526 18,093 23 1,490 1, 661 55 18, 016 19, 754 West Virginia _ 6 1, 571 1, 811 6 1,571 1,811 Wisconsin . . . 68 20,066 21,906 20 1, 061 1, 186 88 21, 127 23, 092 Wyoming _ 2 442 523 1 33 41 3 475 564 Outlying possessions Hawaii. . 1 1, 166 889 4 397 292 5 1,563 1, 181 Philippine Islands _ 34 16,875 8, 293 34 16, 875 8,293 Porto Rico _ 11 1, 617 1, 685 11 1, 617 1,685 Table 19. — Graduates from public high schools and number of graduates continuing their education in 1923-24 824 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Graduates in 1923 Total students continu¬ ing their education Total GO 142,885 ©©©rHCM ©- L- CO cDHNCJrfi © © 05 h © ^ © 00 © 00 CO © OO CO 00 © © -rHTt^CO© CO © l>- © t>- t^»*O^^CO CONrf HCO Of TjTcfcfrH (N of r-T cf Going to other insti¬ tutions Total © 44,379 _ (NcOHH(N ©©©©CO ©CMC^CO© © © GO rH © HNOOM CO CM © 00 © iH © t-. © CO 00 © © © © © CM M CO © © 00 H- rH CO CO CM © CO rH CO CM !>• © QO 00 lOCO^lOCD r-4 <3> r-i »H HH of THCf Girls 2 32, 195 366 106 219 1, 103 194 801 42 262 70 256 223 1, 160 1, 078 616 584 481 263 346 494 1, 869 1, 303 1, 711 100 590 141 Boys eo 12, 184 © © (M CO 00 -^t^OOCOCSI L- ^ CO CO Going to college Total w 98, 506 CO CO 00 © © ©©CM©© ©(NN©00 H h ^ 00 CO 00 © © CO N rH iO 00 00 CM © © 00 CM lOOHHCO © © © 00 ^ © © © ^ CO CO © rH © © rH © © © © © CO © l>- •©!>•© © © ^ r— ( 00 ^ CO CO © CM i—» rH © NHCOOCM rHHr-iNCO CO ^ CO Xt< o © © ^ CM CO rH CM CO CM CM CM ri CM h Going to college Total w 31,231 743 58 401 737 409 45 61 205 584 253 1,601 1,828 2,201 1,443 650 592 90 175 101 975 906 561 1,591 255 904 Girls - 16, 421 CMCO00t-h© 05000*000 Tt^OCOCON lOiOrHiOOO CMt-rJi©^ © CO © © CO rH CM r-r LO rH © © © © © CO CO © CO CM CM CO © CO CM CO CM rHCOrH 05 CM CO CO CO © TTC0 05rH^ Boys o \ o 00 rH iO CO C0 05 © CO © © © 00 OO © CO NiOr^CON rt< © © © CM © 00 CM CO © CM CO CM © ^ 00 00 CO © O © O NCOCOCM^ CO rH CO rH CM »-l O0 00 05 CM CM Tji ^CMCrHTf Total number Total A 111,904 2,058 223 1,228 2,805 1, 161 251 183 475 1,534 922 6,821 5, 785 7,020 5, 831 1,746 1,414 910 834 649 4,416 4, 161 1,341 5, 557 926 4, 685 Girls GO 65,536 1,196 132 709 * 1, 572 700 152 105 294 940 538 3, 823 3,162 3,986 3, 350 1, 070 849 531 522 362 2, 619 2, 606 760 3,209 556 2, 774 Boys © CO CO CO 862 91 519 1,233 461 99 78 181 594 384 2, 998 2, 623 3,034 2, 481 676 565 379 312 287 1,797 1, 555 581 2, 348 370 1,911 ! Schools report¬ ing «D 9, 340 2g328S S3S8355 S82S8 r—\ HH rH lO ^ ^ H HH CO CO H ^ CO Graduates in 1924 Total US 130,390 2, 271 250 1,321 3, 300 1,567 273 237 612 1,889 1,049 8, 265 6, 525 8, 029 6, 754 2, 229 1,889 1,020 1,109 745 4, 749 4, 905 1,508 5, 687 1,148 5, 384 Girls - 75, 997 »ococoioo eoccaoN IS £2 coi-u^t-ai rtncortu: 50*050oocc ,-T .-T .-T co~ i-T r-T ft w1 eo m Boys eo 54, 393 tSN.11) lO>a 5© ,-1 tJi 00 50 NiCN-^N OOlOMNN 5D 00 5© CO OO 15S r N*- CO HOMOiO o — ' o 1— i t— lOM-HifN HiOWNN OtiHlQlQtO t-i .©©t^00 CM CO Is* © Is* CM CM T? © t— • H H ©NO0 © © CM 00 00 © CO © © CO © *-h © 1-H HHH »-H © Tf © "^ CM »H rH CO CO H ^ H CO 1 GQ 1 Continental United States... Alabama. . Arizona . . . . Arkansas.. . California . Colorado . Connecticut . Delaware . Florida . Georgia . Idaho . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine... . Maryland . . Massachusetts . . . Michigan . . Minnesota . Mississippi . . Missouri . . Montana . . . . Nebraska . PUBLIC HIGH SCHOOLS 827 Islii l2l!s SSSIS ISS ,-r e«a\-r « - CO **3*3 sagas g ;ggg ggsg! g;s j t>*G> 33325 S5SSS SSI1§ ISIsl Sis co nnVcoV to NH nT (NN -Hr* S3 ®SIS1 33833 S“BE! SSasI Sis H- t>T HNH ^ -©^©© CO T-H © 00 GO' CM © © L- © CM ^ © © © © 00 Tf t^oot^coco CO CO © —< © © rH © © © © © CO O L- (N H ^ CO © © lO 00 © CO rH icfr-f H* © T* Of r-Ti-T Of 00 Of CO Girls 47, 250 731 163 495 2, 608 867 306 68 283 379 804 263 3,087 2, 194 2, 226 1,354 674 656 172 260 997 2,055 1,206 508 2, 193 332 Boys © 50, 326 GO © CM CM CO Tf-00 OH^N© © GO © rH © 00rH©O0CM Tt< co cm cm © rH © © © io ^ CO go cm co oc -h © cm © o rH HNH rH ©©©<<*« NHH CM CO CO rH CO rH Graduates in 1924 Total » fS 352,284 4, 181 1,085 2,607 17, 913 4, 787 4,928 549 1,629 1, 618 4, 122 2, 043 24, 001 14, 505 13, 917 11,316 4,157 3, 211 3, 093 3, 179 16, 829 13, 600 11,352 2,004 12, 045 2, 318 Girls 200,531 © CM © CM CM t'- CM © CO ©t^©©© © © CO © GO ©© lOOOt>-OOTf< © GO rH O0 CO ef r-f of of of of r-TcOt^fod© CM rfr-Tr-foT I>T © rH~ © r-T Boys 151,753 -^ © © © ©CMb-CO© ‘H- © Lr. L>. 00©©©— • ^© iOW»OOrt © oc 00 © © © oo co © © © © lOOC^Tf T}< 00 05 00 © lOO^H CO t>- © i-h N00WOO s 38^ 000^-^N NOCitNN CO CO CO © COOh CO coo © ^* CO CO © CrHCO CO 05 © OiOOOiO” SSS10! ^OHC5^ Tf COOCO 1-1 05co 05t^ o; 00 S oo rH CO *H ICON 00 05 83£ S: * CO ^ »“H T* 05 © 1 OOOCC5 O 05 © 05 M 00 C O C CO r-Tof o of — 05 05 © 00 00 — t 05 OXNCON © © © 05 2888 Ofr-Tof HOJONN 00 05 CO CO CO of i-f co h 050^^0 O CO O 05 00 CD 05 i-H © CO 00 05 -h O » CO © ' CD CD CO i-H C S£S?S3§ © © 05 CO CO b- t'- 00 00 © 00 00 00 CO ^ CO © C5 CD CD C5NCON 05 05 CD 05 05 O 05 — 05 CO CD iD 05 05 05 CO 05 i— < © CO ^ i—i i-H 05 CODih«h^ CD ID i-H C °88c 05 00 CO I |Q © 00 05 : oo co t'- : 05 05 1- CO 05 rr O O CO 05 oo cd rHlDNOCD of co i-fi-T CO 00 — CD 05 CO © 05 05 CD i-H ©OOt^O- 05 ID 05 ^ i-H C ?5dm5 CD 00 © CD CO t*8©C © CO © 00 © p- i-i 05 © CO © 00 © ^ jD^ofcorC sssss TjT^Tofi-H 00 1-H © 1-H ID 00 Tji © co > rt< co © « CO 00 © 00 )’-“'©© CO © 00 00 ^ © 00 © 05 00 © ©©00 — 05 ©So©©2 05 00 05 © of© i-Tof 05 05 © i-H © S8SR6 of CD 1-H CO 00 CO c ^ 00 ^ c © 00 " Hjfcfco 05 *h © ^ CO © © 1 ©© © i ©«C©00^ 'CO © © 0C © Tfi — © t*— CO Pof i-T © -^ 05 05 © © © 05 ~H © © © © 05 © Tt< © CO © — CO © co — CO 1-H © © 1-1 00 c ”8Si © © *"• © © 00 © © © TJ« © 05 05 CO © X © © I 00 © CO © c O N X iH ^ © ^ 05 1-H CO E S'! S 2 S 6 i g« fl'C C d a cts o § >r wnQ ot S “45 Sa'S C cz S3* II a a M.- 'm a |>§a ”»«o a « ~atf C3 2* O & ©3 ' ® ® O O ©S-SS-i: 5 -^00t^*O IO O 1— < CM *o oo e* *o *o i-Hi-«(MOO CO t-h M CO r-H CO oofo 344 8 175 Boys - 8*1S8 lilil Sisil §§il§ mi ■ Of r-ToO" CO OO-rH OCOO(N COHN 00 O O of CO CO 1-Tr-T rH* of r-T rH Schools report¬ ing 300 05 ^ CO 05 rH ©HfCO M®«0®rH lO'JIMHrt © CO (N rH CO "C In industrial or trade training courses Girls eo 9,289 N10005H CO O ONOr^H lOOOOrH CO O O 05 05 © © 0 03 03 CO CO O CO CO rH m Tf< rH o rH Boys ** 32, 709 57 28 253 4, 969 48 158 170 4 3, 178 1,258 208 435 35 19 76 62 1,386 685 1,067 10 301 71 896 7 203 Schools report¬ ing 3 434 ^ C Cg ^ IO rH CO CO CO CD TCNNHSO ^ rH 2 ^ *° rH CO In home-economics courses Girls O 159, 852 NhOOOJ CO *0 r>- rH kO 05 OO *0 C3 GO 00 *“H CO rH T* CO CO OINCCMIO COOOrr-H 1^ o (N 03 N NOO^rHH O'- N- CO IN rf< OOOO CO Tt< 00 CO C3 05 CO 10 05 05 40^ COOHC1N (NNC0 05 10 CO 05 of coccTr-T t-T i-T co“ aT^c^co ofcoi-Hcoof ^ Boys 05 288 H0005H OOOOO ONCO^^ t^oooio WOWNO 1000 *0 rH rH HH CO Schools report¬ ing ao 3,860 CO 'J* 1—1 CO 05 ^t1 N lO lO N HOOOOl^1 CO <-i CO CO rH -I'illONffi CiOC5 t^i-it'-COrJ< W rH 1-1® O M lO O Cl «JOHIOCO COC303 05 03 05 CO 03 rH CO H *0 ^ CO ! OCO^HO CO r-i Schools report¬ ing GO CO® *CO5T#*<■<*< 05 CO 00 t-M CO i— H COHHN i-i io^coooo >-h to coco nhhhso mcooOi-h rH 03 In teacher training courses j Girls 2,312 25 617 89 1, 137 267 588 206 214 93 13 1,044 915 143 15 175 24 70 253 814 158 | 6S8 Boys eo ® co go rtn co »o ® rHco®e*t^ ido®®^ c^ioooooo ^ CO (N CO 05 rl HH ® CO *0 00 i>. CO CO rH rH ^ 03 Schools report¬ ing lO NOrHCON C3 ® rH Cl ® rH 03 ® CO N(N»ON rH COtHT^COCO CO lO CO rH r-H ) > I CHAPTER XXV STATISTICS OF PRIVATE HIGH SCHOOLS AND ACADEMIES, 1923-24 For the school year ending June 30, 1924, a total of 2,124 private high schools and academies sent statistical reports to the Bureau of Education. This represents an increase of 161 schools over the num¬ ber of 1922, 31 over 1920, and a loss of 124 since 1915. The average size of school increased from 96 in 1922 to 102 in 1924. The largest increase in enrollment is reported by the State of New York, where 5,065 more pupils are reported than in 1922. Ohio, Illinois, and Massachusetts follow with increases of between 2,000 and 3,000 pupils each, and the District of Columbia, Virginia, California, and New Jersey report increases of more than 1,000 each over enrollments in 1922. Eleven more States report increases of more than 500 each in enrollment for this two-year period. These gains are confined chiefly to the eastern and southeastern portions of the United States. The total enrollment for 1924 is 216,522, an increase of 29,881 over that reported for 1922. While the enrollment was increasing 16 per cent over that for 1922, the number of graduates increased 27 per cent, the number of fourth- year pupils 29 per cent, and the number above fourth year 51 per cent. The number of boys enrolled increased 19 per cent, and the number of girls 13 per cent. In the four-year schools, the rates of increase are a little higher than for all schools. In schools for boys only the increase in enrollment is 18 per cent, and in those for girls only it is 8 per cent. The increase in number of teachers in 1924 over that of 1922 has not kept pace with the increase in the number of students. The rate of increase for teachers is 10.3 per cent. For men teachers it is 13.7 per cent and for women teachers 8.2 per cent. The number of students per teacher, 13.8, is an increase of approximately one since 1922. The value of buildings and grounds is reported as 27.3 per cent higher than in 1922, and of furniture and scientific apparatus as 15 per cent higher. The increase in endowment reported for the two-year period is 21.9 per cent, or a little more than $11,000,000. The number of pupils in schools for the negro race increased 16.7 per cent from 1922 to 1924. The number of pupils per teacher in these schools was 15.6 in 1924, which was approximately 2 more than the number for each teacher in schools for white pupils. 835 836 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 1. — Review of statistics of private high schools and academies, 1890 to 1924 Items 1890 1895 1900 1905 1910 1915 1920 1924 Schools reporting _ _ _ 1,632 2,180 1,978 1,627 1,781 2,248 2,093 2,124 Instructors: Men _ _ _ _ 3,272 3,991 4, 275 4,065 4, 512 5,776 5, 698 9, 248 6, 192 9, 511 3,937 4, 568 5,842 5,785 6,634 8,250 Total. . 7, 209 8, 569 10, 117 9,850 11, 146 14,026 14, 946 15, 703 Secondary students: 47,534 47, 397 57,354 60,993 55,734 55, 063 51,778 55,429 55,474 61, 926 73,208 81,836 84,222 99, 931 100,116 116,406 Girls Total _ _ 94,931 118, 347 110, 797 107, 207 117,400 155,044 184, 153 216, 522 Colored students, included above: Boys _ _ _ _ 1,110 2, 233 990 1,013 1,761 1,408 2,480 2,222 3, 185 6,341 3,741 7,150 Girls . . . . . . . 1,400 4, 316 Total . . . 3,343 2, 390 2,774 3,888 6,538 9, 526 10, 891 Graduates: Boys _ _ _ 6,052 5, 908 6,226 6,268 6,876 7,533 10,419 11,866 10,590 13, 576 15, 528 18,704 Girls . . . . . . 5,990 6,601 Total— . 8,070 11, 960 12, 216 12,869 14,409 22, 285 24, 166 34, 232 Military drill: Schools having it _ 113 205 127 Students in it _ 6, 237 8,900 8,919 327 8, 836 451 24,056 385 15, 100 403 Schools: For boys only. _ 348 For girls only _ 508 511 799 728 739 Coeducational _ _ 792 922 998 980 982 Enrollment in: Boys’ schools _ 23,780 26,838 28,317 62, 245 6.3 39, 543 46, 945 68, 556 6. 2 47, 925 55, 658 80, 570 7. 1 56,809 64,819 94,894 7.4 101.9 Girls’ schools _ _ 27,438 55, 989 6.1 Coeducational schools. . . Secondary teachers to a school . 4.4 3.9 5.1 Secondary students to a school _ 58.2 54.0 56.0 65.9 65.9 70.0 88.0 Secondary students to a teacher _ 13.2 14.0 10.9 10.8 10.5 11.1 12.3 13.8 Libraries: Schools reporting— . . . . 1,361 1,498 1,101 1,372 1,734 1,381 2, 360 1,709 1,222 1, 976 1,617 1,577 1,801 3, 622 2,011 1,980 4,260 2,152 Volumes (in thousands).. 961 2,817 1,786 Average number of volumes per school-. . _ 1,264 Table 2. — -Review of statistics of private high schools and academies for five-year periods, 1895-1924, os to denominational control Denominations 1895 1900 1905 1910 1915 1920 1924 Baptist: Schools - - - 109 96 74 74 105 107 103 Students . 7,424 7,173 6,450 6,983 7,439 10,903 11, 578 Congregational: Schools . . 56 51 41 45 31 29 23 Students . 2,882 2,671 2,402 2,322 2,231 2,348 1, 714 Episcopal: Schools . . . 119 98 91 71 99 91 95 Students . 5,552 5, 145 5,460 4, 788 6, 389 7,761 7, 623 Friends: Schools . 57 55 46 48 36 28 26 Students... . — 3,851 3, 428 3, 526 2,243 2,444 2,324 2,416 Latter Day Saints: Schools _ _ _ 18 12 4 Students _ 4,765 3,959 1,796 Lutheran: Schools _ _ 36 32 28 42 57 47 34 Students . . . 1, 908 2,032 1,819 3,339 3,881 4,005 3, 699 Methodist: Schools - - 60 65 60 67 77 71 65 Students ... . . 5,958 5,522 6, 328 6, 007 6,506 7, 902 9,190 Methodist Episcopal South: Schools . . 51 38 36 25 33 21 21 Students . 3,871 2,863 3,035 2,281 3,044 2,200 2,498 PRIVATE HIGH SCHOOLS AND ACADEMIES 837 Table 2. — Review of statistics of private high schools and academies for five-year periods , 1895-1924 , as to denominational control — Continued Denominations 1895 1900 1905 1910 1915 1920 1924 Presbyterian: Schools . . 102 93 68 67 65 64 64 Students _ . . . 4, 654 4,574 3,511 3, 570 3,734 5,267 4,927 Roman Catholic: Schools _ _ _ 280 361 389 630 975 976 1, 021 Students _ . _ 12, 777 15, 872 20, 150 30, 124 56, 182 76, 054 104, 361 Seventh Day Adventist: Schools . 20 22 33 Students 1, 834 1,992 3, 050 Other denominations: Schools. .. _ _ _ 40 56 50 84 70 58 64 Students _ _ _ .. 3, 564 4,344 6,575 9,490 5, 380 5, 305 7,566 Total denominational: Schools _ _ _ 910 945 883 1, 143 1,586 1, 527 1,553 Students . 1 _ 52, 441 53, 624 59, 256 71, 147 103, 829 130,019 160, 418 Nonsectarian: Schools _ 1,270 1,033 744 638 662 566 591 Students _ 65,906 57, 173 47, 951 46, 253 51, 215 54,134 57, 998 Table 3. — Distribution of students in private high schools and academies 1907- 1924 1 1907 1910 1915 1920 1924 Unclassified students: Boys. . . . . 4,724 6,048 4,594 6,952 Girls _ Total . . . . . 10, 772 11, 546 Students in first year: Boys . . . . . 11, 008 10, 848 17, 880 19, 895 23,745 26, 921 27, 499 33, 409 30, 149 34, 175 Girls _ Total 21, 856 33. 1 37, 775 35.2 50,666 34.4 61, 358 2 36.1 64, 324 2 32.5 Percent _ _ _ Students in second year: Boys . . . . . .. 9,223 8,387 13, 851 15,285 18, 622 20, 474 | 21, 265 1 24, 384 24, 459 27, 726 Girls.. _ _ Total.. _ _ _ _ _ 17, 610 26.5 29, 136 27. 1 39, 096 26.6 45, 649 2 26. 8 52, 185 2 26.4 Per cent _ Students in third year: Boys _ _ 7,787 7, 050 10, 812 11,881 14, 227 15, 997 16, 355 18, 850 20, 577 23, 059 Girls . . . . . Total _ _ _ _ 14,837 22.4 22, 693 21.2 1 30, 224 20.6 35, 205 2 20.5 43, 636 2 22. 1 Percent.. .. _ Students in fourth year: Boys . . . . . . 6, 141 5, 825 8, 251 9, 423 12, 721 14, 387 12, 489 15,700 17,494 20, 092 Girls.. . . . . . . . . Total.. . . . . . 11, 966 18.0 17, 674 16.5 27, 108 18.4 28, 189 2 16.6 1 37, 586 2 19.0 Per cent _ _ Students above fourth year: Boys _ _ _ _ _ _ _ .. 1,440 1, 540 2, 843 4, 402 Girls. . . . . . Total _ _ _ _ 2,980 7,245 1 No data collected prior to 1907. * Per cent of students classified as first, second, third, and fourth year students. Table 4. — Classification of private high schools and academies , instructors , and secondary students according to religious influence or control, 1923-24 Enrollment by years Above fourth year 3IEN c n 5 NTAI co SU I RVE1 OO | 1 OF EDUCA cooowooow 05 CO tH rH CO £ g5 103 36 527 71 1, 022 337 11 124 702 199 15, 230 19 436 68 16 37 30 22,509 Unclassified Girls cp 320 _ CO ! ! CO • ' COO 'hPhPtP05iOCOP4COCOCOCO*0 GO » GO 05 hP lO 10 10 05CO tH 1 rH COCO OH 1 1 1 1 hP(NC405 1 H^ l ■^fpfi-5'co' Boys us 100, 116 1,622 220 462 3,008 217 3, 430 303 1,376 493 1,878 119 5, 073 1,952 1.755 1,454 1, 666 1, 296 2,170 1,673 5, 917 3,114 2, 450 1,598 2.756 330 Secondary instructors Women 9, 511 SaSSI 18*39 Men e* 6,192 ll» N 2, 124 States - Cont. United States.. Alabama. . . Arizona. . . Arkansas . California - . . Colorado- . Connecticut- . Delaware _ District of Columbia. Florida . Georgia . Idaho . . Illinois.. . Indiana . . . Iowa . . Kansas—. Kentucky . Louisiana- . Maine.. . . Maryland . . Massachusetts.. . Michigan .. Minnesota . Mississippi - Missouri. . . Montana . Table 5. — Private high schools and academies — Schools, instructors, students, military drill, and property, 1928-24 — Continued 840 BIENNIAL SURVEY OF EDUCATION, 1922-1924 PRIVATE HIGH SCHOOLS AND ACADEMIES 841 Table 6. — Graduates in private high schools and academies and graduates con¬ tinuing their education , 1923-24 States Graduates in 1924 Graduates, class of 1923, who went to college in 1924 Graduates, class of 1923, who went to other in¬ stitutions in 1924 Boys Girls Total Per cent of total enrollment graduating Boys Girls Total Per cent of graduates in 1923 Boys Girls Total Per cent of graduates in 1923 * 2 3 4 5 6 7 8 9 10 11 13 13 Continental United States.. 15,528 18,704 34,232 15.1 8,442 5, 238 13, 680 42.8 1, 067 4,277 5,344 16.7 Alabama . . 260 344 604 15.5 122 87 209 33.6 17 91 108 17.3 Arizona. _ _ _ 25 40 65 13.0 12 14 26 35. 1 2 8 10 13.5 Arkansas _ _ _ 51 82 133 11.1 24 24 48 33.1 9 14 23 15.9 California _ _ 442 941 1, 383 15.0 234 359 593 46.9 11 209 220 17.4 Colorado . . 13 88 101 12.9 9 39 48 36.1 1 23 24 17.5 Connecticut . . . 616 639 1,255 18.7 434 164 598 50.9 13 172 185 15.8 Delaware _ _ _ 56 31 87 17.1 22 14 36 56.2 4 8 12 18.8 District of Columbia _ 199 264 463 14.8 49 94 143 30.7 14 57 71 15.2 Florida . . . 46 86 132 10.5 23 42 65 46.1 7 14 21 14.9 Georgia . 282 369 651 16.7 151 86 237 40.4 20 76 96 16.4 Idaho . 22 56 78 17.1 5 16 21 25.3 0 13 13 15.7 Illinois . . . 724 1, 092 1,816 14.3 381 250 631 37.8 30 360 390 23.3 Indiana. . 336 243 579 16.6 218 58 276 53.7 16 42 58 11.3 Iowa . 282 749 1,031 18.8 112 139 251 25.4 41 186 227 23.0 Kansas _ _ 240 333 573 16.6 87 98 185 30.0 21 43 64 10.4 Kentucky . 227 445 672 14.3 59 135 194 37.5 11 103 114 22.0 Louisiana . 200 246 446 16.3 96 87 183 46.8 15 75 90 23.0 Maine . . . 383 464 847 18.4 144 71 215 26.5 47 105 152 18.8 Maryland . . 257 189 446 14.5 165 60 225 53.0 11 61 72 16.9 Massachusetts . . 1, 129 1,484 2,613 19.2 788 361 1, 149 48.1 43 326 369 15.5 Michigan . . 455 662 1,117 15.3 162 138 300 27.8 47 190 237 21.9 Minnesota . 376 516 892 16.7 209 149 358 40.0 47 186 233 26.0 Mississippi . . 222 170 392 13.2 95 44 139 34.8 14 23 37 9.3 Missouri . . 428 410 838 14.4 214 161 375 48.0 10 74 84 10.7 Montana . . . 56 112 168 17.8 24 48 72 43.1 6 35 41 24.6 Nebraska . 77 257 334 17.6 41 49 90 26.4 8 31 39 11.5 New Hampshire... . 401 150 551 20.7 243 22 265 55.6 18 35 53 11. 1 New Jersey . 795 541 1, 336 16. 7 516 152 668 58.9 64 165 229 20.2 New Mexico . 10 37 47 10.7 10 8 18 38.3 2 10 12 25.5 New York . 1, 770 2,125 3,895 14.5 1, 149 696 1,845 52.2 152 499 651 18.4 North Carolina. . 361 592 953 16.0 174 122 296 39.9 13 75 88 11.9 North Dakota . . . 13 59 72 14.5 11 11 22 25.3 5 31 36 41.4 Ohio . 737 961 1, 698 15.4 218 300 518 35.0 55 199 254 17.2 Oklahoma . 72 102 174 12.7 28 36 64 31.7 12 22 34 16.8 Oregon . 94 114 208 17.4 22 34 56 35.0 4 4 8 5.0 Pennsylvania . . 1, 476 1,288 2,764 16. 9 854 368 1,222 43.5 143 268 411 14.6 Rhode Island . . 180 206 386 17.3 152 40 192 52.0 8 40 48 13.0 South Carolina . 197 136 333 13.5 101 30 131 63.3 5 6 11 5.3 South Dakota . 57 93 150 17.0 13 56 69 51.9 3 13 16 12.0 Tennessee . 475 248 723 14 9 254 100 354 56.2 26 38 64 10.1 Texas . 185 318 503 12.2 97 139 236 51.4 14 62 76 16.6 Utah . . . 121 238 359 20.8 6 19 25 6.9 0 22 22 6.0 Vermont . 198 193 391 17.8 94 38 132 28.2 12 57 69 14.7 Virginia . 508 315 823 13.8 334 90 424 60.1 18 49 67 9.5 Washington . 77 156 233 12.9 56 49 105 40.7 15 50 65 25.2 West Virginia . 91 106 197 13.0 41 32 73 39.9 6 19 25 13.7 Wisconsin . 297 399 696 15.4 186 102 288 40.0 27 85 112 15.6 Wyoming . 9 15 24 11.2 3 7 10 30.3 0 3 3 9.1 Outlying Possessions Hawaii _ _ 156 i 69 i 225 16.8 61 14 75 50.0 l 7 6 13 8.7 Porto Rico . 30 ll 28 l 58 10.3 9 2 ! 11 31.4 11 8 19 54.3 842 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 7. — Classification of students enrolled in private high schools and academies hy years, 1923-24 States Unclassi¬ fied In first year In second year In third year In fourth year Above fourth year Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls 1 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States. . 4,594 6, 952 30, 149 34, 175 24,459 27, 726 20,577 23,059 17, 494 20,092 2,843 4,402 Alabama _ ... 71 46 483 699 416 661 329 470 274 375 49 23 Arizona _ 68 24 19 44 59 96 37 48 27 45 10 23 Arkansas _ _ 19 69 156 227 95 194 83 119 73 103 36 29 California. .. . . ... 44 263 919 1, 862 754 1,513 622 1, 334 576 1, 026 93 232 2 30 71 173 65 135 66 132 13 94 Connecticut . . . 35 63 877 832 814 824 781 728 711 668 212 151 Delaware _ _ 7 38 74 61 86 38 68 33 63 33 5 2 District of Columbia _ 293 259 360 324 301 286 198 372 224 308 0 203 Florida _ _ 56 88 130 244 113 149 111 152 71 100 12 28 Georgia . . 114 115 493 510 439 468 397 400 351 386 84 150 Idaho.. _ _ _ _ _ 0 1 45 109 34 95 15 68 25 64 Illinois _ 32 436 1,865 2,534 1,324 1, 970 960 1, 436 752 1, 142 140 82 Indiana _ _ _ 58 49 473 537 515 407 435 286 356 248 115 0 Iowa . 32 134 551 1, 049 460 934 369 809 287 758 56 35 Kansas.. . . . . 89 183 394 515 341 386 220 362 262 350 148 197 Kentucky. . . . . 76 204 662 1,057 438 720 237 524 229 472 24 48 Louisiana . 8 3 464 448 319 416 284 309 221 237 0 34 Maine. . _ 65 12 636 754 521 636 458 514 473 495 17 23 Maryland . . . 50 54 494 465 457 387 353 279 312 213 7 10 Massachusetts . . . 277 106 1, 421 2,149 1, 367 1, 746 1, 320 1, 654 1, 392 1,631 140 400 Michigan.. . . 46 118 1, 129 1, 409 799 1,069 564 840 510 709 66 56 Minnesota _ _ _ 133 267 792 839 587 643 471 547 400 541 67 45 Mississippi . . . 95 55 432 347 381 273 384 348 280 215 26 135 Missouri _ 96 354 838 870 582 625 554 540 439 476 247 207 Montana . . 4 20 102 199 99 158 66 120 59 118 Nebraska . . . 34 45 156 426 91 328 76 335 77 281 4 45 New Hampshire . . 18 8 452 213 469 206 476 181 475 144 8 6 New Jersey _ 70 186 1, 316 968 1,208 798 1,115 658 878 584 111 94 New Mexico _ 22 41 70 96 31 52 12 69 10 38 New York . . 276 734 4, 240 4,324 3, 312 3, 575 2,534 2,750 2,037 2,402 104 617 North Carolina _ 90 160 779 1, 032 612 758 582 680 433 684 49 111 North Dakota . . . 0 20 64 114 46 82 18 74 14 61 1 1 Ohio . . . 253 170 1,650 2,049 1,249 1, 589 1,013 1, 166 749 996 12 137 Oklahoma _ _ 43 36 185 238 122 209 109 171 83 116 33 27 Oregon . . . 2 10 148 179 117 162 146 134 150 106 27 12 Pennsylvania . . 767 710 2,611 1, 944 2,115 1,682 1,792 1, 514 1,476 1, 339 112 279 Rhode Island _ 3 13 425 301 329 217 234 201 220 212 36 36 South Carolina _ 55 121 445 282 324 205 331 185 245 163 59 48 South Dakota.. _ _ 9 20 84 160 82 131 56 104 62 95 12 67 Tennessee. . . 65 95 942 529 747 415 653 336 534 273 120 141 Texas _ _ _ _ 91 324 358 626 317 449 319 416 256 427 245 294 Utah _ _ _ 535 647 20 114 26 91 22 82 14 77 40 60 Vermont _ _ 22 95 351 316 233 264 230 251 211 206 10 8 Virginia . . . . 302 427 903 589 826 474 766 366 668 347 132 144 Washington . . 39 24 216 301 173 256 126 239 88 175 75 97 West Virginia _ 18 47 240 232 184 207 163 152 114 112 9 39 Wisconsin. . . 110 28 577 835 455 715 407 549 309 427 87 26 Wyoming.. . . 37 50 25 32 15 22 11 20 3 0 Outlying Possessions Hawaii . . 27 32 310 140 228 113 188 73 158 73 1 0 Porto Rico . 3 15 45 152 49 115 43 56 35 39 8 1 PRIVATE HIGH SCHOOLS AND ACADEMIES 843 Table 8. — Miscellaneous comparisons and a classification of private high schools and academies according to sex of students admitted, 1 923-2 1+ States Sec¬ ond¬ ary teach¬ ers to a school Sec¬ ond¬ ary stu¬ dents to a school Sec¬ ond¬ ary stu¬ dents to a teach¬ er Grad¬ uates to a school Schools for boys only Schools for girls only Coeducational schools Num¬ ber Stu¬ dents Num¬ ber Stu¬ dents Num¬ ber Boys Girls i 2 3 4 5 6 7 , 8 9 10 11 12 Continental United States _ 7.4 101.9 13.8 16. 1 403 56,809 739 64, 819 982 43, 307 51,587 Alabama _ _ 4.7 79.5 16.8 12.3 8 534 13 726 28 1,088 1,548 8. 2 100. 0 12. 2 13. 0 1 20 4 200 280 4. 5 70.8 15. 8 7.8 1 119 16 462 622 California.. . . .. 8. 1 95. 2 11.8 14.3 23 1, 825 49 4,712 25 1, 183 1, 518 Colorado _ _ _ 6.9 78. 1 11.3 10. 1 1 6 4 252 5 211 312 Connecticut _ _ 11.0 119.6 10.9 22.4 22 2,489 24 2,380 10 941 886 Delaware _ _ _ 8. 5 84.7 10.0 14.5 1 171 2 89 3 132 116 District of Columbia _ 10. 1 115.9 11. 5 17. 1 5 1,022 19 1,549 3 354 203 Florida... _ _ 5. 1 59. 7 11. 6 6.3 4 146 6 249 11 347 512 Georgia . . 6.0 95.3 15.9 15.9 7 777 8 797 26 1, 101 1,232 5.4 57.0 10.6 9.8 2 114 6 119 223 Illinois. . 8.9 136.3 15.2 19.5 19 3, 761 4s 6, 134 30 1,312 1,466 Indiana - 7.2 102.3 14.3 17.0 6 1,573 17 1, 193 11 379 334 Iowa.. _ .. 4.5 56.4 10. 6 11.2 4 198 16 1, 598 77 1, 557 2,121 Kansas . . . . 6.7 111.2 18.5 16.7 2 157 7 557 22 1,297 1,436 Kentucky . rs.... 4.8 64.3 13.4 9.2 5 671 23 1, 333 45 995 1,692 Louisiana _ . 5. 1 61.0 11.9 9.8 11 1, 157 25 1, 192 9 139 255 Maine.. . . . . . 6.0 98.0 16.3 18.0 4 264 4 332 39 1,906 2,102 Maryland . . . . 7.7 79. 0 10.3 11.4 15 1,209 16 1,039 8 464 369 Massachusetts . . 10.0 123.7 12.4 23.8 28 3,851 58 5,802 24 2,066 1,884 Michigan . . . 6. 1 116. 1 18.9 17.7 6 1, 126 15 1,359 42 1,988 2,842 Minnesota _ ... 7.7 111. 1 14.4 18. 6 10 1, 337 11 1, 355 27 1,113 1, 527 Mississippi _ _ 6.6 106. 1 16. 1 14.0 9 892 6 446 13 706 927 Missouri _ 6.7 95. 5 14. 3 13.7 12 2,060 27 2,115 22 696 957 Montana . . 6.6 118.1 17.8 21.0 1 56 3 296 4 274 319 Nebraska 5. 1 61.2 11.9 10.8 9 629 22 438 831 New Hampshire _ 11. 1 139.8 12. 5 29.0 6 1, 305 2 220 11 593 538 New Jersey _ .. 9.3 114. 1 12. 3 19. 1 24 3, 962 29 2,113 17 736 1, 175 New Mexico . . . 4.0 44. 1 11.0 4. 7 4 133 5 244 1 12 52 New York . . 8.7 117.5 13.5 17.0 59 9, 185 94 10, 289 76 3,318 4, 113 North Carolina _ _ 6. 1 101.2 16.7 16.2 4 343 10 674 45 2,202 2,751 North Dakota 5. 4 55. 0 10. 1 8. 0 1 63 8 143 289 Ohio. . _ _ ... 8.3 128.3 15.4 19.7 10 2,071 29 3,496 47 2,855 2,611 Oklahoma _ _ _ 4.4 44.3 9.9 5.6 2 99 3 90 26 476 707 Oregon _ _ 6. 1 74.6 12.3 13.0 3 463 6 359 7 127 244 Pennsylvania _ ... 8.4 119.3 14.1 20.2 28 5,225 52 3, 861 57 3,648 3, 607 Rhode Island _ . . 11. 1 148.5 13.4 25.7 3 923 8 795 4 324 185 South Carolina.. . . 5. 7 94.7 16. 5 12.8 5 921 5 189 16 538 815 South Dakota 5. 4 67.8 12. 6 11. 5 3 119 10 305 458 Tennessee . . . 6.5 98.9 15.2 14.8 10 1, 362 7 498 32 1,699 1, 291 Texas _ 6.2 85.9 13.8 10.5 6 513 19 1, 045 23 1,073 1,491 Utah 12. 1 246.9 20.3 51.3 4 313 3 657 758 Vermont . . 8.3 129.2 15.6 23.0 1 96 3 206 13 961 934 Virginia _ 6.6 92. 9 14. 1 12. 9 20 2,919 19 1,231 25 678 1,116 Washington . . 6.3 78.7 12.4 10.1 3 418 14 706 6 299 386 West Virginia . . 7.7 94.8 12.3 14.9 4 496 6 527 6 232 262 Wisconsin _ _ _ . 8.7 141.4 16.3 21.8 6 1,054 11 1,414 15 891 1, 166 Wyoming 5. 3 71. 7 13.4 8.0 1 19 2 72 124 Outlying possessions Hawaii . . . 9.2 134.3 14.6 22.5 4 593 3 167 3 319 264 Porto Rico . . . 6.3 56. 1 8.9 5.8 1 27 6 267 3 156 111 844 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 9. — Four-year private high schools and academies — Schools, instructors , students, and graduates, 1928-24 o a £ Secondary instructors Secondary students Graduates State Four-year schools ing Men Women Total Boys Girls Total Boys Girls Total i Per cent of total enrollment Per cent of fourth year enrollment • 2 3 4 5 6 7 8 9 10 11 12 13 Continental United States _ _ . 2,028 6, 188 9, 463 15, 648 99, 047 114, 827 213, 874 15,400 18,483 33, 883 15.8 90.2 Alabama . 45 90 131 221 1, 575 2,188 3, 763 246 327 573 15.2 88.3 Arizona _ _ 5 20 21 41 220 280 500 25 40 65 13.0 90.3 Arkansas _ . . 17 32 44 76 462 741 1, 203 51 82 133 11. 1 75.6 California . 90 229 534 763 2,925 6, 103 9,028 438 926 1, 364 15. 1 85.1 Colorado . . 10 13 56 69 217 564 781 13 88 101 12.9 94.4 Connecticut . . 55 292 320 612 3, 428 3,262 6,690 616 639 1,255 18.8 91.0 Delaware _ _ 6 24 27 51 303 205 508 56 31 87 17.1 ' 90.6 District of Columbia.. - 27 80 193 273 1, 376 1, 752 3, 128 199 264 463 14.8 87.0 Florida . 20 41 65 106 486 750 1,236 44 83 127 10.3 74.3 Georgia . 39 116 126 242 1,869 1,980 3, 849 279 354 633 16.4 85.9 Idaho _ _ _ 8 8 35 43 119 337 456 22 56 78 17.1 87.6 Illinois.. . . . 90 285 532 817 4, 965 7,566 12, 531 684 1,079 1,763 14. 1 93.1 Indiana _ _ _ 32 129 109 238 1,891 1, 447 3, 338 331 234 565 16.9 93.5 Iowa _ .. 86 89 318 407 1,661 3, 580 5,241 264 719 983 18.8 94.8 Kansas . . 30 80 124 204 1, 435 1, 981 3, 416 236 324 560 16.4 91.5 Kentucky _ _ 72 103 246 349 1, 663 3, 023 4,686 226 444 670 14.3 95.6 Louisiana _ 42 82 140 222 1,271 1, 329 2,600 193 202 395 15.2 86.2 Maine . 47 111 171 282 2, 170 2,434 4,604 383 464 847 18.4 87.5 Maryland . . 39 151 149 300 1, 673 1,408 3, 081 257 189 446 14.5 85.0 Massachusetts . . 109 429 668 1, 097 5, 917 7, 574 13, 491 1,129 1, 465 2,594 19.2 85.8 Michigan . . 63 92 295 387 3,114 4,201 7, 315 455 662 1, 117 15.3 91.6 Minnesota . 47 146 219 365 2, 439 2, 873 5,312 376 516 892 16.8 94.8 Mississippi... . . 27 86 97 183 1,594 1, 367 2, 961 220 166 386 13.0 78.0 Missouri _ _ 53 161 230 391 2,715 2, 979 5, 694 420 397 817 14.3 89.3 Montana . 7 9 41 50 326 603 929 56 112 168 18.1 94.9 Nebraska . 31 28 131 159 438 1, 460 1, 898 77 257 334 17.6 93.3 New Hampshire _ 19 154 58 212 1,898 758 2, 656 401 150 551 20.7 89.0 New Jersey . 68 330 322 649 4, 690 3, 275 7, 965 795 541 1, 336 16.8 91.4 New Mexico . . 9 16 26 42 145 288 433 10 37 47 10.9 97.8 New York . . . 212 764 1,256 2,020 12,300 14, 194 26, 494 1, 769 2,120 3,889 i4. 7 87.7 North Carolina . 59 165 196 361 2,545 3, 425 5,970 361 592 953 16.0 85.3 North Dakota . . 7 10 34 44 126 326 452 13 59 72 15.9 96.0 Ohio . . 81 234 479 713 4, 871 6,034 10, 905 733 957 1,690 15.5 96.8 Oklahoma _ _ 31 41 97 138 575 797 1,372 72 102 174 12.7 87.4 Oregon . 15 36 59 95 581 586 1, 167 90 106 196 16.8 76.6 Pennsylvania . 130 479 720 1,199 8, 769 7,348 16, 117 1, 471 1,284 2,755 17.1 97.9 Rhode Island . 15 73 93 166 1,247 980 2, 227 180 206 386 17.3 89.3 South Carolina _ 25 80 74 154 1, 450 987 2,437 197 136 333 13.7 81.6 South Dakota . 12 23 44 67 294 560 854 57 93 150 17.6 95.5 Tennessee . 44 183 126 309 3,028 1,735 4,763 474 247 721 15.1 89.3 Texas . 47 118 189 307 1, 586 2,531 4,117 185 318 503 12.2 73.6 Utah.... . . . 6 35 46 81 643 1, 060 1, 703 121 238 359 21. 1 0) Vermont . . 17 51 90 141 1,057 1, 140 2,197 198 193 391 17.8 93.8 Virginia _ _ 62 258 185 443 3, 579 2,313 5,892 505 310 815 13.8 80.3 Washington . 23 51 95 146 717 1,092 1, 809 77 156 233 12.9 88.6 West Virginia . . 15 46 73 119 713 781 1, 494 89 104 193 12.9 85.4 Wisconsin _ _ 31 106 172 278 1,890 2,506 4,396 297 399 696 15.8 94.6 Wyoming . . . 3 9 7 16 91 124 215 9 15 24 11.2 77.4 Outlying possessions Hawaii.. . 10 43 49 92 912 431 1, 343 156 69 225 16.8 97.4 Porto Rico . . 9 11 48 59 178 357 535 30 28 58 10.8 78.4 1 Because one school in Utah did not distribute its students by years, but reported 273 graduates, this percentage can not be arrived at. PRIVATE HIGH SCHOOLS AND ACADEMIES 845 Table 10. — Distribution, by years, of students in four-year private high schools and academies, and graduates from such schools continuing their education, 1923-2 4 First year Second year Third year Fourth year first, second, th years ccluding ele- y 1 Graduates, class of 1923, who went to college, 1923-24 f 1923, who institutions, State Students Per cent of total Students Per cent of total Students Per cent of total Students Per cent of total ■SJ c a O c3 o £h Other students, e: mentar; Number Per cent of entire class graduating, 1923 Graduates, class o went to other 1923-24 i 2 3 4 5 6 7 8 9 10 11 12 13 14 Continental United States. 62, 878 32.2 51,298 26.3 43, 340 22.2 37, 572 19.3 195, 088 18,786 13, 610 43.0 5, 277 Alabama _ 1, 103 30.9 1, 034 28.9 788 22.0 649 18.2 3, 574 189 199 34.7 95 Arizona... - 63 16.8 155 41.3 85 22.7 72 19.2 375 125 26 35.1 10 Arkansas _ 383 36.5 289 27.5 202 19.2 176 16.8 1, 050 153 48 33.1 23 California.. _ 2,686 32.0 2, 182 26.0 1, 926 22.9 1, 602 19.1 8,396 632 585 46.7 216 Colorado . . 244 32.6 200 26.7 198 26.4 107 14 3 749 32 48 35.0 24 Connecticut _ _ 1,705 27.4 1, 636 26.3 1,509 24.2 1, 379 22.1 6,229 461 598 50.9 185 Delaware. _ 135 29.6 124 27.2 101 22.1 96 21.1 456 52 36 56.3 12 Dist. of Columbia. . 684 28.8 587 248 570 24.0 532 22.4 2,373 755 143 30.7 71 Florida - 367 34.9 256 24 3 258 24 5 171 16.3 1,052 184 64 47.1 21 Georgia - 968 28.6 891 26.3 791 23.3 737 21.8 3,387 462 235 41.0 89 Idaho - 154 33.8 129 28.4 83 18.2 89 19.6 455 1 21 25.3 13 Illinois _ . 4,320 36.5 3, 238 27.3 2,389 20.2 1,894 16.0 11, 841 690 596 36.7 390 Indiana _ 933 29.9 873 28.0 706 22.7 604 19.4 3,116 222 276 53.7 58 Iowa _ _ 1,481 29.7 1, 312 26.3 1,154 23.2 1, 037 20.8 4, 984 257 251 26.6 214 Kansas - - 888 31.7 717 , 25.6 582 20.8 612 21.9 2,799 617 185 30.0 64 Kentucky _ 1, 716 39.6 1, 156 26.7 761 17.5 701 16.2 4,334 352 194 37.5 114 Louisiana.. . . 853 33.4 673 26.3 571 22.4 458 17.9 2, 555 45 178 51,9 72 Maine... .. . .. 1,390 31.0 1, 157 25.8 972 21.6 968 21.6 4,487 117 215 26.5 152 Maryland - . 959 32.4 844, 3, 079 28.5 632 21.4 525 17.7 2,960 121 225 52.9 72 Massachusetts - 3,511 27.9 245 2,955 23. 5 3, 023 241 12, 568 923 1, 149 48.5 368 Michigan. . . . 2,538 36.1 1,868 26.6 1, 404 20.0 1,219 17.3 7,029 286 300 27.8 237 Minnesota _ _ 1, 626 33.9 1, 219 25.4 1,014 21. 1 941 19.6 4,800 512 311 1 358 40.0 233 Mississippi. _ 775 29.2 648 24 5 732 27.6 495 18.7 2, 650 139 35.3 37 Missouri .. _ 1,653 34.5 1,149 24.0 1,073 22.4 915 19.1 4, 790 905 904 ' 373 48.8 80 Montana . 289 31.9 253 28.0 186 20.5 177 19.6 24 1 ^ 43.1 41 Nebraska - 582 32.9 419 23.7 411 23.2 358 20.2 1,770 2, 616 128 90 26.5 39 New Hampshire - 665 25.4 675 25. 8 657 25.1 619 23.7 40 265 55. 6 53 New Jersey. _ 2, 274 30.3 1, 995 26.6 1,773 23.6 1, 462 19.5 7,504 461 ' 668 58.9 229 New Mexico _ 161 43.4 81 21.8 81 21.8 48 13.0 371 62 18 38.3 12 New York - 8,260 33.4 6, 793 27.4 5,277 21.3 4,433 17.9 24, 763 1,731 j 1,845 52.3 651 North Carolina - 1, 811 32.6 1, 370 246 1, 262 22.7 1, 117 20.1 5,560 410 ' 296 39.9 88 North Dakota _ 150 34.9 113 26.3 92 21.4 75 17.4 430 22 22 25.3 36 Ohio. . . . 3, 625 35.1 2,796 27.0 2,167 21.0 1, 745 1 16.9 1 10,333 572 , 517 35.1 253 Oklahoma.. .. . - 423 34.3 331 26.9 280 22.7 199 16. 1 1,233 139 64 31.7 34 Oregon - - 313 28.1 267 23.9 280 25.1 256 22.9 1,116 51 56 37.1 8 Pennsylvania - 4,442 31.2 3, 727 26.1 3,268 22.9 2,815 19.8 14, 252 1,865 1, 218 43.6 410 Rhode Island. - 726 34.0 546 25.5 435 20.3 432 20.2 2, 139 88 192 52.0 48 South Carolina . 717 33.3 522 24.2 507 23.5 408 19.0 2,154 283 131 63.3 11 South Dakota _ - 234 31.4 201 26.9 154 20.6 157 21.1 746 108 69 51.9 16 Tennessee . . - 1,420 32.7 1, 128 26.0 987 22.7 807 18.6 4,342 421 352 56.1 63 Texas _ - 979 31.0 766 24.2 735 23.2 683 21.6 3, 163 421 954 236 51.4 76 Utah _ 121 28.8 111 26.4 98 23.3 91 21.6 1, 282 25 6.8 22 Vermont- _ 667 32.4 497 24 1 481 23.3 417 20.2 2,062 135 132 28.1 69 Virginia _ _ 4,463 29.9 1, 289 26.4 1,120 22.9 1,015 20.8 4,887 1, 005 235 424 60.7 63 Washington - 517 32.8 429 27.3 365 23.2 263 16.7 1,574 105 40.7 65 West Virginia.. ... 463 33.5 383 27.7 309 22.4 226 16.4 1, 381 113 73 39.9 25 Wisconsin _ 1, 354 32.7 1,133 27.3 922 22.2 736 17.8 4,145 251 288 40.0 112 Wyoming _ 87 41.0 57 26.9 1 3' 17.5 31 14 6 212 3 10 30.3 3 Outlying Possessions ! 261 Hawaii . . 450 35.1 341 26.6 20.3 231 18.0 1,283 60 75 50.0 13 Porto Rico .. _ 180 35.4 155 30.5 99 19.5 74 14 6 508 1 27 11 31.4 19 27301°— 27- 846 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 11. — Statistics of private high schools and academies for the negro race. 1 923—24 — Part I State Schools report¬ ing Secondary instructors Secondary students Elementary instructors Elementary pupils Men Women Boys Girls Men Women Boys Girls 1 3 3 4 5 6 7 8 9 10 United States . . . 111 305 393 3,697 7,115 42 422 6,317 9,504 Alabama . . 15 27 45 452 844 4 96 1,618 2,321 Arkansas . _ 6 18 13 172 247 1 12 186 262 District of Columbia _ 1 0 7 0 43 0 2 0 48 Florida. . _ 5 17 19 144 232 1 25 294 467 Georgia - - 10 20 40 243 811 4 32 290 655 Kansas _ _ 1 12 8 139 146 Kentucky _ 2 3 4 5 53 1 2 2 21 Louisiana _ 4 8 7 64 113 0 10 150 269 Maryland _ _ 1 0 4 0 19 0 3 0 47 Mississippi - - 7 35 41 584 736 12 37 462 721 Missouri . . . ... 1 5 5 54 52 1 1 5 1 North Carolina _ 20 53 61 617 1,253 10 91 1,492 2,103 South Carolina _ . 9 26 27 270 507 4 36 788 1,041 Tennessee ... ... . . ... 7 24 23 292 361 1 16 235 295 Texas _ _ . 9 33 49 494 971 1 16 108 212 Virginia. . _ 13 24 40 167 727 2 43 687 1, 041 State Graduates Number in mili¬ tary drill Volumes in library Value of buildings and grounds (thou¬ sands of dollars) Value of furniture scientific apparatus, etc. (hun¬ dreds of dollars) Perma¬ nent en¬ dowment funds (thou¬ sands of dollars) Boys Girls 1 11 13 13 14 15 16 17 United States . . . 398 883 753 128, 281 10, 693 9,879 774 Alabama - - - - 48 88 52 17,015 1,028 1, 221 195 Arkansas 14 10 2, 052 271 339 35 District of Columbia _ _ 0 5 4,000 91 507 Florida _ _ _ 9 26 104 6,679 548 804 Georgia . 38 133 68 16,464 926 1,051 50 Kansas _ .. 21 34 100 2,300 325 580 Kentucky _ 0 6 3, 100 33 51 4 Louisiana 10 35 1, 019 85 53 4 Maryland _ _ 1, 700 90 10 Mississippi . . 63 70 407 8,461 620 1,055 25 Missouri _ 7 5 2,000 53 39 North Carolina . . . 66 193 22 15, 905 2,610 1,038 208 South Carolina _ _ 33 57 9,700 990 1,093 157 Tennessee 34 43 7,455 565 409 25 Texas _ _ 38 86 16, 896 1,258 1,080 Virginia. _ 17 92 13, 535 1,200 549 71 1 1 PRIVATE HIGH SCHOOLS AND ACADEMIES 847 Table 11. — Statistics of private high schools and academies for the negro racet 1923-2 Jr- Part II Enrollment by years Enrollment by course of study Four-year schools States Unclassified In first year In second year In third year In fourth year Above fourth year | Academic | Commercial | Technical or man¬ ual training I Training courses for teachers Agricultural Home economics | Trade courses | Schools reporting Students Graduates Boys Girls * 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 United States _ 752 3,287 2,478 1,939 1,476 880 8,398 426 548 806 687 2,518 566 101 3,409 6,362 1,202 Alabama. _ 3 507 443 198 123 22 839 22 123 75 184 518 101 11 402 758 105 Arkansas 134 96 71 53 65 412 13 26 1 114 6 172 247 24 District of Columbia 17 8 12 6 13 7 23 1 0 43 5 Florida . . . "l25 88 64 54 32 13 360 4 16 27 54 180 25 4 90 143 30 Georgia . . 41 313 215 221 182 82 763 .... 14 143 116 90 9 234 760 166 Kansas _ 83 38 38 26 55 45 157 24 138 9 5 14 18 1 103 99 55 Kentucky 6 46 2 4 46 5 8 2 5 47 6 Louisiana 71 62 26 18 177 5 "l5 3 48 66 17 Maryland _ _ 7 6 6 19 1 0 19 Mississippi _ 64 327 275 418 192 44 445 45 114 86 142 266 104 7 563 693 133 Missouri.. . 30 11 14 14 12 25 93 7 6 3 1 41 35 12 North Carolina _ 72 708 466 290 288 46 1, 845 6 "53 170 ”41 475 20 587 1, 211 259 South Carolina _ 14 231 191 144 112 85 696 3 25 55 61 135 42 8 261 476 90 Tennessee . . 28 195 152 126 80 72 588 73 69 217 6 279 334 75 Texas - - 139 315 222 212 196 381 1, 253 117 "35 84 199 373 .80 9 480 846 124 Virginia _ 147 279 224 117 127 705 99 30 46 — - 92 68 12 144 585 101 848 BIENNIAL SURVEY OF EDUCATION, 1922-1924 Table 12. — Private high schools and academies — Enrollment of secondary students by courses of study, 1923-24 Academic courses Commercial courses Technical or manual training courses States Schools report¬ ing Boys Girls Total Schools report¬ ing Boys Girls Total Schools report¬ ing Boys Girls Total * 2 3 4 5 6 7 8 9 10 11 12 13 Cont. United States 2,115 92, 852 102,088 194, 940 740 6,269 11, 941 18, 210 77 1,324 656 1, 980 Alabama... . . 49 1, 481 1,896 3,377 11 14 86 100 7 107 55 162 Arizona _ 5 192 231 423 3 26 17 43 Arkansas _ 17 413 637 1, 050 4 1 64 65 2 1(5 6 16 California _ 97 2,873 5,792 8,665 28 146 394 540 1 17 0 17 10 210 492 702 6 13 84 97 Connecticut _ 56 3,011 5,710 14 119 486 605 2 111 182 293 6 297 200 497 2 6 5 11 Dist. of Columbia.. 26 1, 310 1, 576 2,886 6 44 150 194 1 22 6 22 Florida _ _ _ 21 470 738 1, 208 8 28 22 50 1 16 0 16 Georgia . . 41 1,728 1, 659 3,387 11 148 68 216 1 14 0 14 8 119 326 445 3 1 35 36 Illinois _ 92 4,674 6,388 11, 062 42 306 173 479 1 108 6 108 33 1,762 1, 300 3, 062 19 287 349 636 Iowa _ 97 1,687 3,500 5,187 31 122 328 450 4 22 6 22 Kansas . 31 1,242 1,695 2,937 17 165 213 378 3 90 93 183 Kentucky . . 72 1, 530 2,796 4, 326 21 133 309 442 4 54 15 69 Louisiana _ 45 1, 233 1, 397 2,630 10 63 40 103 2 0 28 28 Maine 47 1, 659 1, 575 3,234 20 372 579 951 3 43 43 Maryland _ _ 39 1,636 1, 287 2,923 11 37 149 186 Massachusetts . 110 5,630 6,583 12, 213 43 261 1, 394 1, 655 1 37 0 37 Michigan . 62 2,961 3,863 6,824 31 249 598 847 1 5 8 13 Minnesota _ 48 2,116 2,605 4, 721 22 353 269 622 3 29 42 71 Mississippi . 27 1, 214 831 2,045 9 20 101 121 2 97 17 114 Missouri _ _ 60 2,462 2,554 5,016 27 149 293 442 2 47 18 65 Montana _ 8 263 452 715 5 67 163 230 Nebraska . 31 393 1, 228 1,621 10 36 79 115 1 0 15 15 New Hampshire _ 19 1,808 517 2,325 5 91 122 213 New Jersey . . 4,524 2,846 7,370 18 158 544 702 2 32 1 33 New Mexico _ 10 145 251 396 2 0 40 40 1 15 0 15 New York.. . 229 12,092 13, 419 25, 511 59 419 1,141 1, 560 2 0 27 27 North Carolina _ 59 2,436 3, 143 5,579 13 123 187 310 6 75 70 145 North Dakota. . 9 138 331 469 2 18 8 26 1 6 0 6 Ohio _ 85 4,574 5,280 9, 854 32 309 853 1, 162 6 150 24 174 Oklahoma . 31 531 726 1, 257 11 60 72 132 2 27 0 27 Oregon . . 16 530 586 1, 116 6 65 30 95 2 30 37 67 Pennsylvania _ 137 8,338 6,606 14, 944 57 672 963 1,835 1 0 3 3 Rhode Island. . 15 1,061 795 1, 856 9 186 186 372 South Carolina.. .. 26 1,208 876 2,084 8 237 51 288 4 31 14 45 Smith Dakota. 13 261 494 755 5 30 40 70 __ Tennessee . 49 2,942 1,592 4,534 15 59 124 183 1 28 0 28 Texas . 48 1, 433 2,249 3,682 22 153 188 341 3 28 7 35 Utah . . 7 642 1, 027 1, 669 2 15 44 59 Vermont _ 17 889 813 1,702 9 160 298 458 1 15 0 "" 15 Virginia. . . 64 3, 488 2,067 5,555 19 104 213 317 2 40 0 40 Washington . 23 683 996 1,679 7 22 83 105 1 12 0 12 West Virginia . . 16 678 773 1, 451 7 50 27 77 Wisconsin 32 1,794 2,277 4,071 18 172 279 451 Wyoming. . 3 91 124 215 -- Outlying Possessions — Hawaii . . . 10 722 356 1,078 6 190 75 265 1 7 0 7 Porto Rico . 10 183 289 472 3 0 89 89 1 7 0 7 PRIVATE HIGH SCHOOLS AND ACADEMIES 849 Table 13. — Private high schools and academies — Enrollment of secondary students hy courses of study, 1923-24 States Teacher training courses Agricultural courses Home economics courses Industrial or trade courses | Schools reporting | Boys Girls Total | Schools reporting CO >> o m Girls Total | Schools reporting [ Boys Girls Total Schools reporting Boys Girls Total 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 161 395 2,102 2,497 71 861 537 1, 398 254 97 6,675 6, 772 27 176 569 745 6 8 78 86 4 83 132 215 14 16 654 670 2 21 80 101 1 24 0 24 2 0 35 35 6 35 72 107 2 21 0 21 4 0 165 165 1 2 3 5 1 17 0 17 4 0 77 77 1 4 3 7 1 0 12 12 1 0 44 44 3 28 0 28 5 0 87 87 1 0 4 4 6 0 66 66 1 0 23 23 4 5 22 27 3 73 0 73 4 6 233 239 1 25 0 25 8 33 177 210 1 20 0 20 9 40 256 296 2 0 90 90 1 0 6 6 7 11 45 56 13 0 581 581 1 53 0 53 1 0 30 30 6 10 36 46 2 11 28 39 10 0 250 250 1 10 0 10 7 8 46 54 4 18 19 37 4 0 71 71 1 18 0 18 7 19 61 80 5 51 25 76 9 0 169 169 3 2 34 36 1 0 37 37 2 0 65 65 1 0 15 15 10 10 150 160 9 115 0 115 12 0 271 271 1 8 8 16 4 0 165 165 1 0 4 4 6 0 73 73 2 0 17 17 2 0 44 44 5 23 43 66 6 0 99 99 1 3 6 1 9 4 10 76 86 6 109 51 160 8 4 302 306 1 0 104 104 6 16 52 68 1 2 6 8 6 0 109 109 15 24 277 301 1 0 16 16 1 0 1 | 1 2 21 0 21 7 0 199 199 3 0 90 90 3 0 40 40 1 0 5 5 2 0 34 34 7 46 53 99 1 0 7 7 13 0 290 290 1 4 0 i 4 12 35 248 283 4 45 12 57 18 2 638 640 2 3 36 1 39 1 1 6 7 1 0 5 5 4 4 36 40 1 6 0 6 8 0 154 154 2 16 0 16 i 2 2 26 28 5 16 20 36 2 o; 1 I6 16 2 13 21 34 1 14 0 14 9 0 133 133 1 0 6 6 4 14 51 65 2 19 42 61 1 10 0 229 229 3 4 38 42 2 13 60 73 2 12 7 19 2 o 19 19 10 26 74 100 5 81 30 111 ! ii 19 316 335 6 18 95 113 8 75 141 216 15 8 426 434 2 10 70 80 2 0 35 35 3 0 76 76 2 6 40 46 9 0 176 176 1 0 68 68 I 2 0 28 28 1 0j 5 5 1 . 2 0 43 43 i 3 .... 0 34 34 1 1 0 76 76 4 0 91 91 II . Continental United States . Alabama.. Arizona... Arkansas.. California. Colorado— Illinois.... Indiana... Iowa _ Kansas _ Kentucky. Louisiana _ Maine. . Maryland _ Massachusetts. Michigan . Minnesota . . Mississippi . Missouri _ Nebraska _ New Hampshire. New Jersey _ New Mexico _ New York . . North Carolina. North Dakota.. Ohio.. . Oklahoma . Oregon. . Pennsylvania.. South Carolina- South Dakota.. Tennessee . Texas . . Vermont . . Virginia . Washington. .. West Virginia. Wisconsin - Outlyinq possessions Connecticut— . District of Columbia... Florida _ _ Georgia.. . . Idaho . Hawaii _ Porto Rico. Table 14. — Statistics of 'private high schools and academies which enrolled 100 or more secondary pupils, 1923-24 1922-1924 850 BIENNIAL SURVEY OF EDUCATION, Bound vol¬ umes in li¬ brary 3,000 1,500 1,000 1, 100 1,000 400 1,319 756 2,000 919 2, 200 800 4, 000 300 1,800 1,900 2, 680 200 1,450 2,200 500 Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) 3 • 1 1 lO i 1 1 i i i i i o i o i i O i CM 1 1 CO 1 ill ill ill ill ill ill lO CO Num¬ ber in mili¬ tary drill e* o 1 i • i i ill till III i i i i iii Graduates, 1924 Girls 03 035 OH^OOOOO O OO ION®® NOOO»NO(0 ^ ^Z^Z^ Board¬ ing depart¬ ment - iiiioiooi 6 6 ££££ £ £ £ 6 £ £ 6 Religious influence W Nonsect _ M. E _ M. E. S . Bar>t _ _ M. E. S _ Nonsect _ R. C _ Nonsect . Bapt _ L. D. S . L. D. S . M. E. S . R. C_. . . Nonsect . Bapt . . S. D. A _ Nonsect _ R. C _ R C Breth . S. D. A R. C . | School N Loulie Compton Seminary . . . John H. Snead Seminary . . . . Downing Industrial School.. . . . . Northwest Alabama High School. . . Huntsville Junior College _ _ _ MnGill Tnstitiit.A University Military School . . Newton Institute . - - Snowflake Stake Academy . . . Sloan-Hendrix Academy . . Mount St. Mary’s Academy . Magazine Industrial Institute . Mountain Home College . . . La Sierra Academy. . . The Anna Head School _ _ St. Joseph’s Presentation Academy _ .. La Verne College _ _ _ _ _ Lodi Anademv 1 St. Anthony High School . 1 Location - ALABAMA Birmingham _ _ Boaz . Brewton _ _ Haley ville . . Huntsville _ Mnhilfi Do _ _ Newton.. . ARIZONA Snowflake . . ARKANSAS Imboden.. . Little Rock . Magazine . . Mountain Home . CALIFORNIA Arlington . Berkeley . . Do. . La Verne. _ Lodi _ Long Beach . PRIVATE HIGH SCHOOLS AND ACADEMIES 851 450 1, 500 1, 500 1, 500 2, 500 1, 133 1,500 10, 200 2,000 8, 500 2,000 400 2, 500 600 1,865 5,000 2,000 5, 000 1,000 3,000 2, 700 3, 000 1,000 2, 600 1,000 5,000 500 200 1,000 2,000 6,000 1, 000 9, 000 2,000 2, 500 400 2,000 200 1,200 20, 000 5, 000 1,400 1 1 1 1 1 1 1 1 1 1 1 1 l 1 1 l 1 • til 1 1 1 1 1 1 1 1 1 * • • 1 till 1 1 1 1 1 1 l 1 1 1 1 1 1 till 1 1 1 1 1 t 1 1 1 1 1 l l till 1 l l 1 1 1 1 1 1 1 1 1 1 till 1 1 1 1 1 1 1 1 l 1 1 1 l till | 1 l 1 1 1 l 1 1 1 1 1 1 1 1 l 1 1 1 1 1 1 l l 1 l 1 1 1 l 1 1 1 1 1 II 1 1 1 1 1 1 II 1 l 1 l l t II 1 1 l 1 ■ 1 II 1 l 1 1 1 l II I 1 1 1 1 1 II I ' 1 1 1 1 II 1 1 CO © 1 IHIO 1 1 CQ 1 1 1 1 1 1 © © 1 1 C3 1 1 1 10 © 1 ico 1 l 1 CO Is* 1 1 1-H III II III 1 1 l 1 1 1 1 1 1 1 l 1 l l 1 1 O 1 1 1 1 1 1 1 O 1 1 1 1 1 1 1 1 1 1 » 1 1 1 » 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 rH 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 l II I 1 l l 1 1 II I 1 l 1 1 l II I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 • 1 • 1 1 1 1 1 I 1 1 1 1 1 1 1 • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 OOWNOHOOWHCOCOIC0 05COONONON05 0H iO ©©1010*0 © © ©©iOO^O©©OlNOHOO©’^ CO cot"* ^ ^ rH CO ‘OCONO'^N^OO'OiOOOiOOON'^COWNOJOOCOCOCDCOHN (N © NQOOO^Oh^O^OOOhN HOO O)HiCC^(NMN © iOCOCCNOh O^WOMOON O i-h h*0 >O iOh Sn ^o »OHH Ci0HO Tj< Tfl Tfl ^ ^ ^ ^ ^ ^ ^ ^ 'j* ^ ^ ^ ^ ^ Tf'J' ^ 't* Tf lO 1*1 M< ^ Tt< 1* 1*1 to 1* ■*< IOMM 'l« 00©©0©©©©©©©©0©©©©©©0©©©©d©©© o©o©oooo©oooo©© Z^Z^ZZZZ^ZZZZ^ d®®®©©d©©©©®©©©©d©d©ddddddddd SSSSSS&fddo'o'SSS !*>< >h >h >< >< >< ;*££££ >< >h >< O g gpS gOO gO g g g goo gO gOOOOOOOOOO Kz£^%A#ZKZ§,z£tipi StfSSStftfStf'SSSpi o® , © © © © © © © '© 2 2rin “mm wr^ w m m,. ' m J flflOHcflflflOBacSBo, OO . .OOOO .OOO .Oc3 ZZKf±ZZZZKZZZt±Zm oO §>> 3 a ° © oQ-§ 88 3< ■£ >> > o >> o o^j d « • - « 2 » ©>2 ox? S«| .O^Ox) >>Z rt £0 “Sg •g.2 a^-g o s 2 » “ 8§ 8 g^om-j ® ^3OJ©owV(D,Sfl?n(Se9d'S'2 1 o «u g o .2-c c-x :x- - X ►. 1 SS o al;^ ©|l“li2 Ib^*3 § ©•§•§ § g. | g-g*^ Z3> 1 to y ® y O O . _ . . rrt . o qu w)^n 3 Nl slug'll sauja OOOWiJScgcg^oSggOPhOggS ©«Mco g alifiSSiasi RhhPhGQGGGGGQCGCQGGCQ 5.50 OS So to >> c a Ph g^02 j« g^-1 g S«£w O g O o'S’o 2 O oja p? >> ilsm o^d.2 152 esw^SiiiS 2 gsll Table 14. — Statistics of 'private high schools and academies which enrolled 100 or more secondary pupils, 1923-24 — Continued [ Bound vol¬ umes in n' brary 3 N1AL M* SURVEY OF ED 88S8 8 kONOrH O OfcO of'***' of UCATION, 1922-1924 888888888 !8 I 88 IQCUCIOWOOOIO 1 CS 1 00 o r-HOO HHlOiOHC4 1 rH 1 1 i Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) 2 2, 457 1, 006 235 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 lo 1 1 I 1 Num¬ ber in mili¬ tary drill eo ' 1 i ! i I till till 1 1 1 1 1 1 1 1 © • i • to 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ■ 1 Graduates, 1924 Girls N ONO® »00 OT)('tfOOO®NNT|(MT)i t>«D tT <><>*% ;*>< Religious influence cs Nonsect _ R. C. . Nonsect . Nonsect . M E... . R. C _ R. C . R. C . . Nonsect . Nonsect _ lc > , IPS Nonsect . Nonsect _ Nonsect . P. E . R. C Nonsect . R. C _ Nonsect . School N The Taft School.. . . . Mount St. Joseph Academy . . . The Loomis Institute . . . The Gilbert School . . . . Wesley Collegiate Institute . Salesianum School . _ Academy of the Holy Cross . Academy of the Visitation. . Columbia University School . . . Devitt Preparatory School . . Emerson Institute 1. tl 1 1 1 1 1 1 1 1 iCO'Olr— llllll 1 1 1 1 IH 1 1 1 1 1 1 1 1 1 1 1 CO iCS IH llllll till i l i i l l i 1 l i l l 1 iiiiii l 1 1 1 1 l i l l l l 1 l 1 l l l llllll 1 l l l l 1 1 l 1 l l 1 1 1 l l 1 llllll till . . ill i i i llllll Graduates, 1924 Girls Boys 05000COQCDCOiONOO(M!N COONNOOOOONOH HHNW HH rf CO CO CO T-l H t-H Secondary students Girls o N^(NOHMOOOHU5NO®M OOOOM'rtCCO'OOHO IO CD lO OOO COOCOIMIO— c O o oooart r-< r-i co ,-t rH HHHH O) 50 i-H CO r-H >-H Secondary instructors Women ao NNooooHooooooHiciTf oooo>on®«iiooici^ Men - cooowwoooooinhoohio ®aN«OfflOOO«ow Years in course co ^ ^ ^ Tf< T»< ■*}< 'If ^ T}< ^ Tj< ^ rjl TfH ^ ^ Ele¬ men¬ tary depart¬ ment *0 d©dd©©dddd©®©o© ddd©d©d©©ddd Board¬ ing depart¬ ment W CQ W M W 0Q ' C 0 W ' J o! M ' ' WWJWJWWWWWW' a>QQa>oa>coa>a>oo a> a> © o Religious influence eo i i i i i i i i i i i i i I l l 1 1 | l l l l l l 1 1 i • • • • i i i i i i i i i i • 1 i T5 • i * ' J 1 1 * !!«« g I!!!! ! !g ! 3 !!!!«'. i ! OO o 3 cOODDOOOQO ! O qo7owQO gOOO pcrtpcrttfrttf tf'S rtS?«H«PH’PSP5&p?PSPS >;g >> o 'o ’S , CO 0'S- «8r S .2?3h! 5b©.SP-&.S 8-g ^◄’3 ■SIS XS o oo # & tc o a® © _ §.sp s.ssd Sh °hO olw||a“-§ fS&Slii" Issfl ill! i» “Slgs-3’S1»|S O u <2 i'j?o a ° a a 2 ° 2 o-S CB CO c3 ,3 3-SP 2.2 ai n a 'Z, 1 ® 1 11 © ^ £ ©.3 “TS , §*;«.2 i O'oo co m co co n «rfS|s fsS!il : o c3 |coS,«Q !^a 1 5 © cs5 >Q gtQ O O "3 . 3T3 .■d.3 © ^ boor a 30;=; .3 o ^ ! ° ® d td O ? 60 ;co a H7U 3 pi | © “o o © q sJ £<^'a a^ $ J3§ O^O-^ 3 “ ©^ coOOQcoMa2CQE-'»-5 O O ‘ gSggi COCO H eo cc co ■ iCOiONCON OOHOOOOCON^^H HN^CCNHHHH OiCOCOCJjHCOQOOOiOOCOrH o°ooo N^OOOOOOOOiO ®S00^^0502CC300 8§ »ONNOCOCOONOO r-t r- 1 l>- r— 1 g£3° hhhOOMOOlOIN *-(»oo303coi-icoaor^co*Dco »OCX)COiO^Ot^Tt<03t^t^T-H(M COMHOONOOCOO»OCO 00 *0 03 O 03 .T^ooooc- IOHHO HCO(N H^H ^lOCONCOHOOlOOCO ONOOCOCqO^W HCOCOO^iOOWO^ MNCOO <>< GO ' ' GO ® O O Q) j ;;;;;;;; ; i 1 1 1 1 i i ^ ,d i i i • « i i < i ’ll • i n j j ! : ! ! j j ! \ 1 1 ! 1 ! ! i i © rl 1 1 1 1 1 1 1 iQjr-x i i i i i i i jnU 00000006 ^ . C3,cj 03 PhMPh^OM :§ i : : : ; :5 • © • 1 ■ ■ • i 3 1 1 • 'J O S a cOOO ® «©0 . .03®® . . .£® . . > R. C_„_ Bapt _ M. E. S. R. C— . Christ... M. E. S. R. C — R. C... _ Christ... Presb... R. C— R. C— R. C — R. C— . g«< •2 fl co d & S '<« P< .Sfg S a ® g O CD HQ wSS3SS-8£3? 2 o|“ °|® o'S ^ tJvO^n ■pc3o^Ooo3os-S ccajHHoa^HHCQ^I^Z O t3 ri os >> a A » ® MEM ® •sa'is*® §•§£”*3 1-5 03 mWO O O °3 W v ( «3 •iSgjlf s;§li££ o Table 14. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils, 1923-24 — Continued Bound vol¬ umes in li¬ brary td & tz{ NIAI © , SURVEY OP EDUCATION, 1922-1924 88 1888882 !S?88888S888 888 OO iWNCOO^c^ iOMOHiO>5 ooo o us o r-fco » r-f th ieoofr>T of OtjTh coco of 1 1 8,000 16,050 5,123 15,000 Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) ** 1 1 i CO 1 1 Tji 1 1 1 1 1 1 1 1 1 1 I ©O© • ©©0303t'-©t^00©c00000 03 TtH 1-H 1 rH 03 03 © CO 03 © © -^ © • 03 03 rH 1 125 1 Tt< © 00 • Tf< 03 © 1 U- HOO ! of of Num¬ ber in mili¬ tary drill e* 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I 1 1 1 1 1 1 1 1 Graduates, 1924 Girls N i-H Tf co 03 co co o © 03 ^ 03 oo co ocooohn coo H(N h 0303 (Nh 03 hh ^ Boys a OOCOOS^NCOCO^ONOSIOCOCOW^HCOCO H H © *0 © Tfi ©03 rH tH»H hh rHr* ^ H (N (N 03 Tf Secondary students Girls o ^ ^ 03 © ^ 04 h © T-( © © CO © 00 ^ ©QO ©us©©©© ©© ©©©©^©oo©t^rjH t'.oor-^r-(io©©oo oo cooo Boys © © © CO rH 00 00 © © 03 © 1-H © Tt< © 03 03 CO 00 03 00 © © © © © ©© ©©©©©©© t- ©©©© 03 © 00 © 00 t''* © CO rH © rH rH tH rH 03 HH 03 © Secondary instructors Women QO t» 05 i>- co n r- ■>* c* o ec os co co b- r-* - CT> 00 *0 © CO % >' ! a aOO cO cOO aQOO c go go g g fl-KC - - - q :. q flflflUUflUflUUCUUUcCQCOC flfl-HQOOU G § AQO G GO G OOO . .O .O . .O . . .OC . O . O O o a . OOO . .OO .C . . © © . . tt'ZfSXZZ'ZXX'ZX&X'ZMZXZoZ&PiKKK&ttZPiKttAZKXZtiZ## ooooooo g ;p4p4p4^ dz a 5 aSfl ISo.’S §isg§£, “IfslH Igl&Jh x.9_ § 9 - n 25 S3 soo£S P-i O fi <3 PQ O £h o 9 o 8 O cl ■3 ’3^-3 . o o ® 2 t».G X : ®£ SmcQ ", ?CQ .w ja’v ;o2 o|'3°” 03 g^J:§S! G -*-3 p 5 ^ OT c I § x<^.g 3 j. ci o ^ -- agZP502CQCQ r*i oC m2 s^gi 02 g “ ! © 33 >> ; oofeb w d <3.3 Joo' C o Oc c x x soo: OOQOQ - -^XX* 3 >> 1 X fc£ tl ® 9s “:“:r §-§• -“T3dl SmgVsx 3SSS 35 x„ 02 O «£*§•§ © © 502 2 6 o >,.5 § 0> a_'73 d U Mo fl 5 O >,02 3“ GO GO ,2 02 g g29^2,S,2-s3’°3S'd X® « sfo-xS txQ teg go2,gumra-S BSfeSSM llllllilll! - _ — . . 03 w on q O Gl O c/d CA, P3M2r,O02 02'£l51 1 si|s§g o OfifififiPM! S S d o'S2 T3 Offl,2 ® ■- CTS >&arsx=-u.p-> _ w =2 S ® © 3 d'5 2 "3 o o- 3 ©’Sx o o — -02O!E-|?!s: Table 14. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1923-24 — Continued 858 BIENNIAL SURVEY OF EDUCATION, 1922-1924 m sS-H*D o°o§! OCOOOiOC CS* T— < r— 1 r-H < §§0§N§8oSot »n»(n«o5ooS‘ eo'pfi-T i-T cccfcf- aS its ill a-s3&3 Ha"* c3 ^ >J0Q0OCqt00005k0O°^002231^ IO^H(NCOQM(N S^. iCHO^00C0^OHHOH05 00HH05NO05O^^00 00H 1C cc ^ (M C5 00 00 ^CONOOSOO^OJIO OOOONN m.S »ONONNM?00?0^«COINCO^O©iOO^O^r}<»CV> h a 'w'wwmwJwmwJJwmwmwwmJmJwmw OoOCJOQ}OOQJQ)Q)OO©Q}0)Ofl;O©O©Oa)Q)Q) o o ® o loll iTfs OOOOOOOOOOOOOojOOOOOOoOOOo^O ou 3 :3« Pi .2 Ph^ qoooo Sdooqod jjqdddddddddddd Sooh P3rttfrtrtJ?p5p4«rtrt«ODd«rtrttftf ««««««« ^p3«Ph' W»0Q O 2*03*03 « „ 1 o o o 2 o 0.0 x:,c o ooM mmA OO.M M b£^ _ 3SW ■3 O ©■S’g’a.s r"i*'lSbS’§ 0 OCQ, >> 0,0,0 O o 2 -1 o o o o 2”§ !'2M«2'g'gm J, tjWO bo x®’S“OOn5M« 0.0 g grt “.SPrixi M 8^ s sa jlfegw o ■ggaa *8H°w 02-2 ® ® fexi rt “ M-sJaia oil sa m e3 m 8 M o & r/1 ot”m ; a>.9w c sill |1 1 -g.^1 1 1 1 o I ^ V.| >*3 £ V. £ .2 1 issssi !!l??Si9||3|S|^i pj >> >> >> bcfn h-j h-i S S?,52 S'o"*'1-5^ 2 ^ S GG » o 2 1§|I ■sw^i 3l§2 sill •C -0.0 tf 0-3 >> cfl w WQ o d o o o d QQQPPAg-g §g i!«s ass " e.s *-« M 'sg-p gjjad31 !«>* >» os Uii flQ 1 a, O S’ PlCQ 3' PRIVATE HIGH SCHOOLS AND ACADEMIES §0©tO©Q©QOCOO© OOt^QOOOOQOOO ©t0r-<©©©©©C0t001 N CO ©- o ,13 © ag - O © >>>, ■ ® g’S a ' 5 "3 i-^-S §> 3s = s| a^O O O i— V ^ — O °D °3 fcuo W +f 3.S did 8 H.3 § ® 2 Ibl U£ 5l§§«3& © OSH'S -d otA 3 bp.-* w-Sfil’o ^fe'S'3 d § & -o -u © ii ,J © c3 ® s- c3 oqHOHOoqP4 a I ®«s M I tt Sfl. fa 3 © - ^ 3 Sa-H"*5 jf $of£ © “ISSfl .J VH ^ _5 © mgoom ■d .... *>it?jKsgg ‘aw-sgo K*> O 03 o &0-8 a >>m ,d 'oq © '« OQ © 03 ® £of of? I'g^-Ss ^teaoggp* S gu a®3 d^-d-d d © g-gclxacagi0 o ® o-S ® <» ®.S das °<^§CQo§‘d§^3©S’Soh9« ®'3 § BfBB §> ® os &<8il § mBS § g J.gjs S a § d 2'S g-§^ gd3 d £ WoOOc»cgPh5Qh3Phcc?^Sgq<1Wh3^cz}oqccw tD—. 0*2, “ssScSdigsidd-g HoQGQ ^ J d .2 '3 °a S^ = WfflO S* -So jdod aw ~gg&£-2 :3®ddd-5,®o®dddddd! Isll ps &|Qoo.s-e-s =3ooooot §®So§o©'d” ®.2.3.j*i fflOOOOWS^M H^rara 859 Evangelical Mission Covenant. Reorganized Church of Jesus Christ of Latter Day Saints. Table 14. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1928-2 4 — Continued 860 Bound vol¬ umes in li¬ brary td S NIAI ^ -SURVEY OF EDUCATION, 1922-1924 OQ OOO OOOOOOOOO OOOOkOCOkOO OO OOO OOOOOOOOO OOCOrH'XXO OO lOOO OOOOOOOOO OOO-^rfooNW ho thVTco* o o' i-T co »o ko ko © r-T r-Tcs* oofcT Perma¬ nent en¬ dow¬ ment fund (thou¬ sands of dollars) II II 1 1 1 1 1 0 OOOO 1 o o o I i 1 ICO . oo ^ ^ ko co o Boys Oi t^O NOOO © © © © © rH rH (M rH (N CO rH Secondary instructors Women (30 rH 05 kOOOO OOCOCOOkOIN^O cqocot^koooo Men OO HON © O H O 00 kO kO © t#< OOCO^COO^NO Years in course o ^ Tt< Tt< T* ^ ^ ^ ^ ^ Ele¬ men¬ tary depart¬ ment J J CO CO » CO ■ CO ‘ CO • * CO J GO CO CO 1 J J CO ■ OO OOO C30a>0o00a>0 OOCCOOoO Board¬ ing depart¬ ment J CO ' CO CO CO CO J CO J CO CO CO CO CO CO ' J CO CO CO 1 Oo OOO OOOOOOOOO OOOOOOOO Religious influence - R. C. . R. C _ R. C . R. C _ P. E . Nonsect _ Nonsect . Nonsect _ R. C _ Cong - Bapt . . M F. Nonsect _ Prosh Nonsect . R. C _ R. C . . R. C _ M. E _ its School Central Catholic High School. . . Ursuline Academy, Mount Angela . . Cathedral High School . . Mount St. Mary’s Seminary . . . St. Paul’s School . . . . . . Phillips Exeter Academy _ _ Robinson Seminary... . . . . Sanborn Seminary _ _ _ St. Joseph’s High School _ Kimball U nion Academy .. . . . . Colby Academy _ _ _ Tilton School Brewster Free Academy _ _ _ Blair Academv _ Bordentown Military Institute. . . Camden Catholic High School. . St. Patrick High School _ Holy Angels High School _ Centenary Collegiate Institute . . . X OUiiUUl _ 1 Stevens School . Location - MONTANA Butte . . . . Great Falls _ _ NEBRASKA Lincoln _ _ _ Omaha . . Wahoo NEW HAMPSHIRE Concord _ _ Exeter . . . Do.. _ _ Kingston _ _ Manchester _ . . Meriden _ New London... . Tilton _ _ __ _ Wolfeboro . NEW JERSEY Blairstown _ _ _ Bordentown _ Camden... . . Elizabeth . . . Fort Lee . . Hackettstown . mgutoiuwu _ Hoboken . PRIVATE HIGH SCHOOLS AND ACADEMIES 861 Snqooooo‘OOOOio( coooooo>o*ooooo< )W(NC5oOO^^OOOOONiO( SQC.O^OOiOHTf^OQOiOMC ONONOOCOOO^OJNOIONXC COOOOiCOr^Oa^COOOOCMOOCONCOO co* co' icT c c^f^i-T r-T co* coco'oc^co'c^Ti-Tc^ca MNOOHOCOOOHO^^OJOSM CN rH - COCO H Tt< ONOO^ONOO»0(NCDOONOOC^IO rH rH H lOO^TfOH 0^00 »kO oo^>o h M»OONOiOOOOOO< >ooooo^°rHcoooooot:.ooooooooo^t-io< OOCCNONHIC^-^OOOONNOO OasOHHCOOOHOO^^OJOOO^OOOOOOOOINlNHCOHOOO * rH tH 04 rH rH HN CN N HH CN J » • ' CO CO CO CO' CO CO CO CO CO ' CO CO ooooooooooooooooo fcfcfc &***><& *><►<>< *}?;►<> CO r-Jr>r> CO ---v CO cor< CO OOO a a aO flOOO pO p pO flQ . . .OOO .o . . .o .oo .o . >;>>§ a il <§■0 02 gg CO oK .3 -g co co •-< V >>B « ,2 o® OQOQCG ^•o 1 fl®'cjo §S tf) OrS'S yaj ^^3 O '1I®-a1«5W2 "S ^?o o §5^ QQ ■ruj'CMo'o-pr7'0 i^SS^S-Sa §|o £•§§!-§« ^111^.1 S., 8 c3 c3 ® +j 4J kH -iJ 53 C 4J * HMSW^oqcqcqScqMPhoqMcq m H — i—' 2 o's’S) OOc3o 2hh .g.S&g’SW GQGGP^ CD'S w ® dp 2 j • 1 1 1 1 1 1 1 1 ' 1 1 1 1 1 1 _ ' p* 1 _ co ^ »00000^rr?>7H000000000®000000'30w0Hg QQfiflfi-g £ g-gfififlfiQQQflQ|fipQqfip | IJg’ll £'C £ 2 3 flsoooo PQPQfflPQ pq 000000 Table 14. — Statistics of private high schools and academies which enrolled 100 or more secondary pupils , 1928-24 — Continued 862 BIENNIAL SURVEY OF EDUCATION, 1922-1924 PRIVATE HIGH SCHOOLS AND ACADEMIES 863 1, 723 300 18, 750 1, 168 1,200 7, 000 4, 000 4, 222 1, 250 1,411 1,085 6, 000 2,588 CO O O O 1C o IOOAO O CO'Tt* COOJIOOIOOO 10*0 r-Ti-T 1, 500 800 1, 300 1, 500 1, 750 1, 400 400 1, 400 1, 340 1,500 4, 000 1,000 600 800 3,000 550 1, 175 2, 159 1,700 5, 022 3,000 8, 000 1, 500 1,200 3,000 2,000 00 i i i (N i ih i i CS 1 1 1 rr* 1 1 >> lO i i i ii ii O i i i ii ii 1 1 1 1 1 i 1 1 1 ?|!j]| l l 1 l 1 1 1 l i ill lit IIIIIIIIIC^IIICOOIII i i i i i i i i i iii 00 i i i 1 1 1 1 1 1 1 1 1 III III 1 1 1 1 1 1 1 1 1 III III 1 1 1 1 1 1 1 1 1 III III 1 1 1 1 1 1 1 1 1 III III i is i i OWOOOO^iOOOiOINOOMNOOOiOCO’ KN10 05000»0005 0 0 0^NOOOC 0 0»0 OOOOC(N (MOO rH COH CO (M Hhh C5 lO O co oo rtt oo o^>a>oooOoOOOOH ^ >H }H >H JH >H Z in Z Jz; Z Z fH ^ Z ' CQ ' OQ ' • • CO Oo>oooo© Z>iZ^ZZZ>h d®dd#o®S®odddddoddd”o Z^ZZ>h^^^^ZZZZZZ^ZZZ>hZ coaicococotncococooiaiincoaicooiaii/) oa>oa>oa>oa)